Scott Foresman Reading Street - Pearson

Scott Foresman Reading Street © 2008to theCommon Core Georgia Performance Standards (CCGPS)Grade 5Common Core GeorgiaPerformance Standards – Grade 5d. Use precise language and domainspecificvocabulary to inform about orexplain the topic.e. Provide a concluding statement orsection related to the information orexplanation presented.Scott ForesmanReading Street © 2008As students are introduced to differentforms of expository/informative /explanatory writing, they are alsointroduced to any vocabulary specific to agiven form and essential to creating anappropriate example of that form. Examplesinclude words for identifying similarities anddifferences for Compare and ContrastEssays and words for identifying time andorder for How-To Reports, and wordsrelated to letters such as greeting, body,and signature.SE: 85TE 1: 85, 89g–89h; 2: WA2–WA9; 3: WA2–WA9; 4: 603g–603hIn the program, students are introduced toand use content-related words in the formof every lesson’s concept vocabulary andlesson vocabulary. Students can use theseand other content-related words in theirown writing. See these representativeexamples from one lesson:SE: 70TE 1: 68l, 70–71Also, certain lessons focus on jargon.Students can use these and otherspecialized words in their own writing.TE 4: 449; 5: 543SE: 311, 379, 651TE 2: 161g–161h, WA2–WA9; 3: 311, 379,383g–383h, WA2–WA9; 5: 581g–581h; 6:651, 653g–653h, WA2–WA9The drafting and revising stages of writinglessons as well as models, and checklistseither provide examples of, support thewriting of, or remind students about theneed for a conclusion as part of thestructure of their expository/informative /explanatory writing. In addition, encouragestudents to practice writing sentences thatsummarize their ideas on their topic, whichthey could use to conclude their writing.SE = Student Edition23TE = Teacher’s Edition