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For English Language LearnersGrade K

Teacher’s Edition

Aligned with the Common Core State Standards for Kindergarten

English Language Arts &Literacy in History/Social Studies,Science, and Technical Subjects

College and Career Readiness Anchor Standards for Reading

Key Ideas and Details

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions from the text.

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Craft and Structure

4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

6. Assess how point of view or purpose shapes the content and style of a text.

Integration of Knowledge and Ideas

7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

9. Analyze how two or more texts address a number of similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Range of Reading and Level of Text Complexity

10. Read and comprehend complex literary and informational texts independently and proficiently.

Common Core State Standards 2 Treasure Chest English Language Arts For English Language LearnersGrade K Kindergarten

Reading Standards for Literature

COMMON CORE STATE STANDARDSTREASURE CHEST

TEACHER’S EDITION PAGES


1. With prompting and support, ask and answer questions about key details in a text.

Unit 1: 27, 29, 55 Unit 2: 81, 83, 85, 87, 99, 123 Unit 3: 153, 159 Unit 5: 343, 347, 367 Unit 6: 369, 387, 391, 411, 415, 419 Unit 7: 461, 465, 471, 481, 483, 485, 491 Unit 8: 513, 517, 523, 557, 563 Unit 9: 603, 605, 609, 615, 629, 631, 635 Unit 10: 657, 659, 661, 663, 666, 675, 679, 683, 687, 695, 697, 706

2. With prompting and support, retell familiar stories, including key details. Unit 1: 38, 53, 58 Unit 2: 129, 130 Unit 3: 162, 182 Unit 4: 263 Unit 5: 346 Unit 6: 407, 411, 413, 418, 431, 470, 490 Unit 8: 522, 562 Unit 9: 614, 634 Unit 10: 666, 686, 706

3. With prompting and support, identify characters, settings, and major events in a story.

Unit 1: 27, 31 Unit 2: 83, 90, 119, 123, 127 Unit 3: 151, 171, 174, 215 Unit 5: 339, 343, 367 Unit 7: 463, 467, 483 Unit 8: 511, 559 Unit 10: 699, 719

Craft and Structure

4. Ask and answer questions about unknown words in a text. Unit 1: 34, 38, 54, 58 Unit 2: 79, 82, 86, 122, 126 Unit 3: 158, 174, 178 Unit 4: 266 Unit 5: 298, 342 Unit 6: 370, 390, 410 Unit 7: 442, 462, 466, 486 Unit 8: 514, 518, 554, 558 Unit 9: 630 Unit 10: 658, 662, 678, 682, 698, 702

5. Recognize common types of texts (e.g., storybooks, poems). Unit 1: 31, 51 Unit 2: 83 Unit 3: 174, 178 Unit 5: 339 Unit 7: 463, 467, 483 Unit 8: 515, 519, 555 Unit 9: 627, 629 Unit 10: 659, 699

6. With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.

Unit 6: 415


7. With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).

Unit 1: 27, 51, 53 Unit 2: 81, 83, 121, 123 Unit 3: 174, 177 Unit 6: 370, 369, 389, 393 Unit 7: 463, 465, 467, 483, 487 Unit 8: 519, 551, 555 Unit 9: 625, 627, 631 Unit 10: 657, 659, 661, 675, 677, 697, 701, 719

8. (Not applicable to literature) (Not applicable to literature)

9. With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.

Unit 2: 83 Unit 4: 263 Unit 5: 339 Unit 6: 387, 391, 407 Unit 8: 555




Range and Level of Text Complexity

10. Actively engage in group reading activities with purpose and understanding.

Unit 1: 27, 35, 39, 55, 59 Unit 2: 87, 91, 121, 127, 131 Unit 3: 153, 159, 163, 171, 179, 183 Unit 5: 343, 347 Unit 6: 369, 387, 391, 411, 413, 415, 419 Unit 7: 465, 467, 471, 487, 491 Unit 8: 513, 517, 523, 559, 563 Unit 9: 603, 605, 615, 625, 627, 631, 633, 635 Unit 10: 655, 657, 659, 661, 663, 666, 675, 679, 683, 687, 695, 703, 706

Reading Standards for Informational Text




1. With prompting and support, ask and answer questions about key details in a text.

Unit 1: 9, 19 Unit 2: 79, 83, 103, 105 Unit 4: 229 Unit 5: 297, 303, 317, 321, 326, 327 Unit 6: 375, 378, 395 Unit 7: 443, 447, 479 Unit 8: 535, 537, 543 Unit 9: 583, 587, 591, 595, 607, 623

2. With prompting and support, identify the main topic and retell key details of a text.

Unit 2: 110 Unit 3: 202 Unit 4: 223, 227, 231, 233, 234, 247, 254, 263, 267, 274 Unit 5: 306, 326 Unit 6: 371, 375, 378, 398 Unit 7: 450, 479 Unit 8: 541, 542 Unit 9: 594

3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

Unit 2: 103 Unit 4: 227, 243, 247, 267 Unit 6: 375 Unit 7: 443 Unit 8: 531 Unit 9: 587, 607

Craft and Structure

4. With prompting and support, ask and answer questions about unknown words in a text.

Unit 2: 106 Unit 3: 194 Unit 4: 226, 230, 250, 270 Unit 5: 302, 322, 338 Unit 6: 374, 394 Unit 7: 446, 482 Unit 8: 534, 538 Unit 9: 586, 590, 610, 626

5. Identify the front cover, back cover, and title page of a book. Unit 1: 9, 13 Unit 2: 105 Unit 5: 303 Unit 8: 537

6. Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.

Unit 4: 251 Unit 2: 107





7. With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).

Unit 1: 193 Unit 4: 229, 245, 247, 249 Unit 5: 299, 319, 321, 323, 335 Unit 7: 443, 479 Unit 8: 531, 533, 535, 539 Unit 9: 583, 585, 587

8. With prompting and support, identify the reasons an author gives to support points in a text.

This standard can be met during teacher/class discussion.

9. With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

The following projects offer an opportunity to compare two nonfiction texts on the same topic.Unit 5: 352 Unit 6: 424 Unit 8: 535, 539, 555 Unit 9: 607, 611, 641

Range and Level of Text Complexity

10. Actively engage in group reading activities with purpose and understanding.

Unit 1: 19 Unit 2: 107, 111 Unit 3: 199, 203 Unit 4: 229, 231, 235, 243, 246, 249, 251, 255, 267, 271, 275 Unit 5: 297, 299, 301, 303, 307, 321, 323, 327 Unit 6: 375, 378, 399 Unit 7: 445, 447, 450 Unit 8: 543 Unit 9: 589, 591, 593, 595, 611, 623

Reading Standards: Foundational SkillsNote: In kindergarten, children are expected to demonstrate increasing awareness and competence in the areas that follow.



Print Concepts

1. Demonstrate understanding of the organization and basic features of print. Unit 1: 9, 13, 41, 49, 60, 61 Unit 2: 80, 81, 85, 104, 114, 121, 125, 133 Unit 3: 185, 200 Unit 4: 245, 272, 277 Unit 5: 329 Unit 6: 388, 400, 420, 422 Unit 7: 448, 464, 472, 488 Unit 8: 513, 552, 565 Unit 9: 585, 625, 636 Unit 10: 676

a. Follow words from left to right, top to bottom, and page by page. Unit 1: 13 Unit 2: 125 Unit 8: 513 Unit 9: 585, 625

b. Recognize that spoken words are represented in written language by specific sequences of letters.

Unit 1: 9, 49 Unit 2: 81, 85, 121 Unit 4: 245

c. Understand that words are separated by spaces in print. Unit 1: 9 Unit 2: 81




d. Recognize and name all upper- and lowercase letters of the alphabet. Unit 1: 41, 60, 61 Unit 2: 80, 104, 114, 133 Unit 3: 185, 200 Unit 4: 272, 277 Unit 5: 329 Unit 6: 388, 400, 420, 422 Unit 7: 448, 464, 472, 488 Unit 8: 552, 565 Unit 9: 636 Unit 10: 676

Phonological Awareness

2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

Unit 1: 52, 60 Unit 2: 112, 114, 128, 132, 140 Unit 3: 152, 166, 180, 186, 192, 204, 206 Unit 4: 224, 228, 232, 236, 238, 244, 256, 258, 268, 276, 278, 284 Unit 5: 308, 316, 320, 324, 330, 336, 340, 344, 348, 350, 356 Unit 6: 368, 372, 376, 380, 382, 392, 396, 402, 412, 416 Unit 7: 440, 452, 454, 460, 464, 472, 474, 484, 488, 494, 500 Unit 8: 526, 532, 536, 546, 556 Unit 9: 584, 588, 592, 612, 618, 624, 638 Unit 10: 656, 660, 664, 668, 670, 680, 690, 696, 704, 710, 716

a. Recognize and produce rhyming words. Unit 1: 28, 69 Unit 2: 141 Unit 3: 213 Unit 4: 244, 248, 285 Unit 5: 357 Unit 7: 480, 501 Unit 8: 536, 573 Unit 9: 604, 645 Unit 10: 656, 717

b. Count, pronounce, blend, and segment syllables in spoken words. Unit 1: 28 Unit 3: 152, 156 Unit 5: 357 Unit 7: 440 Unit 8: 512 Unit 9: 604

c. Blend and segment onsets and rimes of single-syllable spoken words. Unit 4: 252 Unit 8: 556, 560 Unit 9: 624, 628 Unit 10: 700, 704

d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.* (This does not include CVCs ending with /l/, /r/, or /x/.)

Unit 1: 62 Unit 2: 84, 88, 92, 94, 100, 104, 114, 128, 140 Unit 3: 156, 166, 180, 186, 192, 200, 206, 212 Unit 4: 224, 228, 232, 236, 238, 252, 256, 258, 278 Unit 5: 308, 320, 324, 330, 340, 344, 348, 350, 356 Unit 6: 372, 376, 382, 392, 400, 402, 412, 416, 422 Unit 7: 444, 452, 454, 464, 472, 474, 484, 488, 494, 500 Unit 8: 526, 544, 546, 556, 566 Unit 9: 596, 616, 618, 632, 636, 638 Unit 10: 660, 670, 680, 690, 704, 708, 710, 716

e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

Unit 8: 556, 560, 564, 566, 572 Unit 9: 624, 628, 638 Unit 10: 660, 700

Phonics and Word Recognition

3. Know and apply grade-level phonics and word analysis skills in decoding words.

Unit 1: 8, 12, 16, 20, 28, 32, 36, 40, 48, 52, 56, 60 Unit 2: 60, 84, 92, 100, 104, 112, 124 Unit 3: 128, 132, 152, 172, 176, 180, 184, 192, 196, 200, 204 Unit 4: 224, 228, 236, 248, 252, 256, 268, 276 Unit 5: 296, 300, 308, 316, 320, 328, 340, 344 Unit 6: 372, 376, 380, 416, 420 Unit 7: 440, 444, 448, 452, 460, 464, 472, 480, 484, 488, 492 Unit 8: 516, 532, 536, 540, 544, 552, 556, 560, 564, 566, 572 Unit 9: 616, 624, 628, 632, 636 Unit 10: 660, 700, 704, 708




a. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.

Unit 1: 8, 12, 16, 20, 32, 36, 40, 48, 52, 56, 60, 84 Unit 2: 100, 104, 108, 112, 120, 124, 128, 132 Unit 3: 152, 156, 160, 164, 176, 180, 184, 192, 196, 200, 204 Unit 4: 224, 244, 248, 252, 256, 264, 268, 272, 276 Unit 5: 300, 308, 316, 320, 324, 328, 336, 340, 344, 348 Unit 6: 372, 376, 380, 388, 392, 400, 408, 412, 416, 420 Unit 7: 444, 452, 460, 464, 472, 480, 484, 488, 492 Unit 8: 516, 544, 552, 556, 560, 564 Unit 9: 584, 588, 596, 608, 612, 616, 624, 628, 632, 636 Unit 10: 656, 660, 668, 680, 696, 700, 704, 708

b. Associate the long and short sounds with common spellings (graphemes) for the five major vowels.

Unit 1: 28, 32, 36, 40, 48, 52, 56, 60 Unit 2: 60, 84, 92, 104, 112, 124 Unit 3: 128, 132, 172, 176, 180, 184, 192, 196, 200, 204 Unit 4: 228, 236, 248, 252, 256, 268, 276 Unit 5: 296, 300, 308, 320, 328, 340, 344 Unit 6: 372, 380, 416, 420 Unit 7: 440, 444, 448, 452, 464, 472, 480, 484, 488, 492 Unit 8: 516, 532, 536, 540, 544, 552, 556, 560, 564 Unit 9: 616, 632, 636 Unit 10: 700, 704, 708

c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

Unit 1: 9, 13, 23, 29, 33, 43, 49, 53, 63 Unit 2: 81, 85, 95, 101, 105, 115, 121, 125, 135 Unit 3: 153, 157, 167, 173, 177, 187, 193, 197, 207 Unit 4: 225, 229, 239, 245, 249, 259, 265, 269, 279 Unit 5: 297, 301, 311, 317, 321, 331, 337, 341, 351 Unit 6: 369, 373, 383, 389, 393, 403, 409, 413, 423 Unit 7: 441, 445, 455, 461, 465, 475, 481, 485, 495 Unit 8: 513, 517, 527, 533, 537, 547, 553, 557, 567 Unit 9: 585, 589, 599, 605, 609, 619, 625, 629, 639 Unit 10: 657, 661, 671, 677, 681, 691, 697, 701, 711

d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

Unit 8: 556, 560, 564, 566, 572 Unit 9: 624, 628, 638 Unit 10: 660, 700

Fluency

4. Read emergent-reader texts with purpose and understanding. Unit 1: 9, 29, 49 Unit 2: 81, 101, 121 Unit 3: 153, 173, 193 Unit 4: 225, 245, 265 Unit 5: 297, 317, 337 Unit 7: 441, 461, 481 Unit 8: 513, 533, 553 Unit 9: 585, 605, 625 Unit 10: 657, 677, 697


College and Career Readiness Anchor Standards for Writing

Text Types and Purposes

1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

3. Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences.

Production and Distribution of Writing

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Research to Build and Present Knowledge

7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate information while avoiding plagiarism.

9. Draw evidence from literacy or informational texts to support analysis, reflection, and research.

Range of Writing

10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.


Writing Standards



Text Types and Purposes

1. Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is . . .).

Unit 2: 93, 123, 127

2. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

Unit 1: 17, 41, 61 Unit 2: 93, 113 Unit 3: 155, 159, 165, 175, 179, 185, 195, 199, 203, 205 Unit 4: 227, 231, 247, 251, 267, 281 Unit 5: 299, 303, 309, 319, 343, 349 Unit 6: 391, 395, 399, 411, 415 Unit 7: 443, 447, 467, 473, 487, 496 Unit 8: 519, 535, 543, 545, 555 Unit 9: 587, 591, 607, 611, 615, 627 Unit 10: 663, 679, 703, 712

3. Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.

Unit 1: 11, 15, 21, 31, 51, 64 Unit 2: 107 Unit 4: 237 Unit 5: 327, 339 Unit 7: 483, 491 Unit 8: 515 Unit 9: 637 Unit 10: 659, 669, 689

Production and Distribution of Writing

4. (Begins in grade 3) (Begins in grade 3)

5. With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.

Unit 3: 179, 205 Unit 4: 231, 251 Unit 5: 309, 329, 349 Unit 6: 381, 395, 401, 415, 421 Unit 7: 447, 453, 467, 473, 487 Unit 8: 519, 525, 535, 539, 545, 565 Unit 9: 597, 611, 617, 627, 631, 637 Unit 10: 663, 683, 689, 703, 709

6. With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.

The following activities involve projects well-suited to being produced and published with digital tools.Unit 1: 61 Unit 2: 91, 107, 139 Unit 3: 183, 211 Unit 4: 255, 283 Unit 5: 355 Unit 6: 399, 427 Unit 7: 491, 499 Unit 8: 519, 523, 571 Unit 9: 615, 643 Unit 10: 667, 707, 715

Research to Build Knowledge

7. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).

Unit 3: 179 Unit 5: 343 Unit 6: 411, 415 Unit 7: 447, 463, 487 Unit 9: 587, 591, 627 Unit 10: 663

8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

Unit 3: 179 Unit 5: 343, 352 Unit 6: 411 Unit 7: 496 Unit 8: 569 Unit 9: 587, 591, 623





Range of Writing


College and Career Readiness Anchor Standards for Speaking and Listening

Comprehension and Collaboration

1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

Presentation of Knowledge and Ideas

4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

Speaking and Listening Standards



Comprehension and Collaboration

1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.

Unit 1: 10, 14, 19, 26, 30, 34, 46, 50, 59 Unit 2: 86, 91, 107, 131 Unit 3: 150, 158, 170, 203 Unit 4: 230, 242, 270 Unit 5: 294, 302, 318, 322, 342 Unit 6: 386, 394, 406, 414 Unit 7: 438, 446, 451, 458, 471, 491 Unit 8: 530, 539, 550, 558, 563 Unit 9: 611, 615, 622, 630, 631, 635 Unit 10: 663, 667, 674, 682, 683, 687, 694, 703




a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).

Unit 1: 35, 39, 59 Unit 2: 91, 107, 111, 127, 131 Unit 3: 159, 163, 179, 183, 199, 203 Unit 4: 231, 235, 251, 255, 271, 275 Unit 5: 302, 307, 323, 327, 343, 347 Unit 6: 375, 379, 386, 395, 399, 415, 419 Unit 7: 447, 451, 467, 471, 491 Unit 8: 519, 523, 539, 543, 559, 563 Unit 9: 615, 635 Unit 10: 663, 687, 703, 707

b. Continue a conversation through multiple exchanges. Unit 1: 9, 29, 49, 59 Unit 2: 91, 107 Unit 3: 150 Unit 4: 230, 235, 270 Unit 5: 302, 314, 318, 322, 342 Unit 6: 370, 390, 394 Unit 7: 442, 446, 462, 471, 482, 486 Unit 8: 550, 558, 563 Unit 9: 615, 622, 630 Unit 10: 667, 678, 682, 687, 702

2. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.

Unit 1: 7, 15, 19, 27, 31 Unit 2: 79, 83, 99, 103, 123 Unit 3: 155, 175, 191 Unit 4: 227, 247, 263, 267 Unit 5: 299, 323, 335, 339 Unit 6: 367, 375, 387, 391 Unit 7: 439, 443, 459, 463, 483 Unit 8: 511, 515, 531, 535, 555 Unit 9: 583, 587, 603, 607, 623, 627 Unit 10: 655, 659, 663, 675, 679, 695, 699

3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood.

Unit 1: 41, 60, 61 Unit 2: 80, 104, 114, 133 Unit 3: 185, 200 Unit 4: 272, 277 Unit 5: 329 Unit 6: 388, 400, 420, 422 Unit 7: 448, 464, 472, 488 Unit 8: 552, 565 Unit 9: 636 Unit 10: 676

Presentation of Knowledge and Ideas

4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

Unit 1: 19, 59 Unit 2: 91, 98, 106, 111, 137 Unit 3: 150, 159, 178, 199 Unit 4: 242, 270, 280 Unit 5: 302, 327, 338, 352, 353 Unit 6: 366, 379, 394 Unit 7: 438, 446, 462, 466, 475, 478, 481, 486, 495 Unit 8: 523, 527, 530, 534, 538 Unit 9: 602, 625, 630, 640, 641 Unit 10: 654, 667, 687, 694, 702, 707

5. Add drawings or other visual displays to descriptions as desired to provide additional detail.

Unit 1: 19, 39 Unit 2: 91, 111, 131 Unit 3: 174, 183, 203 Unit 4: 235, 262, 266 Unit 5: 294, 302, 303, 307, 314, 318, 327, 347, 352 Unit 6: 374, 379, 394 Unit 7: 438, 446, 451, 458, 466, 471 Unit 8: 523, 534, 550, 558, 563 Unit 9: 602, 630, 640 Unit 10: 702

6. Speak audibly and express thoughts, feelings, and ideas clearly. Unit 1: 15, 35, 49 Unit 2: 107, 127 Unit 3: 159, 179, 199 Unit 4: 231, 251, 271 Unit 5: 303, 323, 343 Unit 6: 375, 395, 415 Unit 7: 447, 467, 487 Unit 8: 519, 539 Unit 9: 591 Unit 10: 662, 674


College and Career Readiness Anchor Standards for Language

Conventions of Standard English

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Knowledge of Language

3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading and listening.

Vocabulary Acquisition and Use

4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

Language Standards



Conventions in Writing and Speaking

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Unit 1: 15, 21, 23, 31, 35, 36, 39, 40, 51, 59, 60, 61, 70 Unit 2: 89, 91, 93, 95, 99, 103, 107, 108, 111, 115, 121, 131, 133 Unit 3: 153, 155, 159, 163, 165, 167, 175, 179, 183, 185, 196, 199, 203, 205, 208 Unit 4: 217, 233, 235, 237, 247, 251, 255, 267, 271, 275, 277 Unit 5: 307, 308, 309, 311, 319, 323, 327, 328, 329, 331, 339, 343, 349, 351, 358 Unit 6: 371, 375, 379, 380, 381, 383, 391, 395, 399, 400, 401, 403, 411, 415, 419, 421, 423 Unit 7: 433, 442, 443, 447, 451, 452, 453, 462, 467, 471, 473, 487, 493 Unit 8: 515, 519, 523, 524, 534, 538, 539, 543, 545, 559 Unit 9: 587, 591, 595, 607, 611, 615, 617, 627, 631, 635 Unit 10: 659, 663, 667, 668, 679, 683, 687, 703, 709, 712




a. Print many upper- and lowercase letters. Unit 1: 15 Unit 2: 108 Unit 3: 196, 208 Unit 5: 308 Unit 7: 452 Unit 8: 524 Unit 10: 668, 712

b. Use frequently occurring nouns and verbs. Unit 1: 21, 23, 37, 40, 41, 43, 57, 60, 61, 63, 70 Unit 2: 89, 92, 93, 95, 112, 113, 115, 132, 133, 135, 142 Unit 3: 165, 179, 185, 187, 199, 205, 207, 214 Unit 4: 217, 231, 236, 237, 239, 256, 259, 277, 279 Unit 5: 309, 329 Unit 6: 400, 401, 421

c. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).

Unit 1: 60

d. Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).

Unit 2: 99 Unit 4: 217 Unit 7: 433 Unit 9: 577, 603, 623, 627, 641 Unit 10: 654, 657

e. Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).

Unit 4: 217 Unit 5: 248, 326, 338, 346 Unit 6: 375, 389 Unit 7: 433 Unit 8: 534, 542

f. Produce and expand complete sentences in shared language activities. Unit 1: 21, 23, 31, 35, 36, 39, 51, 59, 61 Unit 2: 91, 93, 95, 103, 107, 111, 115, 121, 131, 133 Unit 3: 153, 155, 159, 163, 165, 167, 175, 179, 183, 185, 199, 203, 205 Unit 4: 233, 235, 237, 247, 251, 255, 267, 271, 275, 277 Unit 5: 307, 308, 309, 311, 319, 323, 327, 328, 329, 331, 339, 343, 349, 351, 358 Unit 6: 371, 375, 379, 380, 381, 383, 391, 395, 399, 401, 403, 411, 415, 419, 421, 423 Unit 7: 442, 443, 447, 451, 453, 462, 467, 471, 473, 487, 493 Unit 8: 515, 519, 523, 538, 539, 543, 545, 559 Unit 9: 587, 591, 595, 607, 611, 615, 617, 627, 631, 635 Unit 10: 659, 663, 667, 679, 683, 687, 703, 709

2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Unit 1: 15, 64, 68 Unit 2: 87, 108, 113, 140 Unit 3: 159, 196, 208, 212 Unit 4: 231, 236, 251, 284 Unit 5: 303, 306, 308, 309, 323, 329, 343, 349, 356 Unit 6: 380, 395, 415, 421, 428 Unit 7: 447, 452, 453, 473, 487, 493, 496, 500 Unit 8: 519, 524, 525, 539, 572 Unit 9: 591, 596, 611, 617, 644 Unit 10: 663, 668, 683, 712, 716

a. Capitalize the first word in a sentence and the pronoun I. Unit 2: 87 Unit 4: 231 Unit 5: 303, 306

b. Recognize and name end punctuation. Unit 4: 231, 251 Unit 5: 303, 343 Unit 6: 395, 415 Unit 7: 447 Unit 8: 519, 539 Unit 9: 591, 611 Unit 10: 663




c. Write a letter or letters for most consonant and short-vowel sounds (phonemes).

Unit 1: 15, 68 Unit 2: 108, 140 Unit 3: 196, 208 Unit 4: 236 Unit 5: 308, 323, 356 Unit 6: 380, 428 Unit 7: 452, 500 Unit 8: 524, 572 Unit 9: 596, 644 Unit 10: 668, 712, 716

d. Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

Unit 1: 64 Unit 2: 87, 113 Unit 3: 159, 208, 212 Unit 4: 231, 236, 251, 284 Unit 5: 303, 308, 309, 323, 329, 343, 349, 356 Unit 6: 380, 395, 415, 421, 428 Unit 7: 447, 452, 453, 473, 487, 493, 496, 500 Unit 8: 519, 524, 525, 572 Unit 9: 591, 596, 611, 617, 644 Unit 10: 663, 668, 683, 712, 716


Vocabulary Acquisition and Use

4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.

Unit 1: 46 Unit 2: 78, 98, 118 Unit 3: 150, 170, 190 Unit 4: 222, 242, 262 Unit 5: 294, 314, 334 Unit 6: 366, 386, 406 Unit 7: 438, 458, 478 Unit 8: 510, 530, 550 Unit 9: 582, 602, 622 Unit 10: 654, 674, 694

a. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).

This standard can be met during teacher/class discussion.

b. Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word.

Unit 1: 60

5. With guidance and support from adults, explore word relationships and nuances in word meanings.

Unit 1: 10, 18, 30, 34, 38, 43, 50, 58 Unit 2: 90, 110, 130 Unit 3: 165, 182, 193, 195, 197, 201, 202 Unit 4: 234, 236, 237, 254, 257, 274 Unit 5: 306, 326, 346 Unit 6: 378, 398, 418 Unit 7: 450, 470, 490 Unit 8: 522, 542, 562 Unit 9: 583, 586, 587, 589, 593, 594, 606, 614, 626, 634, 641, 647 Unit 10: 666, 678, 686, 706

a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.

Unit 3: 195 Unit 9: 587, 589, 593, 641, 647

b. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).

Unit 1: 10, 30, 38, 50 Unit 3: 193, 197, 201 Unit 9: 586, 594, 606, 614, 626, 634 Unit 10: 678, 686

c. Identify real-life connections between words and their use (e.g., note places at school that are colorful).

Unit 1: 18, 34, 38, 43, 58 Unit 2: 90, 110, 130 Unit 3: 182, 202 Unit 4: 234, 254, 274 Unit 5: 306, 326, 346 Unit 6: 378, 398, 418 Unit 7: 450, 470, 490 Unit 8: 522, 542, 562 Unit 9: 594, 614, 634 Unit 10: 666, 686, 706




d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.

Unit 3: 165 Unit 4: 236, 237, 257 Unit 9: 583

6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

Unit 1: 10, 14, 30, 34, 50, 54 Unit 2: 82, 102, 106, 122, 126 Unit 3: 154, 158, 178, 194, 198 Unit 4: 226, 230, 246, 250, 266, 270 Unit 5: 298, 302, 318, 322, 338, 342 Unit 6: 370, 374, 390, 394, 410 Unit 7: 442, 446, 462, 466, 482, 486 Unit 8: 514, 518, 534, 538, 554, 558 Unit 9: 586, 590, 606, 610, 626, 630 Unit 10: 658, 662, 678, 682, 698, 702


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Reading and Literature Standards - macmillanmh.commacmillanmh.com/correlations/PDFs/treasure_chest_to_c… · Web viewCommon Core State Standards2Treasure Chest. ... and analyze