Lesson Plan Common Core Standards

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Common Core State Standards: © Copyright 2010. National Governors Association Center for Best Practices
and Council of Chief State School Officers. All rights reserved.
ISBN-13: 978-0-328-73368-2
ISBN-10: 0-328-73368-7
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Common Core 101
Contents
Dear Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Zoom in on Common Core . . . . . . . . . . . . . . . . . . . . . . . . 7
Content Knowledge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Text-Based Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . 10
Close Reading. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Foundational Skills. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Writing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Speaking and Listening. . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
English Language Learners (ELLs) . . . . . . . . . . . . . . . . . . . . . 24
Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Reading Street Sleuth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
The Importance of Book Talks. . . . . . . . . . . . . . . . . . . . . . . . 32
Common Core Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
Text Complexity. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
Research into Practice. . . . . . . . . . . . . . . . . . . . . . . . . . . 65
Table of Contents 3
nd R E A D I N ore
YOU a G S TREET Par tners in the Promise of Common C
Love
what you
teach
Dear Teacher,
Welcome to the promise of the Common Core State Standards. We are
excited by the opportunity to work together to make certain all children
have the very best elementary literacy foundation. As your partner, we have
created a tool—Common Core 101—as a place for you to find answers to the
inevitable questions that this scope of change brings.
Much of what you read here is what good teachers already do. We offer
some suggestions that will validate your current practices, illuminate the
intention of the standards, and spark some new ways of doing things.
It is a wonderful time to be teaching. Everything we have developed for you

on Reading Street has, at the heart of it, our hope that you will love what you
teach and that your students will love what they learn.
On behalf of the Pearson family, we thank you for the work you do for children
and welcome you to the exhilarating era of the Common Core.
All the best,

The Reading Street Team
PART 1
ZOOM IN ON
Common Core
■■ What do I need to know about Common Core?
■■ ow can I be sure I am serving the Common
H
Core State Standards?
■■ How will Reading Street help me meet the goals
of the Common Core State Standards?
Content Knowledge
“No longer can we teach as we were taught. No, not in
the 21st century. The Common Core State Standards speak
directly to the skills and understandings all of our children
and young people must master if they are to survive and
thrive in the 21st century. As professional educators, we
must do everything possible to ensure that all of America’s
young people are prepared for the future. This stands
as our challenge and commitment. CCSS supports our
challenge and honors our commitment.”
— Candy Dawson Boyd
What Role Does Building Content

Knowledge Play in Reading Instruction?
A key shift required by the Common Core State Standards (CCSS) is that texts
must be purposefully arranged so that students develop content knowledge
in science, history/social studies, and other content areas. Students can then
systematically explore concepts, developing their knowledge base within and
across grade levels.
By connecting what they read to concepts in science and history/social studies,

students gain both general knowledge and discipline-specific expertise, thus
applying literacy to understanding in other content areas (reading to learn).
Informational texts also provide an ideal context for fostering the acquisition of
academic vocabulary and domain-specific words.
8 Common Core 101

Why Build Content Knowledge
During Reading?
One benefit derived from the structure of the Common Core State Standards
is a common knowledge base across all subjects—an intentional coherence of
the curriculum. This coherence should increase the likelihood that students, no
matter where they live, are prepared for college without the need for remediation
and, further, are prepared for success in a chosen career.
In addition, many educators face rigorous state curriculum requirements in

content areas. Most states require assessment of science and history/social
studies content areas in addition to reading and math.
Since criterion-referenced state assessments link test questions directly

to content-area standards, teachers require additional opportunities to
meet standards in science and history/social studies. Therefore, structuring
content-area texts at each grade level necessarily involves analyzing states’
science and history/social studies standards.
How Do We Build Content Knowledge in Reading Street?
Students begin each day with a discussion of the concepts explored in the
week’s reading selections, building content knowledge during every week
of instruction, across units within grades, and across grade levels. The use
of high-quality informational text helps students build domain knowledge
across a wide range of subject matter.
Students build oral vocabulary by acquiring academic vocabulary and

domain-specific words, exemplified in each week’s Amazing Words.
Weekly Science and Social Studies Knowledge Goals allow children to

integrate knowledge and ideas as they access multiple texts.
A concept-related graphic organizer is developed over the course of each

week, highlighting science and history/social studies words and concepts
learned.
Zoom in on Common Core 9

Text-Based Comprehension
“Students are expected to have many ongoing
opportunities to use text to integrate knowledge and
ideas, describe key details, and view text as a resource
for answering questions and understanding multiple
views. Adjusting your instruction to assure that text
is used as the primary resource for students to meet
these understandings will take you a long way toward
implementing the Common Core State Standards.”
— Sharon Vaughn
What Is Text-Based Comprehension?

The Common Core State Standards (CCSS) expect students to gather evidence,
knowledge, and insight from what they read. Students build a knowledge base
across a wide range of subject areas that increases with the reading of each
new text.
In the classroom, a growing proportion of the curriculum is based on

informational text. Discussion questions are text-dependent—in other words,
answerable by looking in the text for evidence to support responses.
The following excerpt from the Grade 3 selection Amazing Bird Nests
accompanies an example of a text-dependent and a non-text-dependent
question. Remember that the CCSS expect that questions be answerable
by reading the text.
“Most bird eggs hatch in about three weeks. Baby birds usually
spend another couple of weeks living in the nest. Watch them and
you will see how the parents feed and care for their chicks. Keep
watching as your bird family grows up and, finally, flies away.”
Text-dependent question About how much time passes between when a

mother bird lays an egg and when the baby bird leaves the nest? (Answer
found in the text)
Non-text-dependent question Where have you seen baby birds?
(Students can answer without reading the text.)
10 Common Core 101

Anchor Standards for Reading
The College and Career Readiness Anchor Standards for Reading call on
students throughout Grades K–12 to
■■ determine what a text says explicitly

■■ interpret words and phrases as they are used in a text
■■ evaluate the arguments and specific claims in a text
■■ analyze themes or topics across texts
Why Is Text-Based Comprehension

Important?
In order to attain college and career readiness, students need to have a broad
knowledge base gleaned from a wide range of increasingly challenging literary
and informational texts. It is important to understand the ideas as the text
communicates them.
From the beginning of their reading career, students must practice the skills
necessary to extract information from texts. Text-based questions can help
students get in the habit of seeking vital information and retaining it.
How Does Reading Street Help You Guide

Your Students in Text-Based Comprehension?
Teacher’s Day 1 Students read or listen to a selection and apply

Edition skills and strategies to gain meaning.
Days 2–3 Higher-order text-based questions provide

practice for students as they read the week’s main selection.
Day 4 Students offer text evidence in their responses to

questions relating to a weekly paired selection.
Reading During small-group time, students read short, complex

Street Sleuth grade-level texts and apply the strategy of close reading to
these selections.
Independent Independent reading provides additional practice in

Reading text-based comprehension activities that students complete
on their own.

Close Reading
“Motivation is the heart of what we do as reading
teachers. We know that kids become real readers when
they are excited by their reading, choosing from a broad
range of texts. Providing positive reading role models is a
great way of showing young readers, rather than telling
them, that all kinds of reading are worthwhile.”
— Jon Scieszka
What Is Close Reading?

In order for students to gain a broader, more coherent understanding of a
subject, the Common Core State Standards (CCSS) emphasize the need to read
texts closely. Close reading involves focused, sustained reading and rereading
of a text for the purpose of understanding key points, gathering evidence,
and building knowledge. When students read closely, they give the time and
attention needed to fully understand the information in a text and are able to cite
specific evidence from it.
Instructional materials play an important role in close reading. Students will

be motivated if the materials are of high interest and entice them to read
inquisitively and carefully. Text-based discussion questions that ask students to
draw evidence from the text should prompt them to use higher order thinking
skills, so students analyze and evaluate what they are reading.
At times, temporary scaffolding may be needed to enable some students to read

at the level required by the CCSS, but all students should experience the level of
text complexity that the Common Core requires.
Anchor Standards for Reading

The College and Career Readiness Anchor Standards for Reading call on
students throughout Grades K–12 to
■■ analyze the individuals, events, and ideas in a selection

■■ analyze the central ideas or themes of a text
■■ evaluate the arguments and specific claims in a text
12 Common Core 101

Why Is Close Reading Important?
The CCSS expect the level of text complexity to increase every year of a child’s
schooling. As students become more adept at close reading, their knowledge
about a topic grows and they are able to integrate new knowledge with
previously learned ideas and concepts. This is a skill that will serve them as they
progress toward college and career readiness.
How Does Reading Street Help You Engage

Your Students in Close Reading?
Teacher’s Day 1 Teachers model the strategy of close reading.

Edition Students read or listen to the text and then apply the strategy
to better understand the text.
Days 2–3 Using the Read for Understanding Routine,

students read the main selection multiple times. Close
Reading notes guide students to use higher order thinking
skills to draw more knowledge from the text.
Day 4 Higher-order questions return students to the

paired selection to analyze, evaluate, synthesize, and make
inferences. Students cite evidence from the text.
Reading During small-group time, teachers use short, engaging,

Street Sleuth grade-level complex texts that guide close reading at
students’ individual levels.
Independent The suggested independent reading activities provide

Reading opportunities for students to practice close reading on
their own.

Foundational Skills
“Isn’t it comforting to know that the foundational skills
you have emphasized in the past are the skills you
should emphasize in the future? What the Common Core
Foundational Skills Standards do is provide emphasis and
clarity to the importance of skills that prepare students to
access meaning through print.”
— Deb Simmons
What Are the Common Core Foundational

Skills Standards?
According to the Common Core State Standards (CCSS), the goal of the
Foundational Skills standards is to foster “students’ understanding and working
knowledge of concepts of print, the alphabetic principle, and other basic
conventions of the English writing system.” How is this goal different from your
goals? It probably isn’t.
Before a child can learn to read and write, he or she must develop certain
pre-reading skills called concepts of print. The CCSS expect children to
demonstrate competency in concepts of print by
■■ knowing how to hold a book correctly

■■ differentiating between pictures and text
■■ understanding that text is read from left to right and top to bottom
■■ recognizing and naming all upper- and lowercase letters of the alphabet
The alphabetic principle is an understanding that words are made up of letters

and that letters represent sounds in our language. Grasping that link is crucial as
children make the vital connection between spoken and written language. The
CCSS call on children to
■■ demonstrate knowledge of letter-sound correspondence

■■ decode regularly spelled words
Phonological awareness begins when a child becomes aware of individual

sounds in words and is able to manipulate them. The CCSS require that children
■■ recognize and produce rhyming words

■■ blend and segment phonemes and syllables
■■ isolate and substitute phonemes
14 Common Core 101

As children transition to learning phonics, and also spelling, they improve their
ability to make sound-spelling correspondences. Later they gain word analysis
skills, including a knowledge of prefixes and suffixes and syllabication patterns.
CCSS require that children
■■ know and apply grade-level phonics and word analysis skills in

decoding words
■■ identify and know the meanings of prefixes and suffixes
Text comprehension becomes possible after children are able to decode words
with automaticity. The CCSS require that children read grade-appropriate text
fluently and with sufficient accuracy to support comprehension.
Why Are Foundational Skills Important?

Much like the foundation of a building provides its base and support, the
foundational skills of reading comprise many “building blocks” of reading—and
reading cannot proceed without mastery of these skills.
How Does Reading Street Help You Guide

Your Students to Meet the Foundational Skills Standards?
Phonemic/ In Grades K–1, children spend part of each day

Phonological identifying and discriminating between sounds of the
Awareness English language.
Phonics/Word Beginning in Grade K and continuing through Grade 3,

Analysis children make a daily connection between letters and
their sounds and analyze words.
Decodable Children read decodable and leveled text to develop

Readers/Leveled fluency and improve comprehension.
Readers/eReaders
Fluent Reading Children reread orally for fluency, concentrating on reading

with accuracy and expression to comprehend text.
Spelling Children use spelling patterns and generalizations to

write words correctly.

Writing
“We know the best way to show young writers how
to write is by providing them with powerful models of
possibilities. It’s essential that they study grade level
models, which nudge their development to the next level.
Effective writing is—as it has always been—a combination
of strong content, organization, and style.”
— Jeff Anderson
What Is the Common Core Approach

to Writing?
The Common Core State Standards (CCSS) have made some important
changes to the way we teach writing. But don’t panic—the fundamentals are
still the same. Writing instruction will continue to focus on teaching students the
value of strong content, organization, and style. The goal of Common Core is to
ensure college and career readiness. In order for students to achieve this, they
must demonstrate command of three fundamental types of writing.
Argument/Opinion Writing
The standards expect students to write arguments in support of claims
made about substantive topics or texts, using sound reasoning and
relevant evidence. Arguments can be used to
■■ change the reader’s point of view

■■ bring about some action or emotion on the reader’s part
■■ to convince the reader to accept the writer’s explanation or evaluation
Argumentative writing will account for 30% of the writing assignments at

Grades K–5 and 35–40% at Grades 6–12.
16 Common Core 101

Informative/Explanatory Writing
Students are expected to write informative/explanatory texts that
investigate and explain complex ideas and information through clear
organization and style. Informative/explanatory writing can be used to
■■ increase the reader’s understanding of a subject

■■ explain a procedure or the steps in a process
■■ enhance the reader’s comprehension of a concept
Informative/explanatory writing will account for 35% of the writing

assignments at Grades K–5 and 35% at Grades 6–8. As students progress
through the grades, they will expand their knowledge of a wide array of
informative/explanatory genres and enhance their aptitude for writing in
these genres.
Narrative Writing
Students will write narratives to convey real or imagined experiences, using
effective storytelling techniques, vivid details, and precisely structured
event sequences. Students’ narrative writing will
■■ have a clear purpose to inform, instruct, persuade, or entertain

■■ provide insight into characters, using dialogue and interior monologue
■■ convince readers of the narrative’s believability through usage of
sensory details
Narrative writing will account for 35% of the writing assignments at

Grades K–5 and 30% at Grades 6–8. This area of writing includes creative
fictional stories, memoirs, anecdotes, and autobiographies.

What Are the Common Core Writing
Skills?
There is an ever-increasing gap between the writing skills expected of high
school seniors and the expectations they will have to meet after graduation.
Common Core stresses the importance of progression. As students progress
through the grades, their maturity as writers and knowledge of the elements of
writing become more evident. The standards outline a range of skills students
must demonstrate to achieve college and career readiness.
Production and Distribution of Writing

As students progress through the grades, they will learn to appreciate
that a key purpose of writing is to communicate effectively to a specific
audience. To achieve this, students will
■■ write clearly and coherently using a style and organization that are
appropriate to task, purpose, and audience
■■ plan, revise, edit, and rewrite to develop and strengthen their writing
■■ publish their writing, using the Internet and other technology to interact
and collaborate with others
Research to Build and Present Knowledge

While honing their writing skills, students must also develop the capacity to
build knowledge on a subject in order to inform their writing. The standards
will challenge students to
■■ enhance their understanding of a topic by conducting short research

projects as well as longer ones
■■ integrate relevant information they have gathered from print and digital
sources into their writing
■■ support their analysis, reflection, or research by drawing evidence from
complex texts
18 Common Core 101

Range of Writing
Perhaps most important of all, Common Core maintains that students
must devote a substantial amount of time and effort to writing—generating
numerous pieces over short and extended time frames over the course of a
year. This will help students
■■ adapt to writing for a range of tasks, purposes, and audiences

■■ designate time for research, reflection, and revision
■■ evaluate their own writing for content, style, and organization
Why Are Writing Skills Important?

Students must learn how to create three crucial types of writing—(1) writing
that offers and supports opinions, (2) writing that demonstrates understanding
of a given subject, and (3) writing that conveys real and imagined experiences.
Students must understand how writing is about communicating clearly to an
audience, and adapting the form and content of their writing to a particular
task and purpose. Being college and career ready means devoting a significant
amount of time and effort to producing the kinds of quality writing expected of
students after high school.
How Does Reading Street Help You Guide Your Students

to Meet the Common Core Writing Standards?
Unit Writing In Reading Street, each unit ends with a writing activity.
Activity (Strand) The process is broken down into five steps—Plan and
Prewrite, Draft, Revise, Edit, and Publish and Present.
Weekly Writing Each day of instruction ends with a writing mini-lesson

Activity (Strand) that helps students build on a specific writing task
throughout the week.
Quick Write Routines provide students with a brief activity that may
Routines involve writing a few sentences or a paragraph and
sharing it with others.
Research and Daily activities in the weekly Research and Inquiry

Inquiry project help students enhance their knowledge of
subjects and inform their writing.
Reading Street Students hone their writing skills through the Prove-It!
Sleuth Sleuth Step performance task activities that emphasize
expository, argumentative, and narrative writing.

Speaking and Listening
“Listening and speaking abilities develop across
the years in conjunction with growth in conceptual
knowledge and higher order thinking and provide
the basis for understanding the content of text and
expressing ideas in writing.”
— Lesley Maxwell
What Are the Speaking and Listening

Standards?
Our ways of communicating are changing, and children need sophisticated
skills in order to be able to keep up with the changes. Possessing effective
communication skills is an important part of the Common Core State Standards.
Oral Language Development

Studies have shown that the size of a child’s vocabulary predicts his or her
ability to learn to read and write. Starting in kindergarten, the standards call
for children to
■■ participate in a range of collaborative conversations and presentations

■■ describe and express ideas
■■ ask and answer questions
■■ learn to follow agreed-upon rules of discussion
Higher Order Thinking and Speaking Skills

As children progress through Grades K–12, their speaking and listening
tasks become more sophisticated. They begin to
■■ integrate and evaluate information in many formats

■■ respond to and build on the ideas of others
■■ adapt their speech to their audience and task
■■ demonstrate command of formal English when appropriate
20 Common Core 101

Integration of Digital Media
Technology plays an expanding role in the way we communicate. The
standards guide teachers as they prepare students to become enlightened
consumers in the Information Age. As they progress, students are
expected to
■■ integrate media into their oral presentations

■■ respond to and interpret information in diverse formats
■■ evaluate the credibility of information presented in diverse formats and
media
Why Are Speaking and Listening

Skills Important?
In order to reach the goal of College and Career Readiness, students must
be effective, organized, and discriminating communicators. In college and in
the workplace, speaking and listening skills are essential for acquiring and
communicating knowledge and ideas, for being able to adapt speech to a
variety of situations, and for evaluating others’ ideas. Students must prepare to
operate in the global marketplace on an equal footing with their verbally skilled
peers worldwide.

to Meet the Speaking and Listening Standards?
Build Oral Each day begins with a conversation designed to

Language build oral vocabulary. Amazing Words help students
become comfortable with general academic words and
domain-specific vocabulary.
Research and Each week students research a topic and orally present
Inquiry information with supporting evidence.
Reading Street The Make Your Case Sleuth Step has students present
Sleuth their arguments and support them with evidence from
the text.
Media Literacy/ Participating in a panel discussion and leaving a

Listening and voice-mail message are examples of the ways students
Speaking practice speaking and listening skills each week.

Language
“The Common Core State Standards state that the inclusion
of Language standards in their own strand should not be
taken as an indication that the specific skills related to
conventions, effective language use, and vocabulary are
unimportant to reading, writing, speaking, and listening;
indeed, they are inseparable. Integrative language
processing means that students must understand how
language functions in different contexts, make effective
choices for meaning or style, and comprehend more fully
when reading or listening.”
— Adria Klein
What Are Language Skills?

We use language to communicate; it is how people understand each other.
Since reading, writing, and speaking are linked together by the use of language,
the Common Core State Standards (CCSS) for Language share a strong
connection with the standards for Reading, Writing, and Speaking and Listening.
These Language Standards are broken into the following three sections:
■■ Conventions of Standard English

■■ Knowledge of Language
■■ Vocabulary Acquisition and Use
Conventions of Standard English

Our language has certain rules, or conventions, which help us make
our written and oral communication clear and easily understood. The
standards require that students
■■ know and practice the conventions of grammar and mechanics

■■ apply the conventions of capitalization, punctuation, and spelling
Knowledge of Language
The standards for this subsection begin in Grade 2 and relate to
■■ understanding how language functions in different contexts

■■ making effective word choices for meaning or style
22 Common Core 101

Vocabulary Acquisition and Use
In order to communicate successfully with others, understand complex
texts, and write effectively, students need a rich and ever-expanding
vocabulary. The standards call for students to
■■ use word analysis skills to determine word meaning

■■ recognize word relationships
■■ understand literal and figurative word meanings
■■ acquire and use general academic (Tier Two) and domain-specific (Tier
Three) words
Why Are Language Skills Important?

Consistent language rules and knowledge of language and vocabulary promote
effective communication. When everyone uses the same rules in writing and
speaking, we understand each other. Not only does mastery of the conventions
and functions of language pave the way for clear communication, it also creates
a building block for successful writing skills.
For students who come from a variety of language backgrounds, mastery of

the conventions of standard English and possession of an expanding English
vocabulary allow them to communicate well in circumstances that demand a
shared style of language. Such mastery makes it easier to adapt writing to the
audience and purpose.

to Meet the Language Standards?
Conventions Supported by effective, direct instruction, students

complete activities to improve their understanding of
English grammar and mechanics.
Selection Students see, say, hear, define, and make connections

Vocabulary with the week’s selection vocabulary.
Vocabulary Skill A weekly vocabulary skill provides tools for

comprehending word meanings.

English Language
Learners (ELLs)
“The Common Core State Standards (CCSS) articulate
rigorous academic expectations which all students,
including ELLs, are expected to attain. However, the
standards recognize that ELL students are likely to
require additional time to acquire both English language
proficiency and content-area knowledge.
— Jim Cummins
How Can ELLs Meet the Expectations

of the Standards?
In order to meet the criteria set forth in the standards, ELLs need to develop
their oral and academic vocabularies to understand the complex language
structures in content-area text to support and expand their learning.
Oral Language Development

Oral language development builds students’ word consciousness
and helps them develop a strong command of the English language.
The standards call for students to
■■ participate in discussions about texts and unknown words in texts

■■ explore unknown and multiple-meaning words
■■ use language they’ve acquired through explicit instruction, discussion,
and reading and responding to texts
Academic Vocabulary
Academic vocabulary includes content and concepts that students will
encounter in the classroom and beyond. Across the grades students
■■ explore academic, domain-specific, and concept-related language

■■ use academic language to report on a topic or summarize text
■■ use increasingly more sophisticated academic language
24 Common Core 101

Complex Text Structures
The standards require that all students comprehend increasingly complex
texts that are dense with ideas and information. ELLs need guidance to
understand the grammatical and linguistic structures so they can make
connections among facts and ideas in these texts. Across the grades
students learn to
■■ comprehend text structures and complex ideas within and across texts
■■ comprehend texts at the appropriate grade-level text complexity band
■■ build a broad knowledge base that will ultimately improve text
comprehension
Why Are Complex Language Skills

Important?
All students must understand language forms and structures that differ from
ordinary social language. This is especially important for ELLs, who may need
guidance and support to learn social language that will aid in the understanding
of complex texts, enabling them to succeed in school and beyond.
How Does Reading Street Support ELLs?
Oral Language Each day begins with a discussion of the weekly

Development concept. Students use Amazing Words to build their
Tier Two and domain-specific vocabularies through
guided conversations. Additional support and
differentiated practice is provided in the daily small
group instruction.
Academic Vocabulary instruction is focused on language

Vocabulary production through team talk and concept-development
Development activities. Additional scaffolded instruction and practice
is provided in small group instruction.
Understanding Each main and paired selection has guided support

Complex Text so students can examine how words, phrases,
Structures sentences, and paragraphs work together in a complex
text.

Assessment
“Assessment done well contributes to our effective teaching,
and to our students’ success. As you become familiar with
the Common Core, it is important to remember that the
increasingly complex performances of our students can
be measured, supported and extended by quality reading
assessments.”
— Peter Afflerbach
What Is Formative Assessment? What Is

Summative Assessment?
In simple terms, formative assessment can be described as assessment for
learning and summative assessment can be described as assessment of
learning. Both types of assessment, if used effectively, can help teachers and
students gather information about learning in classrooms.
Formative assessment takes place as part of the instructional process. During

formative assessment, students complete short, non-graded assignments,
such as journal writing, concept maps, learning summaries, observations
and discussions, or diagnostic tests and quizzes. Teachers (and sometimes
students) then use the information gained to make beneficial changes in
classroom instruction. Research shows that adapting instruction on the basis
of evidence from formative assessments provides measurable benefits to all
learners, especially low achievers.
Summative assessments, on the other hand, are often used to generate grades.
Examples of summative assessments include many state assessments, chapter
and unit tests, end-of-year exams, and other accountability tools. Results of
summative assessments are used widely to gauge the effectiveness of curricular
programs and school improvement plans, and to facilitate student placement.
26 Common Core 101

How Is Assessment Changing with
Common Core?
Two assessment consortia, PARCC and SMARTER Balanced, are creating
digital assessments to measure student achievement. Both sets of assessments
include aspects of formative and summative assessments.
■■ The PARCC assessment system suggests that member schools provide

a formative “early assessment” – the timing of which is flexible – that
acts as an early indicator of knowledge and skills, thus informing
instruction. Later in the school year, PARCC’s performance assessment
and an end-of-year assessment are summative assessments used for
accountability.
■■ SMARTER Balanced’s assessment system allows members to
administer two interim assessments early in the school year – the
timing is locally determined – that may act as formative tests. During
the last twelve weeks of the year, schools must give two summative
tests: performance tasks and computer adaptive assessment.
What Are Performance Tasks?

Performance Tasks are an important new category of assessment in both test
consortia. Performance Task items will integrate knowledge across different
strands and will present students with a real-world scenario or problem.
Students will have to interact with different stimuli, manage information, and
plan their responses. Performance Tasks allow for multiple approaches and
points of view. Research, speaking and listening, and writing are all key to
effective responses on these tasks.
How Does Reading Street Help You Assess

Your Students Effectively and Comprehensively?
Formative Reading Street Sleuth: Gather Evidence, Ask Questions,

Assessment: Make Your Case, Prove It!
Performance
Teacher’s Edition: Monitor Progress activities; Look Back
Tasks
and Write
Summative Teacher’s Edition: Reading and Writing Across Texts;

Assessment: Research and Inquiry Project
Performance
Tasks

Reading Street Sleuth
What Is Reading Street Sleuth?

Sleuths solve mysteries. Reading Street Sleuth helps readers unlock the
mysteries of a text and develop ideas and opinions based on information
provided in a text. It is a collection of short selections written at a higher‑
than-grade-level readability (based on Lexile scores) which is designed to
■■ meet the criterion set forth in the Common Core State

Standards that students at all ability levels read complex
texts
■■ provide engaging reading selections that promote curiosity
on the part of the reader
■■ pose questions and assign tasks that develop thoughtful,
inquisitive learners
Why Does Reading Street Sleuth

Matter?
Research behind the Common Core State Standards shows that the
difficulty of texts used in elementary classrooms has decreased over the
past fifty years. As a result, Common Core has underscored the importance
of building students’ capacity for reading more complex texts. Reading
Street Sleuth achieves this by
■■ providing a wide array of engaging selections across

grade levels with increasingly challenging literary and
informational content
■■ offering compact and focused selections that students can
read and reread to carefully consider the development of
ideas
■■ fostering rich content knowledge through independent and
proficient reading and rereading of complex texts
■■ encouraging the development of new language and critical thinking
skills that can be applied to even more complex texts
28 Common Core 101

How and When Do I Use
Reading Street Sleuth?
Reading Street Sleuth can be used independently or as part of the weekly
Small Group instruction in your core reading program. Each week, students
read a selection from Sleuth and explore concept words from the selection.
After students read the selection, discuss questions and performance tasks
that appear at the end of each selection or in the Teacher’s Edition. Later in
the week, students reread the selection and then they
■■ engage in activities or answer questions that require them to

dig deeper into the text
■■ respond to questions that expect them to “Look for Clues”
or “Gather Evidence”
■■ generate strong questions and build curiosity in response to
the “Ask Questions” prompt
■■ reflect on the “Make Your Case”
prompt and draw a conclusion
morning test of the sirens. She
panicked,
sending all of the children inside
for
shelter. There was not a rain cloud
in sight.
or take a side on some issue,

Did you know that over twelve Such is the power of a tornado
siren!
hundred tornadoes touched down In the 1800s, community leaders
in the believed
United States in 2010? Sirens are tornadoes warnings would cause
often people to
panic. The word tornado was even
justifying their positions using

used to alert people of the possibility banned from
of
a tornado. However, from my experience all forecasts! Now, communities
expect to be warned
of growing up in the South, I think about the possibility of tornadoes.
that
tornado sirens are now obsolete. However, there are better ways
now to warn people than
text-based evidence
Tornado
sirens have outlived their usefulness. by using sirens. By the 1960s, radio
and television warning
Obviously, it is important for systems made the outdoor sirens
less useful. Since 1995, the
communities to have ways to warn Internet and cell phones have been
the connecting the public
public of danger. In the past, bells to the best and most accurate weather
hung technology; outdoor
high in towers warned people about sirens are unnecessary.
bad
weather, fires, or wars. When communities Cell phones can tell you where
began the storm is headed and
to use electricity in the 1930s, sirens can help you locate the nearest
replaced bells tornado shelter. With a siren,
as the warning signal. you have only a general warning;
you can’t tell whether or
I grew up listening to the blares not you are in danger.
of tornado siren
tests every Wednesday morning Finally, sirens can cost tens of thousands
at 10:00. Clear, of dollars.
sunny days in the summer were Surely, the money is better spent
suddenly interrupted making sure that accurate
build
can be a home for hawks too. They with a deafening tone, whirling emergency information is communicat
through the air. I got ed through televisions,
used to ignoring them. In the South radios, cell phones, and over the
Internet.
nests in the arms of the cactus.
where I grew up,
severe thunderstorms are common.
We would stand
Bats can help make new cactuses . White on our porch and watch as the sky
turned dark, and
then green. If the tornado sirens
started to blare,
flowers grow on the cactus. The flowers we didn’t think much of it. However,
we should have
Gather Evidence What clues can
you find that tell you the author is
Have you ever seen a cactus? A cactus
giving both facts and opinions?
been preparing for a tornado! But
a make fruit. Bats like to was so commonplace that it didn’t

hearing the sirens
Make Your Case Choose a side.
List three convincing reasons for
is a desert plant. You may have seen
concern us. or against spending more government
eat the fruit. Then the On the other hand, tornado sirens money on tornado warning
can cause systems.
small cactus in a pot near a window.

undue panic to people who aren’t
used to them. Once, Ask Questions Find someone who
to bats fly away. They drop a visitor from out of town heard the spending issue. Ask one factual
chose the opposite viewpoint on
But there is a cactus that can grow the Wednesday

person related to tornado warning
and one opinion question of that
seeds all over the desert. 38 systems.
fifty feet tall!

One of the seeds may 39
It is the saguaro cactus. It is green
RDG13_SE04_SLEUTH_U3_W4_P2_ss.indd
38-39
grow into a cactus!

and has long arms. It also has many
1/25/12 11:39 AM
sharp spines. That does not stop the

saguaro cactus. It makes plenty of
animal friends!
This tall cactus Be a Sleuth
help you learn
Look for Clues What clues can
makes a nice home
how cactuses are useful to animals?
for birds. The you
Ask Questions List two more questions
woodpecker pecks have about desert plants and animals.
cactuses are
a hole in the cactus. Make Your Case Do you think
trees are to the
This hole can be used more important to the desert than
forest? Why or why not?
for a nest. A cactus
31
30 1/25/12 9:28 AM
30-31
RDG13_SE01_SLEUTH_U2_W5_P2_ss.indd

Sleuth Steps
An important goal of Reading Street Sleuth is to help
students become thoughtful and curious readers who
develop new ideas and opinions based on their
reading, and who use the text to support their thinking.
To help students get there, Reading Street Sleuth is built around four Super
Sleuth Steps that provide direction as they explore each selection. The
Super Sleuth Steps provide open-ended questions that require readers to
dig deeper into the text to develop new modes of thinking and new insights
about a topic.
Step 1 Look for Clues/Gather Evidence

At Grades K–2, students Look for Clues. At Grades 3–5, they Gather
Evidence. In both instances, students return to the text to find clues and
evidence that will help them answer the question being posed. In this step,
students
■■ identify sequence
■■ look for causes and effects
■■ compare and contrast information
■■ look for bias
■■ determine credibility of information
Step 2 Ask Questions

The key to understanding a text is asking rather than answering questions.
Now students are asked to generate and evaluate questions based on their
reading. In this step, students
■■ explore their interests

■■ think like an expert
■■ distinguish fact from opinion
■■ make connections among topics
■■ develop questions for inquiry
30 Common Core 101

Step 3 Make Your Case
In making their case, students use the evidence they’ve gathered and the
answers to questions they’ve asked to build a convincing argument. Students
support their position with text evidence and prior knowledge. In this step,
students
■■ justify what they believe and convince others

■■ think, debate, discuss, and think some more
■■ explore “layers” of thought
■■ draw conclusions supported with evidence
■■ summarize and retell key points
Step 4 Prove It!

The last step involves a performance task that gives students an opportunity
to prove they’ve developed a deep understanding of the text and can take
what they’ve learned to a new level. In this step, students
■■ prove that they’ve developed new insights

■■ make cross-curricular connections
Day 5 Access for All
■■ write, research, role-play, create art, debate
Common Core On-Leve l
■■ work with partners or small groups State Standards
Foundational Skills 2.b. Orally
produce single-syllable words by
blending sounds (phonemes), includ
consonant blends. Foundational
ing
1 Build Word Knowledge
■■ have some fun with what they’ve learned Skills 2.c. Isolate and pronounce
initial, medial vowel, and final soun
(phonemes) in spoken single-syllab
ds
le
Practice Singular and Plural Nouns
words. Foundational Skills 3. Know
and apply grade-level phonics and REVIEW If needed, revisit the
conventions lesson on p. 159c.
word analysis skills in decoding
words. IDENTIFY SINGULA
Foundational Skills 3.c. Know final - R AND PLURAL NOUNS Have child
e ren return to “The
and common vowel team conventio Friendly Cactus” to identify nouns in the
ns selection. Label columns in a T-chart
for representing long vowel sounds.
Also Foundational Skills 4.a., Singular and Plural and ask children
to classify each noun as one or the
Speaking/Listening 1., 4., 5. other.
2 Text-Based Comprehension
REREAD “The Friendly Cactus”
Have partners
build
can be a home for hawks too. They
reread “The Friendly Cactus.”
EXTEND UNDERS
nests in the arms of the cactus.

TANDING Talk together about
4

the differences between the nests
that are discussed
in the selection.
White
Bats can help make new cactuses. PERFOR MANCE TASK • Prove It! Ask children
rs to draw a cactus that is being used by m
flowers grow on the cactus. The flowe More Reading for ore than
one desert animal. They should label the
ou ever seen a cactus? A cactus

Group Time ir drawings.
Have children use the text and other refe
rences to
make fruit. Bats like to Earth Science draw and label their pictures. Encoura
ge them to
plant. You may have seen a
People label several items and to describe the
action. Look for evidence that children
eat the fruit. Then the
Help the understand the relationship between the
Forest cactus and the animals.
us in a pot near a window. COMMUN ICATE Invite children to tell about

bats fly away. They drop
their pictures and read the labels
to the group. Encourage the class to as
k questions and discuss each drawing.
s a cactus that can grow to
seeds all over the desert. by Rita Crosby
ll!
One of the seeds may ON-LEVEL
e saguaro cactus. It is green Reviews

grow into a cactus! • Concept Vocabulary
ng arms. It also has many

• Author’s Purpose
Use this suggested Leveled Reader
nes. That does not stop the

or other text at children’s instructio
nal
level.
actus. It makes plenty of Use the Leveled Reader Database

for
1
lesson plans and student pages
for
ends!
Be a Sleu th
People Help the Forest.
This tall cactus

SG•74 Communities • Unit 2 •
Week 5
help you learn
Look for Clues What clues can
makes a nice home ls?
how cactuses are useful to anima RDG13_TE01_U2W5EM_SGOL.indd
74
for birds. The ns you

Ask Questions List two more questio
18/01/12 12:20 PM
woodpecker pecks 2 have about desert plants and anima

ls.
a hole in the cactus. cactuses are

Make Your Case Do you think
trees are to the
This hole can be used more important to the desert than
forest? Why or why not?
for a nest. A cactus
3 31
1/25/12 9:28 AM

The Importance of Book Talks
A key requirement of the Common Core State
Standards for Reading is that students must be
able to read texts of increasing complexity as
they progress through Grades K–12.
Over the past half century, the difficulty of texts that students read in
Grades K–12 has actually declined. The challenge now is to reverse that trend
and help students progress on their path to college and career readiness.
How can you persuade your students to read a book in a genre not very
familiar to them? How can you convince them to read more on a topic
they know little about? Book talks can tempt students to read increasingly
complex texts on subjects and in genres with which they are not familiar.
What Is a Book Talk?

A book talk is a kind of “teaser” or advertisement for a book, designed to
convince another person that he or she will enjoy a book that you have enjoyed.
You might compare a book talk to a movie trailer with exciting scenes that
make you eager to see the film. Teachers and librarians can give book talks to
students, and students can give book talks to other students or to teachers.
32 Common Core 101

Book Talk Suggestions
Here are a few ideas to get you started.
■■ The purpose in giving a book talk is to make
a book sound so interesting that others will
want to read it.
■■ Students should write or carefully plan what

they want to say and practice before they
give the talk.
■■ When giving a talk on a work of fiction, it’s

important not to give away the ending of
the book. The goal is to provide just enough
information to hook the audience into
wanting to read the book.
■■ When giving talks on works of nonfiction,

asking questions can draw an audience into
the subject matter. Ask questions but don’t
supply the answers. The audience will
want to read the book to find the answers
for themselves.
■■ Another way to grab the audience’s

attention is to read a short excerpt. Students
should find a paragraph that provides a hint
of the excitement to be found within the book.
■■ It’s important for the person giving the talk to

maintain eye contact with the audience. This
helps the audience feel the excitement the
speaker feels about the book.

Book Talks for Nonfiction
Spark interest in a nonfiction book by asking a series of questions that might
grab others’ imagination. Think about information that you found interesting or
surprising in the book. Then turn that information into questions. Let’s try that
with the nonfiction selection Seeing Stars by Donna Latham. Use this technique
with any type of nonfiction—expository texts, literary nonfiction, procedural texts,
and even persuasive texts.
Seeing Stars
by Donna Latham
Hold the book up for students and begin by reading
from the book.
“It’s a perfect night for stargazing.

Twinkling stars, more than you can count,
dot the dark sky. They glow like fireflies.”
Expository text gives information and facts. Read
to find interesting facts and details to help you see
stars in a whole new way!
446
RDG13_SE03_CCSS_U03_W03_S01.indd 446 10/5/11 11:11:21 AM
Spark your audience’s interest.

■■ Have you wondered about all the stars in the night sky?
■■ Have you ever wondered how far away those stars are?
■■ Do you think all stars are the same?
■■ Do we see the same stars that people saw thousands of years ago?
■■ If, like me, you’re curious about those beautiful, twinkling points of light in
the sky, read Seeing Stars by Donna Latham. You’ll be amazed at all the star
knowledge you will gain.
34 Common Core 101

Book Talks for Fiction
With fiction, the story is the thing. Convince your audience that this book will
have them laughing, crying, or on the edge of their seats.
Start by choosing a “hook”: a paragraph or part of the story that gives an

enjoyable or suspenseful preview of the book. Pique readers’ interest so they
think about what happens next. Use this technique with any kind of fiction.
Consider, for example, the beginning of Because of Winn-Dixie by Kate

DiCamillo. Read a sentence or paragraph and build on it to grab students’
interest.
“My name is India Opal Buloni, and last summer my

daddy, the preacher, sent me to the store for a box of
macaroni-and-cheese, some white rice, and two tomatoes and
I came back with a dog.”
Pull your audience in.

■■ Have you ever been a stranger in a new place?
■■ Have you ever felt like you needed a good friend to listen to your problems?
■■ When Opal finds a dirty dog that smiles right at her in the Winn-Dixie grocery
store, she knows that this dog was meant to be with her.
■■ If you like dogs, you will absolutely love Because of Winn-Dixie. Winn-Dixie is
smarter, friendlier, and happier than any dog I have ever known.
Independent Reading Activities

On the following pages, we have provided several reproducible sheets for use in
your Independent Stations. They include the following:
■■ Book talk suggestions for presenters and listeners

(Post these if you like.)
■■ Activities for Independent Reading
■■ Genre worksheets for independent reading

Book Talk Presenters
1. Give book talks on books that you
have read and enjoyed.
2. Know what you are going to say

before you start. Write notes and
then practice.
3. When giving book talks about books that are fiction,

don’t tell too much of the plot. Tell just enough about
what happens in the book to hook the audience. Then
they’ll want to read the book too.
4. When giving book talks about nonfiction, ask

interesting questions from the book but don’t give the
answers. Your audience will want to read the book to
find the answers for themselves.
5. Look at your audience while you are speaking. Let

them see how much you enjoyed the book.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
36 Common Core 101

Book Talk Listeners
1. Pay attention to the book talk. Sit
quietly and listen.
2. Think about whether you would like

to read the book. Does it sound
exciting or interesting?
3. Be polite. Wait until the speaker has finished before

asking questions or making comments.
4. If it will help you remember a question or comment

you want to make, jot down a few brief notes.
5. Show the speaker that you are interested. Nod if you

agree or smile if the speaker says something funny.
6. Enjoy the book talk!


Activities for Independent
Reading
Book Talk Discuss with a
partner your fiction and nonfiction
independent reading for the week.
Refer to your Reading Log and
paraphrase what each section is
about. Then discuss one or more of the following:
Key Ideas and Details

■■ Listthe characters in the text. How are they related to
each other?
■■ Tell about something that happened in the text. Why
did it happen?
Craft and Structure

■■ What happens in the beginning, middle, and end of the
text?
■■ Why do you think the author wrote this text? List details

to show why you think that.
Integration of Ideas
■■ Tellabout the illustrations in the text. How do they help
you understand events or ideas?
■■ Think about another story or book you have read. How
is this text the same? How is it different?
Common Core State Standards

College and Career Readiness Anchor Standards for Reading 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger
portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
38 Common Core 101

Name
Fiction
Book Title
Author
Draw 3 pictures. Show what happens in the beginning,

middle, and end of the story. Label your pictures.


College and Career Readiness Anchor Standards for Reading 3. Analyze how and why individuals, events, and ideas develop and interact over the
course of a text.

Name
Nonfiction
Book Title
Author
What is this book mostly about? Draw a picture and label it.
Think about the details in the text for your labels.


College and Career Readiness Anchor Standards for Reading 7. Integrate and evaluate content presented in diverse media and formats, including
visually and quantitatively, as well as in words.
40 Common Core 101

Name
Genre: Expository Text

Book Title
Author
1. What is the book about?

2. What facts and information are in the book?

3. Is the book written in the present tense? How can you tell?

4. Are there any text features such as headings or captions in the

selection? Are there charts, graphs, or photographs? How do they
help you understand the text?


College and Career Readiness Anchor Standards for Reading 7. Integrate and evaluate content presented in diverse media and formats, including
visually and quantitatively, as well as in words.

Name
Genre: Biography
Book Title
Author
1. Whose story does this biography tell?
2. Who tells this story? What is his or her view of the subject?
3. How are the characters, setting, and plot different from those in
fiction? Use evidence from the text to support your answer.
4. What struggle or goal is most important in the life of the subject? Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.

College and Career Readiness Anchor Standards for Reading 1. Read closely to determine what the text says explicitly and to make logical inferences
from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
42 Common Core 101

Name
Genre: Fiction
Book Title
Author
1. Describe the characters and the setting.
2. What happens in the beginning, middle, and end of the story?
3. What problem needs to be solved? What is the resolution?

4. What questions did you have while reading this story?


Name
Genre: Expository Text
Book Title
Author
1. What is the author explaining or communicating?
2. Is the text organized to show main idea and details? causes and effects?
problem and solution? similarities and differences?
3. What special vocabulary and definitions must I understand?

4. What graphics and text features help me understand what I am reading?

College and Career Readiness Anchor Standards for Reading 4. Interpret words and phrases as they are used in a text, including determining technical,
connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
44 Common Core 101

Name
Genre: Literary Nonfiction
Book Title
Author
1. Who or what is the subject of the book?
2. Does the book have a setting, characters, a plot, and dialogue? Describe
them.
3. What do you think is the author’s purpose?

4. What real people and events does the selection tell about?

College and Career Readiness Anchor Standards for Reading 3. Analyze how and why individuals, events, and ideas develop and interact over the
course of a text.

Name
Genre: Science Fiction
Book Title
Author
1. Where does the story take place?
2. Is the story happening now, long ago, or in the future?
3. Describe the characters.
4. How is the world in the story different from our actual world?

College and Career Readiness Anchor Standards for Reading 10. Read and comprehend complex literary and informational texts independently and
proficiently.
46 Common Core 101

Name
Genre: Realistic Fiction
Book Title
Author
1. What is the story’s setting?
2. Does the setting seem like a real place? Why or why not? Use evidence from
the text to support your answer.
3. What happens in the story?

4. What events in the story could happen in real life?


Common Core Glossary
academic discussions – Engaging conversations involving targeted
grade-level topics and texts that students have studied and researched
in advance.
academic vocabulary – Content-area vocabulary common in complex

written texts that is not normally a part of everyday speech; also known as
Tier Two words.
access text – To be able to read, understand, and learn from text.
analysis – A higher order thinking skill that involves performing a careful,

detailed examination of an idea or text; one of the skill levels of Bloom’s
Taxonomy.
anchor text – An informational text or set of texts that makes careful study
worthwhile. Anchor texts provide opportunities for students to read closely
and demonstrate in-depth comprehension of a specific source; they are
often referred to many times and are used to link to other texts.
alphabetic principle – An understanding that words are made up of letters

and that letters represent sounds in our language.
argument – A writing and speaking skill, emphasized by the Common Core

State Standards (CCSS), used to develop a topic in a logical or persuasive
way. Argumentative writing is distinct from persuasive writing in that it is
more academic and analytical. The ability to write sound arguments is
critical to college and career readiness.
close reading – Focused, sustained reading and rereading of a text for the
purpose of understanding key points, gathering evidence, and building
knowledge.
coherently structured curriculum – The organization of instruction so that

it corresponds with the key ideas of the CCSS. The instruction should be
designed to extend previous learning and maximize success in learning.
college and career readiness (CCR) – The set of knowledge and skills
that students should develop within their K–12 education so that they will
graduate from high school able to succeed in entry-level, credit-bearing
academic college courses and in workforce training programs.
48 Common Core 101

College and Career Readiness anchor standards – Broad learning
expectations in specific strands (such as reading, writing, speaking and
listening, and language) that are identical across all grades. The grade-
specific standards correspond to the anchor standards.
Common Core State Standards (CCSS) – A set of common standards

developed for the purpose of helping children in the United States receive
consistent, high-quality education. The CCSS were developed by the
states, and individual states have the option of adding their own standards
to the CCSS.
concept-based reading – Focused reading connected to particular topics

or themes that over time develop a student’s knowledge base about those
topics.
content knowledge – The understanding of or familiarity with a topic or

discipline (e.g., history, geography, or biology). CCSS require that texts and
instruction be sequenced so that, as students gain knowledge from content
areas, they build a body of knowledge.
conventions – Accepted customs or practices in writing and speaking.

Language conventions include the rules of grammar and usage,
capitalization, punctuation, and spelling.
cross-text evaluation – A comparison and analysis across texts with regard

to structure, theme, topic, and author’s approach.
domain-specific vocabulary – Vocabulary specific to a particular discipline

or topic, such as the human body; also known as Tier Three words.
emergent reader texts – Texts consisting of short, simple sentences that are
made up of already learned high-frequency words and easily decodable
words. Some emergent texts contain rebuses for words that are not yet
decodable. See also rebus.
evaluation – A higher order thinking skill that involves critical thinking,

analyzing what is learned from reading, and determining its merit; one of
the skill levels of Bloom’s Taxonomy.
evidence-based answers – Responses to questions that use information that

can be readily linked to previous reading and other text sources.

exemplar texts – Sample texts that exemplify the complexity, quality, and
range of genres that the CCSS require all students to engage with.
fluency – The ability to read text with accuracy, speed, and expression.
Fluency is often assessed through oral reading.
focused question – A query that emphasizes a specific, precise area or topic.
formative assessment – Assessment that describes students’ ongoing

development and informs teacher instruction.
foundational skills – Basic skills (such as understanding concepts of print,

phonological awareness, phonics, word analysis, and understanding that
language is meaningful) that a child needs to master as part of the process
of learning to read.
grade band – A span of grade levels used in the CCSS. For example,
Grades 9–10 is a grade band.
higher order thinking skills – The ability to evaluate, to analyze, and to

synthesize information; based on the skill levels of Bloom’s Taxonomy.
independent reading – Successful reading on one’s own, marked by the

comprehension of texts across a range of genres and disciplines.
informational text – Nonfiction, information-based texts that include literary

nonfiction and historical, scientific, and technical texts. Common Core calls
for an increased amount of informational texts in an elementary curriculum.
knowledge goals – Learning objectives; concepts to be mastered.
language conventionality and clarity – The degree of complexity of the

language in a text; for example, whether the text is clear, literal, and
contemporary or ambiguous, ironic, and archaic. Language conventionality
and clarity is a qualitative measure of text complexity.
levels of meaning – The degree to which a text has levels of meaning is taken
into account when considering a text’s complexity. For example, texts with
symbolism or satire, in which the literal meaning differs from the underlying
message, may be more difficult to read than texts with an explicitly stated
purpose. The levels of meaning in a text is a qualitative measure of text
complexity.
50 Common Core 101

literary nonfiction – A genre of text included in the range of text types that
students should read during Grades K–12. Literary nonfiction includes
biographies, autobiographies, essays, and speeches.
multiple sources – Two or more texts that provide information for student
readers. Multiple sources may be complementary or contradictory in
nature.
Partnership for Assessment of Readiness for College and Careers

(PARCC) – One of two assessment consortia developing K–12
assessments to measure student achievement in relation to grade-
level standards and college and career readiness. See also SMARTER
Balanced Assessment Consortium (SBAC).
performance task – An activity designed to assess children’s understanding

of a text or concept, in which the knowledge gained through reading is
used. Performance tasks may be either formative or summative.
progressive skills – Certain language skills that are mastered at a basic level
but then retaught and relearned in more advanced ways as a student’s
language understandings become more sophisticated. Such skills are
noted with an asterisk (*) in the Common Core State Standards.
qualitative measures – Measures to assess text complexity, which include

the following: levels of meaning (literary texts) or purpose (informational
texts); complexity of text structure; degree of language conventionality and
clarity; and knowledge demands on the reader. The qualitative measure is
often arrived at through ratings of careful, accomplished readers.
quantitative measures – Measures to assess text complexity, that include

the following: word length, word frequency, sentence length, and text
cohesion. The quantitative measure is typically calculated by computer
software.
range and quality of texts – The variety and degree of excellence expected
in the selection of texts students read as they progress through Grades
K–12. Exemplar texts are illustrative of the kinds of texts students should
be reading. See also exemplar texts.

reader-task considerations – The use of professional judgment when
deciding whether a text is appropriate for a particular student. Teachers
should take into account the knowledge, interests, and abilities of a
student and the task the teacher is asking that student to complete.
These considerations are combined with quantitative measures and other
qualitative measures of text complexity.
reader-text considerations – Characteristics of the reader (e.g., motivation,

background knowledge), characteristics of the text (e.g., familiarity, level),
and the way instruction is designed. These things are all taken into account
when matching readers to texts.
rebus – The use of a picture in place of a word. Rebuses often replace

nondecodable words in emergent reader texts.
rereading – Reading a text more than once to improve comprehension and

fluency and to monitor the process of reading. Students may need to reread
challenging portions of a text depending on its complexity and the task at
hand. Rereading is one aspect of close reading.
scaffolding – Instructional support provided so that learners can succeed

at challenging tasks. Scaffolding allows a student to complete a task
or activity that he or she could not complete alone. A main purpose of
scaffolding is to help students work with complex texts and tasks so that all
students gain access.
SMARTER Balanced Assessment Consortium (SBAC) – One of two

assessment consortia developing K–12 assessments to measure student
achievement in relation to grade-level standards and college and career
readiness. See also Partnership for Assessment of Readiness for
College and Careers (PARCC).
structure – The organization of text information. Texts of low structural

complexity tend to have simple and conventional structures, while texts of
high structural complexity tend to have complicated and unconventional
structures. Text structure is one of the qualitative measures of text
complexity.
summative assessment – An assessment at the end of an instructional

period designed to evaluate a student’s competency, or progress toward
benchmarks and goals, in a particular content area.
52 Common Core 101

synthesis – A higher order thinking skill that involves combining information
across one or more texts to create new ideas; one of the skill levels of
Bloom’s Taxonomy.
text-based comprehension – Understanding of a text, based on information

from the text.
text-based questions – Questions that are based on information in a text

rather than on a student’s prior knowledge or information outside the text.
The CCSS emphasize that comprehension questions should be primarily
text-based.
text complexity – The degree of difficulty in reading and comprehending

a text. In the CCSS, text complexity is assessed using quantitative and
qualitative measures along with reader and task considerations. The CCSS
expect an increase in text complexity at each grade level.
text complexity band – The measure of a text’s complexity matched with

a grade span. For example, in the CCSS, the Lexile ranges of 450–790
correspond to Grades 2–3.
text-dependent questions – Questions that require information or evidence

from the text for answers.
text evidence – Information found in texts that can be used by

students to support oral or written claims.
text sets – Related texts linked to a topic, issue, or genre specifically

organized to promote the CCSS.
theme and knowledge demands – Information a student must have before

reading a text in order to understand it. A text’s theme and knowledge
demands are considered when matching texts to students and are
qualitative measures of text complexity.
using evidence – Gathering information that informs and supports writing

and research projects.
writing to sources – Writing about text after close reading.

PART 2
TEXT
Complexity Common Core
■■ What is text complexity?
■■ How do I measure text complexity?
■■ What are text exemplars?
What Is Text Complexity?
Achieving Results Through
the Common Core State Standards
What Is College and Career Readiness (CCR)?
A primary goal of the Common Core State Standards for Grades K–12 is to develop
active, thoughtful, and engaged learners who are able to embrace the benefits and
challenges of the 21st century, both in school and in the workplace. So what does this
learner look like?
College- and career-ready students . . .

■■ Demonstrate the ability to read complex text independently
■■ Possess strong content knowledge
■■ Respond to a range of texts covering many genres and topics
■■ Comprehend, critique, and value evidence
■■ Employ technology
■■ Understand other cultures and perspectives
How Does Text Complexity

Develop College and Career Readiness?
Defining Text Complexity
In order to become college and career ready, students need to read increasingly
complex texts as they progress through Grades K–12, and they need the strategies to
comprehend these texts.
The standards provide a three-part model to gauge how easy or difficult a particular
text is to read. Each part of the model is of equal importance. As outlined in
Appendix A of the Common Core State Standards, the three parts are:
Quantitative Qualitative Reader and Task

The quantitative measure The qualitative measure This measure focuses on the
is typically calculated is best addressed by an individual reader and the task or
by computer software. attentive human reader. purpose for reading. A teacher is
Quantitative measures assess Qualitative factors able to determine how appropriate a
word length, word frequency, include levels of meaning text may be for a specific student by
sentence length, and text (literary texts) or purpose considering the student’s motivation,
cohesion for a given text. (informational texts), knowledge, and experience as well
These include the Dale-Chall text structure, language as the complexity of the task, and
Readability Formula, the conventionality and clarity, by using the teacher’s professional
Flesch-Kincaid Grade and knowledge demands. judgment.
Level Test, and the Lexile These measures of text complexity are
Framework for Reading. further developed on pages 57–59.
56 Common Core 101

Reading Complex Texts
Using Text Exemplars
Appendix B of the Common Core State Standards provides lists of text exemplars
(or model texts) across Grades K–12. While these texts do not represent a partial or
complete reading list for any grade band, they serve the following purposes:
■■ Text exemplars at each grade band provide examples of the levels of

complex text and the quality of texts with which all students should
interact in order to achieve the goals set forth in the standards.
■■ Each grade band provides the breadth of texts (e.g., informational texts,
literary texts, and poetry), that students should read in that particular
grade band.
■■ The exemplar texts serve as guideposts to help educators choose texts
of appropriate complexity and quality for their classrooms.
Making Sense of Complex Text

A commonly accepted measure of text difficulty is a quantitative readability score
such as one that can be determined by using the Lexile, Dale-Chall, or Spache
formula. These formulas are found on the Internet and involve analyzing a portion
of text for average sentence length, difficulty of vocabulary, and word frequency.
However, numbers arrived at by using one of these formulas should not be the sole
measure by which a text is determined to be grade-level appropriate. After all, a
low readability score can be heavily influenced by short sentence length without
consideration of the text’s subject matter or theme.
To better gauge a text’s difficulty, the Common Core

State Standards tell us we should also take into
account certain qualitative measures and reader-task
considerations when determining whether a text is
appropriate for a student or group of students.
The Common Core State Standards’ three-part model

for measuring text complexity (pictured here) provides
a balance among qualitative measures, reader-task
e Qu
considerations, and quantitative measures to achieve an iv an
tat tit
overall text complexity recommendation. By using these ali ati
Qu ve
three text complexity measures, teachers can support
and challenge students to read more complex texts as Reader and Task
they move toward college and career readiness. The Standards’ Model of Text Complexity
Text Complexity 57
So what are these quantitative and qualitative measures, and how can a teacher
accurately assess text complexity? As mentioned above, in the Common Core
model, quantitative measures include the computer-measured readability level or
Lexile, the average sentence length in the selection, the word frequency, and, at
Grade 1, the word count of a selection. Qualitative measures include a selection’s
levels of meaning, its structure, the degree of language conventionality and clarity,
and theme and knowledge demands required of students before they read the
selection. All of the selections in Scott Foresman Reading Street have been analyzed
for text complexity. Each selection’s text complexity information is available on
the tab at the beginning of that week’s lesson. We have included Reader and Task
Suggestions to address variables specific to particular readers. In the following
section we’ll discuss how to determine the text complexity of other texts your
students may read.
Measuring Text Complexity

The goal in increasing text complexity is to build reading capacity for all students.
Using the Common Core model, we can measure a text’s complexity by incorporating
these measures:
1 Quantitative Measures Lexile Ranges

Grade
■■ Overall quantitative text difficulty can Aligned to CCR
Band
be determined by a readability formula. Expectations
Frequently used readability formulas include K–1 N/A
Lexile, Dale-Chall, and Spache.
2–3 450–790
■■ Sentence length is determined by averaging
4–5 770–980
the number of words in each sentence in a
selection. 6–8 955–1155
■■ Word frequency refers to how often the same

words appear in a text. A low score indicates that the text most likely has
words that students may not have encountered.
■■ The following chart, developed by Dr. Elfrieda Hiebert, shows grade-level
word frequency spans and average sentence length for narrative and
informational texts. These are based on an analysis of the text exemplars
listed in Appendix B of the Common Core State Standards.
GRADE 2 3 4 5 6
Narrative Text
Word Frequency 3.7–3.9 3.6–3.8 3.5–3.8 3.4–3.7 3.3–3.7
Sentence Length 8–10 words 9–11 words 10–12 words 11–13 words 12–14 words
Informational Text
Word Frequency 3.6–3.8 3.5–3.75 3.4–3.6 3.3–3.6 3.3–3.6
Sentence Length 9–11 words 10–12 words 11–13 words 12–14 words 13–16 words
58 Common Core 101

2 Qualitative Measures
Using qualitative measures to assess text complexity means making informed
decisions about how difficult a text is to read. Consider the factors below when
matching texts to students:
■■ Levels of Meaning Does the text have one single level of meaning (as in
informational text), or does it contain hidden levels of meaning (as in the use
of symbolism)? Texts with a single level of meaning are easier to comprehend.
■■ Structure How complex is the structure of the text? Is the story told in
chronological order, or are there flashbacks and other manipulations of time?
Is the informational text laid out in a simple format of a main idea with details
and simple graphics to help convey meaning? Or is the purpose of the text
not immediately obvious?
■■ Language Conventionality and Clarity Does the text contain language
that is familiar, clear, and straightforward, or does it contain lots of academic
language and words with multiple meanings? This will affect how easy the
text is to read.
■■ Theme and Knowledge Demands How much background knowledge will
a student need in order to understand the selection? Texts that don’t make
assumptions about a student’s life experiences or familiarity with discipline-
specific concepts are easier to understand.
3 Reader and Task Considerations

In addition to using quantitative and qualitative factors when deciding whether a
text is appropriate for a student, it is important to consider the student’s needs,
interests, and abilities, and the task the student is asked to complete.
Text Complexity 59
The Text Complexity Rubric
in Reading Street
The selection Harvesting Hope is featured in Scott
Foresman Reading Street as a Grade 6 title. The THE STORY OF CESAR CHAVE
Z
placement of this selection relies on many factors,

as depicted in the measures in the following rubric
and annotations. You can find the text-complexity by Kathleen Krull
illustrated by Yuyi Morales
information for each selection in Reading Street

on the tab at the beginning of each lesson in the
A biography is the story of a real Question of the Week
person’s life that has
been written by another person. As How can we combine our
you read, notice the
clues that tell you this is a story about
a real person. resources to make change?
Teacher’s Edition.
220
221
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220
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Use the information below and the rubric on the following page to
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familiarize yourself with the text complexity of Harvesting Hope. We have analyzed
the qualitative and quantitative measures and provided Reader and Task Suggestions.
Remember to alter the Reader and Task Suggestions to apply specifically to your
needs.
1 Quantitative Measures
■■ Lexile The Lexile score for this selection is 860L. While the Lexile
measurement is slightly below the Grade 6 text-complexity band, the length
of the sentences and the use of non-English words raise the difficulty level to
make this selection appropriate for Grade 6.
■■ Average Sentence Length: 16.24
■■ Word Frequency: 3.43
2 Qualitative Measures
■■ Levels of Meaning Students need to understand the purpose of a biography
and have an objective for reading the text.
■■ Structure To better comprehend Harvesting Hope, students should be aware
that the events in the selection occur chronologically.
■■ Language Conventionality and Clarity The text has clear, literal language.
Students should be able to use context clues to understand the non-English
words that appear in this selection.
■■ Theme and Knowledge Demands Most students will be able to grasp the
meaning of the text without prior knowledge, but some students may need
support to understand the struggles of migrant farm workers.
3 Reader and Task Suggestions

Based on each student’s assessment results, use the Reader and Task
Suggestions from the text-complexity rubric to provide background knowledge
or scaffold the selection.
60 Common Core 101

Bridge to Complex Knowledge
Quantitative Lexile 860L

Measures
1 Average Sentence Length 16.24
Word Frequency 3.43
Qualitative Levels of Meaning students should understand biographies

Measures and have an explicit purpose for reading
Structure events happen chronologically; explicit
structure
2 Language Conventionality clear, literal language; non-English words
and Clarity
Theme and Knowledge experiences that are very different
Demands from one’s own; text assumes no prior
knowledge
Reader-Task FORMATIVE ASSESSMENT Based on assessment results, use

Suggestions the Reader and Task Suggestions in Access Main Selection to scaffold
the selection or support independence for students as they read
Harvesting Hope.
READER AND TASK SUGGESTIONS

Preparing to Read the Text Leveled Tasks
■■ Review the strategy of using ■■ Theme and Knowledge
context clues to determine the Demands If students have
correct meanings of homonyms. difficulty understanding the
3 ■■ Discuss how a biography may struggles of migrant farm workers,
cover a person’s whole life, part have them orally summarize
of it, or a single incident. Cesar’s life-changing moment at
ten when a drought hit Arizona.
■■ Remind students that this
selection is a biography. They ■■ Language Conventionality and
may need to read more slowly to Clarity Spanish words may pose
follow the chronology of events. a problem for some students.
Have them locate Spanish words
in the biography and tell how the
author includes context clues for
knowing the word’s meanings.
Recommended Placement Generally, the qualitative and quantitative measures suggest this
text should be placed in the Grade 6–8 text-complexity band, which is where both the Common
Core State Standards and Scott Foresman Reading Street have placed it. While the Lexile
measurement is slightly below this grade-level band, the length of the sentences and the use of
non-English words raise the difficulty level to make this selection appropriate for Grade 6.
Text Complexity 61
Ask the Expert
About Exemplar Texts
Dr. Elfrieda Hiebert has been involved in the
development of the Common Core State Standards
and has written extensively on the topics of text
complexity and exemplar texts. Her work provides
a wealth of information on how to improve literacy
levels of beginning and struggling readers.
Appendix B of the Common Core State Standards

provides lists of exemplar texts at each grade band
and sample performance tasks for these texts. We asked Dr. Hiebert to discuss the
role of these exemplar texts in the regular reading/language arts classroom.
What are exemplar texts, and why are they

provided in the Common Core State Standards?
Text exemplars are selections of a variety of genres,
“Text selections at
including novels, stories, informational text, and poetry.
At Grades K–3, read aloud stories, read aloud poetry, each grade-level
and read aloud informational texts are also included.
These texts are considered strong examples of “the band are based on
level of complexity and quality” that students need
to read beginning in kindergarten and continuing
complexity, quality,
through Grade 12 in order to attain college and career and range.”
readiness. These texts also represent the breadth of
texts that students should encounter in elementary and
high school. Text selections at each grade-level band
are based on complexity, quality, and range.
Do the standards require a teacher to use all of the text

exemplars listed for a given grade level?
The standards do not require classroom teachers to use any or all of the text
exemplars listed at a given grade band. While teachers may choose texts listed in
each grade-band bibliography, these texts are not meant to serve as a mandate or
prescriptive for a language arts curriculum at any grade level. They are intended to
serve as examples of the kinds of reading that students should encounter at each
grade band. The purpose of the exemplars is to exemplify, to demonstrate, and to
provide guidance for teachers as they choose texts that increase their students’
capacities to read complex texts. This will enable students to develop as critical
thinkers who are ready for the challenges of college and beyond.
62 Common Core 101

The text of the Common Core State Standards states the following:
“The following text samples primarily serve to exemplify the level of complexity and
quality that the Standards require all students in a given grade band to engage with.
Additionally, they are suggestive of the breadth of texts that students should encounter
in the text types required by the Standards. The choices should serve as useful
guideposts in helping educators select texts of similar complexity, quality, and range
for their own classrooms. They expressly do not represent a partial or complete
reading list.” Common Core State Standards, Appendix B, page 2
What are the performance tasks?

The performance tasks included in Appendix B provide examples of how teachers
can scaffold instruction as they apply the standards using complex texts, both literary
and informational. Like the text exemplars themselves, the performance tasks are
intended to guide teachers as they develop new instructional strategies to meet the
goals of the Common Core State Standards.
Read the following example that illustrates how the standards and the performance
tasks work together to build instruction when reading “Eleven” by Sandra Cisneros.
Common Core State Standard

Reading Literature Grade 6
6. Explain how an author develops the point of view of the narrator or speaker in
a text.
Performance Task
Students explain how Sandra Cisneros’s choice of words develops the point of view
of the young speaker in her story “Eleven.” [RL.6.6]
Does Scott Foresman Reading Street provide lesson plans for the exemplar texts?
The Pearson Trade Book Library provides lesson plans for
Leveled
many of the selections listed on the exemplar text lists at
Reader
all grade bands. Available lesson plans are located on the Database
Pearson Leveled Reader Database.
Text Complexity 63
PART 3
RESEARCH
into Practice Common Core
■■ What are the research building blocks of literacy?

■■ What does research say about reading?
■■ How does Reading Street honor this research?
DAY 1 DAY 1
at a Glance Common Core State Standards
Language 6. Acquire and use accurately
grade-appropriate general academic and
domain-specific words and phrases;
You’ve learned
gather vocabulary knowledge when
considering a word or phrase important Oral Vocabulary
to comprehension or expression.
Also Speaking/Listening 1., 1.c.
Street Rhymes!
so far this year!
Protest oppression, rally for peace.

Content Knowledge
Oral Vocabulary
Work toward justice,
Text-Based Comprehension Inequality must cease. Civil Rights
Describe what you know
Fact and Opinion One message, loud and clear: about civil rights in the
Text Structure United States.
Fluency
Integrate now, integrate here! Ask questions about
how people can work
Appropriate Phrasing together to bring about
change.
Selection Vocabulary • To introduce this week’s concept, read aloud the poem Express opinions about
Research and Inquiry several times and ask students to join you. why citizens need to
exercise their right to
Identify and Focus Topic vote.
Spelling Reading StReet OnLine

cOncept taLk videO
Words from Many Cultures www.ReadingStreet.com
Conventions
Adjectives and Articles
Handwriting
Cursive Letters Q and q
Writing
Content Knowledge
Letter to the Editor
Materials
• Student Edition 214 215
• Reader’s and Writer’s Notebook
Civil Rights RDG13_SE06_CCSS_U05_W02_LTA.indd 214
Student Edition, pp. 214–215
12/6/11 RDG13_SE06_CCSS_U05_W02_LTA.indd
2:13:06 PM 215 11/16/11 7:06:39 AM
CONCEPT TALK To further explore the unit concept of Resources, this week
students will read, write, and talk about how we can combine our resources CONNECT TO READING Tell students that this week they will be reading
to change things for the better. Write the Question of the Week—How can we about people who combine resources to make change. Encourage students
Bridge to Common Core
combine our resources to make change?—on the board. to add concept-related words to this week’s concept map. Pearson eText
• Student Edition
INTEGRATION OF KNOWLEDGE/IDEAS
This week, students will read, Concept Talk Video
write, and talk about civil rights. Build Oral Language Combining resources to
Texts This Week
TALK ABOUT CIVIL RIGHTS Have students turn to pp. 214–215 in their make change
• “The Hammer of Justice”
• “The Best Job in the World” Student Editions. Look at each of the photos. Then use the prompts to guide
• “Migrant Work Is No Picnic” discussion and create a concept map.
• Harvesting Hope
• How does signing a petition combine resources to make change? (A petition Peaceful People Action Resistance
• “Fieldworkers”/“Farmworkers”
with many signatures is more likely to make change than a single person.)
Social Studies Knowledge Goals
Students have learned that people
Petitions are a peaceful way to try to make change. Let’s add Peaceful.
• can combine resources to solve • Are the people marching combining their resources? (yes) People took
problems Preteach Concepts Use the Day 1
action by gathering together. Let’s add People and Action. instruction on ELL Poster 22 to build
• can accomplish great things
together • How are the women combining their resources to make change? (They are knowledge, develop concepts, and
build oral vocabulary.
• can show strength without using working together so women will win the right to vote.) The idea of women
violence ELL Support Additional ELL support
having the right to vote created resistance. Let’s add Resistance to our map. and modified instruction are provided
in the ELL Handbook and in the ELL
• After discussing the photos, ask: How can we combine our resources to
Support lessons found on the Teacher
make change? Resources DVD-ROM.
214j Resources • Unit 5 • Week 2 Harvesting Hope 214–215
RDG13_TE06_U5W2D1_P1.indd 10 14/02/12 12:46 PM RDG13_TE06_U5W2D1_P1.indd 215 28/01/12 11:01 AM
ORAL LANGUAGE ORAL LANGUAGE ORAL LANGUAGE
In Reading Street In Reading Street In Reading Street

Content Knowledge To begin Deconstructing Sentences Connect to Reading Every
each day, students come to- On Days 2, 3, and 4, during Oral week, the class creates a concept
gether for a brief, whole-class, Language, students talk about map to build comprehension of
rich, oral language experience. words and sentences. They the week’s concept. The map first
Discussion of the Question “unpack” interesting, complex takes shape as students explore
of the Week guides students sentences by breaking them up their prior knowledge and discuss
to activate prior knowledge into phrasal parts. This helps visual cues. Throughout the week,
and develop new knowledge draw students’ attention to the students add related concepts
and understanding of the unit parts of the sentence and the based on their reading and their
concept. language used in each. life experiences.
Because Research Says Because Research Says Because Research Says

Reading instruction builds espe- . . . the most effective method Semantic maps address the
cially on oral language. If this for helping students learn relationships between words
foundation is weak, progress in the language needed for text and concepts. Relational charts
reading will be slow and uncer- understanding . . . is through allow students to generate
tain. Students must have at least instructional conversations new information based on
a basic vocabulary, a reasonable focused on language in the their reading and learning.
range of knowledge of the world materials students are reading in —(Blachowicz and Fisher, 2002)
around them, and the ability school. . . . The conversations focus
Text discussions should go
to talk about their knowledge. on the relationship between
beyond answering comprehension
These abilities form the basis for structure and meaning and
questions. Discussing text with
comprehending text. —(Anderson, between form and function of
students requires that teachers
Hiebert, Scott, and Wilkinson, 1985) words, phrases, clauses, and larger
understand that meaning is not in
segments in texts, with teachers
text per se, but is to be found in
providing students many op-
the text and the experiences the
portunities to participate in these
reader brings to it. —(Tatum, 2005)
discussions. —(Wong Fillmore, 2009)
8
66 Common Core 101
DAY 1 DAY 1
Common Core
State Standards
Speaking and Listening 1. Engage
Content Knowledge Teacher Read Aloud
MODEL FLUENCY As you read “The Hammer of Justice,” model appropriate
effectively in a range of collaborative phrasing by grouping words in a meaningful way, paying attention to Teacher Resources
discussions (one-on-one, in groups,
and teacher-led) with diverse
Build Oral Vocabulary punctuation cues.
• Amazing Word Cards
• ELL Support
partners on grade 6 topics, texts, INTRODUCE AMAZING WORDS “The Hammer of Justice” on p. 215b is
The Hammer of Justice

and issues, building on others’
ideas and expressing their own about how people combined resources to fight for civil rights. Tell students
clearly. Language 4. Determine or to listen for some of this week’s Amazing Words—revolutionary, fellowship,
clarify the meaning of unknown and by Omenka Uchendu
nonviolence, and controversy—as you read the Teacher Read Aloud on
multiple-meaning words and phrases
based on grade 6 reading and content, p. 215b. (Note: Condoleeza Rice served as National Security Advisor from
The song “If I Had A Hammer” became a crime, and encouraged people to live
choosing flexibly from a range of 2001–2005 and Secretary of State from 2005–2009.)
strategies. Language 6. Acquire a theme song of the 1960s—a rip roarin’, together in peace.
and use accurately grade-appropriate parent-shocking, revolutionary period
general academic and domain-specific THEY HAD A DREAM
words and phrases; gather vocabulary that rewrote the course of U.S. history.
knowledge when considering a word Robust Vocabulary Routine The lyrics encouraged people to hammer But the biggest changes in the 1960s
or phrase important to comprehension went far beyond the record stores. For
or expression.
out justice, ring the bell of freedom,
1. Introduce Display the word revolutionary. Have students say the word and sing the song about love between centuries, black people were oppressed
aloud with you. In “The Hammer of Justice,” we learn that the 1960s were brothers and sisters “all over this land.” in the U.S. Starting in the 1950s, and
a revolutionary time. Supply a student-friendly definition. If something is exploding in the ’60s, the Civil Rights
revolutionary, it introduces new ideas and could bring about great change. SONGS OF FREEDOM
Movement hammered away at unfair laws
During the 1960s, many musicians that kept blacks and whites segregated.
2. Demonstrate Have students answer questions to demonstrate
understanding. What other periods of history were revolutionary? What used their creative gifts to express Leaders like Dr. Martin Luther King
You’ve learned 2 1 0 words so far. their opinions and feelings. Many also Jr. and Rosa Parks used marches and
happened during those revolutionary times?
You’ll learn 0 1 0 words this week! encouraged other people to challenge the protests to draw attention to the problem.
revolutionary oppressed 3. Apply Ask students to give a personal example of revolutionary. way things were, to say whatever they Ella Baker and Diane Nash helped create
fellowship grievance wanted to say, and to do whatever they the Student Nonviolent Coordinating
integrate
4. Display the Word Run your finger under the chunks in rev-o-lu-tion-ar-y as
nonviolence wanted to do. Committee, which held sit-ins and
controversy peace you read the word. Have students say the word again.
registered black voters despite dangerous
protested rallied The Beatles made it big in the 1960s with
See p. OV•2 to teach fellowship, nonviolence, and controversy. threats and violence. Imagine if they
their songs of love, human fellowship, and
had given up when a fellow “sister” or
Routines Flip Chart freedom, like “We Can Work It Out.” So
“brother” was murdered.
did Bob Dylan, who sang that the answer
to justice was “Blowin’ in the Wind.” Without their work, Condoleeza Rice
AMAZING WORDS AT WORK Reread “The Hammer of Justice” aloud. As
Songwriter Joan Baez promoted civil rights would never have been U.S. National
students listen, have them notice how the Amazing Words are used in context.
and nonviolence, creating such controversy Security Advisor, Secretary of State, and
To build oral vocabulary, lead the class in a discussion about the meanings of
that the Daughters of the American one of the most powerful women in the
the Amazing Words. Remind students to listen attentively to speakers and to
build on the ideas of others in a discussion. Revolution wouldn’t let her perform at world. Toni Morrison and Maya Angelou ELL Support for Read Aloud Use
Constitution Hall—just as they had banned would not be hailed as two of the greatest the modified Read Aloud on p. DI•44
of the ELL Support lessons on the
the great singer Marian Anderson in the writers ever. Halle Berry wouldn’t be
Teacher Resources DVD-ROM to
MONITOR 1930s because she was black. able to dazzle us with her beauty, style, prepare students to listen to “The
PROGRESS Check Oral Vocabulary and acting abilities. The Civil Rights Hammer of Justice.”
Young people heard the messages of the Support Listening Comprehension
During discussion, listen for students’ use of Amazing Words. Movement woke up the whole nation. To increase understanding of the
protest music and actually did the things
Now black people have a much better vocabulary heard in the Read Aloud,
If… students are unable to use the Amazing Words in discussion, the songs told them to do. They protested use visuals and other reference
chance of being who they want to be.
the Vietnam War, argued that to kill was materials to support understanding
then… use the Oral Vocabulary Routine in the Routines Flip Chart to of words students may not know,
continued on p. 239s
demonstrate words in different contexts. such as revolutionary, fellowship,
nonviolence, and controversy.
215a Resources • Unit 5 • Week 2 Harvesting Hope 215b
RDG13_TE06_U5W2D1_P1.indd 1 28/01/12 11:00 AM RDG13_TE06_U5W2D1_P1.indd 2 28/01/12 11:00 AM
ORAL VOCABULARy FORmATIVE ASSESSmENT TExT-BASED COmPREhENSION

Amazing Words Each week monitor Progress Throughout Read Aloud Each week of
students learn a set of concep- the week, there are formative instruction begins with a
tually related Amazing Words, assessment opportunities in the read-aloud that supports the
generally beyond their reading context of classroom instruction concept of the week, addresses
ability, selected from shared to monitor students’ progress in the Question of the Week, and
literature. Throughout the week core areas of reading instruction includes Amazing Words that
students use the words in mul- such as oral vocabulary, fluency, build background for the
tiple contexts: in conversations and retelling/summarizing. lesson’s reading selections.
about text, in retelling a story Don’t Wait Until Friday/Monitor
or summarizing a text, in their Progress features provide if . . ., Because Research Says
daily writing, and in the end-of- then . . . statements to help Teacher read-alouds can be a
day discussions. teachers evaluate the skills and
good starting point for intro-
respond to students’ difficulties
ducing critical strategies for
Because Research Says on the spot.
comprehension. That is, just
A robust approach to vocabulary by listening first, students can
involves directly explaining the Because Research Says focus on the strategy being
meanings of words along with Comprehension instruction introduced without actually
thought-provoking, playful, and should be accompanied by having to read. —(Ivey, 2002)
interactive follow-up. —(Beck, ongoing assessment. Teachers
McKeown, and Kucan, 2002) should monitor students’ use of
comprehension strategies and
their success at understanding
what they read. Results of this
monitoring should, in turn,
inform the teacher’s instruction.
—(Duke and Pearson, 2002)
Research into Practice 67 9

DAY 1 DAY 1
The Best Job

Informational Text 8. Trace and evaluate
the argument and specific claims in a text,
Comprehension Skill
distinguishing claims that are supported by
reasons and evidence from claims that are
Common Core Fact and Opinion

not. Also Informational Text 5., 10.
State Standards Skill

Strategy
• Careful readers watch for statements of opinion
as they read. While facts can be proved true or
in The World
Movers transport people’s belongings from one location Strategy How
Informational Text 5. Analyze how can you tell that
false, opinions cannot be proved. They can, to another. Movers have the best job in the world because
a particular sentence, paragraph, Skill this writer is using
Fact and Opinion

however, be shown to be valid or faulty. they are healthy, they get to help people every day, and they
chapter, or section fits into the Visual Skills Handbook
• Valid statements of opinion can be supported get to see many interesting places.
description to
organize the text?
overall structure of a text and
A statement of fact can be proved true or false.
Fact and Opinion Facts are based on evidence. A statement of
by facts, experts, or logic. Faulty statements of Movers use their muscles when they work. I think
opinion expresses a judgment, belief, or way
of thinking.
contributes to the development of the

Text Structure
opinion cannot be supported.
Leonardo da Vinci
exercising your muscles makes you strong. Movers are

painted the Mona Lisa
in the 16th century.
ideas. Informational Text 8. Trace She has a

nice smile!
• Use a graphic organizer like the one below to the strongest workers in the world because they use their Skill Which of the
following tells you
and evaluate the argument and evaluate the opinions stated in “The Best Job in muscles more than anything.
that this statement
specific claims in a text, distinguishing READ Remind students of the weekly concept—Civil Rights. Have students the World” on page 217. Movers have the best job because each day they get to
of opinion is faulty?
help other people, and that makes movers happy. I think
claims that are supported by reasons read “The Best Job in the World” on p. 217. Opinion Source Valid or Faulty
a) It is based only
movers are happy because Dr. David Kell recently did a study on someone’s
and evidence from claims that are showing that helpful people tend to be happier. Everyone opinion.
not. Also Informational Text 10.
EI•6
b) It was stated by
MODEL A CLOSE READ RDG13_SE06_CCSS_V01_EIVSH01.indd 6 11/10/11 8:13:12 AM
enjoys helping others. Think of how nice it would be to do an expert.

Strategy so all day, every day. c) It is based on
If I wanted to know what this passage was about before I started Visual Strategies Handbook Finally, movers always get to see new and interesting incorrect facts.
Text Structure places. Office workers who sit at their desks each day can’t
reading, I could look at the title and photograph. Point out these We use text structure to look for the way the author has organized the
text; for example, cause and effect, problem and solution, sequence, or
compare and contrast. Analyze text structure before, during, and after
reading to locate information. Comprehension Strategy say that. Movers get to see mansions, unique apartments,
features to students. These text features are external organization
To identify text structure
Skill Is the
Text Structure and other types of living places. That is always fun to do.
• before reading: preview titles, headings, and illustrations
Skills Trace
• make predictions
• during reading: ask questions, identify the structure, and notice
the organization
• after reading: recall the organization and summarize the text
In conclusion, movers have the best job in the world author’s statement
structures that help me guess that this passage tells why movers have the
What’s next?
Shred the
newspaper.
of opinion well
Fact and Opinion Text structure is the way a piece of writing is because they exercise, help others, and get to see new places
Pour 2 cups
into the
blender.
Add
water.
supported or poorly
Introduce U1W4D1; U1W5D1; best job in the world. Statements of fact can be proved true or false. organized. External organization includes titles
and headings, special typefaces, and various
every day. Now, don’t you want to be a mover? supported?
When I identify text structure, I ask myself
Statements of opinion cannot be proved, but they can be shown to be valid or

• What clues do titles, headings, and illustrations provide?
U5W2D1 illustrations and graphics. Internal organization

• How is information organized?
• How does the organization help my understanding?
EI•24
is the way that the writer structures thoughts and
Practice U1W4D2; U1W4D3; faulty. Valid statements of opinion are supported by facts or experts. Faulty RDG13_SE06_CCSS_V01_EIVSH02.indd 24 10/19/11 11:12:00 AM
ideas. Internal methods of organization include

U1W5D2; U1W5D3; U1W5D4; using compare and contrast, cause and effect,
U5W2D2; U5W2D3
statements are not supported by facts. Have students follow along as you Reading StReet OnLine
enViSiOn it! aniMatiOnS sequence, and description.
www.ReadingStreet.com
Reteach/Review U1W4D5; U1W5D5; read paragraph 1. The first statement is a statement of fact: Movers transport Your Turn!
U4W2D2; U5W2D5 people’s belongings from one location to another. I can check in a reference Need a Review? See the Ready to Try It?
Envision It! Handbook for help Use what you’ve
Assess/Test Weekly Tests U1W4; book to verify that this statement is true. The second sentence says Movers with fact and opinion and text learned about fact
U1W5; U5W2 structure. and opinion as you
have the best job in the world. I know best and in the world are clue words of read Harvesting Hope.
Benchmark Tests U1 216 217
an opinion or judgment.
KEY: U=Unit W=Week D=Day
TEACH Have students read p. 216. Explain that the skill of fact and opinion RDG13_SE06_CCSS_U05_W02_CSS.indd 216 11/16/11 RDG13_SE06_CCSS_U05_W02_CSS.indd
7:11:38 AM 217 11/16/11 1:23:49 PM
and the strategy of text structure are tools they can use to evaluate specific
Comprehension Support
claims in a text and analyze how a particular section contributes to the text’s
ideas. Review the bulleted items and explanations on p. 216. Then have stu-
Model Fluent Reading
Students may also turn to pp. EI•6 and dents use a graphic organizer like the one shown to identify statements of fact APPROPRIATE PHRASING Have students listen as you read paragraph 1 of Pearson eText
EI•24 to review the skill and strategy if “The Best Job in the World” with appropriate phrasing. Pause a short moment • Student Edition
necessary. and opinion from the passage.
at commas and a longer moment at end-of-sentence punctuation marks. Envision It! Animations
GUIDE PRACTICE Have students reread Name Harvesting Hope
Fact and Opinion

Teacher Resources
“The Best Job In The World,” using the • Statements of opinion are someone’s beliefs or way of thinking about something. The
statement Cars are the best way to travel is a statement of opinion. Routine Oral Rereading • Reader’s and Writer’s Notebook
callouts as guides. Then ask volunteers to
• Statements of fact can be proved true or false. Statements of opinion cannot be proved,
but can be shown to be valid or faulty. Valid statements of opinion are supported by facts or
experts. Faulty statements are not supported by facts.
respond to the questions in the callouts, 1. Read Have students read paragraph 4 of “The Best Job in the World.”
Directions Read the following passage and complete the diagram.
E veryone knows that Cesar Chavez was used marches and boycotts to protest
citing specific examples from the text to

a major figure in American history. unfair working conditions. In addition,
He was dedicated to an important struggle: he fasted to call attention to injustices.
2. Reread To achieve optimal fluency, students should reread the text three to
the cause of migrant workers. His union However, Chavez believed a protest should
drew attention to problems experienced never become violent. At Cesar Chavez’s
support their answers.

by farm workers. A 1965 strike protested funeral, President Bill Clinton spoke of
low wages for grape pickers, and a boycott him as “an authentic hero.”
four times.
of grapes started soon afterward. Chavez
Possible answers given.

Strategy The author describes movers and Statement of Opinion
Everyone knows that Cesar

Support
1. Not everybody may

Valid or Faulty?
2. Faulty
their job in great detail. know who Chavez

3. Corrective Feedback Have students read aloud without you. Provide
Chavez was a major figure in
American history.
was.
However, Chavez believed a 3. Many people agree 4. Valid
Skill a)
protest should never become
violent.
with Chavez that
nonviolent protest feedback about their phrasing and encourage them to phrase words and
is best.
pause appropriately.
Skill poorly supported
© Pearson Education, Inc., 6
5. Is the statement of opinion in the final sentence valid? Why do you think so?
Possible answer: President Clinton probably knew a great deal

about American history, so it must be a valid opinion.
APPLY Use Reader’s and Writer’s Notebook Routines Flip Chart

p. 327 for additional practice with fact and
Home Activity Your child identified valid and faulty statements of opinion in a nonfiction passage. Work
with your child to identify the facts and opinions in a magazine article about a social issue. Discuss how well
supported the opinions are.
Reader’s and Writer’s Notebook Unit 5 Comprehension 327
opinion.
Reader’s and Writer’s
Notebook, p. 327
215c Resources • Unit 5 • Week 2 Harvesting Hope 216–217
TExT-BASED COmPREhENSION FLUENCy
In Reading Street In Reading Street

Comprehension Using the model Fluent Reading As the
Student Edition lesson, the teacher reads, he or she models
teacher instructs students in one aspect of fluent reading (e.g.,
key comprehension skills and accuracy, appropriate rate,
strategies using a think-aloud. attending to punctuation,
Students apply the skill first expression, expressing character-
through a guided practice, and ization). The teacher also models
then independently. prosodic features such as tone
of voice, use of pauses, volume,
Because Research Says phrasing, emotion, and dialogue.
After listening to the teacher
Think-alouds have been shown
model the skill, students engage
to improve students’ compre-
in guided oral reading practice
hension both when students
with feedback.
themselves engage in the
practice during reading and also
when teachers routinely think Because Research Says
aloud while reading to Repeated reading practice pro-
students. —(Duke and Pearson, 2002) duces significant improvement
in reading speed, word recogni-
tion, and oral reading expres-
sion. Repeated reading and
assisted readings may enable
students to read more difficult
material than they might other-
wise be able to read. —(Samuels,
2002; Kuhn and Stahl, 2003; National
Reading Panel, 1999)
10
68 Common Core 101
DAY 1 DAY 1
Common Core
State Standards
Writing 7. Conduct short research
Selection Vocabulary Research and Inquiry
projects to answer a question, drawing Teacher Resources
on several sources and refocusing Use the following routine to introduce this week’s tested selection vocabulary. Step 1 Identify and Focus Topic • Envision It! Pictured Vocabulary
Cards
the inquiry when appropriate.
Language 4. Determine or clarify the access right to approach, enter, or toll something paid, lost, or • Tested Vocabulary Cards
meaning of unknown and multiple- TEACH Discuss the Question of the Week: How can we combine our
use; admittance suffered
meaning words and phrases based resources to make change? Tell students they will research and write a news
on grade 6 reading and content, authority power to enforce torment cause of great pain article about a human rights issues. They will present their findings to the
choosing flexibly from a range of
strategies. Language 6. Acquire
obedience; right to command or act wilt to become limp and bend class on Day 5.
and use accurately grade-appropriate lush covered with thick growth down; wither
general academic and domain-specific MODEL I’ll start by brainstorming a list of ideas for specific inquiry
words and phrases; gather vocabulary obstacle something that prevents questions about human rights issues and the work that has been done 21st Century Skills
knowledge when considering a word or stops progress; hindrance
or phrase important to comprehension to effect change. I know that in the past, women and enslaved people Internet Guy Don Leu
or expression. did not have the same rights as white men. Some possible questions could Weekly Inquiry Project
SEE IT/SAY IT Write access. Scan across the word with your finger as you be: What rights do people have now that they did not have in the past? What
STEP 1 Identify and Focus Topic
say it: ac/cess. work was done to effect change? What are some of the important human
rights issues facing us today? Navigate/Search
STEP 2
HEAR IT Use the word in a sentence. They won backstage passes, which GUIDE PRACTICE After students have brainstormed open-ended inquiry
gave them unlimited access in the arena. STEP 3 Analyze Information
questions, explain that tomorrow they will conduct online research of their
questions. To generate a research plan, help students identify keywords that STEP 4 Synthesize
DEFINE IT Elicit definitions from students. How would you tell another will guide their search for relevant information.
student what access means? Clarify or give a definition when necessary. Yes, STEP 5 Communicate
ON THEIR OWN Have students work individually, in pairs, or in small groups
it means “admittance” or “right to approach.” Restate the word in
to write an inquiry question.
student-friendly terms. So access is the right to enter a particular area.
Access for All
Team Talk Why do certain areas have restricted access? Turn and talk Advanced
to your partner. Be prepared to explain your answer. Allow students time Have students brainstorm a list of
keywords for their research and set a
to discuss. Ask for examples. Rephrase their examples for usage when purpose for what they expect to find.
necessary or to correct misunderstandings.
MAKE CONNECTIONS Have students discuss the word. Have you ever
gotten access to backstage or any other restricted areas? Turn and talk to Multilingual Vocabulary Students
can apply knowledge of their home
your partner. Then be prepared to share. Have students share. Rephrase their languages to acquire new English
ideas for usage when necessary or to correct misunderstandings. vocabulary by using Multilingual
Vocabulary Lists (ELL Handbook,
pp. 431–442).
RECORD Have students write the word and its meaning.
Day 1 SMALL GROUP TIME • Differentiate Vocabulary, p. SG•17
Continue this routine to introduce the remaining words in this manner.
If... students need more scaffolding
On-Level Strategic Intervention Advanced and practice with Vocabulary,
then... use the activities on
Corrective If... students are having difficulty understanding, • Practice Vocabulary • Reteach Vocabulary • Extend Vocabulary
pp. DI•42–DI•43 in the Teacher
Amazing Words Amazing Words Amazing Words
feedback then... review the definitions in small groups. Resources section on SuccessNet.
• Read Reading Street Sleuth, • Read Reading Street Sleuth, • Read Reading Street Sleuth,
pp. 58–59 pp. 58–59 pp. 58–59
• Identify Questions Inquiry
Project
217a Resources • Unit 5 • Week 2 Harvesting Hope 217b
READING VOCABULARy 21ST CENTURy SKILLS SmALL GROUPS

Selection Vocabulary The Research and Inquiry Students Small Group Time Group
teacher introduces the lesson conduct an inquiry project con- instruction is based on the 3-Tier
vocabulary words and engages nected to the weekly concept. Reading Model. At the start of
students in an activity to develop Activities provide step-by-step the school year, teachers use the
word meaning. instructions for formulating Baseline Group Test to make initial
inquiry questions, navigating a instructional decisions: Students
Because Research Says student-friendly search engine, with below-level performance
analyzing acquired information, are given Strategic Intervention
The effective vocabulary teacher
synthesizing research, and com- instruction, those performing
presents new vocabulary in
municating findings. at grade level are placed in the
ways that model good learning.
On-Level group, and those who
This type of instruction involves
Because Research Says perform above grade level are
developing learners who are
given Advanced instruction.
active, who personalize their The new literacies of the Inter-
learning, who look for multiple net include the skills necessary
Because Research Says
sources of information to build to successfully use and adapt
meaning, and who are playful to rapidly changing information The components of effective
with words. Good learners and communication technolo- reading instruction are the same
are active. As in all learning gies and contexts. These skills whether the focus is prevention
situations, having the learners allow us to use technology to or intervention. By coordinating
actively attempting to construct identify important questions, research evidence from effective
their own meanings is a hall- locate information, critically classroom reading instruction
mark of good instruction. evaluate the usefulness of that with effective small-group and
—(Blachowicz and Fisher, 2002) information, synthesize infor- one-on-one reading instruction,
mation to answer those ques- teachers can meet the literacy
tions, and then communicate needs of all students. —(Foorman
the answers to others. —(Leu, and Torgesen, 2001)
Kinzer, Coiro, and Cammack, 2004)

DAY 1 DAY 1
Common Core
State Standards
Language 1. Demonstrate command
Spelling Pretest Conventions
of the conventions of standard English Teacher Resources
grammar and usage when writing or
speaking. Language 2. Demonstrate
Words from Many Cultures Adjectives and Articles • Let’s Practice It!
• Grammar Transparency
command of the conventions of • Daily Fix-It Transparency
INTRODUCE The English language includes words from many cultures. MAKE CONNECTIONS To focus attention Adjectives and Articles
standard English capitalization,
punctuation, and spelling when on adjectives and articles, ask students to An adjective is a word that describes a noun or pronoun. It tells what kind,
PRETEST Say each word, read the sentence, and repeat the word.
how many, or which one.
A predicate adjective is used in the predicate of a sentence.
writing. Language 2.b. Spell describe objects in the room using different The sun shone on the white sand. The wind was warm. (what kind)
Several workers rested. One man read a newspaper. (how many)
correctly.
Cesar lives in that house. Those houses belong to us. (which one)
descriptive adjectives. Students should The words a, an, and the are special adjectives called articles. They
appear before nouns and other adjectives. Use a before a word that begins
1. ivory The statue was made of ivory.

with a consonant sound. Use an before a word that begins with a vowel
sound. Use the before words beginning with any letter.
respond in complete sentences using He spent a long day pulling beets out of the ground. It was an awful day.
A proper adjective is formed from a proper noun. Proper adjectives are
always capitalized.
2. cocoa She drank a cup of cocoa. correct articles with each adjective.
Cesar Chavez is an American hero.
Directions Underline the adjectives in the sentences once. Underline the articles twice. Circle the
proper adjective.
3. lilac The lilac bush is blooming. 1. That meeting was held at an abandoned theater in Fresno.
TEACH Display Grammar Transparency 22,

2. Green vineyards fill the valleys in California.
3. Plump grapes drooped on many vines.
4. gorilla The gorilla is a large animal. and read aloud the explanation and
4. Cesar Chavez was good at solving a problem.
5. Imagination is required to find a nonviolent solution.

Academic Vocabulary
6 Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.

6. Chavez touched the new Italian suit.
5. pretzel A pretzel is a good snack. examples in the box. Emphasize the 7. Biographies are the stories of real people.
8. Hot sun baked the ground in Arizona.
adjective word that describes a noun
or pronoun and tells what kind, how
predicate adjective (wind was warm) and
6. safari My aunt went on a safari.
Directions Write a, an, or the to complete each sentence.
9. An or The angry worker refused to pick grapes.

The unruly neighbors upset Cesar.
many, or which one
proper adjective (an American hero). 10.
11. Farmworkers organized the or a march to Sacramento.
article adjective that appears before
7. kayak He paddled a kayak down the river. 12. Chavez’s life is
13. He worked to improve

an amazing story.
the lives of migrant workers. nouns and other adjectives (a, an, the)
MODEL Model underlining the adjectives A
8. crocodile There is a crocodile in the lake.
14. less determined man would have given up.
and articles to complete numbers 1 and 2. Unit 5 Harvesting Hope Grammar 22
9. fiesta Will you come to our fiesta? Apply the generalizations in the box to show Grammar Transparency 22, TR DVD
10. dandelion Laura picked a dandelion. how you determined the words to underline.
Daily Fix-It
11. monsoon It rained a lot during the monsoon season. GUIDE PRACTICE Guide students to complete items 3–8. Remind them to 1. Growing up, César thought every
Summer night was a feista.
12. slalom He skied down the slalom run. underline or circle according to the directions. Record the correct responses (summer; fiesta)
13. amateur I am an amateur cook. on the transparency. 2. Lilacks grow by the place where we
camps. (Lilacs; camp)
14. boutique Mom likes to shop in that boutique. APPLY Have students read sentences 9–14 on the transparency and write the
15. suede She has a suede purse. article that correctly completes each sentence.
16. poncho She wore a yellow poncho.
Handwriting
NA PDF
17. hammock He fell asleep in the hammock.
Name Harvesting Hope 18. bungalow They live in the red bungalow.
Words From Many Cultures
19. sequin A sequin fell off her dress.
Q
Q
Generalization Many words in English come from other languages and may
MODEL LETTER FORMATION AND SHAPE Display the

have unexpected spellings: amateur.
Word Sort Sort the list words by words you know how to spell and
Spelling Words 20. burrito I had a burrito for lunch.
capital and lowercase cursive letters Q and q. Follow the stroke
words you are learning to spell. Write every word.
1. ivory
words I know words I’m 2. cocoa
how to spell learning to spell 3. lilac
instructions pictured to model letter formation and slant.

4. gorilla
Challenge words
Answers will
1. ___________________ Answers will
11. ___________________ 5. pretzel
vary. vary.
Language Transfer: Adjectives
2. ___________________ 12. ___________________ 6. safari
7. kayak
3. ___________________ 13. ___________________ 8. crocodile
4. ___________________
5. ___________________
14. ___________________
15. ___________________
9.
10.
fiesta
dandelion 21. ukulele Can you play the ukulele? Explain that writing legibly means that letters are the correct and Our Senses Demonstrate the
q
meanings of sensory adjectives—
a
11. monsoon
size, form, shape and slant. Round letters are closed, loop letters
6. ___________________ 16. ___________________
12. slalom
7. ___________________
8. ___________________
17. ___________________
18. ___________________
13.
14.
amateur
boutique 22. origami She made an origami swan. such as white and warm—by
have loops, and letters such as i, t, and d don’t have loops.
15. suede
9. ___________________ 19. ___________________
providing objects, such as white chalk
16. poncho
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved. 6
17. hammock
23. haiku We learned to write haiku in school.

10. ___________________ 20. ___________________
18. bungalow
Model writing this sentence: Quentin ran quickly to qualify for the and any classroom object placed on
19. sequin
Challenge Words 20. burrito
words I know words I’m Challenge Words
a sunny windowsill, that students can
how to spell learning to spell 21. ukulele
22. origami 24. artichoke Dad put an artichoke in his salad. quarter-mile race. Make sure the letters are formed correctly.
Answers will
21. ____________________
vary.
22. ____________________
Answers will
23. ____________________
vary.
24. ____________________
23. haiku
24. artichoke examine and discuss.
25. wildebeest Many wildebeest live in Africa.
25. wildebeest
25. ____________________
Support Handwriting To provide
GUIDE PRACTICE Have students write these sentences: Queen Elizabeth practice writing cursive Q and q, and
Home Activity Your child is learning about words from other cultures. Ask your child to pick a list word and
sat quietly for a quarter of an hour. Mrs. Quimby questioned the quality of that to extend language opportunities,
spell it aloud.
SELF-CORRECT Have students self-correct by rewriting misspelled words. quart of milk. Circulate around the room, guiding students. have students use their dictionaries to
find words they recognize that begin
DVD•254 Spelling Words from Many Cultures
Let’s Practice It! TR DVD•254 with Q or q. Have them list the words
ON THEIR OWN Use Let’s Practice It! p. 254 on the Teacher Resources
0328480509_254 254 12/11/09 10:18:17 AM
using their best cursive handwriting.

DVD-ROM.
217c Resources • Unit 5 • Week 2 Harvesting Hope 217d
LANGUAGE ARTS LANGUAGE ARTS LANGUAGE ARTS

Spelling Spelling instruction Conventions Students learn a Daily Fix-It Practice sentences
begins at the sound level, moves new grammar skill each week. provide opportunities for
to the structure level (word The skill is introduced on Day 1 reviewing conventions, such as
endings, prefixes, suffixes), and with the Grammar Transparency spelling, grammar, and punctua-
finally moves to the meaning and tied to reading and writing tion. Each sentence contains
level (compound words, homo- activities throughout the week. errors in previously taught skills.
phones, word origins).
Because Research Says Because Research Says
Because Research Says The study of grammar will help Instead of formally teaching
Grapheme-phoneme knowledge, people become better users students grammar, we need to
also referred to as alphabetic of the language, that is, more give them plenty of structured
knowledge, is essential for effective as listeners and speak- and unstructured opportunities
literacy acquisition to reach a ers, and especially as readers to deal with language directly.
mature state. It is important and writers. —(Weaver, 1996) —(Weaver, 1979)
to include spelling as well as
reading in this picture, because
learning to read and learning to
spell words in English depend
on processes that are tightly
interconnected. —(Ehri, 1992)
12
70 Common Core 101
DAY 1 DAY 1
Common Core
State Standards
Writing 1.a. Introduce claim(s) and
Writing
organize the reasons and evidence Teacher Resources
clearly. Writing 1.b. Support claim(s)
with clear reasons and relevant
Letter to the Editor Review Key Features • Reader’s and Writer’s Notebook
• Let’s Practice it!
evidence, using credible sources and
demonstrating an understanding of Mini-Lesson Read Like a Writer Review key features of a letter to the editor. You may want to post them in the
the topic or text. Writing 1.c. Use classroom for students to refer to as they work.
words, phrases, and clauses to clarify ■■ Introduce This week you will write Name Harvesting Hope
the relationships among claim(s) and
reasons. Writing 1.d. Establish and a letter to the editor. In a letter to the Writing • Letter to the Editor
Key Features of a Letter to the Editor
Key Features of a Letter to the Editor
maintain a formal style. Writing 1.e. editor, a writer uses persuasive language
• is sent to the editor of a newspaper or magazine
• is written in response to a story, event, or issue
• is sent to the editor of a newspaper or magazine
Provide a concluding statement or
• usually aims to persuade others by supporting claims with clear reasons
to express an opinion and develop an

and relevant evidence
section that follows from the argument

• establishes and maintains correct formal letter format
• is written in response to a story, event, or issue
presented. Also Writing 1., Writing 4. argument about a story, event, or issue. April 9, 2010
To the Editor: • usually aims to persuade others by supporting claims with clear reasons and
The argument includes an opinion, or relevant evidence
I am writing to you about the dangerous landfill recently proposed by some members of our
city council. The proposal is to use vacant land between the river and the railroad tracks on the
west side of the city as a landfill site. If the proposal is approved, the consequences will be
unpleasant for the surrounding neighborhoods and also harmful to our environment and
claim, that is supported by facts, reasons, • establishes and maintains correct formal letter format
our wildlife.
Since prevailing winds are westerly, and the proposed site is on the western edge of the

city limits, the putrid smell from the landfill will blow across the city constantly. Our city
home, of which we are proud, will be a less desirable location for residents and a less desirable
and evidence. The letter is addressed to destination for visitors. Fewer residents and visitors will translate into trouble for our businesses.
Furthermore, because the proposed site is so close to the river, harmful pollutants will easily
leach through the ground and into the river. The pollutants will make the water unlivable for
a newspaper or magazine editor and is

fish, ducks, and other wildlife that are appreciated and treasured by residents and visitors alike.
Quick Write for Fluency

For the reasons outlined above, I urge the city council to vote no on the proposed landfill
TEXT TYPES AND PURPOSES Routine Team Talk

location and to find a place that is better suited for it.
Sincerely,
This week, students write a letter intended for publication. Amy Rabideaux

to the editor that expresses an 1. List five persuasive adjectives in the letter.
argument. Prompt Think about an issue in your

dangerous, putrid, unpleasant, harmful, less desirable, unlivable.
1. Talk Have pairs take two or three minutes to discuss the features of a letter
to the editor.
2. Write two facts used by the author to support her opinion.
Argument/Persuasive Writing community. Now write a Since the winds are westerly and the site is on the west side, the
smell will blow across the city. Since the site is close to the river,
Through reading and discussion, letter to the editor to express

pollutants will get into the water and harm plants and wildlife.
students will gain a deeper under- 328 Writing Letter to the Editor Reader’s and Writer’s Notebook Unit 5 2. Write Each student writes a short paragraph defining a letter to the editor.
standing of civil rights. They will your opinion and develop an Writing Genre Read the writing
use this knowledge from the text argument. Make sure you 3. Share Partners read their paragraphs to each other. model aloud and help students
0328476773_RWN_328.indd 328 1/2/12 11:34:42 PM
Notebook, p. 328
to write and support letters to the understand it. Remind students that
editor. establish and maintain a formal the purpose of a letter to the editor is
style in your letter. Routines Flip Chart to express an opinion and persuade
Throughout the week, students will
improve their range and content of others to take action.
writing through daily mini-lessons. Trait Word Choice
5-Day Plan Mode Argument/Persuasive
DAY 1 Read Like a Writer
Developing a Main Idea
■■ Examine Model Text Let’s read an example of a letter to the editor that
discusses a city issue. Have students read the student model on p. 328 of
Wrap Up Your Day!
DAY 2 Chart
their Reader’s and Writer’s Notebook. ✔✔ Content Knowledge Reread Street Rhymes! NA PDF
DAY 3 Writing Persuasively

on p. 214j to students. Ask them what they Name
DAY 4 Revise: Adding ■■ Key Features A letter to the editor follows to some degree the formal letter
learned this week about how we can combine
Proofread for Adjectives format. The first sentence clearly states the purpose of the letter. Have Summary
DAY 5 and Articles

our resources to change things for the better. Harvesting Hope
When young Cesar Chavez moves to
students identify the elements of a formal letter. Then have them underline
California after his parents’ farm fails,
he works in the fields and sees injustice
firsthand. Years later, Chavez leads
farmworkers in protests to push
for fairness.
the first sentence. Does the first sentence state the writer’s opinion? (yes) ✔✔ Oral Vocabulary Have students use the Activity
Pull Together Think of something
in your town or school that you think is
Preview
unfair. Talk over with your family why
Amazing Words they learned in context

you think it is unfair. Discuss how you
think the situation can be changed.
A letter to the editor usually aims to persuade others by making an

Write Guy by Jeff Anderson argument. It includes facts from credible sources that support the writer’s sentences. DAY 2
What Do You Notice?
claims as well as logical transitions that clarify how those facts and other
Comprehension Skill
✔✔ Homework Send home this week’s Family

Fact and Opinion Activity
When students are examining the A statement of fact can be proven

true or false. A statement of opinion
You Be the Judge Get together with
relevant evidence support the claims. Have students underline supporting

family members and talk over an issue you
expresses someone’s belief, judgment, or care about. Write down the statements that
model text, ask What do you notice?

idea and cannot be proven true or false. people make, and decide if they’re facts
Times newsletter on Let’s Practice It!

Statements of opinion are valid if they are or opinions. Then consider how valid the
supported by facts and expert authority. opinions are. How well are they supported
Tell students that tomorrow

by facts?
By giving students the responsibility facts and circle logical transitions in the student model.
pp. 255–256 on the Teacher Resources
Family Times DVD•255
of commenting on what they find 0328480509_255 255 12/11/09 10:18:22 AM
they will read about how

effective in the text, you help them The conclusion of a letter to the editor usually states the desired action DVD-ROM.
build self-confidence. They often begin Cesar Chavez, who was born
or outcome and, when possible, an alternative suggestion. Discuss how Let’s Practice It!
to notice features of the writing they TR DVD•255–256 in Mexico, became a migrant
might not have noticed otherwise. the last sentence of the letter relates to the writer’s argument against the
Eventually students will start trying the farmworker in California.
proposed landfill. Have students underline the alternative suggestion.
features in their writing.
217e Resources • Unit 5 • Week 2 Harvesting Hope 217f
WRITING WRITING ORAL LANGUAGE

Writing Each week, the writing Writing Daily mini-lessons Wrap Up your Day! This
lesson focuses on a product or focus on the traits and the craft end-of-the-day routine reviews
form. The writing lesson begins of writing. Following the 5–10 the day’s skill instruction,
with a genre study, which minute mini-lesson, students encourages discussion about
includes key features of the apply the trait or craft in their shared literature and the week’s
genre and a close study of an own writing. concepts, and previews what’s
exemplary writing model. to come.
Because Research Says Learning to write should include Because Research Says
The writing process is a series of composing staged across various For children to develop rich
interactive, recursive phases, in phases of rumination, investiga- vocabularies, they need to have
which various stages of writing tion, consultation with others, many interactions with adults.
build upon one another. The drafting, feedback, revision, It is from these interactions
phases of prewriting, drafting, and perfecting. —(National Writing that they will develop the words
sharing, revising, editing, and Project and Nagin, 2003) they need to negotiate their
publishing (or making your writ- world. —(Stahl and Stahl, 2004)
ing public in some way) are all
interdependent and overlapping,
more like a scaffold in which
you move to a newer, higher
step all the while pulling along
the best from all preceding
steps. —(Spandel, 2002)

DAY 2 DAY 2
Common Core
State Standards
Language 3. Use knowledge
Word Analysis Literary Terms
of language and its conventions Pearson eText
when writing, speaking, reading, or
listening. Language 3.b. Maintain
Spanish Words Formal and Informal Language • Student Edition
consistency in style and tone. TEACH Tell students that many Spanish words are used in English. These TEACH Tell students that writers change their language depending on the sit-
Language 4.c. Consult reference
materials (e.g., dictionaries, glossaries, words may have a slightly different pronunciation in Spanish than in English, uation or audience. A quick note to your parents might use informal language,
thesauruses), both print and digital, but the words are spelled the same, and the meanings are the same or nearly such as abbreviations and slang, but you would use formal language with
to find the pronunciation of a word or the same in both languages. proper grammar and vocabulary in a letter to someone you don’t know well.
determine or clarify its precise meaning
or its part of speech.
MODEL I will choose the word adobe from the first column and use it MODEL Let’s think about the language we heard in “The Hammer of
in a sentence: I saw many adobe houses when I visited Santa Fe, Justice.” The language in that article is formal. Many nonfiction articles
New Mexico. are written using formal language. Can you think of an article you read Academic Vocabulary
this week that uses less formal language than “The Hammer of Justice”? formal language proper grammar and
fiesta piñata llama chocolate (“The Best Job in the World” has more informal language.) vocabulary in speaking and writing
adobe armadillo plaza mosquito informal language casual language,
poncho coyote including slang and abbreviations
GUIDE PRACTICE Find examples of formal and informal language in
classroom texts. Be sure to point out that informal language often occurs in
GUIDE PRACTICE Have students choose words they know from the list and
dialogue to simulate how people speak casually.
write them in meaningful sentences to share with the group.
ON THEIR OWN Have students look for examples of formal and informal
ON THEIR OWN Have students use a dictionary to look up the words from
language in Harvesting Hope and other selections in the Student Edition.
the list they do not recognize. Students may also use an English-Spanish
dictionary to find more Spanish words used in English. Follow the Strategy for
Foreign Words to teach the word armadillo.
Routine Strategy for Foreign Words

1. Introduce the strategy Write the word armadillo on the board. Sometimes
foreign words have letter sounds that are not pronounced the same
as English letter sounds. In those cases it is necessary to check the
pronunciation in a dictionary.
2. Use the key Have students look up the word armadillo in a dictionary.
Point out the pronunciation enclosed in parentheses. Students may need to
use a dictionary’s pronunciation key to help them sound out the word.
3. Read the word Read the syllables aloud as you run your finger beneath
them. Then read the syllables together to say the word.
Continue the Routine with the word coyote.
Routines Flip Chart
READING VOCABULARy TExT-BASED COmPREhENSION ACADEmIC VOCABULARy

Word Analysis Every week, Literary Terms This instruction Academic Vocabulary During
word analysis instruction provides students the opportu- the week, the teacher directly
focuses on a specific skill nity to analyze what they have teaches a limited number of
pertaining to word structure. read, focusing on text structure, academic vocabulary words
literary concepts, and story related to reading and language
Because Research Says elements. arts concepts. Lessons also offer
multiple strategies for develop-
As part of vocabulary instruc-
Because Research Says ing an understanding of this
tion, structural analysis of words
academic vocabulary.
can draw students’ attention to Comprehension improves when
the morphemes that compose teachers design and implement
a word, and from an analysis of activities that support the Because Research Says
the meanings of the individual understanding of the texts When choosing words for direct
morphemes, students are helped that students will read in their instruction, include those that
to understand the meaning of classes. —(Pearson and Duke, 2002) lead to conceptual understand-
the whole word. —(Blachowicz and ing. Students need to under-
Fisher, 2002) stand these words beyond the
sense of the general concept
and be able to provide precision
and specificity in describing the
concept. The most productive
direct vocabulary instruction
aims at words that are of high
frequency for mature language
users and are found across a
variety of domains. —(Beck,
McKeown, and Kucan, 2002)
14
72 Common Core 101
DAY 2 DAY 2
Migrant Work
Language 4.a. Use context (e.g., the overall
meaning of a sentence or paragraph; a
Vocabulary Strategy for
Vocabulary Skill
word’s position or function in a sentence) as
a clue to the meaning of a word or phrase.
Common Core Homonyms

State Standards
Informational Text 4. Determine
Words
to Know
Context Clues When you come across a word
you think you know but that doesn’t make sense in
Is No Picnic
the meaning of words and phrases
as they are used in a text, including Homonyms
authority
the sentence, you may have come across a
homonym. Homonyms are two or more words that
are spelled the same and pronounced the same but
W e tend to think of farm work
as being healthful. You get
fresh air and sunshine and use your
your pay is scarcely enough to buy
food for your family, a doctor’s
bills become an obstacle that can’t
figurative, connotative, and technical have different meanings. For example, lean could muscles. You can lean against your be overcome. Getting people the
mean either “thin” or “to rest against something for
meanings. Language 4.a. Use READ Have students read “Migrant Work Is No Picnic” on p. 219. Use the support.” Always try to use the context––the words
hoe and look at the lush green crops authority to fight for the rights
context (e.g., the overall meaning of and sentences around the puzzling word––for clues
growing in straight rows. It sounds of migrant workers has been an
a sentence or paragraph; a word’s vocabulary skill and strategy as tools to build comprehension. to figure out the correct meaning of a homonym. like a satisfactory life, doesn’t it? important issue for decades.
On the contrary, for migrant
position or function in a sentence) as lush Follow these steps to use context to determine the workers field work means long
a clue to the meaning of a word or meaning of homonyms.
phrase. Also Informational Text 10., TEACH CONTEXT CLUES Explain that homonyms are two or more words 1. Reread the sentence in which the homonym
hours, poor pay, and torment for
the body and mind. With bare hands
Language 4., Language 4.c, that look the same and sound the same but have different meanings. Students appears. and bent backs, these workers labor
Language 4.d., Language 5., 2. Look for context clues to the homonym’s from dawn to dusk in the hot sun.
Language 6. can use the strategy of context clues to determine the correct meaning of a meaning. Even a plant will wilt under the
homonym. 3. If you need more help, read the sentences sun’s punishing rays without enough
wilt around the sentence with the homonym. Look for water. Sometimes the workers are
clues or for additional information that suggests not provided with water. They may
Selection Vocabulary the homonym’s meaning. not even have access to bathrooms.
MODEL Write on the board: A second sleepless night took a toll on 4. Try the new meaning in the sentence. Does it And, as for fresh air, workers instead
access right to approach, enter, or
use; admittance Ann. I know the drivers pay a toll to drive on certain roads, but that make sense? If not, check the glossary. often breathe the fumes of powerful
insecticides.
authority power to enforce obedience; meaning doesn’t make sense in this sentence, so toll must be a Read “Migrant Work Is No Picnic.” Use context
clues to figure out the meaning of any homonyms
All this hard labor takes a toll
right to command or act homonym. I’ll look at the other words in the sentence for clues. The loss of access you find. on workers’ health. Yet they often
fail to get proper health care. When
lush covered with thick growth obstacle
two nights’ sleep would make it hard for me to stay awake and do things toll Words to Write Reread “Migrant Work Is No
obstacle something that prevents or Picnic.” Imagine that you are working as a migrant
stops progress; hindrance during the day. If I replace took a toll on with was a hardship for, that makes torment
worker. Write a journal entry to tell what you feel
Your Turn!
toll something paid, lost, or suffered sense in the sentence. Another meaning for toll must be “a hardship or loss.” Reading StReet OnLine
VOCaBULaRY aCtiVitieS
and see. Use as many words from the Words to Need a Review? For help Ready to Try It?
Know list as you can. using context clues to Read Harvesting
torment cause of great pain understand homonyms, Hope on
see Words! pp. 220–231.
wilt to become limp and bend down;
GUIDE PRACTICE Write this sentence on the board: Julie was awakened 218 219
wither
at midnight by the toll of a bell. Have students determine the meaning of toll
using context clues. If they are unable to use context clues to define toll, then Student Edition, pp. 218–219
RDG13_SE06_CCSS_U05_W02_VS.indd 218 11/16/11 RDG13_SE06_CCSS_U05_W02_VS.indd
7:13:28 AM 219 11/16/11 1:27:11 PM
Bridge to Common Core have them look up the word in a dictionary or glossary. For additional support,
VOCABULARY ACQUISITION AND USE
When students use homonyms
use Envision It! Pictured Vocabulary Cards or Tested Vocabulary Cards.
Reread for Fluency
to determine the meaning of
ON THEIR OWN Have students reread APPROPRIATE PHRASING Read paragraph 2 of “Migrant Work Is No Pearson eText
unknown words, it enables them Harvesting Hope
• Student Edition
Picnic” aloud, modeling appropriate phrasing. Tell students you are paying
Name
to acquire a broad range of “Migrant Work Is No Picnic” on p. 219. Vocabulary
academic and domain-specific

Directions Choose the word from the box that best matches each clue. Write the word on the line.
special attention to the punctuation cues, grouping words set off by commas Vocabulary Activities
Have them use context clues to list possible
torment 1. very great pain
Check the Words
You Know
vocabulary. By consulting a obstacle 2. something that prevents or stops
progress access
and coming to a full stop at the end of a sentence.
dictionary or glossary to confirm definitions for the Words to Know. Then access 3. right to approach, enter, or use
authority
lush
obstacle Journal
wilt
their preliminary understanding of have them check their definitions in a
4. to become limp and bend
down; wither
toll
torment
wilt
a word, they increase their ability authority 5. power to enforce obedience
dictionary. For additional practice, use Teacher Resources

to use tools to further develop
Directions Choose the word from the box that best completes each sentence. Write the word on the
Routine Oral Rereading

line shown to the left.
lush • Envision It! Pictured Vocabulary

vocabulary knowledge. Reader’s and Writer’s Notebook p. 329.
6. The fields of southern California are with growing fruits and
Cards
vegetables.
access 7. To harvest the crops, farm owners need to a large supply

of labor.
• Tested Vocabulary Cards
obstacle 8. One
supply.
for farm owners is the difficulty of finding a large labor
1. Read Have students read paragraph 2 of “Migrant Work Is No Picnic” • Reader’s and Writer’s Notebook
toll
orally.
9. After many months, grueling farm labor can take a on
the workers.
authority
Vocabulary Support
10. They may not have the to change their working conditions.
2. Reread To achieve optimal fluency and comprehension, students should

Write a Newspaper Article
On a separate sheet of paper, write a newspaper article about a civic event you observed. Be sure to
Refer students to Words! on p. W•11 tell why, when, where, and how it occurred. Use as many vocabulary words as you can.
Newspaper articles should use words from the vocabulary list

in the Student Edition for additional and include information about an event, including why, when, reread the text three or four times.
where, and how it was held.
practice.
Home Activity Your child identified and used vocabulary words from Harvesting Hope: The Story of Cesar
Chavez. Read a biography with your child. Have him or her point out unfamiliar words. Work together to try
to figure out the meaning of each word by using other words that appear near it.
3. Corrective Feedback Have students read aloud with you. Provide
feedback about phrasing and encourage students to follow punctuation
Reader’s and Writer’s Notebook Unit 5 Vocabulary 329

Notebook, p. 329 cues and to come to a full stop at the end of a sentence.
Routines Flip Chart
218e Resources • Unit 5 • Week 2 Harvesting Hope 218–219
READING VOCABULARy
In Reading Street
Vocabulary Skill Students’
word knowledge is expanded
by introducing them to word-
learning strategies and skills.
Using words from the selection,
the teacher explains the skill.
Then students provide additional
examples.

Effective vocabulary teaching
in the early years should make
students curious about words.
To be a good word learner,
one must be hungry for words.
Learning (and using) new words
can be exciting because a new
word not only is a sign of grow-
ing up, but it also is a sign of
greater control and understand-
ing about one’s world. —(Stahl
and Stahl, 2004)

DAY 2 DAY 2
Common Core
State Standards
Informational Text 5. Analyze how
a particular sentence, paragraph, Pearson eText
chapter, or section fits into the
Introduce Main Selection Access Main Selection • Student Edition
AudioText CD
contributes to the development
of the ideas. Language 4.a. Use READER AND TASK SUGGESTIONS
context (e.g., the overall meaning of Teacher Resources
a sentence or paragraph; a word’s Preparing to Read the Text Leveled Tasks • Reader’s and Writer’s Notebook
position or function in a sentence) as Background Building Audio CD
• Review the strategy of using • Theme and Knowledge Demands If
a clue to the meaning of a word or
phrase. Also Informational Text 10. context clues to determine the students have difficulty understanding
THE STORY OF CESAR CHAVEZ
correct meanings of homonyms. the struggles of migrant farmworkers,
• Discuss how a biography may have them orally summarize Cesar’s
cover a person’s whole life, part life-changing moment at ten when a
Bridge to Common Core of it, or a single incident. drought hit Arizona.
by Kathleen Krull
illustrated by Yuyi Morales • Remind students that this • Language Conventionality and
CRAFT AND STRUCTURE
Clarity Spanish words may pose a Access for All
When students preview elements selection is a biography. They
of the text, such as title and A biography is the story of a real person’s life that has
Question of the Week
How can we combine our may need to read more slowly to problem for some students. Have Advanced
illustrations, they analyze how been written by another person. As you read, notice the resources to make change?
them locate Spanish words in the Have students make a steps-in-a-
those elements fit into the overall
clues that tell you this is a story about a real person.
follow the chronology of events. process chart that shows how a fruit
structure of the text. Setting a
220 221
biography and tell how the author or vegetable arrives on our tables.
purpose for reading based on RDG13_SE06_CCSS_U05_W02_S01.indd 220
Student Edition, pp. 220–221 11/16/11 RDG13_SE06_CCSS_U05_W02_S01.indd
7:15:25 AM 221 11/16/11 7:15:29 AM
includes context clues for knowing

previewing the structural elements
will enable students to analyze how the words’ meanings.
each element contributes to the GENRE Explain that a biography is the true story of a real person’s life
development of the ideas. Setting
a purpose for reading will help
written by another person. Biographies are usually written in chronological See Text Complexity Measures for Harvesting Hope on the tab at the begin-
students analyze how structural order and often include illustrations. ning of this week.
elements contribute to the
development of ideas in the text.
READ Tell students that today they will read Harvesting Hope for the first
PREVIEW AND PREDICT Have students preview the title and illustrations in
time. Use the Read for Understanding routine.
Harvesting Hope. Ask students to predict what they will find out as they read.
Routine Read for Understanding

PURPOSE By analyzing Harvesting Hope, a biographical text, students will
Academic Vocabulary
biography the story of a real person’s
gain knowledge of civil rights. Deepen understanding by reading the selection multiple times.
life written by another person 1. First Read—If students need support, then use the Access Text notes to
help them clarify understanding.
Build Background To build
2. Second Read—Use the Close Reading notes to help students draw background, review the selection
summary in English (ELL Handbook,
Strategy Response Log knowledge from the text. p. 157). Use the Retelling Cards
Have students use p. 28 in the to provide visual support for the
Reader’s and Writer’s Notebook to summary.
review three types of text structures.
Day 2 SMALL GROUP TIME • Differentiate Comprehension, p. SG•17
On-Level Strategic Intervention Advanced If... students need more

scaffolding and practice with the
• Practice Selection • Reteach Selection • Extend Selection Vocabulary Comprehension Skill,
Vocabulary Vocabulary then... use the activities on
• Read Harvesting Hope
p. DI•46 in the Teacher Resources
• Read Harvesting Hope • Read Harvesting Hope • Investigate Inquiry Project section on SuccessNet.
220–221 Resources • Unit 5 • Week 2 Harvesting Hope 221a
TExT-BASED COmPREhENSION TExT-BASED COmPREhENSION SmALL GROUPS

Text Complexity Each week Read for Understanding Access for All: Advanced
there are Reader and Task Routine Students read the Instruction Daily advanced
Suggestions for helping students weekly selection multiple times lessons enhance the skills taught
access the varied, complex texts for different purposes. This in the core lesson, provide
they will encounter. In addition, process of reading and rereading exposure to more challenging
text complexity measures for helps students access complex reading and vocabulary, and
each selection can be found on texts and gain deeper knowledge incorporate independent
the weekly tabs. from what they read. investigative work.
Because Research Says Because Research Says Because Research Says

. . . effective and engaged We bring knowledge to the Many talented readers read
comprehenders tend to read comprehension process, and early and above grade level.
more than their struggling that knowledge shapes our They typically demonstrate
counterparts. Particularly, the comprehension. When we enjoyment of reading, are
volume of experiences students comprehend, we gain new capable of grasping complex
have interacting with texts both information that changes ideas, and possess advanced
in and out of the classroom our knowledge, which is then language skills. Differentiated
significantly correlates with their available for later compre- teaching strategies that address
overall reading success. —(Duke, hension. So, in that positive, the needs of talented readers
Pearson, Strachan, and Billman, 2011) virtuous cycle, knowledge begets include curriculum compacting,
Instruction that includes hands-on comprehension, which begets acceleration, assigning reading
activities, opportunities to engage knowledge, and so on. In a very material that is above their cur-
in reading for authentic purposes, real sense, we literally read rent grade level, and allowing
and texts with a clear structure and learn our way into greater independent reading choices.
and vivid, concrete examples knowledge about the world and —(Kaplan, 1999; Reis and Renzulli,
is associated with motivated greater comprehension capacity. 1989; VanTassel-Baska, 1996)
—(Duke, Pearson, Strachan, and Billman,
engagement and, subsequently,
2011)
better recall and learning. —(Duke,
Pearson, Strachan, and Billman, 2011)
16
74 Common Core 101

DAY 2 DAY 2
access text If students need help, then…

Common Core
FACT AND OPINION Read p. 222, ON THEIR OWN Have students reread pp. 222–223 and State Standards
DEVELOP LANGUAGE Have students reread the first paragraph on
paragraph 3, aloud. Ask students to write a statement of fact and a statement of opinion from the Informational Text 3. Analyze in detail
p. 222. What does spinning mean? Would a different context change the
text. For additional practice with fact and opinion, use Let’s how a key individual, event, or idea is
identify a sentence that contains a fact meaning of the word spinning? Explain. introduced, illustrated, and elaborated
and an opinion. Practice It! p. 257 on the Teacher Resources DVD-ROM. in a text (e.g., through examples
or anecdotes). Informational
1st Read
MODEL In paragraph 3 on p. 222, Text 8. Trace and evaluate the

argument and specific claims in
the first sentence tells that Cesar’s
a text, distinguishing claims that
grandfather built the house. Is that a are supported by reasons and
statement of fact or opinion? (fact) How evidence from claims that are
not. Language 3. Use knowledge
could I check, or verify, whether that is a Cesar was so happy at home that he was a little afraid when
of language and its conventions
school started. On his first day, he grabbed the seat next to his older
fact? (look it up on the Internet) Whether when writing, speaking, reading, or
sister, Rita. The teacher moved him to another seat—and Cesar flew
the house was spacious is a feeling or listening. Also Informational Text 1.,
out the door and ran home. It took three days of coaxing for him to Informational Text 4., Informational
judgment about the house. That is an return to school and take his place with the other first graders. Text 10., Language 3.b.,
Cesar was stubborn, but he was not a fighter. His mother cautioned Language 4.a.
opinion.
her children against fighting, urging them to use their minds and
mouths to work out conflicts.
Connect to
T
hen, in 1937, the summer Cesar was ten, the trees around the
ranch began to wilt. The sun baked the farm soil rock hard. Social Studies
A drought was choking the life out of Arizona. Without water The poor living conditions endured by
for the crops, the Chavez family couldn’t make money to pay its bills. the Chavez family were also endured
There came a day when Cesar’s mother couldn’t stop crying. by thousands of other families who
In a daze, Cesar watched his father strap their possessions onto the migrated to California. During the
roof of their old car. After a long struggle, the family no longer owned late 1930s, immense dust storms
the ranch. They had no choice but to join the hundreds of thousands blew across the high plains of Texas,
of people fleeing to the green valleys of California to look for work. Oklahoma, New Mexico, Colorado,
U
Cesar’s old life had vanished. Now he and his family were and Kansas. A record-breaking
ntil Cesar Chavez was ten, every summer night was like a migrants—working on other people’s farms, crisscrossing California, drought, combined with severe wind
fiesta. Relatives swarmed onto the ranch for barbecues with picking whatever fruits and vegetables were in season. erosion, destroyed farm after farm,
watermelon, lemonade, and fresh corn. Cesar and his brothers, When the Chavez family arrived at the first of their new homes and families were forced to leave their
sisters, and cousins settled down to sleep outside, under netting to keep in California, they found a battered old shed. Its doors were missing land. Many moved to California and
mosquitoes out. But who could sleep—with uncles and aunts singing, and garbage covered the dirt floor. Cold, damp air seeped into their worked as migrant farm laborers.
spinning ghost stories, and telling magical tales of life back in Mexico? bedding and clothes. They shared water and outdoor toilets with
Close Reading Cesar thought the whole world belonged to his family. The eighty a dozen other families, and overcrowding made everything filthy. NA PDF
acres of their ranch were an island in the shimmering Arizona desert, The neighbors were constantly fighting, and the noise upset Cesar. Name Harvesting Hope
and the starry skies were all their own. He had no place to play games with Richard. Meals were sometimes Fact and Opinion
ANALYSIS In the first sentence on Many years earlier, Cesar’s grandfather had built their spacious made of dandelion greens gathered along the road. • Statements of fact can be proved true or false. Statements of opinion cannot be proved, but
they can be shown to be valid or faulty. Valid statements of opinion are supported by facts or
p. 222, the author states every summer

experts. Faulty statements are not supported by facts.
adobe house to last forever, with walls eighteen inches thick. A vegetable Cesar swallowed his bitter homesickness and worked alongside • Statements of opinion are beliefs or ideas based on interpretation of evidence. The statement
Traveling by car is the best way to travel is a statement of opinion.
garden, cows, and chickens supplied all the food they could want. With his family. He was small and not very strong, but still a fierce worker.
night was like a fiesta. Is this a state-
Directions Read the following passage. Then answer the questions below.
hundreds of cousins on farms nearby, there was always someone to play Nearly every crop caused torment. Yanking out beets broke the skin M ohandas Gandhi was the world’s name of human rights. Although he was
ment of fact or opinion? How do you

most influential leader because of gentle by nature, he fought hard against
with. Cesar’s best friend was his brother Richard; they never spent a between his thumb and index finger. Grapevines sprayed with bug-
his philosophy of nonviolence. Born in
India in 1869, he went to law school in
injustice. India’s prime minister called him
“the Father of the Nation.”
England in 1888. For more than 30 years, Just one year before Gandhi died, India
day apart.
know? opinion; it cannot be proven killing chemicals made his eyes sting and his lungs wheeze. Lettuce he used peaceful resistance as a form of became independent from British rule.
protest. Gandhi gave speeches, fasted, Gandhi was a great inspiration to many
2 Nd Read
marched, and even went to prison in the other leaders.
1. Is the first sentence a statement of fact or opinion? How do you know?
ANALYSIS • TEXT EVIDENCE How 222 223 It is an opinion; It cannot be proven true or false.
2. Write a statement of fact from the second paragraph.

does the author use sensory details to Student Edition, p. 222 Student Edition, p. 223
Just one year before Gandhi died, India became independent
from British rule.
3. Write a statement of opinion from the second paragraph.
describe Cesar’s life on the ranch? Use Gandhi was a great inspiration to many other leaders.
RDG13_SE06_CCSS_U05_W02_S01.indd 222 11/16/11 7:15:41 AM RDG13_SE06_CCSS_U05_W02_S01.indd 223 11/16/11 7:15:43 AM
examples from the text to support your INFERENCE How does Cesar’s life change when his family ANALYSIS Is the language the author uses on pp. 222–223 formal or
4. Is the statement of opinion in the fifth sentence valid? Explain why or why not.
Possible response: Yes, his actions prove that he fought hard.

5. What did you know about Gandhi before you read this passage? How did this prior knowledge
answer. The author includes vivid details moves to California? His home was a battered old shed informal? How does a selection’s genre determine the tone or language,
help you to evaluate the opinions in the passage?
Students should indicate their prior knowledge about Gandhi
that list the types of food, the relatives, instead of a spacious adobe house. He had no place to play whether formal or informal, used by the author? The language is formal.
and how it helped them to evaluate the statements of opinion.
Home Activity Your child identified facts and opinions in a nonfiction passage. Read a biographical
article with your child. Work together to identify facts and opinions, and discuss how well-supported the
and the stories that Cesar could enjoy

opinions are.
games after being used to playing on an eighty-acre ranch. Nonfiction selections, such as biographies, are factual and are usually Comprehension DVD•257
every night at the ranch. These details Meals were often dandelions instead of barbecues. told in a more formal way than fiction selections. Let’s Practice It! TR DVD•257
0328480509_257 257 12/11/09 10:18:30 AM
show the ranch as a place of freedom

and happiness.
TExT-BASED COmPREhENSION TExT-BASED COmPREhENSION

Access Text During the first Close Reading During the
read of the selection, students second read of the selection,
respond to questions that students draw knowledge
address a skill or strategy in from the text and respond to
context. If students have questions that require using the
difficulty answering a question, higher-order thinking skills
the teacher models a response of analysis, synthesis, and
and then guides students evaluation. Students often
through a quick activity in which cite evidence from the text to
students’ ability to apply the skill support their responses.
or strategy is assessed.
Because Research Says More effective teachers engage
Good comprehenders have students in more higher-level
learned that they have control responses to text (both in
of the reading process. They discussions and written
actively construct meaning as assignments) as part of what
they read by directing their the researchers labeled a frame-
own comprehension using basic work of instruction promoting
strategies. They know read- cognitive engagement during
ing works because they have reading. —(Taylor, Pearson, Peterson,
knowledge about how sounds, and Rodriguez, 2005)
letters, and print work; they
know what strategies to use to
help them understand; and they
know when to use which strate-
gies. —(Blachowicz and Ogle, 2001)
17
Research into Practice 75

DAY 2 DAY 2
Common Core
State Standards
Writing 1. Write arguments to support
Writing
claims with clear reasons and relevant Teacher Resources
evidence. Writing 1.a. Introduce
claim(s) and organize the reasons and
Letter to the Editor Mini-Lesson Developing a Main Idea Chart • Reader’s and Writer’s Notebook
• Graphic Organizer
evidence clearly. Writing 1.b. Support
claim(s) with clear reasons and Writing Trait: Word Choice ■✔ A main idea chart helps you plan your letter to the editor. The main idea is
relevant evidence, using credible your opinion about the topic. Create a main idea chart. I’m going to write
sources and demonstrating an
INTRODUCE THE PROMPT Remind students that the selection they are about recycling education. My main idea is: More recycling education is
understanding of the topic or
text. Writing 1.d. Establish reading this week is about how one migrant farmworker used words to per- needed in our community.
and maintain a formal suade others to work for change. A letter to the editor that is written with care-
style. Writing 4. Produce clear ■✔ The details are evidence that support your opinion. The details should include
and coherent writing in which the fully chosen words can also persuade others to take action. Review the key
adjectives that persuade readers to adopt your opinion. Now I’ll list a sup-
development and organization are features of a letter to the editor. Remind students that they should think about
appropriate to task, purpose, and porting detail: Many students don’t use the recycling bins. Next, I need some
these features as they plan their writing. Read aloud the writing prompt. Name Harvesting Hope
audience. Writing 5. With some strong, persuasive adjectives. I’ll list important, inexcusable, and crucial. Have
guidance and support from peers
and adults, develop and strengthen Writing Prompt students suggest details and adjectives. List them in the chart.
writing as needed by planning,
revising, editing, rewriting, or trying Think about an issue in your community you feel strongly about. Now Have students create their own main idea chart about the community issue
a new approach. Language 3. Use write a letter to the editor expressing and supporting your opinion. they have chosen, using the graphic organizer on p. 332 of their Reader’s
knowledge of language and its and Writer’s Notebook.
Main Idea Chart

conventions when writing, speaking,
Supporting Details
reading, or listening. Also Writing 10.
SELECT A TOPIC
To help choose a topic, let’s brainstorm ideas and list them in a chart.
Routine Quick Write for Fluency Team Talk
Main Idea
We can list community issues on one side and short phrases telling
opinions on the other side. Display a T-chart. Yesterday, we read a let-

1. Talk Have pairs discuss the topics they have chosen.
ter to the editor expressing an opinion about the issue of a landfill site. Add
the information to the T-chart. That letter made me think about recycling edu- 2. Write Students list strong adjectives related to their topics.
cation. I think our community needs to do more to educate people about recy- 332 Writing Reader’s and Writer’s Notebook Unit 5
cling. I’ll write recycling education on one side and more needed for our 3. Share Partners share and discuss their lists of adjectives.
community on the other side. Ask students to name other community issues Notebook, p. 332
Routines Flip Chart
and fill in the chart as they give examples. Discuss what they know about the
issues to generate ideas for a main idea chart and first draft.
Wrap Up Your Day!

Issue Opinion
landfill site dangerous for city

recycling education more needed for our community ✔✔ Content Knowledge What did you learn about why Cesar Chavez began
bike path needs repair to keep bikers and fighting for migrant workers’ rights?
walkers safe
✔✔ Text-Based Comprehension What facts have you learned about
new skate park provide safe skating area Preview
Chavez?
DAY 3
Corrective Circulate around the room as students use the chart or brain-
feedback storm further to choose a topic to write about. Talk briefly with Tell students that tomorrow they
students who are having problems choosing a topic. Ask each
will read more about Cesar
struggling student to think of a community issue that affects Chavez and how nonviolent
him or her personally. Remind students that both their class- protest improved the working
room and their school are communities. conditions for migrant workers.
227d Resources • Unit 5 • Week 2 Harvesting Hope 227e
WRITING WRITING

Writing Traits Teachers are Quick Write for Fluency
provided with prompts that Students engage in daily writing
focus on the week’s concept, activities to develop language,
oral vocabulary, grammar les- grammar, and writing skills.
son, and featured writing trait. The routine focuses on the
development of writing fluency.
Learning to write should include Because Research Says
composing staged across various Writing has to be learned in
phases of rumination, investiga- school very much the same
tion, consultation with others, way that it is practiced out of
drafting, feedback, revision, school. This means that the
and perfecting. —(National Writing writer has a reason to write, an
Project and Nagin, 2003) intended audience, and control
of subject and form. —(National
Writing Project and Nagin, 2003)
18
76 Common Core 101
DAY 3 DAY 3
Common Core
State Standards
Informational Text 1. Cite textual
evidence to support analysis of Pearson eText
what the text says explicitly as
well as inferences drawn from the
Check Understanding If… you followed the Read for Understanding routine below,
then… ask students to retell the selection before you reread Harvesting Hope.
• Student Edition
AudioText CD
text. Informational Text 2. Determine
a central idea of a text and how RETELL Have students retell the first section, pp. 222–227, from Harvesting
it is conveyed through particular Teacher Resources
Hope, referring to details in the text. Encourage students to use the text fea- • Reader’s and Writer’s Notebook
details; provide a summary of the
text distinct from personal opinions tures in their retellings.
or judgments. Language 4.a. Use
context (e.g., the overall meaning of THE STORY OF CESAR CHAVEZ
a sentence or paragraph; a word’s
position or function in a sentence) as Corrective If... students leave out important details or retell events out of
a clue to the meaning of a word or feedback sequence,
phrase. Also Informational Text 10., then... have students look back at the illustrations and use the
Language 4.d.
by Kathleen Krull
text to create a sequence diagram.
Question of the Week READ Return to pp. 222–223 and use the 2nd Read/Close Reading notes to
Strategy Response Log
A biography is the story of a real person’s life that has How can we combine our
reread Harvesting Hope.

been written by another person. As you read, notice the resources to make change?
Have students identify the text 220 221
structure the author used in Harvesting

Read Main Selection
Hope on p. 28 in the Reader’s and
RDG13_SE06_CCSS_U05_W02_S01.indd 220 11/16/11 RDG13_SE06_CCSS_U05_W02_S01.indd
7:15:25 AM 221 11/16/11 7:15:29 AM
Writer’s Notebook.
If… you chose to read Harvesting Hope in two parts,
Routine Read for Understanding
then… use the following questions to monitor students’ understanding of
pp. 220–227 of the selection. Encourage students to cite evidence from the text. Deepen understanding by reading the selection multiple times.
ANALYSIS Identify the main text structure the author uses in Harvesting 1. First Read— If students need support, then Use the Access Text notes to
Hope and explain how that text structure helps you understand the selection. help them clarify understanding.
The author uses the text structure of sequence of events in Harvesting Hope.
This helps me understand in what order events happened. 2. Second Read—Use the Close Reading notes to help students draw Check Retelling To support retelling,
knowledge from the text. review the multilingual summary for
DEVELOP LANGUAGE Use context clues to determine the meaning of the Harvesting Hope with the appropriate
Retelling Cards to scaffold
words bold and strike on p. 227. Check your definitions in a dictionary, and understanding.
notice that each word has more than one definition. In this context, bold Model Retelling Model how to begin
means “darkly colored to stand out,” and strike means “a work stoppage.” retelling the reading from Day 2 by
using the illustrations on pp. 220–227.
Have students follow the model
RETELL Have students retell the first section, pp. 222–227, from Harvesting
to complete the retelling. Have
Hope, referring to details in the text. Encourage students to use the text beginning English learners listen to
features in their retellings. other retellings before attempting their
own.
Corrective If... students leave out important details or retell events out of Day 3 SMALL GROUP TIME • Differentiate Close Reading, p. SG•17
feedback sequence,
If... students need more
then... have students look back at the illustrations and use the On-Level Strategic Intervention Advanced scaffolding and practice with the
text to create a sequence diagram. • Reread to Develop • Reread to Develop • Reread to Extend Main Selection,
Vocabulary Vocabulary Vocabulary then... use the activities on
• Read Harvesting Hope • Read Harvesting Hope • Read Harvesting Hope p. DI•47 in the Teacher Resources
READ Use the Access Text and Close Reading notes to finish reading section on SuccessNet.
• Investigate Inquiry Project
Harvesting Hope.
TExT-BASED COmPREhENSION TExT-BASED COmPREhENSION ENGLISh LANGUAGE LEARNERS

Strategy Response Log Check Understanding Text- English Language Learners
Students keep a Strategy based comprehension ques- English learners receive
Response Log to record their use tions provide opportunities for extra support to allow them
of a specific strategy and do a discussion and skill application. to successfully participate in
mid-selection self-check on their Students retell what they have and progress through the daily
use of the strategy. The teacher read and answer questions lessons of the basic program
monitors their progress on how that require analysis, synthesis, with their peers.
and when they apply the strategy inference, or evaluation.
and coaches them as necessary. Because Research Says
After reading, students look back Because Research Says Given the diversity in our
on how and when they applied
The model of comprehension society, it is imperative to rec-
the strategy. Students then apply
instruction best supported by ognize that students may differ
it to their independent reading.
research has five components: considerably in their inven-
(1) an explicit description of tory of skills and abilities, and
Because Research Says the strategy/skill and when these differences should not be
Comprehension processes and how it should be used; treated as reflecting deficiencies
instruction is about encouraging (2) teacher modeling the in ability. —(Wong Filmore and
young readers to be cognitively strategy/skill in action, usually Snow, 2002)
active as they read, just the way by thinking aloud; (3) collabora-
that mature, excellent readers tive use of the strategy/skill in
are active cognitively. —(Block and action; (4) guided practice using
Pressley, 2003) the strategy/skill with gradual
release of responsibility; and
(5) independent use of the
strategy/skill. —(Duke and Pearson,
2002)

DAY 3 DAY 3
Informational Text 1. Cite textual evidence
to support analysis of what the text says
explicitly as well as inferences drawn from
the text. Also Informational Text 2.,
Think Critically Meet the Author and the Illustrator
Writing 9.
1. Think about Cesar Chavez’s early life, before

he led the march from Delano to Sacramento.
What resources outside himself and within Kathleen Krull and Yuyi Morales
Retell himself helped him to become a leader? What
experiences have you had that give you some
Kathleen Krull says, “ When I was Pearson eText
qualities of a leader? Text to Self
2. Biographies tell not only about a person’s life but
fifteen, I was fired from my part-time job at
the library. The reason? I was reading too
Scoring Rubric Look Back and Write • Student Edition
also about conditions that surrounded that life. much while I was supposed to be working.”
Story Sort
What do this author and illustrator tell you about
conditions in the lives of migrant workers?
Today she is a full-time writer of books for TOP-SCORE RESPONSE A top-score response will use information
young people and lives in San Diego with
Think Like an Author
her husband. “As a child,” she says, “I from pp. 228–230 to list the people who learned of the march and gave
3. On page 227, the author writes, “Poorly paid
workers hunched over grapevines for most of the
thought books were the most important thing in the world, and
that perception is actually more intense now. I’m grateful, for
their support.
year.” Is this a statement of fact or of opinion? so many reasons, to be able to work in a vital and exhilarating
Give support for your answer.
field: preserving literacy. One of its benefits is that I can’t be fired. A top-score response should include:
Fact and Opinion
Especially for reading too much!”
4. In what order are the events of Chavez’s life
Yuyi Morales is an artist, writer, puppet
• Thousands of people joined the original 68 marchers to protest the poor
told? Point out one benefit of this order.
Text Structure
maker, and Brazilian folk dancer. She lives working conditions of farmworkers.
in California with her husband, son, and
5. Look Back and Write The march grew from cat. Ms. Morales says, “I was born in the city • These people included farmworkers, students, public officials, religious
sixty-eight people to a parade of ten thousand.
of flowers, Xalapa, Mexico. When I was a Plan to Assess Retelling
Look back at pages 228–230 and make a list
child I spent most of the time thinking about leaders, and ordinary citizens.
of the many types of people who learned of the Week 1 Strategic Intervention
extraterrestrials and waiting for them to
march and gave it their support.
come in their UFOs to take me away. I practiced to be an acrobat
• On the last day, ten thousand marchers arrived in Sacramento. ✔ This week assess Advanced
Key Ideas and Details • Text Evidence
too—and broke many things at home. Then I grew up and became students.
an artist and a writer. Oh, well.”
Week 3 Strategic Intervention
Other books: Just a Minute: A Trickster

Tale and Counting Book written and
Retell Week 4 On-Level
Week 5 Assess any students you
Reading StReet OnLine
have not yet checked during this
StORy SORt
illustrated by Yuyi Morales and The Boy
on Fairfield Street by Kathleen Krull
Have students work in pairs to retell the selection, using the retelling strip in unit.
the Student Edition or the Story Sort as prompts. Monitor students’ retellings.
Use the Reading Log in the Reader’s
and Writer’s Notebook to record your
232
independent reading.
233 Scoring Rubric Expository Retelling
4 3 2 1 Meet the Author and
RDG13_SE06_CCSS_U05_W02_TC.indd 232 11/16/11 RDG13_SE06_CCSS_U05_W02_TC.indd
7:20:33 AM 233 11/16/11 7:20:41 AM Connections Makes connections Makes connections to Makes a limited Makes no connection Illustrator
and generalizes other events, texts, or connection to another to another event, text, Have students read about author
beyond the text experiences event, text, or or experience
Think Critically
Kathleen Krull and illustrator Yuyi
Common Core experience
Morales on p. 233. Ask them how the
State Standards Author’s Elaborates on Tells author’s purpose Makes some Makes no connection author and illustrator express their
Purpose author’s purpose with some clarity connection to to author’s purpose
Informational Text 2. Determine a 1. TEXT TO SELF Cesar’s determination, patience, and compassion as well author’s purpose
opinions about migrant workers in
central idea of a text and how it is as others’ support of his cause helped him become a leader. I show some Harvesting Hope.
conveyed through particular details; Topic Describes the Identifies the main Identifies the Retelling has no sense
provide a summary of the text distinct of these qualities when I patiently teach my younger brother to play soccer. main topic topic with some main topic of topic
details early in
from personal opinions or judgments. retelling
Also Informational Text 1., 2. THINK LIKE AN AUTHOR Migrant workers had to leave their homes to
Informational Text 8., Writing 9. Important Gives accurate Gives accurate Gives limited or Gives no information
find work and that the living and working conditions were poor. Ideas information about information about inaccurate information about events, steps, Read Independently
events, steps, and events, steps, and about events, steps, and ideas
ideas using details ideas with some detail and ideas Have students enter their independent
3. FACT AND OPINION It is a statement of fact because it can be and key vocabulary and key vocabulary reading into their Reading Logs.
Bridge to Common Core proved true. People who worked in the fields were paid very little. Research Conclusions Draws conclusions Draws conclusions Is able to tell Is unable to draw
RANGE OF READING AND LEVEL OF can explain how grapes are harvested. and makes inferences about the text some learnings conclusions or
to generalize beyond about the text make inferences
TEXT COMPLEXITY the text about the text
To increase students’ capacity 4. TEXT STRUCTURE Chavez’s life story is told in chronological
for reading and comprehending order. One benefit is that it’s easy to tell when things happened, from his
complex texts independently and
childhood into his adulthood, and which events led Cesar to take action.
proficiently, have them read other
biographical texts by Kathleen
5. LOOK BACK AND WRITE • TEXT EVIDENCE To build writing fluency, MONITOR
Krull or about the social studies PROGRESS Check Retelling
topic, Civil Rights. After students allow 10–15 minutes.
read closely for a sustained period
of time, they should record their
If… students have difficulty retelling,
reading in their Reading Logs. then… use the Retelling Cards/Story Sort to scaffold their retellings.
WRITING TExT-BASED COmPREhENSION

Look Back and Write Students Retell With the assistance of
respond to a question that the retelling strip in the Student
sends them back into the Edition or the Story Sort online,
selection and then write their students retell narrative text
response, focusing on the skill, or summarize expository text.
strategy, or both. A scoring A scoring rubric serves as an
rubric serves as an assessment assessment tool for the teacher.
tool for the teacher.
Because Research Says Oral retelling provides informa-
Writing is a more complex tion as a process and a product.
activity; more than just a skill or It allows teachers to assess
talent, it is a means in inquiry what students remember about
and expression for learning in what they read without direct
all grades and disciplines. questioning or support from a
—(National Writing Project and Nagin, teacher. —(Paratore and McCormack,
2003) 2005)
Practice, guidance, and evalua-

tion of stories retold and rewrit-
ten have been found to improve
children’s written and oral
original stories. —(Morrow, 1996)
20
78 Common Core 101
DAY 3 DAY 3
Common Core
State Standards
Fluency Research and Study Skills
a particular sentence, paragraph, Teacher Resources
Appropriate Phrasing Newsletter • Reader’s and Writer’s Notebook
contributes to the development of MODEL FLUENT READING Have students turn to p. 223 of Harvesting TEACH Ask students if adults in their family receive newsletters in the mail
the ideas. Writing 4. Produce clear
and coherent writing in which the Hope. Have students follow along as you read this page. Tell them to pay from any organizations, such as the library, schools, or community centers.
development, organization, and style special attention to how you use punctuation cues to guide your phrasing. Show students a copy of a newsletter and discuss the following terms.
are appropriate to task, purpose, and
audience. Writing 6. Use technology, GUIDE PRACTICE Have students follow along as you read the page again. • A newsletter is a brief publication by a group, containing news of interest to
including the Internet, to produce that group’s members.
and publish writing as well as to Then have them reread the page as a group without you until they read with
interact and collaborate with others; appropriate phrasing and with no mistakes. Ask questions to be sure students • Most newsletters have an index that is like a table of contents.
demonstrate sufficient command of comprehend the text. Continue in the same way on p. 224.
keyboarding skills to type a minimum • The headlines in newsletters are like newspaper headlines. They tell what
NA PDF
of three pages in a single sitting. Also the articles will be about.

Informational Text 10. Name Harvesting Hope
Corrective If... students are having difficulty reading with appropriate • The lead, or first paragraph, of a newsletter article usually answers the Newsletter
feedback phrasing, questions who, what, when, where, why, and how.
• A newsletter is a short publication containing news of interest to a particular group’s members.
• Newsletters include news articles, features, and opinion pieces such as editorials. A news story,
which has a headline and sometimes a byline giving the writer’s name, tells who, what, when,
where, why, and how something happened. Features, which are more informal, are written to
then... prompt:
inform in an entertaining way. Although news stories are intended to provide only facts, opinions
• Photographs and illustrations almost always have captions below them to

can be expressed by leaving out certain facts.
Directions Use this article from a farmworkers’ newsletter to answer the questions.
• Where can we break up this sentence? Which words are explain them. Farmworkers march in Protest
related?
by Ana Ortega spokesman told the crowd. Many workers
• Most newsletters have regular features, or articles of special interest to More than 400 people marched through
Davis County on March 11 in support of local
mushroom farmworkers. Several film actors
carried signs or waved flags with the UFW
emblem. Workers, who earn 80 cents per
basket, are requesting a raise of 5 cents per
were among the group. basket. This would increase their wages to
• Read the sentence again. Pause after each group of words. members. The march ended with a rally at Arojo
Arena, where speakers demanded that local
mushroom growers provide increased wages
approximately $7.50 per hour.
Mushroom company officials did not
comment.
and benefits. “Immigrant workers deserve “We need to give the farmworkers our
• Tell me the sentence. Now read it with pauses after each

better treatment,” a United Farm Workers support,” said actor Tim Bond, a marcher.
Possible answers given for 4, 5.
group of words. GUIDE PRACTICE Discuss these questions: 1. Is the article a news story, feature, or editorial? Why?
It is a news story. It tells the facts about an event.

2. How does the article answer these questions: Who? What? When? Where? Why?
What are some groups you know of that distribute newsletters? (the public four hundred protesters; march rally; March 11; in Davis County;
for better wages for local mushroom workers

library, Parent-Teacher Organization, team sports organizations) 3. What is the headline? the byline?
Farmworkers March in Protest; by Ana Ortega
Why do organizations like these write newsletters? (to inform group members
4. What is one fact presented in the article?
Reread for Fluency

Mushroom workers earn 80 cents per basket.
5. Explain if you think the article has been slanted by leaving out facts.
of decisions that have been made, to announce upcoming events, to share No; although the mushroom company’s point of view is omitted,
the reporter did attempt to get a comment for the article.
the results of fundraisers, to welcome new members) 334 Research and Study Skills Reader’s and Writer’s Notebook Unit 5
Routine Oral Rereading Reader’s and Writer’s

0328476773_RWN_334 334 12/5/09 3:37:01 PM
Work with students to plan a class newsletter about the people and events Notebook, pp. 334–335
1. Read Have students read p. 225 of Harvesting Hope orally. in your classroom. Review the necessary components. Students should
name the newsletter and brainstorm a list of articles and features to include.
2. Reread To achieve optimal fluency, students should reread the text three or Encourage them to use a word-processing program or other software to
four times. create the newsletter.
3. Corrective Feedback Have students read aloud with you. Provide feed-
back about their phrasing and encourage them to follow punctuation cues. ON THEIR OWN Have students complete pp. 334–335 of the Reader’s and
Writer’s Notebook.
Routines Flip Chart
Professional Development: What
ELL Experts Say About Choral
Reading “Repeated reading aloud
of texts provides English language
learners with multiple opportunities
to match the text they read with the
words they hear. When students
participate in shared reading and
echo the spoken text or read the
words aloud chorally, anxiety about
pronunciation or decoding errors
is reduced.”—Dr. Georgia Earnest
García
233b Resources • Unit 5 • Week 2 Harvesting Hope 233c
FLUENCy INFORmATIONAL TExT

Reread for Fluency Students Research and Study Skills
have opportunities to reread the Each week, students learn a
same text orally several times specific research, study, or tech-
throughout the week. After the nology skill. Instruction includes
teacher models an aspect of a review of terms related to the
fluent reading, students engage skill, a practice activity with
in repeated oral reading as the questions that can be answered
teacher monitors fluency and by students, and an additional
provides guidance and feedback. activity that can be used to
assess students’ understanding.
Because Research Says Students then apply the skill
to their Research and Inquiry
Perhaps the best known of the
project that week.
strategies designed to support
fluency development is that of
repeated readings. Generally, Because Research Says
the students involved in using A key to good critical thinking
this strategy enjoy seeing the and reading is checking sources
gains they make through their of information and verifying
tracking of the changes in their ideas. —(McKee and Ogle, 2005)
reading and experience grati-
fication when making visible
improvement over a short period
of time. —(Kuhn, 2003)

DAY 3 DAY 3
Argument/Persuasive
Writing 1. Write arguments to support
claims with clear reasons and relevant
Writing
evidence. Also Writing 1.a., 1.b., 1.c.,
1.d., 1.e., 2.c., 4.
Student Model

January 14, 20__
A letter to the editor is written to a newspaper Writing Trait
To the Editor: Word Choice
or magazine editor. It gives an opinion, or claim,
The writer
Most everyone agrees that we need a new shopping Pearson eText
and develops an argument about a story, issue, uses precise
or event. The student model on the next page is center. However, I am alarmed that people want the Stone language to • Student Edition
an example of a letter to the editor. House on Magnolia Lane demolished to make space for the persuade the
reader. Teacher Resources
Writer’s Craft: Use Adjectives to Persuade
Writing Prompt Think about an issue in your development. • Scoring Rubric
community you feel strongly about. Now write a
The Stone House is part of the earliest days of history
letter to the editor expressing and supporting your Genre
Key Features of a opinion. Make sure you develop an argument here, and there are many stories in our town about events A letter to the
Letter to the Editor that supports your claim with facts from credible in this house. The first mayor of the town lived there. editor clearly DISPLAY RUBRIC Display Scoring Rubric 22 from the Teacher Resources
sources. expresses an
sent to the editor of a Important original documents are displayed in the room
newspaper or magazine
opinion. DVD-ROM and review the criteria for each trait under each score. Then
where they were signed!
written in response to a
The Stone House represents our town’s past. Demolition choose students to explain whether the writing model in the Student Edition
story, event, or issue
usually written to
Writer’s Checklist of this historic structure would be a mistake. Once it is Adjectives should score a 4 for one of the traits and why. If a student offers that the
persuade others by ripped down, it can never be replaced. I strongly urge the and articles
developing an argument Remember, you should . . . are used model should score below 4 for a particular trait, the student should support
developers of the new shopping center to search for a new
†
correctly.
uses correct letter format
his or her response. Remind students that this is the rubric that will be used to
write an argument about an issue. site. I also ask all residents to sign our petition on this issue.
Access for All
gRaMMaR JaMMeR † follow the formal style of a letter.
Sincerely, evaluate their letters.
Emma Long Advanced
†
begin your letter by introducing City of Oakwood Have students do online and print
your opinion, or claim. Scoring Rubric Letter to the Editor reading to find more supportive
† end your letter with a concluding
information for their letters to the
Conventions 4 3 2 1 editor.
statement or section.
† choose words, such as strong Adjectives and Articles
Focus/Ideas Persuasive, focused
letter with quality
Persuasive letter well
supported with details
Letter with few
supporting details
Rambling letter with no
clarity or supporting
Remember Adjectives describe nouns or pronouns, and tell what details that support ideas
adjectives, that will persuade others. opinion
kind? How many? Which one? (The wind was warm; several
† use logical transitions to organize workers rested; Curtis lived in that house.) A, an, and the are
Organization Well written in logical Logical order with Some logical No logical order;
articles. An article is used before nouns or other adjectives.
order; supporting supporting details; order; opinion and opinion and conclusion
your reasons.
234 235 details follow main opinion fairly strong; conclusion weak confused or unclear
idea for strong conclusion could be
opinion; clear stronger
Student Edition, pp. 234–235 conclusion
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2:24:29 PM 235 11/16/11 7:42:10 AM
Voice Formal, appropriate, Maintains persuasive Attempts to be Not persuasive

and persuasive; tone persuasive
Common Core
State Standards Let’s Write It! writer’s knowledge of
subject evident
Word Choice Persuasive adjectives Opinion supported Occasional persuasive Vague, dull, or misused
Writing 1.a. Introduce claim(s) and WRITE A LETTER TO THE EDITOR Use pp. 234–235 in the Student carefully chosen with persuasive adjectives words; no persuasive
organize the reasons and evidence
clearly. Writing 1.b. Support claim(s) Edition. Direct students to read the key features of a letter to the editor, which adjectives adjectives
appear on p. 234. Then have students read the remainder of p. 234. Remind Sentences Excellent sentence Carefully constructed Complete sentences Choppy, incomplete, or
with clear reasons and relevant
variety; natural rhythm sentences; some but little sentence run-on sentences
evidence, using credible sources and students that they can refer to the information in the Writer’s Checklist as they variety variety
demonstrating an understanding
of the topic or text. Writing 1.c. Use write their own letters. Conventions Excellent control and Good control, few Weak control; several Many errors that
accuracy; adjectives errors; adjectives and adjectives and articles prevent understanding
words, phrases, and clauses to clarify and articles used articles generally used used incorrectly
the relationships among claim(s) Read the student model on p. 235. Point out the persuasive adjectives used in correctly correctly
and reasons. Writing 1.d. Establish the supporting details in the model.
and maintain a formal style.
Writing 1.e. Provide a concluding
CONNECT TO CONVENTIONS Remind students that the purpose of their MAIN IDEA CHART Have students refer to their main idea charts. If their
statement or section that follows
letter is to persuade and to choose their words with that purpose in mind. charts are not complete, have students complete them.
from the argument presented.
Language 3.b. Maintain consistency Point out the correct use of adjectives and articles in the model.
in style and tone. Also Writing 1., WRITE You will be using your main idea chart as you draft your letter to the
Writing 2.b., Writing 2.c., Writing 4., editor.
Language 1., Language 3.,
Language 3.a.
Graphic Organizer Have pairs of

students use a main idea chart to
organize the main idea and detail
sentences from the student model
on p. 235.
WRITING WRITING

Let’s Write It! Each week the Scoring Rubric Rubrics allow
writing lesson focuses on a key teachers to judge students’
feature of a genre, provides a written work based on the
close study of a student writing traits of good writing. Students
model, and continues through can use the scoring rubric to
the stages of the writing understand expectations and as
process. a checklist for self-evaluation.
Because Research Says Because Research Says

Students need to see models To know how well students are
of good writing and practice doing, teachers and administra-
identifying the conventions tors should use or consider
that make writing ready for 1) extended writing samples;
publication or readable for the 2) writing in multiple genres;
intended audience. The model 3) valid rubrics; 4) writing over
is shared and discussed during time, across genres and content
the writing process, not in areas; and 5) student participa-
isolation. —(Anderson, 2007) tion in developing assessment.
—(National Writing Project and Nagin,
2003)
22
80 Common Core 101
DAY 4 DAY 4
Literature 5. Analyze how a particular
sentence, chapter, scene, or stanza fits into
the overall structure of a text and contributes
to the development of the theme, setting, or
Fieldworkers
plot. Also Literature 10.
Farmworkers
by Leobardo V. Cortéz
Social Studies in Reading
Early,
by Alma Flor Ada
Genre when the sun comes out, Pearson eText
Poetry lumps move throughout the field like Farmworkers is the name we give
What serious,
deep thoughts are
MODEL The poet does not use the word fieldworkers, but I • Student Edition
A poem is a carefully clockwork every sunrise, to the people who work the land,
the poets expressing
in these two
understand that the word lumps refers to the fieldworkers. The poet
crafted composition until the moon comes.
who harvest the fields,
that is arranged in Their bronze hands
poems? Poetry
chose the word lumps to state strongly that migrant workers seem to
united beneath one sky.
lines. Some poems
have lines that rhyme,
wave become part of the fields in which they struggle to earn a living. The words
like Thank you, farmworker,
while others do not.
rifles in a war. for the fruits your hands have sunrise until the moon comes tell me the author is keenly aware of the
Poetry that does not
rhyme and is “free” Fighting
brought me. extremely long hours the fieldworkers spend in the fields, leaving them little
I will grow stronger and kinder
of any fixed pattern is for survival
as I eat what you have grown. time for rest or enjoyment.
called free verse. a new tomorrow
for our children. . . .
Poetry often expresses ON THEIR OWN Have students work in pairs to find other language in
the poet’s serious, The white vests
deep thoughts on a our innocence “Fieldworkers” that conveys the poet’s strong thoughts and feelings about
subject. purity
migrant workers. Access for All
Poetry often makes and wealth. . . .
Reading Across
readers think about
Come child, leave your life Texts Which poem Strategic Intervention
a new or unexpected reflects the life and
Close Reading
way of looking at
upon the land.
struggles of Cesar Help students identify the stanzas and
I am Chavez and his discuss how stanzas and paragraphs
human experiences.
the slave of my children. family? Whose
Read “Fieldworkers” voice do we hear in are alike.
and “Farmworkers”
I am the other poem? ANALYSIS Review the elements of poetry taught in Unit 4, Week 3. What
and consider how their owner as well. Writing Across
much information and Yes! Texts Write what elements of poetry do you find in “Fieldworkers” and “Farmworkers”? Lines
you think Cesar
feeling come across I am Chavez would think are arranged into stanzas. They contain imagery and express emotion.
in the short space of the campesino of these two poems
these two poems. about the workers
in the fields. . . .
who harvest food. ANALYSIS • TEXT EVIDENCE How does the tone of “Farmworkers” differ
from the tone of “Fieldworkers”? Cite evidence from the text to support your
236 237
analysis. The tone of “Farmworkers” is appreciative. The speaker says, Thank
Student Edition, pp. 236–237 you, farmworker, for the fruits your hands have brought me. In contrast, the
7:46:07 AM 237 11/16/11 7:46:12 AM
tone of “Fieldworkers” is determined. The fieldworkers are Fighting for survival
and wave their hands like rifles in a war.
Common Core
State Standards
Access Text
Literature 4. Determine the
meaning of words and phrases as
TEACH Poetry Remind students that poetry can express the poet’s thoughts Genre
about a subject. Have them look at the first stanza of “Fieldworkers.” Then
they are used in a text, including LET’S THINK ABOUT… As you read “Fieldworkers”/“Farmworkers,” use
figurative and connotative meanings; ask: Which word clearly expresses a strong thought about the fieldworkers?
analyze the impact of a specific (lumps) What language does the author use to emphasize the long days of Let’s Think About in the Student Edition to help students focus on the features
word choice on meaning and labor endured by fieldworkers? (every sunrise until the moon comes) of poetry.
tone. Literature 9. Compare
and contrast texts in different In “Fieldworkers,” the poet expresses that fieldworkers work very hard so that
forms or genres (e.g., stories
their children can have better lives. In “Farmworkers,” the poet expresses
and poems; historical novels and
fantasy stories) in terms of their Corrective If... students are unable to identify the language, appreciation for the work that farmworkers do.
approaches to similar themes and feedback
topics. Writing 9. Draw evidence
then... use the model to guide them.
from literary or informational texts
to support analysis, reflection, and Reading and Writing Across Texts
research. Language 5.a. Interpret
figures of speech (e.g., personification) For Reading Across Texts, students should understand that “Fieldworkers”
in context. Also Literature 1., reflects the life and struggles of Cesar Chavez. The speaker of “Farmworkers”
Literature 5., Literature 10.,
is not actually a farmworker. He or she is someone who appreciates the work
Writing 9.a.
that farmworkers do. For Writing Across Text, students should think back to
what they learned about Cesar Chavez from reading Harvesting Hope and use Vocabulary Support Tell students
that information from the text to support their ideas. that campesino (cahm-peh-SEE-no)
means “farmworker.”
TExT-BASED COmPREhENSION 21ST CENTURy SKILLS SmALL GROUPS

Poetry in Reading On Day 4, 21st Century Skills Once per Access for All: Strategic
students read a short companion unit, the Day 4 paired selection Intervention Students who are
text to the main selection that is focuses on the skills and struggling receive more ex-
related to the week’s concepts. strategies students need to plicit, intensive instruction, more
As students read the paired write, send, and respond to scaffolding, more practice with
selection, they have additional e-mail; access the Web; use critical skills, and more
opportunities to study the many a search engine; or use online opportunities to respond.
elements of poetry or, more directories and references
often, to make connections sources. Because Research Says
to science and social studies
concepts. A consistent finding in meta-
Because Research Says analyses examining effective
The Internet has entered instructional practices for
Because Research Says our classrooms faster than students with reading and
Many young children show books, television, computers, learning disabilities is that a
a high degree of interest in the telephone, or any other combination of explicit and
nonfiction texts, suggesting technology for information systematic instruction that
not only that they can interact and communication. Moreover, provides modeling and feedback
successfully with such text but the Internet will be the vehicle is associated with improved
also that they should be given for a host of new technologies academic outcomes. —(Vaughn
opportunities to do so. Infor- that will continue to enter the and Linan-Thompson, 2003)
mational text can play a role in classroom, regularly requiring
building children’s knowledge new literacies from all of us. One
about the world around them, of the more consistent findings
in developing their vocabulary, from research in this area is that
and in motivating them to students are highly motivated
read. —(Duke and Tower, 2004) and interested in these new
literacies. —(Leu, 2002)

DAY 4 DAY 4
Language 4.a. Use context (e.g., the
overall meaning of a sentence or paragraph;
Vocabulary When you give a
Vocabulary Skill
a word’s position or function in a sentence)
Listening
as a clue to the meaning of a word or
phrase. Also Informational Text 7., 10., presentation, speak
Speaking/Listening 1.a.
loudly and clearly
Homonyms and
and Speaking
use visuals to help
make your points.
Context Clues Remember that if you think you
know a word’s meaning, but the meaning doesn’t
make sense in the sentence, the word might be a Analyze an Pearson eText
homonym—two or more words that are spelled
the same but have different meanings. Use nearby Editorial
With a partner,
choose an editorial cartoon from a Homonyms • Student Edition
words and phrases to figure out which meaning Cartoon newspaper or magazine. Evaluate the
makes sense.
Newspapers and news
cartoon by answering these questions: TEACH HOMONYMS • CONTEXT CLUES Write these words on the board:
What person or group is the target of
magazines run editorial the cartoon? Which current event is the
cartoons to point attention cartoon about? What is the cartoonist’s
Read the sentences below.
Use context clues to figure out the correct
to and sometimes make
fun of important people
opinion about this person and event? bark bear duck fan fly
Share your analyses with the class.
meaning of the homonyms bank, pitcher, batter, and what they’ve done.
and plate. Then think of another meaning for grave left kind rare yard
Tips
each word that does not make sense here.
OnLine StUdent editiOn
www.ReadingStreet.com • They sat near the bank of the river and had
a picnic.
Listening . . . Point out that these words can have more than one meaning. Say the
• The pitcher threw the baseball to the batter,
• Draw conclusions about
who stood at home plate in the ballpark.
what the speaker says.
following sentences: Some birch trees have white bark. My dog does not bark.
• Ask appropriate questions. Explain how to use context clues to determine the correct meaning of the Academic Vocabulary
Fluency Speaking . . .
• Hold up the cartoon while your
homonym. editorial cartoon an illustration
containing a political or social
partner reads your analysis of it. message that usually relates to current
Appropriate • Speak clearly and distinctly. events or personalities
Phrasing
With a partner,
practice reading aloud the three
GUIDE PRACTICE Tell students to write sentences using the homonyms
• Invite questions afterwards.
Reading with appropriate phrasing
paragraphs on page 222 of
Teamwork . . . listed on the board. Then have them switch sentences with a partner. The
Harvesting Hope: The Story of
means grouping words together.
Let punctuation cues guide you:
Cesar Chavez. How can you use • Write down your analysis and partner should use context clues to determine the correct meaning of the
appropriate phrasing to make follow it for your presentation.
group words set off by commas or homonym in each sentence. Walk around the room as students work, check-
semicolons or dashes; come to a
sense of what you are reading?
Give your partner feedback on
• Talk about how you and your Analyze an Editorial
full stop at the end of a sentence.
phrasing to help comprehension.
partner agree and disagree with ing to make sure partners identify the correct meanings of the homonyms. Cartoon
the editorial cartoon you chose.
Have students answer the following
238 239 questions, orally or in writing, after
ON THEIR OWN Monitor students as they complete the Practice It! activity listening to their classmates present
Student Edition, pp. 238–239 on Student Edition p. 238. their cartoons and analyses.
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2:26:42 PM 239 11/16/11 7:48:22 AM
• Could you hear everything the
speaker said? Was his or her delivery
Fluency
interesting? Why or why not?
Common Core
Listening and Speaking

• Did the speaker support his or
State Standards her analysis with details from the
Speaking and Listening 2. Interpret cartoon? Provide an example.
information presented in diverse
media and formats (e.g., visually,
quantitatively, orally) and explain
Appropriate Phrasing Analyze an Editorial Cartoon
how it contributes to a topic, text, or GUIDE PRACTICE Use the Fluency activity as an assessment tool. Be sure
issue under study. Speaking and TEACH Tell students that editorial cartoons are different from comics. The Bridge to Common Core
Listening 4. Present claims and the passage is at least 200 words long. As students read, make sure their
findings, sequencing ideas logically phrasing is appropriate. editorial cartoonist uses art and humor to express an opinion, usually about
and using pertinent descriptions, someone or something in the news. COMPREHENSION AND
facts, and details to accentuate main COLLABORATION
ideas or themes; use appropriate eye As students listen to their
contact, adequate volume, and clear MONITOR GUIDE PRACTICE Be sure students are using specific details to support classmates’ presentations,
pronunciation. Language 4.a. Use PROGRESS Check Fluency they should integrate the visual
context (e.g., the overall meaning of
their answers to the questions. Tell students to write down their analysis, information in the cartoon with the
including why they agree or disagree with the editorial cartoon they chose. oral information from the speaker
a sentence or paragraph; a word’s FORMATIVE ASSESSMENT As students reread, monitor their progress to evaluate the information and
position or function in a sentence) as
toward their individual fluency goals. the speaker’s use of evidence and
a clue to the meaning of a word or rhetoric.
phrase. Also Informational Text 7., Current Goal: 135–144 words correct per minute ON THEIR OWN Have student pairs present their cartoons and their analy-
Informational Text 10., Speaking End-of-Year Goal: 150 words correct per minute
and Listening 1.a., Speaking and
ses to the class.
Listening 3. If… students cannot read fluently at a rate of 135–144 words correct per
minute,
then… have students practice with texts at their independent levels.
21ST CENTURy SKILLS
In Reading Street
Listening and Speaking/media
Literacy Each week, students
receive direct instruction for the
listening and speaking or media
literacy skills needed to perform
and be an audience for brief
oral presentations. Students
demonstrate these skills with
others as they prepare and
deliver their presentations.

Beyond sounds, words, and
sentences used, the goal of
communication is to understand
another’s perspective about
ideas, feelings, or attitudes to
achieve shared understanding.
—(Wilkinson and Silliman, 2000)
24
82 Common Core 101
DAY 5 DAY 5
at a Glance
Content Knowledge
Concept Talk Video
Civil Rights Build Oral Vocabulary
Teacher Resources
Content Knowledge
REVIEW THE CONCEPT Have students look back at the reading selections Team Talk CONNECT TO AMAZING IDEAS Have pairs of students dis- • Amazing Word Cards
Text-Based Comprehension to find examples that demonstrate how people can combine resources to cuss how the Question of the Week connects to the question for this unit of Story Sort
Review Fact and Opinion make change. study: What are resources and why are they important to us? Tell students to
Vocabulary Skill use the concept map and what they have learned from this week’s discus-
Review Homonyms
sions and reading selections to form an Amazing Idea—a realization or “big
Word Analysis
Review Spanish Words
Build Oral Language idea” about Resources. Remind partners to answer questions with appropri-
REVIEW AMAZING WORDS Display and review this week’s concept map. ate detail and to give suggestions that build on each other’s ideas. Then ask
Literary Terms
Review Formal and Informal Remind students that this week they have learned ten Amazing Words related pairs to share their Amazing Ideas with the class.
Language
to combining resources. Have students use the Amazing Words and the
Assessment Amazing Ideas might include these key concepts:
concept map to answer the Question of the Week, How can we combine
Fluency • It’s important to know and access resources that are available to solve
Comprehension resources to make change? Be sure their answers include appropriate detail. revolutionary oppressed
problems. fellowship grievance
Research and Inquiry
Communicate • Some changes can be accomplished by one person alone, but most require nonviolence integrate
Spelling people to combine resources and work together. controversy peace
Words from Many Cultures Combining resources to protested rallied
• A gifted leader can motivate people to combine their resources to change
Conventions make change
Adjectives and Articles
things for the better.
Writing
Letter to the Editor WRITE ABOUT IT Have students write a few sentences about their Amazing
Materials Peaceful People Action Resistance Ideas, beginning with “This week I learned . . .”
• Student Edition
• Weekly Test
• Reader’s and Writer’s Notebook
nonviolence fellowship petition revolutionary

INTEGRATION OF KNOWLEDGE/IDEAS respectful oppressed protested controversy
This week, students have
integrated content presented in
diverse media and analyzed how
different texts address similar self-respect
topics. They have developed orderly grievance change
knowledge about civil rights MONITOR
to expand the unit topic of PROGRESS Check Oral Vocabulary
Resources.
FORMATIVE ASSESSMENT Have individuals use this week’s Amazing Words
Social Studies Knowledge Goals polite courage communication progress
Students have learned that people to describe why and how people combine resources to work for change.
• can combine resources to solve Monitor students’ abilities to use the Amazing Words and note which words
problems you need to reteach.
• can accomplish great things
together If… students have difficulty using the Amazing Words,
• can show strength without using Check Concepts and Language
violence then… reteach using the Oral Vocabulary Routine on pp. 215a, 218b, 228b, Use the Day 5 instruction on ELL
236b, and OV•2. Poster 22 to monitor students’
understanding of the lesson concept.
239f Resources • Unit 5 • Week 2 Harvesting Hope 239g
ORAL LANGUAGE
In Reading Street
Content Knowledge The class
revisits the weekly concept
and the Question of the Week
using the week’s concept map.
Students apply the information
they’ve learned and the Amazing
Words to create Amazing Ideas
related to the weekly concept.

Making word meanings and
relationships visible is another
way to involve students actively
in constructing word meaning.
Semantic webs, maps, organiz-
ers, or other relational charts
not only graphically display
attributes of meanings, but also
provide a memory organizer for
later word use. —(Blachowicz and
Fisher, 2002)

DAY 5
Name
Common Core
State Standards
Literature 2. Determine a theme
Assessment Julio’s Arbor
or central idea of a text and how
it is conveyed through particular
Monitor Progress Ever since he had harvested grapes in southern California as a 11
text distinct from personal opinions FLUENCY Make two copies of the fluency passage on p. 239k. As the stu-
or judgments. Literature 10. By the
dent reads the text aloud, mark mistakes on your copy. Also mark where the young man, Julio had dreamed of raising luscious table grapes on 22
end of the year, read and comprehend
literature, including stories, dramas, student is at the end of one minute. To check the student’s comprehension of some land of his own. So he scrimped and saved and finally returned 35
and poems, in the grades 6–8 text the passage, have him or her provide a summary of the text. To figure words
Reproducible Page. See also Assessment Handbook. Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
complexity band proficiently, with
scaffolding as needed at the high end correct per minute (wcpm), subtract the number of mistakes from the total to his birthplace in Texas with four bare-root vines. He lovingly planted 47
of the range. number of words read in one minute. Make sure students comprehend what
them where they would feed on solar energy. In California, Julio had 59
they read and can determine the text’s theme or central idea and how it is
conveyed through particular details. played the role of mere laborer, but he had watched and learned. 71
Plan to Assess Fluency Now he knew how to make cuttings for new vines. He knew how to 85
RATE
Week 1 Advanced
fatten the grapes and precisely when to harvest the sweet fruit. 96
✔ This week assess Strategic
Intervention students.
Corrective If... students cannot read fluently at a rate of 135–144 wcpm, For years, he patiently pruned his vines each winter. He trained 107
Week 3 On-Level
Week 4 Strategic Intervention feedback then... make sure they practice with text at their independent some vines over an arbor behind his house, but he planted new 119
Week 5 Assess any students you reading level. Provide additional fluency practice by pairing
have not yet checked during this nonfluent readers with fluent readers. cuttings in rows along a wire. Each spring, he and his growing 131
unit.
Set individual goals for students to
If... students already read at 150 wcpm, children watched the buds appear, and they watched the flowers form. 142
enable them to reach the year-end then... have them read a book of their choice independently.
goal. The small green berries followed the flowers on the vines, and Julio 154
• Current Goal: 135–144 wcpm
• Year-End Goal: 150 wcpm girdled the stems so that all the energy of the roots and vines would go 169
into the growing fruit. He gave his vines water, and he waited again 182
as the berries grew plump with water and sugar. When the grapes 194
looked like clusters of green-gold marbles glowing in the morning sun, 205
Julio harvested his crop, using sterile clippers that he used only to 217
harvest grapes. 219
And when Julio shared his bounty with his family and friends, he 231
felt that his life was complete, and that nothing could improve it. 243
Day 5 SMALL GROUP TIME • Differentiate Reteaching, p. SG•17

and practice with Conventions
On-Level Strategic Intervention Advanced
and Writing, • Practice Adjectives and • Review Adjectives and • Extend Adjectives and
then... use the activities on Articles Articles Articles
pp. DI•49–DI•50 in the Teacher
Resources section on SuccessNet. • Reread Reading Street • Reread Reading Street • Reread Reading Street
Sleuth, pp. 58–59 Sleuth, pp. 58–59 Sleuth, pp. 58–59
• Communicate Inquiry Project
MONITOR • Check Fluency
PROGRESS
239j Resources • Unit 5 • Week 2 Harvesting Hope 239k
FORmATIVE ASSESSmENT
In Reading Street
Assessment On Day 5, teachers
administer assessments. To
assess fluency, the teacher takes
a timed sample of students’ oral
reading from reproducible pages.
A written assessment monitors
progress in the week’s target
comprehension skill.

Providing ongoing assessment
of student reading progress may
be one of the most valuable
things teachers can do. The
most valuable way to monitor
student progress in fluency is
to take timed measures of the
number of words they read cor-
rectly in one minute. —(Vaughn
and Linan-Thompson, 2004)
26
84 Common Core 101
DAY 2 DAY 2
access text If students need help, then…

Common Core
PLOT AND THEME Explain that ON THEIR OWN Have students reread pp. 190–191 to find other literary State Standards
literary elements is a term that includes elements, such as the setting. For additional practice with plot and Literature 3. Describe how a
particular story’s or drama’s plot
the four main components of a story: theme, use Let’s Practice It! p. 248 on the Teacher Resources DVD-ROM. unfolds in a series of episodes as
character, plot, setting, and theme. well as how the characters respond
or change as the plot moves toward
1st Read
Have students identify the plot and a resolution. Also Literature 2.,
theme in the first two pages of The View Literature 5., Literature 10.
from Saturday.
M
y mother insisted that I write a B & B letter to
MODEL I know that the plot my grandparents. I told her that I could not
Mother drew in her breath as if she were about to say
something else about what children of my generation were
involves Noah, the main character, write a B & B letter, and she asked me why, and
I told her that I did not know what a B & B letter was. She
doing to Western Civilization, but instead, she said, “Write,” Academic Vocabulary
and his mother, who asks him to write a and closed my bedroom door behind her. I opened the
explained–not too patiently–that a B & B letter is a bread and characterization development of
thank-you letter. The plot might also butter letter you write to people to thank them for having you as
door and called out to her, “Can I use my computer?”
characters in a story using dialogue,
She said, “I know you can use the computer, Noah, but
involve the grandparents, since Noah their houseguest. I told her that I was taught never to use the action, and description
you may not.” I was about to make a remark about who was
word you are defining in its definition and that she ought to
stayed at their house in Florida. I think nitpicking now, but Mother gave me such a negative look
think of a substitute word for letter if she is defining it. Mother
the theme will have something to do that I knew any thoughts I had had better be about bread
then made a remark about how Western Civilization was in a
and butter and not nitpicking.
with children and their grandparents. decline because people of my generation knew how to nitpick
I gazed at my closed bedroom door and then out the
but not how to write a B & B letter.
window. Door. Window. Door. Window. There was no Connect to
I told her that, with all due respect, I did not think I
escape. Social Studies
owed Grandma and Grandpa a B & B. And then I stated my
I took a box of notepaper out of my desk drawer. The From prehistory to modern times,
case. Fact: I was not just a houseguest, I was family; and
notes were bigger than postage stamps, but not by much. people have searched for the perfect
Fact: I had not been their houseguest by choice because
I took out a ballpoint pen and started pressing it against a writing tool. The ancient Greeks
Fact: She had sent me to them because she had won a cruise
piece of scrap paper, making dents in the paper but not invented the stylus, a small writing
for selling more houses in Epiphany than anyone else in the instrument that they used on wax-
making a mark. Ballpoint pens sometimes take a while to get
world, and if she had shared her cruise with Joey and me coated tablets. Then the quill was
started. When I was down in Florida, Tillie Nachman had
instead of with her husband, my father, I would not have been developed in 500 a.d. and became the
What kind of said, “The ballpoint pen has been the biggest single factor in
sent to Florida in the first place and Fact: She, not standard writing tool for more than
information does the decline of Western Civilization. It makes the written word
the author seem to
me, owed them thanks; and further Fact: I one thousand years. In 1884, the quill
cheap, fast, and totally without character.” My mother and
tell in the “FACT:” had been such a wonderful help while I was was replaced by the fountain pen.
Tillie should get together. Between them, they have come up
points? Story there that Grandma and Grandpa would What has Noah The ballpoint pen, which is now the
Structure
with the two major reasons why Western Civilization is about
probably want to write me a B & B. told so far about most durable writing instrument, was
to collapse.
My brother Joey had been sent to my
Not because I was trying to save Western Civilization
his visit to his invented in 1938.
other set of grandparents, who live in grandparents in
Close Reading
but because I wanted to actually get my B & B letter written, Florida?
a normal suburb in Connecticut. “Is
I put the ballpoint pen back into the drawer and took out Summarize
Joey writing a B & B to Grandma
my calligraphy pen, the one that uses wet ink. I didn’t fill NA PDF
and Grandpa Eberle?”
ANALYSIS • TEXT EVIDENCE it. I would fill it when I was ready to write. I also took out a
“Even as we speak,” Mother The View from Saturday
sharpened pencil and a pad of Post-it notes to jot down any
Name
Which line or lines indicate that the replied. Plot and Theme

ideas that might come to mind.
story is going to be humorous? Choose “Well, maybe he has
I wrote red wagon. The red wagon had definitely been a
• A plot includes (1) a problem or goal; (2) rising action, as a character tries to solve the problem
or meet the goal; (3) a climax, when the character meets the problem or goal head-on; and
(4) a resolution, or outcome. Sometimes a writer hints at an event that will happen later in the
something to be thankful story. Such a hint is called foreshadowing. Sometimes a writer goes back in time to tell about
an example and explain how it is

an earlier event. The telling of an earlier event is called a flashback.
gift—even though, under the circumstances, I didn’t bring • The theme is the main idea or central meaning that the author wants you to learn. The theme is
for,” I said. different from the subject, which is what the story is about. Often, the theme will be an opinion
about the subject.
it back to Epiphany with me. I thought a while longer and
humorous. The following lines show Directions Read the following passage. Then answer the questions below.
2 Nd Read
wrote tuxedo T-shirt. It, too, had been a gift, but I didn’t have
humor: I gazed at my closed bedroom F or his birthday, Nathan’s parents on your journey, I challenge you to a game
sent him to Arizona to visit his of shuffleboard.”
190
grandparents. He soon learned his “What’s that?” Nathan asked.
191 grandparents’ idea of fun was listening to His grandpa taught him how to play.
door and then out the window. Door. talk radio!

After four days in Arizona, he thought
he was going crazy. He remembered going
Soon, the other visiting grandkids wanted
to play too. They started having daily
tournaments—and cookouts afterward.
Window. Door. Window. There was no Student Edition, p. 190 Student Edition, p. 191
to the movies with his friends for his last When it was time to return home, Nathan
birthday. He was threatening to walk home didn’t want to leave. He was already
to his own state when his grandpa gave a planning his next birthday visit.
knowing smile and said, “Before you start
escape. Those lines are funny because

RDG13_SE06_CCSS_U05_W01_S01.indd 190 11/15/11 1:56:29 PM
RDG13_SE06_CCSS_U05_W01_S01.indd 191 11/15/11 1:56:34 PM 1. What conflict or problem gets the plot started?
EVALUATION Will Noah’s trip to visit his grandparents be

Let’s Think About . . .
Nathan isn’t having fun at his grandparents’ house.
they reveal Noah’s sense of exaggera- 2. How can you tell that Nathan’s trip to the movies is a flashback?
It includes the words He remembered.
tion. He isn’t in a dangerous place, but an important part of the plot? Use examples from the text 3. What is the climax of the story?
Nathan threatens to walk home.
the author shows Noah’s sense of to validate your answer. Possible responses: Yes, because The information does not seem to be facts, but rather the main 4. Grandpa does something that foreshadows, or gives a hint, about the resolution. What does he do?
Nathan’s grandpa gives him a knowing smile.

5. What is a possible theme for the story?
humor by having his thoughts dramatize Noah says he was a wonderful help to his grandparents. character’s opinions, emotions, and expressions of frustration. Possible response: Having fun can be a matter of accepting the
people and places around you.
his feelings of being like a prisoner in The author uses that as a clue to what will come next. No, He stayed with his grandparents and was a wonderful help to them while
Home Activity Your child read a short passage and identified its theme and plot. Read a fable or short story
with your child, and ask your child to identify the conflict, rising action, climax, and resolution. In a fable, the
theme is the lesson learned. Discuss the theme of the fable.
DVD•248 Comprehension
his own room. because the story is set after Noah’s visit. he was there. He met Tillie Nachman, who loved ballpoint pens.
Let’s Practice It! TR DVD•248
0328480509_248 248 12/11/09 10:17:56 AM
190–191 Resources • Unit 5 • Week 1 The View from Saturday 191a
TEXT-BASED comprEhEnSion
In Reading Street
Let’s Think About The first main selection of every unit, all of
the paired selections (except for 21st Century Skills lessons), and
the first spread of each unit’s Poetry Collection are annotated with
thought-provoking Let’s Think About questions. Main selection
questions allow students to access the text by providing practice
with the target skills and strategies. Paired selection questions
guide students in identifying the elements of genre. Poetry
Collection questions allow students to fully appreciate the
poems by identifying the elements of poetry. All of these
questions guide students in becoming strategic readers.

True comprehension goes beyond literal understanding and
involves the reader’s interaction with text. If students are to
become thoughtful, insightful readers, they must merge their
thinking with the text and extend their thinking beyond a
superficial understanding. —(Harvey and Goudvis, 2007)

DAY 1 Access for All Access for All DAY 2
On-Level on-Level
Common Core
State Standards
Informational Text 1. Cite textual
evidence to support analysis of Pearson eText
what the text says explicitly as
well as inferences drawn from the
1 Build Word Knowledge 1 Build Word Knowledge • Student Edition
• Leveled Reader Database
text. Informational Text 3. Analyze in • Reading Street Sleuth
detail how a key individual, event, or Practice Amazing Words Practice Selection Vocabulary
idea is introduced, illustrated, and
elaborated in a text (e.g., through DEFINE IT Elicit the definition for the word fellowship from students. Ask:
examples or anecdotes). Language 6. access authority lush obstacle
How would you describe fellowship to another student? (Possible response:
Acquire and use accurately grade- toll torment wilt
appropriate general academic and Fellowship is a friendly relationship.) Clarify or give a definition when
domain-specific words and phrases; necessary. Continue with the words nonviolence and controversy.
gather vocabulary knowledge when DEFINE IT Discuss the definition for the word obstacle with students. Ask:
considering a word or phrase important
to comprehension or expression. Also
Team Talk TALK ABOUT IT Have students internalize meanings. Ask: How How would you describe an obstacle to another student? (Possible response:
Speaking and Listening 1., Speaking can you pair the Amazing Words together in a sentence? (Possible response: An obstacle is something that hinders progress.) Continue with the remaining
and Listening 1.c., Language 5. Nonviolence is the best solution to controversy.) Allow time for students to words.
play with the words. Review the concept map with students. Discuss other
words they can add to the concept map. Team Talk TALK ABOUT IT Have pairs use the selection vocabulary
in sentences to internalize meaning. Ask: How can you pair the selection
SMALL Group TiMe

vocabulary together in a sentence? (Possible response: The years of torment
had taken their toll on the worker’s body.) Allow time for students to play with
2 Text-Based Comprehension the words and then share their sentences.
READ ALOUD “Eulogy for Dr. Dorothy Height
by President Barack Obama” Have partners read
“Eulogy for Dr. Dorothy Height by President Barack 2 Read More Reading for
Obama” from Reading Street Sleuth on pp. 58–59.
Group Time
ACCESS TEXT Discuss the Sleuth Work section
Harvesting Hope THE STORY OF CESAR CHAVEZ
with students before they work on it. Remind If you read Harvesting Hope The
during whole group time, then
Movements
students that they can use these steps with other of Citizens
Independent Reading texts they read. use the following instruction. by Kathleen Krull
by Jill Kushner
Options illustrated by Yuyi Morales
Ask Questions Talk together about questions that ACCESS TEXT Reread the A biography is the story of a real person’s life that has
How can we combine our
been written by another person. As you read, notice the
bottom half of p. 224 and all

resources to make change?
students might research about Dr. Dorothy Height’s

220 221
life. If time permits, ask students to research the answer to one of these of p. 225. Ask questions to RDG13_SE06_CCSS_U05_W02_S01.indd 220 11/16/11 RDG13_SE06_CCSS_U05_W02_S01.indd
7:15:25 AM 221 11/16/11 7:15:29 AM
questions and share the answer with the class. check understanding. In what
Trade Book Library ways have the workers’ rights been violated? Use the text to support your
Gather Evidence Have partners work together to find the words and
answer. (They are dehumanized and denied clean water, rest, and bathrooms. ON-LEVEL
phrases that President Obama uses to describe Dr. Height’s life and identify Complaining could lead to being fired, beaten up, or murdered.) Make an
Teacher’s Guides are available on the Reviews
the accomplishments that he mentions. Invite students to share how they inference why someone like Cesar would champion workers’ rights. (He wants • Fact and Opinion
Leveled Reader Database.
recognized these accomplishments. to stand up for the workers and inspire them to join him to fight for human • Text Structure
• Selection Vocabulary
Make Your Case Ask partners to list the different ways Dr. Height helped rights. Because he is a worker himself, he can relate to their woes.)
Use this suggested Leveled Reader
other people and the various organizations to which she belonged. Encourage Have students identify sections from today’s reading that they did not or other text at student’s instructional
students to use this list to draw a conclusion about what group of people completely understand. Reread them aloud and clarify misunderstandings. level.
benefited most from Dr. Height’s work.
and practice with vocabulary, If you are reading Harvesting Hope during small group time, then return to
then... use the activities on pp. 220–227a to guide the reading. Use the Leveled Reader Database for
pp. DI•42–DI•43 in the Teacher lesson plans and student pages for
Resources section on SuccessNet. The Movements of Citizens.
SG•18 Resources • Unit 5 • Week 2 Harvesting Hope SG•19
RDG13_TE06_U5W2_SG_P2.indd 18 28/01/12 11:55 AM RDG13_TE06_U5W2_SG_P2.indd 19 28/01/12 11:56 AM
SMALL GROUPS SMALL GROUPS

On-Level Instruction Daily Reading Street Sleuth A core
Small Group Time lessons focus component of small group
on appropriate instructional instruction is Reading Street
strategies for students reading Sleuth. Students at all ability
at grade level. levels read the same weekly
selection. The accompanying
Because Research Says instruction provides the
scaffolding necessary for all
Smaller group ratios increase
students to access challenging
the likelihood of academic suc-
texts and become thoughtful,
cess through student-teacher
inquisitive learners.
interactions, individualization
of instruction, student on-task
behavior, and teacher monitor- Because Research Says
ing of student progress and . . . comprehension is not simple,
feedback. —(Vaughn, et al., 2003) nor does it develop overnight
in terms of clues to aid
understanding. Little is given
to the reader outside the text.
For that reason, readers must
engage in an active construction
of meaning, in which they grapple
with the text and apply their
earlier knowledge as they
question, analyze, and probe. In
the process, they learn to build
knowledge and go beyond the
wisdom of the author to think
their own thoughts. —(Wolf and
Barzillai, 2009)
28
86 Common Core 101
Strategic Intervention Strategic intervention
Common Core
State Standards
Informational Text 2. Determine
a central idea of a text and how Pearson eText
it is conveyed through particular
text distinct from personal opinions
or judgments. Language 4.a. Use Reteach Selection Vocabulary Develop Vocabulary
context (e.g., the overall meaning of
a sentence or paragraph; a word’s REREAD FOR VOCABULARY Reread the first paragraph of Harvesting
position or function in a sentence) as access authority lush obstacle
Hope, p. 229. Let’s read this paragraph to find out what the word pilgrimage
a clue to the meaning of a word or toll torment wilt
phrase. Language 6. Acquire and means. To help students understand the word pilgrimage, ask questions
use accurately grade-appropriate related to the context such as: What are Cesar and his followers doing?
general academic and domain-specific DEFINE IT Describe obstacle to a friend. Give a definition when necessary.
words and phrases; gather vocabulary Where are they marching? What does it mean that they have a destination?
Restate the word in student-friendly terms and clarify meaning with a visual.
knowledge when considering a word
or phrase important to comprehension An obstacle means something that stands in the way, like a mountain. The
or expression. Also Language 5. workers tilling the field on pp. 224–225 face obstacles such as lack of rights. Corrective If... students have difficulty understanding the word
feedback pilgrimage,
Team Talk TALK ABOUT IT Have you ever been faced with an obstacle?
then... guide students to use online reference sources to find
Turn and talk to your partner about this. Allow time for students to discuss. Ask
more information.
SMALL Group TiMe

for examples. Rephrase their examples for usage when necessary or to correct
misunderstandings. Continue with the remaining words.
Corrective If... students need more practice with selection vocabulary, 2 Read
feedback then... use the Envision It! Pictured Vocabulary Cards.
If you read Harvesting Hope

during whole group time, then
2 Read use the instruction below. by Kathleen Krull

CLOSE READING Read
pp. 229–230. Have students
A biography is the story of a real person’s life that has
How can we combine our
220 221
If you read Harvesting Hope search though the text to find RDG13_SE06_CCSS_U05_W02_S01.indd 220 11/16/11 RDG13_SE06_CCSS_U05_W02_S01.indd
7:15:25 AM 221 11/16/11 7:15:29 AM
during whole group time, then vivid verbs that reveal the pro-
use the instruction below. by Kathleen Krull
illustrated by Yuyi Morales gression of events. Make a list of these verbs in the order they occur and
ACCESS TEXT Reread the Question of the Week
then retell what happened. (welcoming, shouted, cried, swelled, marched,
offered, rot, celebrated, recognize, promising, join, arrived, signed, erupted,
bottom half of p. 224 and all of

swarmed, cheering, weeping, prancing, sang, waved, made, walked, address-

220 221
p. 225. Ask questions to check RDG13_SE06_CCSS_U05_W02_S01.indd 220 11/16/11 RDG13_SE06_CCSS_U05_W02_S01.indd

7:15:25 AM 221 11/16/11 7:15:29 AM
Independent Reading understanding. What is Cesar ing, pretend, celebrated)

Options
fighting for? (workers’ rights) How have workers’ rights been denied? (Workers Now use the verbs you have listed to retell the story. (Other workers
do not have access to clean water, rest, or bathrooms. They can be fired, welcomed the marchers, offering them places to sleep along the way. As they
beaten up, or murdered for complaining.) Why is Caesar the one to fight? (He traveled, the grapes were rotting. The grape companies recognized Cesar
understands and sympathizes with their problems because he is a worker Chavez’s impact, and they promised changes. The marchers celebrated.)
himself.)
Trade Book Library
If you are reading Harvesting Hope during small group time, then return to
Have students identify sections they did not understand. Reread them aloud. pp. 228c–231a to guide the reading. If... students need more scaffolding
and practice with the main selection,
Clarify meaning of each section to build understanding. then... use the activities on p. DI•47
Teacher’s Guides are available on the in the Teacher Resources section on
Leveled Reader Database. If you are reading Harvesting Hope during small group time, then return to SuccessNet.
pp. 220–227a to guide the reading.
SG•24 Resources • Unit 5 • Week 2 Harvesting Hope SG•25
RDG13_TE06_U5W2_SG_P2.indd 24 14/02/12 3:00 PM RDG13_TE06_U5W2_SG_P2.indd 25 28/01/12 11:57 AM
SMALL GROUPS SMALL GROUPS

Strategic Intervention Reteach During Small Group
Instruction Daily Small Group Time, struggling readers
Time lessons provide struggling receive more explicit, intensive
readers with more intensive instruction focused on critical
instruction, more scaffolding, elements of reading, such as
more practice with critical vocabulary and comprehension.
skills, and more opportunities
to respond. Because Research Says
Students who struggle with
Because Research Says reading may require 10 times
A combination of explicit and as many practice opportunities
systematic instruction with as their peers. When a student
carefully scaffolded instruc- is one of four in a group, he
tion that provides modeling or she has five times the
and feedback is associated with opportunity to respond with
improved academic outcomes specific feedback than a
for students with reading and student in a group of 20. In
learning disabilities. —(Vaughn homogeneous small groups,
and Linan-Thompson, 2003) teachers can more easily provide
immediate, explicit feedback
to students, making it less
likely that errors will become
internalized and be repeated.
—(Swanson and Vaughn, 2011)

Advanced Advanced
Common Core
State Standards
a particular sentence, paragraph, Pearson eText
contributes to the development of the
ideas. Informational Text 10. By the Develop Vocabulary Extend Amazing Words and Selection Vocabulary
end of the year, read and comprehend
literary nonfiction in the grades 6–8 REREAD FOR VOCABULARY Reread the first paragraph on p. 229. Let’s
text complexity band proficiently, with revolutionary fellowship nonviolence controversy
read this paragraph to find out what pilgrimage means. Discuss meaning and
scaffolding as needed at the high end protested oppressed grievance
of the range. Writing 7. Conduct context with students.
short research projects to answer a integrate peace rallied
question, drawing on several sources
and refocusing the inquiry when
appropriate. Language 4.a. Use
context (e.g., the overall meaning of 2 Read access
toll
authority
torment
lush
wilt
obstacle
a sentence or paragraph; a word’s

position or function in a sentence) as
a clue to the meaning of a word or
Team Talk Have students practice building more complex sentences.
phrase. Language 6. Acquire and If you read Harvesting Hope
use accurately grade-appropriate
Display a sentence starter and have students add oral phrases or clauses
general academic and domain-specific during whole group time, then using the Amazing Words and the selection vocabulary. For example: The
SMALL Group TiMe

words and phrases; gather vocabulary use the instruction below. by Kathleen Krull
lasting peace . (was due to the lack of oppression / on the part of the
knowledge when considering a word
or phrase important to comprehension current authority, / who valued a world free from torment)
CLOSE READING Read Question of the Week
or expression. Also Literature 10.

pp. 228–230. Have students

220 221
create a T-chart of vivid verbs

2 Read
7:15:25 AM 221 11/16/11 7:15:29 AM
from the selection. List the vivid

Literature 5. Analyze how a particular
sentence, chapter, scene, or stanza fits into
the overall structure of a text and contributes
to the development of the theme, setting, or
Fieldworkers
plot. Also Literature 10.
verbs in the column “Vivid Verbs” and their effects in the column “Effects.” Farmworkers
by Leobardo V. Cortéz
Social Studies in Reading
Early,
“Fieldworkers”/
by Alma Flor Ada
Genre when the sun comes out,
What serious,
Poetry lumps move throughout the field like Farmworkers is the name we give deep thoughts are
A poem is a carefully clockwork every sunrise, to the people who work the land,
the poets expressing
until the moon comes. in these two
crafted composition who harvest the fields, poems? Poetry
that is arranged in Their bronze hands united beneath one sky.
Vivid Verbs Effects

lines. Some poems wave
“Farmworkers”
have lines that rhyme, Thank you, farmworker,
like
while others do not.
rifles in a war. for the fruits your hands have
Poetry that does not brought me.
Fighting
erupted, cheering, weeping shows strong emotion, celebratory mood

rhyme and is “free” I will grow stronger and kinder
of any fixed pattern is for survival
as I eat what you have grown.
called free verse. a new tomorrow
for our children. . . .
Poetry often expresses
the poet’s serious, The white vests
BEFORE READING Have

deep thoughts on a our innocence
subject. purity
Independent Reading
Poetry often makes and wealth. . . .
Reading Across
Ask: What can you tell about the changing frequency of verbs in the
readers think about Texts Which poem
Come child, leave your life
students read the information on

a new or unexpected upon the land. reflects the life and
Options
way of looking at struggles of Cesar
I am Chavez and his
human experiences.
the slave of my children. family? Whose
Read “Fieldworkers” voice do we hear in
selection? (The vivid verbs seem to increase in frequency in the end.) Why do
I am the other poem?
poetry on p. 236.
and “Farmworkers”
and consider how their owner as well. Writing Across
much information and Yes! Texts Write what
you think Cesar
feeling come across I am Chavez would think
you think the author chose this pattern? (He chose to use a great amount of
in the short space of the campesino of these two poems
these two poems. in the fields. . . . about the workers
who harvest food.
strong verbs to reflect the active celebration of the event.) DURING READING Have 236 237
students discuss “Fieldworkers”/

If you are reading Harvesting Hope during small group time, then return to “Farmworkers” with partners.
Trade Book Library pp. 228c–231a to guide the reading.
• If you could interview the speaker in “Fieldworkers,” what would you ask?
(“Why did you compare the workers’ hands to rifles?”)
Independent Reading
Teacher’s Guides are available on the • What would you say to the fruit picker in “Farmworkers”? (“Thank you.”) Options
Leveled Reader Database.
3 Inquiry: Extend Concepts AFTER READING Have students discuss Reading Across Texts. Then have
INVESTIGATE Provide time for students to investigate their topics in books them complete the Writing Across Texts activity independently.
or online. If necessary, help them locate information that is focused on their
topics.
Trade Book Library
If... students need more scaffolding 3 Inquiry: Extend Concepts
and practice with the main selection,
then... use the activities on p. DI•47 ORGANIZE INFORMATION Provide time for students to organize their
in the Teacher Resources section on information into a format that will effectively communicate their findings to their Teacher’s Guides are available on the
SuccessNet. Leveled Reader Database.
audience. Provide any necessary materials, such as poster board, markers and
SG•30 Resources • Unit 5 • Week 2 other art supplies, or computer time. Harvesting Hope SG•31
RDG13_TE06_U5W2_SG_P2.indd 30 28/01/12 12:01 PM RDG13_TE06_U5W2_SG_P2.indd 31 14/02/12 3:04 PM
small groups small groups

advanced Instruction Daily Extending Concepts Through
Small Group Time lessons for Inquiry Daily activities allow
students reading above grade advanced readers to respond to
level enhance the skills taught reading selections and extend
in the core lesson, provide concepts through creative
exposure to more challenging thinking, critical thinking, prob-
reading and vocabulary, and lem solving, and independent
incorporate independent inves- investigative work.
tigative work. Activities provide
advanced readers additional Because Research Says
opportunities to engage in criti-
Classroom teachers can chal-
cal and creative thinking, and to
lenge talented readers with
focus on problem-solving skills.
higher-level questioning that
extends with the depth of
Because Research Says students’ contact with good
In general, grouping academi- literature. Rich, complex reading
cally talented students together provides the possibility of mul-
for instruction has been found tiple interpretations of literature
to produce positive achievement that can challenge students at
outcomes when the curriculum all levels. —(Reis, et al., 2003)
provided to students in different
groups is appropriately differen-
tiated. In other words, it is the
instruction that occurs within
groups that makes grouping an
appropriate instructional
strategy. —(Reis, et al., 2003)
30
88 Common Core 101
ResearchBibliography
Research Bibliography
Research Bibliography
Anderson, Jeff. Mechanically Inclined: Building Grammar, Usage, García, Georgia Earnest. “English Learners and Literacy: Best
and Style into Writer’s Workshop. Stenhouse Publishers, 2005. Practices.” Pearson Scott Foresman EL Handbook Teacher’s
Anderson, R., E. Hiebert, J. Scott, and I. Wilkinson. “The Report Manual, 2010.
of the Commission on Reading.” Becoming a Nation of Readers. Gaskins, Irene W. “A Multidimensional Approach to Beginning
The National Institute of Education, 1985. Literacy.” Literacy and Young Children: Research-Based Practices.
Armbruster, B. B., F. Lehr and J. Osborn. Put Reading First: The Guilford Press, 2003.
The Research Building Blocks for Teaching Children to Read. Ivey, Gay. “Building Comprehension When They’re Still Learning
Partnership for Reading, 2001. to Read the Words.” Comprehension Instruction: Research-Based
Beck, Isabel L., Margaret G. McKeown, Rebecca L. Hamilton, Best Practices. The Guilford Press, 2002.
and Linda Kucan. Bringing Words to Life: Robust Vocabulary Juel, Connie. “Impact of Early School Experiences,” Handbook of
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Glenview, Illinois

Boston, Massachusetts Chandler, Arizona Upper Saddle River, New Jersey

Zoom in on Common Core . . . . . . . . . . . . . . . . . . . . . . . . 7

Speaking and Listening. . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

English Language Learners (ELLs) . . . . . . . . . . . . . . . . . . . . . 24

Reading Street Sleuth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

The Importance of Book Talks. . . . . . . . . . . . . . . . . . . . . . . . 32

Common Core Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . 48

Research into Practice. . . . . . . . . . . . . . . . . . . . . . . . . . . 65

It is a wonderful time to be teaching. Everything we have developed for you

All the best,

What Role Does Building Content

By connecting what they read to concepts in science and history/social studies,

8 Common Core 101

In addition, many educators face rigorous state curriculum requirements in

Since criterion-referenced state assessments link test questions directly

How Do We Build Content Knowledge in Reading Street?

Students build oral vocabulary by acquiring academic vocabulary and

Weekly Science and Social Studies Knowledge Goals allow children to

A concept-related graphic organizer is developed over the course of each

Zoom in on Common Core 9

What Is Text-Based Comprehension?

In the classroom, a growing proportion of the curriculum is based on

Text-dependent question About how much time passes between when a

10 Common Core 101

■■ determine what a text says explicitly

Why Is Text-Based Comprehension

How Does Reading Street Help You Guide

Teacher’s Day 1 Students read or listen to a selection and apply

Days 2–3 Higher-order text-based questions provide

Day 4 Students offer text evidence in their responses to

Reading During small-group time, students read short, complex

Independent Independent reading provides additional practice in

Zoom in on Common Core 11

What Is Close Reading?

Instructional materials play an important role in close reading. Students will

At times, temporary scaffolding may be needed to enable some students to read

Anchor Standards for Reading

■■ analyze the individuals, events, and ideas in a selection

12 Common Core 101

How Does Reading Street Help You Engage

Teacher’s Day 1 Teachers model the strategy of close reading.

Days 2–3 Using the Read for Understanding Routine,

Day 4 Higher-order questions return students to the

Reading During small-group time, teachers use short, engaging,

Independent The suggested independent reading activities provide

Zoom in on Common Core 13

What Are the Common Core Foundational

■■ knowing how to hold a book correctly

The alphabetic principle is an understanding that words are made up of letters

■■ demonstrate knowledge of letter-sound correspondence

Phonological awareness begins when a child becomes aware of individual

■■ recognize and produce rhyming words

14 Common Core 101

■■ know and apply grade-level phonics and word analysis skills in

Why Are Foundational Skills Important?

How Does Reading Street Help You Guide

Phonemic/ In Grades K–1, children spend part of each day

Phonics/Word Beginning in Grade K and continuing through Grade 3,

Decodable Children read decodable and leveled text to develop

Fluent Reading Children reread orally for fluency, concentrating on reading

Spelling Children use spelling patterns and generalizations to

Zoom in on Common Core 15

What Is the Common Core Approach