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Balanced Literacy Teacher’s Guide

Each week, you will find: — Guide

instruction through whole group, small group, and independent literacy work.

— Make text the center of your instruction.

Anchor texts and topically related paired readings encourage students to explore concepts across genres. Small group lessons support students in strengthening close reading and comprehension skills.

The Balanced Literacy Teacher’s Guide provides the rigor and support you expect from Reading Street Common Core in a comprehensive Literacy Workshop framework—all in one volume!

Create a student-centered environment with instruction to meet the needs of your classroom and the expectations of the CCSS.Sneak Peek!

Focus on the process, focus on the modes, focus on writing about what was read.

Mini-lessons and models are the foundation for writing workshops. Instruction in the traits and craft of writing shows students how to apply these skills in response to text.

— Learn, listen, talk. Daily lessons in vocabulary, spelling, and

phonics build a foundation for reading and encourage students to dig deeper into words and text.

Comprehension

DAY 3 Close Reading: Whole/Shared or Small Group

A Place to Play, SE pp. 20–33SECOND READ QUESTIONS Encourage children to practice close reading by drawing knowledge from the text.

- On pages 22–23, what does the author want you to know about the community center?

- Why does Ms. Torres want to help out at the community center? Explain why growing up in the neighborhood would make Ms. Torres want to help. (p. 25)

- Read the sentences and look at the picture on page 29. What is Mr. Jackson building? What clues in the picture and the text tell you that?

- Using what you learned in this selection, tell how places can change. Use clues from the text and pictures to support your answer. (pp. 32–33)

- Think Critically: Have children answer the Think Critically questions on p. 34 in the Student Edition.

RETELL Have children use the retelling strip in the Student Edition or the Story Sort to retell the selection. Monitor children’s retelling.

MONITOR PROGRESS

Check Retelling

If… children have trouble retelling the selection, then… use Story Sequence Graphic Organizer 23 or the Retelling Cards/Story Sort to scaffold their retelling.

WRITING TO SOURCES Use Write Like A Reporter on pp. 114–115 to guide children in writing text-based responses using one source.

DAY 4 Whole Group Shared Reading

“My Neighborhood, Then and Now,” SE pp. 38–41

Social Studies in Reading: AutobiographyACTIVATE PRIOR KNOWLEDGE Ask children what they learned from other texts this week about neighborhoods and how they change.

PREVIEW AND PREDICT Have children turn to p. 38 in the Student Edition. Have them look through the selection and predict what they might learn. Ask them what clue helped them make that prediction.

GENRE An autobiography is a true story about a person’s life written by that person. Explain that this selection is an autobiography because Emily is writing about her own life.

SUMMARIZE Good readers look for important ideas as they read so that they can summarize a story. When I finished reading A Place to Play, I recalled that many neighbors worked together to make a place for all to enjoy. I will pay attention to the important ideas as I continue reading.

COMPARE AND CONTRAST I think about the title of this autobiography—“My Neighborhood, Then and Now.” I wonder how the neighborhood is different now. I read that a tree planted by Emily’s family has grown tall.

WRITING TO SOURCES Use Connect the Texts on pp. 116–117 to guide children in writing text-based responses using two sources.

Small Group Guided Reading Reading Street Sleuth: “A New School Home,” pp. 36–37

DAY 5 Teacher- or Student-Selected ReadingChoose a leveled reader appropriate for student level from your school bookroom or use suggested leveled readers to complete the text set:

- Concept Literacy: Gardens Change (Lexile 100, Guided Reading Level A)

- Below Level: In My Room (Lexile 110, Guided Reading Level C)- On-Level: Let’s Build a Park! (Lexile BR, Guided Reading Level D)- Advanced: A New Library (Lexile 380, Guided Reading

Level I)- ELL: My Street- ELD: My Street

Suggestions for This Week’s Independent Reading:A book from the Trade Book Library Classroom SetInformational texts on last week’s science topic: How is an insect community like a community of people?Nonfiction book by a favorite author

WRITING TO SOURCES At the end of this unit, use the Prove It! Unit Writing Task on pp. 138–147 to guide children in analyzing multiple sources and citing evidence from the text.

Small Group Guided Reading Reading Street Sleuth: “A New School Home,” pp. 36–37

Small Group Guided Reading Routine Sequence; SummarizeGuided reading allows children to apply skills and strategies with guidance and allows teachers to differentiate instruction.1. Organize children into groups of three or four and provide

them with the text.2. Have children preview the text and illustrations to predict the

sequence of events. Provide guidance and support.3. Remind children to practice summarizing as they read. 4. While you work with one group, other children should be

reading independently or working in literacy centers.

Small Group Plan for ComprehensionACCESS TEXT Read A Place to Play

- See Day 2 for examples of leveled Access Text questions and activities.

If… children need more scaffolding and practice with the Comprehension Skill, then…

Intervention OptionsTIER 2 Choose an appropriate lesson from the RTI Kit.

TIER 3 Use My Sidewalks on Reading Street, Unit 3, Week 1 lesson.

Comprehension 225

UNIT 3 WEEK 1 Comprehension

Comprehension ResourcesStudent EditionReader’s and Writer’s NotebookReading Street SleuthWriting to Sources

Additional (Optional) ResourcesSmall Group pagesIndependent Practice StationsEnvision It! AnimationsStory SortDifferentiated Instruction pagesMy Sidewalks on Reading StreetRTI Kit

Target Comprehension Skill and Strategy

Sequence Summarize

Academic Vocabularysequence the order of eventsantonyms words that have opposite meaningssummarize to recall the important ideas in a textrealistic fiction a made-up story that could happen in real lifesequence words clue words such as first, next, then, and last that signal the order of events in a story

Build Content KnowledgeSocial Studies Connections People can work together to make a neighborhood better. They can change some things to reflect the needs of the people who live there.

DAY 2 Whole Group Shared Reading

A Place to Play, SE pp. 20–33GENRE Realistic fiction is a made-up story that could happen in real life. As they read A Place to Play, ask children to look for events that indicate this could happen in real life.

PREDICT AND SET PURPOSE Have children predict what the selection will be about. Guide them to set a purpose for reading the story.

TEACH SUMMARIZE Explain that when readers want to understand or remember what they read,

FIRST READ QUESTIONS If children need support, help them clarify understanding:- Look at the community center on pages 20 and 21. What are these people doing?- Are the people still working on this place? How can you tell? (pp. 20–21)- How does the author show that the community center is not finished? (p. 23)- What do Benny and Molly do after they find their mom and dad? (p. 24)- What does Ms. Torres mean when she says she grew up in the neighborhood? (p. 25)- I know that the words playing and working on page 27 are opposites. Words that are opposites

are called antonyms. What word on page 27 is the antonym, or opposite, of ground?- What is the first thing that happens on pages 28–29? What happens next?- What would someone have to do so Mr. Gray’s art wouldn’t always be there? (pp. 28–29)- Have children summarize A Place to Play in their own words by telling about each person shown

on page 30 that Benny has met.- What is the last thing that the family sees before they go home? (p. 33)- Check Understanding: Do you think this story could happen in real life?

Access Text Questions for Small Group Guided Reading On-Level Strategic Intervention Advanced

Where are Benny and Molly going? What are Mom and Dad doing? Why would they plant things? Why did they plant things in this spot? Find the sentence that tells you.

What is the man doing? Who says, “That wall looks like my neighborhood”? What words tell you who is talking? What does Benny like about the picture? Where does Benny say the people are working and playing? Tell what that means.

Have children silently read this week’s main selection, A Place to Play. Have them retell the story, identifying characters, setting, and the sequence of events.

DAY 1 Whole Group Shared (Modeled) Reading: Teacher Read Aloud

“We’re Moving,” TE p. 17bREAD Have children listen as you read aloud “We’re Moving” on p. 17b.

When I read, I look for clue words to help me pay attention to the order of events. Hanna and her mom have lots to do before they move. The clue word first helps me know when they started packing boxes. Continue modeling next and last events from the story.

TEACH SEQUENCE Events in a story happen in a certain order called a sequence. Good readers pay attention to the sequence in which things happen because it helps them understand the story. Display the words first, next, and last. Authors use clue words such as these to help readers know the sequence. What happens to the tree first? What happens to the tree next? What happens to the tree last?

GUIDE PRACTICE After rereading “We’re Moving,” have children choose one event from the story to draw. Have them share their drawings with the class, using a sequence word to describe their pictures.

APPLY Use Reader’s and Writer’s Notebook, p. 315.

224 Go to pearsonrealize.com for more practice.

OVERVIEWOVERVIEW

The Target Skills and Strategies, Academic Vocabulary, and Content Knowledge for the week are identified.

Instruction provides opportunities for modeled, whole group, small group, and independent learning.

Science and social studies content is integrated into lessons.

ELL notes provide ideas for scaffolding and additional practice.

With a variety of text options, literacy instruction is flexible.

When intervention is necessary, use the RTI Kit or My Sidewalks on Reading Street.

Suggestions for small group activities are built in.

The resources you’ll need, as well as additional, optional resources are shown.

Routines allow the teacher to differentiate instruction.

What is the Balanced Literacy Teacher’s Guide?Each week of the Balanced Literacy Teacher’s Guide provides teacher support in the following areas:

• Phonemic Awareness• Phonics and Spelling• Vocabulary

• Comprehension• Conventions, Writing, and Research• Communication and Collaboration

Each week also includes:• a planner• information on resources, including assessment

Below is an example of one week of Comprehension instruction. Key features are called out.

vi Balanced Literacy Teacher’s Guide Overview viiOverview vii

Comprehension

DAY 3 Close Reading: Whole/Shared or Small Group

A Place to Play, SE pp. 20–33SECOND READ QUESTIONS Encourage children to practice close reading by drawing knowledge from the text.

- On pages 22–23, what does the author want you to know about the community center?

- Why does Ms. Torres want to help out at the community center? Explain why growing up in the neighborhood would make Ms. Torres want to help. (p. 25)

- Read the sentences and look at the picture on page 29. What is Mr. Jackson building? What clues in the picture and the text tell you that?

- Using what you learned in this selection, tell how places can change. Use clues from the text and pictures to support your answer. (pp. 32–33)

- Think Critically: Have children answer the Think Critically questions on p. 34 in the Student Edition.

RETELL Have children use the retelling strip in the Student Edition or the Story Sort to retell the selection. Monitor children’s retelling.

MONITOR PROGRESS

Check Retelling

If… children have trouble retelling the selection, then… use Story Sequence Graphic Organizer 23 or the Retelling Cards/Story Sort to scaffold their retelling.

WRITING TO SOURCES Use Write Like A Reporter on pp. 114–115 to guide children in writing text-based responses using one source.

DAY 4 Whole Group Shared Reading

“My Neighborhood, Then and Now,” SE pp. 38–41

Social Studies in Reading: AutobiographyACTIVATE PRIOR KNOWLEDGE Ask children what they learned from other texts this week about neighborhoods and how they change.

PREVIEW AND PREDICT Have children turn to p. 38 in the Student Edition. Have them look through the selection and predict what they might learn. Ask them what clue helped them make that prediction.

GENRE An autobiography is a true story about a person’s life written by that person. Explain that this selection is an autobiography because Emily is writing about her own life.

SUMMARIZE Good readers look for important ideas as they read so that they can summarize a story. When I finished reading A Place to Play, I recalled that many neighbors worked together to make a place for all to enjoy. I will pay attention to the important ideas as I continue reading.

COMPARE AND CONTRAST I think about the title of this autobiography—“My Neighborhood, Then and Now.” I wonder how the neighborhood is different now. I read that a tree planted by Emily’s family has grown tall.

WRITING TO SOURCES Use Connect the Texts on pp. 116–117 to guide children in writing text-based responses using two sources.

Small Group Guided Reading Reading Street Sleuth: “A New School Home,” pp. 36–37

DAY 5 Teacher- or Student-Selected ReadingChoose a leveled reader appropriate for student level from your school bookroom or use suggested leveled readers to complete the text set:

- Concept Literacy: Gardens Change (Lexile 100, Guided Reading Level A)

- Below Level: In My Room (Lexile 110, Guided Reading Level C)- On-Level: Let’s Build a Park! (Lexile BR, Guided Reading Level D)- Advanced: A New Library (Lexile 380, Guided Reading

Level I)- ELL: My Street- ELD: My Street

Suggestions for This Week’s Independent Reading:A book from the Trade Book Library Classroom SetInformational texts on last week’s science topic: How is an insect community like a community of people?Nonfiction book by a favorite author

WRITING TO SOURCES At the end of this unit, use the Prove It! Unit Writing Task on pp. 138–147 to guide children in analyzing multiple sources and citing evidence from the text.

Small Group Guided Reading Reading Street Sleuth: “A New School Home,” pp. 36–37

Small Group Guided Reading Routine Sequence; SummarizeGuided reading allows children to apply skills and strategies with guidance and allows teachers to differentiate instruction.1. Organize children into groups of three or four and provide

them with the text.2. Have children preview the text and illustrations to predict the

sequence of events. Provide guidance and support.3. Remind children to practice summarizing as they read. 4. While you work with one group, other children should be

reading independently or working in literacy centers.

Small Group Plan for ComprehensionACCESS TEXT Read A Place to Play

- See Day 2 for examples of leveled Access Text questions and activities.

If… children need more scaffolding and practice with the Comprehension Skill, then…

Intervention OptionsTIER 2 Choose an appropriate lesson from the RTI Kit.

TIER 3 Use My Sidewalks on Reading Street, Unit 3, Week 1 lesson.

Comprehension 225

UNIT 3 WEEK 1 Comprehension

Comprehension ResourcesStudent EditionReader’s and Writer’s NotebookReading Street SleuthWriting to Sources

Additional (Optional) ResourcesSmall Group pagesIndependent Practice StationsEnvision It! AnimationsStory SortDifferentiated Instruction pagesMy Sidewalks on Reading StreetRTI Kit

Target Comprehension Skill and Strategy

Sequence Summarize

Academic Vocabularysequence the order of eventsantonyms words that have opposite meaningssummarize to recall the important ideas in a textrealistic fiction a made-up story that could happen in real lifesequence words clue words such as first, next, then, and last that signal the order of events in a story

Build Content KnowledgeSocial Studies Connections People can work together to make a neighborhood better. They can change some things to reflect the needs of the people who live there.

DAY 2 Whole Group Shared Reading

A Place to Play, SE pp. 20–33GENRE Realistic fiction is a made-up story that could happen in real life. As they read A Place to Play, ask children to look for events that indicate this could happen in real life.

PREDICT AND SET PURPOSE Have children predict what the selection will be about. Guide them to set a purpose for reading the story.

TEACH SUMMARIZE Explain that when readers want to understand or remember what they read,

FIRST READ QUESTIONS If children need support, help them clarify understanding:- Look at the community center on pages 20 and 21. What are these people doing?- Are the people still working on this place? How can you tell? (pp. 20–21)- How does the author show that the community center is not finished? (p. 23)- What do Benny and Molly do after they find their mom and dad? (p. 24)- What does Ms. Torres mean when she says she grew up in the neighborhood? (p. 25)- I know that the words playing and working on page 27 are opposites. Words that are opposites

are called antonyms. What word on page 27 is the antonym, or opposite, of ground?- What is the first thing that happens on pages 28–29? What happens next?- What would someone have to do so Mr. Gray’s art wouldn’t always be there? (pp. 28–29)- Have children summarize A Place to Play in their own words by telling about each person shown

on page 30 that Benny has met.- What is the last thing that the family sees before they go home? (p. 33)- Check Understanding: Do you think this story could happen in real life?

Access Text Questions for Small Group Guided Reading On-Level Strategic Intervention Advanced

Where are Benny and Molly going? What are Mom and Dad doing? Why would they plant things? Why did they plant things in this spot? Find the sentence that tells you.

What is the man doing? Who says, “That wall looks like my neighborhood”? What words tell you who is talking? What does Benny like about the picture? Where does Benny say the people are working and playing? Tell what that means.

Have children silently read this week’s main selection, A Place to Play. Have them retell the story, identifying characters, setting, and the sequence of events.

DAY 1 Whole Group Shared (Modeled) Reading: Teacher Read Aloud

“We’re Moving,” TE p. 17bREAD Have children listen as you read aloud “We’re Moving” on p. 17b.

When I read, I look for clue words to help me pay attention to the order of events. Hanna and her mom have lots to do before they move. The clue word first helps me know when they started packing boxes. Continue modeling next and last events from the story.

TEACH SEQUENCE Events in a story happen in a certain order called a sequence. Good readers pay attention to the sequence in which things happen because it helps them understand the story. Display the words first, next, and last. Authors use clue words such as these to help readers know the sequence. What happens to the tree first? What happens to the tree next? What happens to the tree last?

GUIDE PRACTICE After rereading “We’re Moving,” have children choose one event from the story to draw. Have them share their drawings with the class, using a sequence word to describe their pictures.

APPLY Use Reader’s and Writer’s Notebook, p. 315.

224 Go to pearsonrealize.com for more practice.

OVERVIEWOVERVIEW

The Target Skills and Strategies, Academic Vocabulary, and Content Knowledge for the week are identified.

Instruction provides opportunities for modeled, whole group, small group, and independent learning.

Science and social studies content is integrated into lessons.

ELL notes provide ideas for scaffolding and additional practice.

With a variety of text options, literacy instruction is flexible.

When intervention is necessary, use the RTI Kit or My Sidewalks on Reading Street.

Suggestions for small group activities are built in.

The resources you’ll need, as well as additional, optional resources are shown.

Routines allow the teacher to differentiate instruction.

What is the Balanced Literacy Teacher’s Guide?Each week of the Balanced Literacy Teacher’s Guide provides teacher support in the following areas:

• Phonemic Awareness• Phonics and Spelling• Vocabulary

• Comprehension• Conventions, Writing, and Research• Communication and Collaboration

Each week also includes:• a planner• information on resources, including assessment

Below is an example of one week of Comprehension instruction. Key features are called out.

vi Balanced Literacy Teacher’s Guide Overview viiOverview vii

UNIT 3 WEEK 4

DAY 1

SHA

RED

REA

DIN

GW

HO

LE G

ROU

PA

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SMEN

T

OPT

ION

SSM

ALL

GRO

UP

OPT

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DAY 4 DAY 5DAY 3DAY 2“Carlee’s Garden”Teacher Read Aloud

Frog and Toad Together Genre: Animal Fantasy(Lexile 480)

Frog and Toad TogetherGenre: Animal Fantasy(Lexile 480)

“Growing Plants”Genre: How-to Article(Lexile 110)

Teacher-or Student-Selected Reading

Review

“Whipped and Flipped” Close Read: “Frog andToad Together”

Close Read: “Frog andToad Together”

Sleuth: “A MagicalGarden”(Lexile 390)

Sleuth: “A MagicalGarden”(Lexile 390)

Differentiate PhonicsPractice PhonicsMore Words with Added EndingsDecodable ReaderRead Hopping Buffy

Differentiate ComprehensionPractice PhonicsAdditional r-Controlled ar WordsAccess TextRead Frog and Toad Together

Differentiate Close ReadingReread to Develop VocabularyClose ReadingReread Frog and Toad Together

Differentiate VocabularyBuild Word KnowledgeDevelop LanguageText-Based ComprehensionRead Reading Street Sleuth, pp. 42–43or Leveled Readers

Differentiate Reteaching Practice Verbs for Past and for FutureText-Based ComprehensionReread Reading Street Sleuth, pp. 42–43or Leveled Readers

Reteach PhonicsBlend Words with Added EndingsDecodable ReaderRead Hopping Buffy

Reteach PhonicsBlend r-Controlled ar WordsAccess TextRead Frog and Toad Together

Build Word KnowledgeBlend Words with Added Endings and r-Controlled arClose ReadingReread Frog and Toad Together

Review VocabularyReview/Discuss Selection VocabularyText-Based ComprehensionRead Reading Street Sleuth, pp. 42–43or Leveled Readers

Review VocabularyHigh-Frequency WordsText-Based ComprehensionReread Reading Street Sleuth, pp. 42–43or Leveled Readers

Extend PhonicsMore Challenging Words with Added EndingsAdvanced Selection“Whipped and Flipped”

Extend PhonicsAdditional r-Controlled ar WordsAccess TextRead Frog and Toad Together

Reread to Extend VocabularyClose ReadingReread Frog and Toad Together

Build Word KnowledgeExtend Amazing Words and Selection VocabularyText-Based ComprehensionRead Reading Street Sleuth, pp. 42–43or Leveled Readers

Extend Verbs for Past and for FutureText-Based ComprehensionReread Reading Street Sleuth, pp. 42–43or Leveled Readers

If children need more practice or scaffolding, use the Teacher Resources activities on Realize or the routines in the ELL Handbook.

WritingMini-Lesson Focus:Lists

WritingMini-Lesson Focus:Lists

Writing to SourcesArgumentative

WritingMini-Lesson Focus:Lists

Writing to SourcesArgumentative

WritingMini-Lesson Focus:Lists

Writing to SourcesArgumentative

WritingMini-Lesson Focus:Lists

Monitor Progress:Check Word Reading

Monitor Progress:Check Word Reading

Monitor Progress:Check High-FrequencyWords Check Retelling

Monitor Progress:Fluency Check

Common Core/Weekly Test

Planner

Planner 1

GRADUAL RELEASE OF RESPONSIBILITYGRADUAL RELEASE OF RESPONSIBILITY

How can I implement the Gradual Release of Responsibility model in my classroom? Instruction in the Balanced Literacy Teacher’s Guide is based on the idea that children benefit from an “I do, we do, you do” learning structure. The following examples demonstrate how the Gradual Release of Responsibility model plays out over the course of one week.

I DO (TEACHER MODELING) • teacher read aloud

• modeling

• think alouds

• explicit instruction

YOU DO (INDEPENDENT LEARNING) • extensive opportunities for Independent Reading

- concept-based readers

- trade book classroom set

- suggestions for independent reading

• “On Their Own” activities/practice

1

3

WE DO (GUIDED/SHARED LEARNING) • whole group first read of the main and paired selections

• whole group/small group close reading

• small group guided reading

• differentiated instruction

- practice, reteach, extend

- ELL

• team talk and small group activities

2

viii Balanced Literacy Teacher’s Guide Using the Balanced Literacy Teacher’s Guide ix

UNIT 3 WEEK 4

DAY 1

SHA

RED

REA

DIN

GW

HO

LE G

ROU

PA

SSES

SMEN

T

OPT

ION

SSM

ALL

GRO

UP

OPT

ION

S

DAY 4 DAY 5DAY 3DAY 2“Carlee’s Garden”Teacher Read Aloud

Frog and Toad Together Genre: Animal Fantasy(Lexile 480)

Frog and Toad TogetherGenre: Animal Fantasy(Lexile 480)

“Growing Plants”Genre: How-to Article(Lexile 110)

Teacher-or Student-Selected Reading

Review

“Whipped and Flipped” Close Read: “Frog andToad Together”

Close Read: “Frog andToad Together”

Sleuth: “A MagicalGarden”(Lexile 390)

Sleuth: “A MagicalGarden”(Lexile 390)

Differentiate PhonicsPractice PhonicsMore Words with Added EndingsDecodable ReaderRead Hopping Buffy

Differentiate ComprehensionPractice PhonicsAdditional r-Controlled ar WordsAccess TextRead Frog and Toad Together

Differentiate Close ReadingReread to Develop VocabularyClose ReadingReread Frog and Toad Together

Differentiate VocabularyBuild Word KnowledgeDevelop LanguageText-Based ComprehensionRead Reading Street Sleuth, pp. 42–43or Leveled Readers

Differentiate Reteaching Practice Verbs for Past and for FutureText-Based ComprehensionReread Reading Street Sleuth, pp. 42–43or Leveled Readers

Reteach PhonicsBlend Words with Added EndingsDecodable ReaderRead Hopping Buffy

Reteach PhonicsBlend r-Controlled ar WordsAccess TextRead Frog and Toad Together

Build Word KnowledgeBlend Words with Added Endings and r-Controlled arClose ReadingReread Frog and Toad Together

Review VocabularyReview/Discuss Selection VocabularyText-Based ComprehensionRead Reading Street Sleuth, pp. 42–43or Leveled Readers

Review VocabularyHigh-Frequency WordsText-Based ComprehensionReread Reading Street Sleuth, pp. 42–43or Leveled Readers

Extend PhonicsMore Challenging Words with Added EndingsAdvanced Selection“Whipped and Flipped”

Extend PhonicsAdditional r-Controlled ar WordsAccess TextRead Frog and Toad Together

Reread to Extend VocabularyClose ReadingReread Frog and Toad Together

Build Word KnowledgeExtend Amazing Words and Selection VocabularyText-Based ComprehensionRead Reading Street Sleuth, pp. 42–43or Leveled Readers

Extend Verbs for Past and for FutureText-Based ComprehensionReread Reading Street Sleuth, pp. 42–43or Leveled Readers

If children need more practice or scaffolding, use the Teacher Resources activities on Realize or the routines in the ELL Handbook.

WritingMini-Lesson Focus:Lists

WritingMini-Lesson Focus:Lists

Writing to SourcesArgumentative

WritingMini-Lesson Focus:Lists

Writing to SourcesArgumentative

WritingMini-Lesson Focus:Lists

Writing to SourcesArgumentative

WritingMini-Lesson Focus:Lists

Monitor Progress:Check Word Reading

Monitor Progress:Check Word Reading

Monitor Progress:Check High-FrequencyWords Check Retelling

Monitor Progress:Fluency Check

Common Core/Weekly Test

Planner

Planner 1

GRADUAL RELEASE OF RESPONSIBILITYGRADUAL RELEASE OF RESPONSIBILITY

How can I implement the Gradual Release of Responsibility model in my classroom? Instruction in the Balanced Literacy Teacher’s Guide is based on the idea that children benefit from an “I do, we do, you do” learning structure. The following examples demonstrate how the Gradual Release of Responsibility model plays out over the course of one week.

I DO (TEACHER MODELING) • teacher read aloud

• modeling

• think alouds

• explicit instruction

YOU DO (INDEPENDENT LEARNING) • extensive opportunities for Independent Reading

- concept-based readers

- trade book classroom set

- suggestions for independent reading

• “On Their Own” activities/practice

1

3

WE DO (GUIDED/SHARED LEARNING) • whole group first read of the main and paired selections

• whole group/small group close reading

• small group guided reading

• differentiated instruction

- practice, reteach, extend

- ELL

• team talk and small group activities

2

viii Balanced Literacy Teacher’s Guide Using the Balanced Literacy Teacher’s Guide ix

1Mini-Lesson

CL44

Cause and Effect

Teach the SkillUse the Envision It! lesson on page EI•4 to visually review cause and effect.

PracticeWrite the following sentences and have students identify the cause and effect within each sentence.I stayed up late last night and watched a movie, so I am very tired today. (Cause: I stayed up to late. Effect: I was very tired.)Because it rained for two weeks, the park behind my house became flooded. (Cause: It rained for two weeks. Effect: The park was flooded.)Circle the clue words and talk about how these words help us figure out that there is a cause-effect relationship in each sentence.If… students have difficulty identifying cause and effect, then… provide additional example sentences and ask What happened? and Why did that happen?

ApplyAs students read the assigned text, have them complete a cause-and-effect graphic organizer to help students identify cause-and-effect relationships.

WritingStudents can write sentences that include a cause-and-effect relationship using appropriate clue words.

Remind students that:• an effect is what happens, and a cause is

why it happens.• clue words such as because, so, and since

can help readers figure out cause-and-effect relationships.

A cause is why something happens. An effect is the result of the cause. Not all causal relationships are stated directly or signaled by clue words, such as because, so, and since. In these cases, students must infer either cause or effect, using information in the text and their prior knowledge. At Grade 4, readers use the terms cause and effect in their analysis of text.

Students experience cause-and-effect relationships every day. To be successful, they need to recognize these relationships in fiction as well as in all content areas. The ability to do so will help them increase their understanding when dealing with longer, more difficult texts. Readers begin their understanding of causal relationships by thinking What happened? Why did it happen? Students then learn that a cause may have multiple effects and one effect can have many causes and that sometimes clue words signal causal relationships.

Student Edition Leveled Readers• What Jo Did, 4.1, pages 178–187• Eye of the Storm, 4.1, pages 408–419• My Brother Martin, 4.2, pages 328–341

• See pages CL16–CL21 for a list of Leveled Readers.

What is it?

How Good Readers Use the

Skill

Texts for Teaching

Objectives:• Students identify cause-and-

effect relationships.• Students understand that some,

but not all, cause-and-effect relationships are signaled by clue words.

• Students understand that a single paragraph may have several cause-effect relationships.

Instruction

Student Edition p. EI•4

Visual Skills Handbook

Cause and Effect

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BALANCED LITERACY AND THE COMMON CORE STATE STANDARDS

The instruction within the Balanced Literacy Teacher’s Guide is based on the same principles as the Common Core State Standards. The skills, strategies, and knowledge taught each week will provide children with the tools they need to remain on track to becoming college and career ready. References to the Common Core State Standards can be found in the Student Edition.

Each week, the Balanced Literacy Teacher’s Guide provides support for teaching the four English Language Arts strands identified in the Common Core State Standards, as well as Foundational Skills.

To further integrate the Common Core State Standards into your classroom, you may wish to consult one or more of the following resources:

• Common Core 101 • Common Core Posters• Writing to Sources• Text Complexity Rubrics online

• Weekly Tests and Benchmark Tests for College and Career Readiness

• Weekly Tests and Benchmark Tests for Balanced Assessment

The Balanced Literacy Teacher’s Guide was created with teachers like you in mind. It follows the same scope and sequence as a traditional basal program, but offers flexibility for the adventurous educator.

Weekly instruction is presented in a focused, mini-lesson-like structure. This structure ensures that you have the instruction you need to teach critical skills, strategies, and content at your fingertips, but also leaves room for you to use your own ideas and materials. Lessons may be taught in the order in which they appear, or you may wish to adjust the sequence to match your calendar, curriculum map, or testing schedule.

Matching Books and Readers• Leveled Readers let you match books with the interests and instructional

levels of children in your classroom. Use leveled readers to teach skills and strategies, build fluency, vocabulary, and concepts. Leveled Readers come in a variety of genres, target various comprehension skills and strategies, and include high-frequency words. Leveled Readers also allow children to access important science and social studies concepts.

• Trade Books provide children with opportunities for extended novel study with authentic texts. Lessons to go along with each trade book encourage critical thinking application of extended text.

More Options for Customizing Your Classroom• Planning: Pacing Guide, Teaching Record Chart,

Using Multiple Strategies, Glossary of Literacy Terms

• Matching Books and Readers: Leveled Readers Skills Chart, What Good Readers Do, Conversation Starters, Connecting Science and Social Studies

• Building Community: Planning Teacher Study Groups, Trial Lessons, Books for Teachers

• Instruction: Mini-Lessons for Skills and Strategies

Your Guide to Using and Understanding:• Comprehension Strategies

• Comprehension Skills

• Vocabulary

• Genre

Am I covering the Common Core State Standards?

Does the Balanced Literacy Teacher’s Guide allow for flexibility?

FLEXIBLE LITERACY

Common Core Strand

How the Common Core Strands Are Addressed Each Week in the Balanced Literacy Teacher’s Guide

Foundational Skills Phonemic Awareness • explicit Phonemic Awareness skill instruction

Phonics and Spelling• explicit Phonics skill instruction; Spelling words, practice, and test

Communicate and Collaborate: Let’s Learn It!• Fluency practice, routines, and checks

Reading Comprehension• authentic, complex literary and informational texts worthy of reading and

rereading• an emphasis on close reading and the importance of using text-based evidence• gradual release of responsibility: modeled reading, whole group/shared reading,

small group/guided reading, independent reading• the foundation for a comprehensive reading workshop

Writing Writing and Research• instruction for mode of writing• an opinion, informative/explanatory, or narrative text-based prompt• a research prompt to foster elementary research skills• the foundation for a comprehensive writing workshop

Language Vocabulary• an Oral Vocabulary routine• Amazing Words (oral vocabulary), Selection Words, High-Frequency Words, and

Academic Vocabulary• Vocabulary strategy instruction

Conventions• focused Conventions instruction• Daily Fix-Its

Speaking and Listening

Communicate and Collaborate: Let’s Learn It!• Listening and Speaking lessons and activities• Team Talk and discussion opportunities throughout the week

x Balanced Literacy Teacher’s Guide Balanced Literacy and the Common Core State Standards/Flexible Literacy xi

1Mini-Lesson

CL44

Cause and Effect

Teach the SkillUse the Envision It! lesson on page EI•4 to visually review cause and effect.

PracticeWrite the following sentences and have students identify the cause and effect within each sentence.I stayed up late last night and watched a movie, so I am very tired today. (Cause: I stayed up to late. Effect: I was very tired.)Because it rained for two weeks, the park behind my house became flooded. (Cause: It rained for two weeks. Effect: The park was flooded.)Circle the clue words and talk about how these words help us figure out that there is a cause-effect relationship in each sentence.If… students have difficulty identifying cause and effect, then… provide additional example sentences and ask What happened? and Why did that happen?

ApplyAs students read the assigned text, have them complete a cause-and-effect graphic organizer to help students identify cause-and-effect relationships.

WritingStudents can write sentences that include a cause-and-effect relationship using appropriate clue words.

Remind students that:• an effect is what happens, and a cause is

why it happens.• clue words such as because, so, and since

can help readers figure out cause-and-effect relationships.

A cause is why something happens. An effect is the result of the cause. Not all causal relationships are stated directly or signaled by clue words, such as because, so, and since. In these cases, students must infer either cause or effect, using information in the text and their prior knowledge. At Grade 4, readers use the terms cause and effect in their analysis of text.

Students experience cause-and-effect relationships every day. To be successful, they need to recognize these relationships in fiction as well as in all content areas. The ability to do so will help them increase their understanding when dealing with longer, more difficult texts. Readers begin their understanding of causal relationships by thinking What happened? Why did it happen? Students then learn that a cause may have multiple effects and one effect can have many causes and that sometimes clue words signal causal relationships.

Student Edition Leveled Readers• What Jo Did, 4.1, pages 178–187• Eye of the Storm, 4.1, pages 408–419• My Brother Martin, 4.2, pages 328–341

• See pages CL16–CL21 for a list of Leveled Readers.

What is it?

How Good Readers Use the

Skill

Texts for Teaching

Objectives:• Students identify cause-and-

effect relationships.• Students understand that some,

but not all, cause-and-effect relationships are signaled by clue words.

• Students understand that a single paragraph may have several cause-effect relationships.

Instruction

Student Edition p. EI•4

Visual Skills Handbook

Cause and Effect

����������B�������

BALANCED LITERACY AND THE COMMON CORE STATE STANDARDS

The instruction within the Balanced Literacy Teacher’s Guide is based on the same principles as the Common Core State Standards. The skills, strategies, and knowledge taught each week will provide children with the tools they need to remain on track to becoming college and career ready. References to the Common Core State Standards can be found in the Student Edition.

Each week, the Balanced Literacy Teacher’s Guide provides support for teaching the four English Language Arts strands identified in the Common Core State Standards, as well as Foundational Skills.

To further integrate the Common Core State Standards into your classroom, you may wish to consult one or more of the following resources:

• Common Core 101 • Common Core Posters• Writing to Sources• Text Complexity Rubrics online

• Weekly Tests and Benchmark Tests for College and Career Readiness

• Weekly Tests and Benchmark Tests for Balanced Assessment

The Balanced Literacy Teacher’s Guide was created with teachers like you in mind. It follows the same scope and sequence as a traditional basal program, but offers flexibility for the adventurous educator.

Weekly instruction is presented in a focused, mini-lesson-like structure. This structure ensures that you have the instruction you need to teach critical skills, strategies, and content at your fingertips, but also leaves room for you to use your own ideas and materials. Lessons may be taught in the order in which they appear, or you may wish to adjust the sequence to match your calendar, curriculum map, or testing schedule.

Matching Books and Readers• Leveled Readers let you match books with the interests and instructional

levels of children in your classroom. Use leveled readers to teach skills and strategies, build fluency, vocabulary, and concepts. Leveled Readers come in a variety of genres, target various comprehension skills and strategies, and include high-frequency words. Leveled Readers also allow children to access important science and social studies concepts.

• Trade Books provide children with opportunities for extended novel study with authentic texts. Lessons to go along with each trade book encourage critical thinking application of extended text.

More Options for Customizing Your Classroom• Planning: Pacing Guide, Teaching Record Chart,

Using Multiple Strategies, Glossary of Literacy Terms

• Matching Books and Readers: Leveled Readers Skills Chart, What Good Readers Do, Conversation Starters, Connecting Science and Social Studies

• Building Community: Planning Teacher Study Groups, Trial Lessons, Books for Teachers

• Instruction: Mini-Lessons for Skills and Strategies

Your Guide to Using and Understanding:• Comprehension Strategies

• Comprehension Skills

• Vocabulary

• Genre

Am I covering the Common Core State Standards?

Does the Balanced Literacy Teacher’s Guide allow for flexibility?

FLEXIBLE LITERACY

Common Core Strand

How the Common Core Strands Are Addressed Each Week in the Balanced Literacy Teacher’s Guide

Foundational Skills Phonemic Awareness • explicit Phonemic Awareness skill instruction

Phonics and Spelling• explicit Phonics skill instruction; Spelling words, practice, and test

Communicate and Collaborate: Let’s Learn It!• Fluency practice, routines, and checks

Reading Comprehension• authentic, complex literary and informational texts worthy of reading and

rereading• an emphasis on close reading and the importance of using text-based evidence• gradual release of responsibility: modeled reading, whole group/shared reading,

small group/guided reading, independent reading• the foundation for a comprehensive reading workshop

Writing Writing and Research• instruction for mode of writing• an opinion, informative/explanatory, or narrative text-based prompt• a research prompt to foster elementary research skills• the foundation for a comprehensive writing workshop

Language Vocabulary• an Oral Vocabulary routine• Amazing Words (oral vocabulary), Selection Words, High-Frequency Words, and

Academic Vocabulary• Vocabulary strategy instruction

Conventions• focused Conventions instruction• Daily Fix-Its

Speaking and Listening

Communicate and Collaborate: Let’s Learn It!• Listening and Speaking lessons and activities• Team Talk and discussion opportunities throughout the week

x Balanced Literacy Teacher’s Guide Balanced Literacy and the Common Core State Standards/Flexible Literacy xi

Daily integrated support for increasing language proficiency

Best practices:Vocabulary Comprehension Phonics Writing Conventions

Multilingual vocabulary and summaries

Daily integrated support for increasing language proficiency

Best practices:Vocabulary Comprehension Phonics Writing Conventions

Multilingual vocabulary and summaries

BALANCED LITERACY RESOURCES IN YOUR CLASSROOMBALANCED LITERACY RESOURCES IN YOUR CLASSROOM

OPTIONAL RESOURCES Some resources cited at point-of-use in lessons are optional and are designated as such. You will find them throughout the units, weeks, and days of this grade level.

• Trade Books (Classroom Set)• Routines Flip Chart • Practice Stations Kit• ELL Handbook

STUDENT MATERIALS The following student materials are listed at point-of-use in the lessons throughout the units, weeks, and days of this grade level.

• Student Edition• Writing to Sources• Reader’s and Writer’s Notebook• Sleuth • Leveled Readers • Decodable Readers• Retelling Cards• High-Frequency Word Cards• Sound Spelling Cards• Assessments

• Baseline Group Test• Unit Benchmarks• Weekly Tests• Fresh Reads

TEACHER MATERIALS The following teacher materials are also listed at point-of-use in the lessons throughout the units, weeks, and days of this grade level.

• Balanced Literacy Teacher’s Guide • Writing to Sources • Common Core 101• Reader’s and Writer’s Notebook Teacher’s Manual• Assessments

• Baseline Group Test Teacher’s Manual• Unit Benchmark Tests Teacher’s Manual• Weekly Tests Teacher’s Manual• Fresh Reads Teacher’s Manual

What resources can I use to teach reading in my balanced literacy classroom?

OPTIONAL INTERVENTION The following products can be used for intervention at different points throughout this year of instruction.

• RTI Kit (Optional Intervention)• My Sidewalks (Optional Intervention)

DIGITAL RESOURCES Access your Balanced Literacy Teacher’s Guide and other resources for Reading Street Common Core on Pearson Realize™.

• Online access to student and teacher resources on computers and mobile devices

• Flexible classroom management tools• Ability to search content by keyword or

standard• Interactive games, videos, and animations

Make Sense of the Common

Core State Standards

Understand Complex Text

See Research Put into Practice:

A Lesson Walk-Through

xii Balanced Literacy Teacher’s Guide Balanced Literacy Resources in Your Classroom xiii

Daily integrated support for increasing language proficiency

Best practices:Vocabulary Comprehension Phonics Writing Conventions

Multilingual vocabulary and summaries

Daily integrated support for increasing language proficiency

Best practices:Vocabulary Comprehension Phonics Writing Conventions

Multilingual vocabulary and summaries

BALANCED LITERACY RESOURCES IN YOUR CLASSROOMBALANCED LITERACY RESOURCES IN YOUR CLASSROOM

OPTIONAL RESOURCES Some resources cited at point-of-use in lessons are optional and are designated as such. You will find them throughout the units, weeks, and days of this grade level.

• Trade Books (Classroom Set)• Routines Flip Chart • Practice Stations Kit• ELL Handbook

STUDENT MATERIALS The following student materials are listed at point-of-use in the lessons throughout the units, weeks, and days of this grade level.

• Student Edition• Writing to Sources• Reader’s and Writer’s Notebook• Sleuth • Leveled Readers • Decodable Readers• Retelling Cards• High-Frequency Word Cards• Sound Spelling Cards• Assessments

• Baseline Group Test• Unit Benchmarks• Weekly Tests• Fresh Reads

TEACHER MATERIALS The following teacher materials are also listed at point-of-use in the lessons throughout the units, weeks, and days of this grade level.

• Balanced Literacy Teacher’s Guide • Writing to Sources • Common Core 101• Reader’s and Writer’s Notebook Teacher’s Manual• Assessments

• Baseline Group Test Teacher’s Manual• Unit Benchmark Tests Teacher’s Manual• Weekly Tests Teacher’s Manual• Fresh Reads Teacher’s Manual

What resources can I use to teach reading in my balanced literacy classroom?

OPTIONAL INTERVENTION The following products can be used for intervention at different points throughout this year of instruction.

• RTI Kit (Optional Intervention)• My Sidewalks (Optional Intervention)

DIGITAL RESOURCES Access your Balanced Literacy Teacher’s Guide and other resources for Reading Street Common Core on Pearson Realize™.

• Online access to student and teacher resources on computers and mobile devices

• Flexible classroom management tools• Ability to search content by keyword or

standard• Interactive games, videos, and animations

Make Sense of the Common

Core State Standards

Understand Complex Text

See Research Put into Practice:

A Lesson Walk-Through

xii Balanced Literacy Teacher’s Guide Balanced Literacy Resources in Your Classroom xiii

PLAN YOUR INSTRUCTION

Follow these steps to plan your week and gather materials:1) See the planner found at the beginning of each week for an at-a-glance view

of what children will be reading, writing, and learning this week.

2) For a visual summary of each week’s assessment and reading options, see the Assessment and Resources page immediately following the planner.

3) The side column on instructional pages provides you with• the target skill or skills for the week• important vocabulary and content knowledge for the week• resources for the week• additional (optional) resources you may wish to reference

How can I organize my week?

Whole GroupPhonemic Awareness Foster mastery of foundational skills with systematic

phonemic awareness instruction.

Phonics and Spelling Foster mastery of foundational skills with systematic phonics instruction. Teach spelling related to target phonics skills.

Vocabulary Build oral vocabulary with oral vocabulary routines. Expand vocabulary by teaching high-frequency words, selection vocabulary, and vocabulary strategies.

Comprehension Teach children to read complex texts and find text evidence. Teach comprehension skills and strategies.

Conventions, Writing, and Research Use daily lessons to teach the conventions of Standard English. Apply the writing process and hone research skills.

Communicate and Collaborate: Let’s Learn It! Provide children with listening and speaking instruction and activities, as well as fluency practice.

Small GroupSmall Group Close/Guided Reading Assign texts based on children’s interests and

reading level. Text options include Concept-Based Leveled Readers, Decodable Readers, Advanced Selections, Reading Street Sleuth, and teacher/student-selected texts.

Small Group boxes Small Group boxes in the lower right-hand corner of instructional pages offer planning information, routines, tips for ELLs, suggestions for additional small group lessons, and intervention options.

xiv Balanced Literacy Teacher’s Guide