Scott Foresman Reading Street - Pearson

More documents

Recommendations

Info

Scott Foresman Reading Street © 2008to theCommon Core Georgia Performance Standards (CCGPS)Grade 5Common Core GeorgiaPerformance Standards – Grade 5b. Apply grade 5 Reading Standards toinformational texts (e.g., Explain how anauthor uses reasons and evidence tosupport particular points in a text,identifying which reasons and evidencesupports which point[s]).Range of WritingELACC5W10: Write routinely overextended time frames (time for research,reflection, and revision) and shorter timeframes (a single sitting or a day or two) fora range of discipline-specific tasks,purposes, and audiences.Scott ForesmanReading Street © 2008SE: 108, 128, 178, 224, 310, 338, 358,378, 432, 452, 498, 552, 576, 620, 668,720TE 1: 108, 128; 2: 178, 224; 3: 310, 338,358, 378; 4: 432, 452, 498; 5: 552, 576,620; 6: 668, 720The Look Back and Write (question 5)prompts at the end of the informationaltexts in the Student Edition ask students towrite extended responses to questionsabout the texts. These questions requirestudents to analyze and reflect on thetexts, to provide evidence from the texts tosupport their ideas, and to demonstratewhat they have learned about the keyfeatures of informational texts. Theaccompanying Teacher’s Edition pagesprovide guidelines and scoring rubrics forevaluating students’ responses.SE: 34, 64, 84, 108, 128, 158, 178, 204,224, 248, 280, 310, 338, 358, 378, 408,432, 452, 478, 498, 530, 552, 576, 598,620, 650, 668, 696, 720, 748TE 1: 34, 64, 84, 108, 128; 2: 158, 178,204, 224, 248; 3: 280, 310, 338, 358, 378;4: 408, 432, 452, 478, 498; 5: 530, 552,576, 598, 620; 6: 650, 668, 696, 720, 748For a week’s Writing strand, studentscomplete a writing project, which, becauseit takes place over the course of five days,gives them time for research, reflection,and revision. Throughout the week,students also complete numerous shorterwriting tasks. In addition, Writing andAssessment activities for the unit guidestudents through the five-step writingprocess. See the WA pages in any Teacher’sEdition for examples.SE = Student Edition30TE = Teacher’s Edition
Scott Foresman Reading Street © 2008to theCommon Core Georgia Performance Standards (CCGPS)Grade 5Common Core GeorgiaPerformance Standards – Grade 5Comprehension and CollaborationELACC5SL1: Engage effectively in a rangeof collaborative discussions (one-on-one, ingroups, and teacher-led) with diversepartners on grade 5 topics and texts,building on others’ ideas and expressingtheir own clearly.Fifth Grade Speaking and Listening (SL)Scott ForesmanReading Street © 2008Each selection lesson plan contains multipleopportunities for students to initiate andengage in group discussions of grade 5topics and texts. See the followingrepresentative pages:SE: 34, 64, 84, 108, 128TE 1: 20a, 20, 22–23, 30, 34, 44a, 44, 46–47, 56, 64, 70a, 70, 72–73, 80, 84, 92a,92, 94–95, 104, 108, 114a, 114, 116–117,124, 128a. Come to discussions prepared, havingread or studied required material; explicitlydraw on that preparation and otherinformation known about the topic toexplore ideas under discussion.b. Follow agreed-upon rules for discussionsand carry out assigned roles.c. Pose and respond to specific questions bymaking comments that contribute to thediscussion and elaborate on the remarks ofothers.Retelling opportunities are provided witheach selection. In these activities, studentsdescribe main ideas and important ideasand draw conclusions from the text. Inaddition, the Speaking and Listeningactivities in the Teacher’s Edition lessonsoffer opportunities for students toparticipate in speaking activities that buildon the reading selections. See the followingrepresentative pages:SE: 34, 64, 84, 108, 128TE 1: 34–35, 41d, 64–65, 67d, 84–85,89d, 108–109, 111d, 128–129, 133dThe Speaking and Listening activities in theTeacher’s Edition lessons identify rules forgood listening, speaking, and teamwork.See, for example, TE 2: 229d; 5: 625d.TE 1: 89d, 133d; 5: 559dSpeaking and Listening activities in theTeacher’s Edition lessons provide tipsadvising students to ask questions to clarifyunderstandings of information presentedorally. The program also teaches thequestioning strategy to help students derivemeaning as they read. (See, for example,SE: 90–91 andTE 1: 90–91, 103, 105, 107.)SE = Student Edition31TE = Teacher’s Edition
Page 3 and 4: Scott Foresman Reading Street © 20
Page 5: Scott Foresman Reading Street © 20

Scott Foresman Reading Street - Pearson

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?