Pearson Reading Street © 2013 correlated to the Tri‐State ...

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Tri-StateQualityRubricforLessons&Units:ELA/LiteracyGrades3?6

I. Alignment to the Rigors of the CCSS

The lesson/unit aligns with the letter and spirit of the CCSS:

? Focuses teaching and learning on a targeted set of

The 2013 edition of the program has been created to show how the materials

grade-level CCSS ELA/Literacy standards.**

address the Common Core State Standards for each grade. This new edition is

carefully designed and constructed around excellent informational texts and

literature to help students master the concepts they need to succeed in school and

beyond. Each grade level focuses on teaching and learning the grade-level CCSS

skills in meaningful content and quality context with grade-appropriate instructional

methods. From the printed books to the online database, students and teachers can

choose from a wide variety of materials as they develop the important reading,

writing, listening, and speaking concepts.

? Makes reading text(s) closely a central focus of

The 5-Day lesson plan provides the same instructional plan for each selection. The

instruction and includes sequences of text-dependent lessons for an Informational Text or a Literature selection contain the same lesson

questions that cause students to examine textual

sections including Access Text and Close Reading questions. This structure is

evidence and discern deep meaning.**

summarized on the 5-Day Planner for each week.

? See Grade 3 Unit 1 Week 1 pages 20d?20e for a literature selection and Grade 3

Unit 1 Week 4 pages 122d?122e for an informational text selection.

? See Grade 4 Unit 1 Week 1 pages 20d?20e for a literature selection and Grade 4

Unit 1 Week 5 pages 138d?138e for an informational text selection.

? See Grade 5 Unit 1 Week 1 pages 20d?20e for a literature selection and Grade 5

Unit 1 Week 5 pages 140d?140e for an informational text selection.

? See Grade 6 Unit 1 Week 2 pages 50d?50e for a literature selection and Grade 6

Unit 1 Week 4 pages 108d?108e for an informational text selection.

For the main selection in each lesson of Reading Street, the Access Text questions

in the 1st Read and the Close Reading questions in the 2nd Read in the Teacher's

Edition provide two types of text comprehension activities. The Close Reading

sections use Analysis, Synthesis, and Evaluation questions to extend the

interpretation of the text using higher-level thinking skills. These questions require a

thorough understanding of the text, and the answers are to be supported by Text

Evidence. See these following list for representative pages:

? Grade 3 Unit 1 Week 1 Teacher's Edition: 28?29 to 37a and 38?39 to 45a.

? Grade 4 Unit 1 Week 1 Teacher's Edition: 26?27 to 31a and 32?33 to 37a.

Tri-StateQualityRubricforLessons&Units:ELA/LiteracyGrades3?6,page1

? Grade 5 Unit 1 Week 1 Teacher's Edition: 26?27 to 33a and 34?35 to 41a. ? Grade 6 Unit 1 Week 2 Teacher's Edition: 56?57 to 63a and 64?65 to 71a.

? Includes a clear and explicit purpose for instruction and The Reading Street selections were chosen for their interesting content for each unit

selects text(s) that are of sufficient quality and scope topic and because they are high-quality selections written by trade book authors.

for the stated purpose.**

The program includes well-known authors and selections.

? Grade 3 examples: Janet Stevens who created the Caldecott Honor Book Tops

and Bottoms, David A. Adler who wrote America's Champion Swimmer:

Gertrude Ederle, American Library Associate Notable Book Rocks in His Head

by Carol Otis Hurst, How Do You Raise a Raisin? by Pam Mu?oz Ryan, and

Steve Jenkins for Hottest, Coldest, Highest, Deepest

? Grade 4 examples: Kate DiCamillo who created the Newbery Honor Book

Because of Winn-Dixie, Donald J. Sobol who wrote the Encyclopedia Brown

series

? Grade 5 examples: Caldecott Honor Book The Dinosaurs of Waterhouse

Hawkins by Barbara Kerley, American Library Association Notable Book

Satchel Paige by Lesa Cline-Ransome, The Gymnast by Gary Soto, Journey to

the Center of the Earth by Jules Verne, and Mahalia Jackson by Julius Lester

? Grade 6 examples: Gary Paulsen who wrote the Newbery Honor Book Hatchet,

Jane O'Connor who wrote Booklist's Best Nonfiction Book for Young Readers

The Emperor's Silent Army, and E. L. Konigsburg who wrote the Newbery

Medal Book The View from Saturday. Other award-winning and notable authors

in Grade 6 include Jane Goodall, Alma Flor Ada, Langston Hughes, Walter

Dean Myers, and Russell Freedman.

The Close Reading questions for every main selection include at least one Reread Challenging Text question in which students are directed to reread a portion of the text for a specific purpose. In addition, other Close Reading and Access Text questions ask students to reread. ? See Grade 3 Unit 1 Week 1 page 30?31: Synthesis (page 30?31) suggests that

students reread the text to find out what will happen to Charlie's likes if the power goes out, Analysis (page 36?37) to find the clues to identify the meaning of the homonym second, and Analysis (page 38?39) to find out what changes about Charlie. ? See Grade 4 Unit 2 Week 1 page 180?181: On Their Own sections and comprehension questions suggest students reread the text and make predictions (page 180?181), identify a cause and effect relationship (page 182?183), and determine the meaning of a word with a suffix (page 185a).

Tri-StateQualityRubricforLessons&Units:ELA/LiteracyGrades3?6,page2

? See Grade 5 Unit 1 Week 1 page 28?29: On Their Own suggests that students reread the text to find out information abut Brady, Develop Language (page 29a) to understand the meanings of phrases in the text, and On Their Own (page 32?33) to check understanding of the homograph bow.

? See Grade 6 Unit 1 Week 2 page 58?59: On Their Own sections and comprehension questions suggest that students reread the text and use details to describe a character (page 59a), identify details of the setting and plot (page 61a), make inferences about Mother Fletcher (page 62?63), discuss what Kathy says and how the character relates to the story's theme (page 65a), and use the illustration to make inferences about characters (page 69a). This interactive instruction encourages students to engage in activities in which they resolve any content understanding issues.

? Focuses on quality text selections that measure within the grade-level text complexity band.** (i.e., present vocabulary, syntax, text structures, levels of meaning/purpose, and other qualitative characteristics similar to CCSS grade-level exemplars in Appendices A & B)

The goal of the Reading Street instructional design is to engage students in rich, complex text and ideas in order to advance their vocabulary, concept development, and syntax needed for strong reciprocal writing. A proud hallmark of the Reading Street program is its embedded standard of rigor for all, due in part to the influence of lead author Dr. Jeanne Paratore, whose multitext model informed the instructional processes. With rigor being a widely validated component of motivation, we provide multiple means and ample opportunity to open up access to grade-level content and beyond for all levels of learners in both whole and small group.

The Reading Street Student Edition contains selections that are at the level of text complexity required in Standard 10 of Literature and Standard 10 of Informational Text. The following chart for each grade shows the text complexity for the main selections in each unit.

Tri-StateQualityRubricforLessons&Units:ELA/LiteracyGrades3?6,page3

 Grade3Selections Title--Unit1

WhenCharlieMcButtonLostPower WhatAboutMe? Kumak'sFish Supermarket MyRowsandPilesofCoins Title--Unit2 PenguinChick IWannaIguana Prudy'sProblem Tops&Bottoms AmazingBirdNests Title--Unit3 How Do You Raise a Raisin? Pushing Up the Sky Seeing Stars ASymphonyofWhales Around One Cactus Title--Unit4 TheManWhoInventedBasketball Hottest,Coldest,Highest,Deepest RocksinHisHead America'sChampionSwimmer:GertrudeEderle Fly,Eagle,Fly!:AnAfricanTale Title--Unit5 Suki'sKimono ILoveSaturdaysydomingos Goodbye,382ShinDangDong Jalape?oBagels MeandUncleRomie Title--Unit6 TheStoryoftheStatueofLiberty HappyBirthdayMr.Kang TalkingWalls:ArtforthePeople TwoBadAnts Atlantis:TheLegendofaLostCity

Lexile

PoetryN/P 680 740 620 740 690 460 720 720 730 900 DramaN/A 650 690 PoetryN/P 690 1000 720 750 730 800 510 610 600 620 770 710 1000 820 940

AverageSentence Length 11.28 10.92 10.76 11.67 10.63 10.49 10.20 9.47 9.65 10.09 11.88 10.55 9.87 10.52 18.18 10.26 14.29 11.44 10.45 11.18 11.51 8.01 8.84 9.69 9.42 12.33 11.01 12.32 12.45 14.49

WordFrequency

3.51 3.81 3.58 3.34 3.54 3.58 3.65 3.31 3.63 3.39 3.31 3.27 3.34 3.67 3.16 3.62 3.39 3.71 3.62 3.65 3.60 3.50 3.46 3.44 3.63 3.65 3.46 3.55 3.60 3.44

Tri-StateQualityRubricforLessons&Units:ELA/LiteracyGrades3?6,page4

 Grade4Selections Title--Unit1

BecauseofWinn-Dixie LewisandClarkandMe OntheBanksofPlumCreek TheHornedToadPrince LettersHomefromYosemite Title--Unit2 WhatJoDid CoyoteSchoolNews SceneTwo HorseHeroes SoYouWanttoBePresident? Title--Unit3 TheManWhoNamedtheClouds Adelina'sWhales HowNightCamefromtheSea EyeoftheStorm PaulBunyan Title--Unit4 TheCaseoftheGaspingGarbage Encantado:PinkDolphinoftheAmazon NavajoCodeTalkers SeekerofKnowledge EncyclopediaBrown Title--Unit5 Smokejumpers LostCity CliffHanger AntarcticJournal Moonwalk Title--Unit6 MyBrotherMartin JimThorpe'sBrightPath HowT?aLolaCametoVisitStay AGiftfromtheHeart TheManWhoWenttotheFarSideoftheMoon

Lexile

750 480 720 1000 820 880 740 DramaN/A 840 890 920 1080 950 1060 1000 460 770 1170 810 770 900 730 480 890 630 1060 880 840 DramaN/A 800

AverageSentence Length 11.2 8.80 10.73 12.7 12.32 14.07 12.03 7.47 13.62 12.65 13.58 17.98 16.03 15.98 14.52 8.65 11.44 16.47 12.04 10.25 13.82 10.72 7.98 13.9 8.90 17.38 13.15 12.03 10.2 13.18

WordFrequency

3.66 3.63 3.69 3.47 3.5 3.64 3.66 3.40 3.52 3.40 3.49 3.56 3.73 3.52 3.49 3.33 3.54 3.40 3.51 3.48 3.46 3.40 3.61 3.47 3.50 3.59 3.57 3.49 3.55 3.26

Tri-StateQualityRubricforLessons&Units:ELA/LiteracyGrades3?6,page5

 Grade5Selections Title--Unit1

RedKayak ThunderRose IslandoftheBlueDolphins SatchelPaige TenMileDay Title--Unit2 AttheBeach HoldtheFlagHigh TheCh?i-linPurse ASummer'sTrade TheMidnightRideofPaulRevere Title--Unit3 TheFabulousPerpetualMotionMachine Leonardo'sHorse TheDinosaursofWaterhouseHawkins MahaliaJackson SpecialEffectsinFilmandTelevision Title--Unit4 Weslandia TrippingOvertheLunchLady ExplodingAnts TheStormiGiovanniClub TheGymnast Title--Unit5 TheSkunkLadder TheUnsinkableWreckoftheR.M.S.Titanic TalkwithanAstronaut JourneytotheCenteroftheEarth GhostTownsoftheAmericanWest Title--Unit6 TheTruthAboutAustin'sAmazingBats TheMysteryofSaintMatthewIsland KingMidasandtheGoldenTouch TheHindenburg SweetMusicinHarlem

Lexile

800 1000 1020 980 890 730 940 780 780 PoetryN/P DramaN/A 680 750 1080 1020 1020 790 1020 DramaN/A 980 1040 1030 850 910 1170 940 990 890 1000 860

AverageSentence Length 10.97 15.76 18.31 13.98 15.09 11.66 12.43 13.17 11.24 29.76 6.40 10.67 10.78 18.78 14.60 14.60 14.23 14.62 8.20 15.92 14.18 16.21 13.77 12.98 18.63 14.19 14.31 12.96 15.60 11.96

WordFrequency

3.52 3.55 3.77 3.53 3.57 3.67 3.29 3.77 3.51 3.47 3.57 3.66 3.53 3.69 3.36 3.36 3.63 3.63 3.58 3.55 3.34 3.48 3.69 3.60 3.15 3.43 3.37 3.63 3.54 3.75

Tri-StateQualityRubricforLessons&Units:ELA/LiteracyGrades3?6,page6

 Grade6Selections Title--Unit1

OldYeller MotherFletcher'sGift VivaNewJersey SavingtheRainForests Hachiko:TheTrueStoryofaLoyalDog Title--Unit2 TheUniverse TheEmperor'sSilentArmy Stones,Bones,andPetroglyphs Good-byetotheMoon Egypt Title--Unit3 Hatchet WhenMarianSang LearningtoSwim JuanVerdades MorningTraffic Title--Unit4 IntotheIce TheChimpanzeesILove BlackFrontiers Deep-SeaDanger InventingtheFuture Title--Unit5 TheViewfromSaturday HarvestingHope TheRiverThatWenttotheSky Gold GreensburgGoesGreen Title--Unit6 DonQuixoteandtheWindmills AncientGreece TheAll-AmericanSlurp TheAztecNews WhereOpportunityAwaits

Lexile

940 840 940 940 830 1030 980 880 830 910 960 900 1000 880 DramaN/A 1140 1060 1160 DramaN/A 1150 1020 860 1020 1100 990 740 690 870 950 1170

AverageSentence Length 15.32 14.25 12.77 13.99 15.25 18.41 15.77 13.55 13.27 16.17 19.89 13.87 19.90 17.46 9.75 20.27 16.14 18.81 8.69 17.55 20.83 16.24 19.10 17.16 14.14 11.45 11.92 16.84 14.71 18.57

WordFrequency

3.65 3.52 3.63 3.45 3.62 3.41 3.43 3.45 3.52 3.23 3.60 3.60 3.72 3.51 3.47 3.44 3.37 3.44 3.32 3.44 3.50 3.43 3.64 3.34 3.38 3.36 3.27 3.49 3.42 3.35

Tri-StateQualityRubricforLessons&Units:ELA/LiteracyGrades3?6,page7

In addition, for units: ? Integrates reading, writing, speaking and listening so

that students apply and synthesize advancing literacy skills.

Each lesson is text-based and the instruction includes reading as well as listening, speaking, and writing development. All phases of the lesson incorporate interaction that involves reading, speaking, listening, and writing. See the 5-Day Planner (Grade 3 Unit 1 Week 1 pages 20d?20e; Grade 4 Unit 1 Week 1 pages 20d?20e; Grade 5 Unit 1 Week 1 pages 20d?20e; Grade 6 Unit 1 Week 2 pages 50d?50e) for an overview of the closely related lesson concepts and Day at a Glance (Grade 3 pages 20j, 26a, 38a, 50a, 55f; Grade 4 pages 20j, 24a, 32a, 42a, 45f; Grade 5 pages 20j, 24a, 34a, 46a, 49f; Grade 6 pages 50j, 54a, 64a, 76a, 79f) for the integrated daily plan.

Extended writing applications can be found in the Writing to Sources component for each grade level. Writing to Sources uses a variety of activities to explore narrative, informative/explanatory, and opinion/argument writing carefully coordinated with the reading selections in Reading Street.

? (Grades 3?5) Builds students' content knowledge and Each grade level is organized into six units. For each unit a grade-appropriate

their understanding of reading and writing in social

concept summarized in a unit question is divided into weekly topics and questions

studies, the arts, science or technical subjects through to create content knowledge related to social studies and science concepts. This

the coherent selection of texts. [Disciplinary rubrics for structure is followed from Grade K to Grade 6. For Grades 3 through 6 Unit 1, Unit

grades 6?12 under development.]

Skills Overview introductory pages xvi and xvii show at a glance how the unit is

structured with Integrated Science and Social Studies topics, the Weekly Question,

and the Knowledge Goals. This is also presented in the Weekly structure on Content

Knowledge page xxii.

Students build content knowledge throughout Reading Street during every week of instruction, across units within grades, and across grade levels. Weekly Science and Social Studies Knowledge Goals allow students to integrate knowledge and ideas as they access multiple texts. Related texts across units ensure that content knowledge is comprehensive and unified. A concept-related graphic organizer is developed over the course of each week, highlighting science and history/social studies words and concepts learned. Students build oral vocabulary by acquiring academic vocabulary and domain-specific words, exemplified in each week's Amazing Words. See the following examples: ? Grade 3 Teacher's Edition Unit 2 pages 20j, 20?21, 26a?26b, 38a?38b, 50a?

50b, 55f?55g. ? Grade 4 Teacher's Edition Unit 2 pages 172j, 172?173, 176a?176b, 184a?

Tri-StateQualityRubricforLessons&Units:ELA/LiteracyGrades3?6,page8

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