North Carolina Kindergarten English Language Arts Standards

North Carolina Kindergarten English Language Arts Standards Correlated to Benchmark Education Products

Strands: Oral Language, Written Language, and Other Media/Technology

Kindergarten BENCHMARK EDUCATION

PRODUCT SUPPORT

Competency Goal 1: The learner will develop and apply enabling strategies and skills to read and write. 1.01 Develop book and print awareness: a) identify the parts of books and a-d): Book Room Leveled Texts (A-D/1-6) and Teacher’s Guides: identify and function of each part build text features and graphic aids by level. A-E/1-8: photos; F-G/9-12: adds labels, b) demonstrate an understanding of captions, diagrams, and maps; H-I/13-16: adds table of contents and chapter headings; J- directionality and voice-print K/18-20 adds glossary, index, and bold words. In the Before Reading Section- Preview the match by following print word for Book, teacher’s are instructed to address such items as identify the title, author, preview photographs, etc. word when listening to familiar a-d): High-Frequency Word Books: can be used to address these standards. text read aloud. Teacher can actively model and discuss. c) demonstrate an understanding of b-c): Start Up Poetry Posters: can be used to address these standards. Teacher can letters, words, sentence, and actively model and discuss. story d) identify the title, name of the author, and the name of the illustrator

1.02 Develop phonemic awareness and knowledge of alphabetic principle: a) demonstrate understanding that a-b): Start Up Phonics PURPLE Lessons: Small Group Activities Sound/Symbol spoken language is a sequence Relationship section in Units 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, of identifiable speech sounds 20, 21, 22, 23, 24, 25; Sound/Symbol Relationships Days 1, 2, 3, 4; b) demonstrate understanding that Start Up Kit Support Tools-Phonetic Letter Card Set; Phonemic Awareness the sequence of letters in the Days 1, 2, 3 in Units 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, written word represents the 22, 23, 24, 25 and Small Group Activities: Phonological Awareness Book Room Collection Leveled Texts (levels A-D/1-/6) and Teacher’s sequence of sounds in the Guides: Teacher’s Guide: Skills Bank: Phonemic Awareness; Across the Seasons (level spoken word C/4)- Listen for Initial and final Dd /d/ or With My Mom and Dad (level C/3)- initial Bb /b/ c) demonstrate understanding of c): Start Up Phonics RED Lessons: 1 through 50 in the Phonological Awareness the sounds of letters and and Small Group Activities, Word Discrimination, sections of the lesson understanding that words begin Start Up Kit Support Tools- Picture Word Cards: The picture word cards are and end alike (onsets and rime) utilized throughout the START UP Red lessons under the Phonological Awareness, Small Group Activities and Independent Activities sections. Start Up Kit Poetry Posters: The Phonological Awareness section “Introduce the Sound” and “Identify words that have the sound” and in the Sound/Symbol Relationship section in the mini-lessons that accompany the poetry posters. Book Room Collection Leveled Texts (A-D/1-6) and Teacher’s Guides: The Phonics section of each teacher’s guide; for example- Level C/3- Growing a Plant (Level C/3) addresses initial consonant s.

1.03 Demonstrate decoding and word recognition strategies and skills: a) recognize and name upper and a): Start Up Phonics RED Lessons: 1-10 address Letter Discrimination; Lessons: lower case letters of the alphabet 11-50 address standard in the Letter Name Identification/Formation section and Small b) recognize some words by sight Group Activities section including a few common words, a): Start Up Support Tools: Alphabet Frieze Cards/ letter Formation Cards, own name, and environmental Alphabet Charts, and Student Alphabet Strips print such as signs, labels, and b): High Frequency Word Vocabulary Kit: High Frequency Word books can be trademarks found in the High-Frequency Word Vocabulary Kit. Each High-Frequency Word Book has c) recognize most beginning an explicit lesson that introduces high frequency words in the text. The books also give students the opportunity to practice high-frequency words, to view previously taught high- consonant letter-sound frequency words and apply high-frequency words in connected texts. association in one-syllable words Book Room Collection Leveled Texts (levels A-D/1-6): Lesson Guide: Skills Bank: High-Frequency Word Vocabulary section; for example: A Party for Rabbit (level C/3)- she, he, took b): Start Up PURPLE Lesson: Sight Words Days 1, 2, 3, 4 in Units 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25; Phonics Readers: Day 3 in Units 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25 Start Up Kit Support Tools- Sight Word Card Set c): Start Up RED Lessons: 11, 12, 14, 15, 16, 18, 19, 20, 22 in the Phonological Awareness and Small Group Activities, Word Discrimination, sections of the lesson

1.04 Read or begin to read: a) read or attempt to read own b): Start Up Phonics Readers: each decodable book is first introduced in a small dictated story group setting. Additional practice is encouraged through independent reading. b) attempt to read/reads simple High Frequency Word Books: teacher models with big book and then students join patterned text, decodable text, in. Additional practiced is encouraged through independent or partnered reading. and/or predictable texts using Book Room Leveled Text A-D/1-6 and Teacher’s Guides: standard is addressed letter-sound knowledge and in the “Before Reading”, “During Reading”, “Reading Strategies” sections of the teacher’s pictures to construct meaning guide and in the Teacher Tip section. 1.05 Interact for at least 10 minutes daily After the skills have been taught, the students can then go back and reread independently with self-selected texts that are consistent the: with the student’s independent reading High Frequency Word Books, Start Up Phonics Readers and Book Room level. Leveled Text A-D/1-6.

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Competency Goal 2: The learner will develop and apply strategies and skills to comprehend text that is read, heard, and varied. 2.01 Demonstrate sense of story (e.g. 2.01 Book Room Leveled Texts and Teacher’s Guides (A-D/1-6): standard is beginning, middle, end, characters, addressed in the Before, During, and After Reading section of the teacher’s guides for the details and settings). fictional texts. For Example: At the Park (D/6) identify character, setting, and events 2.02 Demonstrate familiarity with a 2.02 Book Room Leveled Texts (A-D/1-6): provides exposure to fiction and nonfiction variety of types of books and texts selections (e.g., picture books, Phonics Poetry Posters: provide exposure to poetry caption books, short informational High Frequency Word books: rebus books texts, nursery rhymes, word Start Up Phonics Readers: fiction and nonfiction decodable texts plays/finger plays, puppet plays, reenactments of familiar stories). 2.03 Use preparation strategies to 2.03 Book Room Leveled Texts and Teacher’s Guides: standards are addressed in activate prior knowledge and the “Before Reading “ section of the lesson. experience before and during the Emergent Comprehension Strategy Posters: Each set of posters explicitly models text reading of a text. dependent comprehension strategies. The photos on the posters activate prior knowledge so that children can focus on the text/print. In each lesson: Part 2: Introduce the Poster and in the Make, Revise and Confirm Predictions Lesson. 2.04 Formulate questions that a text 2.04 Emergent Comprehension Strategy Posters: questions are formulated before might answer before beginning to reading the text in the Introduce the Strategy/Poster section of the Teacher’s Guide. read (e.g., what will happen in this Book Room Leveled Texts (A-D/1-6) and Teacher’s Guides: standard is addressed story, who might this be, where do in the “Before Reading “ section of the lesson. you think this happens). 2.05 Predict possible events in texts 2.05 Book Room Leveled Texts and Teacher’s Guides: standard is addressed in the before and during reading. “Before Reading” and “During Reading” section of the teacher’s guide and in the Teacher Tip section. Emergent Comprehension Strategy Posters: Each set of posters explicitly models text dependent comprehension strategies. The photos on the posters activate prior knowledge so that children can focus on the text/print. In each lesson: Part 2: Introduce the Poster and in the Make, Revise and Confirm Predictions Lesson. Also in the Linking Prior Knowledge lesson. 2.06 Understand and follow oral- 2.06 Book Room Leveled Texts (A-D/1-6) and Teacher’s Guides: standard is graphic directions. addressed in the graphic organizer section of the teacher’s guide for each leveled text. High Frequency Word Text Lesson Guides: addressed in the “Write” section of each text’s lesson guide. Emergent Comprehension Strategy Posters: graphic organizers are used throughout the lesson to reinforce the comprehension strategy being taught. 2.08 Distinguish fantasy from reality 2.08 Book Room Leveled Texts Emergent Set D Fact-to-Fiction Pairs (A-D/1-6): when reading text. using the Fact-to Fiction Pairs, teacher can address differences between fantasy and reality reading text 2.09 Identify the sequence of events 2.09 Emergent Comprehension Strategy Posters- Identify Sequence of Events. This in a story. poster explicitly addresses the standard. Book Room Leveled Texts (A-D/1-6) and Teacher’s Guides: standard is addressed through the leveled texts teacher’s guides Before Reading section- Preview the Book and Teacher Tips.

PRODUCT SUPPORT

Competency Goal 3: The learner will make connections through the use of oral language, written language, and media and technology. 3.01 Connect information and events Book Room Leveled Texts (A-D/1-6) and Teacher’s Guides: standard is supported in in text to experience. the Before Reading, During, and After sections of the Small Group Reading Lesson of each lesson. Emergent Comprehension Strategy Posters: Part 1- Provide a Real World Model section of the lesson guide 3.02 Discuss concepts and Book Room Leveled Texts (A-D/1-6) and Teacher’s Guides: standard is supported in information in a text to clarify and the After Reading- Build Comprehension section of each lesson. extend knowledge. The standard is also addressed through each leveled texts’ Comprehension Through Deductive Reasoning Question Cards are text-dependent reading comprehension questions that range from the literal level (answers stated in the text) to the inferential and implied levels (deductive reasoning supported by clues/evidence in the text). Emergent Comprehension Strategy Posters: Part 3 Share the Text Poster and Part 4 Reinforce the Strategy reinforce the strategy and extend knowledge 3.03 Associate target words with prior Book Room Leveled Texts A-D/1-6 and Lesson Guides: standard is addressed in the knowledge and explore an author’s Concept Vocabulary section of the lesson guide. choice of words.

PRODUCT SUPPORT

Competency Goal 4: The learner will apply strategies and skills to create oral, written, and visual texts. 4.01 Use new vocabulary in own Book Room Leveled Texts (A-D/1-6) and Teacher’s Guides: addressed in the Small speech and writing. Group Reading Lesson- Write Independently section of each teacher’s guide High-Frequency Word Books and Lesson Guide- shows students how to write their own story using the High-Frequency word pertaining to that text. 4.02 Use words that name and words Book Room Leveled Texts (A-D/1-6) and Teacher’s Guides: addressed in the Small that tell action in a variety of simple Group Reading Lesson- Write Independently section of each teacher’s guide texts (e.g., oral telling, written stories, High-Frequency Word Books and Lesson Guide- shows students how to write their lists, journal entries of personal own story using the High-Frequency word pertaining to that text. experiences) 4.03 Use words that describe color, High Frequency Word Books: These texts use words to describe size, for example: Is a ? size, and location in a variety of texts: is Big? and to describe location, for example: A Man in a ? and Am I on a ? e.g., oral retelling, written stories, Start Up Phonics Readers: Introduce and Discuss sections of the lesson cards provide lists, journal entries of personal students the opportunity to use words to describe location, size, color, and shape. experiences Book Room Leveled Texts Comprehension Through Deductive Reasoning Questions: The deductive reasoning questions (for each title) allow students to use words to describe location, size, color, and shape. For example- Let’s Look Outside (level B/2). 4.04 Maintain conversation and a-b). Book Room Leveled Texts (A-D/1-6) and Teacher’s Guides: Every Small discussions: Group Reading Lesson encourages discussions through oral presentation, asking questions, a) attending to oral and expressing ideas. For Example in Big Rocks, Little Rocks (E/7): Activate Prior Knowledge: presentations ask student s where they might find rocks and In the Build Comprehension section- Ask and b) taking turns expressing Answer Questions. Emergent Comprehension Strategy Poster and Lesson Guides: Throughout every ideas and asking questions lesson, conversation/dialog between teacher and student is promoted. Start Up Phonics Poetry Posters: Every lesson encourages discussion through oral presentation of the Phonics Poetry Poster 4.05 Use a variety of sentence patterns such as interrogative requests (Can you go with me?) and a-b). Start Up Phonics Red Lessons: Letter Recognition and Formation Lessons 1 sentence fragments that convey through 50 emotion (Me, Too!). Start Up Support Tools: Alphabet Frieze Cards/ letter Formation Cards, Alphabet a) write from left to right and Charts, and Student Alphabet Strips from top to bottom b). Start Up Purple Lessons: lessons 1through 25 address the standard in the Spelling b) write most letters and some section of each lesson words when dictated 4.06 Write and/or participate in writing Book Room Leveled Texts (A-D/1-6) and Teacher’s Guides: addressed in the behaviors by using authors’ models of Interactive and Independent Writing section of each teacher’s guide. language. Emergent Comprehension Strategy Poster and Lesson Guides: addressed in the Share the Text Poster- Practice the Strategy section of each lesson guide.

PRODUCT SUPPORT

Competency Goal 5: The learner will apply grammar and language conventions to communicate effectively. 5.01 Develop spelling strategies and b). Start Up Phonics Red Lessons: Letter Recognition and Formation Lessons 1 through skills by: 50 a) representing spoken Start Up Support Tools: Alphabet Frieze Cards/ letter Formation Cards, Alphabet language with temporary Charts, and Student Alphabet Strips and/or conventional spelling a-c). Start Up Phonics Purple Lessons: lessons 1through 25 address the standard in the b) writing most letters of the Spelling section of each lesson alphabet c) analyzing sounds in a word and writing dominant consonant letters

North Carolina First Grade English Language Arts Standards Correlated to Benchmark Education Products

First Grade BENCHMARK EDUCATION

PRODUCT SUPPORT

Competency Goal 1: The learner will develop and apply enabling strategies and skills to read and write. 1.01 Develop phonemic awareness and demonstrate knowledge of a). Start Up Phonics RED: Lessons: 26, 27, 28, 35, 37, 39, 40, 41, 43, 45, 50 in the alphabetic principle: Phonological Awareness section “Segment Words by Syllables” and the Small Group Activities a) count syllable in a word section “Segment Words by Syllables” b) blend the phonemes of one- b). Start Up Phonics PURPLE: Units: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, syllable words 18, 19, 20, 21, 22, 23, 24, 25 in the “Blending Sounds” section and in the Small Group Activities c) segment the phonemes of “Blending” section; Units: 16 and 17 Day 3 in the Phonemic Awareness section; Units: 19, 20, 21, 22, 23, 24, 25, Day 4 in the Phonemic Awareness section one-syllable words Start Up Phonics Readers: 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, d) change the beginning, 24, 25 middle, and ending sounds Skill Bags (A-I/1-16): standard is supported within the Warm-Up and Phonemic Awareness to produce new words Sections of the daily lessons e) create and state a series of c). Start Up Phonics PURPLE: Units: 10, 12, 14, 15, 19, 20, 21 on Day 3 in the rhyming words that may Phonological Awareness section; Units: 17, 18, 19, 20, 21, 22, 23, 24, 25 on Day 4 in the include consonant blends Phonological Awareness section Build Up Phonics: Units 1, 3, 4, and 5 Day 3 Phonemic Awareness: Segment and Blend (e.g., flag, brag) Onset and Rime and Small Group Activities: Segmenting Onset and Rime; Unit 2, Day 4 Phonemic Awareness: Blend and Segment Phonemes; Unit 7, 11, 18, 25, 30, and 31 Day 3 Phonemic Awareness: Blend and Segment Phonemes and Small Group Activities: Phonemic Awareness Blending and Segmenting Phonemes Book Room Collection Leveled Text (level E-I/7-16 and Teacher’s Guides: Growing Older (G/11) Skills Bank: Phonemic Awareness: Segment and Blend Sounds Start Up Kit Support Tools- Picture Word Cards: The picture word cards are utilized throughout the START UP red lessons under the Phonological Awareness, Small Group Activities and Independent Activities sections. Start Up Kit Poetry Posters: The Phonological Awareness section “Working with Phonemes” beginning with mini-lesson Ee, p.34 and throughout the remaining lessons Book Room Collection Leveled Texts (Levels E-I/7-16) and Teacher’s Guides: The Phonics section of the Lesson Guides; for example- No One Else Like Me. d): Start Up Phonics PURPLE Lessons: 19, 20, 21, 22, 23, 24, and 25 in the Phonological Awareness and Small Group Activities section Skill Bags (A-I/1-16): standard is supported within the Warm-Up and Phonemic Awareness Sections of the daily lessons Build Up Phonics: Units 3, 5, 6-10, 12-19, 20-31 e). Start Up Phonics RED: Lessons: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 13, 15, 16, 21, 24, 27, 34, 38 in the Phonological Awareness section “Rhyme Recognition” and in the Small Group Activities section “Rhyme Recognition”. Lessons 25, 26,31,32,33,36,41,46, in the Phonological Awareness section “ Produce Rhyme” and in the Small Group Activities section “ Produce Rhyme” Start Up Phonics PURPLE: Units: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16 on Day 4 in the Phonological Awareness section “Identify and Produce Rhyme” and in the Small Group Activities section “Identify and Produce Rhyme” Start Up Kit Support Tools- Picture Word Cards: The picture word cards are utilized throughout the START UP red lessons under the Phonological Awareness, Small Group Activities and Independent Activities sections. Start Up Kit Poetry Posters: The mini-lessons that accompany the poetry posters cover this focus in the Phonological Awareness section “Work with the Rhyme”. Book Room Collection Leveled Texts (E-I/7-16) and Teacher’s Guides: The Phonemic Awareness section in the teacher’s guide. Skill Bags (A-I/1-16): standard is supported within the Warm-Up and Phonemic Awareness & Phonics Sections of the daily lessons 1.02 Demonstrate decoding and word recognition strategies skills: a). Start Up Phonics Purple: Lessons- 1through 25 a) generate the sounds from all Build Up Phonics: Lessons- 1 through 10 and Units-1 through 31 the letters and appropriate Skill Bags (A-I/1-16): standard is supported within the Warm-Up and Phonemic Awareness letter patterns which should & Phonics Sections of the daily lessons include consonant blends b). Build Up Phonics: Unit 1, 2, 3, 4, 6, 7 Sound/Symbol Relationship Day 1 and 2, Blending and long and short vowel Sounds Day 1, 2, 3, 4; patterns Build Up Poetry Posters: can be used to address these standards. Teacher can actively b) use phonics knowledge of model and discuss. sound-letter relationships to Start Up and Build Up Phonics Readers: address this standard. Decoding skills are decode regular one-syllable taught and practiced Book Room Collection Leveled Texts (levels E-I/7-16) and Teacher’s Guides: words when reading words Skills Bank: Phonics: r-family blends; for example: Weather (level E/8) and text Skill Bags (A-I/1-16): standard is supported within the Warm-Up and Phonemic Awareness c) recognize many high & Phonics Sections of the daily lessons frequency and/or common c): Book Room Collection Leveled Texts (levels E-I/7-16) and Teacher’s Guides: irregularly spelled words in each text’s Skills Bank High Frequency Word Vocabulary supports this standard text (e.g., have said, where, Start Up Phonics Purple: Lessons 6 through 25 two) Build Up Phonics: Lessons 5, 8, 9 and Units 1 through 7, 9 through 11, 13, 21, 22, 23, 25, d) read compound words and 27, 28, 30, and 31 contractions Skill Bags (A-I/1-16): standard is supported within the Warm-Up and Phonemic Awareness e) read inflectional forms (e.g., & Phonics Sections of the daily lessons -s, -ed, -ing) and root words d). Build Up Poetry Poster: can be used to address these standards. Teacher can actively (e.g., looks, looked, looking) model and discuss. f) read appropriate word Book Room Collection Leveled Texts (levels E-I/7-16): Skills Bank: Word Study (e.g., families The Aquarium Adds Up (F/10) Compound Words e). Build Up Poetry Poster: can be used to address these standards. Teacher can actively model and discuss. Book Room Collection Leveled Texts (levels E-I/7-16): Skills Bank: Word Study (e.g., A Trip to the Market (G/12)- -ing endings Skill Bags (E-I/7-16): standard is supported within the Warm-Up and Phonemic Awareness & Phonics Sections of the daily lessons f). Start Up Phonics RED: Lessons: 21, 24, 25, 26, 27, 31, 32, 33, 34, 36, 38, 41, 46 PURPLE: Blending and Segmenting Onset and Rime Units 7, 10, 12, 14, 15, 17, 18; Decodable Word Cards set; and corresponding Start Up Phonics Readers: Day 3 Units 7, 10, 12, 14, 15, 17, 18 1.03 Use pronunciation, sentence Early Comprehension Strategy Posters: Teacher can actively model and encourage meaning, story meaning, and syntax students to reread and actively decode/self-correct to confirm accurate decoding or to Start Up and Build Up Phonics Poetry Posters: Teacher can actively model and self-correct errors. encourage students to reread and actively decode/self-correct Build Up Phonics Readers: Units 1 through 31, once the decoding strategy is taught, students can reread the text for practice. Book Room Leveled Texts (E-I/7-16) and Teacher’s Guides: in the Small Group Reading Lesson Before, During, and After Reading sections of each text, reading strategies are discussed and practiced. Reader’s Theater Scripts (F-M/9-28): Teacher actively models then observes and accesses students as the script is read Skill Bags (A-I/1-16): during the Shared Reading and Read-Aloud sections of each day, the teacher can actively model and encourage students to practice the strategies being taught. 1.04 Self-monitor decoding by using Book Room Leveled Texts (E-I/7-16) and Teacher’s Guides: in the Small Group one or two decoding strategies (e.g., Reading Lesson Before, During, and After Reading sections of each text, reading strategies are beginning letters, rimes, length of discussed and practiced. word, ending letters) Build Up Phonics Readers: Units 1 through 31, once the decoding strategy is taught, students can reread the text for practice. 1.05 Increase vocabulary, concepts, Start Up and Build Up Phonics Readers: after the skills have been taught, the student and reading stamina by reading self- can then reread for practice. selected texts independently for 15 Reader’s Theater Scripts (F-M/9-28): standard is addressed in Section 4 “reread the minutes daily. Self-selected texts script” and Section 6 “assign roles and rehearse the play”. should be consistent with the Fluency Kit (F-M): standard is addressed in the fluency cards and audio CD. student's independent reading level. Book Room Leveled Texts (E-I/7-16) and Teacher’s Guides: the “Reread for Fluency” section of the teacher’s guide Skill Bags (A-I/1-16): standard is supported in the Independent Reading Activity of the Small Group Reading section.

PRODUCT SUPPORT

Competency Goal 2: The learner will develop and apply strategies and skills to comprehend text that is read, heard, and viewed. 2.01 Read aloud independently with Reader’s Theater Scripts: standard is addressed in Section 4 “reread the script” and fluency and comprehension any text Section 6 “assign roles and rehearse the play”. that is appropriately designed for Fluency Kit (F-M): standard is addressed in the fluency cards and audio CD. emergent readers. Book Room Collection Leveled Texts (Levels A-E/1-8): the “Reread for Fluency” section of the Lesson Guide 2.02 Demonstrate familiarity with a Reader’s Theater: Scripts help build fluency and comprehension through purposeful, variety of texts (storybooks, short repeated oral reading practice. Step 2, Read the Script; Step 4, Reread the Script; Step 7, chapter books, newspapers, Perform the Script; for example- Ben Franklin’s Visit (levels 9-28) telephone books, and everyday print Book Room Leveled Texts (E-I/7-16) and Teacher’s Guides: standard is addressed such as signs and labels, poems, in the Small Group Reading lesson and in the Reread for Fluency section word plays using alliteration and Start Up and Build Up Phonics Poetry Posters: standard is addressed in the lesson rhyme, skits and short plays). through the use of the poetry posers 2.03 Read and comprehend both Book Room Leveled Texts (E-I/7-16) and Teacher’s Guides: the Book Room fiction and nonfiction text appropriate collections includes both fiction and nonfiction texts. During the Small Group Reading Lesson for grade one using: students Activate Prior Knowledge in the Before Reading section, Build Comprehension through  prior knowledge. Ask and Answer Questions and Summarize Information in the After Reading section. Graphic organizers are an integral part of at least one of the Small Group Reading Activities.  summary. Comprehension Through Deductive Reasoning Questions: text-dependent reading  questions. comprehension questions that range from the literal level (answers stated in the text) to the  graphic organizers. inferential and implied levels (deductive reasoning supported by clues/evidence in the text). Each title in the Book Room collection has an accompanying set of questions. Early Comprehension Strategy Posters: incorporates teacher modeling with student interaction. Graphic organizers are used throughout the lesson. (e.g., Make Inferences- Part 1 Introduce the Strategy- create an inferences graphic organizer on chart paper. Teacher models then ask questions Reader’s Theater Scripts: Step 1- Introduce the Script- students are asked about the story and characters, Step 5: Interpret the Text. Connect prior knowledge is addressed by - Build Background text box throughout the scripts Fluency Kit for Independent Practice (Levels F-M): The Self-Check Questions on the back of the cards Skill Bags (A-I/1-16): standard is addressed in the Small Group Reading lesson Activate Prior Knowledge section and Comprehension Questions. Graphic organizers are used within the lessons as appropriate. 2.04 Use preparation strategies to Book Room Leveled Texts (Levels E-I/7-16) and Teacher’s Guides: standard is anticipate vocabulary of a text and to addressed in the “Before Reading – Activate Prior Knowledge” section of the teacher’s guides connect prior knowledge and and the Concept Vocabulary section in the Skills Bank experiences to a new text. Early Comprehension Strategy Posters: Each set of posters explicitly models text dependent comprehension strategies. The photos on the posters activate prior knowledge so that children can focus on the text/print. In each lesson: Part 2: Introduce the Poster and in the Make, Revise and Confirm Predictions Lesson. Reader’s Theater Scripts (F-M/9-28): standard is addressed in Step 3: Discuss Vocabulary and Connect Prior Knowledge is addressed by - Build Background text box throughout the scripts Skill Bags (A-I/1-16): standard is addressed in the Shared Reading section of the lesson. 2.05 Predict and explain what will Book Room Leveled Texts (E-I/7-16) and Teacher’s Guides: standard is addressed happen next in stories. in the “Before Reading “ section of the teacher’s guide. Early Comprehension Strategy Posters: Each set of posters explicitly models text dependent comprehension strategies. The photos on the posters activate prior knowledge so that children can focus on the text/print. In each lesson: Part 2: Introduce the Poster and in the Make, Revise and Confirm Predictions Lesson. 2.06 Self-monitor comprehension by Early Comprehension Strategy Posters: Each set of posters explicitly models text using one or two strategies dependent comprehension strategies. The photos on the posters activate prior knowledge so (questions, retelling, summarizing). that children can focus on the text/print. In each lesson: Part 1: introduces the strategy and Part 2 and Part 3 practices the strategy Early Comprehension strategies covered: Ask Questions, Analyze Story Elements, Compare and Contrast, Identify Cause and Effect, Identify Main Idea and Supporting Details, Identify Sequence of Events, Make Inferences, Make Connections, Summarize Information, Make, Revise, and Confirm Predictions. Book Room Leveled Texts (E-I/7-16) and Teacher’s Guides: each text covers a different comprehension strategy. In the Before Reading section- the strategy is introduced, During Reading- teacher will guide or prompt reading strategy, and After Reading- strategy is modeled practiced and applied. For Example: Animal Groups (I/15)- comprehension strategy lesson: Summarize Information. Skill Bags (A-I/1-16): standard is addressed in the Read-Aloud section of the lesson (e.g.; Retell the Story) 2.07 Respond and elaborate in Book Room Leveled Texts (E-I/7-16) and Teacher’s Guides: the Teacher Tip section answering what, when, where, and of the lesson guide addresses this standard. Comprehension Through Deductive Reasoning how questions. Questions: text-dependent reading comprehension questions that range from the literal level (answers stated in the text) to the inferential and implied levels (deductive reasoning supported by clues/evidence in the text). Each title in the Book Room collection has an accompanying set of questions. Early Comprehension Strategy Posters: Each set of posters explicitly models text dependent comprehension strategies. In each lesson: Part 2 and Part 3 practices the strategy by having the student answer questions, which are literal and inferential. Reader’s Theater Scripts: addresses the standard through Step 5: Interpret the Text throughout the scripts Fluency Kit for Independent Practice (Levels F-M): The Self-Check Questions on the back of the cards Skill Bags (A-I/1-16): standard is addressed in the Small Group Reading lesson- After Reading and Comprehension Questions section and in the Read Aloud section of the lesson. 2.08 Discuss and explain response to Book Room Leveled Texts (E-I/7-16) and Teacher’s Guides: the Teacher Tip section how, why, and what if questions in of the teacher’s guide addresses this standard. Comprehension Through Deductive sharing narrative and expository Reasoning Questions: text-dependent reading comprehension questions that range from texts. the literal level (answers stated in the text) to the inferential and implied levels (deductive reasoning supported by clues/evidence in the text). Each title in the Book Room collection has an accompanying set of questions. Early Comprehension Strategy Posters: Each set of posters explicitly models text dependent comprehension strategies. In each lesson: Part 2 and Part 3 practices the strategy by having the student answer questions, which are literal and inferential. Reader’s Theater Scripts: addresses the standard through Step 5: Interpret the Text throughout the scripts Fluency Kit for Independent Practice (Levels F-M): The Self-Check Questions on the back of the cards Skill Bags (A-I/1-16): standard is addressed in the Small Group Reading lesson- After Reading and Comprehension Questions section and in the Read Aloud section of the lesson. 2.09 Read and understand simple Book Room Leveled Texts (E-I/7-16) and Teacher’s Guides: How-To texts address written instructions. this standard; e.g., Make an Island (G/11) First Grade BENCHMARK EDUCATION

PRODUCT SUPPORT

Competency Goal 3: The learner will make connections through the use of oral language, written language, and media and technology. 3.01 Elaborate on how information Book Room Leveled Texts (E-I/7-16) and Teacher’s Guides: standards are and events connect to life addressed in the “After Reading” and Teacher Tip sections for the teacher’s guide. experiences. Reader’s Theater Scripts: standard is addressed in - Build Background and Content Connections text boxes throughout the scripts Skill Bags (A-I/1-16): addressed in the Shared Reading- Build Background section of the lesson 3.02 Recognize and relate similar Book Room Leveled Texts (E-I/7-16) and Teacher’s Guides: standard is addressed vocabulary use and concepts across in the Concept Vocabulary, High Frequency Vocabulary, and Word Study section in the experiences with texts. teacher’s guide. 3.03 Discuss unfamiliar oral and/or Book Room Leveled Texts (E-I/7-16) and Teacher’s Guides: standard is addressed written vocabulary after listening to or in the Concept Vocabulary and Word Study sections in the teacher’s guide. The reading texts. Comprehension Through Deductive Reasoning Questions has each lesson begin with a Vocabulary Building section. Reader’s Theater Scripts: vocabulary is discussed in section 3 of each lesson. 3.06 Discuss authors'/speakers' use Book Room Leveled Texts (E-I/7-16) and Teacher’s Guides: standard is addressed of different kinds of sentences to in the interest a reader/listener and “Make Connections” section in the teacher’s guide where applicable. communicate a message.

PRODUCT SUPPORT

Competency Goal 4: The learner will apply strategies and skills to create, oral, written, and visual texts. 4.01 Select and use new vocabulary Book Room Leveled Texts (E-I/7-16) and Teacher’s Guides: addressed in the Small and language structures in both Group and Write Independently section of the teacher’s guide. speech and writing contexts (e.g., Early Comprehension Strategy Posters: standard is addressed in the Reinforce The oral retelling using exclamatory Strategy Through Shared Writing section of the lesson guide. phrases to accent an idea or event). 4.02 Use words that describe, name Reader’s Theater Scripts: Step 5: Interpret the Text characters and settings (who, where), Fluency Kit for Independent Practice (Levels F-M): The Self-Check Questions on the and tell action and events (what back of the cards happened, what did ___ do) in simple Book Room Leveled Texts (E-I/7-16) and Teacher’s Guides: addressed in the Level texts. 1 questions of the Comprehension Through Deductive Reasoning Question cards 4.03 Use specific words to name and Book Room Leveled Texts (E-I/7-16) and Teacher’s Guides: standard is addressed tell action in oral and written language in the Concept Vocabulary section of the teacher’s guide. (e.g., using words such as frog and toad when discussing a nonfiction text). 4.04 Extend skills in using oral and c). Skill Bags (A-I/1-16): standard is supported in the Read Aloud lesson which encourages written language: oral language development through discussion a) clarifying purposes for d). Early Comprehension Strategy Posters: Part 4- standard is addressed in Part 4- engaging in communication. Reinforce The Strategy Through Shared Writing section of the teacher’s guide. b) using clear and precise Book Room Leveled Texts (E-I/7-16) and Teacher’s Guides: addressed in the Small language to paraphrase Group and Write Independently section of the teacher’s guide. messages. Skill Bags (A-I/1-16): the Writing section of each lesson supports this standard by following c) engaging in more extended the process from brainstorming to drafting to editing and revising a text. e). Early Comprehension Strategy Posters: standard is addressed in the Part 1- oral discussions. Introduce the Strategy and Part 2- Introduce the Poster of the teacher’s guide d) producing written products. Book Room Leveled Texts (E-I/7-16) and Teacher’s Guides: graphic organizers are e) completing graphic used in the “Before” and “After” Reading of the Small Group Reading lesson as well as in the organizers. Build Comprehension Section Skill Bags (A-I/1-16): graphic organizers are used throughout the lessons where appropriate 4.05 Write and/or participate in writing Book Room Leveled Texts (E-I/7-16) and Teacher’s Guides: addressed in the by using an author's model of Interactive Writing and Write Independently section of the Small Group Reading Lesson. language and extending the model Skill Bags (A-I/1-16): standard is supported in the Writing section of each lesson (e.g., writing different ending for a story, composing an innovation of a poem). 4.06 Compose a variety of products Early Comprehension Strategy Posters: Part 4- standard is addressed in Part 4- (e.g., stories, journal entries, letters, Reinforce The Strategy Through Shared Writing section of the teacher’s guide. response logs, simple poems, oral Book Room Leveled Texts (E-I/7-16) and Teacher’s Guides: addressed in the Small retellings) using a writing process. Group and Write Independently section of the teacher’s guide. Skill Bags (A-I/1-16): the Writing section of each lesson

PRODUCT SUPPORT

Competency Goal 5: The learner will apply grammar and language conventions to communicate effectively. 5.01 Use phonic knowledge and Build Up Phonics: Lessons 1 through 10, Units 1 through 31. Use in conjunction with basic patterns (e.g., an, ee, ake) to Decodable Books and Poetry Posters. spell correctly three-and four-letter Book Room Leveled Texts (E-I/7-16) and Teacher’s Guides: standard is addressed words. in the Phonics section of the teacher’s guide (e.g., The Guessing Jar (H/14)- CVCe words)

5.02 Apply phonics to write Book Room Leveled Texts (E-I/7-16) and Teacher’s Guides: standard is addressed independently, using temporary in the Write Independently section of the teacher’s guide. and/or conventional spelling. Start Up Phonics Purple: Lessons 1-25 in the Spelling sections and Independent Activities. Build Up Phonics: Units 1-31 in the Spelling sections and Independent Activities. 5.03 Write all upper and lower case Start Up Phonics Red: standard is addressed in lessons 1 through 50 (letter recognition letters of the alphabet, using correct and formation) letter formation. 5.04 Use complete sentences to write Book Room Leveled Texts (E-I/7-16) and Teacher’s Guides: standard is addressed simple texts. in the Interactive Writing and Write Independently section of the teacher’s guide. Early Comprehension Strategy Posters: Part 4- Reinforce the Strategy Through Shared Writing 5.06 Self-monitor composition by Book Room Leveled Texts (E-I/7-16) and Teacher’s Guides: standard is addressed using one or two strategies (e.g., in the Interactive Writing and Write Independently section of the teacher’s guide. rereading, peer conferences). Early Comprehension Strategy Posters: Part 4- Reinforce the Strategy Through Shared Writing North Carolina Second Grade English Language Arts Standards Correlated to Benchmark Education Products

Second Grade BENCHMARK EDUCATION

PRODUCT SUPPORT

Competency Goal 1: The learner will develop and apply enabling strategies and skills to read and write. 1.01 Use phonics knowledge and Build Up Phonics: Units 1 through 31. The students can practice using the lesson’s structural analysis (e.g., knowledge of companion Build Up Phonics Reader Decodable book- as needed syllables, suffixes, prefixes, root Book Room Leveled Texts (J-M/ 18-28) and Teacher’s Guides: standard is words) to decode regular multi- supported in the Phonics and Word Study/Grammar sections of the teacher’s guide syllable words when reading text. Skill Bags (F-M/9-28): standard is supported in the Warm-Up and Phonics/Phonemic Awareness Sections of the lesson

1.02 Read most high frequency and Book Room Leveled Texts (J-M/ 18-28) and Teacher’s Guides: standard is many irregularly spelled words supported in the Word Study/Grammar section of the teacher’s guide accurately in text. Skill Bags (F-M/9-28): standard is supported in the Phonics/Phonemic Awareness section of the lesson Build Up Phonics: standard is addressed in the Sight Words section of the lesson. The students can practice using the lesson’s companion Build Up Phonics Reader Decodable book. - as needed 1.03 Self-monitor decoding by using Book Room Leveled Texts (J-M/18-28) and Lesson Guides: in the Small Group letter-sound knowledge of all Reading Lesson Before, During, and After Reading sections of each text, reading strategies are consonants and vowels. discussed and practiced. Build Up Phonics Readers: Units 1 through 31, once the decoding strategy is taught, students can reread the text for practice- as needed Skill Bags (F-M/9-28): standard is addressed in the Small Group Reading- Monitor Reading Strategies section of the lesson. 1.04 Apply knowledge of all sources Book Room Leveled Texts (J-M/18-28) and Lesson Guides: in the Small Group of information (meaning, language, Reading Lesson Before, During, and After Reading sections of each text, reading strategies are graphophonics) to read a new text discussed and practiced. silently and independently. Build Up Phonics Readers: Units 1 through 31, once the decoding strategy is taught, students can reread the text for practice- as needed Skill Bags (F-M/9-28): standard is addressed in the Small Group Reading- Monitor Reading Strategies section and in the Independent Reading Activity of the lesson Fluency Kits (F-M/9-28): standard is addressed in the fluency cards and audio CD- see teacher’s guides steps 3 and 4 of Using the Cards. 1.05 Use a variety of strategies and Build Up Phonics Readers: after the skills have been taught, the student can then reread skills to read self-selected texts for practice. - as needed independently for 20 minutes daily. Reader’s Theater: standard is addressed in Section 4 “reread the script” and Section 6 Self-selected texts should be “assign roles and rehearse the play”. consistent with the student's Fluency Kit (F-M): standard is addressed in the fluency cards and audio CD. independent reading level. Book Room Leveled Texts (J-M/18-28) and Teacher’s Guides: the “Reread for Fluency” section of the teacher’s guide Skill Bags (F-M/9-28): standard is supported in the Independent Reading Activity of the Small Group Reading section.

PRODUCT SUPPORT Competency Goal 2: The learner will develop and apply strategies and skills to comprehend text that is read, heard, and viewed. 2.01 Read and comprehend text a-i). Book Room Leveled Texts (J-M/18-28) and Teacher’s Guides: the Book Room (fiction, nonfiction, poetry, and drama) collection includes both fiction and nonfiction texts. During the Small Group Reading Lesson appropriate for grade two by: students set a purpose for reading in the Before Reading section. In the After Reading- Build Comprehension section, students build comprehension through Ask and Answer Questions. The targeted reading comprehension strategy is then modeled and practiced. a) determining purpose Comprehension Through Deductive Reasoning Questions: text-dependent reading (reader's and author's). comprehension questions that range from the literal level (answers stated in the text) to the b) making predictions. inferential and implied levels (deductive reasoning supported by clues/evidence in the text). c) asking questions. Each title in the BookRoom collection has an accompanying set of questions. Fluent Comprehension Strategy Posters: a targeted comprehension strategy is d) locating information for introduced in Part 1 of the lesson. Students then review and practice the taught strategy in specific reasons/purposes. Parts 2-4 of each lesson. (e.g., Compare and Contrast, Make Inferences, etc) e) recognizing and applying Skill Bags (F-M/9-28): targeted strategy is reviewed in the comprehension section of each text structure. lesson. It is then modeled, practiced and reinforced in the Shared Reading, Small Group f) comprehending and Reading, and Writing sections of each lesson. examining author's Reader’s Theater Scripts: Step 1- Introduce the Script- students are asked about the story decisions and word choice. and characters, Step 5: Interpret the Text. Fluency Kit for Independent Practice (Levels F-M): The Self-Check Questions on the g) determining fact and back of the cards opinion. h) recognizing and comprehending figurative language.

i) making inferences and draw conclusions. 2.02 Use text for a variety of Book Room Leveled Texts (J-M/18-28): collection includes fiction and nonfiction texts. functions, including literary, (e.g., How-To, Career/Biography) informational, and practical. Skill Bags (F-M/9-28): bags include fiction trade books, nonfiction texts, poetry posters) Reader’s Theater (F-M/9-28): scripts 2.03 Read expository materials for Book Room Leveled Texts (J-M/18-28) and Teacher’s Guides: standard is answers to specific questions. addressed in the Small Group Reading lesson section of the teacher’s guide (e.g., Preview the Book, Build Comprehension – Ask and Answer Questions. Comprehension Through Deductive Reasoning Questions: text-dependent reading comprehension questions that range from the literal level (answers stated in the text) to the inferential and implied levels (deductive reasoning supported by clues/evidence in the text). Each title in the Book Room collection has an accompanying set of questions. Skill Bags (F-M/9-28): standard is supported in the Comprehension, Shared Reading and Small Group Reading sections of each lesson Fluent Comprehension Strategy Posters: Each set of posters explicitly models text dependent comprehension strategies. In each lesson: Part 2 and Part 3 practices the strategy by having the student answer questions, which are literal and inferential. Fluency Kit for Independent Practice (Levels F-M): The Self-Check Questions on the back of the cards Reader’s Theater (F-M/9-28): standard is supported in the Introducing the Script section of the teacher’s guide 2.04 Pose possible how, why, and Book Room Leveled Texts (J-M/18-28) and Teacher’s Guides: standard is what if questions to understand addressed in the Small Group Reading lesson section of the teacher’s guide (e.g., Preview the and/or interpret text. Book, Build Comprehension – Ask and Answer Questions. Comprehension Through Deductive Reasoning Questions: text-dependent reading comprehension questions that range from the literal level (answers stated in the text) to the inferential and implied levels (deductive reasoning supported by clues/evidence in the text). Each title in the Book Room collection has an accompanying set of questions. Skill Bags (F-M/9-28): standard is supported in the Comprehension, Shared Reading and Small Group Reading sections of each lesson Fluent Comprehension Strategy Posters: Each set of posters explicitly models text dependent comprehension strategies. In each lesson: Part 2 and Part 3 practices the strategy by having the student answer questions, which are literal and inferential. Fluency Kit for Independent Practice (Levels F-M): The Self-Check Questions on the back of the cards Reader’s Theater (F-M/9-28): standard is supported in the Interpret the Script section of the teacher’s guide 2.05 Self-monitor own difficulties in Book Room Leveled Texts (J-M/18-28) and Teacher’s Guides: standard is comprehending independently using addressed in the Small Group Reading lesson section of the teacher’s guide (e.g., Preview the several strategies. Book, Build Comprehension – Ask and Answer Questions. Comprehension Through Deductive Reasoning Questions: text-dependent reading comprehension questions that range from the literal level (answers stated in the text) to the inferential and implied levels (deductive reasoning supported by clues/evidence in the text). Each title in the Book Room collection has an accompanying set of questions. Skill Bags (F-M/9-28): standard is supported in the Comprehension, Shared Reading and Small Group Reading sections of each lesson Fluency Kit for Independent Practice (Levels F-M): The Self-Check Questions on the back of the cards 2.06 Recall main idea, facts and Book Room Leveled Texts (J-M/18-28) and Teacher’s Guides: the standard is details from a text. addressed in the leveled text’s Comprehension Through Deductive Reasoning Level 2 questions (identify main idea and supporting details, etc) and in the teacher’s guides Small Group Reading –Build Comprehension section (e.g., Measuring Tools (J/18) – locate facts) Skill Bags (F-M/9-28): standard is addressed by Bag # 9- (G-H/9-12) and Bag #1 (J-K/18- 20) Identify Main Idea and Supporting Details Fluency Kit (F-M/9-28): The Self-Check Questions on the back of the cards Reader’s Theater (F-M/9-28): standard is addressed Step 5- Interpret the Text section of the teacher’s guide Fluent Comprehension Strategy Posters: specifically addressed in the Identify Main Idea and Supporting Details strategy poster 2.08 Interpret information from Book Room Leveled Texts (J-M/18-28) and Teacher’s Guides: leveled texts diagrams, charts, and maps. incorporate additional text features and graphic aids as the levels increase. A-E/1-8: Photos; F- G/9-12: add in Labels, Captions, Diagrams, and Maps; H-I/13-16: add in Table of Contents and Chapter Headings; J-K/18-20: Glossary, Index, and Bold Words; L-M/24-28: Sidebars and Text Breakers; N-X/30-60: Front/Back cover blurbs, Author Photo and bio, and Pronunciation guides in text. Lesson guides address these features in the “Preview the Book” section. (e.g., Building a Castle (K/20)- bar chart) Skill Bags (F-M/9-28): charts, diagrams, and maps are incorporated into the lesson where applicable in the accompanying leveled text (e.g., Identify Cause and Effect- Small Group Reading section Comprehension Questions Compare and Contrast chart on Page 7 and 9 of the leveled text, Shared Reading with Big Book- Reread Use Maps and Charts).

PRODUCT SUPPORT

Competency Goal 3: The learner will make connections through the use of oral language, written language, and media and technology. 3.01 Use personal experiences and Book Room Leveled Texts (J-M/18-28) and Teacher’s Guides: standard is knowledge to interpret written and addressed in the “After Reading” and Teacher Tip sections for the teacher’s guide. oral messages. Fluent Comprehension Strategy Posters: standard is specifically addressed by the Make Connections strategy poster Reader’s Theater Scripts (F-M/9-28): standard is addressed in - Build Background and Content Connections text boxes throughout the scripts Skill Bags (F-M/9-28): addressed in the Read Aloud- Make Connections, and Shared Reading- Build Background sections of the lesson 3.02 Connect and compare Book Room Leveled Texts (J-M/18-28) and Teacher’s Guides: standard is information within and across addressed in the “After Reading” and Teacher Tip sections for the teacher’s guide. selections (fiction, nonfiction, poetry, Fluent Comprehension Strategy Posters: standard is specifically addressed by the and drama) to experience and Make Connections strategy poster knowledge. Reader’s Theater Scripts (F-M/9-28): standard is addressed in - Build Background and Content Connections text boxes throughout the scripts Skill Bags (F-M/9-28): addressed in the Shared Reading- Build Background section of the lesson 3.03 Explain and describe new Skill Bags (F-M/9-28): standard is addressed in the Read Aloud section of the lesson (e.g., concepts and information in own Retell the Story, Shared Reading section- Share Responses) words (e.g., plot, setting, major Reader’s Theater Scripts (F-M/9-28): Step 3: Discuss Vocabulary and Step 5: Interpret events, characters, author's the Text message, connections, topic, key Book Room Leveled Texts (J-M/18-28) and Teacher’s Guides: Comprehension vocabulary, key concepts, text Through Deductive Reasoning Level 3 Questions address this standard features). 3.04 Increase oral and written Book Room Leveled Texts (J-M/18-28) and Teacher’s Guides: standard is vocabulary by listening, discussing, addressed in the Concept Vocabulary section of the teacher’s guide and also in the Small and composing texts when Group and Independent Writing section of the teacher’s guide. Where applicable, it is an responding to literature that is read integral part of the Small Group Reading Lesson (e.g., My Body (J/18)- Vocabulary Prediction and heard. (e.g., read aloud by Chart). Each leveled text’s Comprehension Through Deductive Reasoning Questions also contain vocabulary-building questions. teacher, literature circles, interest Skill Bags (F-M/9-28): the Shared Reading lesson contains a “Develop Concept Vocabulary” groups, and book clubs). section where appropriate. The standard is also addressed in the Writing section of the lesson. Fluent Comprehension Strategy Posters: standard is addressed in the Reinforce the Strategy Through Shared Writing section of the teacher’s guide Second Grade BENCHMARK EDUCATION

PRODUCT SUPPORT

Competency Goal 4: The learner will apply strategies and skills to create oral, written, and visual texts. 4.01 Begin to use formal language Book Room Leveled Texts (J-M/18-28) and Teacher’s Guides: addressed in the and/or literary language in place of Small Group and Independent Writing sections of the teacher’s guide. The Fluent Assessment oral language patterns, as handbook contains rubrics and checklists that address the standard. appropriate. 4.02 Use expanded vocabulary to Book Room Leveled Texts (J-M/18-28) and Teacher’s Guides: addressed in the generate synonyms for commonly Small Group and Independent Writing sections of the teacher’s guide. The Fluent Assessment over used words to increase clarity of handbook contains rubrics and checklists that address the standard. written and oral communication. 4.03 Read aloud with fluency and Reader’s Theater Scripts (F-M/9-28): Scripts help build fluency and comprehension expression any text appropriate for through purposeful, repeated oral reading practice. Step 4, Reread the Script; Step 6, Assign early independent readers. Roles and Rehearse the Play Fluency Kit (F-M/9-28): Step 4, Model Practicing the Passage Without the Recording, in “Using the Cards” in the Teacher’s Guide. Fluency Kits are used for independent practice Book Room Leveled Texts (J-M/18-28) and Teacher’s Guides: “Reread for Fluency” section of the teacher’s guide Skill Bags (F-M/9-28): Small Group Reading section- Independent Reading Activity 4.04 Use oral communication to Skill Bags (F-M/9-28): standard is addressed in Small Group Reading section- Activate Prior identify, organize, and analyze Knowledge and Comprehension Questions and Comprehension sections of the lesson information. Book Room Leveled Texts (J-M/18-28) and Lesson Guides: Small Group Reading lesson- Activate prior knowledge and Build Comprehension sections of the teacher’s guide

4.05 Respond appropriately when Skill Bags (F-M/9-28): standard is addressed in Small Group Reading section- Activate Prior participating in group discourse by Knowledge and Comprehension Questions and Comprehension sections of the lesson adapting language and Book Room Leveled Texts (J-M/18-28) and Lesson Guides: Small Group Reading communication behaviors to the lesson- Activate prior knowledge and Build Comprehension sections of the teacher’s guide situation to accomplish a specific purpose.

4.06 Plan and make judgments about Book Room Leveled Texts (J-M/18-28) and Lesson Guides: standard is addressed in what to include in written products the Small Group Writing section of the teacher’s guide (e.g., narratives of personal Skill Bags (F-M/9-28): standard is addressed in the Writing section of the lesson experiences, creative stories, skits Fluent Comprehension Strategy Posters: addressed in Part 4: Reinforce the Strategy based on familiar stories and/or Through Shared Writing (e.g., Compare and Contrast- Write a Text that Compares and experiences). Contrasts

4.07 Compose first drafts using an Skill Bags (F-M/9-28): standard is addressed in the Writing section of the lesson. The appropriate writing process: activities move from brainstorming to drafting to editing and revising a text.  planning and drafting. Fluent Comprehension Strategy Posters: standard is addressed in Part 4: Reinforce the  rereading for meaning. Strategy Through Shared Writing section  revising to clarify and refine Book Room Leveled Texts (J-M/18-28) and Teacher’s Guides: standard is addressed in the Small Group Writing section of the teacher’s guide writing with guided discussion. 4.08 Write structured, informative Book Room Leveled Texts (J-M/18-28) and Teacher’s Guides: addressed in the presentations and narratives when Small Group and Independent Writing sections of the teacher’s guide. The Fluent Assessment given help with organization. handbook contains rubrics and checklists that address the standard.

PRODUCT SUPPORT

Competency Goal 5: The learner will apply grammar and language conventions to communicate effectively. 5.01 Spell correctly using: Build Up Phonics- Lessons 1-10 and Units 1-31- as needed  previously studied words. Book Room Leveled texts (J-M/18-28) and Teacher’s Guides: standard is addressed  spelling patterns. in the Grammar and Concept Vocabulary sections of the Skills Bank. Also addressed in the  analysis of sounds to Small Group Writing and Writing Independently section of the teacher’s guide. represent all the sounds in a Skill Bags (F-M/9-28): standard is addressed in the Phonemic Awareness and Phonics section of the lesson. Also addressed in the Writing section of the lesson. word in one's own writing.

5.02 Attend to spelling, mechanics, Book Room Leveled texts (J-M/18-28) and Teacher’s Guides: standard is addressed and format for final products in one's in the Grammar and Concept Vocabulary sections of the Skills Bank. Also addressed in the own writing. Small Group Writing and Writing Independently section of the teacher’s guide. Skill Bags (F-M/9-28): standard is addressed in the Writing section of the lesson.

North Carolina Third Grade English Language Arts Standards Correlated to Benchmark Education Products

Third Grade BENCHMARK EDUCATION

PRODUCT SUPPORT

Competency Goal 1: The learner will apply enabling strategies and skills to read and write. 1.01 Apply phonics and structural Book Room Leveled Texts (N-P/30-38) and Teacher’s Guides: standard is analysis to decode words (e.g., roots, addressed in the During Reading-Skills and Strategies section of the teacher’s guide (e.g., Math suffixes, prefixes, less common vowel to Munch On (P/38)- Word Solving- use of knowledge of word structure) patterns, syllable breaks) Skill Bags (N-T/30-44): standard is addressed in the Word Study section of the lesson 1.02 Apply meanings of common Book Room Leveled Texts (N-P/30-38) and Teacher’s Guides: standard is prefixes and suffixes to decode words addressed in the During Reading-Skills and Strategies section of the teacher’s guide (e.g., Math in text to assist comprehension. to Munch On (P/38)- Word Solving- use of knowledge of word structure) Skill Bags (N-T/30-44): standard is addressed in the Word Study section of the lesson 1.03 Integrate prior experiences and Book Room Leveled Texts (N-P/30-38) and Teacher’s Guides: standard is all sources of information in the text addressed in the During Reading-Skills and Strategies section of the teacher’s guide (e.g., Math (graphophonic, syntactic, and to Munch On (P/38)- Word Solving- use of knowledge of word structure). semantic) when reading orally and Skill Bags (N-T/30-44): standard is addressed in the Word Study section of the lesson silently. Fluency Kit (N-U/30-50): standard is addressed in the fluency cards and audio CD- see teacher’s guide steps 3 and 4 of Using the Cards.

1.04 Increase sight vocabulary, Reader’s Theater Scripts (N-U/30-50): standard is addressed Discuss Vocabulary section reading vocabulary, and writing of the teacher’s guide vocabulary through: Book Room Leveled Texts (N-P/30-38) and Teacher’s Guides: standard is addressed in the Before, During, and After Reading sections. The Comprehension Through Deductive Reasoning Question card includes Vocabulary –Building Questions.  wide reading. Fluency Kit (N-U/30-50): addressed through independent practice and assessment  word study. Skill Bags (N-T/30-44): addressed in the word study section of the lesson  listening. Grade 3 Comprehension Strategy Posters: standard is addressed in the Share the Poster section of the lesson.  discussion.  book talks.  book clubs.  seminars.  viewing.  role-play.

 studying author's craft. 1.05 Use word reference materials Book Room Leveled Texts (N-P/30-38) and Teacher’s Guides: glossaries can be (e.g., dictionary, glossary) to confirm found in the back of the nonfiction texts decoding skills, verify spelling, and Skill Bags (N-T/30-44): the leveled texts included in the skill bags include glossaries where extend meanings of words. applicable. 1.06 Read independently daily from Reader’s Theater Scripts (N-U/30-50): standard is addressed Build Background and self-selected materials (consistent Content Vocabulary section of the lesson. Students develop fluency by practicing text both with the student's independent independently and as a group. reading level) to: Fluency Kits (N-U/30-50): standard is addressed in the fluency cards and audio CD. Book Room Leveled Texts (N-P/30-38) and Teacher’s Guides: students can reread texts for Fluency. Build Background and extend vocabulary is addressed in the Before and  increase fluency. During Reading sections in the lesson.  build background Skill Bags (N-T/30-44): standard is supported in the Small Group Reading lesson knowledge. Independent Workstation Activities- Independent Reading and Fluency Practice and Build Background and Interest sections.  extend vocabulary.

PRODUCT SUPPORT

Competency Goal 2: The learner will apply strategies and skills to comprehend text that is read, heard, and viewed. 2.01 Use metacognitive strategies to Book Room Leveled Texts (N-P/30-38) and Teacher’s Guides: various comprehend text (e.g., reread, read metagognitive strategies are taught and practiced in the During Reading section of the teacher’s ahead, ask for help, adjust reading guide. (e.g., The Seven Natural Wonders (N/30)- metacognitive strategy-visualization) speed, question, paraphrase, retell). 2.02 Interact with the text before, Book Room Leveled Texts (N-P/30-38) and Teacher’s Guides: various strategies are during, and after reading, listening, or taught and practiced in the Before, During, and After Reading sections of the teacher’s guide. viewing by: (e.g., Making Sense of Your Senses (O/34)- Make Predictions) Skill Bags (N-T/30-44): targeted skills and strategies are taught and practiced in the skill bags (e.g., Bag #9- Make Predictions (N-O/30-34). Previewing the Text, Setting a Purpose, and  setting a purpose. Ask /Answer Questions are addressed in the Small Group reading section of each lesson.  previewing the text. Grade 3 Comprehension Strategy Posters: each poster addresses a specific strategy.  making predictions. After the strategy is modeled and taught, students are then provided with opportunity to independently practice the strategy through reproducible activities found in each teacher’s  asking questions. guide.  locating information for Reader’s Theater (N-U/30-50): standard is addressed in the Build Background, Content specific purposes. Connections and Interpret the Script sections of the teacher’s guide.  making connections.

 using story structure and text organization to comprehend. 2.03 Read a variety of texts, including: Book Room Leveled Texts (N-P/30-38) and Teacher’s Guides: a variety of texts are  fiction (short stories, novels, included in the Book Room collection: nonfiction- Biographies, Career, How-To, Math, Science, fantasies, fairy tales, fables). and Social Studies; fiction- fantasy and drama  nonfiction (biographies, Skill Bags (N-T/30-44): include fiction trade books and nonfiction leveled texts letters, articles, procedures Reader’s Theater (N-U/30-50): plays and instructions, charts, maps).  poetry (proverbs, riddles, limericks, simple poems).  drama (skits, plays). 2.04 Identify and interpret elements of Book Room Leveled Texts (N-P/30-38) and Teacher’s Guides: various strategies are fiction and nonfiction and support by taught and practiced in the Before, During, and After Reading sections of the teacher’s guide. referencing the text to determine the: (e.g., The seven Natural Wonders (N/30) Main Idea and Supporting Details) Comprehension Through Deductive Reasoning Questions: text-dependent reading comprehension questions that range from the literal level (answers stated in the text) to the inferential and implied levels  author's purpose (deductive reasoning supported by clues/evidence in the text). Each title in the BookRoom  plot collection has an accompanying set of questions. Skill Bags (N-T/30-44): targeted skills and strategies are taught and practiced in Read-Aloud  conflict and Small Group Reading sections of the lesson. (e.g., Bag #17- Identify Author’s Purpose and  sequence Point of View (T/44). .  resolution Grade 3 Comprehension Strategy Posters: each poster addresses a specific strategy.  lesson and/or message After the strategy is modeled and taught, students are then provided with opportunity to independently practice the strategy through reproducible activities found in each teacher’s  main idea and supporting guide. (e.g., Analyze Character) details Reader’s Theater Scripts (N-U/30-50): standard is addressed in the “Interpret the Script”  cause and effect section of the teacher’s guide  fact and opinion Fluency Kits (N-U/30-50): standard is addressed using the Self-Check Questions on the back of the cards  point of view (author and character)

 author's use of figurative language (e.g., simile, metaphor, imagery) 2.05 Draw conclusions, make Book Room Leveled Texts (N-P/30-38) and Teacher’s Guides: standard is generalizations, and gather support addressed in the Before, During, and After Reading sections of the lesson. Comprehension by referencing the text. Through Deductive Reasoning Questions: text-dependent reading comprehension questions that range from the literal level (answers stated in the text) to the inferential and implied levels (deductive reasoning supported by clues/evidence in the text). Each title in the BookRoom collection has an accompanying set of questions. Skill Bags (N-T/30-44): standard is addressed in the Comprehension and Small Group Reading sections of the lesson. Grade 3 Comprehension Strategy Posters: standard is addressed in the Share the Poster, Provide a Real-World Model and Practice the Strategy sections of the lesson. Reader’s Theater Scripts (N-U/30-50): standard is addressed in the “Interpret the Script” section of the teacher’s guide Fluency Kits (N-U/30-50): standard is addressed using the Self-Check Questions on the back of the cards 2.06 Summarize main idea(s) from written or spoken texts using succinct Book Room Leveled Texts (N-P/30-38) and Teacher’s Guides: addressed in the language. During and After Reading section of the lesson. Standard is also addressed in the Comprehension Through Deductive Reasoning Questions. Skill Bags (N-T/30-44): standard is addressed in the Small Group Reading- Ask and Answer Questions section.

Third Grade BENCHMARK EDUCATION PRODUCT SUPPORT

Competency Goal 3: The learner will make connections through the use of oral language, written language, and media and technology. 3.01 Respond to fiction, nonfiction, poetry, and drama using interpretive, Book Room Leveled Texts (N-P/30-38) and Teacher’s Guides: standard is critical, and evaluative processes by: addressed and practiced in the Before, During, and After Reading sections of the teacher’s guide. (e.g., Max’s Glasses (P/38)- Analyze Character). Standard is also addressed in the Comprehension Through Deductive Reasoning Level 3 Questions.  considering the differences Skill Bags (N-T/30-44): targeted skills and strategies are taught and practiced in the skill among genres. bags (e.g., Bag #12- Analyze Character (P-R/38-40).  relating plot, setting, and Grade 3 Comprehension Strategy Posters: each poster addresses a specific strategy. characters to own After the strategy is modeled and taught, students are then provided with opportunity to independently practice the strategy through reproducible activities found (e.g., Analyze experiences and ideas. Character)  considering main character's Reader’s Theater Scripts (N-U/30-50): standard is addressed in the “Interpret the Script” point of view. section of the teacher’s guide.  participating in creative interpretations.  making inferences and drawing conclusions about characters and events.

 reflecting on learning, gaining new insights, and identifying areas for further study. 3.02 Identify and discuss similarities Book Room Leveled Texts (N-P/30-38) and Teacher’s Guides: standard is and differences in events, characters, addressed and practiced in the Before, During, and After Reading sections of the teacher’s concepts and ideas within and across guide. (e.g., Max’s Glasses (P/38)- Analyze Character). Standard is also addressed in the selections and support them by Comprehension Through Deductive Reasoning Level 3 Questions. referencing the text. Skill Bags (N-T/30-44): targeted skills and strategies are taught and practiced in the skill bags (e.g., Bag #12- Analyze Character (P-R/38-40). Grade 3 Comprehension Strategy Posters: each poster addresses a specific strategy. After the strategy is modeled and taught, students are then provided with opportunity to independently practice the strategy through reproducible activities found (e.g., Analyze Character) Reader’s Theater Scripts (N-U/30-50): standard is addressed in the “Interpret the Script” section of the teacher’s guide 3.03 Use text and own experiences to Book Room Leveled Texts (N-P/30-38) and Teacher’s Guides: standard is verify facts, concepts, and ideas. addressed in Build Background and During and After Reading sections of the teacher’s guide. Skill Bags (N-T/30-44): standard is addressed in the Small Group Reading-Activate Prior Knowledge Ask and Answer Questions, and Guided Practice sections of the lesson. Grade 3 Comprehension Strategy Posters: standard is addressed in the Provide a Real World Model and Practice the Strategy section of the lesson. Reader’s Theater Scripts (N-U/30-50): standard is addressed in the “Interpret the Script” section of the teacher’s guide. Also, in the Build Background and Content Connections sections. 3.05 Analyze, compare and contrast Book Room Leveled Texts (N-P/30-38) and Teacher’s Guides: leveled texts printed and visual information (e.g., incorporate additional text features and graphic aids as the levels increase. A-E/1-8: Photos; F- graphs, charts, maps). G/9-12: add in Labels, Captions, Diagrams, and Maps; H-I/13-16: add in Table of Contents and Chapter Headings; J-K/18-20: Glossary, Index, and Bold Words; L-M/24-28: Sidebars and Text Breakers; N-X/30-60: Front/Back cover blurbs, Author Photo and bio, and Pronunciation guides in text. Teacher’s guides will address these features where appropriate.

PRODUCT SUPPORT

Competency Goal 4: The learner will apply strategies and skills to create, oral, written, and visual texts. 4.01 Read aloud grade-appropriate Reader’s Theater Scripts (N-U/30-50): Scripts help build fluency and comprehension text with fluency, comprehension, and through purposeful, repeated oral reading practice. Step 4, Reread the Script; Step 6, Assign expression. Roles and Rehearse the Play Fluency Kit (N-U/30-50): Step 4, Model Practicing the Passage Without the Recording, in “Using the Cards” in the Teacher’s Guide. Fluency Kits are used for independent practice Book Room Leveled Texts (N-P/30-38) and Teacher’s Guides: once the Small Group Reading lesson has been completed, students can reread the text for fluency. Skill Bags (N-T/30-44)): teacher models fluent reading in the Read-Aloud lesson. Small Group Reading section- Independent Reading Activity- students can select a text or fluency practice card 4.02 Use oral and written language to: Book Room Leveled Texts (N-P/30-38) and Teacher’s Guides: standard is addressed in the Discuss the Reading section and Writing Workshop section of the lesson. Skill Bags (N-T/30-44)): standard is addressed in the Small Group Reading Ask and Answer  present information in a Questions, Writing, and Reflect and Review sections of the lesson. sequenced, logical manner. Reader’s Theater Scripts (N-U/30-50): standard is addressed in the “Interpret the Script”  discuss. section of the teacher’s guide  share information and ideas. Grade 3 Comprehension Strategy Posters: standard is addressed in the Extend the Lesson section of the teacher’s guide.  recount or narrate.  answer open-ended questions.  report information on a topic.

 explain own learning. 4.03 Share written and oral products Book Room Leveled Texts (N-P/30-38) and Teacher’s Guides: standard is in a variety of ways (e.g., author's addressed in the Teacher’s Tip of the Writing Workshop section of the lesson. chair, book making, publications, Skill Bags (N-T/30-44)): standard is addressed on Day 5 in Writing section of each lesson discussions, presentations). 4.04 Use planning strategies (with Book Room Leveled Texts (N-P/30-38) and Teacher’s Guides: standard is assistance) to generate topics and to addressed in the Writing Workshop section of the lesson. organize ideas (e.g., drawing, Skill Bags (N-T/30-44): the Writing section of each lesson supports this standard by mapping, discussing, listing). following the process from brainstorming to drafting to editing and revising a text. 4.05 Identify (with assistance) the Skill Bags (N-T/30-44): the Writing section of each lesson supports this standard purpose, the audience, and the Book Room Leveled Texts (N-P/30-38) and Teacher’s Guides: standard is appropriate form for the oral or written addressed in the Writing Workshop section of the lesson. task. 4.06 Compose a draft that conveys Book Room Leveled Texts (N-P/30-38) and Teacher’s Guides: standard is major ideas and maintains focus on addressed in the Writing Workshop section of the lesson. the topic by using preliminary plans. Skill Bags (N-T/30-44)): The Writing section of each lesson supports this standard by following the process from brainstorming to drafting to editing and revising a text. 4.08 Focus reflection and revision Book Room Leveled Texts (N-P/30-38) and Teacher’s Guides: standard is (with assistance) on target elements addressed in the Writing Workshop section of the lesson. by: Skill Bags (N-T/30-44)): standard is addressed in the Writing section of the lesson.  clarifying ideas.  adding descriptive words and phrases.  sequencing events and ideas.  combining short, related sentences.  strengthening word choice. 4.09 Produce work that follows the Book Room Leveled Texts (N-P/30-38) and Teacher’s Guides: standard is conventions of particular genres (e.g., addressed in the Writing Workshop section of the lesson. personal narrative, short report, Skill Bags (N-T/30-44): standard is addressed in the Writing section of the lesson. friendly letter, directions and instructions).

PRODUCT SUPPORT

Competency Goal 5: The learner will apply grammar and language conventions to communicate effectively. 5.04 Compose two or more Book Room Leveled Texts (N-P/30-38) and Teacher’s Guides: standard is paragraphs with: addressed in the Writing Workshop section of the lesson.  topic sentences. Skill Bags (N-T/30-44)): standard is addressed in the Writing section of the lesson.  supporting details.  appropriate, logical sequence.  sufficient elaboration. 5.05 Use a number of strategies for Skill Bags (N-T/30-44): standard is addressed in the Word Study section of the lesson. spelling (e.g., sound patterns, visual patterns, silent letters, less common letter groupings). 5.07 Edit (with assistance) to use Book Room Leveled Texts (N-P/30-38) and Teacher’s Guides: standard is conventions of written language and addressed in the Writing Workshop section of the lesson. format. Skill Bags (N-T/30-44)): standard is addressed in the Writing section of the lesson.

North Carolina Fourth Grade English Language Arts Standards Correlated to Benchmark Education Products

Fourth Grade BENCHMARK EDUCATION

PRODUCT SUPPORT

Competency Goal 1: The learner will develop and apply enabling strategies and skills to read and write. 1.01 Use word identification Book Room Leveled Texts (Q-R/40) and Teacher’s Guides: standard is addressed in strategies appropriately and the During Reading-Skills and Strategies section of the teacher’s guide (e.g., Math to Munch On automatically when encountering (P/38)- Word Solving- use of knowledge of word structure) unknown words (graphophonic, Skill Bags (N-T/30-44): standard is addressed in the Word Study section of the lesson syntactic, semantic). 1.02 Infer word meanings from taught Book Room Leveled Texts (Q-R/40) and Teacher’s Guides: standard is addressed in roots, prefixes, and suffixes to the During Reading-Skills and Strategies section of the teacher’s guide (e.g., Math to Munch On decode words in text to assist (P/38)- Word Solving- use of knowledge of word structure) comprehension. Skill Bags (N-T/30-44): standard is addressed in the Word Study section of the lesson

1.03 Identify key words and discover Book Room Leveled Texts (Q-R/40) and Teacher’s Guides: standard is addressed in their meanings and relationships the During Reading-Skills and Strategies section of the teacher’s guide (e.g., Math to Munch On through a variety of strategies. (P/38)- Word Solving- use of knowledge of word structure) Skill Bags (N-T/30-44): standard is addressed in the Word Study section of the lesson

1.04 Increase reading and writing Reader’s Theater Scripts (N-U/30-50): standard is addressed Discuss Vocabulary section vocabulary through: of the teacher’s guide  wide reading. Book Room Leveled Texts (Q-R/40) and Teacher’s Guides: standard is addressed in  word study. the Before, During, and After Reading sections. The Comprehension Through Deductive Reasoning Question card includes Vocabulary –Building Questions. Also addressed in the  knowledge of homophones, Writing section of the teachers’ guide. synonyms, antonyms, Fluency Kit (N-U/30-50): addressed through independent practice and assessment homonyms. Skill Bags (N-T/30-44): addressed in the Word Study and Writing section of the lesson  knowledge of multiple Grade 4 Comprehension Strategy Posters: standard is addressed in the Share the meanings of words. Poster section of the lesson.  writing process elements.  writing as a tool for learning.  seminars.  book clubs.  discussions.  examining the author's craft. 1.05 Use word reference materials Book Room Leveled Texts (Q-R/40) and Teacher’s Guides: glossaries can be found (e.g., glossary, dictionary, thesaurus) in the back of the nonfiction texts to identify and comprehend unknown Skill Bags (N-T/30-44): the leveled texts included in the skill bags include glossaries where applicable. words. 1.06 Read independently daily from self-selected materials (consistent Reader’s Theater Scripts (N-U/30-50): standard is addressed Build Background and with the student's independent Content Vocabulary section of the lesson. Students develop fluency by practicing text both reading level) to: independently and as a group. Fluency Kits (N-U/30-50): standard is addressed in the fluency cards and audio CD. Book Room Leveled Texts (Q-R/40) and Teacher’s Guides: students can reread  increase fluency. texts for Fluency. Build Background and extend vocabulary is addressed in the Before and  build background During Reading sections in the lesson. knowledge. Skill Bags (N-T/30-44): standard is supported in the Small Group Reading lesson Independent Workstation Activities- Independent Reading and Fluency Practice and Build  expand vocabulary. Background and Interest sections.

PRODUCT SUPPORT

Competency Goal 2: The learner will develop and apply strategies and skills to comprehend text that is read, heard, and viewed. 2.01 Use metacognitive strategies to Book Room Leveled Texts (Q-R/40) and Teacher’s Guides: various metagognitive comprehend text and to clarify strategies are taught and practiced in the During Reading section of the teacher’s guide. (e.g., meaning of vocabulary (e.g., reread Lost Cities (Q/40)- metacognitive strategy-ask questions) the text, consult other sources, ask for help, paraphrase, question). 2.02 Interact with the text before, Book Room Leveled Texts (Q-R/40 and Teacher’s Guides: various strategies are during, and after reading, listening, taught and practiced in the Before, During, and After Reading sections of the teacher’s guide. and viewing by: (e.g., Making Sense of Your Senses (O/34)- Make Predictions)  setting a purpose using prior Skill Bags (N-T/30-44): targeted skills and strategies are taught and practiced in the skill knowledge and text bags (e.g., Bag #9- Make Predictions (N-O/30-34). Previewing the Text, Setting a Purpose, and Ask /Answer Questions are addressed in the Small Group reading section of each lesson. information. Grade 4 Comprehension Strategy Posters: each poster addresses a specific strategy.  making predictions. After the strategy is modeled and taught, students are then provided with opportunity to  formulating questions. independently practice the strategy through reproducible activities found in each teacher’s  locating relevant information. guide.  making connections with Reader’s Theater (N-U/30-50): standard is addressed in the Build Background, Content previous experiences, Connections and Interpret the Script sections of the teacher’s guide information, and ideas. 2.03 Read a variety of texts, including: Book Room Leveled Texts (Q-R/40) and Teacher’s Guides: a variety of texts are included in the Book Room collection: nonfiction- Biographies, Career, How-To, Math, Science,  fiction (legends, novels, and Social Studies; fiction- fantasy and drama folklore, science fiction). Skill Bags (N-T/30-44): include fiction trade books and nonfiction leveled texts  nonfiction (autobiographies, Reader’s Theater (N-U/30-50): plays informational books, diaries, journals).  poetry (concrete, haiku).

 drama (skits, plays). 2.04 Identify and interpret elements of Book Room Leveled Texts (Q-R/40) and Teacher’s Guides: various strategies are fiction and nonfiction and support by taught and practiced in the Before, During, and After Reading sections of the teacher’s guide. referencing the text to determine the: (e.g., Colonial Times (Q/40) Main Idea and Supporting Details) Comprehension Through Deductive Reasoning Questions: text-dependent reading comprehension questions that range from the literal level (answers stated in the text) to the inferential and implied levels  plot. (deductive reasoning supported by clues/evidence in the text). Each title in the BookRoom  theme. collection has an accompanying set of questions. Skill Bags (N-T/30-44): targeted skills and strategies are taught and practiced in Read-Aloud  main idea and supporting and Small Group Reading sections of the lesson. (e.g., Bag #17- Identify Author’s Purpose and details. Point of View (T/44). .  author's choice of words.  mood.

 author's use of figurative language. 2.05 Make inferences, draw Book Room Leveled Texts (Q-R/40) and Teacher’s Guides: standard is addressed in conclusions, make generalizations, the Before, During, and After Reading sections of the lesson. Comprehension Through and support by referencing the text. Deductive Reasoning Questions: text-dependent reading comprehension questions that range from the literal level (answers stated in the text) to the inferential and implied levels (deductive reasoning supported by clues/evidence in the text). Each title in the BookRoom collection has an accompanying set of questions. Skill Bags (N-T/30-44): standard is addressed in the Comprehension and Small Group Reading sections of the lesson. Grade 4 Comprehension Strategy Posters: standard is addressed in the Share the Poster, Provide a Real-World Model and Practice the Strategy sections of the lesson. Reader’s Theater Scripts (N-U/30-50): standard is addressed in the “Interpret the Script” section of the teacher’s guide Fluency Kits (N-U/30-50): standard is addressed using the Self-Check Questions on the back of the cards 2.06 Summarize major points from Book Room Leveled Texts (Q-R/40) and Teacher’s Guides: addressed in the During fiction and nonfiction text(s) to clarify and After Reading section of the lesson. Standard is also addressed in the Comprehension and retain information and ideas. Through Deductive Reasoning Questions. Skill Bags (N-T/30-44): standard is addressed in the Small Group Reading- Ask and Answer Questions section. 2.08 Verify the meaning or accuracy Book Room Leveled Texts (Q-R/40) and Teacher’s Guides: addressed in the During of the author's statement(s) by and After Reading section of the lesson. Standard is also addressed in the Comprehension referencing the text or other Through Deductive Reasoning Questions. resources.

PRODUCT SUPPORT

Competency Goal 3: The learner will make connections through the use of oral language, written language, and media and technology. 3.01 Respond to fiction, nonfiction, poetry, and drama using interpretive, Book Room Leveled Texts (Q-R/40) and Teacher’s Guides: standard is addressed critical, and evaluative processes by: and practiced in the Before, During, and After Reading sections of the teacher’s guide. (e.g., The Magic Carpet (R/40)- Analyze Character). Standard is also addressed in the Comprehension Through Deductive Reasoning Level 3 Questions.  analyzing the impact of Skill Bags (N-T/30-44): targeted skills and strategies are taught and practiced in the skill authors' word choice and bags (e.g., Bag #12- Analyze Character (P-R/38-40). context. Grade 4 Comprehension Strategy Posters: each poster addresses a specific strategy.  examining the reasons for After the strategy is modeled and taught, students are then provided with opportunity to independently practice the strategy through reproducible activities found (e.g., Analyze Story characters' actions. Elements)  identifying and examining Reader’s Theater Scripts (N-U/30-50): standard is addressed in the “Interpret the Script” characters' motives. section of the teacher’s guide.  considering a situation or problem from different characters' points of view.  analyzing differences among genres.

 making inferences and drawing conclusions about characters, events and themes. 3.02 Analyze characters, events, and Book Room Leveled Texts (Q-R/40) and Teacher’s Guides: standard is addressed plots within and between selections and practiced in the Before, During, and After Reading sections of the teacher’s guide. (e.g., and cite supporting evidence. The Magic Carpet (R/40)- Analyze Character). Standard is also addressed in the Comprehension Through Deductive Reasoning Level 3 Questions. Skill Bags (N-T/30-44): targeted skills and strategies are taught and practiced in the skill bags (e.g., Bag #12- Analyze Character (P-R/38-40). Grade 4 Comprehension Strategy Posters: each poster addresses a specific strategy. After the strategy is modeled and taught, students are then provided with opportunity to independently practice the strategy through reproducible activities found (e.g., Analyze Story Elements) Reader’s Theater Scripts (N-U/30-50): standard is addressed in the “Interpret the Script” section of the teacher’s guide. 3.03 Consider the ways language and Reader’s Theater Scripts (N-U/30-50): standard is addressed in the “Interpret the Script” visuals bring characters to life, and “Staging the Performance Tips” sections of the teacher’s guide. enhance plot development, and produce a response. 3.05 Analyze and integrate Book Room Leveled Texts (N-P/30-38) and Teacher’s Guides: leveled texts information from one or more sources incorporate additional text features and graphic aids as the levels increase. A-E/1-8: Photos; F- to expand understanding of text G/9-12: add in Labels, Captions, Diagrams, and Maps; H-I/13-16: add in Table of Contents and including graphs, charts, and/or Chapter Headings; J-K/18-20: Glossary, Index, and Bold Words; L-M/24-28: Sidebars and Text maps. Breakers; N-X/30-60: Front/Back cover blurbs, Author Photo and bio, and Pronunciation guides in text. Teacher’s guides will address these features where appropriate.

PRODUCT SUPPORT

Competency Goal 4: The learner will apply strategies and skills to create oral, written, and visual texts. 4.01 Read aloud grade-appropriate Reader’s Theater Scripts (N-U/30-50): Scripts help build fluency and comprehension text with fluency, comprehension, and through purposeful, repeated oral reading practice. Step 4, Reread the Script; Step 6, Assign expression demonstrating an Roles and Rehearse the Play awareness of volume and pace. Fluency Kit (N-U/30-50): Step 4, Model Practicing the Passage Without the Recording, in “Using the Cards” in the Teacher’s Guide. Fluency Kits are used for independent practice Book Room Leveled Texts (Q-R/40) and Teacher’s Guides: once the Small Group Reading lesson has been completed, students can reread the text for fluency. Skill Bags (N-T/30-44)): teacher models fluent reading in the Read-Aloud lesson. Small Group Reading section- Independent Reading Activity- students can select a text or fluency practice card 4.02 Use oral and written language Book Room Leveled Texts (Q-R/40) and Teacher’s Guides: standard is addressed in to: the Discuss the Reading section and Writing Workshop section of the lesson.  present information and Skill Bags (N-T/30-44)): standard is addressed in the Small Group Reading Ask and Answer ideas in a clear, concise Questions, Writing, and Reflect and Review sections of the lesson. manner. Reader’s Theater Scripts (N-U/30-50): standard is addressed in the “Interpret the Script”  discuss. section of the teacher’s guide Grade 4 Comprehension Strategy Posters: standard is addressed in the Extend the  interview. Lesson section of the teacher’s guide.  solve problems.  make decisions. 4.04 Share self-selected texts from a Book Room Leveled Texts (Q-R/40) and Teacher’s Guides: the Book Room variety of genres (e.g., poetry, letters, Collection includes fiction (fantasy, drama) and nonfiction (biographies, How-to, Career, Math, narratives, essays, presentations). Science, and Social Studies) texts. Reader’s Theater (N-U/30-50): plays

4.05 Use planning strategies to Book Room Leveled Texts (Q-R/40) and Teacher’s Guides: standard is addressed in generate topics and organize ideas the Writing Workshop section of the lesson. (e.g., brainstorming, mapping, Skill Bags (N-T/30-44): the Writing section of each lesson supports this standard by webbing, reading, discussion). following the process from brainstorming to drafting to editing and revising a text. 4.06 Compose a draft that conveys Book Room Leveled Texts (Q-R/40) and Teacher’s Guides: standard is addressed in major ideas and maintains focus on the Writing Workshop section of the lesson. (e.g., Astronomers (R/40)- Identify Main Ideas and the topic with specific, relevant, Supporting Details) supporting details by using Skill Bags (N-T/30-44): the Writing section of each lesson supports this standard by preliminary plans following the process from brainstorming to drafting to editing and revising a text. (e.g., Bag #7- Identify Main Ideas and Supporting Details) 4.08 Focus revision on a specific Book Room Leveled Texts (Q-R/40) and Teacher’s Guides: standard is addressed in element such as: the Writing Workshop section of the lesson.  word choice. Skill Bags (N-T/30-44): standard is addressed in the Writing section of the lesson.  sequence of events and ideas.  transitional words.  sentence patterns. 4.09 Produce work that follows the Book Room Leveled Texts (Q-R/40) and Teacher’s Guides: standard is addressed in conventions of particular genres (e.g., the Writing Workshop section of the lesson. personal and imaginative narrative, Skill Bags (N-T/30-44): standard is addressed in the Writing section of the lesson. research reports, learning logs, letters of request, letters of complaint).

PRODUCT SUPPORT

Competency Goal 5: The learner will apply grammar and language conventions to communicate effectively. 5.03 Elaborate information and ideas in writing and speaking by using: Skill Bags (N-T/30-44): standard is addressed in the Writing section of the lesson.  simple and compound sentences.  regular and irregular verbs.  adverbs.  prepositions.  coordinating conjunctions 5.04 Compose multiple paragraphs Book Room Leveled Texts (Q-R/40) and Teacher’s Guides: standard is addressed in with: the Writing Workshop section of the lesson.  topic sentences. Skill Bags (N-T/30-44): standard is addressed in the Writing section of the lesson.  specific, relevant details.  logical progression and movement of ideas.  coherence.  elaboration.  concluding statement related to the topic. 5.08 Demonstrate evidence of Grade 4 Assessment Handbooks: address the standard with the use of rubrics and language cohesion by: checklists.  logical sequence of fiction and nonfiction retells.  time order sequence of events.  sustaining conversations on a topic. North Carolina Fifth Grade English Language Arts Standards Correlated to Benchmark Education Products

Fifth Grade BENCHMARK EDUCATION

PRODUCT SUPPORT

Competency Goal 1: The learner will develop and apply enabling strategies and skills to read and write. 1.01 Expand and refine vocabulary through knowledge of prefixes, Book Room Leveled Texts (S-U/44-50) and Teacher’s Guides: standard is suffixes, roots, derivatives, context addressed in the During Reading-Skills and Strategies section of the teacher’s guide (e.g., From clues, and etymologies (word origins) Pyramids to Skyscrapers (T/44)- Word Solving- Use Context Clues) to assist comprehension. Skill Bags (N-T/30-44): standard is addressed in the Word Study section of the lesson 1.02 Select key vocabulary critical to Reader’s Theater Scripts (N-U/30-50): standard is addressed Discuss Vocabulary section the text and apply appropriate of the teacher’s guide meanings as necessary for Skill Bags (N-T/30-44): standard is addressed in the Word Study section of the lesson comprehension. Book Room Leveled Texts (S-U/44-50) and Teacher’s Guides: standard is addressed in the Before, During, and After Reading sections. The Comprehension Through Deductive Reasoning Question card includes Vocabulary –Building Questions. 1.03 Increase reading and writing Reader’s Theater Scripts (N-U/30-50): standard is addressed Discuss Vocabulary section vocabulary through: of the teacher’s guide  wide reading. Book Room Leveled Texts (S-U/44-50) and Teacher’s Guides: standard is  word study. addressed in the Before, During, and After Reading sections. The Comprehension Through Deductive Reasoning Question card includes Vocabulary –Building Questions. Also  word reference materials. addressed in the Writing section of the teachers’ guide.  content area study. Fluency Kit (N-U/30-50): addressed through independent practice and assessment  writing process elements. Skill Bags (N-T/30-44): addressed in the Word Study and Writing section of the lesson  writing as a tool. Grade 5 Comprehension Strategy Posters: standard is addressed in the Share the  debate. Poster section of the lesson.  discussions.  seminars.  examining the author's craft 1.04 Use word reference materials Book Room Leveled Texts (S-U/44-50) and Teacher’s Guides: glossaries can be (e.g., glossary, dictionary, thesaurus, found in the back of the nonfiction texts online reference tools) to identify and Skill Bags (N-T/30-44): the leveled texts included in the skill bags include glossaries where comprehend unknown words. applicable 1.05 Read independently daily from Reader’s Theater Scripts (N-U/30-50): standard is addressed Build Background and self-selected materials (consistent Content Vocabulary section of the lesson. Students develop fluency by practicing text both with the student's independent independently and as a group. reading level) to: Fluency Kits (N-U/30-50): standard is addressed in the fluency cards and audio CD.  increase fluency. Book Room Leveled Texts (S-U/44-50) and Teacher’s Guides: students can reread  build background texts for Fluency. Build Background and extend vocabulary is addressed in the Before and During Reading sections in the lesson. knowledge. Skill Bags (N-T/30-44): standard is supported in the Small Group Reading lesson  expand and refine Independent Workstation Activities- Independent Reading and Fluency Practice and Build vocabulary. Background and Interest sections.

PRODUCT SUPPORT

Competency Goal 2: The learner will develop and apply strategies and skills to comprehend text that is read, heard, and viewed. 2.01 Use metacognitive strategies Book Room Leveled Texts (S-U/44-50) and Teacher’s Guides: various independently and flexibly to monitor metagognitive strategies are taught and practiced in the During Reading section of the teacher’s comprehension and extend guide. (e.g., Having Healthful Habits (S/44)- metacognitive strategy-ask questions) vocabulary (e.g., skim, scan, reread the text, consult other sources, ask for help, summarize, paraphrase, question). 2.02 Interact with the text before, during, and after reading, listening, Book Room Leveled Texts (S-U/44-50) and Teacher’s Guides: various strategies are and viewing by: taught and practiced in the Before, During, and After Reading sections of the teacher’s guide.  making predictions. (e.g., Lewis and Clark (T/44)- Make Predictions). Standard is also addressed through the  formulating questions. Comprehension Through Deductive Reasoning Questions for each text. Skill Bags (N-T/30-44): targeted skills and strategies are taught and practiced in the skill  supporting answers from bags Previewing the Text, Setting a Purpose, and Ask /Answer Questions are addressed in the textual information, previous Small Group reading section of each lesson. experience, and/or other Grade 5 Comprehension Strategy Posters: each poster addresses a specific strategy. sources. After the strategy is modeled and taught, students are then provided with opportunity to  drawing on personal, independently practice the strategy through reproducible activities found in each teacher’s literary, and cultural guide. understandings. Reader’s Theater (N-U/30-50): standard is addressed in the Build Background, Content  seeking additional Connections and Interpret the Script sections of the teacher’s guide information.  making connections with previous experiences, information, and ideas. 2.03 Read a variety of texts, such as:  fiction (tall tales, myths). Book Room Leveled Texts (S-U/44-50) and Teacher’s Guides: a variety of texts are  nonfiction (books of true included in the Book Room collection: nonfiction- Biographies, Career, How-To, Math, Science, experience, newspaper and and Social Studies; fiction- fantasy and drama magazine articles, Skill Bags (N-T/30-44): include fiction trade books and nonfiction leveled texts schedules). Reader’s Theater (N-U/30-50): plays  poetry (narrative, lyric, and cinquains).  drama (plays and skits). 2.04 Identify elements of fiction and nonfiction and support by referencing Book Room Leveled Texts (S-U/44-50) and Teacher’s Guides: various strategies are the text to develop the: taught and practiced in the Before, During, and After Reading sections of the teacher’s guide.  plot development. (e.g., Martians Are People, Too (S/44)- Interpret Figurative Language)) Comprehension  author's choice of words. Through Deductive Reasoning Questions: text-dependent reading comprehension questions that range from the literal level (answers stated in the text) to the inferential and implied levels  effectiveness of figurative (deductive reasoning supported by clues/evidence in the text). Each title in the BookRoom language (e.g., collection has an accompanying set of questions. personification, flashback). Skill Bags (N-T/30-44): targeted skills and strategies are taught and practiced in Read-Aloud  tone. and Small Group Reading sections of the lesson. (e.g., Bag #15- Analyze Story Elements)

2.05 Evaluate inferences, Book Room Leveled Texts (S-U/44-50) and Teacher’s Guides: standard is conclusions, and generalizations and addressed in the Before, During, and After Reading sections of the lesson. Comprehension provide evidence by referencing the Through Deductive Reasoning Questions: text-dependent reading comprehension questions text(s). that range from the literal level (answers stated in the text) to the inferential and implied levels (deductive reasoning supported by clues/evidence in the text). Each title in the BookRoom collection has an accompanying set of questions. Skill Bags (N-T/30-44): standard is addressed in the Comprehension and Small Group Reading sections of the lesson. Grade 5 Comprehension Strategy Posters: standard is addressed in the Share the Poster, Provide a Real-World Model and Practice the Strategy sections of the lesson. Reader’s Theater Scripts (N-U/30-50): standard is addressed in the “Interpret the Script” section of the teacher’s guide Fluency Kits (N-U/30-50): standard is addressed using the Self-Check Questions on the back of the cards 2.07 Evaluate the usefulness and Book Room Leveled Texts (S-U/44-50) and Teacher’s Guides: standard is quality of information and ideas addressed in the Be After Reading sections of the lesson. Comprehension Through based on purpose, experiences, Deductive Reasoning Questions: text-dependent reading comprehension questions that text(s), and graphics. range from the literal level (answers stated in the text) to the inferential and implied levels (deductive reasoning supported by clues/evidence in the text).

Skill Bags (N-T/30-44): standard is addressed in Small Group Reading sections of the lesson

Reader’s Theater Scripts (N-U/30-50): standard is addressed in the “Interpret the Script” section of the teacher’s guide Fifth Grade BENCHMARK EDUCATION

PRODUCT SUPPORT

Competency Goal 3: The learner will make connections through the use of oral language, written language, and media and technology. 3.01 Respond to fiction, nonfiction, poetry, and drama using interpretive, Book Room Leveled Texts (S-U/44-50) and Teacher’s Guides: standard is critical, and evaluative processes by: addressed and practiced in the Before, During, and After Reading sections of the teacher’s  analyzing word choice and guide. (e.g. Bread and Roses (T/44)- Analyze Story Elements,). Standard is also addressed in the Comprehension Through Deductive Reasoning Level 3 Questions. content. Skill Bags (N-T/30-44): targeted skills and strategies are taught and practiced in the skill  examining reasons for a bags character's actions, taking Grade 5 Comprehension Strategy Posters: each poster addresses a specific strategy. into account the situation After the strategy is modeled and taught, students are then provided with opportunity to and basic motivation of the independently practice the strategy through reproducible activities found (e.g., Analyze Story character. Elements)  creating and presenting a Reader’s Theater Scripts (N-U/30-50): standard is addressed in the “Interpret the Script” product that effectively section of the teacher’s guide. demonstrates a personal response to a selection or experience.  examining alternative perspectives.  evaluating the differences among genres.  examining relationships among characters.  making and evaluating inferences and conclusions about characters, events, and themes. 3.03 Justify evaluation of characters Book Room Leveled Texts (S-U/44-50) and Teacher’s Guides: standard is and events from different selections addressed and practiced in the Before, During, and After Reading sections of the teacher’s by citing supporting evidence in the guide. (e.g., Martians Are People, Too (S/44)- Analyze Character). Standard is also addressed text(s). in the Comprehension Through Deductive Reasoning Level 3 Questions. Skill Bags (N-T/30-44): targeted skills and strategies are taught and practiced in the skill bags Grade 5 Comprehension Strategy Posters: each poster addresses a specific strategy. After the strategy is modeled and taught, students are then provided with opportunity to independently practice the strategy through reproducible activities found (e.g., Analyze Story Elements) Reader’s Theater Scripts (N-U/30-50): standard is addressed in the “Interpret the Script” section of the teacher’s guide. 3.05 Integrate main idea and Book Room Leveled Texts (S-U/44-50) and Teacher’s Guides: standard is supporting details from multiple addressed and practiced in the Before, During, and After Reading sections of the teacher’s sources to expand understanding of guide. (e.g., American History Adds UP (S/44) Identify Main Idea and Supporting Details). texts. Standard is also addressed in the Comprehension Through Deductive Reasoning Level 2 Questions. Skill Bags (N-T/30-44): targeted skills and strategies are taught and practiced in the skill bags (e.g., Bag #7- Identify Main Idea and Supporting Details)

PRODUCT SUPPORT

Competency Goal 4: The learner will apply strategies and skills to create oral, written, and visual texts. 4.01 Read aloud grade-appropriate Reader’s Theater Scripts (N-U/30-50): Scripts help build fluency and comprehension text with fluency, comprehension, through purposeful, repeated oral reading practice. Step 4, Reread the Script; Step 6, Assign expression, and personal style Roles and Rehearse the Play demonstrating an awareness of Fluency Kit (N-U/30-50): Step 4, Model Practicing the Passage Without the Recording, in volume, pace, audience, and “Using the Cards” in the Teacher’s Guide. Fluency Kits are used for independent practice purpose. Book Room Leveled Texts (S-U/44-50) and Teacher’s Guides: once the Small Group Reading lesson has been completed, students can reread the text for fluency. Skill Bags (N-T/30-44)): teacher models fluent reading in the Read-Aloud lesson. Small Group Reading section- Independent Reading Activity- students can select a text or fluency practice card 4.02 Use oral and written language Book Room Leveled Texts (S-U/44-50) and Teacher’s Guides: standard is to: addressed in the After Reading and Writing Workshop sections of the lesson.  formulate hypotheses. Skill Bags (N-T/30-44): standard is addressed in the After Reading and Writing sections of  evaluate information and the lesson. ideas.  present and support arguments.  influence the thinking of others. 4.05 Use a variety of preliminary Book Room Leveled Texts (S-U/44-50) and Teacher’s Guides: standard is strategies to plan and organize the addressed in the Writing Workshop section of the lesson. writing and speaking task considering Skill Bags (N-T/30-44): standard is addressed in the Writing section of the lesson. purpose, audience, and timeline. 4.06 Compose a draft that elaborates Book Room Leveled Texts (S-U/44-50) and Teacher’s Guides: standard is on major ideas and adheres to the addressed in the Writing Workshop section of the lesson. topic by using an appropriate Skill Bags (N-T/30-44): standard is addressed in the Writing section of the lesson. organizational pattern that accomplishes the purpose of the writing task and effectively communicates its content. 4.08 Focus revision on target Book Room Leveled Texts (S-U/44-50) and Teacher’s Guides: standard is elements by: addressed in the Writing Workshop section of the lesson.  improving word choice. Skill Bags (N-T/30-44): standard is addressed in the Writing section of the lesson.  rearranging text for clarity.  creating simple and/or complex sentences for clarity or impact.  developing a lead, characters, or mood. 4.09 Produce work that follows the Book Room Leveled Texts (S-U/44-50) and Teacher’s Guides: standard is conventions of particular genres (e.g., addressed in the Writing Workshop section of the lesson. essay, feature story, business letter). Skill Bags (N-T/30-44): standard is addressed in the Writing section of the lesson.

PRODUCT SUPPORT

Competency Goal 5: The learner will apply grammar and language conventions to communicate effectively. 5.03 Elaborate information and ideas Skill Bags (N-T/30-44): standard is addressed in the Writing section of the lesson. in speaking and writing by using:  prepositional phrases.  transitions.  coordinating and/or subordinating conjunctions. 5.05 Spell most commonly used Skill Bags (N-T/30-44): standard is addressed in the Word study section of the lesson words accurately using a multi- strategy approach to the learning of new spellings. 5.06 Proofread for accuracy of Skill Bags (N-T/30-44): standard is addressed in the Word study section of the lesson spelling using appropriate strategies to confirm spelling and to correct errors. 5.07 Edit final product for grammar, Book Room Leveled Texts (S-U/44-50) and Teacher’s Guides: standard is language conventions, and format. addressed in the Writing Workshop section of the lesson. Skill Bags (N-T/30-44): standard is addressed in the Writing section of the lesson.