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I Wanna I WannaBY KAREN KAUFMAN ORLOFFILLUSTRATED BY DAVID CATROW

Realistic Fiction tells a made-up story that could really happen. Read this story to find out if Alex can persuade his mom to let him have an iguana.

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Question of the WeekHow do you know if a solution is a good solution?

IguanaIguana

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ISBN 13: 978-0-328-69902-5 ISBN 10: 0-328-69902-0

South CarolinaCOMMON CORE EDITION

This Week’s South Carolina/Common Core Skills Overview

I Wanna Iguana

*© Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.

This Week’s Target Skills and Strategies

Target Skills and Strategies

South Carolina ELA Academic Standards and Common Core State Standards for English Language Arts*

Resources for Shared and Guided Reading on Reading StreetThis week’s resources are available both in print and in digital format.

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Phonics and SpellingSkill: Final Syllable -le

SC 3-3 The student will use word analysis and vocabulary strategies to read fluently.; CCSS Foundational Skills 3.� Know and apply grade-level phonics and word analysis skills in decoding words., CCSS Language 2.�f.� Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.

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SOUTH CAROLINASOUTH CAROLINA

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Sound Spelling Cards

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• Practice phonics skills

• Blending practice

• Reread for fluency

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3.1

Scott Foresman

Decodabale Practice Readers

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Student Edition, pp. 234–235

Leveled Reader DatabasePrint • Digital

Sound-Spelling Cards

Decodable Practice Readers

ComprehensionSkill: Compare and

Contrast

SC 3-1.�5� Analyze the relationship among characters, setting, and plot in a given literary text.; CCSS Informational Text 9.� Compare and contrast the most important points and key details presented in two texts on the same topic.

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Strategy: Visualize SC 3-1.�5� Analyze the relationship among characters, setting, and plot in a given literary text.; CCSS Literature 1.� Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

Student Edition, pp. 236–237

Leveled Reader DatabasePrint • Digital

ELD and ELL Readers

Reader’s and Writer’s Notebook

VocabularySkill: Unfamiliar Words

Strategy: Context Clues

SC 3-3.�1 Generate the meaning of unfamiliar and multiple-meaning words by using context clues.; CCSS Foundational Skills 3.� Know and apply grade-level phonics and word analysis skills in decoding words. CCSS Language 4.�a.� Use sentence-level context as a clue to the meaning of a word or phrase.

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Student Edition, pp. 238–239

Leveled Reader DatabasePrint • Digital

Reader’s and Writer’s Notebook

FluencySkill: Expression and Punctuation Cues

SC 3-2.�9 Read independently for extended periods of time to gain information.; CCSS Foundational Skills 4.� Read with sufficient accuracy and fluency to support comprehension. • Practice phonics skills

• Blending practice

• Reread for fluency

ISBN-13:ISBN-10:

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3.1

Scott Foresman

Decodabale Practice Readers

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Decodable Practice Readers

ELD and ELL Readers

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Six-Trait WritingTrait of the Week: Word Choice

SC 3-4.�5� Revise the development of content and the quality of voice in written works.; CCSS Language 3.�a.� Choose words and phrases for effect.

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Student Edition, pp. 258–259

Reader’s and Writer’s Notebook

WritingWriting for Tests: Fairy Tale

SC 3-5�.�2 Create narratives that include characters and setting and follow a logical sequence.; CCSS Writing 3.� Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

ConventionsSkill: Singular and Plural Nouns

SC 3-4.�4 Use grammatical conventions of written Standard American English.; CCSS Language 1.�a.� Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.

Grade 3 • Unit 2 • Week 2I Wanna Iguana

232j–265q

Shared Reading SupportGenre: Realistic Fiction

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Leveled passages—strategic intervention, on-level, and advanced—for

Fluency checks

Practice and application of weekly comprehension skills

Answer key for all practice pages

ASSESSMENT

3

Scott Foresman

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Key Features• Assess Mississippi Language

Arts Curriculum Framework and Common Core State Standards with Weekly Tests

• Prepare students for writing success with weekly “Look Back and Write” prompts

• Monitor progress with a full-length Reading and Writing Practice Test in MCT2 Format

• Mississippi teacher support, including Item Analyses, Directions for Test Administration, a Mississippi Writing Scoring Rubric, and Answer Key

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• Spines

• Barcodes

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COMMON CORE EDITIONCOMMON CORE EDITION

LANGUAGE ARTS

• 4-, 5-, 6-point rubrics for each weekly writing lesson

• 4-, 5-, 6-point rubrics for each writing process lesson

• Anchor papers for writing process lessons

3-6

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3-63-6 3-6 INTENSIVE READING INTERVENTION

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TEACHER’S MANUAL • GRADE 3

SCOTT FORESMAN READING STREET

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Differentiated Instruction/Response to Intervention

This Week’s South Carolina/Common Core Connections

South CarolinaCOMMON CORE EDITION

This Week’s Suggested South Carolina Readers for Shared and Guided Reading Unit 2, Week 2

Assessment

Writing, Grammar, and Spelling

South Carolina Assessment Resources for PASS Success–Print and Technology Aligned to Standards

Fresh Reads for Fluency and Comprehension, pp. 37–42

Unit 2 CCSS Benchmark Test

South Carolina ExamView

South Carolina Success Tracker and Online Lesson Planner

South Carolina PASS Prep, pp. 49–56Available online at PearsonSuccessNet.com

Resources for Six-Trait Writing, Grammar, and Spelling

Reader’s and Writer’s Notebook

Writing Rubrics and Anchor Papers

Response to Intervention—Tier IIIncrease Instruction and Progress Monitoring

Reading Street Response to Intervention KitFor additional support for this week’s skills, including Phonemic Awareness, Phonics and Decoding, Fluency, Comprehension, and Vocabulary, see the Response to Intervention Kit.

DRA2 users will find additional resources in the First Stop on Reading Street Teacher’s Edition on pages 109–112.

Six-Trait Writing

Intensive Intervention—Tier III

Instructional Reading Database is a highly customizable, online instuctional tool for intervention and enrichment that offers Envision It! Animations, Targeted Lessons with passages, practice and assessment, and customized Leveled Reader assignments based on each student’s needs, reading level, and interests.

My Sidewalks, Level C, Unit 2, pp. 86–99.

Teacher Resources DVD-ROM• Reader’s and Writer’s Notebook• Let’s Practice It!• Graphic Organizers• Writing Transparencies

Digital Resources• Online Journal• Online Writing Transparencies• Grammar Jammer

• Focus/Ideas• Organization/Paragraphs• Voice• Word Choice

Trait of the WeekSC 3.4.5; CCSS Language 3.a.

• Sentences• Conventions

Decodable Readers

Concept Literacy Reader

Below-Level Reader

On-Level Reader

Advanced Reader ELD Reader ELL Reader

From Farm to Table; Nell, Chuck, and a Puzzle; Cattle Creek MuseumSkill: Final Syllable -leSC 3-3; CCSS Foundational Skills 3.

Which Way is Better?Concept Words: sew, glue, chop, saw, staple, tape, pull, push, buy, bake, smile, frownSC 3-3.1; CCSS Language 6.

Buddy Goes to SchoolSkill: Compare and ContrastStrategy: VisualizeSC 3-1.5; CCSS Literature 1., CCSS Informational Text 9.

Iguana Takes a RideSkill: Compare and ContrastStrategy: VisualizeSC 3-1.5; CCSS Literature 1., CCSS Informational Text 9.

Puppy ProblemsSkill: Compare and ContrastStrategy: VisualizeSC 3-1.5; CCSS Literature 1., CCSS Informational Text 9.

Mama’s Birthday GardenSkill: Compare and ContrastSC 3-1.5; CCSS Literature 1.

Mama’s Birthday GardenSkill: Compare and ContrastSC 3-1.5; CCSS Literature 1.

Cross-Curricular Standards

South Carolina Science Academic Standards Taught During the Reading Lesson

Science

SC 3-2.3 Recall the characteristics of an organism’s habitat that allow the organism to survive there.

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