OVERVIEW

Create Your Story!

GRADES K–5
 Create Your Story!
Stories shape who we are. As a teacher, your story includes
twists and turns, sacrifice, joy, and that amazing feeling
when student light bulbs illuminate.

myView Literacy® was built to help you reach those light

bulb moments. It allows you to teach integrated literacy
grounded in the science of reading and inspires creativity to
teach from your heart. At the same time, it empowers
your students to learn from the world around them as their
stories begin to unfold.

You’re still writing your story — make it a bestseller with

myView Literacy.

2
 WELCOME

Engage
Engage
Engage
INSPIRE confidence using a research-based approach
that focuses on the whole child.

Inspire
Inspire
ENGAGE all students with project-based inquiry,

Inspire
high-interest texts, and easy differentiation.

Create
CREATE the learning environment you’ve always imagined

Create
using time-saving lesson plans and all-in-one resources.

Create
Your
Your
Your
Story!
Story!
Story!

3
 Designed by Experts
From trusted practitioners and respected researchers, guidance from myView Literacy’s
unparalleled authorship team resulted in a solution that is just that — unparalleled.

María Guadalupe Richard Gómez Jr., Ph.D.

Arreguín-Anderson, Ed.D. CEO, Gómez and Gómez
Associate Professor, Interdisciplinary Dual Language Consultants
Learning and Teaching, Contributions: English Language
University of Texas at San Antonio Learners and Dual Language
Contributions: Elementary Instruction
Bilingual/Bicultural Education,
Differentiation, and Cultural/
Linguistic Factors in Bilingual
Classrooms

Julie Coiro, Ph.D. Elfrieda “Freddy”

Associate Professor, H. Hiebert, Ph.D.
School of Education, CEO/President, TextProject
University of Rhode Island Contributions: Generative
Contributions: Week 6 Vocabulary, Text Leveling/Text
Project-Based Inquiry Complexity, and Fluency
Research and Digital Literacies

Jim Cummins, Ph.D. Pamela A. Mason, Ed.D.

Professor Emeritus, Senior Lecturer on Education,
University of Toronto Harvard University
Contributions: ELL Differentiation Graduate School of Education
and Second Language Literacy Contributions: Formative/
Summative Assessment and
Comprehension

Pat Cunningham, Ph.D. Ernest Morrell, Ph.D.

Professor, Coyle Professor of Literacy Education
Wake Forest University and Director of the Center for
Contributions: Foundational Literacy Education at the University
Skills/Phonics and Spelling of Notre Dame
Contributions: Engagement, Media
Literacy, and Diversity

4
 AUTHOR TEAM

To learn more about our authors, go to

[Link]/myViewLiteracy

P. David Pearson, Ph.D. Judy Wallis, Ed.D.

Evelyn Lois Corey Emeritus Chair National Literacy Consultant
in Instructional Science, Graduate Houston, Texas
School of Education, University Contributions:
of California, Berkeley Comprehension,
Contributions: Comprehension, Small Group Instruction,
Gradual Release of Responsibility, and Guided Reading
Assessment, and Connection
of Reading and Writing

Frank Serafini, Ph.D. Lee Wright, Ed.D.

Professor of Literacy Education Literacy Coach and
and Children’s Literature, Regional Staff Developer
Arizona State University Houston, Texas
Contributions: Book Club, Contributions: Small Group
Reading Instruction, Instruction, Classroom
Writing Instruction, and Management, and Early
Multimodal Literacies Childhood Education

Alfred Tatum, Ph.D.

Provost and Vice President
for Academic Affairs,
Metropolitan State
University of Denver
Contributions: Engagement,
Motivation, Reader Response,
Writing, and Diversity

Sharon Vaughn, Ph.D.

Professor and Executive Director
Meadows Center for
Preventing Educational Risk,
The University of Texas at Austin
Contributions: Diverse Learners,
RtI, Science of Reading, and Reading
Challenges

5
 An Instructional Model for
Today’s Classroom
Research-based instruction helps you address literacy, content knowledge,
social-emotional learning, and – most importantly – student curiosity every day.

PROJECT-BASED
INQUIRY
Tackle science and social studies themes
in your Literacy block while fostering student interest.
myView Literacy selections build background
knowledge, so students are equipped to solve
a culminating, real-world challenge.

Reading Writing
Using whole group and During Writing instruction,
small group instruction, student authors participate
the Reading block follows
Reading-Writing Bridge in daily minilessons
a gradual release model In Bridge lessons, students where they’re immersed in
that enables you to easily practice skills that are complementary genres through mentor texts
differentiate for all to both reading and writing, such and develop their
reading abilities. as analyzing the author’s craft, own writer’s craft.
word study, spelling, and delving
into the structure of language.

WHY BRIDGE? As teachers, we know that reading and writing are reciprocal. The
Bridge makes this crucial connection perfectly clear for your students. They have the
opportunity to read as writers and write for readers with every selection!

6
 INSTRUCTIONAL MODEL

IT’S AN IDEA BOOK!

Meet the Student Interactive
The all-in-one write-in book includes full-color
practice pages and selections by award-winning
authors and illustrators . . . plus a place for students
to annotate, respond, and generate ideas!

CLOSE READ
61 When he was finished, Mira added
one more bird, way up in the sky. Ask and
Answer
62 Maybe, she thought. Just maybe . . . Questions
What questions
do you have
about how the
story ends?
Highlight a
text detail that
you can ask a
question about.

Fluency
CLOSE READ
Read aloud
55 When their clothes were splattered paragraphs 1
splattered with a million colors, everyone sat down to 8 of the story
splashed by dots of several times
something to rest—except the muralist.
with a partner.
56 His eyes sparkled. Practice reading
at the same rate
57 “You, my friends, are all artists,” he you talk, not too
told them. fast and not too
slow.
58 “The world is your canvas.”
59 He smiled wide, then pulled
everything together in big, sweeping
motions.
60 His paintbrush was like a magic wand.

76 77

7
 myView Literacy Resources
From the systematic and explicit instruction in the Reading Routines Companion to the
all-in-one Student Interactive, myView Literacy® resources are designed to give you time
to focus on what you do best.

STUDENT RESOURCES
Whole Group

Student Interactive Genre, Skill, and Big Books

Strategy Videos (Grades K-1)
Trade Books
Small Group & Independent

Digital Games

Fire! Fire!

myFocus Reader
Deanna Yuen
Art by Sahle Robinson
Liam Corrigan

(Grades 1-5)
LVR_GK_LC_U4_9781486904730.indd 1 2017-07-25 2:44 PM

LVR_G3_LP_U5_9781486907731.indd 1 2017-08-15 1:28 PM

Readers with Building Background Videos with Trade Books

Decodable Book 26

new
Whole & Small Groups
Foundational Skills for

DECODABLE STORY FOUNDATIONAL SKILLS

We Got Lost

Tt
7/16/17 9:13
AM
English

The Big Box

reserved.
Inc. All rights
Education,
1 © Pearson

goes
[Link] 74
RDG20_ANC_1_HiFreqWordCa

1 © Pearson Education, Inc. All rights reserved.

ci ce
RDG20_ANC_1_HiFreqWordCards.indd 42 7/16/17 9:13 AM

caterpillar

High-Frequency Pp
English
© Pearson Education, Inc., or its affiliates. All rights reserved.

I like it a lot!
AUDIO

Audio with
Highlighting
Word Cards
Engage Families
ANNOTATE turtle
Written by Trevor Kimball
alphabet cards 8” x 10”
RDG20_ANC_AlphaCards.indd 41 8/19/17 2:13 PM

23 RDG20_ANC_GK_G3_PWC_Backs.indd 21 8/5/17 2:57 PM

Illustrated by Rowena King

with the Digital

RDG20_SE0K_U03W01_2RW.indd 23 2/10/18 5:15 PM

RDG20_ANC0K_BK26_WeGotLost_CVR.indd 3 10/12/17 7:26 PM

Decodable Stories Decodable 4 cereal

Early Reader
penguin

(Grades K-1) Readers

alphabet cards 8” x 10” RDG20_ANC_SSC_001_029_Frnt.indd 4 7/16/17 12:55 PM

picture cards 5” x 7” RDG20_ANC_AlphaCards.indd 33 8/19/17 2:12 PM

RDG20_ANC_GK_G3_PWC_Fronts.indd 21 8/5/17 3:00 PM

Library Picture Alphabet Sound

(Grades 1-3)
Word Cards Cards Spelling Cards
(Grade K) Letter Tiles (Grades 1-3)

8
 COMPONENTS

All myView
Literacy resources
available digitally
on Realize.
Savvas Realize®
• Seamless Google Integration • Customizable Playlists • Access to
• Primary and Intermediate • Upload Files and Video Realize Reader
Student Views • Distance Learning On and Offline
• Downloadable/ Teacher’s Guide • Interactive PDFs
Printable Content • Assign, Submit, and Grade

TEACHER RESOURCES

Teacher’s Edition
Reading
Routines K-5
Printables Include:
Dual Language
Name Book Title
C O M PA N I O N Make Connections

Reading Practices Grounded in the Educators’ • Handwriting Practice

Implementation
Science of Reading
Routines
Dual Language
Online Student Resources
COMPANION

this book me
Educators’
Implementation GUIDE

D U A L L A N G U A G E E D U C ATO R S ’ I M P L E M E N TAT I O N G U I D E
Credit: Yevgen Kravchenko/Shutterstock
GUIDE A Companion

• Handwriting Models
to Support Biliterac
Includes: y Instruction
• Professional
Development
• Routines and Articles
Activities with
• Resources Blackline Masters
this book other books for Dual Languag

Copyright © Savvas Learning Company LLC. All Rights Reserved.

• Cross-Language e Classrooms
Connections
• Contrastive Lessons
Analysis

• Writing Minilessons
• Bilingual Glossar Charts
• Dual Languag y of Biliterac
y
e Program Planning Terms
and Pacing Guides

[Link] this book other things

I have seen or
[Link]
ISBN-13: 978-0-134-97606-8
ISBN-10: 0-134-97606-1
90000
and Student Practice
read about

• Language &
Directions Have students draw a picture in each box about the connections they have made to the
book they heard. 9 780134 976068

GK/G1 Student Response • Graphic Organizer Fiction

ISBN: 0134909429 9780134909424

Conventions Resources
RDG20_NA_TE02_VOL1-5_FrontCVR.indd 1 5/4/18 10:49 AM MyView20_DLE_NA_K5_FM_CVR.indd 1 29/11/18 9:09 PM

Teacher’s Edition Reading Routines Anchor Read Aloud Dual Language

Companion Charts Trade Book Educators’ • Spelling Resources
Lesson Plans Implementation
Guide

Includes
Reading Digital Printables Include:
Routines
C O M PA N I O N Practice • Extension Activities
Practices Grounded in the pment
Professional Develo

Small Group
Science of Reading

• Quest and uEngineer It!

GUIDE Cross-curricular projects
A roadmap to take
small groups from
good to great!
• Project-Based Inquiry Rubrics
& Leveled Research Articles
[Link]

• Writing Conference Notes

LIT20_ANC02_SGG_CV1.indd 1 29/08/19 4:11 PM

& Student Feedback Template

Reading Routines myFocus Language Small Group • Leveled Literacy Stations
Companion Intervention Awareness Professional
• Leveled Reader Teacher’s Guide
Teacher’s Guide Handbook Development
(Grades K-5) Guide
Assessment & Reporting

• Literacy Screener and Diagnostic Assessments

• High-Stakes Test Practice (Grades 2-5)
• Assessment Guides
• Weekly Standards Practice (Grades 2-5)
• Test Banks (Grades 2-5)
• ExamView® Realize Scout Essay Feedback
Observational and Scoring
Unit and • Data & Reporting
Tool (Grades 3-5)
Benchmark
• Cold Reads for Fluency and Comprehension
Assessments

See the Assessment Sampler

Trade book titles are subject to change.
for more information.
9
 A Continuum of
Resources to Meet the
Needs of Your Students
myView Literacy focuses on the development
of foundational skills and comprehension strategies
to ensure that students are equipped to Read to Learn.

LEVEL OF SUPPORT

Core lessons in the SIDE A

Build Backgr COMPREHEN

ound Know SION
ledge
Teacher’s Editions help you
Readers build
background GRADE K
background knowledge
to a text to to connect Connect to

Reading
add more knowl better under their own myView Literac
edge from stand the text Introduce
the Text: Unit
y:
the text as and then 1, p. T34
they read.

ROUTINE
Whole Group deliver an explicit skill with
Routines
STEP 1 INTR
ODUCE
When we read,
we connect
a topic to the what we alread

an easy, consistent routine

text. Makin y know about

Minilesson
understand g connections
what we’re helps us to
information reading. It also better
to what we helps us add

Companion
know. new

STEP 2 MOD
EL

and include a formative

• Display a
short, familia
the title, illustra r text. Before
tions, and heads we read, let’s
will read. What for clues about look at For stories,

Reading
do you alread
WEEK 5 LESSON 4 I ask . . .
y know about what we

CLOSE READ
• Let’s start
reading. During
the text? • Has this ever
such as those reading, ask
happened to

Quick Check assessment.

at right for students quest

READING WORKSHOP stories or for ions me?

• I also ask informationa • How did it
myself if there’ l text.

Routines
Finally, ask s something make
students how new that I’ve
learned.
me feel?
helped them asking and
understand answering
the text. questions • Have I ever
been to
a ____?
STEP 3 GUID
E PRAC • What did
C O M P A N I O N TICE I see

Monitor Comprehension
Display the
same text and there?
guide stude
• Have stude nts to make
nts show how connections
.
what they alread to preview
y know about the text and
share For informationa
Practices Grounded in the • During readin
g, prompt stude
the story or
topic. I ask . . .
l texts,

Science of Reading are thinking nts to share • What do I

Teacher’s Edition
or wondering what they know
about as you
Genre Informational Text
Genre Informational Text • Have stude
nts share anythi
read aloud. about ____?
ng new they • Where have
have learne
The Weird and WonderfulThe Very d. I seen
Peculiar STEP 4 ON ____?
Compare
Ec hi dn a Pl at yp us
Texts
by Mike Jung by Wade Hudson
MInilesson Have stude
THEIR OWN
nts turn to
new idea they a partner. Ask
learned from them to share
one
• What do these
people do?
the text.

FOCUS ON STRATEGIES Skilled readers monitor their comprehension as Copyright ©

Savvas Learning

they read informational texts to make sure they understand what they are
Company LLC.
All Rights Reserved
.

reading. When a text is difficult or confusing, they ask questions to clarify MVLIT22_A
NC0K_RRC
_Sampler_C
[Link]
Build Backgro
und Knowle
dge
© Pearson Education, Inc., or its affiliates. All rights reserved.
© Pearson Education, Inc., or its affiliates. All rights reserved.

15
15

their understanding. They identify where in the text their confusion began.
27/08/20 12:05
AM

AUDIO AUDIO
• Read actively, asking questions and annotating text when
understanding breaks down.
 ANNOTATE  ANNOTATE

• The Weird and Wonderful

375 385

Echidna
RDG20_SE04_NA_U02W05_3RW.indd 375 RDG20_SE04_NA_U02W05_3RW.indd 385 15/01/19 4:53 PM 15/01/19 4:53 PM

• The Very Peculiar Platypus • Search the paragraphs immediately before and after the confusing
section for related ideas that can clarify information.
OBJECTIVE • Identify domain-specific words and determine their meanings to help
Monitor comprehension and make you make sense of difficult ideas.
adjustments such as re-reading,
using background knowledge,
asking questions, and annotating
MODEL AND PRACTICE Use the Close Read note on p. 376 of the Student
when understanding
myView breaks down. Interactive to model how to monitor comprehension:
ANNOTATE NOTEBOOK
Digital
• I know that being able to summarize a text is a good indication that I
ACADEMIC
understand it. Pausing to create a mental summary helps me monitor
my comprehension. As I read, I notice something that seems to be a
The Reading Routines
VOCABULARY
main idea: “the echidna is one of the strangest.” I will read on to find
Companion offers structured
9780134909363
ISBN: 0134909364 5/4/18 10:49 AM

Integrate Offer students oral

_VOL1-5_FrontCV
[Link] 1
FORMATIVE ASSESSMENT OPTIONS
practice using the unit academic facts and details that support that idea. I will add them to my mental
RDG20_NA_TE01

vocabulary words to assess their summary of the text.

own comprehension of the texts.
• What do all animals need
Apply
• Compare Texts Now have pairs find and highlight text in The Very
QUICK CHECK support to address the range of
to survive? Notice to
Peculiar Platypus. Remind them to apply a strategy and Assess
clarify their
Have students use the strategies to monitor their comprehension
• What challenges faced
across
scientists multiple
who classifiedsources.
understanding. Can students monitor their
comprehension across multiple
needs in your classroom, with
echidnas and platypuses?
• WhyOPTION
read
1 M
Myto
is it not sufficient
just one
y TURN Have students monitor their comprehension
informational
using the other Close Read notes, and then use the text they
sources?
simple progress monitoring for
text about a topic? Decide
highlighted and their annotations
• How can readers acquire
a deeper understanding of
ELLtoTargeted
completeSupport
the chart Explain
on p. 395.
Tell students that using their own words
• If students struggle, revisit
to explain related ideas in an informational text is a good way to check that
data-based decision-making.
OPTION 2 Use Independent they
a topic? Textfully
Have studentsaput
understand sticky
difficult section of text. instruction for monitoring
notes on places in the text where they become confused and apply comprehension in Small Group
Have partners
comprehension monitoring strategies. talk about
Ask them how paragraph
to explain how they 4 helps them understand
on p. T322. what
was difficult
resolved their confusion to understand theortext.
confusing in paragraph 3. EMERGING/DEVELOPING
• If students show understanding,
Ask students to write sentences that explain how understanding the for monitoring
extend instruction
meaning of monotremes helps them understand paragraph 3. EXPANDING/
comprehension in Small Group
BRIDGING
on p. T323.
10
STUDENT INTERACTIVE, p. 395

T316 UNIT 2 • WEEK 5 READING WORKSHOP

Monitor Comprehension
While reading, readers monitor comprehension to make sure they
RDG20_ENG_TE04_NA_U2W5_4RW.indd 316 27/08/19 1:20 AM
understand a text. If a section is confusing or difficult, readers ask
themselves questions to clarify their understanding.
 CONTINUUM
OF RESOURCES

SuccessMaker
Incorporate adaptive and
prescriptive reading instruction
for intervention, differentiation,
and personalization.

LEVEL B
• PRACTICE
AND ASSE
SS
Lesson 9
Blend, Seg

myFocus
ment, and
More Pho Count Fiv
nemes e or
REMIND
STUDEN PRACTICE
TS 1
THAT… I will blend I will say the sounds
the that make
sounds quick sounds together

Intervention
up
• words are
made ly without to make the a word: /s/, /t/, /r/,
different sound of stopping: word. To /ī/, /k/. Now
s they Now let’s strike. do this, I
can hear. blend soun will say the
you and I ds
• by saying
the sound will say the together to make
s quickly with soun a word. I
in a word
quickl out stopping. ds together two will say the
sounds. Then
without stopp y We will make time s. Finally,

The myFocus Intervention

they can say
ing, The soun the word we will say
the ds are /p/, . them
word. /p/, /l/, /ă/, /l/, /ă/, /n/,
/n/, /t/. Say /t/. Let’s say
the word the sounds the sounds
: /p//l/ distinctly together :
to make sure /ă//n//t/, plant . Repe but more
quickly, and
at the blend
sounds. Then students are able finall
to remembe ing of strike and plant y say
below into use the same proc r and enun

Teacher Resource Guide

edure to ciate the as needed
words. have stude individual
nts blend
the phonemes
/s//k//r//ā//p
/ (scrape
/s//p//ĕ//n// )

INTE RVENTION
d/ (spend /t//r//ŭ//k//s
) / (trucks)

provides skills/standards-
/p//r// ı̆//n/ /s//n//ă//p//
/t/ (print) s/ (snaps
/s//t//r//ā//t /b//r//ā//k// )
/ (straigh s/
/g//ĕ//s//t// t) (breaks)
s/ (guests /s//t//r//ē//t
) //s/ (str
/f//r//ŏ//s//t /s//p//oo — eets)
/ (frost)

based instruction, explicit

//n//z/ (sp
/s//k//r//ŭ//b oons)
LEVEL B • MODEL ANDPrese
TEACHnt these two / (scrub)
words that sentences
students from Stud
Lesson 8 Blend and Segment Three-
just creat ent Page
and Four-Phoneme Words
ed by blend S72, whic
Trucks scra ing phonemes h are made up
. of six
pe streets.

entry and exit points,

Scaffolded lesso Guests scru
student page ns with reproducible b spoons
s
assessments and checkpoint
addressing
MONITOR
same three PROGRESS Have stude
Lost Cap .
phonemes nts blend
• Foundatio : two word
nal skills /f//l//ā//k//s s that begin

and focused practice

• Reading litera with the
Last week / (fla
atkes
camp,
) I lost my cap.
• Reading infor ture If they are /f//l//ā//m//
mational text I looked onl, have
successfu thestude
porch. z/ (flame
• Writing nts blend s)
• Language /k//l
I looked
// ı̆//k//s/ in my tent. the following
phonemes
and (clicks) :
• Inquiry and Conventions I looked
/r//ĕ //s//t//s/ all over.

for each minilesson.

/s//k//r//ē//m
Research (rests) //z/ (scr
Then
IF… stude I looked on my /b//
nts have trou
vest.
l//ŏ//k//s/ eams)
THEN… When have themI foundble myingcap,
blend five or my
(blo
friends started cksto
) clap!
add in each rema blend more
the first three phonemes
ining phon into
T • 72 Phon eme to com phonemes in a word words,
ologi plete the ,
cal Awarenes
s cap [Link] then slowly clap

LEVEL B

Small Group S • 67 Phonological Awareness

Teacher: This Student Page is intended as an optional extension of the lesson. After teaching the phonological
awareness lesson orally, you can distribute or display this page to connect the phonological awareness skills
(sounds) to phonics skills (sound-spelling).
Copyright
All Rights ©
Reserved.
by Savvas Learning Company LLC.

Differentiation

WEEK 1 LESSON 2
READING WORKSHOP ASSESS & DIFFERENTIATE myView
REALIZE
READER
AUDIO ANNOTATE
SMALL GROUP
Digital
GAME DOWNLOAD
Use the QUICK CHECK on p. T33 to determine small group instruction.

Teacher-Led Options Independent/Collaborative Decodable Reader

Decodable
The Sleds Reader

Word Work Strategy Group Intervention Activity Word Work Activity Written by Alphie Heart
13

INITIAL CONSONANT BLENDS DECODE WORDS: INITIAL AND FINAL BUILD WORDS WITH LETTER TILES
Sound-Spelling Card Display BLENDS Distribute Letter Tiles to students.
tr_ Have students practice forming words
l
Sound-Spelling Card 41. The Use Lesson 15 in the myFocus Intervention s
with initial consonant blends: trap,
Short e

word train begins with the Teacher’s Guide for instruction on reading words
Fred Meg Peg sled
get Ned red
Consonant qu /kw/

consonant blend tr. Say: Other with initial consonant blends. snap, clap, flap, slap, slip, and clip. t Quin
Initial Consonant Blends
Fred sled sleds
Peg can get a sled.

r
High-Frequency Words

words begin with the blend tr. The Students can also play the Letter Tile
a little the

1 2

word trip begins with the sounds

LEVEL B • MODEL AND TEACH

game in the myView games on

41 train
RDG20_ANC_SSC_030_053_Frnt.indd 41 8/29/17 2:56 PM

Lesson 15 Decode Words: Initial and Final Blends n RDG20_ANC01_RDR13_The_Sleds.indd 1 9/19/17 5:50 PM
RDG20_ANC01_RDR13_The_Sleds.indd 2 9/19/17 5:50 PM

/t/ /r/ spelled tr. What other words [Link].

INTRODUCE Today we will listen carefully to the sounds at the beginning OBJECTIVES:

begin with the blend tr? Record any words that and end of words and learn to recognize the letters that make each sound.
Sometimes the sounds come very close together. We say that the sounds
• Decode words
with initial and final
consonant blends,
blend, even though you still hear each sound. For example, /st/ is a blend.
begin with the blend tr on the board or a poster. Do you hear both /s/ and /t/? The blend /st/ is formed from the letters s and t:
/s//t/, /st/. Say it with me: /s//t/, /st/. You can hear this blend at the beginning of
including CCVC,
CCCVC, CVCC,
CCVCC, and
the word stop: /st//o//p/. You can hear it at the end of the word fast: /f//a//st/.
Make corrections as needed.
CCCVCC patterns,
in isolation and in
MODEL Display the chart and passage from Student Page S99. Point to each context.
word and to each letter and sound combination as you say it. Two sounds are • Properly spell words

Decodable Reader
blended at the beginning or end of these words. These are called blends. Listen with initial and final
carefully to how I blend the s and k when I say skin and mask: /sk//ĭ//n/, /m//ă//sk/.

ELL Targeted Support

consonant blends.
Repeat the process for the two remaining blends.

sk sp st
Help students seek help with understanding skin spot stop Students can read Decodable Reader
words with sounds such as consonant blends by mask gasp best
The Sleds to practice reading initial consonant Peg can get a little sled. Meg can get a sled.

asking native speakers to speak clearly and The Costume

blends and high-frequency words.
I got the best costume! It has a mask with
slowly. EMERGING blue skin. Mom let out a gasp when she
3 4

saw it. If you spot me, you will stop to look.

Or you could want to run away! Pair students for reading, and listen carefully as RDG20_ANC01_RDR13_The_Sleds.indd 3 9/19/17 5:50 PM RDG20_ANC01_RDR13_The_Sleds.indd 4 9/19/17 5:49 PM

Have students work in pairs to practice

TEACH Now I will read the passage. Listen carefully for words with blends. they use letter-sound relationships to decode.
pronouncing consonant blends correctly. Have Then we will go back and read those words together very slowly. After reading
the passage, go back and read sentence by sentence. Have students raise their
hands when they hear words with blends. Then have students say the words One student begins. Students read the entire
one student say the word trip slowly. Have the with you slowly. For example: /b//e//st/. What is the blend? Yes, /st/ is the
blend; it comes at the end. The letters s and t make up the blend. We have to
story, switching readers after each page.
other repeat. Then have them say the word
remember to say each sound when we read best and to write each letter when
we spell best.
Repeat for each word with a blend. Tell students they will learn more words Partners reread the story. This time the other
again. Tell them to ask each other for help as with blends—some blends that come only at the beginning of words, and some
that come only at the end of words.
student begins.
needed. DEVELOPING
Have students work in pairs to practice Phonics, Morphology, and Spelling T • 99

pronouncing words with consonant blends. One Meg can get a big sled. Quin can get a sled.

partner can say the word trip slowly, then use it RDG20_TG_LevB_MF_Int_L15.indd Page 99 9/7/17 11:39 AM f-0260 /125/PE03033/RDG_MYFOCUS_2020/TX/TE/2018/Level_B/XXXXXXXXXX/Layout/Interior_Files ... High-Frequency Words
5 6
in a sentence. The other partner can repeat with
Have students make their own word cards for
a different initial /tr/ word. EXPANDING
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Intervention Activity this week’s high-frequency words (my, saw, help,

For additional support, see the online come, and little) and two to three words from the
Language Awareness Handbook. PHONOLOGICAL AWARENESS previous week. Students can practice reading
For students who need support, Phonological the words with a partner.
Awareness lessons are available in the myFocus
Intervention Teacher’s Guide, Lessons 1–13.
Centers Quin can get a red sled. Get on the sleds!
Get Ned.
Get Fred.
See the myView Literacy Stations in the 7 8

Resource Download Center. RDG20_ANC01_RDR13_The_Sleds.indd 7 9/19/17 5:49 PM RDG20_ANC01_RDR13_The_Sleds.indd 8 9/19/17 5:49 PM

T44 UNIT 2 • WEEK 1 The Life of a Frog T45

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The Small Group pages in your Teacher’s Edition

provide lessons to meet student needs identified during
Quick Checks.

11
 Built for the
Way You Teach
myView Literacy gives you the tools and support to do your best work. Whether you’re
looking for a step-by-step approach or prefer to choose your path, myView Literacy has you
covered.

You Do Enough Juggling Everything

You Need to
The myView Teacher’s Edition saves you time— Plan
teach reading, writing, and small group fromUNIT
one2 WEEK
TE! 2 UNIT 2 WEEK 2
SUGGESTED WEEKLY
SUGGESTED
PLAN WEEKLY PLAN

LESSON 1 LESSON 1 LESSON 2 LESSON 2

Suggested DailySuggested
Times Daily Times
READING WORKSHOP READING WORKSHOP
READING WORKSHOP READING WORKSHOP

Realistic Suggested Daily Times READING WORKSHOP . . . . . . . . . .READING WORKSHOPFOUNDATIONAL

. . 10—20 min . SKILLS
. . . . . . . . . . . . 10—20 min .
• Word Work T76–T77
FOUNDATIONAL FOUNDATIONAL
SKILLS SKILLS
• Word Work T90–T91
• Word Work T76–T77
FOUNDATIONAL SKILLS
• Word Work T90–T91
READING BRIDGE . . . . . . . . . . . . . . .READING BRIDGE . . . . . . .» . . Phonological
. . . 5—10 min . . . . . . . . . . 5—10Awareness:
min .
are provided to help you plan. Rhyming Words
Produce » Phonics:Produce
» Phonological Awareness: Decode and Write Words
Rhyming Words Sound /k/ Spelled ck
» Phonics:
with Decode and W
Sound /k/ Spelled ck
WRITING WORKSHOP . . . . . . . . . .WRITING WORKSHOP . .» . . Phonics:
. . . 5—40 min . . . . . . . . . . 5—40 min .
Sound /k/ Spelled ck » Phonics: Sound /k/ Spelled ckCheck T91
Quick Quick Check T91
WRITING BRIDGE . . . . . . . . . . . . . . .WRITING BRIDGE . . . . .• . .High-Frequency
. . . 5—10 min .
Words
. . . . . . . . . . . 5—10 min .
• High-Frequency Words
» High-Frequency Words » High-Frequency Words

GENRE & THEME GENRE & THEME SHARED READ SHARED READ
Learning Goals Learning Goals
• Interact with Sources: Explore the
Diagram: Weekly Question T78–T79
• Interact with Sources: Explore
• Introduce
Diagram: Weekly»Question
thethe
Text T92–T99
Preview T78–T79
• Introduce the Text T92–T9

Foster student agency with clear • Listening

• I can read informational text.• I can read informational
Vocabulary
text. Comprehension: Read•Aloud:
Listening Comprehension: Read
» Read: The LifeAloud:
Cycle of a Sunflower
» Read: The Life Cycle of
» Preview Vocabulary

“Growing Food for the Table” T80–T81

“Growing Food for the Table” T80–T81
Learning Goals. • I can make and use words to• read
write informational text.
I canand
make and use •words to readText
Informational
write informational text.
andT82–T83 • Respond and Analyze T100–T101
• Informational Text T82–T83
» My View
• Respond and Analyze T1
» My View
Quick Check T83 Quick Check T83
» Develop Vocabulary » Develop Vocabulary
• I can write an informational text.
• I can write an informational text.
Quick Check T101 Quick Check T10
SEL SEL SOCIAL-EMOTIONAL LEARNING
SOCIAL-EMOTIONAL LEARNING » Check for Understanding » Check for Understandin

READING BRIDGE READING BRIDGE

Assessment Options allow you Assessment Options

Assessment Options
• Academic Vocabulary: Synonyms
T84–T85
• Academic Vocabulary: Synonyms
T84–T85
for the Week for the Week
• Handwriting: Letters Oo T84–T85
• Handwriting: Letters Oo T84–T85
to begin with the end in mind.
• Daily Formative Assessment•Options
Daily Formative Assessment Options
SMALL GROUP/INDEPENDENTSMALL GROUP/INDEPENDENT
SMALL GROUP/INDEPENDENTSMALL GROUP/INDEPEN
• Progress
Progress Check-Ups
Check-Ups • Progress Check-UpsTEACHER-LED OPTIONS TEACHER-LED OPTIONS
TEACHER-LED OPTIONS TEACHER-LED OPTIONS
on [Link]
on [Link] on [Link]
• Guided Reading/Leveled Readers
• Guided
T89 Reading/Leveled
• Guided Reading/Leveled
Readers T89 Readers
• Guided
T105 Reading/Leveled
• Cold
Cold Reads
Reads on • Cold Reads • Strategy, Intervention, and On-Level/
• Strategy, Intervention,
• Strategy
andand
On-Level/
Intervention Activities
• Strategy
T102, and Intervention
on [Link] on [Link] Activities T88 Advanced Activities
T104
T88 T104
[Link]
• ELL Targeted Support T88 • ELL Targeted Support
• Fluency
T88T104 • Conferring T105• Fluency T104 • Conferrin
• Conferring T89 • Conferring T89 • ELL Targeted Support T102, T104
• ELL Targeted Support T1

INDEPENDENT/COLLABORATIVE INDEPENDENT/COLLABORATIVE
INDEPENDENT/COLLABORATIVE INDEPENDENT/COLLABOR
• Independent Reading T89 • Independent Reading
• WordT89
Work Activities and Decodable
• Word Work Activities and
Downloadable • Literacy Activities T89 • Literacy Activities Reader
T89 T103 Reader T103
• Independent Reading T105 • Independent Reading T10
B O O K CLUB T89 B O O K CLUB• T89
and Editable
SEL SEL
Literacy Activities T105 • Literacy Activities T105

Lesson Plans WRITING WORKSHOP WRITING WORKSHOP

WRITING WORKSHOP WRITING WORKSHOP

are on Savvas
MINILESSON MINILESSON MINILESSON MINILESSON
• Informational Text T332–T333 • Informational Text T332–T333 Text T336–T337
• Informational • Informational Text T336–T
» Main Idea » Main Idea » Explore Facts and Details » Explore Facts and Deta
Realize® » Share Back » Share Back » Share Back » Share Back
INDEPENDENT WRITING INDEPENDENT WRITING
INDEPENDENT WRITING INDEPENDENT WRITING
• Informational Book T333 • Informational Book T333
• Informational Book T337 • Informational Book T337
• Conferences T330 • Conferences T330
• Conferences T330 • Conferences T330

WRITING BRIDGE WRITING BRIDGE

WRITING BRIDGE WRITING BRIDGE
FLEXIBLE OPTION FLEXIBLE Teach
• Spelling: OPTION
Consonant Pattern
• Spelling: Teach Consonan
• Spelling: Spell Words with Consonant
• Spelling: Spell Words with Consonant
Materials needed for the week are Materials
Pattern -ck T334
Materials
Pattern -ck T334
-ck T338 -ck T338
FLEXIBLE OPTION FLEX
Assess Prior Knowledge T334 Assess Prior Knowledge T334
• Language & Conventions: Oral Language:
• Language & Conventions
listed to make planning even easier. Turn the page for a list of materials
Turn thethat
page for a list of materials that FLEXIBLE OPTION Declarative
FLEXIBLESentences
OPTION T339 Declarative Sentences T3
will support planning for the will
[Link] planning•for the week.
Language & Conventions: Spiral•Review:
Language & Conventions: Spiral Review:
Simple Sentences T335 Simple Sentences T335

T72 UNIT 2 • WEEK 2 T72 UNIT 2 • WEEK 2

12
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 MANAGEMENT
& PLANNING

Small
Group
WEEK 3 LESSON 1
READING WORKSHOP ASSESS & DIFFERENTIATE Instruction myView
Digital
REALIZE
READER
AUDIO ANNOTATE
SMALL GROUP
VIDEO GAME DOWNLOAD
Use the QUICK CHECK on p. T141 to determine small group instruction.

Teacher-Led Options Independent/Collaborative

3 students / 3–4 minutes
Strategy Group Intervention Activity Conferring per conference Independent Reading
IDENTIFY INFORMATIONAL TEXT INFORMATIONAL, PROCEDURAL, AND IDENTIFY INFORMATIONAL TEXT Students can
Teaching Point When readers read a text, they PERSUASIVE TEXTS Talk About Independent Reading Ask students • read a self-selected trade book.
can figure out the author’s purpose for writing Use Lesson 49 in the myFocus Intervention to share the details they marked with sticky • read or listen to a previously read
it. If the text describes something real, then we Teacher’s Guide for instruction on notes and explain why the author included them. leveled reader.
know it is an informational text. That means the informational text. • continue reading the Book Club text.
Possible Conference Prompts
author's purpose was to provide information LEVEL B • READ

about this real thing. Look back to The Life of • Does the book's main idea give you any clues
Lesson 49 Recognize Types of Text: Informational, Procedural,

a Frog. Discuss the ways students can tell that

and Persuasive Texts

DIRECTIONS Follow along as your teacher reads aloud each passage. Look at
about the author's purpose? Centers
the author’s purpose is to describe how baby the pictures. • Are there details about real things?
animals change as they grow. See the myView Literacy Stations in the
A Secret Note • What is important about the information in
Do you want to make some invisible ink? Resource Download Center.
Here is how to do it. You have to get some your book?
ELL Targeted Support things. Then, look at the directions. You have
to do the steps in order.
Possible Teaching Point Readers can get clues
Have pairs reread The Life of a Frog. Then ask What You Need

them to retell the text by completing these

• half a lemon
• water
about whether an author's purpose is to inform Literacy Activities
• a spoon
by looking at the main idea and details. The
sentence frames: One fact about a real thing in this • a bowl
• a cotton swab
details tell facts about real things. Students can
text is ____. This fact helps me know the author's • white paper

WEEK 3 • a lamp
• write about their reading in their notebook.
myView
purpose is to ____. EMERGING/DEVELOPING
WRITING WORKSHOP
Directions
1. Put some lemon juice into the bowl. Put in
one or two drops of water.
DEVELOP STRUCTURE Digital
DOWNLOAD
• play the myView games.
INFORMATIONAL BOOK
Ask students in small groups to reread the text. 2. Mix the water and the juice with a spoon.
3. Then take the cotton swab. Dip it in the
Then prompt them to retell the main idea and mix. Write a note on the white paper. • refer to the Anchor Chart on p. 101 in the
4. Let the juice dry so you do not see it.
Leveled Readers Student Interactive and tell a partner the title,
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.

one detail about frogs. EXPANDING There is no note! But you can find out if

Weekly Overview
it is there.
5. When it is time to show the note, set the
paper under the lamp. The lamp is hot. It
main idea, and details of an informational book
Have students reread the text in small groups. can get the paper hot. Soon, you will see IDENTIFY INFORMATIONAL TEXT they are reading. Then have them share why
Mentor STACK
the note.
Ask them to summarize the text and discuss how • For suggested titles, see they think the author wrote the text.
they know this text is informational. BRIDGING
Sharks

“Matching Texts to Learning,”

by Susan Hughes

Students will:
Guided Reading Level I
DRA Level 16
Lexile Measure 450L

Reading Informational Text T • 283 WEEK WRITING PROCESS FLEXIBLE PATH Word Count 414

For additional support, see the online pp. T144–T145.

• learn the structure of an informational book.
Text Structure

BOO K
Text Features
Text

CLUB
• Description

Use the following criteria to add to your informational book stack:

• Photographs
Characteristics • Diagrams

Introduce and
ELL Access Video
Build Background Use the interactive video in the Sharks digital leveled reader to engage students,

1 Prewriting • For instructional support on

to support language development, to activate prior knowledge, and to build

Language Awareness Handbook.

background for the text.

Immerse
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• understand how authors organize their text using

Say: This book is about different types of sharks, including where they live, and what and
Launch the Book

• Books that show examples of different types of features and graphics.

how they eat. Ask students if they already know anything about sharks. Say: Let’s
read Sharks to find out more about these amazing creatures.

identifying the elements of

Preview the Genre

Writing
Hold up the book for students and say: Sharks is an example of informational
text, which means it tells about a real person, place, or thing. Display the cover for

2 Drafting Develop Elements

students. Ask: Based on this image, can you predict if this book will show sharks to be

features, simple graphics, and an introduction and See Book Club pp. T474–T477 for
scary or interesting?

On-Level and Advanced

Preview Vocabulary

• At least one book with a table of contents, glossary, index, graphics,

fin (p. 2) gills (p. 9)

informational texts, see the

hunter (p. 5) endangered (p. 16)
cartilage (p. 6)

As students whisper-read the book on their own, observe their reading

• ideas for guiding Book Club.

Observe and

conclusion.
behaviors, and monitor their fluency and comprehension.

3 Drafting Develop Structure

Monitor
If students have trouble identifying main ideas from the text...

Leveled Reader Teacher's and labels.

then have them use the pictures and diagrams to guide their understanding.

If students stop at unknown words...

then have them read to the end of the sentence and predict what the word
might be.

If students are able to read smoothly within a paragraph...

INQUIRY • suggested texts to support the unit theme and

then praise them for their good reading and ask them what they do as they come

• continue to work on their own informational book. 4 Revising and Editing Guide.
Writer’s Craft
to the end of a sentence.

1
• Books with a clearly identifiable introduction and conclusion.

Weekly
Spotlight Genre.
© Copyright 2020

Question and Investigate Have students 5 Publishing

Publish, Celebrate,
and Assess
refer to the infographic on Student Interactive • facilitating use of the trade book Red-Tailed
pp. 88–89 to come up with questions about baby Hawks at Big Bend.
animals and their parents. Throughout the week,
Whole Group
have students conduct research about their
questions. See Extension Activities pp. 130–134
in the Resource Download Center. Share Bring the class back together in whole group. Invite volunteers to share the
Overview
Minilesson Bank author’s purpose of the text they are reading. Ask how they determined the purpose.

T146 UNIT 2 • WEEK 3

Daily Plan Based on what you know about your students’ writing, choose one
minilesson from the options below for each day’s instruction.
How Do Baby Animals Grow? T147

LESSON 3 LESSON 4 FAST TRACK

LESSON 5 FAST TRACK FAST TRACK
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LESSON 1 LESSON 2 LESSON 3 LESSON 4 LESSON 5 ADDITIONAL RESOURCES
READING WORKSHOP READING WORKSHOP
MINILESSON
READING WORKSHOP MINILESSON
FOUNDATIONAL SKILLS FOUNDATIONAL 5—10SKILLS
min.
Organize
Organize
with
with
Structure
Structure FOUNDATIONAL
Explore
Explore
FeaturesSKILLS
Features
and
and
Apply
Apply
Features
Features
and
and
Simple
Simple Explore
Explore
Introduction
Introduction
and
and Apply
Apply
Introduction
Introduction
and
and 5—10 min.
When to Start a Combine
T356
T356 Simple
Simple
Graphics
GraphicsT360
T360
Graphics
Graphics
T364
T364 Conclusion
Conclusion T368
T368 Conclusion
Conclusion T372
T372 New Paragraph Sentences
• Word Work T106–T107 • Word Work T114–T115 • Word Work T124–T125
» Phonological Awareness: Add » Phonics: Sound /s/ and Sound /z/
INDEPENDENT WRITING
AND CONFERENCES
» Phonological Awareness: Remove INDEPENDENT WRITING
AND CONFERENCES Independent Independent
Independent
Independent
Writing
Writing Independent
Independentwriting
writing Independent
Independent
Writing
Writing Independent
Independent
Writing
Writing Writing
Writing
Club
Club
and
and
Phonemes Spelled Ss30—40 min. and
and
Conferences
ConferencesT357
T357 and
and Phonemes
Conferences
ConferencesT361
T361 and
and
Conferences
ConferencesT365
T365 and
and
Conferences
ConferencesT369
T369 Conferences
ConferencesT372–T373
T372-T373 30—40 min.
Writing and Writing and
Conferences Conferences
» Phonics: Sound /s/ and Sound /z/ Quick Check T115 » Phonics: Spiral Review Initial Consonant
SHARE BACK FOCUS SHARE BACK FOCUS
Spelled Ss » Decodable30—40
Story: Read TheMost
Stems Blends and Xx /ks/
min.
Most
Important
Important
Detail
Detail Share
Share
and
and
Discuss
Discuss Graphics
Graphics
T365
T365 Review
Review
Introduction
Introduction
and
and Share
Share
Introductions
Introductions
andand 30—40 min.
Start a New How to Combine
» High-Frequency Words T116–T117 T357
T357 » High-Frequency
Graphics
Graphics
T361
T361 Words Conclusion
ConclusionT369
T369 Conclusions
Conclusions T372
T372 Paragraph Sentences

READING-WRITING FLEXIBLE
FLEXIBLE
OPTION
OPTION • Spelling
• Spelling Teach
TeachSpell
Spell FLEXIBLE
FLEXIBLE
OPTION
OPTION • Spelling Spiral
FLEXIBLE Review • Spelling
OPTION • Spelling Assess
Assess
CLOSE READ CLOSE READ WORKSHOP BRIDGE • Spelling
• SpellingAssess
Assess
Prior
Prior COMPARE
Words
Words with
with TEXTS • Spelling
Final
Final
• Spelling Review
Reviewand
and • Spelling Spiral Review
T370 Understanding
Understanding T374
T374 See the online See the Small
Knowledge
Knowledge T358
T358 More
MorePractice
PracticeT366
T366 T370 Language Group Guide
• Find Text Structure T108–T109 • Make Inferences T118–T119 FLEXIBLE
5—10 min.
FLEXIBLE
OPTION
OPTION •Consonant
Consonant
Reflect
FLEXIBLE
FLEXIBLE
Blends
OPTION
Blends
and
OPTION
T362
T362
Share T126–T127
• Language
• Language &&
• Language &
• Language &
FLEXIBLE
FLEXIBLE
OPTION
• Language
• Language
OPTION
&& Awareness for additional
• Language
• Language&& Conventions Practice Handbook for writing support.
• Language
• Language && Conventions
Conventions Teach
Teach Conventions Practice Conventions
Conventions Standards
Standards
• Close Read: The Life Cycle of a Sunflower • Close Read: The Life Cycle of Conventions
aConventions
Sunflower Spiral
Spiral »Conventions
Talk About
Conventions Oral It
Oral Interrogative
InterrogativeSentences
Sentences
Interrogative Sentences
Interrogative Sentences Practice
Practice T375
T375
additional
writing support.
Review:
Review:
Declarative
Declarative T371
Language:
Language: Interrogative
Interrogative T367 T367 T371
Quick Check T109 Quick Check T119 Sentences
Sentences
T359
T359
Sentences
Sentences Quick
T363
T363 Check T127
» Weekly Question

T352 UNIT 2 • WEEK 3 T353

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READING BRIDGE
• Read Like a Writer, Write for a Reader:
Word Choice T110–T111
• Handwriting: Letters Cc T110–T111

SMALL GROUP/INDEPENDENT SMALL GROUP/INDEPENDENT SMALL GROUP/INDEPENDENT

TEACHER-LED OPTIONS TEACHER-LED OPTIONS TEACHER-LED OPTIONS
• Guided Reading/Leveled Readers T113 • Guided Reading/Leveled Readers T123 • Guided Reading/Leveled Readers T129
• TXT1_BL
• Strategy and Intervention Activities T112 • Strategy and Intervention Activities T120, • Strategy, Intervention, and On-Level/
TEXT COMPLEXITY
• Fluency T112 • Conferring T113 T122 Advanced Activities T128
• ELL Targeted Support T112 • Fluency T122 • Conferring T123 • ELL Targeted Support T128 Recommended Placement
Maybe Something Beautiful:
• ELL Targeted Support T120, T122 • Conferring T129 How Art Transformed a
The Quantitative Measures place this text in the Grade 2–3 complexity
INDEPENDENT/COLLABORATIVE Neighborhood
band.
The Qualitative Measures suggest that students might need additional
• Independent Reading T113 INDEPENDENT/COLLABORATIVE INDEPENDENT/COLLABORATIVE By F. Isabel Campoy and support with
Theresa Howell • Language: Figurative language
• Literacy Activities T113 • Word Work Activities and Decodable • Independent Reading T129 Genre: Realistic Fiction
• Meaning: Understanding the themes of the story, both explicit and subtly
Reader T121 • Literacy Activities T129 expressed
• Partner Reading T113 Before reading the selection, use the Reader and Task Considerations to
• Independent Reading T123 help you plan how to address various student populations.

• Literacy Activities T123

B O O K CLUB T129 SEL
Quantitative Measures
LEXILE: 580L Average Sentence Length: 7.825 Word Frequency: 3.593 Word Count: 493

Text
Complexity Level Qualitative Measures
Levels of Meaning The text’s theme of working together to create color and joy is clear and
WRITING WORKSHOP WRITING WORKSHOP WRITING WORKSHOP revealed explicitly: Together they created something more beautiful than
they had ever imagined. Yet the subtler theme that this collective creativity is
MINILESSON MINILESSON MINILESSON
Complexity
like magic or art that can transform reality may confuse readers.
Simple Very Complex

• Informational Text T340–T341 • Informational Text T344–T345 • Informational Text T348 Text Structure The third-person narrative is chronological but the ending is not realistic if

» Apply Facts and Details » Explore Simple Graphics » Apply Simple Graphics taken literally: Mira added one more bird, way up in the sky. Students may

Charts for Each

need support making sense of this imaginative ending. The illustrations
directly support a literal understanding of the text but do not help readers
» Share Back » Share Back » Share Back Simple Very Complex interpret deeper meaning.

INDEPENDENT WRITING INDEPENDENT WRITING INDEPENDENT WRITING Language Conventionality and Clarity The sentences are simple and the vocabulary is mostly familiar; however,

• Informational Book T341 • Informational Book T345

WRITING CLUB T348–T349 SEL Simple Very Complex
students may need support making sense of sound effects, figurative
language (The world is your canvas), and sentence fragments (Salsa,
merengue, bebop!). Selection
• Conferences T330 • Conferences T330
• Conferences T330 Knowledge Demands The story includes themes of varying levels of complexity. Cultural
references such as types of music (merengue, bebop) and dances (cha-cha-
cha) may need explanation. Students may not be familiar with the practice of
WRITING BRIDGE WRITING BRIDGE WRITING BRIDGE Simple Very Complex
painting murals. They may not know why it might be surprising that a police
officer approves of the painting.

FLEXIBLE OPTION FLEXIBLE OPTION • Spelling: Spell Words with Consonant Reader and Task Considerations
• Spelling: Review and More Practice: • Spelling: Spiral Review T346 Pattern -ck T350 English Language Learners Intervention On Level /Advanced
Consonant Pattern -ck T342 • Language & Conventions: Practice Assess Understanding T350 Meaning Summarize the literal plot of Language Explore figurative Knowledge Demands Say: Have you

• Language & Conventions: Teach Declarative Sentences T347 the story for students: Led by an artist
and a young girl, people work together
language in the story by discussing
the following sentences, using
ever listened to salsa music, or bebop?
Have you danced the cha-cha?
Declarative Sentences T343 FLEXIBLE OPTION to paint colorful pictures all over their movements to illustrate meaning: • Have students share their
• Language & Conventions: Standards city. This makes people happy. Then,
use the sentence frames below to help
• The shadows scurried away. (run knowledge of these forms of music
quickly away) and dance.
Practice T351 students talk about working together.
• Sky blue cut through the gloom. • Then listen to or show examples
• When people work together, they (make a cutting motion) of each.
can _______ .
Have students share what they think • Say: How do these forms of music
• Working with others makes the work each sentence means and why. and dance probably make people
The Life Cycle of a Sunflower T73 _______ . feel?

13
GRADE 2, UNIT 1, WEEK 2

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R3

RDG20_ENG_TE02_NA_U1_EM_TCR.indd 3 21/09/19 7:29 AM

 Research-Based t ruc
tion
is Connected!

Ins
Routines for Teacher’s Editio
n

Impactful Learning
Solid routines are a key ingredient in every classroom!
The connected instruction in the myView Literacy
Teacher’s Edition and Reading Routines Companion
helps you set priorities and reinforce strong
routines that directly impact student literacy.

WEEK 3 LESSON 2
READING WORKSHOP FOUNDATIONAL SKILLS

Word Work
OBJECTIVES
Use letter-sound relationships
Phonics: Read and Write
Words with Zz
Teacher’s Edition
to decode, including VC, CVC,
CCVC, and CVCC words.
Identify and read common myView
high-frequency words by sight. DOWNLOAD
Digital
MInilesson
FOCUS Hold up the zebra Picture Card. This is a picture of a zebra. Listen to Minilessons launch
the sounds in the word: /z/ -ebra. Listen to the sounds in the word: /z/ at the
FORMATIVE ASSESSMENT OPTIONS
beginning of zebra. Say the sound /z/ with me.
Turn over the card and show students the spelling of the word. Point to
Apply QUICK CHECK
HIGH-FREQUENCY WORDS
Tell students that high-
instruction and help you
the z and say /z/. Do you hear the sound /z/? What letter spells the sound
/z/? Have students identify the letter z. Write the letters Zz on the board. Have Notice and Assess Can students
students trace the letters Zz in the air as you lead My
OPTION 1 TURN
TURN Have
them. read and write words with Zz?
frequency words are words
that they will hear and see over deliver an explicit skill with
students complete p. 102 of the and over in texts. Write and
Picture Card MODEL AND PRACTICE Point to theStudent Interactive.
letters Zz on the board. Then display
the word zip. Listen carefully to the following
OPTION 2word: /z/ /i/ /p/. Do you hear the • If students struggle, revisit
Independent Activity
Decide read the sight words down,
her, and how. Have students an easy, consistent routine:
sound /z/ in this word? Listen again: /z/ /i/ /p/. What letter spells the sound instruction for consonant Zz in

1. Focus (I Do!)
Have pairs brainstorm words that • repeat the words after you.
/z/ in zip? Have a volunteer point to the letter z in the word as students name Small Group on pp. T162–T163.
begin with the sound /z/ spelled • spell each word, slapping
the letter. Then display the following words, and have students decode them: • If students show understanding,
z. Then have them use one of the their knees as they say each
zap, Zak, jazz. extend instruction for consonant Zz
2. Model and Practice
words to draw a picture. Have them letter.
label their picture with the letters Zz. in Small Group on pp. T162–T163.

(We Do!)
3. Apply (You Do!)

ADDITIONAL PRACTICE
STUDENT INTERACTIVE, p. 102 For additional student practice
with consonant Zz, have students
complete Phonics p. 124 from the

Quick Checks
PHONICS | PHONOLOGICAL AWARENESS

Resource Download Center.

Consonant Zz
T152 UNIT 3 • WEEK 3 MY TURN Read, write, and match FOUNDATIONAL SKILLS
Name

z ap These formative
Phonics

zap Consonant Zz

MY TURN Write

Tell students that

assessments pinpoint
images represent
zip, zero, zoo,
zebra.

z ip z ero

where students need extra

z ip
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

zip
z oo z ebra

challenge or support and

Directions Have students write z to complete the words. Then have them say each word.

Student Practice guide you to small group

Grade K, Unit 3, Week 3 124
© by Savvas Learning Company LLC.
Allrightsreserved.

102 Directions Have students trace the letter z in each word. Then have them write the word on the lines. Finally,
have students read each word and draw a line from the word to the matching picture.

Phonics, p. 124

Poetry Collection T153

instruction.
The Student Edition
includes full-color practice
pages for each minilesson.

Extended student practice

on Savvas Realize®!

14
 FOUNDATIONAL SKILLS:
ROUTINES

Reading Reading Routines Companion

Routines Additional explicit instruction complements whole
C O M PA N I O N
group lessons. A systematic four-step routine
Practices Ground
ed in the
Science of Readin
g introduces the skill and allows for teaching, modeling,
guided practice, and independent work.
• Multiple practice opportunities
• Multisensory activities
• Corrective and guided feedback
Includes routines
• Make It Easier/Make It Harder for Phonemic
differentiated instruction Awareness, Phonics,
Word Study, Fluency,
Vocabulary, and
Comprehension
PHONOLOGICAL AND
SIDE B
PHONEMIC AWARENESS
Identify and Count Words in GRADE K

Spoken Sentences: Initial /kw/

and /z/

CORRECTIVE FEEDBACK
PHONOLOGICAL AND THEN model how to identify and count words, using Steps 2 and 3.
SIDE A IF students cannot
PHONEMIC AWARENESS identify and count words in Next, work through the Make It Easier activity.
Identify and Count Words in GRADE K
spoken sentences,

Spoken Sentences: Initial /kw/ Connect to myView Literacy:

Identify and Count Words in

and /z/ Sentences: Unit 3, p. T184

Make It Easier
Phonological awareness is the awareness of units of sound in

Includes
Students who cannot identify and count words in spoken sentences may
spoken language, such as sentences, words, syllables, onsets benefit from explicit instruction on counting words.
and rimes, and phonemes.

Multisensory Activities
• Have students use counters to count words in sentences. I’m going to say

ROUTINE Say the following sentence. The (pause) queen (pause) waved. guided and
a sentence. After I say each word, I want you to put down one counter.

STEP 1 INTRODUCE Grade K • How many counters did you put down? Let’s count them. Count with the

extended
students. There are three counters. There are three words in the sentence.
Have students identify the word with /kw/.
We put words together to make a sentence. Today we are going to count

practice!
• Repeat with this sentence: Lightning zapped the tree. Have students
the number of words in sentences. The following multisensory activities connect with the myView Literacy phonics lesson
identify zapped as having the initial /z/.
indicated. The activities are separated into the following categories:
STEP 2 MODEL Make Itand
Harder
• Listen to this sentence: The quilt is warm. I’m going to say it again. I • Phonological Phonemic Awareness Activities
want you to say each word after me. Repeat the sentence, allowing Students who can identify and count words in spoken sentences may benefit
time for students to repeat each word.
• Rhyming Activities
from this extension activity.
• Now let’s count the number of words. Raise one finger for each word. • Letter Recognition Activities
• Have students sit in a circle. The first student thinks of a short sentence
The (pause) quilt (pause) is (pause) warm. How many fingers do you with words with initial /kw/ or /z/. My sentence is My dog can zig and zag.
have up? Allow time for students to reply. That’s correct. We have four • Letter-Sound Correspondence Activities
How many words does it have?
fingers up. There are four words in this sentence.
• Word Recognition
• Beginning withActivities
the next student, each student in the circle puts down one
• Which word begins with the sound /kw/? Allow time for students to counter and says, in order, one word from the sentence. The students
reply. That’s correct. Quilt begins with /kw/. then count the total number of counters.
• Continue until each student has had a chance to make up his or her own
STEP 3 GUIDE PRACTICE PHONOLOGICAL AND PHONEMIC AWARENESS ACTIVITIES
sentence. Have students identify any words that have initial /kw/ or /z/.

Let’s count the words in this sentence together. Raise a finger for each
The zipper
word. Say the sentence and count the words together. Then ask students broke. Connect to myView Literacy:
Copyright © Savvas Learning Company LLC. All Rights Reserved.

which word has the sound /z/.

What’s the Buzz?
92 Identify and Count Words in Spoken Sentences: Initial /kw/ and /z/
Unit 3, Week 3, p. T152

STEP 4 ON THEIR OWN

1 Listen closely as I read aloud a story. When you hear the sound /z/ in a word, make a
STEP

Say this sentence and have students count the number of words. Then Quint can
have them identify the words with initial /kw/ and /z/. zip. buzzing sound. The title of our story is “What’s the Buzz?” Lead students in making a
buzzing sound.

2 Read aloud the following story, emphasizing words with the z sound:
Copyright © Savvas Learning Company LLC. All Rights Reserved.
STEP

Identify and Count Words in Spoken Sentences: Initial /kw/ and /z/ 91
Zelda is a busy bumblebee. Every morning, she zooms from her hive to
Connected the zoo. She waves to the zebras. Then she zips over to her favorite flowers.

Multisensory She zigs to a bright yellow daisy to collect pollen. Then she zags to a golden
pansy for nectar. She zigzags back and forth until her fuzzy little belly is
Activities full. Then Zelda zooms home for an afternoon snooze.

3 When students have buzzed for every word with the z sound, lead them in one big,
STEP

final buzz for the sound /z/!

15
 Instruction Based
on the Science of Reading
With myView Literacy’s spiraling phonological awareness instructional method, your graduating
kindergarteners have a huge advantage with their literacy. Each sound is addressed multiple times
throughout the year to ensure knowledge and confidence.

AUT
OM
AT
ICI
TY
MA

TE
S

RY

Instructional
EX
PO

SU spiral allows for

RE
multiple learning
opportunities of
each sound

Sequence of Instruction
As students progress through the primary grades, they grow as readers using systematic
and explicit instruction of phonological awareness skills.

EARLY BASIC ADVANCED

Initial/Medial/Final Sounds Initial/Medial/Final Sounds Long and Short Vowels
Segment and Blend Adding and Removing Produce Rhyming Words
Phonemes Phonemes
Add and Remove Sounds
Alliteration Manipulating Phonemes
Recognize Phoneme
Onset-Rime Recognizing Rhyming Words Changes
Rhyming Distinguishing Between Manipulate Phonemes
Long and Short Sounds
Syllables

16
 FOUNDATIONAL SKILLS:
SEQUENCE

WEEK 1 LESSON 2
READING WORKSHOP FOUNDATIONAL SKILLS

Word Work
Phonics & Word Phonics: Decode and Write Words with
OBJECTIVES
Decode words with initial and final
consonant blends, digraphs, and
trigraphs.
Digraphs and Trigraphs
Study Instruction Identify and read common high-
frequency words. Minilesson
myView

In the reading block, students

FOCUS Tell students that digraphs are two letters that spell one sound and
ADDITIONAL Digital DOWNLOAD
trigraphs are three letters that spell one sound. Explain that consonant
PRACTICE digraphs and trigraphs might be at the beginning or end of a word.

learn about letter patterns and

For additional student practice
with consonant digraphs and
trigraphs, use Phonics p. 137 from
MODEL AND PRACTICE Write the followingFOR
words on the board: ranch,
MAT IVE ASS
the Resource Download Center. catch, while, match, when, whale, chip, rich, Phil. Then point toESS MEN
each T OPTIONS
word

morphology to support the

and have students decode it. Have students then create a T-chart and label
Apply HIGH-FREQUENCY
FOUNDATIONAL SKILLS the first column Begin and the second column End. If a word has a digraph QUICK CHECK WORDS
Name

or trigraph spelling the beginning sound, that word

OPTI ON 1would be written in the
Phonics
My TUR Write the word
development of decoding and
Notice and Ass
Consonant Digraphs wh, ch, ph and Trigraph -tch
first column. If a word has a digraph or trigraph spelling theTUR
students
N
N Hav
ending e
sound, ess Are students s good, no, put,
MY TURN Write the letters to complete the words. complete the rest able to decode round, said. Hav
Say the words. Tell students that images represent match, fetch,
that word would be written in the second column. of p. 15 and write word e students
whale, inch, phone, wheel.
and p. 16 in the digraphs and trigr s with
1. 2.
Student Interactiv aphs? • say and spel
e. l each word.
encoding skills. Letter Tiles and 3.
ma tch
4.
fe tch
TURN,
TURN, TALK, AND SHARE
TALK, AND SHARE Have partners
OPTION 2 Inde
Havdecode
pendent Activity
the draw
e students words at the top of
one or more of
Decide
• If students stru
ggle, revisit
• use each word
• write the word
in a sentence.

wh ale in ch p. 15 in the Student Interactive. the consonant s and practice

digraph or trigr
Sound-Spelling Cards (1-3) aph instruction for spelling them with
5. 6. words and write Phonics in Sma a partner.
a simple sentence Group on pp. T46– ll
about the word T47. • take turns dicta
. ting and
ph one • If students sho spelling.
wh eel w understand
allow for multimodal learning. Grade 1, Unit 3, Week 1
© Pearson Education, Inc., or its affiliates. All rights reserved.

Phonics, p. 137
137
extend instructio
Small Group on
pp. T46–T47.
ing,
n for Phonics in

STUDENT INTE
RACTIVE, p. 15

STUDENT INTE
RACTIVE, p. 16
FOUN DATIO NAL
SKILL S
PHON ICS | PHON
Digraphs wh, OLOG ICAL AWAR ENESS
ch, ph, Trigrap

ci ce
h tch
T
TURN Digraphs wh,
and TALK Read these word ch, ph, Trigrap
s. h tch
whip MY TURN Read the sente
inch graph nces. Underline
catch words with digra
phs. Highlight
trigraphs. words with
when chop lunch hutch Chip and Phil
have a ball.

MY TURN Patch likes to

Say each pictu catch the ball
re name. when Chip drop
Highlight the s it.
T32 UNIT 3 • WEEK 1 digraph or trigra He chomps it
picture name. ph in each and whisks by
Tell students the Chip.
phone, patch. images represent
whale, Chip and Phil
will chase Patch
to get the ball.
ph
Reserved.
tch
LLC. All Rights
wh MY TURN What happens
story about Chip next? Finish the
and Patch.
Learning Company

Ch ip an d Pa tc h

Reserved.
wh ph tch

LLC. All Rights

Copyright © SAVVAS

Possible response:
have fun when

Learning Company
4 cereal ph tch they
wh
catch.

Copyright © SAVVAS
RDG20_ANC_SSC_001_029_Frnt.indd 4 7/16/17 12:55 PM

15
16

Letter Tiles Sound-Spelling

Phonics/Word
The Ant and the
Grasshopper

Cards
T33

Study and Spelling

Instruction
are explicitly
WEEK 1 LESSON 2
READING-WRITING WORKSHOP BRIDGE

Spelling Spell Words with connected!

Digraphs and Trigraphs
OBJECTIVES LESSON 2
Spell words with initial and final
consonant blends, digraphs, and
trigraphs. Teach
Spell high-frequency words.
FOCUS Explain that digraphs are two consonants that together spell a

Spelling Instruction
single sound. Trigraphs are groups of three consonants that also spell a
single sound.
SPELLING WORDS
MODEL AND PRACTICE Display the words when, chest, and Steph. Say each

During the Reading-Writing

catch inch word aloud and underline the digraph. Repeat with the word match and
check match underline the trigraph.
chin whale
APPLY My TURN
TURN Have
graph

HIGH-FREQUENCY WORDS
which
students complete p. 49
in the Student Interactive
SPELLING

Spell Words with Digraphs

READING-WRITING BRIDGE

Bridge, students apply their

independently. and Trigraphs

knowledge of phonics/word
good
Digraphs are two letters that spell one sound.
said Trigraphs are three letters that spell one sound.

MY TURN Sort and spell the words.

whale
chin
Spelling Words
catch
which
graph
match
inch
check
study to a complementary list
of spelling words. Students are
Digraph Trigraph

whale catch
chin match
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

which
graph
My Words to Know
good said
then encouraged to use the
inch
check
good
said words in their writing.
49

LESSON 2
FLEXIBLE OPTION FLEXIBLE OPTION FLEXIBLE OPTION
Teach Spell Words
LESSON 1 with Digraphs and LESSON 3 LESSON 4 LESSON 5
Trigraphs
Assess Prior Review and More Spiral Review: Assess
Knowledge Practice Spell Words Spell Words with Understanding
with Digraphs and Long a Spelled
Trigraphs a_e

T322 UNIT 3 • WEEK 1

17
 A Systematic
Reading Progression
myView Literacy provides a large selection of decodable reading materials that align to skill
development. Students are able to apply their knowledge of phonics and spelling skills to
build fluency as they read texts with a large proportion of the elements that have been
taught.

DECODABLE STORY FOUNDATIONAL SKILLS FOUNDATIONAL SKILLS

Highlight the Highlight the words

In the Pit words with the with the m sound.
short i sound.

Look! It is white!
AUDIO
I make a man.
I make a pit. Audio with
Highlighting

ANNOTATE I will set my green hat on it.

We can sit in my pit.
137
131

DECODABLE STORY FOUNDATIONAL SKILLS

Best Time of the Year

Decodable Stories
Drew likes summer because FOU NDATION AL SKIL
(Grades K-1)
LS

of the hot sun and blue sky. Look at the little ducks
!
Located inside the Student He can unzip his coat. One will jump.
Edition, these perforated He can take off his hat. The last one gets in
the
decodable stories provide blue pond and swims
.
application of the week’s skill.
Read them in class for
independent practice, then
take them home to build a
library of 30 stories by the end AUDIO

Audio with

of the year! Highlighting

ANNOTATE

Read the story. Highlight the two words

that have the same vowel sound as clue.

Interactive practice ties back to 103 Underline the four wor

ds with final
the skill of the week. consonant blends.

99

18
 FOUNDATIONAL SKILLS:
DECODABLES

Decodable Readers (Grades K-3)

A library of Decodable Readers allows for even more application of skills!
Grade 3
available on
Grade K Example Grade 2 Example Savvas Realize® and
downloadable!
Grade 1 Example

Decodable
Decodable
Megan’s Robot Practice
P
Passage
P
ractice
assage
XXA
X6BA

Syllables V/CV, VC/V

Megan table report major
Texas river meters study
music lazy grader robot
pupil clever paper super
human silent baby rival
magic seven

High-Frequency Words
the was work to
do a from said
they would there are
whole

Megan sat at the kitchen table and looked at

the time. It was six o’clock. Then Megan looked
at the work she had to do for class. First, she had
to finish writing a report. Her topic was a major
Texas river. Then for math, Megan had to change
a list of numbers from feet to meters. And she
even had to study a new song for music.

© by Savvas Learning Company LLC. All rights reserved. 69

Grades K-2 49220_069-[Link] 69 10/6/09 8:11:52 PM

available in Grade 3 Example

Kindergarten: 30 Small Books
print, digital, and
Grade 1: 5 Volumes with 60 Readers
downloadable!
Grade 2: 1 Volume with 30 Readers
Grade 3: 90 Digital Readers on Savvas Realize

Additional Resources for Fluency and Comprehension

Use for
Running
Records

Cold Reads for Fluency

and Comprehension
Read Aloud Trade Books promote (Grades 1-5)
fluency and draw students into authentic Track student progress each week
texts, language, and conversations. using fresh reading passages to assess
19
(Full lesson plans available online!) comprehension and fluency.
 Break the Code to
Foundational Skills Instruction
myView Literacy’s systematic and explicit instruction for foundational reading skills
includes detailed lessons for the Decodable Stories found in the Student Interactive.

WEEK 1 LESSON 4
READING WORKSHOP

Decodable Story
In Grades K-1 a OBJECTIVES
Read Big Fox, Little Fox
decodable story Decode words in isolation and in
context by applying common letter
FOCUS Have students turn to p. 21 in the Student Interactive. Say: We are going
focuses on the sound correspondences.
to read a story today about a fox and a crab. Point to the title of the story. The
Decode words with initial and final
application of the consonant blends, digraphs, and title of the story is Big Fox, Little Fox. I hear the sound /ks/ in the word Fox. In
phonics skills and trigraphs. this story, we will read other words with the sound /ks/ spelled x and words with
Identify and read common consonant blends.
high-frequency words high-frequency words.

of the week. IDENTIFY AND READ HIGH-FREQUENCY WORDS Before reading, review this
week’s high-frequency words: come, help, little, my, saw. Display the words.
ELL ACCESS Have students read them with you. Tell them that they will practice reading these
In Spanish, words often end in high-frequency words in the story Big Fox, Little Fox.
vowels, and the only consonants
that can end words are d, j, l, n, r,
s, and z. As a result, Spanish
speakers may delete or substitute
consonant sounds at the end of
English words. Point out these STUDENT INTERACTIVE, p. 21
differences in English and Spanish
to students and practice
pronouncing the words fox and DECODABLE STORY FOUNDATIONAL SKILLS

ELL Access notes Rex before reading the decodable

provide guidance
story.
Big Fox, Little Fox
regarding common Rex is a little fox.
phonemic differences in His mom is a big fox.
English and Spanish. Rex saw a crab.
The crab is on my grass.
© Pearson Education, Inc., or its affiliates. All rights reserved.

AUDIO

Audio with
Highlighting

ANNOTATE

Read the story. Highlight the six words

with the ks sound spelled x.

21

T30 UNIT 2 • WEEK 1

RDG20_SE01_U02W01_2RW.indd 21 2/7/18 6:41 PM

20
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 FOUNDATIONAL SKILLS:
LESSON EXAMPLE

In addition to the K-1 decodable stories, decodable

readers for K-3 focus on application of the phonics
skills and high-frequency words of the week.

myView REALIZE
Digital READER
AUDIO ANNOTATE
FOUNDATIONAL SKILLS

READ Pair students for reading and listen carefully as they use letter-sound
relationships to decode. One student begins. Students read the entire story,
switching readers after each page. Partners reread the story. This time the other
student begins.
Teachers have an
Call students' attention to the title on p. 21 in the Student Interactive. Say: I see
the letter x in the word Fox. What sound does the letter x spell when it is at the opportunity to
end of a word? Have students decode the word fox. Then have them identify observe students’
words with final x on p. 21 and highlight them.
fluency skills as
Have students turn to pp. 22–23. Say: Which words have initial consonant they partner and
blends? Students should supply the words snap and plop. How do you know
these words have initial consonant blends? Students should say that the words practice reading
have two consonants at the beginning. Have them underline the words. aloud.

STUDENT INTERACTIVE, pp. 22–23

DECODABLE STORY FOUNDATIONAL SKILLS

Snap! Snap! The big fox will come.

Rex can not fix it. The big fox will help the
little fox.
Plop!
© Pearson Education, Inc., or its affiliates. All rights reserved.

© Pearson Education, Inc., or its affiliates. All rights reserved.

Students practice
the weekly skills
as they interact
Underline the words with initial Underline the word with the initial
with the text.
consonant blends. consonant blend.

22 23

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6:41 PM 23
The Life of a Frog
2/7/18 6:41 PM
T31

21
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PM 07/05/18 5:56 PM
 Build Literacy with
Stories They’ll Love BOOK CLU
B

Grow engagement and comprehension as students

practice literacy skills using selections from cherished
and award-winning authors and illustrators.

Best of the Best in the STUDENT

INTERACTIVE

Student Interactive Genre Realistic Fiction

• Gary Paulsen • Laura Ingalls Wilder

• Nikki Grimes • Buzz Aldrin
from out of my mind
• Cynthia Rylant • Arnold Lobel by Sharon M. Draper

• Yanitzia Canetti • Beverly Cleary

• Chris Soentpiet • Alma Flor Ada
• Rachel Rodriguez • And many more!
BACKGROUND

• F. Isabel Campoy Melody has a physical disability called cerebral palsy. She
cannot walk or speak and has very little control of her
body. However, Melody is one of the smartest students in
her school. In this excerpt, Melody describes some of her
experiences.
AUDIO

 ANNOTATE

21

RDG20_SE04_NA_U03W01_3RW.indd 21 15/01/19 5:33 PM

A Variety of Texts Each Week

LEVELED
CONTENT
READERS
Read Aloud Trade Books draw students into Book Club sets aside time for students to
real texts, language, and conversations. (Full discuss the literature they have read, collaborate,
lesson plans available online!) and gain new insights from each other.

READERS
Mentor Texts connect reading and writing- myView Literacy Readers support the
students are immersed in the genre and application of skills as students build knowledge
techniques you are teaching during Writing of theme and genre.
instruction.

22
 VARIETY OF LITERATURE

READ ALOUD

BOOK CLUB READ ALOUD

MENTOR STACK

23
 United by a Common Goal
Early interaction with books accelerates reading skills! That’s why myView
Literacy has teamed up with Unite for Literacy to create equitable access for all
kindergarten families with voluminous, high-quality early readers.

• 50 Readers in English
& 50 in Spanish

• Narrated in over 40
home languages

Celebrate culture, • Digital anytime &

language, and anywhere access
literacy with
Unite Books!

Encourage
Families to
Read Together!
With the Unite for Literacy digital
library, families can come together
to build a daily habit of reading.
These short, colorful, and easy to
understand texts celebrate diversity
and allow the communities you
serve to see themselves represented
in characters and culture.

24
 UNITE FOR LITERACY

onnections
u ild C and
B Prop
el G rowth!

Access digital titles

related to each
myView Literacy
kindergarten unit
theme.

Choose either
The Early Readers Library 32 or 100
Option Gives Families print books!
Even More Support
• Print books mailed weekly to student
homes or to school for distribution
• Family information cards to inspire
reading habits
• Topics to build content knowledge
• English and Dual Language packages
available

25
 Time for Science
and Social Studies GEOGRAPHY
Every myView Literacy unit builds content knowledge through rich Exploration
• Going Places
science, social studies, and humanities themes that develop across
• My Neighborhood
grade levels. Rich and engaging resources bring the world to life.
• Networks

WEEKLY LAUNCH: MAP

W EEK

INTERACTIVITY ASKJA CALDERA Some volcanoes

1
collapse after they erupt, forming a Weekly Question
DISCOVER large depression called a caldera. Askja
Caldera is very rocky and is covered in How can visiting new

Extraordinary
black volcanic sand. A large lake and places expand our
hot springs form part of the landscape.
understanding of our
Iceland Not much grows here, making it hard
for humans and animals to live here.
place in the world?

TURN andTALK How is Iceland

PEOPLE LIVE HERE! Iceland
different from where you live?
is very far north. In summer,
Engage in a one-on-one discussion
daylight lasts roughly twenty
with your partner. Listen carefully,
hours. In winter, there can
and build on your partner’s
be fewer than four hours of
comments.
daylight. How would this
affect you if you lived here?

M WINTER
SUM ER

20
HRS.
4
HRS.

THE PERFECT LANDSCAPE

REYKJANES PENINSULA This area In 1965 and 1967, astronauts
is home to what local people refer were preparing to go to the moon.
to as lava fields. These form after a Iceland was the perfect place for
volcanic eruption when a lava flow them to train because it also has
cools and hardens. There are also a harsh landscape. It’s a young,
ED mud pools here. volcanic country. The rocks are not

ENT Scalding-hot mud exceptionally old compared to other

bubbles up through places on Earth. The astronauts visited

ERS cracks in the earth. the Askja Caldera and the Reykjanes
Peninsula to learn more about what
it might be like on the moon.

LEVELED 14 15

CONTENT
READERS
Kick off each unit with videos and infographics related to
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7:45 AM 15 25/01/19 7:45 AM

science and social studies topics.

READERS
READERS
Cross-curricular connections for
Build knowledge while each lesson appear at point of
practicing literacy skills. use in the Teacher’s Edition!

26
 CONTENT KNOWLEDGE

me s to Explore, P
The roje
ct s t o E n r i c h

LIFE SCIENCE HUMANITIES

Patterns Expressions
• Living Things EARTH SCIENCE • Our Traditions
• Nature’s Wonders Connections • Diversity
• Adaptations HISTORY • Beyond My World • Reflections
Connections • Our Incredible Earth
• Then and Now • Systems
• Impacts
• Liberty

INQUIRE PROJECT-BASED INQUIRY Each project includes research

mark! Use Academic Words articles and primary sources.
Make It a Land RESEARCH
COLLABORATE In this unit, you learned many words related to the
theme, Networks. Work collaboratively with your partner to add more
Research Articles academic vocabulary words to each category. If appropriate, use this
Activity With your partner, read “Historic vocabulary when you write your brochure.

Landmarks” to generate questions.

Project-Based Inquiry allows
Think of a place in your
Academic
community that you believe Then make a research plan for Word Forms Synonyms Antonyms
Vocabulary
should be made a historical creating your brochure by listing the

students to explore science and

steps needed. Follow your plan. Ask contribute contributes give refuse
landmark to save or preserve
your teacher for help if necessary. contributed provide destroy
it for future generations.
contribution donate withdraw
Create a brochure to tell your
audience about this place and
convince them that it ought
1 Historic
Landmarks
social studies themes while
thinking critically, collaborating,
to be a landmark. exposed expose open protected
exposing unguarded closed
2 Save Our Theater unexposed vulnerable defended

and interacting with texts in

3 Ellis Island: Gateway
authentic ways.
habit habits routine irregularity
to America
habitual custom occasional
habit-forming pattern infrequent

Generate Questions severe severity strict mild

COLLABORATE After reading “Historic Landmarks,” generate three questions severest harsh kind
about landmarks. List your questions here. severely rigid undemanding

1.

2.
Design
significant significance important trivial
insignificant noteworthy unimportant
Design a Tool
3. Project-Based Learning
significantly meaningful minor

Bioengineers study plant and Expressing Change!

People often use art, such as poetry, paintings, collages,
animal parts. They might and murals, as a way to express their feelings about the
200 tortoise 201
study a turtle shell to design world around them. There are many pieces of literature
and artwork that reflect the World War I Era, Jazz Age,
a better bicycle helmet. and Great Depression Era. These pieces stir up mixed
emotions in their readers or viewers, but they all
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4:23 PM 201 15/01/19 4:23 PM
Would you like to help a express the artist’s point of view of the world.

bioengineer solve a problem? Kick Off

As a young artist, your mission is to
Design It create a poem or artwork that expresses
Animals use tools. Look at the the mood from either the World War I Era,
photos. Design a tool you can Jazz Age, or Great Depression Era.
use to solve a problem.

chimpanzee 1 Create a List

Once you have received your assignment, work with your
group to select an era to study. Learn about that time and
create a list of words that describe the mood, emotions, and
mindsets of the era you selected.

4 Grade 1 Unit 2 6 Grade 5 Unit 3

Quest and uEngineer It! Extensions are additional project options.

Build confidence with research and experimentation at every grade level.
27
 Dive Into
Whole Group Learning
Lessons in myView Literacy follow a simple, consistent routine of focus, model/practice,
and apply. Point-of-use teacher supports ensure that you have everything you need at your
fingertips!

WEEK 3 LESSON 1
READING WORKSHOP GENRE & THEME

Autobiography
LEARNING GOAL
Learning Goals are I can learn more about the theme
Minilesson
presented in student- Diversity by analyzing author's
FOCUS ON STRATEGIES Authors of autobiographies write to inform. They
purpose in an autobiography.
friendly language and also write to engage the reader, making the reading experience interesting
OBJECTIVE
support ownership of and enjoyable. Autobiographies are a kind of narrative nonfiction, so they
Recognize characteristics and unfold like a narrative, or story. They use some of the literary elements of
learning. structures of informational text.
fiction to tell true stories about the life of the author. The reader learns facts
and details about the experiences of the author.
LANGUAGE OF • Ask yourself how the author includes facts in a way the reader will
THE GENRE understand and enjoy.
After discussing the anchor chart,
remind students to use these
• Focus on the facts and details the author includes about her life, noting
terms in their discussion. the descriptive language used to portray these details.
• events • Notice the thoughts and feelings the author shares about herself, as
• first-person pronouns they reveal much about the author as a “character.”
• signal words

FLEXIBLE OPTION
MODEL AND PRACTICE Model focusing on how facts and details are
ANCHOR CHARTS used to support a central idea in the text. I notice that the narrative uses a
• Display a blank poster-sized
chronological structure. Events are described in the order they take place.
anchor chart in the classroom. I know that authors of informational text often state the central idea at the
• Review the genre throughout very beginning or end. I can use the title, "Garage Girl," and information in
the week and have students the last paragraph to draw a conclusion. The author's purpose is to inform
add to the class anchor chart.
us about the formation of her band.
ELL Language Transfer Talk briefly about other autobiographies students have read.
Cognates Point out the Spanish
cognates related to biographies:
• autobiography : autobiografía
• narrative : narrativa

ELL Targeted Support Describe Have students describe important

ELL Language events from their own lives. Remind them that they should not share any
information that makes them feel uncomfortable.
Transfer notes provide
linguistic support to Prompt students to describe a significant event in their lives. Challenge
them to use a sentence with descriptive language that appeals to the senses.
enhance and confirm EMERGING/DEVELOPING
understanding of
Invite students to describe two important events in their lives. Prompt them
complex language. to identify the sequence of events with signal words, use descriptive
language to increase an event’s significance, and show how the event
changed them in some way, however small. EXPANDING/BRIDGING

T136 UNIT 3 • WEEK 3

28
 WHOLE GROUP:
READING LESSON

Language
Awareness
HAND BOOK
Language
Awareness
HANDBOOK
The Language Awareness Handbook
provides models of scaffolded instruction
Scaffolded stra

for each core minilesson that support all

tegies, routines
and activities ,
to
language lear help English
ners unlock
• Reading

students but are specifically designed for

Workshop
• Reading-Wr
iting Bridge
• Writing Wor
kshop

English learners.
[Link].ReaPri581L3029

Join the Conversation

[Link] @SavvasLearning
800-848-9500
Copyright © 2020 Savvas Learning Company LLC All Rights Reserved.
Savvas™ and Savvas Learning Company™ are the exclusive trademarks
of Savvas Learning Company LLC in the US and in other countries.
Get Fresh Ideas for Teaching
SAM: 9781428461017 [Link]

myView
NOTEBOOK
Digital

FORMATIVE ASSESSMENT OPTIONS

Apply QUICK CHECK

Have students use the strategies to identify autobiographies.

Notice and Assess Can students Quick Checks provide
identify autobiographies?
OPTION 1 TURN,
TURN, TALK, AND SHARE
TALK, AND SHARE Have students work timely information and
Decide
with a partner on the Turn and Talk activity on p. 80 of the Student
• If students struggle, revisit instruction
recommendations for
Interactive. Circulate to see if students can identify autobiographies.
about autobiographies in Small Group differentiation that can
OPTION 2 Use Independent Text Have students use sticky notes on p. T144. be seen on the Small
to mark elements of autobiography in the text. Students should label
a fact about the author's life, an instance of descriptive language,
• If students show understanding, have Group Planning page.
them continue practicing the strategies
and an important event.
for reading autobiographies using the
Independent Reading and Literacy
Activities in Small Group on p. T145.

STUDENT INTERACTIVE, pp. 80–81

GENRE: AUTOBIOGRAPHY READING WORKSHOP

Learning Goal Autobiography

I can learn more
Autobiography is one type of narrative nonfiction.
about the theme
Diversity by analyzing Narratives recount events, tell a story, and use literary
author’s purpose in elements. Nonfiction is factual and tells events that
an autobiography.
really happened. An autobiography is a true story
about a real person’s life, written by that person.

• It is written in first-person point of view.

Anchor Charts, in
• The sequence of events is usually in chronological,
or time, order.
• The author includes facts and details to create a
portrait of his or her life.
• The author describes personal thoughts, feelings,
the Student Interactive
and reactions to experiences.
and on Savvas Realize,
introduce key aspects of
the genre of study.
TURN andTALK Tell your partner how an
An autobiography autobiography is similar to and different from a
is a true story about
realistic fiction story. Use details from the anchor
the author’s life.
chart to compare and contrast. Take notes on your
discussion.
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

NOTES
My NOTES

80 81

Trombone Shorty T137

29
 Deepen Understanding
with Shared Reading

WEEK 3 LESSON 2
READING WORKSHOP SHARED READ
Students focus on two
reading comprehension CLOSE READ
WHERE Y’AT?
skills with each selection.
1

First Read Explain 2 WHERE Y’AT?

Author’s
Notice Purpose
3 We have our own way of living down here in
New Orleans, and our own way of talking, too. And
Underline one or more
THINK ALOUD I notice the author sentences that show why that’s what we like to say when we want to tell a
starts with a repeated question, then Troy Andrews is writing friend hello.
Think Alouds in mentions that people in New Orleans have this text.

their own way of talking. Why does he start 4 So, WHERE Y’AT?
the Teacher’s Edition the autobiography this way?
5 Lots of kids have nicknames, but I want to tell you

provide modeled Possible responses: Like fiction, the story of how I got mine. Just like when you listen
autobiography has a setting. The author is to your favorite song, let’s start at the beginning.
observations to help establishing where this autobiography takes Because this is a story about music.
place. He is letting us know how people talk
students recognize in New Orleans.

critical information.

Point-of-use guides Close Read

include instructional

Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

Explain Author’s Purpose
prompts and questions Have students scan paragraph 5. Ask:
to deepen student What is the author’s purpose for writing this
paragraph? Underline the sentences Andrews
analysis of the text. writes about his “story.” See student page
for possible responses.

Ask students to explain how the statements in

paragraph 5 reveal a purpose the author has.

Possible response: The statements reveal

that Andrews wants to explain how he got
his nickname and that his autobiography is a
“story about music.”
84
DOK 2

OBJECTIVE
Explain the author’s purpose and message within
a text. CROSS-CURRICULAR PERSPECTIVES Social Studies
Troy Andrews was born in New Orleans in 1986, long after the city’s jazz
revolutionized popular music in the 1920s. Andrews listened to elders who
Cross-Curricular Perspectives educated him on New Orleans’s rich musical traditions—not just jazz, but gospel
and R&B. To these styles, Shorty added pinches of rock and hip-hop, creating a
give insight into Science and musical gumbo he calls “SupaFunkRock.” Have students connect this information
to the idea of music’s universality in the infographic on pp. 78–79 of the Student
Social Studies topics. Interactive.

T148 UNIT 3 • WEEK 3

30
 WHOLE GROUP:
SHARED READING

myView Literacy uses the gradual release model to ensure students

are equipped with strong reading comprehension skills. Instruction
begins with teacher modeling during the First Read. Then, Close
Read prompts promote student ownership of literacy skills and
strategies within the Student Interactive.

myView REALIZE AUDIO ANNOTATE NOTEBOOK

Digital READER

Other myView reading

strategies include:
First Read • Analyzing Text Structure
Connect • Comparing and Contrasting
The author says his city and family gave him
his love of music. What has your city given Texts
you that you love?

Responses will vary. Students should name • Analyzing Main Idea

things they like about the community.
and Details
• Synthesizing Information
• And More!

Close Read
CLOSE READ
Explain Author’s Purpose
6 But before you can understand how much music
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

means to me, you have to know how important it is Remind students that when they are
to my hometown, my greatest inspiration. Explain reviewing a text passage to find details,

7 I grew up in a neighborhood in New Orleans called

Author’s
Purpose
they should look for clue words related to
the relevant topic. Read aloud paragraph 6
Students practice identifying
Tremé. Any time of day or night, you could hear music Underline the detail Troy
Andrews wants readers
and have students underline the detail Troy
Andrews wants readers to know first. See
Text Evidence that supports
floating in the air.
their thinking.
to understand first about
his life. student page for possible responses.
8 And there was music in my house, too. My big
brother, James, played the trumpet so loud you could inspiration something DOK 2
that gives someone the
hear him halfway across town! He was the leader of desire to do something
OBJECTIVE
his own band, and my friends and I would pretend to
be in the band, too. Explain the author’s purpose and message within
a text.
9 “FOLLOW ME,” James would say.

85

Possible Teaching Point

Read Like a Writer | Author’s Craft
Figurative Language Help students analyze figurative language in
paragraph 7: “Any time of day or night, you could hear music floating in Possible Teaching Points highlight
the air.” Discuss the image this language creates. Then ask students why
Andrews might have described the sound of music in Tremé like this. brief learning extensions that improve
(Possible response: to show that music was part of the very air in the
neighborhood, like snowflakes or fog.)
reading and writing skills.
For more instruction on Author’s Craft, see pp. T174–T175.

Trombone Shorty T149

31
 Small Groups. Big Gains.
Save time with myView Literacy small group planning in the Teacher’s Edition.
Embedded assessments lead to strategic differentiation for all students—from those
who need remediation to those ready for the next challenge.

WEEK 3 LESSON 1
READING WORKSHOP ASSESS & DIFFERENTIATE

Use the QUICK CHECK on p. T137 to determine small-group instruction.

Teacher-Led Options
Strategy Group Intervention Activity
IDENTIFY AUTOBIOGRAPHY READING NARRATIVE NONFICTION
Key minilessons throughout Teaching Point When you read an Use Lesson 28, pages T183–T188, in the
myView Literacy are accompanied autobiography, think about what makes the myFocus Intervention Teacher’s Guide for
author special and what her or his struggles and instruction on the characteristics of narrative
by Quick Checks that help successes reveal about life. As you read about nonfiction.
determine the most effective events in this person’s life, ask yourself, “What
elements make this an autobiography?”
small group strategy.
Review the anchor chart on p. 81. Ask students
to identify the elements of “Garage Girl” that
make it an autobiography.
QUICK CHECK
Notice and Assess Can students
ELL Targeted Support
phies. Remind students that an autobiography uses
identify autobiographies?
first-person point of view to tell a story about
ents work the author’s life. With descriptive language, it
Decide
he Student details events, usually in chronological order,
• If students struggle, revisit instruction
obiographies. and relates the challenges and achievements of
about autobiographies in Small Group
the author’s life.
sticky notes on p. T144.
s should label Use a T-chart and have students help you
• If students show understanding, have list elements of autobiographies on one side.
language,
them continue practicing the strategies Provide strips with definitions and have students
for reading autobiographies using the place the definitions next to the correct element.
Independent Reading and Literacy Then have students echo-read the chart with
Activities in Small Group on p. T145. you. EMERGING
Ask students to track elements of autobiography
in “Garage Girl” by completing cloze sentences:
The author relates events in the _____ point of On-Level and Advanced
view. The sequence of events is in _____ order.
“Big Ted hung over a kid” is an example of _____ INQUIRY
language. DEVELOPING Question and Investigate Have students
READING WORKSHOP
use the infographic on pp. 78–79 to generate
For additional support, see the questions about music as a cultural bridge.
online Language Awareness Throughout the week, have them conduct
Handbook. research about the question.

See Extension Activities pp. 126–130 in the

Resource Download Center.

T144 UNIT 3 • WEEK 3

32
 SMALL GROUP:
READING

REALIZE AUDIO ANNOTATE VIDEO

myView READER SMALL GROUP
Digital
INTERACTIVITY GAME DOWNLOAD

Purposeful Groups
Independent/Collaborative
for Student Growth
3 students / 3–4 minutes
Conferring Independent Reading
per conference
Meet the Needs of
IDENTIFY AUTOBIOGRAPHY Students can
Talk About Independent Reading Ask • read a self-selected trade book. Each and Every Learner
students to share what they have learned about • reread or listen to a previously read text.
autobiography and narrative nonfiction. • read their Book Club text. • Strategy Group lessons reinforce
Possible Conference Prompts content taught during whole-group
• Who is the autobiography about?
Centers minilessons and can be targeted to
• How is the person special, unique, or
important? See the myView Literacy Stations in the student needs.
• How did you use what you know about Resource Download Center.
autobiography to understand the book or
• myFocus Intervention lessons
selection? provide Tier 2 support for students
Literacy Activities
Possible Teaching Point Can you think beyond whole group or strategy
of a way in which a autobiography, which is Students can
nonfiction, is like a story, which is fiction? (The • write about a text in their reader’s notebook.
group lessons.
biography’s subject is like a main character in a • summarize a text to a partner. • ELL Targeted Support lessons
plot that happened in real life.)
• play the myView games.
focus on second language
• write a synopsis to draw in new readers.
• work on an activity in the Resource Download
acquisition with English language
Leveled Readers Center. learners.
IDENTIFY AUTOBIOGRAPHY • On-Level and Advanced lessons
• For suggested titles, see
“Matching Texts to Learning,”
The Light at Jupiter Lake
by J.H. Diel

Guided Reading Level Q

DRA Level 40
Lexile Measure 800L
B O O K CLUB extend learning for those needing an
Word Count 3,356

pp. T142–T143. Text

Characteristics

Build Background
Text Structure
• Chronological
(Conflict, climax,
resolution)

ELL Access Video

Text Features
• Chapters
• Illustrations

Use the interactive video in The Light at Jupiter Lake digital leveled reader to
See Book Club, pp. T478–T479, for extra challenge.
• For instructional • teacher’s summary of chapters in Rickshaw Girl.
engage students, to support language development, to activate prior knowledge,
and to build background for the text.

Preview the Text

• Conferring lessons help you

Say: This book is about a young boy named Alec who moves from his city home in Texas
Launch the Book
to a rural home on Jupiter Lake in New Hampshire. Let’s read to find out what happens
to Alec as he tries to adjust to his new home.

support on how to find

Preview the Genre
Say: The Light at Jupiter Lake is an example of realistic fiction. Show students
the cover of the book. Say: What about this cover tells you that this book is realistic
fiction? As you read, ask yourself if the events in the story are things that could happen
in real life.

Preview Vocabulary
• talking points to share with students.
individualize instruction during
perspective (p. 16) assess (p. 28)

the characteristics of selected (p. 19)

structured (p. 25)
expertly (p. 29)

Observe and
Monitor
Observe students as they read, and monitor their comprehension. Talk with
students about their Noticings, Connections, and Wonderings.

Noticings, Connections, and Wonderings • collaboration prompts and conversation starters.

autobiographies, see the
As they read The Light at Jupiter Lake silently to themselves, have students use
the Noticings, Connections, and Wonderings page at the end of this guide to
capture their thoughts, questions, and unfamiliar words. Encourage students to

a student conference. Monitor

use their notes in discussions and writing.

Leveled Readers Teacher’s • suggestions for incorporating the Discussion Chart.

© Copyright 2020 1

• alternate texts to support the unit theme and

Guide.
Spotlight Genre.
comprehension, develop vocabulary,
Whole Group focus on a reading or writing
strategy, and so much more.
Share Bring the class back together in whole group. Invite two students to share
work from their sticky notes or the Turn and Talk discussion. Reinforce the reading
strategies students used and provide positive feedback on what the class has learned.
Trombone Shorty T145

33
 Structured Intervention
for All Learning Needs
myView Literacy small group planning pages directs you to multiple
intervention options depending on student needs.

myFocus Intervention Teaching Support

myFocus Reader
Decodable Books: Tam and Sam, Pat the Cat
Objectives TAM AND SAM
• Read words with short Phonics and Decoding Have students look at the title

APPLICATION AND PRACTICE

Aa /a/ and consonant page of Tam and Sam and practice decoding the words
Ss /s/ with short Aa /a/ and Ss /s/: Tam, Sam, sing. Have
• Read words with students reread the words until they are able to read them
consonants Pp /p/ and correctly and fluently. Display the words march, fish, and
Cc /k/ bird, and have students practice reading those words.
• Read high-frequency High-Frequency Words Have students read the list of
words

myFocus Reader offers small

high-frequency words on the title page. Students should
• Identify the central idea read the list until they can read it correctly and fluently.
of texts Read the Text Tell students that they have already
practiced reading every word in Tam and Sam. Have

group instruction for students Materials:

• Decodable Books: Tam
students read the text. Partner Reading is recommended.
Listen as students decode words. If there is a miscue
on a decodable word, review the letter-sounds and have

needing extra practice on

and Sam, Pat the Cat students try again. If there is a miscue on a high-frequency
• Picture Cards: ant [#2], word, say the word and have students reread the sentence.
sun [#121], can [#17],
Bridge Decoding and Comprehension Remind students
pan [#91]

the weekly skills.

that every story has a big idea. Ask them to determine the
big idea of this story. (People like different things.)
Options for Reading:
PAT THE CAT
• Partner Read—Take
turns reading (one Word Reading Have students look at the title page of
paragraph at a time) Pat the Cat and practice decoding the words with Pp /p/:
map, Pam, Pat, tap, taps. Have students identify the
• Choral Read—Teacher
letter-sound spelling for each phoneme. Have them read
and students read
cap and cat and identify the initial Cc /k/ in each word.

Kindergarten
together
• Echo Read—Teacher High-Frequency Words Have students read the list of
leads (paragraph by high-frequency words on the title page. Students should
paragraph) read the list until they can read it correctly and fluently.

Our youngest learners

Read the Text Have students read the text. Choral Reading is
recommended. Listen as students decode words. If students
struggle with a word, tell them the word and continue reading.

take a deeper dive into their

Bridge Decoding and Comprehension Tell students that
every story has a big idea. Ask them to share the big idea
of this story. (Pam has a cat named Pat.)

decodable booklets. Teachers

myFocus Intervention, Decodable Book UNIT 1 • WEEK 3

have a comprehensive guide

© by Savvas Learning Company LLC. All rights reserved.

supporting instruction in
decoding, high-frequency words,
comprehension, and more.

Making
Grades 1-5 Music Together Some kids are surprised to find out how
important the blues are in the history of
American music. Campers learn how the blues

Students use additional

Do you want to go to summer camp but don’t began in the South before the Civil War conflict.
want to play sports or explore nature? Would you African American enslaved people sang while
like to expand what you know about music instead? they worked in the fields. The songs were first

high-interest selections tied

Academic
known as “field hollers.” This was because they
Vocabulary Then check out Blues Camp in Chicago! Blues
What suffix could Camp is for young musicians who want to learn called out and responded as they worked. The
songs told about being poor, working hard, and
to the unit theme in their
you add to expand to
about and perform blues music. You must try out
make a different form
to be accepted. But young people from all over the having little hope. After the Civil War, many
of the word? How
does adding a suffix world come to participate in Blues Camp. It opens African Americans moved north to cities like

myFocus Reader as they

change the meaning Chicago. They shared their music there.
of the word? their minds and ears to a different kind of music.
Today, radio stations play mostly hip-hop, rap, Campers often say they can’t wait to share
country, or rock music. Blues music is very different. what they have accomplished with family and
practice: Academic
Vocabulary
Campers say they like hearing the more
unfamiliar sounds of the blues.
friends. But campers say the best part of the
camp is performing. They present their music at
What synonym could
You don’t need to be an expert concerts. Campers also get together to play just
you use in place

• Vocabulary Skills of participate in

this sentence that
would not change its
on the blues on your first day
at camp. Guest speakers tell
for fun. What could be better for someone who
loves music than a week at Blues Camp?
meaning? students about some of the most

• Fluency
famous blues singers of all time.
These singers include Bessie
Explain Smith, Muddy Waters, B.B. King,
Author’s
and Etta James. Campers listen
Purpose
• Comprehension Why do you think
the author wrote this
to and talk about their songs.

Campers also learn about different

Unlock the Meaning of the Text
Explain Author’s Purpose Look for details that support the author’s
purpose for writing this text. Is the author’s purpose to inform, to
text? Think about the
explain, or to persuade?
Learning Company LLC.

Learning Company LLC.

details the author blues instruments. These

• Foundations Skills
gives, including facts Academic Vocabulary The word conflict means “a disagreement
about life before the include guitars, drums,
between people or groups.” A conflict can also be a military battle or
Civil War. horns, harmonicas, fight between two sides. Which definition is used in this text?
reserved.

reserved.

pianos, and keyboards.

(Grades 1-2)
Savvas

Savvas

How does music bring people together? With a partner, discuss

Allbyrights

Allbyrights

how the text explains how the blues brought African Americans
together in the past and how it brings young people together at
©

Blues Camp today.

34
Includes 35

Teacher’s
Guide

34
 SMALL GROUP:
INTERVENTION

myFocus Intervention LEVEL E • READ

RETEACHING AND PRACTICE Lesson 28 Genre: Narrative Nonfiction

DIRECTIONS As you read “Afternoon Storm,” think about what makes this text
narrative nonfiction. What characteristics do you notice?

myFocus Intervention provides 1

Afternoon Storm
Have you ever thought about how you would react in an
emergency? My name is Scott Tucker. I’m a 12-year-old kid.

additional instruction related 2

And until one recent hot July afternoon, I had never given much
thought to emergencies. A tornado would soon change that.
The morning started out bright and sunny, not a cloud in the
sky. Mom left for work, but not before going through her list of

to whole-group minilessons for 3

Do This, Don’t Do That. It pretty much all came down to two
things: keep your little brother safe and don’t wreck the house.
After breakfast, I helped Caleb build towers in the backyard.
It is one of his favorite things to do. He is great at stacking things.

students needing significant One tower was made up of cans of beans, tuna, tomatoes, and
chicken soup that he had hauled out from the kitchen. It was so
tall I had to pick him up to help him put the last can on top.
At noon we went inside to make lunch. As we sat at the table

support to master key skills and

4
munching our sandwiches, we heard a noise. “Was that thunder?”
Caleb asked. I knew that my six-year-old brother hated storms.
I decided to act cool so he would stay calm.
“It’s no big deal,” I said. “Just a rumble. But here’s some

concepts.
5
good news. If it rains, we won’t have to water Mom’s flower
garden later!” Caleb smiled, but he looked worried.
6 As it turned out, I was right. That first storm was no big
deal, just a rumble or two and some rain. But about an hour later,
everything changed. Caleb and I were watching a movie when
the electricity went out. I looked out the window and saw that the
sky had turned dark. Fat drops of rain began to splat against the
sidewalk.
LEVEL E • PRACTICE AND ASSESS 7 Caleb stuck by my side as we went to the kitchen and turned
on the weather radio. When it crackled on, I breathed a sigh of

Lessons follow a Model

Lesson 28 Genre: Narrative Nonfiction relief that the batteries were still good. I checked the cell phone
Copyright © Savvas Learning Company LLC. All Rights Reserved.

Mom left for us to use in case of an emergency. I saw that she had
called, but I guess we didn’t hear the phone ring because of the
REMIND PRACTICE 1: Recognize Characteristics of Narrative Nonfiction Remind movie. I tried calling her back, but I saw that we had no service.

and Teach, Practice,

STUDENTS students that there are different types of narrative nonfiction. Say: Personal
THAT… narratives, biographies, and autobiographies are types of narrative nonfiction.
• narrative nonfiction Personal narratives focus on one event in a person’s life. Biographies tell the
gives facts and story of someone’s life. Autobiographies are written by a person to tell about
information about a

and Apply routine.

his or her own life.
topic.
• personal narratives, Display or distribute Student Page S186. Read the excerpt aloud.
biographies, and
autobiographies are
types of narrative 2 The morning started out bright and sunny, not a cloud in the
nonfiction.
sky. Mom left for work, but not before going through her list of Reading Informational and Argumentative Text T • 183
• narrative nonfiction
Do This, Don’t Do That. It pretty much all came down to two
reads like a story with
a beginning, middle,
things: keep your little brother safe and don’t wreck the house.
and ending. 3 After breakfast, I helped Caleb build towers in the backyard.
It is one of his favorite things to do. He is great at stacking things.
One tower was made up of cans of beans, tuna, tomatoes, and
chicken soup that he had hauled out from the kitchen. It was so
tall I had to pick him up to help him put the last can on top.

Explain to students that all types of narrative nonfiction share two important
characteristics. Say: Narrative nonfiction tells about real people, places, and LEVEL E • PRACTICE AND ASSESS
events. Narrative nonfiction has the structure of a story. It includes a beginning,
a middle, and an ending. Lesson 28 Genre: Narrative Nonfiction
Ask: What characteristics of narrative nonfiction do you see in this excerpt?
(It is told by a real person about a real event. The beginning sounds like a
story.) Say: Fiction authors include character details to help us understand
their actions. In a personal narrative, narrators include details to help you
understand their experience. What details help you understand the kind of
2 The morning started out bright and sunny, not a cloud in the sky. Mom left for
person Scott is? (Scott watches his brother while their mom goes to work. He work, but not before going through her list of Do This, Don’t Do That. It pretty
cares about his brother because he describes helping Caleb build a tower.) much all came down to two things: keep your little brother safe and don’t wreck
the house.
MONITOR PROGRESS Read aloud the first paragraph from “Afternoon 3 After breakfast, I helped Caleb build towers in the backyard. It is one of his
Storm” on Teacher Page T183. Ask who, what, when and where questions to favorite things to do. He is great at stacking things. One tower was made up of
help students identify genre characteristics. Ask: Who is writing this personal
narrative? Is Scott Tucker a real person? When and where does the event take cans of beans, tuna, tomatoes, and chicken soup that he had hauled out from the
place? What do you learn about Scott from the beginning of the narrative? kitchen. It was so tall I had to pick him up to help him put the last can on top.
IF . . . students are not able to identify characteristics of narrative nonfiction,
THEN . . . set a focus before rereading the first paragraph. Say: Listen for
details that indicate that people, places, and events are real. Listen for
ways the narrative sounds like a story. You may reread the text to focus on
each element.

T • 186 Reading Informational and Argumentative Text

Additional
practice pages
with every
lesson! S • 186 Reading Informational and Argumentative Text Copyright © Savvas Learning Company LLC. All Rights Reserved.

Custom
alignment to
myView Literacy
instruction.
Deepen SuccessMaker Reading
conceptual ADAPTIVE INTERVENTION
understanding
with targeted SuccessMaker Reading is a supplemental
lessons organized ELA program that helps students
by strand. achieve growth from any starting point.
This digital solution continually adapts
instruction to each student’s individual
needs by deepening conceptual
understanding with targeted lessons.

35
 Teach the Process
and the Writer
How do you help students improve their writing? Teach them how the writing process works and
have them write every day! myView Literacy has all the support you need.

WEEK 1 WEEK 2 WEEK 3

Introduce & Immerse Develop Elements Develop Structure

PREWRITING DRAFTING

WEEK 1
WRITING WORKSHOP INTRODUCE AND IMMERSE

Weekly Overview
Students will
WEEK WRITING PROCESS FLEXIBLE PATH
• learn what makes a good travel article. Introduce and
1 Prewriting
• understand the use of leads and photographs. Immerse
2 Drafting Develop Elements
• plan their own travel articles.
3 Drafting Develop Structure

4 Revising and Editing Writer’s Craft

Publish, Celebrate,
5 Publishing
and Assess

Minilesson Bank
Daily Plan Based on what you know about your students’ writing, choose one
minilesson from the options below for each day’s instruction.
FAST TRACK
LESSON 1 LESSON 2 LESSON 3
MINILESSON

5—10 min. Analyze a Travel Article Analyze a Lead Paragraph

Analyze Photographs T348
T340 T344

Flexible minilessons meet INDEPENDENT WRITING

AND CONFERENCES Independent Writing Independent Writing and Independent Writing and
students’ needs. More online! 30—40 min. and Conferences T341 Conferences T345 Conferences T349

SHARE BACK FOCUS

30—40 min. Content of a Travel Article Observations About Lead

Opinions of Pictures T349
T341 Paragraphs T345

READING-WRITING FLEXIBLE OPTION • Spelling Teach Spell FLEXIBLE OPTION

• Spelling Assess Prior • Spelling More Practice
Unique to myView Literacy! WORKSHOP BRIDGE
Knowledge T342
Plurals T346
FLEXIBLE OPTION
T350
5—10 min.
• Language &
“Bridge” reading and
FLEXIBLE OPTION • Language &
• Language &
Conventions Oral Conventions Teach
Conventions Spiral
Language: Compound Compound Sentences
writing concepts every day. Review: Fix Sentence
Fragments T343
Sentences T347 T351

T336 UNIT 2 • WEEK 1

36 RDG20_ENG_TE04_NA_U2W1_6WW.indd 336 06/09/19 2:12 PM

 WRITING

Choice for
Assessing Progress
1. Writing Assessment:
Students compose a new
essay using a prompt and
WEEK 4 WEEK 5
rubric located in their Student
Interactive.
Publish, Celebrate,
Writer’s Craft
& Assess 2. Online Performance-
Based Assessment
REVISING & EDITING PUBLISHING (Grades 2-5):
Students use all-new source
articles to respond to an
myView
Digital
DOWNLOAD
TRAVEL ARTICLE authentic writing prompt.

Grades 3-5
Mentor STACK Prepare students for
• National Geographic Kids (Periodical) Use the following criteria to add to your travel article stack: high-stakes assessments
• The article is the approximate length of the article the student
• Faces (Periodical)
will write.
with additional informational
• Skipping Stones (Periodical)
• Mexico For Kids: People, Places and • The article includes photographs with captions. and argumentative prompts.
Cultures—Children Explore the World • The article is clearly organized with an interesting lead
Books (Book) by Baby Professor paragraph, text broken into sections, and a conclusion.

Preview these selections for appropriateness for your students.

FAST TRACK
LESSON 4 LESSON 5 ADDITIONAL RESOURCES

Brainstorm and Set a Plan Your Travel Article

MINILESSON
Facts About a
Graphic Organizer What is the Fast Track?
5—10 min. for Planning
Purpose T352 T356 Place vs. Opinion
an Article
We realize that you may not
INDEPENDENT WRITING
Independent Independent
Independent Writing and
Conferences T353
Writing Club and
Conferences T356–T357
AND CONFERENCES
Writing and Writing and have enough time to teach every
30—40 min. Conferences Conferences
writing lesson. So, we created the
SHARE BACK FOCUS
Identifying Purpose and
Planning Strategies T356 30—40 min. Facts
Lead, Details,
and Additional Fast Track to help you prioritize
Audience T353
Information
lessons critical to the mastery of
• Spelling Spiral Review • Spelling Assess
T354 Understanding T358 See the online
Language
See the Small
Group Guide
grade-level standards, deepening
• Language & FLEXIBLE OPTION
Awareness for additional
Conventions Practice
• Language &
Conventions Standards Handbook for writing support. students’ learning.
Compound Sentences additional
Practice T359 writing support.
T355

Feathers: Not Just for Flying T337

RDG20_ENG_TE04_NA_U2W1_6WW.indd 337 09/09/19 7:46 AM

37
 Your Writing
Classroom in Action
Wondering what it would look like to teach writing with myView Literacy
myView Literacy? Here’s a sneak peek! connects writing
and reading!

WEEK 4 LESSON 2
WRITING WORKSHOP WRITER’S CRAFT
Whole Group Lessons FAST TRACK

Take students through the Use Precise Language and Vocabulary

gradual release process OBJECTIVES
Minilesson Mentor STACK
Develop drafts into a focused,

using explicit and systematic structured, and coherent piece of

writing. TEACHING POINT Precise language and vocabulary are specific words that
Use precise language and create vivid pictures in a reader’s mind. Writers use precise language and
instruction. domain-specific vocabulary to
inform about or explain the topic.
specific vocabulary by
• Giving exact rather than vague or general information.
Choose words and phrases to
convey ideas precisely. • Describing people, places, and things with specific, concrete words.
• Using specific vocabulary instead of general terms.
WEEK 2
WRITING WORKSHOP
STUDENT INTERACTIVE, p. 366
DEVELOP ELEMENTS
MODEL AND PRACTICE
Explain that precise means “exact” or “specific”
TRAVEL ARTICLE and that using precise language helps make a draft clear and more
interesting. Say: If I say, “I waited a long time to get my food,” you don’t
Use Precise Language and Vocabulary
Writers use precise language to give exact information to readers.

know for how long or what kind of food I waited for. But, if I say, “I waited
Small Groups
WEEK 4 LESSON 2
Conferences
Not Precise/Approximate Precise

WRITER’S CRAFT Mentor STACKfor 30 minutes to get my fruit smoothie” you know exactly how long I waited
It is kind of far to walk. It is 1.5 miles away.

WRITING WORKSHOP
We will see you next week. We will meet on Monday.

and exactly what food I was waiting for.

and Conferences
Writers use specific vocabulary in order to be precise about a topic.

During this time, assess for understanding of the basic characteristics of

Direct students
[Link]
Student Interactive p. 366. Review the examples, and
Not Precise Precise

FAST TRACK travel articles in order to gauge where students may need
Take the boat to Staten Island. Take the ferry to Staten Island.

havethestudents identify the vague or precise language in each sentence.

Use Precise Language and Vocabulary stacks and minilessons available to reference during conference.
The word ferry describes a specific kind of boat that transports people.

Work with small groups Then ask volunteers to replace the vague language with their own examples.
My TURN Complete the paragraph with precise language from the Word Bank.

Word Bank
© Pearson Education, Inc., or its affiliates. All rights reserved.

bayou brackish concrete waterway’s

FORMATIVE ASSESSMENT Conference Prompts Direct attention to the first My Turn activity. As needed, discuss the meaning
Conference Support for ELL
or individual students
OBJECTIVES to
A bayou is a very slow-moving creek. In Houston, the bayou has sides

of the words in the Word Bank. Then have students complete the activity. paved in concrete . In the wild, the same waterway’s banks are muddy and

Develop an Introduction
mucky. Because Houston’s bayous are near the ocean, their water is often

Minilesson Mentor STACK EMERGING

brackish , or salty.

personalize instruction.
Develop drafts into a focused, My TURN Use precise language and vocabulary as you develop the draft of a

If students need Then review stack texts and discuss • Use a word web or other graphic
travel article in your writing notebook.

structured, and coherent piece of 366

writing. additional
TEACHING POINT support,
Precise languagetheir
andintroductions.
vocabulary are specific words that organizer to discuss the features of a
travel article.
RDG20_SE04_NA_U02W04_6WW.indd 366 15/01/19 4:55 PM

Use precise language and create vivid picturesshow

If students in a reader’s mind. Writers use precise language and
Then ask: How will you encourage readers • Learn key questions from students’
domain-specific vocabulary to specific understanding,
vocabulary by
inform about or explain the topic. to keep reading? home languages, such as “¿De cual
• Giving exact rather than vague or general [Link] Teaching Point Writing Process
lugar escribirá?” (Spanish for “What
Use built-in conferring
Choose words and phrases to
convey ideas precisely.
Develop Relevant Details
• Describing people, places, and things with specific, concrete words. • Use
Revising and Editing | Revising modeled writing to help
a Draft
location will you write about?”)

If students need Then define relevant and provide some

guides to determine vocabulary instead of general [Link] students that the revisionstudents
• Using specificsupport, plan a travel article.
additional examples. stage of the writing process comes after
MODEL AND PRACTICE drafting and before editing. DEVELOPING
Revision is a time for writers to step back and
show Explain that precise
invitemeans
them to“exact” orthe
“specific”
STUDENT INTERACTIVE, p. 366
If students Then increase number of
next steps for your TRAVEL ARTICLE and thatunderstanding,
using precise language helps a draft cleartake
makedetails.
relevant andamore
broad view of what they have the
• Discuss written.
graphic organizer that
shows the features of a travel article.
Use Precise Language and Vocabulary
interesting. Say: If I say, “I waited a long time to get my Writefood,”theyoufollowing
don’t checklist on the board and ask students to consider it
small groups.
Writers use precise language to give exact information to readers.

know forDevelop
how longDifferent Types
or what kind of Details
of food I waited for. But,asif they
I say,revise their drafts: • Model drawing for students so they
“I waited
Not Precise/Approximate Precise
know it is an acceptable form of
for 30 minutes to get
If students my fruit smoothie”Then
need youask:
know exactly how long I waited
It is kind of far to walk. It is 1.5 miles away.

We will see you next week. We will meet on Monday.

Which types • Will the travel
of details article inform
are you and excite my audience?
communication.
and exactly what food
additional I was waitinghaving
support, for. trouble with? • Use modeled writing to topic?
create a
• Do I need to delete details not related to the
Writers use specific vocabulary in order to be precise about a topic.

detailed plan for a travel article.

Direct students to Student
If students show Interactive Thenp. challenge
366. Review
them the
to examples,
include at and
least one
Not Precise Precise

Take the boat to Staten Island. Take the ferry to Staten Island.
• Do the ideas flow coherently or do sentences need to be rearranged?
The word ferry describes a specific kind of boat that transports people. have students identify the vague orof
understanding, precise language in each sentence.
each type. EXPANDING
• Are linking (transition) words used effectively?
Then ask volunteers to replace the vague language with their own examples.
My TURN Complete the paragraph with precise language from the Word Bank.

Word Bank
Compose Captions for Visuals • Use real-life experiences when
• Did I use precise languagediscussing
and vocabulary
types of to achieve vivid descriptions?
© Pearson Education, Inc., or its affiliates. All rights reserved.

bayou brackish concrete waterway’s

Direct attention to the first My Turn activity. As needed, discuss the meaning details.
A bayou is a very slow-moving creek. In Houston, the bayou has sides
If students need review photographs
Thenstudents and maps in • Model a Think Aloud of adding
paved in concrete . In the wild, the same waterway’s banks are muddy and
of the words in the Word Bank. Then have
additional support,
complete the activity.
mucky. Because Houston’s bayous are near the ocean, their water is often

brackish , or salty. stack texts. details and deciding which ones are
My TURN Use precise language and vocabulary as you develop the draft of a
T416 UNIT 2 • WEEK 4 relevant to a travel article.
travel article in your writing notebook.
If students show Then ask: What visuals will you include in • Use guided writing to help students
understanding, your article? Why?
366

brainstorm and plan a compelling

travel article.
RDG20_SE04_NA_U02W04_6WW.indd 366 15/01/19 4:55 PM

Develop a Conclusion
RDG20_ENG_TE04_NA_U2W4_6WW_L1_L4.indd 416 06/09/19 5:08 PM

If students need BRIDGING

Then discuss types of conclusions and
Possible Teaching
additional Point
support, Writing Process • Use visuals from stack texts to
decide on the strongest one.
discuss captions, maps, and labels.
students
RevisingIfand show
Editing Then ask: Which type of conclusion will you
| Revising a Draft • Invite students to read travel articles
understanding, use? Why? and consider what makes those
Tell students that the revision stage of the writing process comes after
Instructional options
articles interesting and distinctive.
drafting and before editing. Revision is a time for writers to step back and
• Use guided writing to teach
take a broad view of what they have written. characteristics and structure of
in the Teacher’s Edition Reading-Writing
Write the following checklist on theWorkshop
board andBridge
ask students to consider it travel articles.

as they revise their drafts:

give you more ways to While conferring with students, refer back to the Bridge
• Will the travel article inform and excite my audience?
minilessons on analyzing text features and complex
• Do I need to delete details not related to the topic?
engage writers. sentences.
• Do the ideas flow coherently or do sentences need to be rearranged?
• Are linking
T362 UNIT 2 •(transition)
WEEK 2 words used effectively?
• Did I use precise language and vocabulary to achieve vivid descriptions?

RDG20_ENG_TE04_NA_U2W2_6WW.indd 362 12/07/19 10:05 PM

T416 UNIT 2 • WEEK 4

38 RDG20_ENG_TE04_NA_U2W4_6WW_L1_L4.indd 416 06/09/19 5:08 PM

 WRITING

Independent and Collaborative Practice

myView

rest of your class is engaged in meaningful [Link] ARTICLE

myView
Digital
As you’re working with small groups,
INTERACTIVITY
the
TRAVEL ARTICLE Digital
INTERACTIVITY

Independent Writing Mentor STACK

WRITING CLUB FOCUS ON EDITING FOR NOUNS
Direct students to select one of their draft travel articles to edit for singular,
What’s Happening This Week? This week’s Writing Club allows plural, common, and proper nouns.
students to share their ideas for and drafts of travel articles. • If students need more models of types of nouns, have them study stack
texts for examples.
Now that students have some experience with Writing Club, encourage them to
spend a few minutes reviewing the rules, including: WRITING SUPPORT
• Appropriate ways to discuss ideas and give feedback
• Modeled Do a Think Aloud about using singular, plural,
• Process for taking turns during discussions common, and proper nouns correctly. Write one or two correct
• Role of audience when a group member is reading aloud a draft sentences using each type of noun and have students copy
them.
What Are We Sharing? Before sharing drafts or ideas, students should • Shared Give students several examples singular, plural,
determine how they want other club members to provide help. For instance, they common, and proper nouns. Do not capitalize words in the
may need feedback on whether an introduction or a conclusion is effective. They proper nouns. Invite partners to write sentences using the
may want assistance deciding which details are relevant. Or they may want nouns correctly.
suggestions for places to find visuals. Remind students to tell the other club • Guided Prepare a chart with four columns, one for each type
members what the focus of the discussion should be. Doing so will help club of noun. Have students name and record the nouns in the
members give helpful suggestions and opinions. correct columns, form sentences orally using nouns from the
chart, and then write the sentences.
Intervention Refer to the Small Group Guide for support.

A Writing
How Do We Club for everyone!
Get Started? Conversation StartersOnly myView Independent Writing
• If students demonstrate allows
understanding, students
have them totheirtake
edit nouns in
Use these prompts to help students spark interesting and useful Writing writing notebooks.
Literacy gives students the opportunity to work
Club discussions. ownership and demonstrate their learning. Teacher
See the Conference Prompts on p. T434.

with peers,
• What do youexplain theirabout
love or find amazing views, and
the place develop the
you chose? tools make it easy to scaffold independence in line
• How will you begin your travel article?
art of• giving and
Please tell me receiving
some of feedback.
the details that you believe are important to include. with a gradual release approach.
• What kinds of visuals would help readers understand this place?
• What ideas do you have for a satisfying conclusion? Share Back
Call on two or three students to share examples of proper nouns from their
travel articles. If a proper noun has more than one word, have students
identify which words are capitalized.

Animal Mimics T381

The Weird and Wonderful Echidna • The Very Peculiar Platypus T441

RDG20_ENG_TE04_NA_U2W2_6WW.indd 381 12/07/19 10:05 PM

RDG20_ENG_TE04_NA_U2W5_6WW_L1_L4.indd 441 28/08/19 1

Grades
3-5

Essay Scorer (Grades 3-5) gives students Realize Scout is an amazing digital tool that
instant feedback on six traits of writing helps you capture observational data, evidence,
while guiding them through the revising and and anecdotal notes. It’s the perfect way to track
editing process. student progress in writing!

39
 Build a Bridge Between
Reading and Writing
Reading and writing are reciprocal processes.
myView Literacy makes this clear for students
every day in the Reading-Writing Bridge.
No other program offers this explicit connection.

Read Like a Writer

Write for a Reader
Specific Lessons in Each Unit

Academic Word Study Analyzing

Vocabulary Develop knowledge Author’s Craft
Use generative of word parts and patterns Learn to identify techniques
vocabulary strategies to determine meaning and authors use, question why
on words related to the communicate clearly. they are important, and
reading, which expand make a conclusion
vocabulary for writing. about the reading.

Develop Spelling Language

Author’s Craft Master spelling rules and Conventions
Incorporate the techniques to help with decoding Understand how
you’ve learned from and encoding. punctuation and grammar
the authors into convey meaning.
your own writing.

40
 READING-WRITING
BRIDGE

WORD STUDY

Plurals
BRI DGE
REA DIN G-W RITI NG
A plural noun refers to two or more people, places, or things. Usually,
VOC ABU LARY a noun can be changed from singular to plural by adding -s. In plural

Learning Goal
nouns, the letter s usually spells the sound z, as in the word homes.

Academic Vocabulary
Singular nouns that end in ch, sh, s, ss, or x can be made plural by
p AN ALYZ E
I can develo
adding -es to the end. Adding -es to a noun adds a syllable to the AU TH OR ’S
cted. Related CR AF T
words that are conne knowledge about RE AD IN G-
Related words are auto in
base word, as in the word dishes. Plural nouns formed by adding -s or
language to make W RITI NG
words can have simila
r word parts such as -es are
connections betwe en regular plurals.
called Read Like a BR ID GE
automatic and autom
otive. Related words
can also
reading and writing. Writer
ings such as the words barrier Authors use gra
have connected mean thing Myy TURN Read each regular plural noun. Then complete the chart.
M achieve spe
phic featur
es, such as
be used to describe some cific purpo illustration
and obstacle. Both can help reade ses. Graph
ic features
s and diagra
ms, to
or progress. rs understan support the
that prevents movement d complex main idea
information and
.
My TURN To complete
the web, Plural Noun Add Ending -s or -es? Singular Noun Model Read this tex
the topic. t from Fea
thers, and
vocab ulary words related to that goes look at the
1. Read the academic systems -s system with parag
raph 3. illustration
word is connected to the topic. On cold, da
mp days a
2. Write a reason the up its feathe blue jay sta
brushes rs and trapp ys warm by
the topic. Write fluffing
that are connected to to its skin. ing a layer
3. Add other words of warm air
cted to the topic. next
a reason they are conne eyelashes

1. Identify
Animals adapt to herons The main ide
feathers to a of the pa
ragraph is
survive in their habitat.
stay warm that a blue
. jay uses its
foxes 2. Question
survive How does
de understan the illustrati
d the main on with parag
fe idea? raph 3 help
ns feathers 3. Conclud me
e e The illustr
into a piece ation shows
of fabric. Th strands of
yarn woven
is helps me
classified

Write two sentences about Feathers, using a plural noun in each feathers act understan
like a blanke d that a jay
Wild t to keep it ’s
sentence. Underline the plural nouns. warm in the
cold.
Animals Reread pa
ragraph 5,
and look at
the illustrati
My TURN Fol on that go
es with it.
SPE LLIN G low the ste
ire

connects wit ps to analy

ze how the
qu

REA DIN G-W RIT ING

h the autho
r’s illustration
ac

BR IDG E pu rpo se.

sufficient
Spell Plurals 1. Identify
The main ide
a of the pa
252 Plural nouns can
ragraph is
be spelled by add
CRAF T ing -s to a singular
DEVE LOP AUTH OR’S Illustrations
nouns that end
in ch, sh, s, ss, or 2. Qunou [Link]
est SingHo ular
to the end. Sing x can be made w does the
help an author ular nouns end plural by adding illustration
-es achieve the
Write for a Reader
ing in y that com 3.
RDG20_SE04_NA_U02W01_5RWB.indd 252
show key become plural by es afteCo
r anclud
15/01/19 5:07 PM
consonae The illustr author’s pu
rpose?
251 changing the y nt ation
nouns ending in to an i and adding -es. For
rs understand aspects of a a y that comes singular
features to help reade after a vowel, add
Authors use graphic can show readers main idea. noun plural. s to make the
ations, in particular,
ideas in a text. Illustr of a text.
r describes in other parts 15/01/19 5:07 PM
exactly what the autho
Located in the
My TURN Read the
words. Sort and
2W01_5RWB.indd 251 they follow. spell them by the
RDG20_SE04_NA_U0 spelling rules
s Melissa Stewart
t how the illustration
My TURN Think abou
Student Interactive
253
d the main idea. RDG20_SE

helped you understan

04_NA_U02W
01_5RWB.in
included in Feathers
dd 253

graph ic featu re to support a SPELLING WORDSLA NG UA

GE AN D CO
can use a
Now, consider how you services NV EN TIO
main idea of your own. lenses
counties
primaries
sandwiches
consumers
monkeys Compound holidays
NS
& Online! 15/01/19 5:07
PM

g about an animal with

a unique
gases
taxes
hoaxes
berries Sentences
1. If you were writin include to viruses A com classes
ic feature would you activities speeches pound sentence is
adaptation, what graph sentences skie a sentence
d that adap tation ? colonies
galaxies joined bys a that contai
ns two sim
help readers understan or joining victoriescomma and a coo ple
word, such rdinating con
sentences as an d, but, and junction,
to add sen or. Writers
Added -s writing flo tence variet use compo
und
Added -es w smoo y to their writin
g and make
Changed thl y.
y to i the
• And com
bines relate
• But comand added -esd ideas.
al adaptation . Tell what graphic bines contra
idea about the anim • Or combin sting ideas.
2. Write your main supports your main
idea. es related
e, and explain how it but alternati
feature you would includ ve ideas.

Main idea: Simple Sen

tences
Joining Wo
Most birds rd Compound
have thousa Sentence
of feathers. nds
Those feathe Most birds
are not all rs
Graphic feature:
Name the same. but
of feathers,
have thousa
nds
A female car but those
dinal has du feathers are
feathers. A ll not all the
same.
Handwriting has bright
male cardin
ones.
al
and
A female car
dinal has
dull feathe
Feathers can rs, and a ma
Practice Cursive Writing warm like cardinal ha le
a blanket. s bright on
Feathers can es.
An important key to good cursive writing is practice. The more you Feathers can
cushion like or warm like
practice, the easier it will become. a pillow. a blanket,
255 or they can
cushion like
a pillow.
MY TURN Trace each word. Then write each word
RDG20_SE04_N
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Some birds’

protect the
feathers kee

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p them wa
rm. Other
birds’ feathe
RDG20_SE04_NA_U0
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Texas 15/01/19 5:08

PM

Print and cursive handwriting practice plus

Deandre
additional printable Bridge activity pages
Addie
on Savvas Realize®!
Grade 2 • Unit 5 • Week 4
© Pearson Education, Inc., or its affiliates. All rights reserved.
268
41
 Authentic Writing with
Project-Based Learning
At the end of every unit, students have the opportunity to complete a real-world
Inquiry-Based Project that includes genre-based writing. Students use provided research
articles, primary sources, and step-by-step support for conducting their own research.

INQUIRE
Primary Source

HIT the ROAD!

Postcard of the Capitol Building
Original Source: John F. Kennedy

RESEARCH

Research Articles
Activity
With your partner, read “Culture Shock”
Choose a country you would to generate questions you have about the
like to visit. Research the topic. Make a research plan for writing
culture, language, holidays, your travel guide. A research plan involves
food, currency, transportation, generating questions, stating a claim,
and other characteristics that researching, writing, revising, editing, and
make this country an exciting presenting. Share responsibilities with your
travel destination. Write a partner.
travel guide to convince others Primary Source
Postcards are a way for people to share their travels with others. This postcard
from 1930 features a picture of the Capitol Building in Washington, D.C. The
card was written by future president John Kennedy to his mother on his first
that it is the best country to trip to Washington. It reads, “Dear mother, Just arrived and very tired. We are
going to the capitol tomorrow. Good night. Love, Jack.”

Immigration
visit. Include a map and facts Interview
1 Culture Shock
about your chosen country. Original Source
: Depar tment
of the Treasu
ry
Grade 5 Unit 1

2 All Aboard!

3
Ellis Island: The
Immigrant Journey

Generate Questions Culture Shock

COLLABORATE Read “Culture Shock,” and generate three questions you have
about the article. Discuss your questions with a partner. Answer any you can EllisMany
Island : eThe Immigrant Journe
Asian peopl
Francisco, Califo who wanted
rnia. This photo
to immigrate
to the United
y
the country. graph from 1923 States came
through Ange
before sharing them with the class.
shows a young l Island, near
man being interv San
iewed before
he can enter

ent
you travel to a differ
1. Many things can
go wrong when
lose your luggage
or your passport.
You can Grade 5 Unit
1
country. You can sense of who you
are.
h you may lose your
even feel as thoug
2. g that can happe
n when you Between 1892 and 1954, more than
twelve million immigrants
a confusing feelin
Culture shock is and new ways of
life in a passed through Ellis Island on their
way to the United States.
iliar surroundings gs Some came to escape from war. Others
encounter unfam
3. foreign count ry. Cultu re shock can bring
on stress and feelin
ting to a new cultur
e can be where they would not be mistreated
came to find a place
because of their religious
sickn ess. Adap can beliefs. Whatever reasons brought
of extreme home to be shocking. Preparation them to the United States,
it doesn ’t have they all brought with them expectation
challenging, but
192 by surprise. s about what life would
from taking you

Each research
keep culture shock be like in their new home.
to be ready to
rtant
you travel, it is impo In 1916 Mary Shaw Powell emigrated
No matter where might not under
stand from Saint Kitts. When
and traditions. You
learn new customs certain customs.
Even she arrived in New York, the city

article comes in
she found was very different
foreign country follow
why people in a age, differences in
customs can from what she’d expected. Told back
home that New York’s
the same langu ent streets were paved with gold, Powell
when you speak amon g people from differ was disappointed when
tion probl ems
lead to communica region can prepa
re you to she discovered the truth.

3 reading levels
RDG20_SE05_NA_U01W06_8PBI.indd 192 yourself about a 25/01/19 1:06 PM
cultures. Educating customs.
appreciate local In 1921 Paul Moschella also passed
understand and through Ellis Island. There,
knowledge he was served something better than
your socks. With gold. Like many others,

for easy
you forget to pack
So don’t worry if , you’ll be prepa
red for his first taste of life in the United
States was a ham and cheese
and an open mind
of your destination sandwich. Years later, Moschella
recalled that “it tasted like I
any journey. had a nice piece of cake.”

differentiation. In the United States, many would

new foods, and face new realities.
learn a new language, taste
Ellis Island marked the end
of one journey. But, for millions,
© Copyright 2020 Ellis Island was also where
their journey as Americans began.

© Copyright 2020

42
 COLLABORATIVE ACTIVITIES

Encourage Student Voice

with
Book Club provides a set-aside time for students to meet in small groups
to discuss a trade book for the unit. This collaboration, centered around
meaningful conversation, increases engagement and fosters a love of
reading. A full lesson plan is included in your Teacher’s Edition and on
Savvas Realize®!

Available
in print and
digital!

Trade book titles are subject to change. 43

 Explicit Social and
Emotional Learning
myView Literacy includes instruction on the five pillars of social and
emotional learning (SEL) to ensure student success beyond the text.

Diversity Appreciation Genre Narrative Nonfiction

Genre Realistic Fiction

myView Literacy content Genre Biography

builds positive images of

o Says Wome
gender roles and diverse Whn’t Be Doctorsn? out of my mind
Chae Story of Elizabeth Blackwell from
by Sharon M. Draper

populations. It includes a T by Tanya Lee Stone

illustrated by Marjorie Priceman

balanced representation
of cultures/groups and
incorporates storylines that
b e d Wire
promote empathy and AUDIO

Audio with
Highlighting

ANNOTATE
Ba r
BASEBALL
BACKGROUND
Melody has a physical disability called cerebral palsy. She
cannot walk or speak and has very little control of her
body. However, Melody is one of the smartest students in

acceptance of others. 245

her school. In this excerpt, Melody describes some of her
experiences.

by Marissa Moss AUDIO AUDIO

ANNOTATE  ANNOTATE
illustrated by Yuko Shimizu 21

157 RDG20_SE04_NA_U03W01_3RW.indd 21 15/01/19 5:33 PM

RDG20_SE04_NA_U01W05_3RW.indd 157 15/01/19 4:27 PM

UNIT INTRODUCTION

1 Student Form Social and Emotional Learning

Unit Goals
Shade in the circle to rate how well you meet each goal now. REFLECT ON THE UNIT
Self-Assessment

Name______________________________________________________________ Date___________________
Ownership and Agency
Name of Project:

Goal-setting and self-reflection

1 2 3 4 5
1 2 3 4 5
Ref lect on Your Goals
SCALE
SCALE

NOT AT NOT VERY SOMEWHAT VERY EXTREMELY

ALL WELL WELL WELL WELL WELL
Look back at your unit goals. Goals One goal I set for myself was:
NOT AT ALL NOT VERY SOMEWHAT VERY EXTREMELY
WELL WELL WELL WELL WELL Use a different color to rate yourself again.

Ref lect on Your Reading

One choice I made to help me reach my goal was:

Rating: On a scale of 1 (I did not reach my goal) to 5 (I reached my goal),

are critical components of student
I give myself this rating:

progress towards independence.

Reading Workshop 1 2 3 4 5 In what ways did the texts you read in this unit relate to your own
personal experiences? Synthesize information from the different texts Self-Awareness One thing I did well on this project was:
I know about different types
of traditional tales and in your answer.
One challenge the project presented was:
understand their elements.

Reading-Writing Bridge
I can use language to make
1 2 3 4 5

Interpersonal
One attempted solution to the challenge was:

My role in the group was:

myView Literacy provides activities
that focus on these skills within
connections between reading Skills
fiction and writing personal One thing my group did well was:
narrative.
Next time we work together, we should:
Writing Workshop 1 2 3 4 5

units and as stand-alone guides,

Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.

I can use elements of

Decision One problem we had to solve was:
narrative text to write a
personal narrative. Ref lect on Your Writing Making

including a teacher observational

Some of the choices we had were:
Unit Theme 1 2 3 4 5 What did you like most about writing a personal narrative?
Our decision was:
I can determine how our
environment affects us.

SEL checklist.
Looking back, I think the solution
worked because:
did not work because:

116
12

RDG20_SE03_NA_U01W00_0UO.indd 12 13/01/19 11:22 PM

227 INQUIRE

RDG20_SE03_NA_U01W06_8PBI.indd 227 24/01/19 10:56 PM RESPOND TO TEXT

Let ’s All PLAY!
RESEARCH
Reflect and Share Activity Research Articles
A 2010 law requires all play With your partner, read “Playing
Talk About It areas to have playground Together!” to generate questions
you
How are the places in your equipment that is inclusive have about inclusive playgrounds.
Then make a research plan for
community the same as the ones for people with disabilities. writing
Compose a letter to your your letter to the principal.
you read about this week? How

Collaboration and Perspective-Sharing

principal telling why your
are they different? Use examples school needs to have inclusive
1 Playing Together!
from the texts to support your playground equipment.

response.

Incorporated throughout myView Literacy are Listen to Others

2 Who Needs Recess?

daily opportunities for students to respectfully

In a discussion, it is important to listen to everyone. 3 Understanding Physical
Before you talk, listen to what others have to say. Disabilities:
A Path to Support
• Don’t interrupt.

share ideas, solve problems, and work together • Listen carefully to the ideas of others.
Generate Questions
Use these sentence starters

to showcase their learning.

COLLABORATE After reading
to help you build on the You’re right about . . . “Playing Together!” generate three
you have about the article. Then, questions
share your questions with the
ideas of others. I agree with . . ., class.
1.
but I also think . . .
2.

3.
Weekly Question

How does living in a community help people? 196

44 120
RDG20_SE04_NA_U03W06_8PBI.indd
196

15/01/19 5:12 PM
 CLASSROOM COMMUNITY

Family Involvement
and Support Resources
During the past school year, many families have become more involved in their children’s
learning. Continue nurturing this connection with purposeful communication.

GRADE K UNIT 4: Then and Now

KINDERGARTEN, UNIDAD 5: Our World

Family-School Connection
Highlights of the Unit:
What can we learn from the past? Conexión entre la escuela y el hogar
Dear Family, Elementos que se destacan de la unidad:

Home-School Connection Letters

What can we learn from the past? What was life like in the past and how has it changed now? In ¿Qué podemos aprender del tiempo?
this unit, students address these questions by reading and understanding narrative nonfiction texts.
After learning about the qualities of narrative texts they have read, they compose their own personal Querida familia:
narratives. ¿Qué podemos aprender del tiempo? ¿Cómo han aprendido las personas a vivir con mal tiempo? En
esta unidad, los estudiantes trabajan con estas preguntas al leer y comprender textos informativos.
Después de aprender sobre los atributos de los textos informativos que leyeron, escriben sus propios
READING

Share reading and writing unit goals, including

textos de no ficción.
Students read narrative texts about life in the past and think about how they connect to their own
lives. They focus on the short and long o, u, i, and e vowel sounds, middle sounds, blends, syllables, LECTURA
alliteration, and rhyming. They also learn to identify and count words in sentences. Los estudiantes leen textos informativos sobre el tiempo alrededor del mundo. También leen poemas y
This unit’s learning and work will help your child with the following skills: obras de teatro relacionadas con el tiempo. Además, se enfocan en la segmentación y combinación de

family discussion questions and activities to

fonemas, las sílabas y la aliteración. Revisan y refuerzan las letras c, t, o, b, j, g, q, a, k, s, w, m, l, n, r y z.
 Describing connections and settings  Making inferences
El aprendizaje y el trabajo de esta unidad ayudarán al niño a desarrollar las siguientes destrezas:
 Finding main ideas and supporting  Visualizing details
evidence  Conectar el texto y las ilustraciones  Comentar la rima y el ritmo
 Asking and answering questions
 Finding text features and important  Identificar la estructura del texto  Comentar sobre los personajes de una

extend learning! Available in English and

details obra de teatro
 Comparar y contrastar textos
Ways to Help Your Child: When you talk about this unit’s activities, the following topics and
Formas de ayudar al niño: Cuando quiera hablar sobre las actividades de esta unidad, puede
questions may help start the conversation.
utilizar estos temas o estas preguntas para iniciar la conversación:
 Tell me about your Book Club book.  What is something interesting you learned about
 ¿Sobre qué tipos de tiempo leíste?  Cuéntame sobre tu libro del Club del libro (Book Club)
the past from your reading?

Spanish.
¿Qué aprendiste de ellos?

WRITING ESCRITURA
Thinking about the qualities of narrative texts, students compose their own personal narratives. They Al considerar los atributos de los textos de no ficción narrativa, los estudiantes escriben sus propios
are introduced to the structure and content of personal narratives before generating their own plan textos informativos. También comienzan a trabajar con la estructura y el contenido de libros
for writing. They practice printing upper- and lowercase letters studied in reading. de preguntas y respuestas antes de generar un plan para su escritura. Continúan revisando y
This unit’s learning and work will help your child with the following skills: practicando la escritura de letras mayúsculas y minúsculas.

 Composing a setting and a plot  Deciding what comes first, next, and last El aprendizaje y el trabajo en esta unidad ayudarán al niño a desarrollar las siguientes destrezas:
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.

 Establishing a narrator  Editing and sharing writing  Desarrollar un tema  Generar ideas
 Escribir preguntas y respuestas  Usar los elementos gráficos
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.

Ways to Help Your Child: The following topics and questions may help start a conversation.
 Presentar la escritura  Escribir una introducción y una
 Think of a word and I’ll find a word  What event are you writing about in
conclusión
that rhymes with it. We can take turns. your personal narrative?
Formas de ayudar al niño: Los temas y las preguntas a continuación pueden ayudar a iniciar una
conversación:
PROJECT-BASED INQUIRY  ¿Sobre qué dibujas y escribes en clase?  Busquemos palabras que comiencen
In this unit’s Project-Based Inquiry, students choose an older person to interview about life in
con Cc, Jj o Kk en artículos domésticos
the past. They write and draw about what they learned in the interview. They share what they
que tengamos en casa.
learned orally.
PROYECTO DE INDAGACIÓN
Thank you for your continuing support! En el Proyecto de indagación de esta unidad, los estudiantes investigan sobre su tipo de clima
favorito. Luego, escriben y dibujan sobre lo que opinan, agregando detalles para fortalecer sus
ideas. Por último, comentan lo que aprendieron en voz alta.

131 ¡Gracias por su apoyo constante durante el año!

137

My Child as a Learner Parent Form My Child as a Learner

Parent Form
Child ________________________________________________________ Date __________________________
Parent/
Student ______________________________ Guardian _________________________________ Date _________ Please comment and provide examples of your child’s learning in the following areas.

Parent Form My Child as a Learner

1. My child asks to be read to.
Always Sometimes Never CommentsParent Form My ChildMyas
Childa Learner
1. usually
Yes No Comments/Examples
Parent/Guardian Voice
Child ________________________________________________________
• reads daily Date __________________________

Strengthen relationships with

Parent/ • writes daily
Student ______________________________ Guardian _________________________________ Date _________ Please comment and provide examples of your child’s learning in the following areas .
• watches TV daily
2. My child can retell a book we have read or a
Always
television program weSometimes
have watched. Never Comments My Child
2. oftenYes No Comments/Examples
1. usually

your students’ families by valuing

1. My child asks to be read to. • is curious
3. My child can predict what will happen next when • reads daily
• keeps on with what he or she is doing
reading a book or watching a television program. • writes daily
• does things in new ways
• watches TV daily
2. My child can retell a book we have read or a • becomes easily frustrated

their knowledge and observations.

television program we have watched. 4. My child picks up a book to read or look at alone. 2. often • likes trying new things
• is curious
3. My child can predict what will happen next when • likes to express opinions
• keeps on with what he or she is doing
5. My child reads or pretends to read at home.
reading a book or watching a television program. • does things in new ways 3. understands what he or she is

myView Literacy’s “My Child as a

• becomes easily frustrated • reading
4. My child picks up a book to read or look at alone.
• likes trying new things • writing
6. My child knows how to hold a book, how to turn
• likes to express opinions • watching
pages, and that print goes from left to right.
5. My child reads or pretends to read at home.

Learner” questionnaires provide

3. understands what he or she is 4. explores ideas by
7. My child likes to write or pretend to write. • reading • reading
• writing
6. My child knows how to hold a book, how to turn • writing
pages, and that print goes from left to right. • watching
• drawing
8. My child likes to talk about what he or she has

valuable insights to impact

4. explores ideas by • watching
7. My child likes to write or pretend to write. written.
• reading • talking
• writing
9. My child can follow an oral direction when given. 5. enjoys working
• drawing

instruction.
8. My child likes to talk about what he or she has • with others
written. • watching
• talking • alone
10. My child can follow a series of oral directions when
9. My child can follow an oral direction when given. given one time. 5. enjoys working 6. is someone who
• with others • is proud of achievement
11. My child likes working with others. • alone • recognizes his or her own growth
10. My child can follow a series of oral directions when
given one time. 6. is someone who • considers new possibilities
• is proud of achievement • sets goals for himself or herself
12. My child tries to read words in the environment—
11. My child likes working with others. • recognizes his or her own growth
signs, labels, logos. 7. likes to read about:
• considers new possibilities
13. My child likes to go to school. • sets goals for himself or herself 8. likes to write about:
12. My child tries to read words in the environment—
signs, labels, logos. 7. likes to read about: 9. likes to watch:

13. My child likes to go to school. 8. likes to write about: 10. Additional comments and reactions:
9. likes to watch:
10. Additional comments and reactions:
My name Relationship to child
I can be reached at
My name Relationship to child
I can be reached at

Parents’ Corner
Give parents the tools they need to
assist their children with work at
home. Parents’ Corner provides guides
and tutorials for using Savvas Realize,
myView Literacy’s online platform.

45
 Meet Savvas Realize®
Now more than ever, you need technology that you can count on.
With over 14 million users, Savvas Realize® is tested, trusted, and
continuously improving.

3 Steps to Get to Your Daily Lessons LMS Innovation of the Year

Access Lessons, Tools, and Student Resources

STEP 1 Click on your UNIT.

STEP 2 Click on your selected WEEK.

STEP 3 Click on the

daily LESSON.
1

Each lesson
provides the
step-by-step
resources for
the entire
literacy block.

46
 TECHNOLOGY

Intuitive, Accessible Technology Supports All Learners

Features of the Online Edition

• Audio support
• Word-by-word audio highlighting (K-2)
• Highlighting and note-taking capabilities

Enjoy Seamless Integration Between Realize and Google Classroom

Secure Roster Sync
Be off and running when class starts. Sync your Google
Classroom rosters easily with Realize. Students log in once and
have access to everything.

Assignment & Score Sharing

Assignable assessments and content show in the student’s
Google Classroom stream. Completed work and scores are
shared and recorded in both Realize and Google Classroom.

47
 The Best Instruction–
Wherever You Are
When distance learning becomes your reality, turn to myView Literacy for a
seamless transition. Rest assured that our comprehensive teacher resources
make planning and monitoring progress simple, while engaging interactive
lessons keep students moving forward.

Savvas Realize® is home to over 1000

instructional programs. World-class
interoperability lets you use your digital
content with any IMS certified platform.
Share Realize content and data seamlessly
in Google® Classroom. Nothing could be
easier.

48
 TECHNOLOGY

Digital Practice Games Digital Readers with Building

Background Videos

Discussion Boards Custom Lesson Playlists

Name

Language and Conventions

Complete Sentences
• Complete sentences have a subject and a predicate.
• A fragment is a group of words is missing a subject or a predicate. To fix a
fragment, add the missing part.
• A run-on sentence incorrectly joins two or more sentences. To fix a run-on,
separate the sentences with a period. You can also use a comma and a
coordinating conjunction, such as or, and, but, or yet.

Read each item. Tell whether it is a sentence fragment or a run-on

sentence. Then rewrite the incorrect sentence as a complete sentence.

1. Want to be an architect when I grow up.

2. There are over 12,000 ant species in the world about 1,000 ant species inhabit
Data Reporting with Assignable, Interactive PDFs
North America.

Recommended Resources

3. Plants make their own food through photosynthesis, use sunlight to change
carbon dioxide and water into food.
49

Grade 4, Unit 1, Week 3 13

© by Savvas Learning Company LLC. All Rights Reserved.
 Purposeful Assessments,
Powerful Results
myView Literacy provides a full suite of meaningful assessments
to help you monitor progress and determine the best paths for student success.

Formative Assessments –
Daily/Weekly
• Quick Checks T
• Assess and Differentiate MEN MI
DD
S
• Assess Prior Knowledge S ES L

E-
DAILY FORMA
AS
• Assess Understanding

OF
ASSESSMEN T
INE

-YE
• Observational Checklists

IV S
BASEL

AR A
• Conferring Checklists

E
T
MENTS

• Reading and Writing Rubrics

SSESSMEN
for Student Self-Assessment
UNIT

WEEK
• Weekly Progress Check-Ups
ESS

CHELY P
• Weekly Cold Read Assessment
S

for Fluency and Comprehension

C
S

K
A RO -UPS

T
GR
ESS
Unit Assessments –
T

EN
5x Year EN
D-O SSM
F-YEAR ASSE
• Unit Assessment
• Customizable assessments with ExamView®
• Writing Assessment; Performance-Based Writing
(Grades 2-5)
• Project-Based Inquiry Authentic Application

Test Preparation
Summative Assessments – • Weekly Standards Practice
3x Year • High-Stakes Practice Tests
• Baseline Assessment • Test Item Banks for reading, writing,
• Middle-of-Year Assessment and language conventions
• End-of-Year Assessment

50
 ASSESSMENT

Data-Driven Assessment Guide Create and

share custom
• Easy-to-use guidance, strategies, and tools
assessments
for all types of literacy assessments
across a building
• Useful information for fostering student learning or district!

Grades
3-5

Observational Records Immediate Writing Feedback

Realize Scout allows you to take notes on The Essay Scorer writing tool allows
observations, track progress of student fluency, students to get immediate feedback to
capture student audio, photos, videos…and more! improve their writing.

NEW!

The Savvas Literacy Screener and Diagnostic Assessments provide an easy and reliable way
to uncover student needs and provide the right instructional resources for every learner. For more
information, visit [Link]/LSDA.

Universal Multistage Scoring & Flexible

Screener Adaptive Diagnostic Instructional
Recommendations

A short screening assessment An adaptive diagnostic digs Norm-referenced student

identifies proficiency in deeper to pinpoint strengths data generates on-, above-,
prerequisite literacy skills. and growth opportunities. or below-level instructional
content suggestions. 51
 Simple Tools That
Are Simply Amazing
myView Literacy equips you with “smart” data—on standards mastery, overall progress,
and usage. The best part? It’s easy to view and interpret, so you can make
strong instructional decisions without any “tech anxiety.”

Mastery
See at a glance how students are performing on whole assignments
or specific standards.

Progress
Track how students are moving through their work.

Usage
Monitor the time students are spending on assignments.

Student View Reports

Unique to myView Literacy – students have visual reports to track their own
progress.

Seamless Google Integration

Completed work and scores are shared and recorded in both Savvas
Realize® and Google® Classroom.

52
 REPORTING

Powerful Reports that Include:

• Standards Proficiency
• Item Analysis
• Student Performance

School and District

Reports at Your
Fingertips

Get small group

recommendations with
suggested next-step activities.

53
 Teaching
Is a Journey
Want to add a new teaching technique to your repertoire? Brush up on tech skills?
Or dive deep into the pedagogy? myView Literacy Professional Development is designed
to give you control of your learning.

We’re with You Every Step of the Way

Getting Started
• Activation Services provide you with an orientation of myView Literacy
program components and curriculum, so you’re ready on day one.
• Essentials Services guide the seamless integration of myView Literacy
program components and best practices into the teaching and learning cycle.

Improving Teaching Practices

• Enhancing Practice Services empower you with pedagogical strategies,
best practices, and coaching to change practices and ensure efficacy.
• Evidenced-based PD offers you practical strategies to plan and deliver
high-quality instruction to support targeted populations.

Working with a Specialized Coach

Dedicated Consultants work with you on everything from
project management and technical services to long-term,
shoulder-to-shoulder classroom support.

Jump-start Your Teaching!

The Getting Started guide on Savvas Realize® provides
tools and resources to implement myView Literacy
• Program Overview • Planning Resources
• How-To Instructions • Research and Advice from
• Standard Correlations Our Authors

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 PROFESSIONAL LEARNING

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On-Demand Live Instructional Teacher Webinars
Training Library Coaching Chat Access our suite of recorded
Learn about Book Club, Chat with a certified webinars or set up a
Assessments, SEL, consultant for the help you personalized webinar at a
and more. need, when you need it. time that fits your schedule.

More Resources for Professional Growth

Great for New Teachers!

ment
Professional Develop

Small Group
GUIDE Students make the most
A roadmap to take
gains in Small Groups. The
Small Group Professional
small groups from
good to great!

Development Guide
provides insights, tips,
and step-by-step guidance
LIT20_ANC02_SGG_CV1.indd 1 29/08/19 4:11 PM from program authors.

The Assessment Guide

offers easy-to-use Visit the Professional Development
strategies and tools for Center on Realize to hear from
literacy assessments and myView Literacy authors on topics that
support for using data to impact your classroom.
inform instruction.

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