MakingMeaning and) BeingaReader ... · GradelevelExpectations Applicationin MakingMeaning and BeingaReader Examples (A)recognizethatspokenwordscanbe representedbyprintforcommunication

Grade-‐level Expectations Application in Making Meaning and Being a Reader Examples

(A) recognize that spoken words can be represented by print for communication;

In the Small Group Reading strand of Being a Reader, students recognize that spoken words can be represented by print for communication.

Being a ReaderSmall Group Reading, Set 3, Week 1, Day 1: p. 8Small Group Reading, Set 3, Week 4, Day 2: p. 50Small Group Reading, Set 4, Week 2, Day 1: p. 30

(B) identify upper-‐-‐-‐ and lower-‐-‐-‐case letters;

Letter-‐name instruction is included in an appendix of the Being a Reader Whole Group Teacher’s manual

Being a ReaderAppendix E: Letter-‐name Instruction; p. 577

(C) demonstrate the one-‐-‐-‐to-‐-‐-‐one correspondence between a spoken word and a printed word in text;

In the Shared Reading strand of Being a Reader, students demonstrate speech-‐to-‐print matching when they use the pointer to accurately point out words in familiar texts.

Being a ReaderShared Reading, Week 10, Day, 1: p. 231Shared Reading, Week 20, Day, 2: p. 380Shared Reading, Week 21, Day, 3: p. 396

(D) recognize the difference between a letter and a printed word;

Letter-‐name instruction is included in an appendix of the Being a Reader Whole Group Teacher’s manual

Being a ReaderAppendix E: Letter-‐name Instruction; p. 577

(E) recognize that sentences are comprised of words separated by spaces and demonstrate the awareness of word boundaries (e.g., through kinesthetic or tactile actions such as clapping and jumping);

In the Shared Reading strand of Being a Reader, students demonstrate understanding that sentences are comprised of words separated by spaces and demonstrate the awareness of word boundaries by counting words in sentences.


(F) hold a book right side up, turn its pages correctly, and know that reading moves from top to bottom and left to right; and

In the Making Meaning program, students hold books in the correct position. This is modeled during read-‐aloud lessons and practiced specifically during IDR.

Making MeaningUnit 1, Week 1, Day 5: p. 40Mini-‐lesson 1: p. 374

(G) identify different parts of a book (e.g., front and back covers, title page).

In the Making Meaning program, students identify parts of a book. This is modeled during read-‐aloud lessons and practiced specifically during IDR Mini-‐lessons.

Making MeaningUnit 1, Week 1, Day 5: p. 40Mini-‐lesson 1: p. 374

Kindergarten

Making Meaning and Being a Reader Correlated to the Texas Essential Knowledge and Skills for Language Arts and ReadingThe following references are examples from the Making Meaning and Being a Reader programs from the Center for the Collaborative Classroom that align to the Texas

English Knowledge and Skills for English Language Arts and Reading for K–5. This correlation is intended to illustrate how the programs approach these standards.

(1) Reading/Beginning Reading Skills/Print Awareness. Students understand how English is written and printed. Students are expected to:

(A) identify a sentence made up of a group of words;

In the Shared Reading strand of Being a Reader, students identify and discuss sentences.

Being a ReaderShared Reading, Week 17, Day, 3: p. 337Shared Reading, Week 29, Day, 1: p. 502

(B) identify syllables in spoken words; In the Small Group Reading strand of Being a Reader, students count syllables in spoken words.


(C) orally generate rhymes in response to spoken words (e.g., "What rhymes with hat?");

In the Shared Reading strand of Being a Reader, students orally generate rhymes in response to spoken words.


(D) distinguish orally presented rhyming pairs of words from non-‐-‐-‐rhyming pairs;

In the Shared Reading strand of Being a Reader, students distinguish orally presented rhyming pairs of words from non-‐rhyming pairs.


(E) recognize spoken alliteration or groups of words that begin with the same spoken onset or initial sound (e.g., "baby boy bounces the ball");

In the Small Group strand of Being a Reader, students identify words according to shared beginning sounds.

Being a ReaderSmall Group Reading, Set 1, Week 1, Day 1: p. 9Small Group Reading, Set 2, Week 1, Day 2: p. 13

(F) blend spoken onsets and rimes to form simple words (e.g., onset/c/ and rime/at/ make cat);

In the Small Group Reading strand of Being a Reader, students blend spoken onsets and rimes to form simple words.


(G) blend spoken phonemes to form one-‐-‐-‐syllable words (e.g.,/m/ …/a/ …/n/ says man);

In the Small Group Reading strand of Being a Reader, students blend spoken phonemes to form one-‐-‐-‐syllable words.


(H) isolate the initial sound in one-‐-‐-‐syllable spoken words;

In the Small Group Reading strand of Being a Reader, students isolate the initial sound in one-‐syllable spoken words.


(2) Reading/Beginning Reading Skills/Phonological Awareness.Students display phonological awareness. Students are expected to:

(I) segment spoken one-‐-‐-‐syllable words into two to three phonemes (e.g., dog:/d/ …/o/ …/g/).

In the Small Group Reading strand of Being a Reader, students segment spoken one-‐syllable words into two or more phonemes.


(A) identify the common sounds that letters represent;

In the Small Group Reading strand of Being a Reader, students match sounds to appropriate letters.

Being a ReaderSmall Group Reading Set 2, Week 2, Day 1: p. 25Small Group Reading Set 3, Week 1, Day 1: p. 8Small Group Reading Set 3, Week 6, Day 1: p. 71

(B) use knowledge of letter-‐-‐-‐sound relationships to decode regular words in text and independent of content (e.g., VC, CVC, CCVC, and CVCC words);

In the Small Group Reading strand of Being a Reader, students use knowledge of letter-‐sound relationships to decode regular words in text and independent of content.


(C) recognize that new words are created when letters are changed, added, or deleted;

In the Small Group Reading strand of Being a Reader, students practice phonological awareness routines, including phoneme manipulation, to recognize new words that are created when letters are changed, added, or deleted.

Being a ReaderSmall Group Reading Set 4, Week 1, Day 3: p. 23Small Group Reading Set 4, Week 2, Day 3: p. 35Small Group Reading Set 4, Week 6, Day 2: p. 74

(D) identify and read at least 25 high-‐-‐-‐frequency words from a commonly used list.

In the Small Group Reading strand of Being a Reader, students identify and read more than 100 high-‐frequency words from a commonly used list.

Being a ReaderSmall Group Reading, every lesson beginning with Set 1, Week 1, Day 1.

(A) predict what might happen next in text based on the cover, title, and illustrations; and

In the Making Meaning program, students make predictions about what will happen next.

Making MeaningUnit 1, Week 2, Day 2: p. 19 Unit 2, Week 2, Day 1: p. 75 Unit 3, Week 2, Day 1: p. 115

(4) Reading/Beginning Reading/Strategies. Students comprehend a variety of texts drawing on useful strategies as needed. Students are expected to:

(3) Reading/Beginning Reading Skills/Phonics.Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. Students are expected to:

(B) ask and respond to questions about texts read aloud.

In the Making Meaning program, students ask and answer relevant questions before, during, and after reading.

Making MeaningUnit 1, Week 5, Day 1: p. 41 Unit 6, Week 1, Day 1: p. 222 Unit 6, Week 4, Day 1: p. 257 Unit 7, Week 2, Day 1: p. 286 Unit 8, Week 2, Day 1: p. 318

(A) identify and use words that name actions, directions, positions, sequences, and locations;

In the Making Meaning Vocabulary Teaching Guide lessons, students use words name actions, directions, positions, sequences, and locations.

Vocabulary Teaching GuideWeek 8, Day1: p. 127Week 11, Day 2: p. 182Week 17, Day 1: p. 269

(B) recognize that compound words are made up of shorter words;

In the Small Group Reading strand of Being a Reader, students recognize that compound words are made up of shorter words.


(C) identify and sort pictures of objects into conceptual categories (e.g., colors, shapes, textures);

N/A N/A

(D) use a picture dictionary to find words.

N/A N/A

(A) identify elements of a story including setting, character, and key events;

In the Making Meaning program, students identify key ideas and details and analyze and discuss narrative text structure, including elements such as plot, character, problem or conflict, and theme.

Making MeaningUnit 1, Week 2, Day 2: p. 19 Unit 1, Week 6, Day 1: p. 51 Unit 2, Week 1, Day 1: p. 65 Unit 2, Week 2, Day 2: p. 79 Unit 3, Week 1, Day 2: p. 107 Unit 5, Week 2, Day 1: p. 194 Unit 9, Week 1, Day 1: p. 365

(6) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to:

(5) Reading/Vocabulary Development. Students understand new vocabulary and use it correctly when reading and writing. Students are expected to:

(B) discuss the big idea (theme) of a well-‐-‐-‐known folktale or fable and connect it to personal experience;

N/A N/A

(C) recognize sensory details; In the Making Meaning program, students visualize to create mental images while reading. This sensory language helps students understand, remember, and enjoy the reading.

Making MeaningUnit 4, Week 1, Day 1: p. 143 Unit 4, Week 3, Day 1: p. 167 Unit 4, Week 3, Day 2: p. 172

(D) recognize recurring phrases and characters in traditional fairy tales, lullabies, and folktales from various cultures.

N/A N/A

(A) respond to rhythm and rhyme in poetry through identifying a regular beat and similarities in word sounds.

In the Making Meaning and Being a Reader programs, students explore poetry and discuss rhyming words.

Making MeaningUnit 4, Week 1, Day 2: p. 149


(A) retell a main event from a story read aloud; and

In the Making Meaning program, students use sequence of events to retell a story. They answer questions to identify the main events of a story.

Making MeaningUnit 3, Week 1, Day 1: p. 105Unit 3, Week 1, Day 2: p. 107Unit 3, Week 2, Day 3: p. 118Unit 3, Week 3, Day 2: p. 131, 132

(B) describe characters in a story and the reasons for their actions.


Making MeaningUnit 1, Week 4, Day 2: p. 35Unit 2, Week 2, Day 2: p. 79Unit 3, Week 2, Day 2: p. 120

(7) Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to:

(8) Reading/Comprehension of Literary Text/Fiction.Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to:

(A) identify the topic of an informational text heard.

In the Making Meaning program, students informally determine main ideas and key details of informational text.


(A) identify the topic and details in expository text heard or read, referring to the words and/or illustrations;

In the Making Meaning program, students infer and draw conclusions based on text and illustrations in order to identify the main idea and supporting details.

Making MeaningUnit 6, Week 1, Day 2: p. 225Unit 6, Week 2, Day 1: p. 237Unit 7, Week 1, Day 2: p. 277Unit 8, Week 1, Day 1: p. 316

(B) retell important facts in a text, heard or read;

In the Making Meaning program, students retell important ideas found in nonfiction text.


(C) discuss the ways authors group information in text; and

N/A N/A

(D) use titles and illustrations to make predictions about text.

In the Making Meaning program, students use wondering to think about and understand nonfiction.


(A) follow pictorial directions (e.g., recipes, science experiments); and

N/A N/A

(B) identify the meaning of specific signs (e.g., traffic signs, warning signs).

N/A N/A

(9) Reading/Comprehension of Informational Text/Culture and History.Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to:

(10) Reading/Comprehension of Informational Text/Expository Text.Students analyze, make inferences and draw conclusions about expository text, and provide evidence from text to support their understanding. Students are expected to:

(11) Reading/Comprehension of Informational Text/Procedural Texts.Students understand how to glean and use information in procedural texts and documents. Students are expected to:

(A) identify different forms of media (e.g., advertisements, newspapers, radio programs); and

In the Making Meaning program, students discuss different types of text that they enjoy.


(B) identify techniques used in media (e.g., sound, movement)

N/A N/A

(13) Writing/Literary Texts.Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text.

Writing standards are addressed in the Being a Writer Program.

See Being a Writer-‐TEKs correlation document for examples.

(14) Writing/Literary Texts.Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas.



(15) Writing/Expository and Procedural Texts.Writing/Expository and Procedural Texts. Students write expository and procedural or work-‐related texts to communicate ideas and information to specific audiences for specific purposes.



(16) Oral and Written Conventions. Students understand the function of and use the conventions of academic language when speaking and writing.

Oral and written conventions are addressed in the Being a Writer Program.


(12) Reading/Media Literacy.Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students continue to apply earlier standards with greater depth in increasingly more complex texts. Students (with adult assistance) are expected to:

(17) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation.Students write legibly and use appropriate capitalization and punctuation conventions in their compositions.



(19) Research/Research Plan.Students ask open-‐-‐-‐ended research questions and develop a plan for answering them.

Research Standards are addressed in the Being a Writer Program.


(20) Research/Gathering Sources.Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students (with adult assistance) are expected to:



(A) listen attentively by facing speakers and asking questions to clarify information; and

In the Making Meaning program, students contribute different ideas during class discussions. When information presented is not clear, students ask and answer questions to gain more information and to clarify.

Making MeaningUnit 1, Week 1, Day 2: p. 9Unit 3, Week 1, Day 2: p. 106Unit 4, Week 3, Day 1: p. 167Unit 6, Week 4, Day 1: p. 256Unit 7, Week 1, Day 2: p. 278Unit 9, Week 1, Day 1: p. 366

(B) follow oral directions that involve a short related sequence of actions.

In the Making Meaning program, students are given oral instructions that they are expected to follow as a part of routines and procedures.


(21) Listening and Speaking/Listening.Students use comprehension skills to listen attentively to others in formal and informal settings. Students continue to apply earlier standards with greater complexity. Students are expected to:

(A) share information and ideas by speaking audibly and clearly using the conventions of language.

In the Making Meaning program, students learn the importance of speaking loudly and clearly.

Making MeaningUnit 3, Week 1, Day 1: p. 102Unit 3, Week 2, Day 1: p. 115

(A) follow agreed-‐-‐-‐upon rules for discussion, including taking turns and speaking one at a time.

In the Making Meaning program, students learn and use cooperative structures. Students practice taking turns, listening to what the other person is saying, being respectful of other's ideas, and speaking clearly during these discussions. These agreed-‐-‐-‐upon rules apply during both small and large group discussions.


(22) Listening and Speaking/Speaking.Students speak clearly and to the point, using the conventions of language. Students continue to apply earlier standards with greater complexity. Students are expected to:

(23) Listening and Speaking/Teamwork.Students work productively with others in teams. Students continue to apply earlier standards with greater complexity. Students are expected to:

Grade-‐level Expectations Application in Making Meaning and Being a Reader Examples

(A) recognize that spoken words are represented in written English by specific sequences of letters;

In the Making Meaning and Being a Reader programs, students recognize that spoken words are represented in written English by specific sequences of letters.

Making MeaningUnit 1, Week 3, Day 1: p. 26 and throughout

Being a ReaderSmall Group Reading, Set 1, Week 1, Day 1: p. 8, and throughout

(B) identify upper-‐ and lower-‐case letters;

In the Handwriting strand of the Being a Reader program, students identify and practice writing capital and lower-‐case letters.

Being a ReaderHandwriting, Week 6: p. 167Handwriting, Week 7: p. 183Handwriting, Week 10: p. 229

(C) sequence the letters of the alphabet; N/A N/A

(D) recognize the distinguishing features of a sentence (e.g., capitalization of first word, ending punctuation);

In the Shared Reading strand of Being a Reader, students identify and discuss distinguishing features of a sentence (e.g., capitalization of first word, ending punctuation).


(E) read texts by moving from top to bottom of the page and tracking words from left to right with return sweep;

In the Making Meaning and Being a Reader programs, students practice and understand directionality of print while reading.


Being a ReaderShared Reading, Week 7, Day, 3: p. 179, and throughout

(F) identify the information that different parts of a book provide (e.g., title, author, illustrator, table of contents).

In the Individualized Daily Reading strand of the Making Meaning program, students share information about different parts of books they are reading (e.g., title, author, illustrator, table of contents) with the teacher, partners, and the class.

Making Meaning Unit 3, Week 2, Day 1: p. 104Unit 8, Week 2, Day 1: p. 368Unit 8, Week 3, Day 3: p. 388

Grade One

(1) Reading/Beginning Reading Skills/Print AwarenessStudents understand how English is written and printed. Students are expected to:

(2) Reading/Beginning Reading Skills/Phonological Awareness. Students display phonological awareness. Students are expected to:

(A) orally generate a series of original rhyming words using a variety of phonograms (e.g., -‐ake, -‐ant, -‐ain) and consonant blends (e.g., bl, st, tr);

In the Small Group Reading strand of Being a Reader, students generate a series of original rhyming words.


(B) distinguish between long-‐ and short-‐vowel sounds in spoken one-‐syllable words (e.g., bit/bite);

N/A N/A

(C) recognize the change in a spoken word when a specified phoneme is added, changed, or removed (e.g.,/b/l/o/w/ to/g/l/o/w/);

In the Small Group Reading strand of Being a Reader, students recognize the change in a spoken word when a specified phoneme is added, changed, or removed.


(D) blend spoken phonemes to form one-‐ and two-‐syllable words, including consonant blends (e.g., spr);

In the Small Group Reading strand of Being a Reader, students blend spoken phonemes to form one-‐ and two-‐syllable words, including consonant blends.


(E) isolate initial, medial, and final sounds in one-‐syllable spoken words;

In the Small Group Reading strand of Being a Reader, students isolate initial, medial, and final sounds in one-‐syllable spoken words.


(F) segment spoken one-‐syllable words of three to five phonemes into individual phonemes (e.g., splat =/s/p/l/a/t/).

In the Small Group Reading strand of Being a Reader, students segment spoken one-‐syllable words of at least three phonemes into individual phonemes.


(3) Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to:

(A) decode words in context and in isolation by applying common letter-‐-‐-‐sound correspondences, including:(i) single letters (consonants) including b, c=/k/, c=/s/, d, f, g=/g/ (hard), g=/j/ (soft), h, j, k, l, m, n, p, qu=/kw/, r, s=/s/, s=/z/, t, v, w, x=/ks/, y, and z;(ii) single letters (vowels) including short a, short e, short i, short o, short u, long a (a-‐-‐-‐e), long e (e), long i (i-‐-‐-‐e), long o (o-‐-‐-‐e), long u (u-‐-‐-‐e), y=long e, and y=long i;(iii) consonant blends (e.g., bl, st);

In the Small Group Reading strand of Being a Reader and the Individualized Daily Reading strand of Making Meaning, students decode words in context and in isolation by applying common letter-‐-‐-‐sound correspondences.


Being a ReaderSmall Group Reading, Set 3, Week 1, Day 1: p. 8 and throughout

(B) combine sounds from letters and common spelling patterns (e.g., consonant blends, long-‐ and short-‐vowel patterns) to create recognizable words;

In the Guided Spelling strand of Being a Reader, students combine sounds from letters and common spelling patterns to create recognizable words.


(C) use common syllabication patterns to decode words, including:(i) closed syllable (CVC) (e.g., mat, rab-‐-‐-‐bit);(ii) open syllable (CV) (e.g., he, ba-‐-‐-‐by);(iii) initial stable syllable (e.g., ap-‐-‐-‐ple, a-‐-‐-‐ble);(iv) vowel-‐-‐-‐consonant-‐-‐-‐silent "e" words (VCe) (e.g., kite, hide);(v) vowel digraphs and diphthongs (e.g., boy-‐-‐-‐hood, oat-‐-‐-‐meal); and(vi) r-‐-‐-‐controlled vowel sounds (e.g., tar); including er, ir, ur, ar, and or);

In the Small Group Reading strand of Being a Reader, students use common syllabication patterns to decode words decode unfamiliar words.


(D) decode words with common spelling patterns (e.g., -‐-‐-‐ ink, -‐-‐-‐onk, -‐-‐-‐ick);

In the Small Group Reading strand of Being a Reader, students decode words with common spelling patterns.


(E) read base words with inflectional endings (e.g., plurals, past tenses);

In the Small Group Reading strand of Being a Reader, students read base words with inflectional endings.


(F) use knowledge of the meaning of base words to identify and read common compound words (e.g., football, popcorn, daydream);

In the Small Group Reading strand of Being a Reader, students use knowledge of the meaning of base words to identify and read common compound words.


(G) identify and read contractions (e.g., isn't, can't);

In the Small Group Reading strand of Being a Reader, students identify and read contractions.


(A) confirm predictions about what will happen next in text by "reading the part that tells";

In the Making Meaning program, students make and confirm predictions, showing evidence from the text to explain thinking.


(B) ask relevant questions, seek clarification, and locate facts and details about stories and other texts; and

In the Making Meaning program, students ask and answer questions before, during, and after a read-‐-‐-‐ aloud to make sense of the text.

Making MeaningUnit 1, Week 1, Day 1: p. 9Unit 2, Week 1, Day 2: p. 55Unit 3 ,Week 2, Day 2: p. 105Unit 4, Week 3, Day 3: p. 160Unit 9, Week 1, Day 1: p. 414

(4) Reading/Beginning Reading/Strategies.Students comprehend a variety of texts drawing on useful strategies as needed. Students are expected to:

(C) establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions, re-‐-‐-‐reading a portion aloud).

In the Making Meaning program, students learn and use a variety of comprehension strategies to better understand what a text says. Each lesson introduces students to a new strategy, where students work with partners and individually, to apply the strategy while reading.


(A) read grade-‐-‐-‐level text with fluency and comprehension.

In the Small Group Reading strand of Being a Reader and the Individualized Daily Reading strand of Making Meaning, students read grade-‐level text with fluency and comprenhension every day.


Being a ReaderSmall Group Reading, Set 3, Week 1, Day 1: p. 8 and throughout

(A) identify words that name actions (verbs) and words that name persons, places, or things (nouns);

Identifying nouns and verbs is addressed in the Skill Practice Teaching Guide component of the Being a Writer program.


(B) determine the meaning of compound words using knowledge of the meaning of their individual component words (e.g., lunchtime);

In the Vocabulary Teaching Guide lessons in the Making Meaning program and the Small Group Reading lessons of the Being a Reader program, students explore determing the meaning of compound words using knowledge of their individual component words.

Making MeaningVocabulary Teaching Guide, Week 17, Day 2: p. 301Vocabulary Teaching Guide, Week 22, Day 1: p. 383

Being a ReaderSmall Group Reading, Set 4, Week 1, Day 1: p.20Small Group Reading, Set 4, Week 2, Day 2: p.33

(C) determine what words mean from how they are used in a sentence, either heard or read;

In the Vocabulary Teaching Guide lessons in the Making Meaning program, students determine what words mean from how they are used in a sentence, either heard or read.

Making MeaningVocabulary Teaching Guide, Week 18, Day 1: p. 316Vocabulary Teaching Guide, Week 23, Day 2: p. 403Vocabulary Teaching Guide, Week 25, Day 1: p. 433

(D) identify and sort words into conceptual categories (e.g., opposites, living things);

In the Vocabulary Teaching Guide lessons in the Making Meaning program, students identify and sort words into conceptual categories.


(6) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:

(5) Reading/Fluency.Students read grade-‐level text with fluency and comprehension. Students are expected to:

(E) alphabetize a series of words to the first or second letter and use a dictionary to find words.

N/A N/A

(A) connect the meaning of a well-‐-‐-‐known story or fable to personal experiences; and

In the Making Meaning program, students hear a fable read aloud and make personal connections to the message.


(B) explain the function of recurring phrases (e.g., "Once upon a time" or "They lived happily ever after") in traditional folk-‐-‐-‐ and fairy tales.

N/A N/A

(A) respond to and use rhythm, rhyme, and alliteration in poetry.

In the Making Meaning program, students identify words is a poem that suggest feelings or appeal to the senses.


(A) describe the plot (problem and solution) and retell a story's beginning, middle, and end with attention to the sequence of events; and

In the Making Meaning program, students retell stories with a beginning, a middle, and an end. Students also discuss plot in narrative texts.

Making MeaningUnit 3, Week 1, Day 2: p. 93Unit 3, Week 1, Day 2: p. 96Unit 3, Week 2, Day 1: p. 102Unit 3, Week 2, Day 2: p. 105Unit 3, Week 3, Day 2: p. 114

(7) Reading/Comprehension of Literary Text/Theme and Genre.Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to:

(8) Reading/Comprehension of Literary Text/Poetry.Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to:


(B) describe characters in a story and the reasons for their actions and feelings.



(A) determine whether a story is true or a fantasy and explain why.

In the Making Meaning program, students discuss the main differences between fiction and nonfiction.


(A) recognize sensory details in literary text.

In the Making Meaning program, students identify words that appeal to the senses or suggest feeling in poetry and literary text.


(A) read independently for a sustained period of time.

During Individualized Daily Reading in Making Meaning in grade 1, the students spend up to 15 minutes a day reading books independently at their appropriate reading levels.

Making MeaningUnit 1, Week 3, Day 1: p. 24Unit 2, Week 2, Day 2: p. 69Unit 3, Week 1, Day 2: p. 95Unit 4, Week 4, Day 1: p. 166Unit 5, Week 2, Day 1: p. 199Unit 6, Week 1, Day 1: p. 245Unit 7, Week 2, Day 3: p. 317

(10) Reading/Comprehension of Literary Text/Literary Nonfiction.Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and respond by providing evidence from text to support their understanding. Students are expected to:

(11) Reading/Comprehension of Literary Text/Sensory Language.Students understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to:

(12) Reading/Comprehension of Text/Independent Reading.Students read independently for sustained periods of time and produce evidence of their reading. Students are expected to:

(A) Identify the topic and explain the author's purpose in writing about the text.

In the Making Meaning program, the students discuss key details and main ideas in informational texts, identify reasons and evidence that support main ideas, and explore authors’ purposes and points of view.


(A) restate the main idea, heard or read; In the Making Meaning program, students use informational text to discuss and retell key details and main ideas found in text.


(B) identify important facts or details in text, heard or read;

In the Making Meaning program, students identify key details found in text.


(C) retell the order of events in a text by referring to the words and/or illustrations; and

In the Making Meaning program, students identify what they learned by retelling key details from nonfiction text.

Making MeaningUnit 6, Week 2, Day 1: p. 259Unit 7, Week 1, Day 1: p. 297Mini-‐lesson 4: p. 439

(D) use text features (e.g., title, tables of contents, illustrations) to locate specific information in text.

In the Making Meaning program, students explore and learn how to use a variety of text features to locate facts or information found in nonfiction.



(14) Reading/Comprehension of Informational Text/Expository Text.Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students


(A) follow written multi-‐-‐-‐step directions with picture cues to assist with understanding;

In the Making Meaning program, students follow written multi-‐step directions for writing in their reading journals.


(B) explain the meaning of specific signs and symbols (e.g., map features).

N/A N/A

(A) recognize different purposes of media (e.g., informational, entertainment) (with adult assistance); and

N/A N/A

(B) identify techniques used in media (e.g., sound, movement).

N/A N/A

(17) Writing/Writing ProcessStudents use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text.



(18) Writing/Literary TextsStudents write literary texts to express their ideas and feelings about real or imagined people, events, and ideas.



(19) Writing/Expository and Procedural Texts.Students write expository and procedural or work-‐-‐-‐related texts to communicate ideas and information to specific audiences for specific purposes.



(16) Reading/Media Literacy.Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to:

(20) Oral and Written Conventions/ConventionsStudents understand the function of and use the conventions of academic language when speaking and writing. Students continue to apply earlier standards with greater complexity.

Language convention standards are addressed in the Being a Writer Program.


(21) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions

Capitalization and Punctuation convention standards are addressed in the Being a Writer Program.


(A) use phonological knowledge to match sounds to letters to construct known words

In the Guided Spelling component of the Small Group Reading strand of Being a Reader, students use phonological knowledge to match sounds to letters to construct known words.


(B) use letter-‐sound patterns to spell(i) consonant-‐vowel-‐consonant (CVC) words;(ii) consonant-‐vowel-‐consonant-‐silent e (CVCe) words (e.g., "hope"); and(iii) one-‐syllable words with consonant blends (e.g., "drop");

In the Guided Spelling component of the Small Group Reading strand of Being a Reader, students use letter-‐sound patterns to spell onsonant-‐vowel-‐consonant (CVC) words, consonant-‐vowel-‐consonant-‐silent e (CVCe) words, and one-‐syllable words with consonant blends.


(C) spell high-‐frequency words from a commonly used list;

In the Guided Spelling component of the Small Group Reading strand of Being a Reader, students read and spell high-‐frequency words.


(22) Oral and Written Conventions/SpellingStudents spell correctly.

(D) spell base words with inflectional endings (e.g., adding "s" to make words plurals)

In the Guided Spelling component of the Small Group Reading strand of Being a Reader, students spell base words with inflectional endings.

Being a ReaderSmall Group Reading, Set 7: p. 24Small Group Reading, Set 8: p. 34Small Group Reading, Set 8: p. 42

(E) use resources to find correct spellings.

In the Guided Spelling component of the Small Group Reading strand of Being a Reader, students use resources including a word bank and a word wall to find correct spellings of high frequency words.


(23) Research/Research Plan.Students ask open-‐-‐-‐ended research questions and develop a plan for answering them. Students (with adult assistance) are expected to:



(24) Research/Gathering Sources.Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students (with adult assistance) are expected to:



(25) Research/Synthesizing Information.Students clarify research questions and evaluate and synthesize collected information. Students (with adult assistance) are expected to:



(26) Research/Organizing and Presenting Ideas.Students organize and present their ideas and information according to the purpose of the research and their audience. Students (with adult assistance) are expected to:



(A) listen attentively to speakers and ask relevant questions to clarify information;

In the Making Meaning program, students use the cooperative structure "Think, Pair, Share" to share ideas, add input, clarify, and respond to comments and ideas from peers.


(B) follow, restate, and give oral instructions that involve a short related sequence of actions.

In the Making Meaning program, students are given oral instructions that they are expected to follow during as a part of routines and procedures.


(A) share information and ideas about the topic under discussion, speaking clearly at an appropriate pace, using the conventions of language.

In the Making Meaning program, students share ideas respectfully while focusing on speaking clearly an at a appropriate pace.


(A) follow agreed-‐-‐-‐upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions.






Grade-‐-‐-‐Level Expectations Application in Making Meaning and Being a Reader Examples

(A) distinguish features of a sentence (e.g., capitalization of first word, ending punctuation, commas, quotation marks).

In the Small Group Reading strand of Being a Reader, students identify and use features of a sentence including capitalization of first word, ending punctuation, commas, quotation marks to read fluently.

Being a ReaderSmall Group Reading, Set 6: p. 15Small Group Reading, Set 7: p. 9Small Group Reading, Set 9: p. 12

(A) decode multisyllabic words in context and independent of context by applying common letter-‐-‐-‐ sound correspondences including:(i) single letters (consonants and vowels);(ii) consonant blends (e.g., thr, spl);(iii) consonant digraphs (e.g., ng, ck, ph); and(iv) vowel digraphs (e.g., ie, ue, ew) and diphthongs (e.g., oi, ou);

In the Small Group Reading strand of Being a Reader and the Individualized Daily Reading strand of Making Meaning, students decode words in context and independent of context by applying common letter-‐-‐-‐ sound correspondence.


Being a ReaderSmall Group Reading, Set 6: p. 6 and throughout

(B) use common syllabication patterns to decode words including:(i) closed syllable (CVC) (e.g., pic-‐nic, mon-‐ster);(ii) open syllable (CV) (e.g., ti-‐ger);(iii) final stable syllable (e.g., sta-‐tion, tum-‐ble);(iv) vowel-‐consonant-‐silent "e" words (VCe) (e.g., in-‐vite, cape);(v) r-‐controlled vowels (e.g., per-‐fect, cor-‐ner); and(vi) vowel digraphs and diphthongs (e.g., boy-‐hood, oat-‐meal)

In the Small Group Reading strand of Being a Reader and the Individualized Daily Reading strand of Making Meaning, students use common syllabication patterns to decode words.



(1) Reading/Beginning Reading Skills/Print Awareness.Students understand how English is written and printed. Students are expected to:

(2) Reading/Beginning Reading Skills/Phonological Awareness.Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. Students are expected to:

Grade Two

A) use ideas (e.g., illustrations, titles, topic sentences, key words, and foreshadowing) to make and confirm predictions;

In the Making Meaning program, students use information from text to make and confirm predictions before, during, and after reading.


(B) ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text; and

In the Making Meaning program, students ask and answer simplified, open-‐-‐-‐ended questions before, during, and after reading literature in order to understand the key details within the text.

Making MeaningUnit 1, Week 1, Day 1: p: 7Unit 2, Week 4, Day 3: p. 93Unit 4, Week 3, Day 3: p. 203Unit 5, Week 3, Day 1: p. 242Unit 9, Week 4, Day 2: p. 481


In the Making Meaning program, students learn a new comprehension strategy during each unit. Throughout the unit, students gain understanding of the purpose of each strategy, and implement it during whole-‐-‐-‐class, partner, and individual practice.

Making MeaningUnit 3, Week 1, Day 1: p. 105Unit 3, Week 3, Day 1: p. 132Unit 4, Week 1, Day 1: 162Unit 6, Week 1, Day 1: p. 263

(A) read aloud grade-‐level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension.

In the Small Group Reading strand of Being a Reader and the Individualized Daily Reading strand of Making Meaning, students read grade-‐level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension every day.



(A) use prefixes and suffixes to determine the meaning of words (e.g., allow/disallow);

In the Vocabulary Teaching Guide lessons in the Making Meaning program, students use prefixes and suffixes to determine word meanings.



(4) Reading/Fluency.Students read grade-‐level text with fluency and comprehension. Students are expected to:


(B) use context to determine the relevant meaning of unfamiliar words or multiple-‐meaning words;

In the Vocabulary Teaching Guide lessons in the Making Meaning program, students use context to determine the relevant meaning of unfamiliar words or multiple-‐meaning words.


(C) identify and use common words that are opposite (antonyms) or similar (synonyms) in meaning;

In the Vocabulary Teaching Guide lessons in the Making Meaning program, students identify and use common words that are opposite (antonyms) or similar (synonyms) in meaning.


(D) alphabetize a series of words and use a dictionary or a glossary to find words.

In the Vocabulary Teaching Guide lessons in the Making Meaning program, students use look up words in a print dictionary, and online dictionary, and a glossary.


(A) identify moral lessons as themes in well-‐-‐-‐known fables, legends, myths, or stories;

In the Making Meaning program, students discuss the message of stories.


(B) compare different versions of the same story in traditional and contemporary folktales with respect to their characters, settings, and plot.

In the Making Meaning program, students compare and contrast two versions of the same folktale.


(A) describe how rhyme, rhythm, and repetition interact to create images in poetry.

In the Making Meaning program, students study how alliteration supplies rhythm and rhyme to a poem.




(A) identify the elements of dialogue and use them in informal plays.

In the Small Group Reading strand of Being a Reader, students identify elements of dialogue and use them in Readers' Theater.

Being a ReaderSmall Group Reading, Set 7: p. 32

(A) describe similarities and differences in the plots and settings of several works by the same author;

In the Making Meaning program, students make text-‐-‐-‐ to-‐-‐-‐text connections.


(B) describe main characters in works of fiction, including their traits, motivations, and feelings.

In the Making Meaning program, students describe and make inferences about the main characters of stories.


(A) distinguish between fiction and nonfiction.

In the Making Meaning program, students explore the differences between fiction and nonfiction text.


(A) recognize that some words and phrases have literal and non-‐-‐-‐literal meanings (e.g., take steps).

In the Making Meaning program, students visualize to make inferences about literal and non-‐-‐-‐literal meanings of words and phrases.


(8) Reading/Comprehension of Literary Text/Drama.Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding. Students are expected to:

(9) Reading/Comprehension of Literary Text/Fiction.Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding.Students are expected to:




(A) read independently for a sustained period of time and paraphrase what the reading was about, maintaining meaning.

In the Making Meaning program, students hear, read, and discuss various types of literature, including stories, poems, plays, and novels. During IDR conferences, reading levels are assessed and monitored throughout the year.


(A) identify the topic and explain the author's purpose in writing the text.

In the Making Meaning program, students read informational text to determine the main idea. They analyze author point of view and explain how the author uses reasons to support the main idea.


(A) identify the main idea in a text and distinguish it from the topic;

In the Making Meaning program, students determine important ideas found in multi-‐-‐-‐paragraph informational text. They identify reasons and evidence that support main ideas.


(B) locate the facts that are clearly stated in a text;

In the Making Meaning program, students locate facts stated in the text.


C) describe the order of events or ideas in a text; and

In the Making Meaning program, students explore articles and functional texts to understand steps in a technical procedure.


(D) use text features (e.g., table of contents, index, headings) to locate specific information in text.

In the Making Meaning program, students explore text features. With partners and during IDR, students use text features to locate facts in informational text.



(14) Reading/Comprehension of Informational Text/Expository Text.Students analyze, make inferences and draw conclusions about and understand expository text and provide evidence from text to support their understanding. Students are expected to:

(A) follow written multi-‐-‐-‐step directions; and

In the Making Meaning program, students follow written multi-‐step directions for writing in their reading journals.


(B) use common graphic features to assist in the interpretation of text (e.g., captions, illustrations).

In the Making Meaning program, students use photographs and diagrams to explain and clarify information in text.


(A) recognize different purposes of media (e.g., informational, entertainment)

N/A N/A

(B) describe techniques used to create media messages (e.g., sound, graphics); and

N/A N/A

(C) identify various written conventions for using digital media (e.g., e-‐mail, website, video game).

N/A N/A

(17) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text.



(18) Writing/Literary Texts.Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas.



(16) Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning.Students continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to:

(15) Reading/Comprehension of Informational Text/Procedural Text.Students understand how to glean and use information in procedural texts and documents. Students are expected to:




(20) Writing/Persuasive Texts.Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues.



(21) Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students continue to apply earlier standards with greater complexity.

Language convention standards are addressed in the Being a Writer Program.


(22) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions.

Conventions/Handwriting, Capitalization, and Punctuation standards are addressed in the Being a Writer Program.


(A) use phonological knowledge to match sounds to letters to construct unknown words;

In the Word Study strand of Being a Reader, students use phonological knowledge to match sounds to letters to construct unknown words.

Being a ReaderWord Study, Week 3, Day, 1: p. 81Word Study, Week 4, Day, 1: p. 117Word Study, Week 7, Day, 1: p. 187

(23) Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to:

(B) spell words with common orthographic patterns and rules:(i) complex consonants (e.g., hard and soft c and g, ck);(ii) r-‐controlled vowels;(iii) long vowels (e.g., VCe-‐hope); and(iv) vowel digraphs (e.g., oo-‐book, fool, ee-‐feet), diphthongs (e.g., ou-‐out, ow-‐cow, oi-‐coil, oy-‐t

In the Word Study strand of Being a Reader, students spell words with common orthographic patterns and rules.


(C) spell high-‐frequency words from a commonly used list;

In the Word Study strand of Being a Reader, students spell high-‐frequency words.


(D) spell base words with inflectional endings (e.g., -‐ing and -‐ed);

In the Word Study strand of Being a Reader, students spell base words with inflectional endings.


(E) spell simple contractions (e.g., isn't, aren't, can't); and

In the Word Study strand of Being a Reader, students spell simple contractions.

Being a ReaderWord Study, Week 29, Day, 1: p. 533Word Study, Week 29, Day, 4: p. 537

(F) use resources to find correct spellings.

In the Word Study strand of Being a Reader, students use resources to check and correct words on spelling tests.





(25) Research/Gathering Sources.Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather.



(26) Research/Synthesizing Information.Students clarify research questions and evaluate and synthesize collected information.



(27) Research/Organizing and Presenting Ideas.Students organize and present their ideas and information according to the purpose of the research and their audience.



(A) listen attentively to speakers and ask relevant questions to clarify information;

In the Making Meaning program, students listen to one another, ask questions to clarify, and use discussion prompts to practice speaking in complete sentences during partner and whole class conversations.


(B) follow, restate, and give oral instructions that involve a short related sequence of actions

In the Making Meaning program, students are given oral instructions that they are expected to follow during as a part of routines and procedures.




(A) share information and ideas that focus on the topic under discussion, speaking clearly at an appropriate pace, using the conventions of language.

In the Making Meaning program, students listen to and discuss texts and topics in pairs, small groups, and as a class using cooperative structures taught in the program. These cooperative structures include: "Turn to Your Partner" and "Think, Pair, Share, and are used in every lesson on the program.


(A) follow agreed-‐upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions.



(30) Listening and Speaking/Teamwork.Students work productively with others in teams. Students continue to apply earlier standards with greater complexity. Students are expected to

Grade-‐-‐-‐Level Expectations Application in Making Meaning Examples

(A) use ideas (e.g., illustrations, titles, topic sentences, key words, and foreshadowing clues) to make and confirm predictions;

In the Making Meaning program, students make and confirm predictions about text and provide reasoning to support their predictions.


(B) ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text;

In the Making Meaning program, students ask and answer questions about the text, and provide reasoning and evidence from the text. Students also ask clarifying questions.



In the Making Meaning program, students learn a variety of comprehension strategies to help them understand text. These comprehension strategiesinclude making inferences and identifying clues, using schema, and generating questions before, during, and after reading.


(A) read aloud grade-‐-‐-‐level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension.

In the Making Meaning program, IDR mini-‐lessons are provided to support students. Students read grade-‐appropriate text and use strategies to help them read fluently with understanding.

Making MeaningMini-‐lesson 1: p. 576Mini-‐lesson 2: p. 582Mini-‐lesson 4: p. 590Mini-‐lesson 5: p. 594Mini-‐lesson 6: p. 601

(2) Reading/Fluency.Students read grade-‐-‐-‐level text with fluency and comprehension. Students are expected to:


Grade Three


(A) paraphrase the themes and supporting details of fables, legends, myths, or stories;

In the Making Meaning program, students read fables and discuss the theme.


(B) compare and contrast the settings in myths and traditional folktales

In the Making Meaning program, students explore setting in fables.


(A) describe the characteristics of various forms of poetry and how they create imagery (e.g., narrative poetry, lyrical poetry, humorous poetry, free verse).

In the Making Meaning program, students listen specific word choices and phrases found in poetry. Students visualize to create mental images about the poem.


(A) explain the elements of plot and character as presented through dialogue in scripts that are read, viewed, written, or performed.

In the Making Meaning program, students explore narrative structures of a play and perform dramatic readings.


(A) sequence and summarize the plot's main events and explain their influence on future events;

In the Making Meaning program, students explain sequence of events and summarize the main events in fiction.


(B) describe the interaction of characters including their relationships and the changes they undergo; and

In the Making Meaning program, students explore problem/solution as well as character change in fiction.



(5) Reading/Comprehension of Literary Text/Drama.Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding. Students are expected to


(C) identify whether the narrator or speaker of a story is first or third person.

N/A N/A

(A) explain the difference in point of view between a biography and autobiography.

N/A N/A

(A) identify language that creates a graphic visual experience and appeals to the senses.

In the Making Meaning program, students discuss specific words and phrases that help them create mental images.


(A) read independently for a sustained period of time and paraphrase what the reading was about, maintaining meaning and logical order (e.g., generate a reading log or journal; participate in book talks).

In the Making Meaning program, students read independently during each lesson. Students keep a reading log and write journal entries. Students discuss what they read with partners and the whole class.

Making MeaningUnit 1, Week 1, Day 3: p. 18Unit 3, Week 5, Day 1: p. 168Unit 4, Week 1, Day 1: p 189Unit 6, Week 1, Day 2: p. 321Unit 7, Week 1, Day 1: p. 396

(A) identify the topic and locate the author's stated purposes in writing the text.

In the Making Meaning program, students identify the topic of expository text, and are able to tell the author’s purpose for sharing specific information.






(A) identify the details or facts that support the main idea;

In the Making Meaning program, students identify key details and facts to support the main idea.


(B) draw conclusions from the facts presented in text and support those assertions with textual evidence;

In the Making Meaning program, students make conclusions based on textual evidence found in the text.


(C) identify explicit cause and effect relationships among ideas in texts; and

In the Making Meaning program, students explore cause and effect relationships in nonfiction.

Making Meaning Unit 7, Week 3, Day 4: p. 445

(D) use text features (e.g., bold print, captions, key words, italics) to locate information and make and verify predictions about contents of text.

In the Making Meaning program, students use text features to identify information in nonfiction text.


(A) identify the topic and locate the author's stated purposes in writing the text

In the Making Meaning program, students identify the topic of expository text and are able to tell the author’s purpose for sharing specific information.


(A) identify the details or facts that support the main idea

In the Making Meaning program, students identify key details and facts that support the main idea.


(11) Reading/Comprehension of Informational Text/Expository Text.Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to:

(12) Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to:

(13) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to:

(B) draw conclusions from the facts presented in text and support those assertions with textual evidence;

In the Making Meaning program, students draw conclusions based on textual evidence.


(C) identify explicit cause and effect relationships among ideas in texts; and

In the Making Meaning program, students identify explicit cause and effect relationships among ideas in texts.


(D) use text features (e.g., bold print, captions, key words, italics) to locate information and make and verify predictions about contents of text.

In the Making Meaning program, students use text features to identify information in nonfiction text.


(A) identify what the author is trying to persuade the reader to think or do.

In the Making Meaning program, students identify the author’s point of view.

Making Meaning Unit 8, Week 1, Day 2: p. 463Unit 8, Week 1, Day 3: p. 467

(A) follow and explain a set of written multi-‐-‐-‐step directions; and

In the Making Meaning program, students use functional texts to follow step-‐-‐-‐by-‐-‐-‐step instructions.

Making Meaning Unit 6, Week 4, Day 2: p. 370Unit 6, Week 4, Day 3: p. 373

(B) locate and use specific information in graphic features of text.

In the Making Meaning program, students take a walk around the school to locate functional text.

Making Meaning Unit 6, Week 4, Day 1: p. 367

(A) understand how communication changes when moving from one genre of media to another;

N/A N/A

(14) Reading/Comprehension of Informational Text/Persuasive Text. Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis. Students are expected to:

(15) Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents. Students are expected to:

(16) Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts.

(B) explain how various design techniques used in media influence the message (e.g., shape, color, sound); and

N/A N/A

(C) compare various written conventions used for digital media (e.g., language in an informal e-‐mail vs. language in a web-‐based news article).

N/A N/A




(18) Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas



(19) Writing.Students write about their own experiences. Students are expected to:



(21) Writing/Persuasive Texts.Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to:



(25) Research/Research Plan.Students ask open-‐-‐-‐ended research questions and develop a plan for answering them. Students are expected to:

Research standards are addressed in the Being a Writer Program.


(26) Research/Gathering Sources.Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are expected to:



(27) Research/Synthesizing Information.Students clarify research questions and evaluate and synthesize collected information. Students are expected to:



(28) Research/Organizing and Presenting Ideas.Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to:



(A) listen attentively to speakers, ask relevant questions, and make pertinent comments;

In the Making Meaning program, students listen to and discuss texts and topics in pairs, small groups, and as a class using cooperative structures taught in the program. These cooperative structures include: "Turn to Your Partner" and "Think, Pair, Share," and are used in every lesson of the program.


(B) follow, restate, and give oral instructions that involve a series of related sequences of action.

In the Making Meaning program, students follow instructions.




(A) speak coherently about the topic under discussion, employing eye contact, speaking rate, volume, enunciation, and the conventions of language to communicate ideas effectively.

In the Making Meaning program, students share personal stories with the class, providing factual information and details. Sharing personal stories with the class allows students to practice speaking clearly and in a way that is understandable.


(A) participate in teacher-‐-‐-‐ and student-‐-‐-‐led discussions by posing and answering questions with appropriate detail and by providing suggestions that build upon the ideas of others.

In the Making Meaning program, students use the cooperative structure "Think, Pair, Share" to share ideas, ask questions to check understanding, add input, and respond to comments and ideas from peers. Students use discussion prompts to build onto ideas shared during partner and whole class conversations.




(A) read aloud grade-‐level stories with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension.

In the Individualized Daily Reading strand of Making Meaning, students read grade-‐level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension every day.


(A) determine the meaning of grade-‐level academic English words derived from Latin, Greek, or other linguistic roots and affixes;

In the Vocabulary Teaching Guide lessons in the Making Meaning program, students determine the meaning of grade-‐level academic English words derived from Latin, Greek, or other linguistic roots and affixes;


(B) use the context of the sentence (e.g., in-‐sentence example or definition) to determine the meaning of unfamiliar words or multiple meaning words;

In the Vocabulary Teaching Guide lessons in the Making Meaning program, students use the context of the sentence (e.g., in-‐sentence example or definition) to determine the meaning of unfamiliar words or multiple meaning words;


(C) complete analogies using knowledge of antonyms and synonyms (e.g., boy:girl as male:____ or girl:woman as boy:_____);

N/A N/A

(D) identify the meaning of common idioms; and

In the Vocabulary Teaching Guide lessons in the Making Meaning program, students identify the meaning of common idioms.


(E) use a dictionary or glossary to determine the meanings, syllabication, and pronunciation of unknown words.

In the Vocabulary Teaching Guide lessons in the Making Meaning program, students use a dictionary, online dictionary, and glossary to determine the meanings, syllabication, and pronunciation of unknown words.


Grade Four

(1) Reading/Fluency. Students read grade-‐level text with fluency and comprehension. Students are expected to:


(A) summarize and explain the lesson or message of a work of fiction as its theme; and

In the Making Meaning program, students explore theme and discuss the lesson or message in different type of literary work.


(B) compare and contrast the adventures or exploits of characters (e.g., the trickster) in traditional and classical literature.

N/A N/A

(A) explain how the structural elements of poetry (e.g., rhyme, meter, stanzas, line breaks) relate to form (e.g., lyrical poetry, free verse).

In the Making Meaning program, students explore poetry elements and structure.


(A) describe the structural elements particular to dramatic literature.

In the Making Meaning program, students analyze the text structure of plays.


(A) sequence and summarize the plot's main events and explain their influence on future events;

In the Making Meaning program, students determine the plot of a narrative text.






(B) describe the interaction of characters including their relationships and the changes they undergo;

In the Making Meaning program, students analyze how and why characters change from the beginning of the story to the end, as well as the relationships they form throughout.


(C) identify whether the narrator or speaker of a story is first or third person.

In the Making Meaning program, students explore point of view.

Making MeaningUnit 4, Week 1, Day 4: p. 189, 192Unit 4, Week 2, Day 1: p. 199

(A) identify similarities and differences between the events and characters' experiences in a fictional work and the actual events and experiences described in an author's biography or autobiography.

In the Making Meaning program, students read biographies and autobiographies about Jackie Robinson.


(A) identify the author's use of similes and metaphors to produce imagery.

In the Making Meaning program, students informally make inferences about a metaphor.


(A) read independently for a sustained period of time and paraphrase what the reading was about, maintaining meaning and logical order (e.g., generate a reading log or journal; participate in book talks).

In the Making Meaning program, students participate in Individualized Daily Reading in every lesson.


(7) Reading/Comprehension of Literary Text/Literary Nonfiction.Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. Students are expected to:



(A) explain the difference between a stated and an implied purpose for an expository text

N/A N/A

(A) summarize the main idea and supporting details in text in ways that maintain meaning;

In the Making Meaning program, students summarize the main ideas and key details in nonfiction text.


(B) distinguish fact from opinion in a text and explain how to verify what is a fact;

In the Making Meaning program, students distinguish between fact and opinion in nonfiction text.


(C) describe explicit and implicit relationships among ideas in texts organized by cause-‐-‐-‐and-‐-‐-‐effect, sequence, or comparison; and

In the Making Meaning program, students explore different types of text structure, including: cause and effect, compare and contrast, and sequence.

Making MeaningUnit 7, Week 4, Day 1: p. 499Unit 7, Week 4, Day 2: p. 501, 504Unit 7, Week 4, Day 3: p. 506

(D) use multiple text features (e.g., guide words, topic and concluding sentences) to gain an overview of the contents of text and to locate information.

In the Making Meaning program, students explore and use text features to understand nonfiction.


(A) explain how an author uses language to present information to influence what the reader thinks or does

In the Making Meaning program, students discuss how authors use specific language to persuade readers to agree with their point of view.


(12) Reading/Comprehension of Informational Text/Persuasive Text.Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis. Students are expected to:



(11) Reading/Comprehension of Informational Text/Expository Text.Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students

(A) determine the sequence of activities needed to carry out a procedure (e.g., following a recipe); and

In the Making Meaning program, students use functional text to follow a recipe and order a meal at a restaurant.


(B) explain factual information presented graphically (e.g., charts, diagrams, graphs, illustrations).

In the Making Meaning program, students use functional text to read a map.





(16) Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas.



(17) Writing.Students write about their own experiences. Students are expected to:



(18) Writing/Expository and Procedural Texts.Students write expository and procedural or work-‐-‐-‐related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to:






(20) Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students continue to apply earlier standards with greater complexity.



(21) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions.



(22) Oral and Written Conventions/Spelling. Students spell correctly.



(23) Research/Research Plan.Students ask open-‐-‐-‐ended research questions and develop a plan for answering them. Students are expected to:



(24) Research/Gathering Sources.Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are expected to:



(25) Research/Synthesizing Information.Students clarify research questions and evaluate and synthesize collected information. Students are expected to:



(26) Research/Organizing and Presenting Ideas.Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to



(A) listen attentively to speakers, ask relevant questions, and make pertinent comments;

In the Making Meaning program, students participate in collaborative conversations and cooperative structures.


(B) follow, restate, and give oral instructions that involve a series of related sequences of action.

In the Making Meaning program, students learn and follow procedures throughout the program. Students show their ability to follow these procedures during whole group, partner, and individual practice.


(A) express an opinion supported by accurate information, employing eye contact, speaking rate, volume, and enunciation, and the conventions of language to communicate ideas effectively.

In the Making Meaning program, students share opinions with their class mates. They use factual information to support their opinions.


(A) participate in teacher-‐-‐-‐ and student-‐-‐-‐led discussions by posing and answering questions with appropriate detail and by providing suggestions that build upon the ideas of others.

In the Making Meaning program, students use discussion prompts to ask and answer questions, to clarify, and to build on the ideas of others.




(29) Listening and Speaking/Teamwork.Students work productively with others in teams. Students continue to apply earlier standards with greater complexity. Students are expected to


(A) read aloud grade-‐level stories with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension.

In the Individualized Daily Reading strand of Making Meaning, students read grade-‐level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension every day.


(A) determine the meaning of grade-‐level academic English words derived from Latin, Greek, or other linguistic roots and affixes;

In the Vocabulary Teaching Guide lessons in the Making Meaning program, students determine the meaning of grade-‐level academic English words derived from Latin, Greek, or other linguistic roots and affixes;


(B) use context (e.g., in-‐sentence restatement) to determine or clarify the meaning of unfamiliar or multiple meaning words;

In the Vocabulary Teaching Guide lessons in the Making Meaning program, students use the context of the sentence (e.g., in-‐sentence example or definition) to determine the meaning of unfamiliar words or multiple meaning words;


(C) produce analogies with known antonyms and synonyms

N/A N/A

(D) identify and explain the meaning of common idioms, adages, and other sayings; and

In the Vocabulary Teaching Guide lessons in the Making Meaning program, students identify the meaning of common idioms.


(E) use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication, pronunciations, alternate word choices, and parts of speech of words.

In the Vocabulary Teaching Guide lessons in the Making Meaning program, students use a dictionary, a glossary, and a thesaurus to determine the meanings, syllabication, pronunciations, alternate word choices, and parts of speech of words.


(1) Reading/Fluency. Students read grade-‐level text with fluency and comprehension. Students are expected to:


Grade Five

(A) compare and contrast the themes or moral lessons of several works of fiction from various cultures;

In the Making Meaning program, students compare how similar themes and topics are explored in two stories of the same genre.

Making MeaningUnit 1, Week 1, Day 4: p 19Unit 6, Week 1, Day 4: p. 317

(B) describe the phenomena explained in origin myths from various cultures; and

N/A N/A

(C) explain the effect of a historical event or movement on the theme of a work of literature.

In the Making Meaning program, students explore texts with similar themes that are based around historical events and movements.


(A) analyze how poets use sound effects (e.g., alliteration, internal rhyme, onomatopoeia, rhyme scheme) to reinforce meaning in poems.

In the Making Meaning program, students analyze ways authors use language to help them create mental images, including the way something may sound.


(A) analyze the similarities and differences between an original text and its dramatic adaptation.

N/A N/A





(A) describe incidents that advance the story or novel, explaining how each incident gives rise to or foreshadows future events;

In the Making Meaning program, students make inferences to predict what will happen next.


(B) explain the roles and functions of characters in various plots, including their relationships and conflicts; and

In the Making Meaning program, students make inferences to better understand main character in a story, problems they face, and how they undergo change throughout the story.


(C) explain different forms of third-‐-‐-‐person points of view in stories.

In the Making Meaning program, students discuss and differentiate between first-‐-‐-‐ and third-‐-‐-‐person point of view.


(A) identify the literary language and devices used in biographies and autobiographies, including how authors present major events in a person's life.

In the Making Meaning program, students read biographies.


(A) evaluate the impact of sensory details, imagery, and figurative language in literary text.

In the Making Meaning program, students visualize to make sense of figurative language and to deepen their understanding and enjoyment of poems and stories.


(7) Reading/Comprehension of Literary Text/Literary Nonfiction.Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. Students are expected to:



(A) read independently for a sustained period of time and summarize or paraphrase what the reading was about, maintaining meaning and logical order (e.g., generate a reading log or journal; participate in book talks).

In the Making Meaning program, students participate in Individualized Daily Reading in every lesson.Students use a reading log and participate in discussions to talk about what they read. Students can also use IDR Mini-‐lessons for to self-‐select texts, use fix-‐up strategies, and participating in IDR Conferences.

Making MeaningUnit 1, Week 1, Day 3: p. 17Unit 3, Week 1, Day 1: p. 116Unit 6, Week 3, Day 1: p. 349Unit 7, Week 1, Day 2: p. 379Unit 9, Week 2, Day 1: p. 608Mini-‐lesson 1: p. 696Mini-‐lesson 2: p. 702Mini-‐lesson 3: p. 707

(A) draw conclusions from the information presented by an author and evaluate how well the author's purpose was achieved.

In the Making Meaning program, students synthesize by making judgments and forming opinions about texts, using evidence from the texts to support their conclusions.


(A) summarize the main ideas and supporting details in a text in ways that maintain meaning and logical order;

In the Making Meaning program, students determine important ideas and supporting details. Students use these main ideas to provide summaries.


(B) determine the facts in text and verify them through established methods;

In the Making Meaning program, students use facts from their textbooks and independent reading materials to show understanding.


(C) analyze how the organizational pattern of a text (e.g.,cause-‐-‐-‐and-‐-‐-‐effect, compare-‐-‐-‐and-‐-‐-‐contrast, sequential order, logical order, classification schemes) influences the relationships among the ideas;

In the Making Meaning program, students analyze text structures and discuss organizational patterns, such as cause and effect, compare and contrast, and sequence.



(11) Reading/Comprehension of Informational Text/Expository Text.Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to:

(D) use multiple text features and graphics to gain an overview of the contents of text and to locate information; and

In the Making Meaning program, students explore and use text features to locate and make sense of informational text.

Making MeaningUnit 2, Week 1, Day 1: p. 48Unit 2, Week 1, Day 2: p. 52Unit 2, Week 2, Day 1: p. 66Unit 7, Week 1, Day 2: 381

(E) synthesize and make logical connections between ideas within a text and across two or three texts representing similar or different genres.

In the Making Meaning program, students make text-‐-‐-‐ to-‐-‐-‐text connections between two texts on the same topic.


(A) identify the author's viewpoint or position and explain the basic relationships among ideas (e.g., parallelism, comparison, causality) in the argument; and

In the Making Meaning program, students identify the author’s point of view on a topic.


(B) recognize exaggerated, contradictory, or misleading statements in text.

N/A N/A

(A) interpret details from procedural text to complete a task, solve a problem, or perform procedures; and

In the Making Meaning program, students read functional text to complete a set of directions. Students create their own videos to show how to make an origami cup.

Making MeaningUnit 7, Week 3, Day 1: p. 421, 423

(B) interpret factual or quantitative information presented in maps, charts, illustrations, graphs, timelines, tables, and diagrams.

In the Making Meaning program, students review functional texts and analyze how the information is organized and interpreted.


(12) Reading/Comprehension of Informational Text/Persuasive Text.Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis. Students are expected to:


(15) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to:



(16) Writing/Literary Texts.Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are expected to:



(17) Writing.Students write about their own experiences.









(20) Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students continue to apply earlier standards with greater complexity. Students are expected to

Oral and written conventions standards are addressed in the Being a Writer Program.


(21) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to:



(22) Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to:






(24) Research/Gathering Sources.Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather.



(25) Research/Synthesizing Information.Students clarify research questions and evaluate and synthesize collected information.



(26) Research/Organizing and Presenting Ideas.Students organize and present their ideas and information according to the purpose of the research and their audience.



(A) listen to and interpret a speaker's messages (both verbal and nonverbal) and ask questions to clarify the speaker's purpose or perspective;

In the Making Meaning program, students confirm one another’s thinking, as well as clarify what was said.


(B) follow, restate, and give oral instructions that include multiple action steps; and

In the Making Meaning program, students follow, restate, and give oral instructions.


(C) determine both main and supporting ideas in the speaker's message.

In the Making Meaning program, students use the cooperative structure, Heads Together, to discuss important ideas about what was read. Student in the group add on to ideas and share ideas that group members discussed.


(A) give organized presentations employing eye contact, speaking rate, volume, enunciation, natural gestures, and conventions of language to communicate ideas effectively.

In the Making Meaning program, students give presentations.


(A) participate in student-‐-‐-‐led discussions by eliciting and considering suggestions from other group members and by identifying points of agreement and disagreement.

In the Making Meaning program, students use discussion prompts to guide their thinking when agreeing/disagreeing with what someone else said.





Documents

MakingMeaning and) BeingaReader ... · GradelevelExpectations Applicationin MakingMeaning and BeingaReader Examples (A)recognizethatspokenwordscanbe representedbyprintforcommunication