Scott Foresman Reading Street - Pearson

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Scott Foresman Reading Street © 2008to theCommon Core Georgia Performance Standards (CCGPS)Grade 5Common Core GeorgiaPerformance Standards – Grade 5d. Use concrete words and phrases andsensory details to convey experiences andevents precisely.e. Provide a conclusion that follows fromthe narrated experiences or events.Scott ForesmanReading Street © 2008SE: 359, 453, 499, 553TE 1: 65, 111g, 129, 133h; 2: 229g–229h,WA5; 3: 281g, 359, 363g–363h; 4: 453,503g–503h, WA4; 5: 553Both the Student Edition and Teacher’sEdition lessons emphasize the importanceof word choice in writing. In addition todiscussing specific examples of concreteand sensory words and phrases in modelsin the Student Edition and the Teacher’sEdition, a lesson may focus on word choice.In addition, Literary Terms lessons focusingon word choice and sensory words anddetails help students identify effective wordusage, which they can then apply to theirown writing. (See TE 1: 79; 5: 543.)SE: 205, 339, 359, 433, 453, 499TE 1: WA2; 2: 205, 207g–207h, WA5;3: 339, 345g–345h, 359; 4: 433, 453,457g–457h, 499, WA5The drafting and revising stages of writinglessons as well as models, graphicorganizers, and checklists either provideexamples of, support the writing of, orremind students about the need for aconclusion as an important part of thestructure of their narrative writing. Inaddition, ask students to reread theconclusions of several favorite stories orbooks and note how these authors wrap uptheir narratives in satisfying ways. Suggestthat students then evaluate how well theirconclusion performs the same task.SE = Student Edition26TE = Teacher’s Edition
Scott Foresman Reading Street © 2008to theCommon Core Georgia Performance Standards (CCGPS)Grade 5Common Core GeorgiaPerformance Standards – Grade 5Production and Distribution of WritingELACC5W4: Produce clear and coherentwriting in which the development andorganization are appropriate to task,purpose, and audience. (Grade-specificexpectations for writing types are defined inStandards 1–3 above.)ELACC5W5: With guidance and supportfrom peers and adults, develop andstrengthen writing as needed by planning,revising, and editing. (Editing forconventions should demonstrate commandof Language Standards 1–3 up to andincluding grade 5.)Scott ForesmanReading Street © 2008Every week, students are introduced to anew writing form in the Student Edition.The Teacher’s Edition Writing Workshopsguide students through the process ofwriting for that particular form or in writingthe form in tests. The unit Writing andAssessment pages also use a step-by-stepwriting process to present another type ofwriting. Students are given manyopportunities to produce examples of clear,coherent writing in which they demonstratetheir understanding of the requirements fora particular writing task, purpose, andaudience. See the following representativepages:TE 1: 65, 67g–67h; 3: 281, 287g–287h;4: 503g–503hTE 1: 41g–41h, 67g–67h, 89g–89h, 111g–111h, 133g–133h, WA1–WA6; 2: 161g–161h, 185g–185h, 207g–207h, 229g–229h,253g–253h, WA1–WA6; 3: 287g–287h,315g–315h, 345g–345h, 363g–363h,383g–383h, WA1–WA6; 4: 411g–411h,435g–435h, 457f–457g, 483g–483h, 503g–503h, WA1–WA6; 5: 535g–535h, 559g–559h, 581g–581h, 603g–603h, 625g–625h,WA1–WA6; 6: 653g–653h, 673g–673h,699g–699h, 725g–725h, 753g–753h, WA1–WA6Many weekly Writing Workshops and theunit Writing and Assessment lessons in theTeacher’s Edition are based on an approachthat divides the writing process into steps.Four of these steps are Prewrite, Draft,Revise, and Edit. The Revise step caninclude Peer Revision, during which studentpartners exchange drafts and offer ideas forstrengthening one another’s writing.SE = Student Edition27TE = Teacher’s Edition
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Scott Foresman Reading Street - Pearson

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