CALIFORNIA CONTENT STANDARDSassets.pearsonschool.com/correlations/readingskillsforlif… · Web viewAGS Reading Skills for Life. KINDERGARTEN. Correlated to Reading Skills for Life,

CALIFORNIA CONTENT STANDARDSLANGUAGE ARTS, Grades K-6

Correlated to

AGS Reading Skills for Life

KINDERGARTENCorrelated to Reading Skills for Life, Level P

READING (Kindergarten)

1.0 Word Analysis, Fluency, and Systematic Vocabulary Development (Kindergarten)

Students know about letters, words, and sounds. They apply this knowledge to read simple sentences.

Concepts About Print (Kindergarten)

1.2 Follow words from left to right and from top to bottom on the printed page.

Level P: Throughout. See specifically pages 15 and 23 of the Teacher’s Guide.

1.3 Understand that printed materials provide information.Level P: Throughout. Specifically, “After Reading” activities following

each selection help students identify and process information in readings.

1.4 Recognize that sentences in print are made up of separate words.Level P: See “After Reading” activities in which students are asked to

write or complete sentences. (Examples on pages 11, 15, 19, 27, 41, 45, 49, 57).

See also Pages 15 and 23 of the Teacher’s Guide.

1.5 Distinguish letters from words.Level P: See “Before Reading” activities before each selection. These

contain one page

1

of “Letters and Sounds” activities and one page of word-related activities.

(Examples on pages 38-39, 46-47, 50-51, 54-55, 58-59, 68-69, 72-73, 80-81)

See also Pages 15 and 23 of the Teacher’s Guide.

1.6 Recognize and name all uppercase and lowercase letters of the alphabet.

Level P: Throughout. (Examples on pages 8, 12, 16, 20, 24, 28, 33, 38, 42, 46, 50). See

also Pages 16-17, 24 of the Teacher’s Guide.(California Content Standards Language Arts K-6/AGS Reading Skills for Life, Kindergarten, Cont.)

Phonemic Awareness (Kindergarten)1.7 Track (move sequentially from sound to sound) and represent the number, sameness/ difference, and order of two and three isolated phonemes (e.g., /f, s, th/, /j, d, j/).

Level P: Throughout. (Examples on pages 8, 12, 16, 24, 38, 46, 50, 54, 68, 76). See also

pages18, 25, 27 of the Teacher’s Guide.

1.8 Track (move sequentially from sound to sound) and represent changes in simple syllables and words with two and three sounds as one sound is added, substituted, omitted, shifted, or repeated (e.g., vowel-consonant, consonant-vowel, or consonant-vowel-consonant).

Level P: Throughout. (Examples on pages 80, 84, 98, 104, 105, 110, 116, 122, 123, 128,

129, 142, 143). See also pages 18-19, 25, 26 of the Teacher’s Guide.

1.9 Blend vowel-consonant sounds orally to make words or syllables.Level P: See “Before Reading” activities throughout. (Examples on

pages 9, 13, 16-17, 38-39, 47, 50-51, 54-55, 72-73, 84-85, 98-99). See also pages

18-19, 25, 26 of the Teacher’s Guide.

1.10 Identify and produce rhyming words in response to an oral prompt.Level P: Pages 29, 54, 77, 80, 93, 104

1.11 Distinguish orally stated one-syllable words and separate into beginning or ending sounds.

2

Level P: See “Before Reading” activities throughout. (Examples on pages 8, 16, 24, 38,

46, 54, 72, 88, 93, 98, 128, 142)

1.12 Track auditorily each word in a sentence and each syllable in a word.Level P: Syllables are addressed in “Before Reading” exercises

throughout. (Examples on pages 81, 85, 89, 99, 117, 143, 155, 161, 167). See also

page 28 in the Teacher’s Guide. Sentences are addressed in “After Reading” exercises

throughout.

Decoding and Word Recognition (Kindergarten)

1.14 Match all consonant and short-vowel sounds to appropriate letters.Level P: See “Before Reading—Letters and Sounds” activities

throughout. (Examples on pages 8, 12, 16, 20, 24, 28, 38, 42, 46, 50, 54, 58)

1.15 Read simple one-syllable and high-frequency words (i.e., sight words).Level P: See “Before Reading” activities throughout. (Examples on

pages 59, 73, 76-77, 84-85, 89, 99, 104-105, 110-111). See also page 19 of the

Teacher’s Guide.

1.16 Understand that as letters of words change, so do the sounds (i.e., the alphabetic principle).

Level P: See “Before Reading” activities throughout. (Examples on pages 110, 116, 122,

128, 142, 154, 160, 166, 172)

(California Content Standards Language Arts K-6/AGS Reading Skills for Life, Kindergarten, Cont.)

Vocabulary and Concept Development (Kindergarten)

1.17 Identify and sort common words in basic categories (e.g., colors, shapes, foods).

Level P: Words from various categories are grouped together in connection with topic-

specific readings. (For example, see 39—words related to kayaking, pages 47

and 51—words related to dirt biking, page 55—words related to rock climbing,

3

page 117—words related to space, page 155—words used in anti-drug messages). Also, students sort words in “Letters and Sounds” activities (Example on page 148)

1.18 Describe common objects and events in both general and specific language.

Level P: See “After Reading” activities throughout.

2.0 Reading Comprehension (Kindergarten)

Students identify the basic facts and ideas in what they have read, heard, or viewed. They use comprehension strategies (e.g., generating and responding to questions, comparing new information to what is already known). The selections in Recommended Readings in Literature, Kindergarten through Grade Eight (California Department of Education, 1996) illustrate the quality and complexity of the materials to be read by students.

Comprehension and Analysis of Grade-Level-Appropriate Text (Kindergarten

2.2 Use pictures and context to make predictions about story content.Level P: Each reading selection throughout includes one or more

pictures that illustrate story content. (Examples on pages 10, 22, 26, 40, 48, 60, 74,

86, 112-113, 118, 163)

2.3 Connect to life experiences the information and events in texts.Level P: See questions in “After Reading” sections, particularly in “You

Be the Judge.” (Examples on pages 27, 45, 57, 75, 83, 91, 108, 152, 158)

2.5 Ask and answer questions about essential elements of text.Level P: Each reading selection is followed by numerous questions in

an “After Reading” exercise. (Examples on pages 23, 31, 41, 57, 83, 91, 120-121,

132-133, 152- 153)

4

(California Content Standards Language Arts K-6/AGS Reading Skills for Life, Kindergarten, Cont.)

3.0 Literary Response and Analysis (Kindergarten)

Students listen and respond to stories based on well-known characters, themes, plots, and settings. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students.

Narrative Analysis of Grade-Level-Appropriate Text (Kindergarten)

3.2 Identify types of everyday print materials (e.g., storybooks, poems, newspapers, signs, labels)

Level P: A variety of print materials is included in the text, including the following:

News or current events, example on page 74; Advertisements, example on page

100; Map, example on page 112; Labels, example on page 157

3.3 Identify characters, settings, and important events.Level P: See each “After Reading” exercise in the text. (Examples on

pages 15, 23, 41, 49, 71, 91, 108-109, 126-127, 146-147, 164-165)

WRITING (Kindergarten)

1.0 Writing Strategies (Kindergarten)

Students write words and brief sentences that are legible.

Organization and Focus (Kindergarten)

1.1 Use letters and phonetically spelled words to write about experiences, stories, people, objects, or events.

Level P: See “After Reading” writing exercises throughout. Examples on pages 71, 83,

5

108-109, 120-121, 132-133.

Spelling (Kindergarten)

1.2 Spell independently by using pre-phonetic knowledge, sounds of the alphabet, and knowledge of letter names.

Level P: See “Before Reading” spelling exercises throughout. Examples on pages 24-25,

38-39, 58, 72, 80, 98, 110

GRADE ONECorrelated to Reading Skills for Life, Levels P and A

READING (Grade One)

1.0 Word Analysis, Fluency, and Systematic Vocabulary Development (Grade One)

Students understand the basic features of reading. They select letter patterns and know how to translate them into spoken language by using phonics, syllabication, and word parts. They apply this knowledge to achieve fluent oral and silent reading.

Concepts About Print (Grade One)

1.1 Match oral words to printed words.Level P: See “Story Words” in “Letters and Sounds” exercises

throughout. (Examples on pages 2143, 51, 58, 77, 81, 85)

Level A: See “Story Words” in “Letters and Sounds” exercises throughout. (Examples

on pages 69, 75, 81, 93, 105, 111)

1.2 Identify the title and author of a reading selection.All reading selections throughout are titled.

1.3 Identify letters, words, and sentences.Level P: For letters and words, see “Before Reading” exercises

preceding each reading selection throughout. (Examples on pages 8-9, 20-21, 42-43,

50-51, 58-59). For

6

sentences, see “After Reading” exercises throughout (Examples on pages 11, 15, 23, 41, 49, 79, 87, 102-103, 108-109)

Level A: For letters and words, see “Before Reading” exercises preceding each reading

selection throughout (Examples on pages 10-11, 16-17, 22-23, 28-29, 34-35).

For sentences, see “After Reading” exercises throughout. (Examples on pages

26-27, 32-33, 44-45, 78-79, 90-91)

Phonemic Awareness (Grade One)

1.4 Distinguish initial, medial, and final sounds in single-syllable words.Level P: See “Letters and Sounds” exercises preceding reading

selections throughout (Examples on pages 58, 63, 68, 80, 84, 88, 98, 110, 116, 122)

Level A: See “Letters and Sounds” exercises preceding reading selections throughout

(Examples on pages 68-69, 74, 80, 92-93, 104-105, 110-111)

1.5 Distinguish long- and short-vowel sounds in orally stated single-syllable words (e.g., bit/bite).

Level P: Pages 20, 28, 42,58, 62, 72, 122, 136, 142, 154, 160, 172, 178Level A: Pages 22, 23, 28, 34, 52, 59, 60, 132, 133, 138, 144, 150, 176,

177, 178(California Content Standards Language Arts K-6/AGS Reading Skills for Life, Grade One, Cont.)

1.6 Create and state a series of rhyming words, including consonant blends.Level P: Pages 20, 28, 29, 38, 42, 43, 54, 58, 72, 77, 80, 84, 93, 98,

104, 110, 122, 128, 142, 154, 160, 166, 172

Level A: Pages 10, 16, 22, 28, 34, 46, 52, 74, 86, 98, 104, 110, 118, 132, 138, 144, 150

1.7 Add, delete, or change target sounds to change words (e.g., change cow to how; pan to an.)

Level P: Pages 16, 20, 28, 29, 33, 38, 42, 43, 46, 50, 51, 54, 58, 68, 72, 80, 84, 98, 104,

110, 116, 122, 128, 136, 142, 154, 160, 166, 172Level A: Pages 10, 16, 22, 28, 34, 46, 86, 98, 104, 132, 138, 144, 150

7

1.8 Blend two to four phonemes into recognizable words (e.g., /c/a/t/ = cat; /f/l/a/t/ = flat).

Levels P and A: See “Letters and Sounds” exercises throughout. See also pages 21, 30 of

the Level P Teacher’s Guide.

1.9 Segment single syllable words into their components (e.g., /c/a/t/ = cat; /s/p/l/a/t/ = splat; /r/i/c/h/ = rich).

Levels P and A: See “Letters and Sounds” exercises throughout. See also pages 21-22,

31 of the Level P Teacher’s Guide.

Decoding and Word Recognition (Grade One)

1.10 Generate the sounds from all the letters and letter patterns, including consonant blends and long- and short-vowel patterns (i.e., phonograms), and blend those sounds into recognizable words.

Level P: See “Letters and Sounds” exercises throughout. (Examples on pages 20, 28, 42,

58, 72, 80, 128)Level A: See “Letters and Sounds” exercises throughout. (Examples on

pages 10, 16, 22, 28, 34, 42, 46)

1.11 Read common, irregular sight words (e.g., the, have, said, come, give, of).

Levels P and A: Throughout

1.12 Use knowledge of vowel digraphs and r-controlled letter-sound associations to read words.

Level P: Pages 43, 116, 154, 179Level A: Pages 28, 59, 92, 98, 119, 144, 150

1.13 Read compound words and contractions.Level P: Pages 77, 111Level A: Pages 75, 99, 145, 151, 156-157, 162-163, 168-169, 177, 179

(California Content Standards Language Arts K-6/AGS Reading Skills for Life, Grade One, Cont.)

8

1.14 Read inflectional forms (e.g., -s, -ed, -ing) and root words (e.g., look, looked, looking).

Level P: Pages 39, 59, 64, 69, 73, 85, 99, 111, 117, 129, 143, 149, 161, 167, 173

Level A: Pages 11, 17, 29, 35, 41, 47, 53, 61, 69, 81, 87, 93, 105, 111, 120, 121, 127, 139, 151

1.15 Read common word families (e.g., -ite, -ate).Level P: Pages 20, 28, 38, 42, 50, 54, 58, 68, 72, 80, 84, 98, 104, 110,

116, 122, 128, 142, 154, 160, 166, 172

Level A: Pages 10, 16, 22, 28, 34, 46, 74, 80, 86, 98, 104, 138, 144, 150

1.16 Read aloud with fluency in a manner that sounds like natural speech.Level P: See Teacher’s Guide pages 37, 59, 79, 101, 134Level A: See Teacher’s Guide pages 20, 87, 129

Vocabulary and Concept Development (Grade One)

1.17 Classify grade-appropriate categories of words (e.g., concrete collections of animals, foods, toys).

Level P: Words from various categories are grouped together in connection with topic-

specific readings. (For example, see 39—words related to kayaking, pages 47

and 51—words related to dirt biking, page 55—words related to rock climbing, page 117—words related to space, page 155—words used in anti-drug messages). Also, students sort words in “Letters and Sounds” activities (Example on page 148)

Level A: Topic-specific readings found throughout. (For example, see pages 99, 111—

sports terms; page 139—job terms, page 157—skiing terms, etc.)

2.0 Reading Comprehension (Grade One)

Students read and understand grade-level-appropriate material. They draw upon a variety of comprehension strategies as needed

9

(e.g., generating and responding to essential questions, making predictions, comparing information from several sources).

Structural Features of Informational Materials (Grade One)

2.1 Identify text that uses sequence or other logical order.Level P: See “When Did It Happen” questions on pages 11, 15, 19, 41,

45, 49, 57, 71, 83, 102, 109, 126, 132, 146, 152, 170

Level A: See “When Did It Happen” questions on pages 14, 32, 44, 51, 72, 85, 96, 130,

154, 160, 167


Comprehension and Analysis of Grade-Level-Appropriate Text (Grade One)

2.2 Respond to who, what, when, where, and how questions.Level P: Throughout. See examples on pages 11, 15, 19, 27, 41, 57,

61, 79, 83, 102, 108- 109, 114, 121

Level A: Throughout. See examples on pages 14-15, 20-21, 26-27, 32-33, 38-39, 44-45,

50-51, 56-57

2.3 Follow one-step written instructions.Level P: See “Before Reading” exercises (Examples on pages 8, 12-13,

28-29, 38-39, 42- 43, 68-69, 72-73, 98-99, 104-105) and “After Reading”

exercises (Examples on pages 11, 15, 19, 23, 41, 49, 53, 57, 61, 71, 75, 83, 102-103, 108-109)

Level A: See “Before Reading” exercises (Examples on pages 68-69, 74-75, 80-81, 86-

87, 92-93, 98-99, 104-105, 110-111) and “After Reading” exercises (Examples

on pages 72-73, 78-79, 84-85, 90-91, 96-97, 102-103, 108-109, 114-115)

throughout.

2.4 Use context to resolve ambiguities about word and sentence meanings.Level P: Pages 147, 164Level A: See “Words and Meanings” exercises throughout. (Examples

on pages 15,

10

20, 27, 33, 39, 45, 51, 79, 85, 91, 97, 103)

2.5 Confirm predictions about what will happen next in a text by identifying key words (i.e., signpost words).

Level P: See “Look Ahead” on pages 147, 165Level A: See “Use What You Know” prompts before reading selections

(Examples on pages 12, 24, 42, 70, 100, 128, 140, 170.) See “Look Ahead”

exercises throughout. (Examples on pages 27, 45, 73, 91, 131, 149.)

2.6 Relate prior knowledge to textual information.Level A: See “Use What You Know” prompts before reading selections

(Examples on pages 12, 24, 42, 70, 100, 128, 140, 170).

2.7 Retell the central ideas of simple expository or narrative passages.Level P: See “Write Sentences About the Story” on pages 103, 109,

121, 126, 147, 159, 165, 171, 177

Level A: See questions following each reading selection (Examples on pages 38-39, 44-

45, 50-51, 56, 84-85, 90-91, 96-97).


3.0 Literary Response and Analysis

Students read and respond to a wide variety of significant works of children’s literature. They distinguish between the structural features of the text and the literary terms or elements (e.g., theme, plot, setting, characters). The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students.

Narrative Analysis of Grade-Level-Appropriate Text (Grade One)

3.1 Identify and describe the elements of plot, setting, and character(s) in a story, as well as the story’s beginning, middle, and ending.

11

Level P: See questions following all reading selections in student text that help students

outline plot, determine setting, define characters, and delineate beginning,

middle, and end (Examples on pages 57, 61, 71, 75, 83, 91, 108-109)Level A: See Teacher’s Guide page 23 for instruction on story

elements. In addition, see questions following all reading selections in student text

that help students outline plot, determine setting, define characters, and delineate beginning, middle and end (Examples on pages 14, 21, 32, 38, 44, 51, 78, 96).

WRITING (Grade One)

1.0 Writing Strategies (Grade One)

Students write clear and coherent sentences and paragraphs that develop a central idea. Their writing shows they consider the audience and purpose. Students progress through the stages of the writing process (e.g., prewriting, drafting, revising, editing successive versions).

Organization and Focus (Grade One)

1.1 Select a focus when writing.Brief writing assignments with a specific focus are given in the

Teacher’s Guide. See the following examples:Level P: Teacher’s Guide pages119, 123, 132, 148, 152Level A: Teacher’s Guide pages 43, 47, 73, 77, 81, 107, 111

1.2 Use descriptive words when writing.Level A: Teacher’s Guide page 77


2.0 Writing Applications (Grade One)

12

Students write compositions that describe and explain familiar objects, events, and experiences. Student writing demonstrates a command of standard American English and the drafting, research, and organizational strategies outlined in Writing Standard 1.0.

Using the writing strategies of grade one outlined in Writing Standard 1.0, students:2.1 Write brief narratives (e.g., fictional, autobiographical) describing an experience.

Level P: See Teacher’s Guide pages 123, 132, 148Level A: See Teacher’s Guide pages 47, 77, 115, 119

2.2 Write brief expository descriptions of a real object, person, place, or event, using sensory details.

Level P: See Teacher’s Guide page 152Level A: See Teacher’s Guide pages 73, 77, 81

WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS (Grade One)

1.0 Written and Oral English Language Conventions (Grade One)

Students write and speak with a command of standard English conventions appropriate to this grade level.

Sentence Structure (Grade One)

1.1 Write and speak in complete, coherent sentences.Level P: In the final third of the text, students use complete sentences

to give short answers to questions about the reading selection. See pages

103, 109, 121, 126, 147, 159, 165, 171, 177. See also “Language” lessons in the

Teacher’s Guide on pages 42, 48, 67

Level A: Students use complete sentences to give short answers to questions about the

reading selection. See examples on pages 15, 21, 26, 32, 39, 45, 50, 72, 79, 90.

“Language” lessons in the Teacher’s Guide also address using complete

sentences. See TE pages 19 and 23.

Grammar (Grade One)

13

1.2 Identify and correctly use singular and plural nouns.Level P: Examples on pages 39, 64, 69, 99, 111, 137Level A: Examples on pages 11, 15, 61, 69, 81, 131


1.3 Identify and correctly use contractions (e.g., isn’t, aren’t, can’t, won’t) and singular possessive pronouns (e.g., my/mine, his/her, hers, your/s) in writing and speaking.

Level A: Pages 75, 99, 156-157, 162-163, 168-169, 177

Punctuation (Grade One)

1.4 Distinguish between declarative, exclamatory, and interrogative sentences.

Level P: See Teacher’s Guide page 89Level A: See Teacher’s Guide page 23

1.5 Use a period, exclamation point, or question mark at the end of sentences.

Level P: See Teacher’s Guide page 89

1.6 Use knowledge of the basic rules of punctuation and capitalization when writing.

Level P: See Teacher’s Guide pages 48, 89Level A: See Teacher’s Guide pages 23, 39, 43, 47, 103, 107, 119

Capitalization (Grade One)

1.7 Capitalize the first word of a sentence, names of people, and the pronoun I.

Level A: See Teacher’s Guide pages 39, 43

Spelling (Grade One)

1.8 Spell three- and four-letter short-vowel words and grade-level-appropriate sight words correctly.

Levels P & A: Students are expected to spell correctly. “Letters and Sounds” exercises

14

preceding each reading selection teach basic spelling concepts.

(California Content Standards Language Arts K-6/AGS Reading Skills for Life, Cont.)

GRADE TWOCorrelated to Reading Skills for Life, Levels A, B, C

READING (Grade Two)

1.0 Word Analysis, Fluency, and Systematic Vocabulary Development (Grade Two)


Decoding and Word Recognition (Grade Two)

1.1 Recognize and use knowledge of spelling patterns (e.g., diphthongs, special vowel spellings) when reading.

Level A: See “Letters and Sounds” exercises throughout. Examples on pages 10, 22-23,

28, 34, 46, 74, 80, 104Level B: See “Letters and Sounds” exercises throughout. Examples on

pages 10, 16, 22, 34, 40, 46, 52, 59-61

15

Level C: See “Letters and Sounds” exercises throughout. Examples on pages 10, 24, 31,

38, 45, 52, 60-61, 68, 75

1.2 Apply knowledge of basic syllabication rules when reading (e.g., vowel-consonant-vowel = su/per; vowel-consonant/consonant-vowel = sup/per).

Level A: Examples on pages 11, 29, 40-41, 47, 53, 81Level B: Examples on pages 11, 17, 29, 35, 47, 53, 69, 75Level C: Examples on pages 32, 39, 46, 53, 69, 76, 90, 97

1.3 Decode two-syllable nonsense words and regular multisyllable words.Level A: Examples on pages 11, 29, 41, 47, 53, 87, 99, 111, 127Level B: Examples on pages 81, 87, 93, 99, 105, 127, 133, 139, 145Level C: Examples on pages 97, 104, 111, 127, 134, 141, 148, 155

1.5 Identify and correctly use regular plurals (e.g., -s, -es, -ies) and irregular plurals (e.g., fly/flies, wife/wives).

Level A: Examples on pages 11, 15, 23, 61, 81, 139Level B: Pages 11, 61Level C: Pages 11, 18, 62, 63, 134

(California Content Standards Language Arts K-6/AGS Reading Skills for Life, Grade Two, Cont.)

Vocabulary and Concept Development (Grade Two)

1.8 Use knowledge of individual words in unknown compound words to predict their meaning.

Level A: Pages 145, 151, 179Level B: Pages 47, 74Level C: Pages 32, 61

1.9 Know the meaning of simple prefixes and suffixes (e.g., over-, un-, ing, -ly).

Level A: Examples on pages 17, 29, 53, 93, 127Level B: Examples on pages 81, 111, 151, 162-163, 168-169, 179Level C: Examples on pages 53, 63, 83, 104, 111, 121, 122, 148, 155

1.10 Identify simple multiple-meaning words.Level A: Examples on pages 85, 91, 97, 121, 149Level B: Examples on pages 21, 27, 39, 57, 97, 103Level C: Examples on pages 23, 44, 51, 88, 109, 139

16

2.0 Reading Comprehension (Grade Two)

Students read and understand grade-level-appropriate material. They draw upon a variety of comprehension strategies as needed (e.g., generating and responding to essential questions, making predictions, comparing information from several sources).

Structural Features of Informational Materials (Grade Two)

2.1 Use titles, tables of contents, and chapter headings to locate information in expository text.

Level A: Pages 37-39, 54-56, 140-142, 170-172Level B: Pages 30-32, 54-56, 82-84, 112-114, 170-172Level C: Pages 128-132, 135-139, 149-153, 156-160

Comprehension and Analysis of Grade-Level-Appropriate Text (Grade Two)

2.2 State the purpose in reading (i.e., tell what information is sought).Levels A, B, C: “After Reading” exercises following each selection

throughout help students clarify purposes for reading.

2.3 Use knowledge of the author’s purpose(s) to comprehend informational text.

Level A: Pages 36-38, 54-56, 82-84, 88-90, 94-96, 112-114, 140-142, 170-172

Level B: Pages 30-32, 48-50, 82-84, 112-114, 134-136, 152-154, 170-172

Level C: Pages 12-16, 19-23, 33-37, 47-51, 54-58, 128-132, 135-139, 149-153, 156-160(California Content Standards Language Arts K-6/AGS Reading Skills for Life, Grade Two, Cont.)

2.4 Ask clarifying questions about essential textual elements of exposition (e.g., why, what if, how).

Level A: Pages 38, 56, 84, 90, 96, 114, 142, 172Level B: Pages 32, 50, 84, 114, 136, 154, 172Level C: Pages 15-16, 22, 36-37, 50-51, 57-58, 131-132, 138-139, 152-

153, 159

2.5 Restate facts and details in the text to clarify and organize ideas.

17

Levels A, B, C: See “After Reading” exercises following each selection throughout.

2.6 Recognize cause-and-effect relationships in a text.Level A: See “Why Did It Happen” exercises on pages 21, 32, 51, 78,

102, 108, 136, 149, 155

Level B: See “Why Did It Happen” exercises on pages 21, 27, 39, 78, 91, 108, 130, 143,

149, 161, 167Level C: See “Why Did It Happen” exercises on pages 73, 152

2.7 Interpret information from diagrams, charts, and graphs.Level A: Pages 140, 142Level B: Pages 112-114

2.8 Follow two-step written instructions.Level A: Page 57

3.0 Literary Response and Analysis (Grade Two)

Students read and respond to a wide variety of significant works of children’s literature. They distinguish between the structural features of the text and the literary terms or elements (e.g., theme, plot, setting, characters). The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity fo the materials to be read by students.

Narrative Analysis of Grade-Level-Appropriate Text (Grade Two)

3.1 Compare and contrast plots, settings, and characters presented by different authors.

Level A: Pages 64-65, 123-124, 182-182Level B: Pages 64-65, 123-124, 182Level C: Pages 65-66, 124, 181-182


3.2 Generate alternative endings to plots and identify the reason or reasons for, and the impact

18

of, the alternatives.Level A: See “Look Ahead” on pages 15, 27, 45, 73, 91, 131, 149, 161Level B: See “Look Ahead” on pages 15, 21, 39, 73, 91, 103Level C: See “Look Ahead” on pages 16, 74, 109, 132, 167

3.3 Compare and contrast different versions of the same stories that reflect different cultures.

Level A: Pages 82-84

WRITING (Grade Two)


Research (Grade Two)

1.3 Understand the purposes of various reference materials (e.g., dictionary, thesaurus, atlas).

Level A: See Teacher’s Guide page 23Level B: See Teacher’s Guide pages 69, 81Level C: See Teacher’s Guide page 78

2.0 Writing Applications (Genres and Their Characteristics ) (Grade Two)

Students write compositions that describe and explain familiar objects, events, and experiences. Student writing demonstrates a command of standard American English and the drafting, research, and organizational strategies outline in Writing Standard 1.0.

Using the writing strategies outlined in Writing Standard 1.0, students:2.1 Write brief narratives based on their own experiences.

Level A: See Teacher’s Guide page 47Level B: See Teacher’s Guide pages 81, 123Level C: See Teacher’s Guide page 68

2.2 Write a friendly letter complete with the date, salutation, body, closing, and signature.

Level A: See Teacher’s Guide page 115

19


WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS (Grade Two)

1.0 Written and Oral English Language Conventions (Grade Two)

Sentence Structure (Grade Two)

1.1 Distinguish between complete and incomplete sentences.Level A: See Teacher’s Guide page 19Level B: See Teacher’s Guide page 19Level C: See Teacher’s Guide page 35

Grammar (Grade Two)

1.3 Identify and correctly use various parts of speech, including nouns and verbs, in writing and speaking.

Level A: See Teacher’s Guide pages 35, 39, 69, 73, 77, 81, 85, 89Level B: See Teacher’s Guide pages 35, 39, 43, 47, 61, 65, 69, 73, 77,

81, 85, 89,103, 107, 111

Level C: See Teacher’s Guide pages 40, 45, 50, 63, 68, 73, 78, 83, 88, 93, 106, 111, 116

Punctuation (Grade Two)

1.4 Use commas in the greeting and closure of a letter and with dates and items in a series.

Level A: See Teacher’s Guide pages 103, 107, 111Level B: See Teacher’s Guide page 123Level C: See Teacher’s Guide page 131

Capitalization (Grade Two)

1.6 Capitalize all proper nouns, words at the beginning of sentences and greetings, months and days of the week, and titles and initials of people.

Level A: See Teacher’s Guide page 43Level B: See Teacher’s Guide page 115Level C: See Teacher’s Guide page 121

20

1.7 Spell frequently used, irregular words correctly (e.g., was, were, says, said, who, what, why).

Levels A, B, C: See “Before Reading” activities throughout.

1.8 Spell basic short-vowel, long-vowel, r-controlled, and consonant-blend patterns correctly.

Levels A, B, C: See “Before Reading” activities throughout.


GRADE THREECorrelated to Reading Skills for Life, Levels C and D

READING (Grade Three)

1.0 Word Analysis, Fluency, and Systematic Vocabulary Development (Grade Three)


Decoding and Word Recognition (Grade Three)

1.1 Know and use complex word families when reading (e.g., -ight) to decode unfamiliar words.

Level C: Pages 17, 24, 31, 38, 45, 52, 60-61, 89, 96, 103, 110, 120, 133, 140, 147, 154,

161, 168Level D: Pages 10, 17, 24, 31, 38, 45, 52, 68, 89, 96, 103, 110, 118-

119, 126, 154, 161, 176-177

1.2 Decode regular multisyllabic words.Level C: Throughout. Examples on pages 11, 25, 32, 39, 46, 53, 69,

76, 83, 89, 97, 104Level D: Throughout. Examples on pages 11, 17, 25, 39, 53, 75, 83,

97, 111, 127, 134

21

Vocabulary and Concept Development (Grade Three)

1.4 Use knowledge of antonyms, synonyms, homophones, and homographs to determine the meanings of words.

Level C: See Teacher’s Guide page 136Level D: Page 168

1.6 Use sentence and word context to find the meaning of unknown words.Level C: See “Use Story Words” exercises throughout (Examples on

pages 29, 36, 43, 50, 57, 73, 80) and “Words and Meanings” exercises throughout

(Examples on pages 16, 23, 37, 51, 58, 74, 81).

Level D: See “Use Story Words” exercises throughout (Examples on pages 29, 43, 57,

73, 80, 94, 108) and “Words and Meanings” exercises throughout (Examples on

pages 30, 51, 74, 109, 116, 131)

1.7 Use a dictionary to learn the meaning and other features of unknown words.

Level D: See Teacher’s Guide page 68(California Content Standards Language Arts K-6/AGS Reading Skills for Life, Grade Three, Cont.)

1.8. Use knowledge of prefixes (e.g., un-, re-, pre-, bi-, mis-, dis-) and suffixes (e.g., -er, -est, -ful) to determine the meaning of words.

Level C: Pages 53, 63, 83, 104, 111, 121, 122, 148, 155Level D: Pages 25, 53, 69, 90, 97, 120, 121, 134, 148, 162, 169, 178

2.0 Reading Comprehension (Grade Three)

Students read and understand grade-level-appropriate material. They draw upon a variety of comprehension strategies as needed (e.g., generating and responding to essential questions, making predictions, comparing information from several sources). The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. In addition to their regular school reading, by grade four, students read one-half million words annually, including a good representation of grade-level-appropriate narrative and expository text (e.g., classic and contemporary

22

literature, magazines, newspapers, online information). In grade three, students make substantial progress toward this goal.

Structural Features of Informational Materials (Grade Three)

2.1 Use titles, tables of contents, chapter headings, glossaries, and indexes to locate information in text.

Level C: Pages 128-132, 135-139, 149-153, 156-160

Comprehension and Analysis of Grade-Level-Appropriate Text (Grade Three)

2.2 Ask questions and support answers by connecting prior knowledge with literal information found in, and inferred from, the text.

Level C: See “Use What You Know” prompts before reading selections (Examples on

pages 12, 26, 40, 77, 91, 105, 128, 142, 156) and “What Do You Think?”

prompts following reading selections (Examples on pages 22, 29, 50, 51, 87, 102, 115).

Level D: See “Use What You Know” prompts before reading selections (Examples on

pages 19, 40, 47, 70, 84, 98, 128, 135, 142) and “You Be the Judge” prompts

following reading selections (Examples on pages 43, 5073, 87, 94, 108, 131,

138, 159)

2.3 Demonstrate comprehension by identifying answers in the text.Level C: See “After Reading” questions following each selection

(Examples on pages 22- 23, 36-37, 50-51, 73-74, 87-88, 94-95)

Level D: See “After Reading” questions following each selection (Examples on pages 29-

30, 43-44, 57-58, 73-74, 80-81, 94-95)

(California Content Standards Language Arts K-6/AGS Reading Skills for Life, Grade Three, Cont.)

2.4 Recall major points in the text and make and modify predictions about forthcoming information.

Level C: See “After Reading” questions following each selection. See specifically “Look

23

Ahead” exercises on pages 16, 74, 109, 132, 167.Level D: See “After Reading” questions following each selection. See

specifically “Look Ahead” exercises on pages 16, 74, 95, 132.

2.5 Distinguish the main idea and supporting details in expository text.Level C: Pages 15-16, 22-23, 36-37, 51, 57-58, 131-132, 138-139, 152-

153, 159-160, 166-167

Level D: Pages 23, 36, 66, 81, 108, 116, 152, 173

2.6 Extract appropriate and significant information from the text, including problems and solutions.

Levels C and D: See “After Reading” questions following each selection.

3.0 Literary Response and Analysis (Grade Three)

Students read and respond to a wide variety of significant works of children’s literature. They distinguish between the structural features of the text and literary terms or elements (e.g., theme, plot, setting, characters). The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students.

Structural Features of Literature (Grade Three)

3.1 Distinguish common forms of literature (e.g., poetry, drama, fiction, nonfiction).

Level C: A wide range of literary forms are contained in this text, including biography

(pages 47-49, 128-130, 135-138), history (pages 12-14, 19-21, 149-151), fiction

(examples on pages 26-28, 40-42, 70-72), and nonfiction (pages 54-56, 156-

158).Level D: Literary forms in this text include fiction (examples on pages

12-14, 19-21), nonfiction (examples on pages 26-28, 47-49, 91-93),

biographical (examples on pages 32-34, 163-165, 170-172), and historical (examples on

pages 105-107).

Narrative Analysis of Grade-Level-Appropriate Text (Grade Three)

24

3.3 Determine what characters are like by what they say or do and by how the author or illustrator portrays them.

Level C: See “After Reading” questions throughout. Examples on pages 12-14, 19-22,

95, 108-109, 166.Level D: See “After Reading” questions throughout. Examples on

pages 22-23, 43-44, 80, 87-88, 145


3.4 Determine the underlying theme or author’s message in fiction and nonfiction text.

Level C: See “The Big Idea,” “Main Idea,” or “What Is the Topic?” questions on pages

36, 43, 66, 115, 131, 145, 166, 182.Level D: See “The Big Idea” and “What’s the Big Idea?” questions on

pages 23, 37, 81, 108, 116, 152, 173

WRITING (Grade Three)

1.0 Writing Strategies (Grade Three)


Organization and Focus (Grade Three)

1.1 Create a single paragraph: a. Develop a topic sentence. B. Include simple supporting facts and details.

Level C: See Teacher’s Guide pages 20, 25, 35, 50, 68, 121Level D: See Teacher’s Guide pages 45, 50, 73, 78, 83, 88, 93

Research and Technology (Grade Three)

1.3 Understand the structure and organization of various reference materials (e.g., dictionary,

25

thesaurus, atlas, encyclopedia).Level C: See Teacher’s Guide pages 78, 93Level D: See Teacher’s Guide pages 68, 93, 136

2.0 Writing Applications (Genres and Their Characteristics) (Grade Three)

Students write compositions that describe and explain familiar objects, events, and experiences. Student writing demonstrates a command of standard American English and the drafting, research, and organizational strategies outlined in Writing Standard 1.0.

Using the writing strategies of grade three outlined in Writing Standard 1.0, students:2.1 Write narratives

Level C: See Teacher’s Guide page 68Level D: See Teacher’s Guide page 73


2.2 Write descriptions that use concrete sensory details to present and support unified impressions of people, places, things, or experiences.


2.3 Write personal and formal letters, thank-you notes, and invitations.Level C: See Teacher’s Guide page 111Level D: See Teacher’s Guide page 106

WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS (Grade Three)

1.0 Written and Oral English Language Conventions (Grade Three)


Sentence Structure (Grade Three)

26

1.1 Understand and be able to use complete and correct declarative, interrogative, imperative, and exclamatory sentences in writing and speaking.

Levels C and D: Students write complete sentences in short answers to questions after

each reading selection throughout. In addition, see instruction on sentences in Teacher’s

Guides (Level C: pages 20, 35; Level D: pages 20, 25, 30)

Grammar (Grade Three)Grammar (Grade Three)Grammar (Grade Three)

1.2 Identify subjects and verbs that are in agreement and identify and use pronouns, adjectives, compound words, and articles correctly in writing and speaking.

Level C: Pages 32, 61. See also Teacher’s Guide pages 73, 88, 106Level D: Pages 46, 111. See also Teacher’s Guide pages 68, 88, 106

1.3 Identify and use past, present, and future verb tenses properly in writing and speaking.


1.4 Identify and use subjects and verbs correctly in speaking and writing simple sentences.

Level C: See Teacher’s Guide pages 25, 73, 78, 83Level D: See Teacher’s Guide pages 20, 25, 50, 63, 68, 73, 78, 83


Punctuation (Grade Three)

1.5 Punctuate dates, city and state, and titles of books correctly.Level C: See Teacher’s Guide page 131Level D: See Teacher’s Guide page 131

1.6 Use commas in dates, locations, and addresses and for items in a series.Level C: See Teacher’s Guide page 131Level D: See Teacher’s Guide page 131

Spelling (Grade Three)

27

1.8 Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word from –y to –ies when forming the plural), and common homophones (e.g., hair-hare).

Level C: See “Before Reading” spelling activities throughout. Examples on pages 46,

104, 126, 134, 155, 162Level D: See “Before Reading” spelling activities throughout.

Examples on pages 32, 69, 127, 147-148, 154, 168


GRADE FOURCorrelated to Reading Skills for Life, Levels D and E

READING (Grade Four)

1.0 Word Analysis, Fluency, and Systematic Vocabulary Development (Grade Four)

28


Word Recognition (Grade Four)

1.1 Read narrative and expository text aloud with grade-appropriate fluency and accuracy and with appropriate pacing, intonation, and expression.

Levels D and E: A wide range of narrative and expository selections is included in the

text. Any can be used by students to practice reading aloud.

Vocabulary and Concept Development (Grade Four)

1.2 Apply knowledge of word origins, derivations, synonyms, antonyms, and idioms to determine the meaning of words and phrases.

Level D: See “Words and Meanings” exercises following each reading selection.

Examples on pages 23, 37, 44, 51, 74, 88, 131, 138, 153Level E: See “Words and Meanings” exercises following each reading

selection. Examples on pages 25, 41, 57, 75, 83, 91, 99, 109, 139

1.4 Know common roots and affixes derived from Greek and Latin and use this knowledge to analyze the meaning of complex words (e.g., international).

Level D: Pages 25, 53, 69, 90, 97, 120, 121, 134, 148, 162, 169, 178Level E: Pages 43, 51, 69, 77, 101, 111, 124, 131, 141, 152, 177, 178

2.0 Reading Comprehension (Grade Four)

Students read and understand grade-level-appropriate material. They draw upon a variety of comprehension strategies as needed (e.g., generating and responding to essential questions, making predictions, comparing information from several sources). The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. In addition to their regular school reading, students read one-half million words annually, including a good representation of grade-level-appropriate narrative and

29

expository text (e.g., classic and contemporary literature, magazines, newspapers, online information).

(California Content Standards Language Arts K-6/AGS Reading Skills for Life, Grade Four, Cont.)

Comprehension and Analysis of Grade-Level-Appropriate Text (Grade Four)

2.3 Make and confirm predictions about text by using prior knowledge and ideas presented in the text itself, including illustrations, titles, topic sentences, important words, and foreshadowing clues.

Level D: See “Use What You Know” sections preceding reading selections on pages 12,

19, 26, 33, 40, 47, 54, 70, 77, 84, 91, 98, 105, 112, 128, 135, 142, 149, 156, 163,

170, and “Look Ahead” sections on pages 16, 74, 95, 132.Level E: See “Use What You Know” sections preceding reading

selections on pages 12, 20, 28, 36, 44, 52, 70, 78, 86, 94, 102, 112, 132, 142, 153, 164,

and “Look Ahead” sections on pages 17, 75, 109

2.4 Evaluate new information and hypotheses by testing them against known information and ideas.

Level D: See “You Be the Judge” sections on pages 29, 36, 50, 57, 94, 101, 108, 115,

152, 166, 173Level E: See “You Be the Judge” sections on pages 16, 24, 40, 56, 90,

98, 138, 160, 172

3.0 Literary Response and Analysis (Grade Four)

Students read and respond to a wide variety of significant works of children’s literature. They distinguish between the structural features of the text and literary terms or elements (e.g., theme, plot, setting, characters). The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students.

Narrative Analysis of Grade-Level-Appropriate Text (Grade Four)

30

3.2 Identify the main events of the plot, their causes, and the influence of each event on future actions.

Level D: Pages 15-16, 22-23, 43-44, 73-74, 80-81, 131-132, 138-139, 145-146, 159-160

Level E: Pages 48-49, 74-75, 82-83, 108-109, 118-119, 149-150

3.3 Use knowledge of the situation and setting and of a character’s traits and motivations to determine the causes for that character’s actions.

Level D: Pages 15, 22-23, 36, 43-44, 74, 80, 132, 138-139, 145, 159Level E: Pages 16-17, 32-33, 49, 56-57, 74, 82-83, 108-109, 118-119,

149


3.5 Define figurative language (e.g., simile, metaphor, hyperbole, personification) and identify its use in literary works.

Level D: See Teacher’s Guide page 68Level E: Pages 21-23. See also Teacher’s Guide page 25

WRITING (Grade Four)

1.0 Writing Strategies (Grade Four)

Students write clear, coherent sentences and paragraphs that develop a central idea. Their writing shows they consider the audience and purpose. Students progress through the stages of the writing process (e.g., prewriting, drafting, revising, editing successive versions).

Organization and Focus (Grade Four)

1.1 Select a focus, an organizational structure, and a point of view based upon purpose, audience, length, and format requirements.

Level D: See Teacher’s Guide pages 45, 50, 73, 78, 83, 88, 93, 106, 116, 121, 126,

131, 136

31

Level E: See Teacher’s Guide pages 20, 40, 45, 58, 68, 85, 99, 105, 112

1.2 Create multi-paragraph compositions.Level D: See Teacher’s Guide pages 121, 126Level E: See Teacher’s Guide page 112

1.3 Use traditional structures for conveying information (e.g., chronological order, cause and effect, similarity and difference, and posing and answering questions).

Level D: See Teacher’s Guide pages 50, 73, 83, 116Level E: See Teacher’s Guide pages 40, 45, 68, 85, 105

Research and Technology (Grade Four)

1.7 Use various reference materials (e.g., dictionary, thesaurus, card catalog, encyclopedia, online information) as an aid to writing.

Level D: See Teacher’s Guide page 136Level E: See Teacher’s Guide page 58


2.0 Writing Applications (Genres and Their Characteristics) (Grade Four)Students write compositions that describe and explain familiar objects, events, and experiences. Student writing demonstrates a command of standard American English and the drafting, research, and organizational strategies outlined in Writing Standard 1.0.

Using the writing strategies of grade four outlined in Writing Standard 1.0, students:

2.1 Write narratives.Level D: See Teacher’s Guide page 73Level E: See Teacher’s Guide page 85

2.2 Write responses to literature.Levels D and E: See “After Reading” exercises throughout the texts.

2.3 Write information reports.Level D: See Teacher’s Guide pages 45, 83

32

Level E: See Teacher’s Guide pages 20, 68

2.4 Write summaries that contain the main ideas of the reading selection and the most significant details.

Level D: See Teacher’s Guide page 88Level E: See Teacher’s Guide page 99

WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS (Grade Four)

1.0 Written and Oral English Language Conventions (Grade Four)


Sentence Structure (Grade Four)

1.1 Use simple and compound sentences in writing and speaking.Levels D and E: Students write complete sentences in response to

reading selections throughout.

Level D: See also Teacher’s Guide pages 30, 121, 126Level E: See also Teacher’s Guide pages 105, 112, 119

1.2 Combine short, related sentences with appositives, participial phrases, adjectives, adverbs, and prepositional phrases.

Level D: See Teacher’s Guide pages 106, 111, 116, 121, 126Level E: See Teacher’s Guide pages 85, 99, 105, 112, 119


Grammar (Grade Four)

1.3 Identify and use regular and irregular verbs, adverbs, prepositions, and coordinating conjunctions in writing and speaking.

Level D: See Teacher’s Guide pages50, 63, 68, 73, 78, 83, 88, 93, 111, 116, 121

Level E: See Teacher’s Guide pages 63, 68, 85, 99, 105

Punctuation (Grade Four)

33

1.4 Use parentheses, commas in direct quotations, and apostrophes in the possessive case of nouns and in contractions.

Level D: Pages 39, 76, 83, 104, 121. See also Teacher’s Guide page 45.

Level E: Pages 35, 51, 93, 125. See also Teacher’s Guide page 40.

Spelling (Grade Four)

1.7 Spell correctly roots, inflections, suffixes and prefixes, and syllable constructions.

Level D: See “Before Reading” spelling activities throughout. (Examples on pages 25,

53, 69, 90, 97, 127, 134)Level E: See “Before Reading” spelling activities throughout.

(Examples on pages 11, 19, 43, 69, 77, 92, 101, 111)


GRADE FIVECorrelated to Reading Skills for Life, Level E

34

READING (Grade Five)

1.0 Word Analysis, Fluency, and Systematic Vocabulary Development (Grade Five)

Students use their knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words.

Word Recognition (Grade Five)

1.1 Read aloud narrative and expository text fluently and accurately and with appropriate pacing, intonation, and expression.

Level E: A wide range of narrative and expository selections is included in the text. Any

can be used by students to practice reading aloud.

Vocabulary and Concept Development (Grade Five)

1.3 Understand and explain frequently used synonyms, antonyms, and homographs.

Level E: Page 151

1.4 Know abstract, derived roots and affixes from Greek and Latin and use this knowledge to analyze the meaning of complex words (e.g., controversial).

Level E: Pages 43, 51, 69, 77, 101, 111, 124, 131, 141, 152, 177, 178

1.5 Understand and explain the figurative and metaphorical use of words in context.

Level E: Pages 20-23. See also Teacher’s Guide page 25

35

(California Content Standards Language Arts K-6/AGS Reading Skills for Life, Grade Five, Cont.)

2.0 Reading Comprehension (Focus on Informational Materials) (Grade Five)

Students read and understand grade-level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. In addition to their regular school reading, students read one million words annually on their own, including a good representation of grade-level-appropriate narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information). In grade five, students make progress toward this goal.

Structural Features of Informational Materials (Grade Five)

2.1 Understand how text features (e.g., format, graphics, sequence, diagrams, illustration, charts, maps) make information accessible and usable.


2.2 Analyze text that is organized in sequential or chronological order.Level E: See many of the reading selections throughout. (Examples on

pages 12-17, 36- 41, 52-57, 70-75, 78-83, 86-91)

Comprehension and Analysis of Grade-Level-Appropriate Text (Grade Five)

2.3 Discern main ideas and concepts presented in texts, identifying and assessing evidence that supports those ideas.

Level E: See “After Reading” exercises throughout. (Examples on pages 24, 33, 40, 90,

109, 118, 139, 150)

2.4 Draw inferences, conclusions or generalizations about text and support them with textual

36

evidence and prior knowledge.Level E: See “After Reading” exercises throughout. (Examples on

pages 16, 24, 32, 40, 75, 109, 118, 149)

Expository Critique (Grade Five)

2.5 Distinguish facts, supported inferences, and opinions in the text.Level E: See “After Reading” exercises. (Examples on pages 33, 40,

118, 160)


3.0 Literary Response and Analysis (Grade Five)

Students read and respond to historically or culturally significant works of literature. They begin to find ways to clarify the ideas and make connections between literary works. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students.

Structural Features of Literature (Grade Five)

3.1 Identify and analyze the characteristics of poetry, drama, fiction, and nonfiction and explain the appropriateness of the literary forms chosen by an author for a specific purpose.

Level E: See “Fiction or Nonfiction?” exercises on pages 65, 127, 181. See selection on

poetry on pages 20-23. See drama selection on pages 28-31.

Narrative Analysis of Grade-Level-Appropriate Text (Grade Five)

3.2 Identify the main problem or conflict of the plot and explain how it is resolved.

Level E: See “Main Idea” exercises on pages 24, 90, 109, 139, 150.

3.3. Contrast the actions, motives (e.g., loyalty, selfishness, conscientiousness), and appearances

37

of characters in a work of fiction and discuss the importance of the contrasts to the plot or theme.

Level E: See discussions of fiction selections on pages 32-33, 48-49, 74-75, 82-83, 108-

109, 118-119, 149-150

3.5 Describe the function and effect of common literary devices (e.g., imagery, metaphor, symbolism).

Level E: Pages 21-23. See also Teacher’s Guide page 25.

WRITING (Grade Five)

1.0 Writing Strategies (Grade Five)

Students write clear, coherent, and focused essays. The writing exhibits the students’ awareness of the audience and purpose. Essays contain formal introductions, supporting evidence, and conclusions. Students progress through the stages of the writing process as needed.


Organization and Focus (Grade Five)

1.1 Create multi-paragraph narrative compositionsLevel E: See Teacher’s Guide pages 58, 85

1.2 Create multiple-paragraph expository compositionsLevel E: See Teacher’s Guide pages 20, 40, 68, 112

2.0 Writing Applications (Genres and Their Characteristics) (Grade Five)

Students write narrative, expository, persuasive, and descriptive texts of at least 500 to 700 words in each genre. Student writing demonstrates a command of standard American English and the

38

research, organizational, and drafting strategies outlined in Writing Standard 1.0.

Using the writing strategies of grade five outlined in Writing Standard 1.0, students:

2.1 Write narrativesLevel E: Pages 58, 85

2.2 Write responses to literatureLevel E: See “After Reading” exercises throughout the texts.

2.3 Write research reports about important ideas, issues, or events.Level E: See Teacher’s Guide page 112

2.4 Write persuasive letters or compositionsLevel E: 45, 105

WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS (Grade Five)

1.0 Written and Oral English Language Conventions (Grade Five)



Sentence Structure (Grade Five)

1.1 Identify and correctly use prepositional phrases, appositives, and independent and dependent clauses; use transitions and conjunctions to connect ideas.

Level E: See Teacher’s Guide pages 99, 105, 112, 119

Spelling (Grade Five)

1.5 Spell roots, suffixes, prefixes, contractions, and syllable constructions correctly.

39

Level E: Pages 43, 51, 69, 77, 93, 101, 111, 124, 125, 131, 141, 152, 177, 178. In

addition, words are always divided into syllables in “Story Words” sections.

(Examples on pages 43, 69, 85, 101, 131, 141, 163)


GRADE SIX

READING (Grade Six)

1.0 Word Analysis, Fluency, and Systematic Vocabulary Development (Grade Six)

40

Students use their knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words.

Word Recognition (Grade Six)

1.1 Read aloud narrative and expository text fluently and accurately and with appropriate pacing, intonation, and expression.

Level E: A wide range of narrative and expository selections is included in the text. Any

can be used by students to practice reading aloud.

Vocabulary and Concept Development (Grade Six)

1.2 Identify and interpret figurative language and words with multiple meanings.


1.4 Monitor expository text for unknown words or words with novel meanings by using word, sentence, and paragraph clues to determine meaning.

Level E: See “Words and Meanings” sections after each reading selection (Examples on

pages 33, 41, 57, 75, 83, 99, 139, 149)

2.0 Reading Comprehension (Focus on Informational Materials) (Grade Six)

Students read and understand grade-level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. In addition, by grade eight, students read one million words annually on their own, including a good representation of grade-level-appropriate narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information). In grade six, students continue to make progress toward this goal.

41

(California Content Standards Language Arts K-6/AGS Reading Skills for Life, Grade Six, Cont.)

Comprehension and Analysis of Grade-Level-Appropriate Text (Grade Six)

2.3 Connect and clarify main ideas by identifying their relationships to other sources and related topics.

Level E: Pages 24, 90, 109, 139, 150

2.4 Clarify an understanding of texts by creating outlines, logical notes, summaries, or reports.

Level E: See Teacher’s Guide page 99

2.5 Follow multiple-step instructions for preparing applications (e.g., for a public library card, bank savings account, sports club, league membership).


3.0 Literary Response and Analysis (Grade Six)

Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They clarify the ideas and connect them to other literary works. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students.

Structural Features of Literature (Grade Six)

3.1 Identify the forms of fiction and describe the major characteristics of each form.

Level E: Pages 28-31, 44-47, 70-73, 78-81, 102-107, 112-119, 142-148

Narrative Analysis of Grade-Level-Appropriate Text (Grade Six)

3.2 Analyze the effect of the qualities of the character (e.g., courage or cowardice, ambition or laziness) on the plot and the resolution of the conflict.

Level E: Examples on pages 16, 17, 40, 56, 108

42

3.4 Define how tone or meaning is conveyed in poetry through word choice, figurative language, sentence structure, line length, punctuation, rhythm, repetition, and rhyme.

Level E: Pages 21-23. See also Teacher’s Guide page 25

3.6 Identify and analyze features of themes conveyed through characters, actions, and images.



3.7 Explain the effects of common literary devices (e.g., symbolism, imagery, metaphor) in a variety of fictional and nonfictional texts.


WRITING (Grade Six)

1.0 Writing Strategies (Grade Six)

Students write clear, coherent, and focused essays. The writing exhibits students’ awareness of the audience and purpose. Essays contain formal introductions, supporting evidence, and conclusions. Students progress through the stages of the writing process as needed.

Organization and Focus (Grade Six)

1.1 Choose the form of writing (e.g., personal letter, letter to the editor, review, poem, report, narrative) that best suits the intended purpose.

Level E: See Teacher’s Guide pages 20, 40, 45, 58, 68, 85, 99, 105, 112, 119

1.2 Create multiple-paragraph expository compositions.Level E: See Teacher’s Guide pages 20, 40, 68, 112

1.3 Use a variety of effective and coherent organizational patterns, including comparison and

43

contrast; organization by categories; and arrangement by spatial order, order of importance, or climactic order.


2.0 Writing Applications (Genres and Their Characteristics) (Grade Six)

Students write narrative, expository, persuasive, and descriptive texts of at least 500 to 700 words in each genre. Student writing demonstrates a command of standard American English and the research, organizational, and drafting strategies outlined in Writing Standard 1.0.

Using the writing strategies of grade six outlined in Writing Standard 1.0, students:

2.1 Write narrativesLevel E: See Teacher’s Guide pages 58, 85


2.2 Write expository compositions (e.g., description, explanation, comparison and contrast, problem and solution)

Level E: See Teacher’s Guide pages 20, 40, 58, 68, 99, 112

2.3 Write research reportsLevel E: See Teacher’s Guide page 112

2.4 Write responses to literatureLevel E: See “After Reading” exercises throughout the texts.

2.5 Write persuasive compositionsLevel E: See Teacher’s Guide pages 45, 105

WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS (Grade Six)

1.0 Written and Oral English Language Conventions (Grade Six)


44

Sentence Structure (Grade Six)

1.1 Use simple, compound, and compound-complex sentences; use effective coordination and subordination of ideas to express complete thoughts.

Level E: See Teacher’s Guide pages 20, 25, 105, 112, 119

Grammar (Grade Six)

1.2 Identify and properly use indefinite pronouns and present perfect, past perfect, and future perfect verb tenses; ensure that verbs agree with compound subjects.


Spelling (Grade Six)

1.5 Spell frequently misspelled words correctly (e.g., their, they’re, there).Level E: See “Story Words” and “More Word Work” in “Before Reading”

activities throughout the text. Examples on pages 43, 51, 69, 77, 101,

111, 131, 151.

45

Documents

CALIFORNIA CONTENT STANDARDSassets.pearsonschool.com/correlations/readingskillsforlif… · Web viewAGS Reading Skills for Life. KINDERGARTEN. Correlated to Reading Skills for Life,