Georgia Quality Core Curriculum Standards

GEORGIA QUALITY CORE CURRICULUM STANDARDS

GRADE K LANGUAGE ARTS

STRAND: Written Communication TOPIC: Reading

STANDARD:

12. Recognizes own name in print. Not applicable

13. Recognizes words in familiar contexts. Sounds and Symbols: Many lessons include age-appropriate word cards that draw from the lesson vocabulary. See examples in TRB Lessons 5, 7, 11, 13, 15, 16, 17, 18, 19, 20, 21, 22

GRADE (Level K): Students identify a given word used in a familiar context on pages 30-31 (Forms A and B).

GRADE Resource Library (K): WORKSHEETS: Word Reading/Decoding, KDC-W03a through KDC-W03k ACTIVITIES: Word Reading/Decoding, KDC-A02 through KDC-A05c

Weekly Reader (Level K): Common grade-appropriate words are used, often in conjunction with illustrations. Students view the picture and identify the corresponding word. See examples in Student Issues of April 2002, Week One (page 4—matching words and pictures); Week Two (page 6—captioned pictures) and Week Four (page 2—labeled picture).

14. Recognizes common signs and logos. GRADE (Level K) : Forms A and B, page 11 In addition, silhouetted symbols such as a plane, rabbit, or star are used throughout to indicate lines and sections of the test. Students are expected to know each symbol and track their progress through the test by these symbols as directed by the test proctor.

1 (Georgia QCC, Grade K, Written Communication/Reading, Cont.)

STRAND:

15. Holds print materials in correct position. Sounds and Symbols: Teachers model correct positioning of print materials when they read aloud to students from Storybook 1 and Storybook 2

GRADE and GRADE Resource Library (Level K): Pages throughout have pictures and letters that provide a definite top and bottom, which helps students to hold the material in a correct position.

Weekly Reader (Level K): Student issues have a consistent positional design with a definite front page and numerical pagination at the bottom of subsequent pages. Pictures on each page have a definite top and bottom, which further encourages proper positioning.

16. Demonstrates left-to-right and top-to-bottom progression.

Sounds and Symbols: Lesson 1 specifically addresses left-to-right progression of visual symbols. See Teacher’s Manual pages 1-2. Blackline Masters included in the program provide practice sentences that students read from left to right and from the top of the page to the bottom. See the following examples: Maters 17-2, 18-3, 20-2, 21-4, 27-4, 32-4, 32-A, 34-2, 36-1, 37-3

GRADE (Level K): Pages1-15 and 26-31 (Forms A and B) encourage left-to-right and top-to-bottom progression through the use of common symbols at the beginning of each line that students are directed to sequentially by the teacher.

GRADE Resource Library (K): WORKSHEETS encourage logical progression from top to bottom and left to right.

Weekly Reader (Level K): Throughout. See examples in the April 2002 issues. Week one, page 3: Pictures are numbered sequentially from top to bottom; Week three, page 3: Students fill in missing numbers in a left to right, top to bottom progression.

STRAND:

17. Discriminates visual similarities and differences in words.

Sounds and Symbols: Lesson 2 specifically addresses likenesses and differences in pictures and symbols. See Teacher’s Manual page 7. Letters and sounds are introduced incrementally throughout the program. For example, in Lesson 4, students are introduced to the letter and sound f. They are then exposed to a variety of words containing that letter/sound. Lesson 5 introduces the oo letter/sound, Lesson 6 introduces the p letter/sound, and so on.

GRADE (Level K): Same Words exercises on pages 2-3 (Forms A and B)

GRADE Resource Library (K): WORKSHEETS: Early Literacy Skills/Same and Different Words KEL-W05a through KEL-W05c. WORKSHEETS: Word Reading/Decoding/ Matching Like Words: KDC-W03a through KDC-W03k ACTIVITIES: Early Literacy Skills/Same and Different Words KEL-A11a throught KEL-A11d

Weekly Reader (Level K): Example: Student Issue April 2002, Week One: Students are able to identify words for five different animals and match them to pictures. Example: Student Issue April 2002, Week Four: Students learn words for parts of a plant on page 2; later they are able to visually discriminate among the words in order to use them to label a diagram on page 4.

18. Distinguishes between written letters, words, and sentences.

Sounds and Symbols: Masters are included for identification of letters/sounds, words, and sentences throughout. See the following examples: Masters 5-3, 6-A, 7-1, 11-1, 11-2, 13-A, 14-3, 14-4, 15-A, 17-2, 18-3, 19-1, 20-2.

GRADE (Level K): Letter Recognition exercises on pages 13-15 (Forms A and B). Word Reading exercises on pages 30-31 (Forms A and B).

STRAND:

18. Distinguishes between written letters, words, and sentences (Continued). GRADE Resource Library (K): WORKSHEETS: Early Literacy Skills/Letter Recognition KEL-W01a through KEL- W01o; Print Awareness KEL-W04a through KEL-W04d. ACTIVITIES: Early Literacy Skills/Letter Recognition KEL-A01 through KEL-A08b; Print Awareness KEL-A09 through KEL-A10.

19. Identifies upper- and lower-case letters of the alphabet out of sequence. GRADE (Level K): Training items, page 1 (Forms A and B) Letter Recognition, pages 13-15 (Forms A and B) Phoneme-Grapheme, pages 26-29 (Forms A and B)

GRADE Resource Library (K): WORKSHEETS: Early Literacy Skills/Letter Recognition KEL-W01a through KEL- W03r WORKSHEETS: Phoneme-Grapheme Correspondence KPGC-W01a through KPGC- W02c ACTIVITIES: Early Literacy Skills/Letter Recognition KEL-A01 through KEL-A08b ACTIVITIES: Phoneme-Grapheme Correspondence KPGC-A01 through KPGC-A04b

20. Associates sounds with letters. Sounds and Symbols: Each lesson throughout introduces a specific letter symbol and sound.

GRADE (Level K): Sound Matching, pages 9-12 (Forms A and B)

GRADE Resource Library (K): WORKSHEETS: Phonological Awareness/Sound Matching KPA-W03a through KPA- W09. WORKSHEETS: Phoneme-Grapheme Correspondence KPGC-W01a through KPGC- W02c WORKSHEETS: Word Reading/Decoding KDC-W01b through KDC-W01c and KDC- W03a through KDC-W03e ACTIVITIES: Phonological Awareness/Sound Matching KPA-A04 through KPA-A10c ACTIVITIES: Early Literacy Skills/Letter Recognition KEL-A04a through KEL-A04b ACTIVITIES: Phoneme-Grapheme Correspondence KPGC-A01 through KPGC-A04b

STRAND:

21. Verbalizes consonant sound when shown the consonant letter. Sounds and Symbols: Throughout. See Teacher’s Manual and correlating materials, Lessons 2, 4, 6, 9, 11, 13, 15-19, 21, 23, 24, 26, 28, 30, 31, 33, 35-40

GRADE Resource Library (K): ACTIVITIES: Phonological Awareness/Sound Matching KPA-A05a through KPA- A06c, KPA-A08a through KPA-A08e, and KPA-A10a through KPA-A10c

22. Recognizes rhyming words (e.g., CVC words, word families, etc.) GRADE (Level K): Rhyming, pages 4-7 (Forms A and B)

GRADE Resource Library (K): WORKSHEETS: Phonological Awareness/Rhyming KPA-W01a through KPA-W02f WORKSHEETS: Word Reading/Decoding KDC-W01a, KDC-W02 ACTIVITIES: Phonological Awareness/Rhyming KPA-A01a through KPA-A01c and KPA-A03a through KPA-A03c ACTIVITIES: Listening Comprehension KLC-A06

Weekly Reader (Level K): See poem included on pages 2-3 of sample April 2002, Week Four Student Edition. Teacher reads poem aloud to students and discusses rhyming words. See additional poetry included on page 4 of the Teacher’s Guide for April 2002.

23. Reads selected sight words. Sounds and Symbols: Reproducible flash card masters throughout drill students on selected sight words. Examples: Masters 7-1, 11-1, 11-2, 13-1, 16-1, 16-2. Reproducible masters of simple sight-word sentences are included throughout. Examples: Masters 17-2, 18-3, 20-2, 21-4, 22-3, 24-4.

GRADE (Level K): Word Reading, pages 30-31 (Forms A and B)

STRAND:

23. Reads selected sight words (Cont.) GRADE Resource Library (K): ACTIVITIES: Word Reading/Decoding KDC-A01a through KDC-A03, and KDC-A05a through KDC-A05c

Weekly Reader (Level K): Simple, age-appropriate reading words are used throughout the series. Words are introduced to students as read and reinforced by the teacher. April 2002 Week One Student Issue: Students match simple animal names to corresponding pictures (page 4). April 2002 Week Four Student Issue: Students learn words for the parts of a plant (page 2), then apply those words to a plant diagram (page 4).

24. Recalls orally a series of three visually presented items. Sounds and Symbols: Reproducible masters of simple sight-word sentences are included throughout. Examples: Masters 17-2, 18-3, 20-2, 21-4, 22-3, 24-4.

GRADE Resource Library (K): ACTIVITIES: Listening Comprehension KLC-A07

25. Uses words that signal sequence relationships such as first, next, and last. Sounds and Symbols: Each lesson includes a story-sequencing activity in which students place pictures from a story in order. Students use relationship-words as they retell the story.

Weekly Reader (Level K): April 2002, Week One: Students view a sequenced story about a hatching chick while the teacher reads the steps and identifies what happens first, second, and third. April 2002, Weed Four: Students view and read a sequenced story about planting and nourishing a plant, using words like first and then.

26. Classifies by characteristics such as color, size, shape, structure, and function.

GRADE (Level K): Print Awareness, page 8 (Forms A and B)

GRADE Resource Library (K): ACTIVITIES: Early Literacy Skills/Print Awareness, KEL-A09 and KEL-A10; Same and Different Words, KEL-A11a through KEL-A11d WORKSHEETS: Print Awareness, KEL-W04a through KEL-W04d; Same and Different Words, KEL-W05a through KEL-W05c

Weekly Reader (Level K): Many classifying activities are contained in the Student Edition of the Weekly Reader. See the following examples: April 2002, Week One: Students classify animals, matching baby names to adult names. April 2002, Week Two: After learning about different kinds of animals, students identify which ones come from eggs. April 2002, Week Three: Students count and graph four different items from a picture.

27. Sequences pictures to tell a story.

Sounds and Symbols: Story sequencing activities are incorporated in all lessons throughout and include reproducible masters for hands-on sequencing. See masters in Teacher’s Resource Binder.

Weekly Reader (Level K): April 2002, Week One: Students view a sequenced story about a hatching chick while the teacher reads the steps and identifies what happens first, second, and third. April 2002, Weed Four: Students view and read a sequenced story about planting and nourishing a plant, following arrows between steps and using words like first and then.

28. Interprets pictures to identify main idea, sequence of events, cause-effect, and prediction of logical outcomes.

Sounds and Symbols: Picture-related stories are incorporated in all lessons throughout and include reproducible masters for coloring, discussing, retelling, and hands-on sequencing. See masters in Teacher’s Resource Binder. Stories in the two included Storybooks have a full-color picture on each page. Teachers can use these pictures to stimulate discussion, encourage predictions, and check understanding.

GRADE (Level K): Listening Comprehension, pages 16-25 (Forms A and B)

Weekly Reader (Level K): April 2002, Week One: Students view a sequenced story about a hatching chick while the teacher reads the steps and identifies what happens first, second, and third. April 2002, Week Two: Students analyze drawings of various animals and eggs. After a teacher-led discussion, students are able to predict what kinds of eggs are shown and which animals come from eggs. April 2002, Week Three: Students identify main activities in a kindergarten classroom. April 2002, Week Four: Students view and read a sequenced story about planting and nourishing a plant, using words like first and then. They identify cause and effect in the plant-growth process.

29. Demonstrates an understanding that print makes sense by reading and explaining own writings and drawings.

Weekly Reader (Level K): April 2002, Week Four: Students copy given words onto appropriate lines to label the parts of a plant.

30. Increases vocabulary to reflect a growing range of interests and knowledge.

Sounds and Symbols: Vocabulary is increased through a wide range of words read aloud in stories and through new reading words included in each lesson.

GRADE (Level K): Increased vocabulary in reflected as students identify words in Word Reading, pages 30- 31 (Forms A and B).

GRADE Resource Library (K): WORKSHEETS: Word Reading/Decoding, KDC-W01a through KDC-W03k ACTIVITIES: Word Reading/Decoding, KDC-A01a through KDC-A05c.

Weekly Reader (Level K): Exposure to a broad range of topics and words helps increase vocabulary. Simple reading words are paired with illustrations to encourage understanding and word mastery. See the following examples: April 2002, Week One: Words related to baby animals. April 2002, Week Two: Words related to animals and eggs. April 2002, Week Three: Words related to the kindergarten classroom. April 2002, Week Four: Words related to plants.

31. Recognizes simple word opposites.

GRADE Resource Library (K): ACTIVITIES, Listening Comprehension/Recognizing Same and Different, KLC-A08b

GRADE 1 LANGUAGE ARTS

9 STRAND: Written Communication TOPIC: Reading

STANDARD:

GRADE (Level 1): Word Reading, pages 11-14 (Forms A and B). Sentence Comprehension, pages 15-18 (Forms A and B) Word Meaning, pages 19-24 (Forms A and B) Passage Comprehension, pages 25-33 (Forms A and B)

GRADE Resource Library (1): WORKSHEETS: Word Reading/Decoding, 1DC-W03a through 1DC-W08e WORKSHEETS: Vocabulary Building, 1Voc-W01a through 1Voc-W05c WORKSHEETS: Comprehension, 1PC-W01a through 1PCW02f and 1SC-W01a through 1SC-W06c ACTIVITIES: Word Reading/Decoding, 1DC-A01 through 1DC-A07. ACTIVITIES: Vocabulary Building, 1Voc-A01a through 1Voc-A03 ACTIVITIES: Comprehension, 1PC-A01a through 1PC-A011

Weekly Reader (Level 1): Exposure to a broad range of topics and words helps increase vocabulary. Simple reading words are paired with illustrations to encourage understanding and word mastery. See the following examples: April 2002, Week One: Words related to ocean environments. April 2002, Week Two: Words related to space and space travel. April 2002, Week Three: Words related trees. April 2002, Week Four: Words related to bugs. April 2002, Teacher’s Guide. Vocabulary words are listed at the beginning of each lesson . See TG pages 2 and 4.

(Georgia QCC, Grade 1, Written Communication/Reading, Cont.)

10 13. Distinguishes between letter/word, word/sentence, left/right, and beginning/ending of words and sentences.

Sounds and Symbols: Throughout the program, students are first introduced to a letter/sound, and then to words that include that letter/sound. As vocabulary and fluency increase later in the program, students are introduced to sentences (See Master 17-2 in lesson 17, for example). Lesson 1 specifically addresses left-to-right progression of visual symbols. See Teacher’s Manual pages 1-2. Blackline Masters included in the program provide practice sentences that students read from left to right and from the top of the page to the bottom. See the following examples: Masters 17-2, 18-3, 20-2, 21-4, 27-4, 32-4, 32-A, 34-2, 36-1, 37-3

GRADE (Level 1): Word Reading, pages 11-14 (Forms A and B) Sentence Comprehension, pages 15-18 (Forms A and B) Word Meaning, pages 19-24 (Forms A and B)

GRADE Resource Library (1): WORKSHEETS: Word Reading/Decoding, 1DC-W01a through 1DC-W08a WORKSHEETS: Comprehension/Sentence Comprehension, 1SC-W01a through 1SC- W06c ACTIVITIES: Word Reading/Decoding, 1DC-A01 through 1DC-A07

Weekly Reader (Level 1): Simple sentences are used throughout the student issues to model correct sentence structure. In addition, single words are used as labels or answers to questions. Teachers can emphasize the difference between single words and complete sentences, as well as the natural left-to-right progression of reading. Reading Assessment material in the Teacher’s Guide tests for understanding of sentence structure. See Teacher’s Guide April 2002, page 8.

11 14. Classifies and categorizes words into sets and groups with common characteristics.

Sounds and Symbols: Lessons are grouped around letters/sounds. For example, Lesson 4 introduces the f sound and symbol. Words beginning with that letter are grouped together. Lesson 6 introduces the p sound and symbol. Words beginning with that letter are grouped together, and so forth.

GRADE Resource Library (1): WORKSHEETS: Word Reading/Decoding, 1DC-W04a, 1DC-W04b, 1DC-W07a-f WORKSHEETS: Comprehension, 1SC-W01a through 1SC-W01d ACTIVITIES: Vocabulary Building, 1Voc-A01a through 1Voc-A01c

Weekly Reader (Level 1) : Vocabulary words are grouped according to a common theme. For example: April 2002, Week One: Words related to ocean environments. April 2002, Week Two: Words related to space and space travel. April 2002, Week Three: Words related trees. April 2002, Week Four: Words related to bugs.

15. Applies phonetic strategies to read by: -Using initial consonant substitution in rhyming words and word families; -Using beginning, medial, and ending consonants to orally decode one and two syllable words; -Using short, long, and “r” controlled vowel sounds to orally decode one and two syllable words; -Using consonant blends and digraphs to orally decode one- and two-syllable words.

Sounds and Symbols: This text is a phonemic awareness program that focuses on teaching children to discriminate sounds, determine sound positions, segment or sound out syllables and words, delete and substitute sounds, and blend sounds and symbols into words and sentences. Each lesson focuses on a different sound/symbol or blend.

GRADE (Level 1): Word Reading, pages 11-14 (Forms A and B): Closely related words are presented and students must be able to discriminate among sounds in various positions in the word to select the correct word.

12 (Georgia QCC, Grade1, Written Communication/Reading, Cont.)

15. Applies phonetic strategies (Cont.)

GRADE Resource Library (1): WORKSHEETS: Word Reading/Decoding: 1DC-W01a through 1DC-W02g, 1DC- W05a through 1DC-W05c ACTIVITIES: Word Reading/Decoding: 1DC-A01 through 1DC-A03c, 1DC-A05 through 1DC-A07

Weekly Reader: Competency in phonetics is tested in the Reading Assessment included in the April 2002 Teacher’s Guide, pages 7 and 9.

16. Uses word order and sentence structure to read. (Syntax – “Does it sound right?”)

Sounds and Symbols: Various activities throughout help students to understand the relevance of word order and sentence structure in reading. See examples in Teacher’s Guide pages 130-131 (#6), 156 (#6), 160 (#6), 164-165 (#6)

GRADE (Level 1): Sentence Comprehension, pages 15-18 (Forms A and B)

GRADE Resource Library (1): ACTIVITIES: Listening Comprehension, 1LC-A02b through 1LC-A02c WORKSHEETS: Comprehension/Sentence Comprehension, 1SC-W05a through 1SC- W06c

Weekly Reader: Materials to assess sentence structure are included in the April 2002 Teacher’s Guide, pages 7 and 12.

(Georgia QCC, Grade1, Written Communication/Reading, Cont.)

13 17. Demonstrates an understanding of semantic relationships by using pictures, context clues, word meanings, and prior knowledge in reading. (Semantics – “Does it make sense?”)

Sounds and Symbols: Students create “silly sentences” to highlight the importance of semantic relationships. See examples in Teacher’s Guide on page 130-131 (#6), 165 (#6).

GRADE (Level 1): Sentence Comprehension, pages 15-18 (Forms A and B): Students choose a word to complete a sentence from among several choices, only one of which makes sense.

GRADE Resource Library (1): ACTIVITIES: Listening Comprehension, 1LC-A02b through 1LC-A02c WORKSHEETS: Comprehension/Sentence Comprehension, 1SC-W05a through 1SC- W06c

Weekly Reader (Level 1): April 2002, Week Two, Page 4: Students read sentences and demonstrate understanding by correctly marking “yes” or “no.” April 2002, Week Three, Page 4: Students read sentences and demonstrate understanding by writing the correct word on the line. April 2002, Week Four, Page 4: Students read sentences and demonstrate understanding by correctly marking “yes” or “no.” April 2002 Teacher’s Guide: Includes Reading Comprehension section in the Reading Assessment materials, page 11,

18. Increases existing sight vocabulary (instant recognition).

Sounds and Symbols: Students are taught to recognize common words by sight. Sight words are indicated by a box in sentence exercises. See, for example, Masters 22-3, 32-4, 34-2, 37-3.

14 18. Increases existing sight vocabulary (instant recognition) (Cont.)

GRADE Resource Library (1): ACTIVITIES: Vocabulary Building, 1Voc-A03 ACTIVITIES: Word Reading/Decoding, 1DC-A04 WORKSHEETS: Word Reading/Decoding, 1Dc-W06a through 1DC-W08e WORKSHEETS: Vocabulary Building, 1Voc-W04a through 1Voc-W05c

Weekly Reader (Level 1): Sight vocabulary is increased and tested as students learn words in content areas, then use them in an exercise on the back page of the student edition. See examples in Student Edition for April 2002, Weeks One-Four, page 4. Reading Assessment material in the April 2002 Teacher’s Guide tests knowledge of sight vocabulary. See page 9.

19. Integrates language structure (syntax), meaning clues (semantics), phonetic strategies, and sight vocabulary when reading orally and silently.

Sounds and Symbols: Students focus on syntax through a focus on phonetic interpretation of words and sentences (See #16 above). They combine words to make sentences, determining sentences that make sense and those that do not (See #17 above). Sight words are incorporated into sentences (See #18 above).

GRADE Resource Library (1): ACTIVITIES: Listening Comprehension, 1LC-A02b through 1LC-A02c ACTIVITIES: Vocabulary Building, 1Voc-A03 WORKSHEETS: Comprehension/Sentence Comprehension, 1SC-W05a through 1SC- W06c WORKSHEETS: Word Reading/Decoding, 1Dc-W06a through 1DC-W08e WORKSHEETS: Vocabulary Building, 1Voc-W04a through 1Voc-W05c

15 19. Integrates language structure (syntax), meaning clues (semantics), phonetic strategies, and sight vocabulary when reading orally and silently.

Weekly Reader (Level 1): April 2002, Week Two, Page 4: Students read sentences and demonstrate understanding by correctly marking “yes” or “no.” April 2002, Week Three, Page 4: Students read sentences and demonstrate understanding by writing the correct word on the line. April 2002, Week Four, Page 4: Students read sentences and demonstrate understanding by correctly marking “yes” or “no.” Sight vocabulary is increased and tested as students learn words in content areas, then use them in an exercise on the back page of the student edition. See examples in Student Edition for April 2002, Weeks One-Four, page 4. Reading Assessment material in the April 2002 Teacher’s Guide tests knowledge of sight vocabulary (page 9), meaning (page 11), and syntax (page 12).

20. Reads with fluency and expression. Oral reading skills are not applicable to these programs.

21. Recognizes EXPLICIT main ideas, details, sequence of events, and cause-effect relationships in fiction and non-fiction.

GRADE (Level 1): Passage Comprehension, pages 25-33 (Forms A and B)

GRADE Resource Library (1): WORKSHEETS: Comprehension/Passage Comprehension, 1PC-W01a through 1PC- W02f ACTIVITIES: Comprehension, 1PC-A01a through 1PC-A011

Weekly Reader (Level 1): Explicit comprehension is enhanced and verified by frequent teacher-led discussions, as well has by activities integrated into the readings in the Student Editions. Examples of such activities can be found on page 4 of the April 2002, Weeks One –Four Student Editions.

16 22. Recognizes IMPLICIT main ideas, details, sequence of events, and cause-effect relationships in fiction and nonfiction.

GRADE Resource Library (1): WORKSHEETS: Comprehension/Passage Comprehension, 1PC-W01a through 1PC- W02f ACTIVITIES: Comprehension, 1PC-A01a through 1PC-A011

Weekly Reader (Level 1): Implicit comprehension is enhanced and verified by frequent teacher-led discussions. In addition, the Teacher’s Guide includes suggested for activities that extend the implicit concepts of the lesson material..

23. Identifies the main characters.

Sounds and Symbols: Thirty-nine separate characters are introduced and fully defined throughout the lessons.

GRADE (Level 1): Passage Comprehension, Form A, pages 25, 26, 28, 29, 31; Form B, pages 25, 29, 30

GRADE Resource Library (1): WORKSHEETS: Comprehension/Passage Comprehension, 1PC-W01a through 1PC- W02f.

25. Identifies characters’ actions, motives, emotions, traits, and feelings.

GRADE (Level 1): Passage Comprehension, Form A, pages 25, 26, 28, 30-32; Form B, pages 25, 28-31

GRADE Resource Library (1): WORKSHEETS: Comprehension/Passage Comprehension, 1PC-W02a through 1PC- W02f

17 26. Reads for understanding and rereads as needed for clarification, self-correction, and further comprehension.

Sounds and Symbols:  In guided reading of sentences and stories, teachers check for understanding and direct students to reread material as needed.

GRADE (Level 1): Passage Comprehension, pages 25-33 (Forms A and B): Students read and reread as necessary in order to answer questions following the selection.

Weekly Reader (Level 1): Students read material in Student Editions for understanding. Teacher’s check for full comprehension through guided discussion and direct students to reread as needed. In addition, worksheets on the back page of each edition test for understanding. Reading Comprehension questions in the Reading Assessment in the April 2002 Teacher’s Guide encourage reading for clarification.

27. Demonstrates comprehension when reading a variety of literary forms (e.g., fiction, nonfiction, poetry, and drama).

GRADE Resource Library (1): WORKSHEETS: Comprehension/Passage Comprehension, 1PC-W01a through 1PC- W02f.

Weekly Reader (Level 1): Students demonstrate comprehension by participation in teacher-led class discussions of material and through correct responses on worksheets on the back page of each Student Edition. See the Reading Comprehension questions, page 11 in the Reading Assessment in the April 2002 Teacher’s Guide.

18 28. Recognizes and reads compound words, contractions, possessives, and words containing the suffixes “ing,” “ed,” “s,” and “es.”

GRADE (Level 1): Students read words ending in “s,” “es,” and “ing,” as well as compound words, on the following pages: Form A: pages 15 (#3), 17 (#12), 18 (#15, 17), 20 (#6), 22 (#17) Form B: pages 14 (#17), 15 (#4), 16 (#9), 17 (#12, 13), 18 (#19), 21 (#5), 24 (#23)

Weekly Reader (Level 1): Plural words and compound words are used throughout the Student Editions.

29. Uses knowledge of root words, prefixes, and suffixes in word recognition. Not applicable

30. Recognizes simple word opposites. Not applicable

(Georgia QCC, Cont.)

19 GRADE 2 LANGUAGE ARTS

STANDARD:

15. Increases vocabulary to reflect a growing range of interests and knowledge. Sounds and Symbols: Vocabulary is increased through a wide range of words read aloud in stories and through new reading words included in each lesson.

GRADE (Level 2): Word Reading, pages 11-15 (Forms A and B). Sentence Comprehension, pages 16-19 (Forms A and B) Word Meaning, pages 20-25 (Forms A and B) Passage Comprehension, pages 26-33 (Forms A and B)

GRADE Resource Library (2): WORKSHEETS: Word Reading/Decoding, 2WR-W02a through 2WR-W04f, 2WR- W09a through 2WR-W09c WORKSHEETS: Vocabulary Building, 2Voc-W01a through 2Voc-W05b WORKSHEETS: Comprehension, 2SC-W01a through 2SC-W03d ACTIVITIES: Word Reading/Decoding, 2WR-A13 ACTIVITIES: Vocabulary Building, 2Voc-A01 through 2Voc-A05 ACTIVITIES: Listening, 2LC-A04

Weekly Reader (Level 1): Exposure to a broad range of topics and words helps increase vocabulary. Vocabulary words are paired with illustrations to encourage understanding and word mastery. In addition, students learn groups of words related by topic. See the following examples: March 29, 2002, Student Issue: Focus on tornadoes. Vocabulary includes tornadoes, twisters, funnel-shaped, tornado alley, and predict. Supplement to March 29, 2002, Student Issue: Focus on butterflies. Vocabulary includes: monarch, migrate, antennae, proboscis, and moth.

20 16. Classifies and categorizes words into sets and groups with common characteristics.

Sounds and Symbols: Lessons are grouped around letters/sounds. For example, Lesson 4 introduces the f sound and symbol. Words beginning with that letter are grouped together. Lesson 6 introduces the p sound and symbol. Words beginning with that letter are grouped together, and so forth.

GRADE (Grade 2): Word Reading, pages 11-15 (Forms A and B): For each test item, four to five words are given that have similar characteristics (e.g., starting sound, ending, letter patterns, etc.) Students must distinguish among the words and choose the correct one when given an oral prompt.

GRADE Resource Library (2): WORKSHEETS: Comprehension, 2VOC-W02a through 2VOC-W02d ACTIVITIES: Vocabulary Building, 2Voc-A01 through 2Voc-A05

Weekly Reader (Level 2): Exposure to a broad range of topics and words helps increase vocabulary. Vocabulary words are paired with illustrations to encourage understanding and word mastery. In addition, students learn groups of words related by topic. See the following examples: March 29, 2002, Student Issue: Focus on tornadoes. Vocabulary includes tornadoes, twisters, funnel-shaped, tornado alley, and predict. Supplement to March 29, 2002, Student Issue: Focus on butterflies. Vocabulary includes: monarch, migrate, antennae, proboscis, and moth.

17. Follows written directions.

Weekly Reader: An “Activity Page” is included in each student edition. Students follow directions given at the beginning of the page. See sample student edition, March 29, 2002, page 4. See also the Supplement to the Primary Edition for the same date, page 4.

21 18. Reads a variety of materials for information and pleasure.

Sounds and Symbols: Two Storybooks are included with the program. An interest in reading is stimulated as students are exposed to interesting characters and fun story lines. Colorful, appealing illustrations accompany each page of story text.

GRADE Resource Library (2): A booklist with dozens of age- and reading level-appropriate books in eight different categories (Cause & Effect, Chapter Books, Compare & Contrast, Drawing Conclusions, Main Idea/Detail, Making Inferences, Phonics/Decoding, and Rhyming) is included.

Weekly Reader (Level 2): Each Teacher’s Guide includes “Literature Connections,” a section that lists additional books on topics related to those in the Student Issue. Example: See Page 1, Column 1, of March 29, 2002, Teacher’s Guide.

19. Applies phonetic strategies to reading by -Using initial consonant substitution in rhyming words and word families; -Using beginning, medial, and ending consonants to orally decode words; -Using short, long, and “r” controlled vowel sounds to orally decode words; -Using consonant blends, digraphs, and diphthongs to orally decode words.

GRADE (Level 2): Word Reading, pages 11-15 (Forms A and B): Closely related words are presented, and students must be able to discriminate among sounds in various positions in the word to select the correct word.

22 19. Applies phonetic strategies to read (Cont.)

GRADE Resource Library (2): WORKSHEETS: Word Reading/Decoding: 2WR-W05a through 2WR-W05g ACTIVITIES: Word Reading/Decoding: 2WR-A01 through 2WR-A04c, 2WR-A06 through 2WR-A08

GRADE Resource Library (2): ACTIVITIES: Comprehension/Sentence Comprehension, 2SC-A03a, 2SC-A03b ACTIVITIES: Listening Comprehension, 2LC-A02a WORKSHEETS: Comprehension/Sentence Comprehension, 2SC-W01a through 1SC- W04c

21. Demonstrates an understanding of semantic relationships by using context clues, word meanings, and prior knowledge in reading. (Semantics—“Does it make sense?”)

Sounds and Symbols: Students create “silly sentences” to highlight the importance of semantic relationships. See examples in Teacher’s Guide on page 130-131 (#6), 165 (#6).

GRADE (Level 2): Sentence Comprehension, pages 16-19 (Forms A and B): Students choose a word to complete a sentence from among several choices, only one of which makes sense.

23 21. Demonstrates an understanding of semantic relationships by using pictures, context clues, word meanings, and prior knowledge in reading. (Semantics – “Does it make sense?”) (Cont.)

GRADE Resource Library (2): ACTIVITIES: Comprehension/Sentence Comprehension, 2SC-A03a through 2SC-A03b ACTIVITIES: Listening, 2LC-A04 WORKSHEETS: Comprehension/Sentence Comprehension, 2SC-W04a through 2SC- W04c

Weekly Reader (Level 2): March 29, 2002, Page 4: Students read questions and demonstrate understanding by marking correct answer from among three choices.  March 29, 2002: Student issue and corresponding material in Teacher Guide. As teachers introduce each page, children view the pictures and read the sentences. After reading material aloud, teachers lead appropriate discussion that draws on prior knowledge as well as information learned from reading.

GRADE Resource Library (2): ACTIVITIES: Vocabulary Building, 2Voc-A01 through 2Voc-A05 ACTIVITIES: Word Reading/Decoding, 2WR-A05, 2WR-A11, 2WR-A13 WORKSHEETS: Word Reading/Decoding, 2WR-W02a through 2WR-W04f, 2WR- W09a through 2WR-W09c

Weekly Reader (Level 2): Sight vocabulary is increased and tested as students learn words in content areas, then use them in an exercise on the back page of the student edition. See examples in Student Edition for March 29, 2002.

24 23. Integrates language structure (syntax), meaning clues (semantics), phonetic strategies, and sight vocabulary when reading orally and silently.

Sounds and Symbols: Various activities throughout help students to understand the relevance of word order and sentence structure in reading. See examples in Teacher’s Guide pages 130-131 (#6), 156 (#6), 160 (#6), 164-165 (#6) Students create “silly sentences” to highlight the importance of semantic relationships. See examples in Teacher’s Guide on page 130-131 (#6), 165 (#6). Students are taught to recognize common words by sight. Sight words are indicated by a box in sentence exercises. See, for example, Masters 22-3, 32-4, 34-2, 37-3.

GRADE (Level 2): Word Reading, pages 11-15 (Forms A and B) Sentence Comprehension, pages 16-19 (Forms A and B): Students choose a word to complete a sentence from among several choices, only one of which makes sense. Word Meaning, pages 20-25 (Forms A and B)

GRADE Resource Library (2): ACTIVITIES: Comprehension/Sentence Comprehension, 2SC-A03a, 2SC-A03b ACTIVITIES: Listening Comprehension, 2LC-A02a ACTIVITIES: Vocabulary Building, 2Voc-A01 through 2Voc-A05 ACTIVITIES: Word Reading/Decoding, 2WR-A05, 2WR-A11, 2WR-A13 WORKSHEETS: Comprehension/Sentence Comprehension, 2SC-W01a through 1SC- W04c WORKSHEETS: Word Reading/Decoding, 2WR-W02a through 2WR-W04f, 2WR- W09a through 2WR-W09c

Weekly Reader (Level 2): March 29, 2002, Page 4: Students read questions and demonstrate understanding by marking correct answer from among three choices.  March 29, 2002: Student issue and corresponding material in Teacher Guide. As teachers introduce each page, children view the pictures and read the sentences. After reading material aloud, teachers lead appropriate discussion that draws on prior knowledge as well as information learned from reading. Sight vocabulary is increased and tested as students learn words in content areas, then use them in an exercise on the back page of the student edition. See examples in Student Edition for March 29, 2002.

24. Reads with fluency and expression.

25 Oral reading skills are not applicable to these programs.

25. Recognizes EXPLICIT main ideas, details, sequence of events, and cause-effect relationships in fiction and nonfiction.

GRADE Resource Library (2): WORKSHEETS: Comprehension/Passage Comprehension, 2PC-W01a through 2PC- W05b ACTIVITIES: Comprehension, 2PC-A01a through 2PC-A01j ACTIVITIES: Listening, 2LC-A03

Weekly Reader (Level 2): Explicit comprehension is enhanced and verified by frequent teacher-led discussions, as well has by activities integrated into the readings in the Student Editions. Examples of such activities can be found on page 4 of the March 29, 2002, Student Edition and throughout the Teacher’s Guide to the same issue.

26. Recognizes IMPLICIT main ideas, details, sequence of events, and cause-effect relationships in fiction and nonfiction.

GRADE Resource Library (2): WORKSHEETS: Vocabulary Building 2Voc-W04a through 2Voc-W04e WORKSHEETS: Comprehension/Passage Comprehension, 2PC-W01a through 2PC- W03 ACTIVITIES: Comprehension/Passage Comprehension, 2PC-A01a through 2PC-A01j

Weekly Reader (Level 2): Implicit comprehension is enhanced and verified by frequent teacher-led discussions. In addition, the Teacher’s Guide includes suggested for activities that extend the implicit concepts of the lesson material. See, for example, “Critical Thinking” discussion guide on page 2 of the Teacher’s Guide for the March 29, 2002, issue.

26 Sounds and Symbols: Thirty-nine separate characters are introduced and fully defined throughout the lessons.

GRADE (Level 2): Passage Comprehension, Form A, pages 27, 29, 30, 32, 33; Form B, pages 29, 32, 33

GRADE Resource Library (2): WORKSHEETS: Comprehension/Passage Comprehension, 2PC-W01a through 2PC- W02b, and 2PC-W05a through 2PC-W05b ACTIVITIES: 2PC-A01a through 2PC-A01j

GRADE (Level 2): Passage Comprehension, Form A, pages 26-30, 32, 33; Form B, pages 26, 29, 32, 33

GRADE Resource Library (2): WORKSHEETS: Comprehension/Passage Comprehension, 2PC-W01a through 2PC- W02b, and 2PC-W05a through 2PC-W05b

29. Draws conclusions, makes predictions, and comparisons.

Sounds and Symbols: Each story in the program is significantly titled according to both story content and the phonetic concept of the lesson.  Colorful illustrations present main points of story lines throughout.

GRADE (Level 2): Passage Comprehension, Form A, pages 27-30, 33; Form B, pages 27-30, 32, 33

GRADE Resource Library (2): WORKSHEETS: Comprehension/Passage Comprehension, 2PC-W02a, 2PC-W02b ACTIVITIES: Comprehension/Passage Comprehension, 2PC-A01a through 2PC-A01j

27 29. Draws conclusions, makes predictions, and comparisons (Cont.)

Weekly Reader (Level 2): Example: March 29, 2002: Page 1, Student issue and corresponding material on Page 1 of Teacher’s Guide. Students view and discuss cover picture of issue, making content predictions. After students read the issue, teachers should revisit initial predictions and compare them to actual material. Example: March 29, 2002, Page 2, Teacher’s Guide. Students discuss tornado classification system and compare damage levels of different classifications. Later on page 3, they compare what they know, what they want to know, and what they have learned about tornadoes.

30. Reads for understanding and rereads as needed for clarification, self-correction, and further comprehension.

Sounds and Symbols:  In guided reading of sentences and stories, teachers check for understanding and direct students to reread material as needed.

GRADE Resource Library: WORKSHEETS: Comprehension/Passage Comprehension, 2PC-W01a through 2PC- 05b ACTIVITIES: Comprehension/Passage Comprehension, 2PC-A01a through 2PC-A01j

Weekly Reader (Level 2): Students read material in Student Editions for understanding. Teacher’s check for full comprehension through guided discussion and direct students to reread as needed. In addition, worksheets on the back page of each edition test for understanding.

28 31. Demonstrates comprehension when reading a variety of literary forms (e.g., fiction, nonfiction, poetry, and drama).

GRADE Resource Library (2): WORKSHEETS: Comprehension/Passage Comprehension, 2PC-W01a through 2PC- W05b. ACTIVITIES: Comprehension/Passage Comprehension, 2PC-A01a through 2PC-W05b

Weekly Reader (Level 2): Students demonstrate comprehension by participation in teacher-led class discussions of material and through correct responses on worksheets on the back page of each Student Edition.

32. Recognizes and reads compound words, contractions, possessives, and words containing the suffixes “ing,” “ed,” “s,” and “es.”

GRADE (Level 2): Students read words ending in “s,” “es,” “ed,” and “ing,” as well as compound words, on the following pages: Form A: pages 12 (#7), 16 (#1, 2), 17 (#6), 18 (#14), 19 (#16, 17) Form B: pages 11 (#2), 18 (#14), 19 (#16, 18), 22 (#10), 24 (#19)

GRADE Resource Library: WORKSHEETS: Word Reading/Decoding, 2WR-02a through 2WR-W02b ACTIVITIES: Word Reading/Decoding, 2WR-A13 ACTIVITIES: Vocabulary, 2Voc-A04

33. Uses knowledge of root words, prefixes, and suffixes in word recognition. Not applicable

29 34. Recognizes simple word opposites.

GRADE Resource Library: WORKSHEETS: 2Voc-W01a through 2Voc-W01c ACTIVITIES: 2Voc-A02

(Georgia QCC, Cont.)

30 GRADE 3 LANGUAGE ARTS

STANDARD:

GRADE (Level 3): Word Reading, pages 10-11 (Forms A and B). Sentence Comprehension, pages 12-13 (Forms A and B) Vocabulary, pages 14-15 (Forms A and B) Passage Comprehension, pages 16-23 (Forms A and B)

GRADE Resource Library (3): WORKSHEETS: Word Reading/Decoding, 3WR-W02a through 3WR-W09bAK WORKSHEETS: Vocabulary Building, 3Voc-W01a through 3Voc-W10cAK WORKSHEETS: Comprehension, 3SC-W01a through 2SC-W05dAK ACTIVITIES: Word Reading/Decoding, 3WR-A13 through 3WR-A06b ACTIVITIES: Vocabulary Building, 3Voc-A01 through 3Voc-A09

Weekly Reader (Level 3): Exposure to a broad range of topics and words helps increase vocabulary. March 15, 2002, Student Issue: Focus on Africa. Vocabulary includes lava, resident, and ton. Students study homophones on page 4 of the student edition of the March 15, 2002, Student Issue.

15. Classifies and categorizes words into sets and groups with common characteristics.

31 Sounds and Symbols: Lessons are grouped around letters/sounds. For example, Lesson 4 introduces the f sound and symbol. Words beginning with that letter are grouped together. Lesson 6 introduces the p sound and symbol. Words beginning with that letter are grouped together, and so forth.

GRADE (Grade 3): Word Reading, pages 10-11 (Forms A and B): For each test item, four to five words are given that have similar characteristics (e.g., starting sound, ending, letter patterns, etc.) Students must distinguish among the words and choose the correct one when given an oral prompt.

GRADE Resource Library (3): WORKSHEETS: Comprehension, 3Voc-W02a through 3VOC-W02dAK, and 2Voc- W10a through 3Voc-W10cAK ACTIVITIES: Vocabulary Building, 3Voc-A02a through 3Voc-A03, 3Voc-A06, 3Voc- A09

Weekly Reader (Level 3): Students study homophones on page 4 of the student edition of the March 15, 2002, Student Issue.

16. Follows written directions.

GRADE: Passage Comprehension, page 21, Form B

GRADE Resource Library: WORKSHEETS: Comprehension/Passage Comprehension, 3PC-W07a through 3PC- W07eAK

Weekly Reader (Level 3): A “Brain Builder” page is included in each student edition. Students follow directions given at the beginning of the page. See sample student edition, March 15, 2002, page 4.

17. Reads a variety of materials for information and pleasure.

32 Sounds and Symbols: Two Storybooks are included with the program. An interest in reading is stimulated as students are exposed to interesting characters and fun story lines. Colorful, appealing illustrations accompany each page of story text.

GRADE Resource Library (3): A booklist with dozens of age- and reading level-appropriate books in eight different categories (Cause & Effect, Chapter Books, Compare & Contrast, Drawing Conclusions, Main Idea/Detail, Making Inferences, Phonics/Decoding, and Rhyming) is included.

Weekly Reader (Level 3): Each Teacher’s Guide includes “Literature Connections,” a section that lists additional books on topics related to those in the Student Issue. Example: See Page 1, Column 1, of March 25, 2002, Teacher’s Guide.

18. Reads for a variety of purposes in different kinds of texts.

GRADE: A variety of reading material is included in the Passage Comprehension section, pages 16-23 (Forms A and B).

GRADE Resource Library: WORKSHEETS: Comprehension/Passage Comprehension, 3PC-W01a through 3PC- W07eAK (Cause and Effect, Critical Thinking, Drawing Conclusions, Finish the Story, Historical Passages, Poetry, Practical Passages) ACTIVITIES: Comprehension/Passage Comprehension, 3PC-A01a through 3PC-A01m (includes fiction and non-fiction readings)

Weekly Reader (Level 3): Reading for information is emphasized in the March 15, 2002, Student Edition. Readings in this issue are drawn from geography, science, and sociology. “Literature Connections” on page 1 of the corresponding Teacher’s Guide contains suggestions for extending reading, including titles from fiction and science. Additional information about current events is also included on pages 1-2 of the corresponding Teacher’s Guide.

19. Applies phonetic strategies to read by:

33 -Using initial consonant substitution in rhyming words and word families; -Using beginning, medial, and ending consonants to orally decode words; -Using short, long and “r” controlled vowel sounds to orally decode words; -Using consonant blends, digraphs and diphthongs to orally decode words.

GRADE (Level 3): Word Reading, pages 10-11 (Forms A and B): Closely related words are presented, and students must be able to discriminate among sounds in various positions in the word to select the correct word.

GRADE Resource Library (3): WORKSHEETS: Word Reading/Decoding: 3WR-W02a through 3WR-W09bAK ACTIVITIES: Word Reading/Decoding: 3WR-A01a through 3WR-A06b

GRADE Resource Library (3): ACTIVITIES: Comprehension/Sentence Comprehension, 3SC-A01 through 3SC-A04 ACTIVITIES: Listening Comprehension, 3LC-A03 through 3LC-A05a WORKSHEETS: Comprehension/Sentence Comprehension, 3SC-W01a through 3SC- W05dAK

21. Demonstrates an understanding of semantic relationships by using context clues, word meanings, and prior knowledge in reading.

34 GRADE: Sentence Comprehension, pages 12-13 (Forms A and B) Vocabulary, pages 14-15 (Forms A and B)

GRADE Resource Library (3): ACTIVITIES: Comprehension/Sentence Comprehension, 3SC-A01 through 3SC-A04 WORKSHEETS: Comprehension/Sentence Comprehension, 3SC-W01a through 3SC- W05dAK

Weekly Reader (Level 3): March 15, 2002, Page 4: Students read questions and demonstrate understanding by marking correct answer from among three choices. March 15, 2002, Page 4: Students identify homophones and how their meanings differ according to their use in context.  March 15, 2002: Student issue and corresponding material in Teacher Guide. As teachers introduce each page, children view the pictures and read the sentences. After reading material aloud, teachers lead appropriate discussion that draws on prior knowledge as well as information learned from reading.

GRADE (Level 3): Word Reading, pages 10-11 (Forms A and B) Sentence Comprehension, pages 12-13 (Forms A and B) Vocabulary, pages 14-15 (Forms A and B)

GRADE Resource Library (3): ACTIVITIES: Word Reading/Decoding, 3WR-A01a through 3WR-A06b ACTIVITIES: Vocabulary Building, 3Voc-A01 through 3Voc-A09 WORKSHEETS: Word Reading/Decoding, 3WR-W02a through 3WR-W09bAK WORKSHEETS: Vocabulary Building, 3Voc-W01 through 3Voc-W10cAK

22. Increases existing sight vocabulary (instant recognition) (Cont.)

Weekly Reader (Level 3):

35 Sight vocabulary is increased and tested as students learn words in content areas, then use them in an exercise on the back page of the student edition. See examples in Student Edition for March 15, 2002.

23. Integrates language structure (syntax), meaning clues (semantics), phonetic strategies, and sight vocabulary when reading orally and silently.

Sounds and Symbols: This text is a phonemic awareness program that focuses on teaching children to discriminate sounds, determine sound positions, segment or sound out syllables and words, delete and substitute sounds, and blend sounds and symbols into words and sentences. Each lesson focuses on a different sound/symbol or blend. Various activities throughout help students to understand the relevance of word order and sentence structure in reading. See examples in Teacher’s Guide pages 130-131 (#6), 156 (#6), 160 (#6), 164-165 (#6) Students are taught to recognize common words by sight. Sight words are indicated by a box in sentence exercises. See, for example, Masters 22-3, 32-4, 34-2, 37-3.

GRADE (Level 3): Word Reading, pages 10-11 (Forms A and B): Closely related words are presented, and students must be able to discriminate among sounds in various positions in the word to select the correct word. Sentence Comprehension, pages 12-13 (Forms A and B) Vocabulary, pages 14-15 (Forms A and B)

GRADE Resource Library (3): WORKSHEETS: Word Reading/Decoding: 3WR-W02a through 3WR-W09bAK WORKSHEETS: Comprehension/Sentence Comprehension, 3SC-W01a through 3SC- W05dAK WORKSHEETS: Vocabulary Building, 3Voc-W01 through 3Voc-W10cAK ACTIVITIES: Word Reading/Decoding: 3WR-A01a through 3WR-A06b ACTIVITIES: Comprehension/Sentence Comprehension, 3SC-A01 through 3SC-A04 ACTIVITIES: Listening Comprehension, 3LC-A03 through 3LC-A05a ACTIVITIES: Vocabulary Building, 3Voc-A01 through 3Voc-A09

23. Integrates language structure (syntax), meaning clues (semantics), phonetic strategies, and sight vocabulary when reading orally and silently. (Cont.)

36 Weekly Reader (Level 3): March 15, 2002, Page 4: Students read questions and demonstrate understanding by marking correct answer from among three choices. March 15, 2002, Page 4: Students identify homophones and how their meanings differ according to their use in context.  March 15, 2002: Student issue and corresponding material in Teacher Guide. As teachers introduce each page, children view the pictures and read the sentences. After reading material aloud, teachers lead appropriate discussion that draws on prior knowledge as well as information learned from reading.

24. Reads with fluency and expression. Oral reading skills are not applicable to these programs.

25. Recognizes EXPLICIT main idea, details, sequence of events, and cause-effect relationships in fiction and nonfiction.

GRADE Resource Library (3): WORKSHEETS: Comprehension/Passage Comprehension, 3PC-W01a through 3PC- W07eAK ACTIVITIES: Comprehension, 3PC-A01a through 3PC-A01m ACTIVITIES: Listening, 3LC-A01, 3LC-A03 through 3LC-A04c

Weekly Reader (Level 3): Explicit comprehension is enhanced and verified by frequent teacher-led discussions, as well has by activities integrated into the readings in the Student Editions. Examples of such activities can be found on page 4 of the March 15, 2002, Student Edition and throughout the Teacher’s Guide to the same issue.

26. Recognizes IMPLICIT main ideas, details, sequence of events, and cause-effect relationships in fiction and nonfiction.

37 GRADE (Level 3): Passage Comprehension, pages 16-23 (Forms A and B)

GRADE Resource Library (3): WORKSHEETS: Vocabulary Building 3Voc-W05a through 3Voc-W05bAK and 3Voc- W09a through 3Voc-W09eAK WORKSHEETS: Comprehension/Passage Comprehension, 3PC-W01a through 3PC- W07eAK ACTIVITIES: Comprehension/Passage Comprehension, 3PC-A01a through 3PC-A01m

Weekly Reader (Level 3): Implicit comprehension is enhanced and verified by frequent teacher-led discussions. In addition, the Teacher’s Guide includes suggested for activities that extend the implicit concepts of the lesson material. See, for example, “Conduct a Classroom Discussion” guide on page 2 of the Teacher’s Guide for the March 15, 2002, issue.

Sounds and Symbols: Thirty-nine separate characters are introduced and fully defined throughout the lessons.

GRADE (Level 2): Passage Comprehension, Form A, pages 17, 18, 20, 23; Form B, pages 17, 18, 19, 20

GRADE Resource Library (2): WORKSHEETS: Comprehension/Passage Comprehension, 3PC-W03a through 3PC- W03bAK ACTIVITIES: 3PC-A01c

38 GRADE (Level 3): Passage Comprehension, Form A, pages 16-18, 20, 23; Form B, pages 16-20, 22

GRADE Resource Library (3): WORKSHEETS: Comprehension/Passage Comprehension, 3PC-W03a

29. Draws conclusions, makes predictions, compares-contrasts, and makes generalizations.

Sounds and Symbols: Each story in the program is significantly titled according to both story content and the phonetic concept of the lesson.  Colorful illustrations present main points of story lines throughout.

GRADE (Level 3): Listening Comprehension, Form A page 4 (#6); Form B, page 9 (#17) Passage Comprehension, pages 17-23 (Forms A and B)

GRADE Resource Library (3): WORKSHEETS: Comprehension/Passage Comprehension, 3PC-W01a through 3PC- W04bAK ACTIVITIES: Comprehension/Passage Comprehension, 3PC-A01a through 3PC-A01m

Weekly Reader (Level 3): Example: March 15, 2002: Page 1, Student issue and corresponding material on Page 1 of Teacher’s Guide. Students view and discuss cover picture of issue, making content predictions. After students read the issue, teachers should revisit initial predictions and compare them to actual material. Example: March 15, 2002, Page 2, Student Issue. After reading about volcanoes, students make generalizations about the harmful effects of lava and ash.

30. Reads for understanding and rereads as needed for clarification, self-correction, and further comprehension.

39 Sounds and Symbols:  In guided reading of sentences and stories, teachers check for understanding and direct students to reread material as needed.

GRADE Resource Library (3): WORKSHEETS: Comprehension/Passage Comprehension, 3PC-W01a through 3PC- W07eAK ACTIVITIES: Comprehension/Passage Comprehension, 3PC-A01a through 3PC-A01m

Weekly Reader (Level 3): Students read material in Student Editions for understanding. Teacher’s check for full comprehension through guided discussion and direct students to reread as needed. In addition, worksheets on the back page of each edition test for understanding.

31. Demonstrates comprehension when reading a variety of literary forms (e.g., fiction, nonfiction, poetry, and drama).

GRADE Resource Library (3): WORKSHEETS: Comprehension/Passage Comprehension, 3PC-W01a through 3PC- W07eAK. ACTIVITIES: Comprehension/Passage Comprehension, 3PC-A01a through 3PC-W01m

Weekly Reader (Level 3): Students demonstrate comprehension by participation in teacher-led class discussions of material and through correct responses on worksheets on the back page of each Student Edition.

32. Recognizes and reads compound words, contractions, possessives, and words containing the suffixes “ing,” “ed,” “s,” and “es.”

GRADE (Level 3): Students read words ending in “s,” “es,” “ed,” and “ing,” as well as compound words,

40 contractions, and possessives, on the following pages: Form A: pages 10 (#3, 14), 12 (#4, 6, 7), 13 (#11, 13-16), 15 (#24) Form B: pages 10 (#1, 2), 11(#24, 26, 29), 12 (#1, 5, 6, 8, 9), 13 (#14, 15, 18, 19), 14 (#9), 15 (#20, 27)

GRADE Resource Library (3): WORKSHEETS: Word Reading, Decoding, 3WR-03a through 3WR-W04bAK

33. Uses knowledge of root words, prefixes, and suffixes in word recognition.

GRADE (Level 3): Form A: pages 12 (#5, 7, 8), 13 (#13, 15), 14 (#4, 7), 15 (#17, 20, 22, 25) Form B: pages 10 (#10), 11 (#26, 29), l2 (#9), 13 (#18, 19), 14 (39, 14), 15 (#18, 20, 27)

GRADE Resource Library (3): ACTIVITIES: Vocabulary Building, 3Voc-A08 WORKSHEETS: Vocabulary Building, 3Voc-W08a through 3Voc-W08bAK

34. Uses knowledge of synonyms, antonyms, and homophones when reading.

GRADE (Level 3): Vocabulary, pages 14-15 (Forms A and B)

GRADE Resource Library (3): WORKSHEETS: Word Reading/Decoding, 3WR-W05 through 3WR-W05AK WORKSHEETS: Vocabulary Building, 3Voc-W01 through 3Voc-W01AK and 3VocW10a through 3Voc-W10cAK ACTIVITIES: Vocabulary Building, 3Voc-A01, 3Voc-A05, and 3Voc-A09

Weekly Reader (Level 3): Example: March 15, 2002, Student Issue: Page 4 includes an activity for which students identify and match homonyms.