FLPG_Preview_27Mar

FLORIDA PROGRAM GUIDE MARCH 27, 2020

Contents

TEACHING AND LEARNING

Aut hors and Advisors. . . . . . . . . . . . . . . . . . . . 00 From the Auth or . . . .. . . .. . . .. . . .. . . .. . . .. . . .. . 00

PLANNING AND PACING Planning Made Easy . . . .. . . .. . . .. . . .. . . .. . . .. . . 00 Scheduling for Success. . . . . . . . . . . . . . . . . . . 00 Implement Effective ClassroomRoutines . . . .. . . .. . . 00 BUILDING KNOWLEDGE AND LANGUAGE Knowledge Networks . . . .. . . .. . . .. . . .. . . .. . . .. .00 FOUNDATIONAL SKILLS Decoding and Fluency . . . . . . . . . . . . . . . . . . . 00 Spelling . . . .. . . .. . . .. . . .. . . .. . . .. . . .. . . .. . . ..00 Handwriting and Keyboarding . . . .. . . .. . . .. . . .. . . 00 VOCABULARY Academic Vocabulary . . . .. . . .. . . .. . . .. . . .. . . .. .00 Generative Vocabulary and Vocabulary Strategies. . . ..00 READING Text Sets and Text Complexity . . . . . . . . . . . . . . . 00 Comprehension Skills and Strategies. . . . . . . . . . . 00 Shared Reading. . . . . . . . . . . . . . . . . . . . . . . 00 Writing in Response to Texts. . . . . . . . . . . . . . . . 00 Independent Reading . . . .. . . .. . . .. . . .. . . .. . . .. .00 OPTIONS FOR DIFFERENTIATION Small-Group Instruction . . . . . . . . . . . . . . . . . . 00 WRITING Writing Process. . . . . . . . . . . . . . . . . . . . . . . 00 Grammar . . . .. . . .. . . .. . . .. . . .. . . .. . . .. . . .. . . 00 COMMUNICATION Listening Comprehension. . . . . . . . . . . . . . . . . 00 Listening and Speaking . . . .. . . .. . . .. . . .. . . .. . . ..00 Media Literacy . . . .. . . .. . . .. . . .. . . .. . . .. . . .. . . 00 RESEARCH Inquiry and Research. . . . . . . . . . . . . . . . . . . . 00 Research Foundations . . . . . . . . . . . . . . . . . . . 00

INTRODUCTION

Build theWhole Literate Child. . . . . . . . . . . . . . . 00

PROGRAM TOUR

Comprehensive Instructional Design . . . .. . . .. . . .. .00 Student and Teacher Materials . . . .. . . .. . . .. . . .. . . 00 Year at a Glance. . . . . . . . . . . . . . . . . . . . . . . 00 Module at a Glance. . . . . . . . . . . . . . . . . . . . . 00 Week at a Glance. . . .. . . .. . . .. . . .. . . .. . . .. . . .. .00 Ed: Your Friend in Learning . . . .. . . .. . . .. . . .. . . .. .00 Accelerate Implementation Success . . . .. . . .. . . .. . . 00

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Florida ProgramGuide • Grades 3–5

PROGRAMGUIDE

ASSESSMENT AND DIFFERENTIATION

LITERATURE RESOURCES

Data and Reporting. . . . . . . . . . . . . . . . . . . . . 00 Assessments at a Glance. . . . . . . . . . . . . . . . . . 00 HMH Reading Growth Measure. . . . . . . . . . . . . . 00 Embedded Formative Assessments. . . . . . . . . . . . 00 Assess Writing and Projects. . . . . . . . . . . . . . . . 00 Document Students’ Growth . . . .. . . .. . . .. . . .. . . ..00 Provide Differentiated Support and Intervention . . . . 00 Support English Learners . . . .. . . .. . . .. . . .. . . .. . . 00 Meet the Needs of Accelerated Learners. . . . . . . . . 00 Meet the Needs of Special Populations. . . . . . . . . . 00 Use Digital Features for Accessibility. . . . . . . . . . . 00

Modules Topics and Text Sets. . . .. . . .. . . .. . . .. . . ..00 Text Complexity. . . . . . . . . . . . . . . . . . . . . . . 00 Notice and Note. . . . . . . . . . . . . . . . . . . . . . . 00 Leveled Readers. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..00 Credits. . . . . . . . . . . . . . . . . . . . . . . . . . . . 00

CLASSROOM COMMUNITY

Make the Best Use of Your Classroom. . . . . . . . . . . 00 Get Started with Literacy Centers. . . . . . . . . . . . . 00 Embed Social and Emotional Learning. . . . . . . . . . 00 Create a Culturally Responsive Environment . . . .. . . ..00 Communicate with Families. . . . . . . . . . . . . . . . 00

¡ARRIBA LA LECTURA!

Welcome to ¡Arriba la Lectura! . . . . . . . . . . . . . . . 00 Hispanic and Universal Literature. . . . . . . . . . . . . 00 Dual Language ProgramPlanning . . . .. . . .. . . .. . . ..00

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Contents

Develop theWhole Literate Child Florida’s B.E.S.T. EB S T

BUILD • A Love of Reading • Foundational Skills • Topic Knowledge and Vocabulary • Reading Comprehension

ENGAGE • Content-Area Connections • Student Choice and Independent Practice

SPARK • EffectiveWriting and Communication • Social and Emotional Learning

TRANSFORM • Data-Driven Instruction • Differentiated Support for All Learners • Teacher Knowledge and Capacity

BUILD…

A Love of Reading Get Into Reading with a wealth of award- winning, culturally relevant texts in a wide variety of genres . Inspire readers with engaging texts and ignite a lifelong love of learning.

3

EB S T

k s

4

BUILD…

Foundational Skills Rely on a curriculum that adheres to the science-basedmethods that have proven how students acquire reading skills. Explicit and systematic instruction aligned with a research-based scope and sequence provides students with a foundation to become confident, independent readers and writers.

Topic Knowledge and Vocabulary

Systematically build students’ understanding of meaningful topics and academic vocabulary . Topics and text sets are thoughtfully sequenced to build knowledge—like pieces of a puzzle— within amodule, within a grade, and across the program .

EB S T

S t

Reading Comprehension

With adequate decoding skills, students have the building blocks they need to comprehend what they read. Teach students to recognize genre characteristics , cite text evidence , and draw from a growing bank of skills and strategies to make meaning from complex grade- level texts.

PHONOLOGICAL AWARENESS

VOCABULARY

ENGAGE…

S

Content-Area Connections

T

Literacy instruction provides the “how” for what students learn in science, social studies, the arts, and more. As students read and talk about texts, they will naturally build background and knowledge about grade-level cross-curricular topics and standards.

7

EB S T

t

Student Choice and Independent Practice The power of choice can be motivating, and what is interesting to one student may disinterest another. Access meaningful independent work and a wide variety of relevant, rich, authentic texts for independent reading to offer students appropriate ownership of their learning.

SPARK…

EffectiveWriting and Communication Providing daily opportunities for students to express their understandings and thinking will help them success in today’s world. Support the full range of writingmodes and forms through the steps of the writing process , while also developing students’ ability to have productive, collaborative conversations .

G2 Writer’s Notebook t/k

Social and Emotional Learning Students aremultidimensional, and their social and emotional behaviors have an impact on their academic success . Use the books to infuse social and emotional competencies into your literacy instruction.

10

TRANSFORM…

Data-Driven Instruction Through HMH’s learning platform, Ed: Your Friend in Learning , use meaningful data insights and actionable reports to drive instruction, including grouping and resource recommendations .

11

EB S T

d ,

Differentiated Support for All Learners Select from a variety of program resources in order to meet the needs of all learners. Continually return to the data and adjust dynamically in response to students who make learning gains at a different pace.

Tabletop Minilessons t/k

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TRANSFORM…

o

Teacher Knowledge and Capacity

With a full suite of Literacy Solutions TM resources, Into Reading and ¡Arriba la Lectura! support you with expanding your professional knowledge so that you can deliver high-impact learning experiences for all students.

13

Comprehensive Instructional Design . . . . . . . . . . .00 Student and Teacher Materials . . . . . . . . . . . . . . .00 Year at a Glance. .. . . .. . . .. . . .. . . .. . . .. . . .. . . . 00 Module at a Glance. .. . . .. . . .. . . .. . . .. . . .. . . .. 00 Week at a Glance. . . . . . . . . . . . . . . . . . . . . . .00 Ed: Your Friend in Learning . . . . . . . . . . . . . . . . .00 Accelerate Implementation Success . . . . . . . . . . . .00

Program Tour

Integrated ClassroomSolution HMH Into Reading and HMH ¡Arriba la Lectura! are fully integrated solutions designed to support Florida teachers with targeting the diverse needs of today’s learners . HMH’s connected teaching systemprovides the tools you need to ensure that all students learn to read, write, and communicate to their fullest potential in their journey as learners.

EB S T FLORIDA STANDARDS English Language Arts

100% ALIGNMENT

Comprehensive Reading and Language Arts Programs for Kindergarten Through Grade 5

Welcome,Ms.Keown

IntoReading:Grade1

SelectionQuiz:TheGrasshopper &theAnts

Welcome,Ms.Keown

IntoReading:Grade1

Support for classroom management and accessing data and reports

Instruction and materials for struggling readers and writers, English learners, and advanced learners

Research-based design with explicit, systematic instructional path

Florida ProgramGuide • Grades 3–5

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PROGRAM TOUR

Waggle Where Learning Takes Flight

Personalized learning and skills-based practice for students below, at, and above grade-level proficiency • Differentiate instruction in a meaningful way • Dynamically assess proficiency and growth in real time • Assign content manually or have Waggle auto-assign

Powered by artificial intelligence, assesses oral reading fluency, screen for dyslexia, and provide reading practice • Automatically builds running records • Recognizes subtleties of various

600 customizable assignments that support HMH Into Reading • Digital writing practice and feedback • Intuitive interface with side-by-side reading and writing assignments, annotation tools, prompts, rubrics, and comment stems • RevisionAid artificial intelligence feedback available at point of use for students

dialects, speech deficits, and accents to deliver bias-free resultsActionable

Equitable Spanish Language Arts program, ¡Arriba la Lectura!

Program Tour

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Student and Teacher Materials

WHOLE GROUP

STUDENT MATERIALS

Student Management Center

• Access all programmaterials • Complete and submit assignments and assessments • Track progress

Grade 3 my Book

Grade 4 my Book

Grade 5 my Book

TEACHER MATERIALS

Teacher Management Center

• Access all programmaterials • Plan lessons • Assign materials • View reports • Group students

WritingWorkshop Teacher’s Guide

Florida B.E.S.T. Standards Lesson & Resource Finder

Teacher’s Guide 4 Volumes

Anchor Charts

Teaching Pal 2 Books

Display and Engage

FOUNDATIONAL SKILLS

PRINTABLES • Spelling • Fluency • High-Frequency Words

Fluency 7.1

Spelling 7.1

Name

Name

MitziMouse AlthoughMitziMousewas tiny, shewas alsomighty.When shewas born,herparentsknew shewas special.Bornwithnineother siblings, Mitziwas the first toopenher eyes, scrambleoutofbed, and scurry.Soon shewas travelingupstairswithMother to forage for food. Onher first tripupstairs,Mitzi collected crumbsuntil thekitchen was spotless.She filled abackpack twiceher sizewith crumbs and carried itback allbyherself.Mother could carryonly a tinybagful. OnedayMitziwonderedwhy theywere settling for crumbswhen therewerehuge chunksof cheese and loavesofbread to take.When she spotted a two-poundhunkof cheese,Mitzi climbedup the cabinets as graceful as couldbe andhauled that cheeseback to theirden.Boy,did the micehave abountiful feast thatnight! Mitzi continued to take food anddidnotworry that thehumans would catchher.Shewasnotonlyvery strong,but shewas alsoquite quick.Theyhadno chanceof catchingher. Father,however,wasnot soquick.Onedayahumancaughthimby the tailand lockedhimup inacage!Motherwasbesideherselfwith sadness. “Don’tworry,”Mitzi said, “I’ll getFatherback as soon aspossible.” Then shemarchedupstairs, found the cage,picked itupoverherhead, andmarchedbackdown the stairs to theirden.Thehumanswatched Mitzi in amazement. Soon the two families struck adeal.Thehumanswouldgive the mice all the food theywanted ifMitziMousewouldwork at theirmoving company.Thedealbroughtboth familiesmuchhappiness.

SpellingWordCards:Suffixes –ful , –less , –ness , –ment

colorful

weakness

enjoyment

5

endless

truthful

closeness

10

cheerful

spotless

beautiful

MB

15

breathless

clumsiness

pavement

graceful

eagerness

dampness

DISPLAY AND ENGAGE • Decoding

20

scoreless

statement

wasteful

penniless

treatment

forgiveness

Decoding:Suffixes– ful ,– less ,– ness ,– ment : spotless,bagful,graceful,bountiful, sadness,amazement,happiness

appointment

delightful

effortless

High-FrequencyWords: possible, tiny,bed,catch

WordCount:277

©HoughtonMifflinHarcourtPublishingCompany.All rights reserved. Grade4

Printable

©HoughtonMifflinHarcourtPublishingCompany.All rights reserved. Grade4

Printable

4re_print_fs_0701_SpellingCards.indd 1

3/16/18 5:25AM

4re_print_fs_0701_Fluency.indd 1

3/16/18 5:25AM

Florida ProgramGuide • Grades 3–5

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PROGRAM TOUR

SMALL-GROUP AND INDEPENDENT APPLICATION

ReadandRespond Journal

Read and Respond Journal

Waggle Where LearningTakesFlight

Student Choice Library

Grade4

4 Grade

4

LV4

1770951

4_RNLERRJ252283_CVR.indd 1

6/5/19 9:32AM

Know it, Show It

Writer’s Notebook

Read and Respond Journal

Waggle

LEVELED LIBRARY

Take and Teach Lessons: Leveled Readers

Take and Teach Lessons: Genre Study

Tabletop Minilessons: Reading

Tabletop Minilessons: English Language Development

Amira Learning

Foundational Skills andWord Study Studio

ASSESSMENTS

PROFESSIONAL LEARNING & IMPLEMENTATION

Professional Learning Modules and Videos also provided online.

DATA & REPORTING: • Adaptive Growth Measure • Guided Reading Benchmark Assessment Kit

PROGRAM ASSESSMENTS: • Leveled Reader Quizzes

• Weekly Assessments • Module Assessments

Florida Program Guide

Professional Learning Guide

Program Tour

21

Year at a Glance Follow the suggested program timeline to plan instruction and administer assessments throughout the course of the year.

BEGINNING OF YEAR 180 DAYS OF INSTRUCTION

Module 1

Module 2

Module 3

Module 4

12 Comprehensive Modules

Module 6

3Weeks per Module

WEEK 1

Lesson 1

Lesson 2

Lesson 3

Lesson 4

Lesson 5

15 Daily Lessons per Module

Selection Quizzes

Weekly Assessments

Module Assessment

Florida ProgramGuide • Grades 3–5

22

PROGRAM TOUR

MID-YEAR

END OF YEAR

Module 5

Module 6

Module 7

Module 8

Module 9

Module 10

Module 11

Module 12

WEEK 2

WEEK 3

Lesson 6

Lesson 7

Lesson 8

Lesson 9

Lesson 10

Lesson 11

Lesson 12

Lesson 13

Lesson 14

Lesson 15

ALTERNATE PLANNING OPTION To chart your own course, use the Florida B.E.S.T. Standards Lesson & Resource Finder. See p. 00 for more information.

Florida B.E.S.T. Standards Lesson & Resource Finder

Program Tour

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Module at a Glance

MODULE PLANNING

PREVIEW your three-weekmodule that focuses on a high-interest topic , which students explore through literature and media in different genres .

NOTE skills and texts that you will cover each week.

Teacher’s Guide

MODULE LAUNCH

INTRODUCE the module’s knowledge-building focus and build background .

WATCH a Get Curious Video to spark interest in the module topic.

DISCUSS a few Big IdeaWords about the topic.

Teacher’s Guide

Florida ProgramGuide • Grades 3–5

24

PROGRAM TOUR

FIND OUT MORE See the Teaching and Learning section to take a deeper dive into the planning supports, research- based instructional design, and program routines.

MODULEWRAP-UP

GUIDE students to synthesize and connect what they learned about the module topic.

ASSIGN a culminating performance task that asks students to demonstrate understanding of topic knowledge and cite evidence from the texts they read. SCAFFOLD the writing task with support such as analyzing the prompt and provided suggestions through all steps of the writing process .

Teacher’s Guide

INQUIRY & RESEARCH

HAVE collaborative groups complete an inquiry and research project related to the module topic, paced over the three-week module.

SUPPORT students with conducting research and organizing information about the topic to present .

Teacher’s Guide

Program Tour

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Week at a Glance

WEEKLY PLANNING

WEEKLY AND DAILY lesson planners show consistent, integrated instructional design for whole group and small groups , following a research-based scope and sequence.

SUGGESTED daily times for each part of the instruction to guide daily planning.

•Weekly Planning • Literacy Centers • Foundational Skills • Vocabulary • Reading •Writing • Communication

Teacher’s Guide

LITERACY CENTERS

WEEKLY Literacy Centers are aligned with learning objectives from the week’s whole-group instruction and focused on achieving grade-level standards . WHILE YOU WORK small groups, have students work independently through these centers: • Reading Center • Vocabulary Center

• Digital Station •Writing Center • Project Center

Teacher’s Guide

Florida ProgramGuide • Grades 3–5

26

PROGRAM TOUR

FIND OUT MORE See the Teaching and Learning section to take a deeper dive into the planning supports, research- based instructional design, and program routines.

VOCABULARY

PROVIDE direct instruction in Critical Vocabulary drawn from students’ reading, and reinforce word meanings throughout the week. GIVE students tools to determine word meaning on their own by applying vocabulary strategies , such as using context, and using knowledge of morphology .

Teacher’s Guide

FOUNDATIONAL SKILLS

PROVIDE explicit, systematic instruction grounded in the science of learning for all the critical foundational skills for your grade, including decoding , fluency , and spelling . USE the instructional design to Integrate skills across these areas-- for example, connect decoding/ encoding and reinforce decoding while practicing fluency.

Teacher’s Guide

Program Tour

27

Week at a Glance

READING

INTRODUCE or review a comprehension skill or strategy before reading, using an Anchor Chart .

MOVE to your Teaching Pal and use the color-coded sticky notes to guide students through shared reading and critical analysis of a my Book text . • Blue notes for first reading to discuss the gist of the text • Purple notes for subsequent readings to gain deeper understanding • Red notes to discuss Notice and Note Signposts

Teacher’s Guide

COMMUNICATION

ONCE PER MODULE, share a Teacher Read-Aloud and discuss text-based prompts to develop students’ listening comprehension skills.

IN OTHER LESSONS, explicitly teach speaking , listening , research , and media literacy skills.

Teacher’s Guide

Florida ProgramGuide • Grades 3–5

28

PROGRAM TOUR

FIND OUT MORE See the Teaching and Learning section to take a deeper dive into the planning supports, research- based instructional design, and program routines.

WRITING

FOCUS on a particular writingmode and form for a three-week module, guiding students through all the steps of the writing process .

HIGHLIGHT aspects of writer’s craft , using a mentor text.

INTEGRATE instruction for grammar/ conventions in the context of writing instruction.

WritingWorkshop Teacher’s Guide

OPTIONS FOR DIFFERENTIATION

TabletopMinilessons: English Language Development

CHOOSE from a variety of flexible options to meet your students’ needs for targeted support in small groups.

• skill and strategy groups • English learner groups • guided reading groups

ADJUST your small groups frequently in response to data and student growth.

Welcome,Ms.Keown

IntoReading:Grade1

TabletopMinilessons: Reading

SelectionQuiz:TheGrasshopper &theAnts

Program Tour

29

Use the Ed online learning platform to access digital tools and instructional supports and to manage student work easily and efficiently.

CREATE PLANS AND ASSIGNMENTS

Welcome,Ms.Keown

Into Reading: Grade 1

SEARCH BY KEYWORD OR STANDARDS

ACCESS PROGRAM CONTENT BY MODULE

BROWSE RESOURCES BY TYPE

Florida ProgramGuide • Grades 3–5

30

PROGRAM TOUR

Welcome,Ms.Keown

Into Reading: Grade 1

OnlineAssessment:SelectionQuiz:TheGrasshopper& theAnts

Indiana•English/LanguageArtsStandards

Welcome,Ms.Keown

1.RF.4.1

1.RF.4.3

Into Reading: Grade 1

1.RF.4.4

1.RL.2.1

OnlineAssessment:SelectionQuiz:TheGrasshopper& theAnts

Indiana•English/LanguageArtsStandards

1.RF.4.1

1.RF.4.3

Abuali,Alison

1.RF.4.4

Bruder,Odell

1.RL.2.1

Cruz,Elroy

Hill, John

Lopez,Alicia

Welcome,Ms.Keown

Moore,Bernie

Morgan,Clyde

Into Reading: Grade 1

Abuali,Alison Pfarr,Stacey

Bruder,Odell Rose,Marlowe

Cruz,Elroy

Scranton,Ron

Hill, John

Spenser,Edmund

VIEWDATA AND REPORTS

Lopez,Alicia Talon,Midna

Moore,Bernie

Morgan,Clyde

Pfarr,Stacey

Rose,Marlowe

Scranton,Ron

Spenser,Edmund

SelectionQuiz:TheGrasshopper &theAnts

Talon,Midna

DIFFERENTIATE WITH DATA

• monitor progress • assign resources • form flexible groups

Ed: Your Friend in Learning ® is a registered trademark of Houghton Mifflin Harcourt.

Program Tour

31

Accelerate Implementation Success Literacy Solutions TM is dedicated to supporting you with personalized professional learning and coaching that helps you implement your program successfully.

Start Strong, Deepen Learning Your implementation begins with Getting Started with Into Reading to build foundational knowledge of the program’s instructional design and print and digital resources. As part of Getting Started, you will receive a Professional Learning Guide , which provides suggestions for prioritizing content and manageable milestones to support your first year of implementation. PLACE HOLDER TEXT: On-demand Getting Started modules and Classroom Videos, as well as point-of-use Professional Learning features in your Teacher’s Guide, are embedded within your program. The tools you need from the very beginning of your implementation are there for you.

In-person or live online Follow-Up sessions to deepen learning are also available. We will work with you to personalize your Follow-Up session based on your needs

and the available 90 minutes topics below: • Maximize Learning with Online Resources • Plan Instruction to Meet Students’ Needs

• Create a Student-Centered Literacy Environment • Make Literacy Accessible for all Learners with Differentiation and Small Group Instruction • Support English Learners in Reading, Writing, Speaking and Listening • Deepen Text Analysis with Notice & Note Close Reading Strategies • Cultivate Student Voice and Ownership through Writing Workshop • Leverage Data and Reporting Tools to Accelerate Growth

We honor the uniqueness of your district’s literacy initiatives and aspirations. We’ll work with you to design a learning journey that is personalized, interactive, and immediately applicable.

Florida ProgramGuide • Grades 3–5

32

PROGRAM TOUR

GrowYour Practice with Blended Coaching

Coaching Services provide: • Model lessons to illustrate instructional techniques • Support for implementing effective teaching practices • Differentiation strategies to meet the needs of all students • Focus on developing and deepening content knowledge • Analysis of student work samples to assess learning and determine instructional next steps • Facilitation of professional learning communities, cadres, and collaborative learning

A blend of in-person and online support with Literacy Solutions coaches fosters a culture of professional growth and inspires a culture of literacy achievement with every student, in every classroom, every day. Our blended coaching focuses not only on Into Reading implementation, but emphasizes how to incorporate evidence-based literacy instructional practices and strategies to help students become proficient and critical readers and writers. Our research coaching model is student-centered and data-driven—proven to help teachers improve their practice and raise student achievement.

The single greatest determinant for success in the classroom is the teacher. Literacy Solutions coaches partner with you as you make critical decisions that impact student learning in your Into Reading classroom.

Partner with Literacy Solutions to deepen your practices to meet the learning needs of every student and effectively maneuver the challenges you face in your classroom.

Program Tour

33

PLANNING AND PACING Planning Made Easy . . . . . . . . . . . . . . . . . . . . .00 Scheduling for Success. .. . . .. . . .. . . .. . . .. . . .. . . 00 Implement Effective ClassroomRoutines . . . . . . . . .00 BUILDING KNOWLEDGE AND LANGUAGE Knowledge Networks . . . . . . . . . . . . . . . . . . . .00 FOUNDATIONAL SKILLS Decoding and Fluency . .. . . .. . . .. . . .. . . .. . . .. . . 00 Spelling . . . . . . . . . . . . . . . . . . . . . . . . . . . .00 Handwriting and Keyboarding . . . . . . . . . . . . . . .00 VOCABULARY Academic Vocabulary . . . . . . . . . . . . . . . . . . . .00 Generative Vocabulary and Vocabulary Strategies. . . .00 READING Text Sets and Text Complexity . .. . . .. . . .. . . .. . . .. 00 Comprehension Skills and Strategies. .. . . .. . . .. . . . 00 Shared Reading. .. . . .. . . .. . . .. . . .. . . .. . . .. . . . 00 Writing in Response to Texts. .. . . .. . . .. . . .. . . .. . . 00 Independent Reading . . . . . . . . . . . . . . . . . . . .00 OPTIONS FOR DIFFERENTIATION Small-Group Instruction . .. . . .. . . .. . . .. . . .. . . .. 00 WRITING Writing Process. .. . . .. . . .. . . .. . . .. . . .. . . .. . . . 00 Grammar . . . . . . . . . . . . . . . . . . . . . . . . . . .00 COMMUNICATION Listening Comprehension. .. . . .. . . .. . . .. . . .. . . . 00 Listening and Speaking . . . . . . . . . . . . . . . . . . .00 Media Literacy . . . . . . . . . . . . . . . . . . . . . . . .00 RESEARCH Inquiry and Research. .. . . .. . . .. . . .. . . .. . . .. . . . 00 Research Foundations . .. . . .. . . .. . . .. . . .. . . .. . . 00

Teaching and Learning

PLANNING AND PACING PlanningMade Easy

Teach by Module Into Reading provides daily lesson plans for 180 days of instruction including whole group, small group, and independent work. Literacy experts informed each grade’s research-based scope and sequence to accomplish these goals: • organize text sets into modules based on meaningful content-area topics • integrate all five pillars of literacy instruction: phonemic awareness, phonics, fluency, vocabulary, and comprehension • progress from simple to more complex texts and skills throughout the year Use the program planning supports to suit your needs, whether you intend to use the modules sequentially as designed or to teach by standard according to a school or district framework.

ONLINE  Access each grade’s Foundational Skills Scope and Sequence and a complete grade-level Scope and Sequence online.

CALLOUT TITLE Suggested Daily Times provide a range of time for each literacy strand to guide planning and adapt to your schedule.

CALLOUT TITLE Clear sequence of instruction makes meaningful connections between vocabulary, reading, writing, and foundational skills.

Teacher’s Guide DO NOT EDIT--Changes must be made through“File info” CorrectionKey=TX-C;NL-B;VA-C

DO NOT EDIT--Changes must be made through“File info” CorrectionKey=TX-C;NL-B;VA-C

WEEK 1

Week at a Glance

MODULE 1 • WEEK 1

ONLINE

• Seestudentproficiency reports. • Getgroupingand resource recommendations.

• Finddigital resources. • Createcustomplans.

Wholeclass

Smallgroups

Flexible

Assessment

LESSON 1

LESSON 2

LESSON 3

LESSON 4

LESSON 5

Suggested Daily Times • BUILDKNOWLEDGE&LANGUAGE/ VOCABULARY

BUILD KNOWLEDGE & LANGUAGE

VOCABULARY

VOCABULARY

VOCABULARY

VOCABULARY

10–15minutes 60–85minutes 15–30minutes 15–30minutes 30–45minutes

AcademicVocabulary, pp.T40–T41 • IntroduceCriticalVocabulary: cynic,defiance, profound, inadvertently,consumed,descended, obliged,mundane,considered,disdain

AcademicVocabulary, p.T52 • ReviewCriticalVocabulary: cynic,defiance, profound, inadvertently,consumed,descended, obliged,mundane,considered,disdain VocabularyStrategy, p.T53 • ContextClues FloraandUlysses: The IlluminatedAdventures GENRE Fantasy SharedReading:MINILESSON, pp.T54–T55 • ConnectandTeach:Author’sPurpose • Apply toText: FloraandUlysses:The IlluminatedAdventures • EngageandRespond:Close-ReadScreencast • EngageandRespond:WriteaStoryScene SMALL-GROUP INSTRUCTION Small-GroupDifferentiationOptions • GuidedReading,p.T56 • EnglishLearnerSupport:CauseandEffect, p.T56 • Skill Instruction&Reinforcement:Author’s Purpose,p.T57 • Intervention&Extension,p.T57 IndependentReadingand CollaborativeWork READING WORKSHOP

GenerativeVocabulary, p.T62–T63 • Prefixes un-, in-, im-, re- • SpiralReview:CompoundWords

AcademicVocabulary, pp.T70–T71 • VocabularySpiralReview

• READINGWORKSHOP • FOUNDATIONALSKILLS • COMMUNICATION • WRITINGWORKSHOP

ModuleLaunch, pp.T28–T29 • IntroducetheTopic: WhatMakes UsWhoWeAre? • Big IdeaWords: identity,experience,pursuit, wisdom

Teaching Pal

READING WORKSHOP TheStoryofYou GENRE InformationalText SharedReading:MINILESSON, pp.T30–T31 • ConnectandTeach:Central Idea • Apply toText: TheStoryofYou • EngageandRespond:Speaking andListening

READING WORKSHOP

READING WORKSHOP

READING WORKSHOP

ONLINE

RESOURCES

FloraandUlysses: The IlluminatedAdventures GENRE Fantasy SharedReading:MINILESSON, pp.T42–T43 • ConnectandTeach:AskandAnswer Questions • Apply toText: FloraandUlysses:The IlluminatedAdventures • EngageandRespond:Speaking andListening SMALL-GROUP INSTRUCTION Small-GroupDifferentiationOptions • GuidedReading,p.T44 • EnglishLearnerSupport:CauseandEffect, p.T44 • Skill Instruction&Reinforcement:Askand AnswerQuestions,p.T45 • Intervention&Extension,p.T57 IndependentReadingand CollaborativeWork

FloraandUlysses: The IlluminatedAdventures GENRE Fantasy SharedReading:MINILESSON, pp.T64–T65 • ConnectandTeach:TextandGraphic Features • Apply toText: FloraandUlysses:The IlluminatedAdventures • EngageandRespond:Writing SMALL-GROUP INSTRUCTION Small-GroupDifferentiationOptions • GuidedReading,p.T66 • EnglishLearnerSupport:CauseandEffect, p.T66 • Skill Instruction&Reinforcement:Textand GraphicFeatures,p.T67 • Intervention&Extension,p.T57 IndependentReadingand CollaborativeWork

FloraandUlysses: The IlluminatedAdventures GENRE Fantasy SharedReading:MINILESSON, pp.T72–T73 • ConnectandTeach:FigurativeLanguage • Apply toText: FloraandUlysses:The IlluminatedAdventures • EngageandRespond:Speaking andListening SMALL-GROUP INSTRUCTION Small-GroupDifferentiationOptions • GuidedReading,p.T74 • EnglishLearnerSupport:CauseandEffect, p.T74 • Skill Instruction&Reinforcement:Figurative Language,p.T75 • Intervention&Extension,p.T57 IndependentReadingand CollaborativeWork

Professional Learning Refer to these Professional Learning resources for professionaldevelopment and programsupport: • GettingStarted ProfessionalLearning Modules

Teaching Pal

Teaching Pal

Teaching Pal

Teaching Pal

Teaching Pal

SMALL-GROUP INSTRUCTION Small-GroupDifferentiationOptions • GuidedReading,p.T32 • EnglishLearnerSupport:CauseandEffect, p.T32 • Skill Instruction&Reinforcement:Central Idea,p.T33 • Intervention&Extension,p.T57 IndependentReadingand CollaborativeWork

• ClassroomandExpertVideos • ProfessionalLearningGuide • GuidingPrinciplesand Strategies

[Facsimile of G3-5 TGWeek at a Glance spread]

Assessment Options SelectionQuiz: FloraandUlysses:The IlluminatedAdventures WeeklyAssessment • Comprehension:Author’sPurpose,Textand GraphicFeatures,FigurativeLanguage • GenerativeVocabulary:Prefixes un-, in-, im-,re- • VocabularyStrategy:ContextClues • Grammar:PartsofaSentence Intervention Forstudentsneedingstrategic intervention, choose fromdailysmall-groupoptions for differentiation.AccessonlineFoundationalSkills andWordStudyStudio foradditionalsupport.

• Self-SelectedReading,p.T58 • PracticeandApplySkills,p.T59

• Self-SelectedReading,p.T58 • PracticeandApplySkills,p.T59

• Self-SelectedReading,p.T58 • PracticeandApplySkills,p.T59

• Self-SelectedReading,p.T58 • PracticeandApplySkills,p.T59

• Self-SelectedReading,p.T58 • PracticeandApplySkills,p.T59

FOUNDATIONAL SKILLS

COMMUNICATION

FOUNDATIONAL SKILLS

COMMUNICATION • ProjectCheckpoint:Brainstormand Research,pp.T16,T25

COMMUNICATION

Decoding, pp.T36–T37 • Short a andLong a Sounds Spelling, p.T38 • WordswithShort a andLong a Fluency, p.T39 • AccuracyandSelf-Correction

ListeningComprehension, pp.T48–T51 • TeacherRead-Aloud: Michael’sMelody • FocusonFluency:Accuracyand Self-Correction • EngageandRespond:CompareSelections

Decoding, pp.T60–T61 • Short a andLong a Sounds

SpeakingandListening, p.T78 • Engage inDiscussion MakeConnections, p.T79 • SynthesizeTopic Information

WRITING WORKSHOP

WRITING WORKSHOP

WRITING WORKSHOP

WRITING WORKSHOP

WRITING WORKSHOP

NarrativeWriting, p.W2 • Introducing theFocalText Grammar, p.W216 • SimpleandCompleteSubjectsand Predicates

NarrativeWriting, p.W3 • TheRead Grammar, p.W217 • CompoundSubjectsandPredicates

NarrativeWriting, p.W4 • Vocabulary Grammar, p.W218 • Subject-VerbAgreement

NarrativeWriting, p.W5 • TheWritingProcess Grammar, p.W239 • ReviewProperNouns

NarrativeWriting, p.W6 • Prewriting I:ChoosingaTopic Grammar, p.W220 • Connect toWriting:UsingSentenceswith Subject-VerbAgreement

T22

T23

Module1• Week1

WeekataGlance

CALLOUT TITLE Flexible daily options for small-group differentiation help teachers make instructional decisions based on student data and observation.

18

Florida ProgramGuide • Grades 3–5

TEACHING AND LEARNING

Teach by Standard The Florida Standards Lesson and Resource Finder can support you with using Into Reading to align instructional resources with a district or school framework. The Florida Standards Lesson and Resource Finder makes it easy to • pick and choose from the program’s resources for each standard or set of standards, or use them in sequence* • determine appropriate texts for your students to pair with standards, using information about text complexity • return to a standard throughout the year for spiral review opportunities

* Note about Foundational Skills: HMH strongly recommends using the Foundational Skills sequentially as

designed in the program’s Foundational Skills Scope and Sequence. Phonics/ decoding skills build cumulatively, so students will experience their maximum reading gains if they receive direct instruction in all the skills in a developmentally appropriate sequence.

CALLOUT TITLE View the best program resources to support each standard all in one place.

Florida Standards Lesson & Resource Finder

READING

ELA.1.R.2.2

READING INFORMATIONAL TEXTS R.2.2

Use insequence or pickandchoose.

Core Materials

Identify the topic and important details in a grade-level informational text.

THEARTS

SOCIALSTUDIES

SCIENCE

Teacher’sGuide V1M4•T476

Teacher’sGuide V2M1•T160

Teacher’sGuide V2M4•T360

Teacher’sGuide V2 M8•T298

EE + ELAFundamentals1.2,1.3,1.4,&1.5

my BookVideo

my Book InformationalText 230L•GRLF

ReadAloud Biography 620L•GRLD

ReadAloud InformationalText XXXL•GRLX

I can!

Snapshot Identifying topicanddetailsbuildsanearly awarenessofhowanauthordevelops ideas inan informational text. As readersworkon thisskill, they learnhow to identifya topicasawordorphrase.They alsostudy thekindsofdetailsusedassupport, includingpictures, facts,andexamples.With this information,children thenmoveon to makingamorespecificstatementabout the topic, thecentral idea.Whencentral idea is implied, readerswillneedadditionalguidance tomake the leap from thedetails toabroader statementconsistentwith thosedetails.

Student Learning Goals

Ican identify the topicofa text. Ican tellabout the topicusingdetails froma text. Ican use thewords topic,detail, and central idea when I talkorwriteabouta text.

Central Idea

Central Idea

Central Idea

Central Idea

+ R.3.2b

+ R.3.2b

+ R.3.2b

+ R.3.2b

Teacher’sGuide V4M7•T188

Teacher’sGuide V3M5•T188

Teacher’sGuide V4M7•T140

Teacher’sGuide V4M8•T464

ReadAloud NarrativeNonfiction 520L•GRLM

my Book InformationalText 300L•GRLH

ReadAloud NarrativeNonfiction 630L•GRL J

my Book InformationalText 520L•GRLM

Central Idea

Central Idea

Central Idea

Central Idea

+ R.3.2b

+ R.3.2b

+ R.3.2b

+ R.3.2b

GenreStudyGuide V6M11•G22

Teacher’sGuide V2 M10•T476

Teacher’sGuide V5M10•T284

Teacher’sGuide V5M10•T298

my Book InformationalText IG590L•GRL

my Book InformationalText 490L•GRL J

BigBook InformationalText 520L•GRLD

my BookVideo

ONLINE

AssessmentOptions ProfessionalDevelopmentVideos Allprogrammaterials

Central Idea

Central Idea

Central Idea

Central Idea

+ R.3.2b

+ R.3.2b

+ R.3.2b

+ R.3.2b

80

81

CALLOUT TITLE Access information about text complexity, genre, and cross- curricular connections to inform what you select to use with students.

CALLOUT TITLE Gain insights about each standard’s expectations and related Student Learning Goals.

19

Teaching and Learning

PLANNING AND PACING Scheduling for Success

Plan a consistent schedule that aligns with your school expectations and classroomneeds .

Sample Schedules Following a regular schedule helps students knowwhat to expect and helps you make the most of instructional time. While the Teacher’s Guide Week at a Glance pages provide daily time ranges for each instructional strand, below are examples of how you might personalize the recommendations to create a plan that works for you.

minutes 90 MINUTES

minutes 120 MINUTES

Sample ELA Block

10

10

Vocabulary or Build Knowledge and Language

20

30

Reading

30

40

Small-Group/Independent Work

10

15

Foundational Skills or Communication

20

25

Writing

18

Florida ProgramGuide • Grades 3–5

TEACHING AND LEARNING

Best Practices for Scheduling No two classrooms are the same, so it’s crucial to consider students’ needs, your own preferences, and school requirements when scheduling. Use these tips to plan a day that works for you.

˜ P

Post a daily schedule to set expectations for students and let them knowwhat to anticipate. Create shorter instructional segments, as needed, especially at the beginning of the year. Incorporate choice into the day where possible, such as during small-group/ independent work time. Allowing students some freedom to choose how to spend certain periods of time gives them a sense of agency and instills decision-making skills. Be realistic about how long students are able to engage in any activity. Include “body breaks” and “brain breaks” throughout the day. Getting students moving and giving them time to pause will enhance concentration during instructional time.

˜ P

˜ P

˜ P

19

Teaching and Learning

PLANNING AND PACING Implement Effective ClassroomRoutines Use researched-based routines to target the acquisition of key skills , support effective classroommanagement , and strategically structure student engagement so that all students are actively participating, thinking, and responding.

Routine Types at a Glance See Teacher’s Guide Volume 1, p. xx, to access the steps for all of the routines, learn why they are important, and get support for implementation.

INSTRUCTIONAL ROUTINES

Instructional routines embedded throughout Into Reading and ¡Arriba la Lectura! support students in learning new skills. Consistent, familiar routines allow students to focus on the learning rather than the steps for a new activity, while also supporting your lesson planning.

ACTIVE VIEWING

CLOSE READING

VOCABULARY

RESPONSE WRITING

ACTIVE LISTENING

READ FOR UNDERSTANDING

COLLABORATIVE DISCUSSION

ENGAGEMENTROUTINES

Engagement routines help to create a safe classroom environment in which all students feel comfortable participating and engaging in their learning. When consistently applied, these routines will help you determine whether particular students need additional support.

CHORAL READING

TURN AND TALK

PARTNER READING

THINK-PAIR-SHARE

ECHO READING

SOLO CHAIR

CLASSROOMMANAGEMENT ROUTINES

Classroommanagement routines help all students follow expectations, focus on productive learning, and build confidence and independence. They also establish norms for smooth transitions and help to reduce disruptions.

QUIET CUE

ASK THREE, THENME

SILENT SIGNALS

PARTNER UP

ACTIVE LISTENING

GIVE ME FIVE

Florida ProgramGuide • Grades 3–5

18

TEACHING AND LEARNING

Embedded Support All of the program routines are highlighted within the Teacher’s Guide lessons and serve to build structure and continuity between lessons.

LOCATE ROUTINES Look for routines highlighted in GREEN.

DO NOT EDIT--Changes must be made through“File info” CorrectionKey=FL-A Teacher’s Guide

ACADEMICVOCABULARY

LESSON 2

Introduce Critical Vocabulary

Step 1 Introduce theWords Project Display and Engage: Critical Vocabulary 3.2a and Critical Vocabulary 3.2b . Then use the VOCABULARY routine to introduce the Critical Vocabulary from The U.S. Constitution . You may wish to display the

LEARNING OBJECTIVES • Identify real-life connections between words and their use. • Use newly acquired vocabulary expressively. • Language Answer questions and discuss meanings to develop vocabulary.

DISPLAYANDENGAGE: CriticalVocabulary3.2a,3.2b

corresponding Vocabulary Card for each word as you discuss it. 1 Read aloud each word and have students repeat it. 2 Read aloud and discuss each

MATERIALS Display and Engage Critical Vocabulary 3.2a, 3.2b Vocabulary Cards 3.5–3.9 CRITICAL VOCABULARY • convention (p. 234) • delegates (p. 234) • domestic (p. 236) • welfare (p. 236) • posterity (p. 236) SPANISH COGNATES • convention convención • domestic doméstico

word’s student-friendly explanation. 3 Point out the example for the word. Have students suggest other examples.

STEP IT OUT Preview the consistent routine steps and model language before teaching a lesson. Some instructional routines are stepped out right in the lesson. Find the others in the Resources section of your Teacher’s Guide, Volume 1.

ENGLISH LEARNER SUPPORT: Build Vocabulary

SUBSTANTIAL

Show pictures of an elderly person and a baby. Ask students to point to the one who fits the word posterity .

MODERATE

Have students complete this sentence frame. Posterity includes people who .

LIGHT

Have students share oral context sentences to show the meaning of posterity .

ENGLISHLANGUAGEARTSSTANDARDS LAFS.1.RL.1.2 text; LAFS.1.RL.1.3 text; LAFS.1.RL.2.6 text; LAFS.1.RL.3.7 text; LAFS.1.RL.4.10 text; LAFS.1.RI.1.2 text; LAFS.1.RI.2.4 text; LAFS.1.RI.3.7 text; LAFS.1.RI.3.8 text; LA.FS.1.RI.3.9 text; LAFS.1.RI.4.10 text;

T286

Module3• Lesson2

Teaching and Learning

19

BUILD KNOWLEDGE AND LANGUAGE Knowledge Networks

Help students build networks of knowledge so that they can construct meaning as they read.

Why It Matters Wide and deep knowledge of a range of meaningful topics is central to reading success and enables students to become effective members of their communities. When literacy instruction is structured to build knowledge systematically over time, students will be more likely to comprehend what they are reading—in other words, they will continually build on what they already know to become better readers and communicators. A knowledge network is a set of interconnected ideas that work together to build knowledge. As students learn new concepts, they can use knowledge networks to • build schema , connecting new ideas to existing ones • map ideas onto a web of knowledge in order to make sense of them and hold them in their memory

Each three-weekmodule is focused on a central topic, which students explore through carefully curated texts, media, and projects. Topics are developed and expanded within and across grades. Use the Introduce the Topic lessons in the Teacher’s Guide to launch eachmodule. Continually return to a KnowledgeMap throughout themodule as students encounter new texts and media about the topic. At the end of themodule, guide students to synthesize what they learned and complete a culminating task. For a complete list of module topics, s ee pp. 00–00.

1

Florida ProgramGuide • Grades 3–5

CALLOUT TITLE Use prompts to spark student interest and access prior knowledge.

DO NOT EDIT--Changes must be made through“File info” CorrectionKey=FL-A CALLOUT TITLE Discuss a quotation, an Essential Question, and a Get Curious Video to begin building topic knowledge.

Teacher’s Guide DO NOT EDIT--Changes must be made through“File info” CorrectionKey=FL-A

MODULE LAUNCH

Goto TeachingPal

BUILDKNOWLEDGEANDLANGUAGE

LESSON 1

Introduce the Topic: Inventors at Work Access Prior Knowledge To introduce themodule topic,quotation,andEssentialQuestion,use the prompts inyour TeachingPal ,pages10–11. Build Background Use the ACTIVEVIEWING routinebelowwith theGetCuriousVideo: Morning Miracles . 1 Setapurpose forviewing. Makeconnections to theModule1 topic. 2 Playthevideo. Tellstudents to face thevideoscreenandbeprepared to thinkabout thevideoas theyview it. 3 Respondtothevideo. Askstudents touse THINK-PAIR-SHARE to respond to questionssuchas: • Thinkofa fewmodern inventionsyouuseeveryday.Whatkindsof problemsdoyou thinkyou’dencounterwithout them? • Howare the inventorsand inventions in thevideosimilar?Howare they different? • Whatdetails in thevideocanyouuse toanswer theEssentialQuestion? Introduce the Big IdeaWords byusing theprompts inyour TeachingPal , page11.

LEARNINGOBJECTIVES • Share informationand ideasabouta topicunderdiscussion. • Ask relevantquestions toclarify information. • Recognizecharacteristicsofnarrative nonfiction. • Language Answerquestionsusing multi-word responses. MATERIALS DisplayandEngage Knowledge Map1.1 TeachingPal Book1,pp.10–13 my Book Book1 , pp.10–13 GetCuriousVideo MorningMiracles

TeachingPal, pp.10–11

Knowledge Focus: Inventors at Work ProjectDisplayandEngage: KnowledgeMap1.1 andhavestudents turn to pages14–15 in their my Book.Tellstudents theywillbeginbuilding their knowledgeabout the topic.Discuss the fourmajor reasons for inventing.Tell students theywill return to thesepagesat theendofeachweek toadd information they learnedabout the topic. Genre Focus: Narrative Nonfiction Tellstudents that in thismodule theywill readandviewseveralnarrative nonfictionselections.Sharewithstudents thatnarrativenonfiction texts: • give factsand informationabout realpeopleandevents. • are told in the formofastoryandoftenhavemanyof theelementsof fiction writing (e.g.,dialogueand figurative language). • usuallydescribeaseriesofevents in theorder that theyhappened. • may include illustrationsorothervisuals.

DISPLAYANDENGAGE: KnowledgeMap1.1

KnowledgeMap1.1

Solve Problems

Make Life Easier

Reasons to Invent

Achieve Fameand Fortune

Entertain People

GETCURIOUSVIDEO

Module1

Grade5 | BuildKnowledge

LEARNINGMINDSET

ENGLISHLEARNERSUPPORT: ElicitParticipation

TryingAgain Introduce Tellstudents that thismodule featuresstoriesof inventorswhodidn’tgiveupwhen they facedchallenges. Many famous inventorshaddozens,orevenhundreds,of failed inventionsbefore they inventedsomething reallyamazing.Doyou knowwhy theyeventuallysucceeded? It’sbecause theydidn’tgive upwhenan inventiondidn’tworkout.They learned from their mistakesand they triedagain.There’snothingwrongwithmaking mistakes—it’showwe learn.What’s important is thatwegetback upand tryagain!

SUBSTANTIAL

Askstudents toname inventions that theyuse in theirdaily lives.

MODERATE

Namean invention (e.g., television)andaskstudentswhy they think the inventordecided to invent it.

LIGHT

Whatdoyou thinkwouldbe thebest thingaboutbeingan inventor?What doyou thinkwouldbechallengingaboutbeingan inventor?

ENGLISHLANGUAGEARTSSTANDARDS LAFS.1.RL.1.2 text; LAFS.1.RL.1.3 text; LAFS.1.RL.2.6 text; LAFS.1.RL.3.7 text; LAFS.1.RL.4.10 text; LAFS.1.RI.1.2 text; LAFS.1.RI.2.4 text; LAFS.1.RI.3.7 text; LAFS.1.RI.3.8 text; LA.FS.1.RI.3.9 text; LAFS.1.RI.4.10 text;

ENGLISHLANGUAGEARTSSTANDARDS LAFS.1.RL.1.2 text; LAFS.1.RL.1.3 text; LAFS.1.RL.2.6 text; LAFS.1.RL.3.7 text; LAFS.1.RL.4.10 text; LAFS.1.RI.1.2 text; LAFS.1.RI.2.4 text; LAFS.1.RI.3.7 text; LAFS.1.RI.3.8 text; LA.FS.1.RI.3.9 text; LAFS.1.RI.4.10 text; (continued)

T28

T29

Module1• Lesson1

ModuleLaunch

CALLOUT TITLE Introduce and discuss the module Big IdeaWords about the topic.

Knowledge Map 1.1

Solve Problems

Make Life Easier

CALLOUT TITLE Display and discuss and Knowledge Map to establish a knowledge focus and facilitate making connections between texts.

Reasons to Invent

Achieve Fame and Fortune

Entertain People

Grade5 | BuildKnowledge

Module1

Display and Engage

Teaching and Learning

2

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