A Correlation of

My Sidewalks on Scott Foresman Reading Street Intensive Reading Intervention © 2011

To the

Common Core State Standards for English Language Arts Grade 3

CORRELATION FLORIDA DEPARTMENT OF EDUCATION INSTRUCTIONAL MATERIALS CORRELATION COURSE STANDARDS/BENCHMARKS

SUBJECT: Reading, Writing, Listening, Speaking, and Language GRADE LEVEL: Grade 3, Level C COURSE TITLE: Reading Program - K-5 Grade Series COURSE CODE: 501005C SUBMISSION TITLE: My Sidewalks on Scott Foresman Reading Street BID ID: 2035 PUBLISHER: Pearson Education, Inc., publishing as Scott Foresman PUBLISHER ID: 22-1603684

BENCHMARK CODE

LACC.3.RL.1 LACC.3.RL.1.1

LACC.3.RL.1.2

BENCHMARK

Reading Literature Standards: Grade 3 Key Ideas and Details Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

LESSONS WHERE BENCHMARK IS DIRECTLY ADDRESSED IN-DEPTH IN MAJOR TOOL (Include page numbers of lesson, a link to lesson, or other identifier for easy lookup by reviewers.)

Teacher's Guide: Volume 1: 11, 13, 23, 25, 27, 39, 41, 53, 62, 79, 90, 93, 94, 97, 104, 107, 118, 123, 125, 137, 149, 151, 153, 165, 167, 177, 179, 193, 207 Volume 2: 6, 9, 11, 23, 25, 27, 39, 41, 51, 62, 65, 81, 83, 93, 95, 104, 109, 116, 121, 123, 125, 135, 165, 179, 193, 207

Recount stories, including The following provide preparation in meeting this standard. fables, folktales, and myths from Teacher's Guide: Volume 1: 137, 160, 167 diverse cultures; determine the Volume 2: 207 central message, lesson, or moral and explain how it is conveyed through key details in the text.

Written Correlations FORM IM2   Rule 6A‐7.0710     Effective December 29, 2011 Available at http://app2.fldoe.org/bii/InstructMat/documents/WrittenCorrelationsIM22012.pdf

1 of 22

CORRELATION FLORIDA DEPARTMENT OF EDUCATION INSTRUCTIONAL MATERIALS CORRELATION COURSE STANDARDS/BENCHMARKS LACC.3.RL.1.3

Describe characters in a story Teacher's Guide: Volume 1: 39, 53, 67, 124 (e.g., their traits, motivations, or Volume 2: 11, 39, 81, 109, 123, 165, 179, 207 feelings) and explain how their actions contribute to the sequence of events.

LACC.3.RL.2 LACC.3.RL.2.4

Craft and Structure Determine the meaning of wordsThe following provide preparation in meeting this standard. and phrases as they are used in a Teacher's Guide: Volume 1: 4, 11, 14, 1823, 25, 28, 32, 39, 42, 46, 53, 56, 60, 67, 70, text, distinguishing literal from 74, 79, 84, 88, 90, 93, 95, 98, 102, 104, 107, 112, 116, 118, 123, 127, 130, 137, 140, 144, nonliteral language. 149, 151, 154, 158, 165, 168, 172, 177, 179, 182, 186, 193, 196, 200, 207, 210 Volume 2: 4, 6, 9, 11, 18, 23, 25, 28, 32, 39, 42, 46, 51, 56, 60, 62, 65, 70, 74, 81, 84, 88, 93, 95, 98, 102, 104, 109, 112, 116, 121, 123, 126, 130, 135, 140, 144, 154, 158, 165, 168, 172, 179, 182, 186, 193, 196, 200, 207, 210 Refer to parts of stories, The following provide preparation in meeting this standard. dramas, and poems when writing Teacher's Guide: Volume 1: 11, 13, 25, 40, 53, 67, 90, 95, 123, 125, 137, 151, 167, 193, or speaking about a text, using 207 terms such as chapter, scene, and Volume 2: 11, 25, 39, 81, 95, 123, 165, 179, 207 stanza; describe how each successive part builds on earlier sections.

LACC.3.RL.2.5

LACC.3.RL.2.6

Distinguish their own point of The focus of My Sidewalks is to develop priority skills children need in order to achieve view from that of the narrator or success and gain access in core reading content. This standard is met in higher levels of the those of the characters. program.

LACC.3.RL.3

Integration of Knowledge and Ideas

Written Correlations FORM IM2   Rule 6A‐7.0710     Effective December 29, 2011 Available at http://app2.fldoe.org/bii/InstructMat/documents/WrittenCorrelationsIM22012.pdf

2 of 22

CORRELATION FLORIDA DEPARTMENT OF EDUCATION INSTRUCTIONAL MATERIALS CORRELATION COURSE STANDARDS/BENCHMARKS LACC.3.RL.3.7

Explain how specific aspects of Teacher's Guide: Volume 1: 93, 97, 107, 125 a text’s illustrations contribute Volume 2: 37, 48, 55, 97, 139, 151, 174, 177, 205 to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).

LACC.3.RL.3.8

(Not applicable to literature.)

Not applicable, according to Common Core State Standards

LACC.3.RL.3.9

Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series). Range of Reading and Level of Text Complexity By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently.

The following provide preparation in meeting this standard. Teacher's Guide: Volume 1: 50, 53, 92, 95, 97, 204, 207 Volume 2: 22, 25, 27, 50, 53, 78, 81, 176, 179

LACC.3.RL.4 LACC.3.RL.4.10

My Sidewalks is a research-based intensive reading intervention program that focuses on priority skills children need in order to succeed at learning to read – phonemic awareness, phonics, fluency, vocabulary, and text comprehension. This program provides critical daily intensive language and concept development that students require to be successful and master the Common Core State Standards in their core reading program.

Reading Standards for Informational Text Grade 3 LACC.3.RI.1

Key Ideas and Details

Written Correlations FORM IM2   Rule 6A‐7.0710     Effective December 29, 2011 Available at http://app2.fldoe.org/bii/InstructMat/documents/WrittenCorrelationsIM22012.pdf

3 of 22

CORRELATION FLORIDA DEPARTMENT OF EDUCATION INSTRUCTIONAL MATERIALS CORRELATION COURSE STANDARDS/BENCHMARKS LACC.3.RI.1.1

Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

LACC.3.RI.1.2

Determine the main idea of a Teacher's Guide: Volume 1: 81, 83, 109, 111 text; recount the key details and Volume 2: 67, 69, 137, 139, 151, 153, 195 explain how they support the main idea.

LACC.3.RI.1.3

Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

LACC.3.RI.2

Craft and Structure

LACC.3.RI.2.4

The following provide preparation in meeting this standard. Determine the meaning of general academic and domain- Teacher's Guide: Volume 1: 6, 9, 20, 37, 51, 76, 81, 109, 121, 132, 135, 160, 163, 174, specific words and phrases in a 188, 191, 202, 205 text relevant to a grade 3 topic or Volume 2: 13, 2034, 37, 48, 53, 67, 76, 79, 90, 107, 118, 132, 137, 146, 149, 151, 160, subject area. 163, 174, 177, 188, 191, 205

LACC.3.RI.2.5

Use text features and search Teacher's Guide: Volume 1: 69, 111, 135, 139, 160, 163, 195 tools (e.g., key words, sidebars, Volume 2: 37, 111, 149, 153, 181, 188, 209 hyperlinks) to locate information relevant to a given topic efficiently.

Teacher's Guide: Volume 1: 6, 9, 20, 34, 37, 48, 51, 55, 65, 69, 76, 81, 83, 109, 111, 121, 132, 135, 139, 146, 160, 163, 174, 177, 181, 188, 191, 195, 202, 205, 209 Volume 2: 13, 20, 34, 37, 48, 53, 55, 67, 69, 76, 79, 83, 90, 97, 107, 111, 132, 137, 139, 146, 149, 151, 153, 160, 163, 167, 174, 177, 181, 188, 191, 195, 202, 205, 209

These pages prepare students to meet this standard. Teacher's Guide: Volume 1: 65, 69, 111, 181, 209 Volume 2: 181, 209

Written Correlations FORM IM2   Rule 6A‐7.0710     Effective December 29, 2011 Available at http://app2.fldoe.org/bii/InstructMat/documents/WrittenCorrelationsIM22012.pdf

4 of 22

CORRELATION FLORIDA DEPARTMENT OF EDUCATION INSTRUCTIONAL MATERIALS CORRELATION COURSE STANDARDS/BENCHMARKS LACC.3.RI.2.6

Distinguish their own point of The focus of My Sidewalks is to develop priority skills children need in order to achieve view from that of the author of a success and gain access in core reading content. This standard is met in higher levels of the text. program.

LACC.3.RI.3

Integration of Knowledge and Ideas

LACC.3.RI.3.7

Use information gained from Teacher's Guide: Volume 1: 55, 83, 109, 135, 139, 160, 163, 181, 195, 205 illustrations (e.g., maps, Volume 2: 37, 48, 55, 97, 139, 151, 153, 174, 177, 191, 205, 209 photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). Describe the logical connection These pages prepare students to meet this standard. between particular sentences and Teacher's Guide: Volume 1: 6, 9, 20, 34, 37, 48, 51, 55, 65, 69, 76, 81, 83, 109, 111, paragraphs in a text (e.g., 121, 132, 135, 139, 146, 160, 163, 174, 181, 188, 191, 195, 202, 205, 209 comparison, cause/effect, Volume 2: 13, 20, 24, 34, 37, 48, 53, 55, 67, 69, 76, 79, 83, 90, 87, 107, 111, 118, 132, first/second/third in a sequence). 137, 139, 146, 149, 151, 153, 160, 163, 167, 174, 177, 181, 188, 191, 195, 202, 205, 209

LACC.3.RI.3.8

LACC.3.RI.3.9

Compare and contrast the most The following provide preparation in meeting this standard. important points and key details Teacher's Guide: Volume 1: 55, 209 presented in two texts on the Volume 2: 55, 83, 181 same topic.

LACC.3.RI.4

Range of Reading and Level of Text Complexity

Written Correlations FORM IM2   Rule 6A‐7.0710     Effective December 29, 2011 Available at http://app2.fldoe.org/bii/InstructMat/documents/WrittenCorrelationsIM22012.pdf

5 of 22

CORRELATION FLORIDA DEPARTMENT OF EDUCATION INSTRUCTIONAL MATERIALS CORRELATION COURSE STANDARDS/BENCHMARKS LACC.3.RI.4.10

By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently.

SS.3.C.1.2

Describe how government gains My Sidewalks is a research-based intensive reading intervention program that focuses on power from the people. priority skills children need in order to succeed at learning to read – phonemic awareness, phonics, fluency, vocabulary, and text comprehension. This program provides critical daily intensive language and concept development that students require to be successful and master the Common Core State Standards in their core reading program.

SS.3.C.2.1

Identify group and individual actions of citizens that demonstrate civility, cooperation, volunteerism, and other civic duties.

SC.3.N.1.3

Keep records as appropriate, such as pictorial, written, or simple charts and graphs, of investigations conducted.

My Sidewalks is a research-based intensive reading intervention program that focuses on priority skills children need in order to succeed at learning to read – phonemic awareness, phonics, fluency, vocabulary, and text comprehension. This program provides critical daily intensive language and concept development that students require to be successful and master the Common Core State Standards in their core reading program.

Written Correlations FORM IM2   Rule 6A‐7.0710     Effective December 29, 2011 Available at http://app2.fldoe.org/bii/InstructMat/documents/WrittenCorrelationsIM22012.pdf

6 of 22

CORRELATION FLORIDA DEPARTMENT OF EDUCATION INSTRUCTIONAL MATERIALS CORRELATION COURSE STANDARDS/BENCHMARKS SC.3.N.1.4

Recognize the importance of communication among scientists.

SC.3.N.1.5

Recognize that scientists question, discuss, and check each others' evidence and explanations.

SC.3.N.1.6

Infer based on observation.

Reading Standards: Foundational Skills Grade 3 LACC.3.RF.3

Phonics and Word Recognition

LACC.3.RF.3.3

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

Written Correlations FORM IM2   Rule 6A‐7.0710     Effective December 29, 2011 Available at http://app2.fldoe.org/bii/InstructMat/documents/WrittenCorrelationsIM22012.pdf

7 of 22

CORRELATION FLORIDA DEPARTMENT OF EDUCATION INSTRUCTIONAL MATERIALS CORRELATION COURSE STANDARDS/BENCHMARKS LACC.3.RF.3.3.a

Identify and know the meaning Teacher's Guide: Volume 1: 40, 203, 206, 208 of the most common prefixes Volume 2: 10, 12, 49, 52, 63, 66, 91, 94, 96, 105, 108, 119, 122, 145, 147, 150, 152, 173, and derivational suffixes. 194

LACC.3.RF.3.3.b

Decode words with common Latin suffixes.

Teacher's Guide: Volume 1: 40, 203, 206, 208 Volume 2: 12, 49, 52, 91, 94, 96, 119, 122, 145, 150, 152, 173, 194

LACC.3.RF.3.3.c

Decode multi-syllable words.

Teacher's Guide: Volume 1: 4, 18, 32, 46, 60, 74, 88, 102, 116, 130, 144, 158, 172, 186, 194, 200 Volume 2: 4, 18, 32, 46, 60, 74, 88, 102, 116, 130, 144, 158, 172, 186, 194, 200

LACC.3.RF.3.3.d

Read grade-appropriate irregularly spelled words.

These pages provide opportunities for students to apply this standard. Teacher's Guide: Volume 1: 14, 28, 42, 56, 70, 84, 98, 112, 127, 140, 154, 168, 182, 196, 210 Volume 2: 13, 28, 42, 56, 70, 84, 98, 112, 126, 140, 154, 168, 182, 196, 210

LACC.3.RF.4

Fluency

LACC.3.RF.4.4

Read with sufficient accuracy and fluency to support comprehension.

LACC.3.RF.4.4.a

Read on-level text with purpose The following provide preparation in meeting this standard. and understanding. Teacher's Guide: Volume 1: 14, 28, 42, 56, 70, 84, 98, 112, 127, 140, 154, 168, 182, 196, 210 Volume 2: 13, 28, 42, 56, 70, 84, 98, 112, 126, 140, 154, 168, 182, 196, 210

Written Correlations FORM IM2   Rule 6A‐7.0710     Effective December 29, 2011 Available at http://app2.fldoe.org/bii/InstructMat/documents/WrittenCorrelationsIM22012.pdf

8 of 22

CORRELATION FLORIDA DEPARTMENT OF EDUCATION INSTRUCTIONAL MATERIALS CORRELATION COURSE STANDARDS/BENCHMARKS LACC.3.RF.4.4.b

Read on-level prose and poetry Teacher's Guide: Volume 1: 27, 55, 83, 97, 125, 139, 167, 195, 209 orally with accuracy, appropriate Volume 2: 13, 27, 41, 55, 69, 83, 97, 111, 139, 153, 167, 181, 195, 209 rate, and expression on successive readings.

LACC.3.RF.4.4.c

Use context to confirm or self- Teacher's Guide: Volume 1: 9, 23, 37, 51, 65, 79, 93, 107, 121, 135, 149, 163, 177, 191, correct word recognition and 205 understanding, rereading as Volume 2: 9, 23, 37, 51, 65, 79, 93, 107, 121, 135, 149, 163, 177, 191, 205 necessary. Writing Standards: Grade 3

LACC.3.W.1

Text Type and Purposes

LACC.3.W.1.1

Write opinion pieces on topics or texts, supporting a point of view with reasons.

LACC.3.W.1.1.a

Introduce the topic or text they These pages provide opportunities for students to apply this standard. are writing about, state an Teacher's Guide: Volume 1: 81, 207 opinion, and create an Volume 2: 39, 53, 67 organizational structure that lists reasons.

LACC.3.W.1.1.b

Provide reasons that support the These pages provide opportunities for students to apply this standard. opinion. Teacher's Guide: Volume 1: 81, 207 Volume 2: 39, 53, 67

LACC.3.W.1.1.c

Use linking words and phrases These pages provide opportunities for students to apply this standard. (e.g., because, therefore, since, Teacher's Guide: Volume 1: 81, 207 for example) to connect opinion Volume 2: 39, 53, 67 and reasons.

Written Correlations FORM IM2   Rule 6A‐7.0710     Effective December 29, 2011 Available at http://app2.fldoe.org/bii/InstructMat/documents/WrittenCorrelationsIM22012.pdf

9 of 22

CORRELATION FLORIDA DEPARTMENT OF EDUCATION INSTRUCTIONAL MATERIALS CORRELATION COURSE STANDARDS/BENCHMARKS LACC.3.W.1.1.d

Provide a concluding statement These pages provide opportunities for students to apply this standard. or section. Teacher's Guide: Volume 1: 81, 207 Volume 2: 39, 53, 67

LACC.3.W.1.2

Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

LACC.3.W.1.2.a

Introduce a topic and group These pages provide opportunities for students to apply this standard. related information together; Teacher's Guide: Volume 1: 13, 97, 111, 125, 153, 181, 195 include illustrations when useful Volume 2: 55, 69, 139, 153, 181 to aiding comprehension.

LACC.3.W.1.2.b

Develop the topic with facts, definitions, and details.

LACC.3.W.1.2.c

Use linking words and phrases These pages provide opportunities for students to apply this standard. (e.g., also, another, and, more, Teacher's Guide: Volume 1: 13, 97, 111, 125, 153, 181, 195 but) to connect ideas within Volume 2: 55, 69, 139, 153, 181 categories of information.

LACC.3.W.1.2.d

Provide a concluding statement These pages provide opportunities for students to apply this standard. or section. Teacher's Guide: Volume 1: 13, 97, 111, 125, 153, 181, 195 Volume 2: 55, 69, 139, 153, 181

LACC.3.W.1.3

Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

These pages provide opportunities for students to apply this standard. Teacher's Guide: Volume 1: 13, 97, 111, 125, 153, 181, 195 Volume 2: 55, 69, 139, 153, 181

Written Correlations FORM IM2   Rule 6A‐7.0710     Effective December 29, 2011 Available at http://app2.fldoe.org/bii/InstructMat/documents/WrittenCorrelationsIM22012.pdf

10 of 22

CORRELATION FLORIDA DEPARTMENT OF EDUCATION INSTRUCTIONAL MATERIALS CORRELATION COURSE STANDARDS/BENCHMARKS LACC.3.W.1.3.a

Establish a situation and These pages provide opportunities for students to apply this standard. introduce a narrator and/or Teacher's Guide: Volume 1: 167 characters; organize an event Volume 2: 13, 97, 111, 167, 195 sequence that unfolds naturally.

LACC.3.W.1.3.b

Use dialogue and descriptions These pages provide opportunities for students to apply this standard. of actions, thoughts, and feelings Teacher's Guide: Volume 1: 167 to develop experiences and Volume 2: 13, 97, 111, 167, 195 events or show the response of characters to situations.

LACC.3.W.1.3.c

Use temporal words and phrases These pages provide opportunities for students to apply this standard. to signal event order. Teacher's Guide: Volume 1: 167 Volume 2: 13, 97, 111, 167, 195 Provide a sense of closure. These pages provide opportunities for students to apply this standard. Teacher's Guide: Volume 1: 167 Volume 2: 13, 97, 111, 167, 195

LACC.3.W.1.3.d

LACC.3.W.2

Production and Distribution of Writing

LACC.3.W.2.4

With guidance and support from Teacher's Guide: Volume 1: 11, 13, 15, 25, 27, 29, 39, 41, 43, 53, 55, 57, 67, 69, 71, 81, adults, produce writing in which 83, 85, 95, 97, 99, 109, 111, 113, 123, 125, 127, 137, 139, 141, 151, 153, 155, 165, 167, the development and 169, 179, 181, 183, 193, 195, 197, 207, 209, 211 organization are appropriate to Volume 2: 11, 13, 15, 25, 27, 29, 39, 41, 43, 53, 55, 57, 67, 69, 71, 81, 83, 85, 95, 97, 99, task and purpose. (Grade109, 111, 113, 123, 125, 127, 137, 139, 141, 151, 153, 155, 165, 167, 169, 179, 181, 183, specific expectations for writing 193, 195, 197, 207, 209, 211 types are defined in standards 13 above.)

Written Correlations FORM IM2   Rule 6A‐7.0710     Effective December 29, 2011 Available at http://app2.fldoe.org/bii/InstructMat/documents/WrittenCorrelationsIM22012.pdf

11 of 22

CORRELATION FLORIDA DEPARTMENT OF EDUCATION INSTRUCTIONAL MATERIALS CORRELATION COURSE STANDARDS/BENCHMARKS LACC.3.W.2.5

With guidance and support from My Sidewalks is a research-based intensive reading intervention program that focuses on peers and adults, develop and priority skills children need in order to succeed at learning to read – phonemic awareness, strengthen writing as needed by phonics, fluency, vocabulary, and text comprehension. This program provides critical daily planning, revising, and editing. intensive language and concept development that students require to be successful and (Editing for conventions should master the Common Core State Standards in their core reading program. demonstrate command of Language Standards 1–3.)

LACC.3.W.2.6

With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.

LACC.3.W.3

Research to Build and Present Knowledge

LACC.3.W.3.7

Conduct short research projects that build knowledge about a topic.

Written Correlations FORM IM2   Rule 6A‐7.0710     Effective December 29, 2011 Available at http://app2.fldoe.org/bii/InstructMat/documents/WrittenCorrelationsIM22012.pdf

12 of 22

CORRELATION FLORIDA DEPARTMENT OF EDUCATION INSTRUCTIONAL MATERIALS CORRELATION COURSE STANDARDS/BENCHMARKS LACC.3.W.3.8

Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

LACC.3.W.3.9

(Begins in Grade 4.)

LACC.3.W.4

Range in Writing

LACC.3.W.4.10

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

LACC.3.SL.1 LACC.3.SL.1.1

Not applicable, according to Common Core State Standards Teacher's Guide: Volume 1: 11, 13, 15, 25, 27, 29, 39, 41, 43, 53, 55, 57, 67, 69, 71, 81, 83, 85, 95, 97, 99, 109, 111, 113, 123, 125, 127, 137, 139, 141, 151, 153, 155, 165, 167, 169, 179, 181, 183, 193, 195, 197, 207, 209, 211 Volume 2: 11, 13, 15, 25, 27, 29, 39, 41, 43, 53, 55, 57, 67, 69, 71, 81, 83, 85, 95, 97, 99, 109, 111, 113, 123, 125, 127, 137, 139, 141, 151, 153, 155, 165, 167, 169, 179, 181, 183, 193, 195, 197, 207, 209, 211

Speaking and Listening Standards: Grade 3 Comprehension and Collaboration Engage effectively in a range of collaborative discussions (oneon-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

Written Correlations FORM IM2   Rule 6A‐7.0710     Effective December 29, 2011 Available at http://app2.fldoe.org/bii/InstructMat/documents/WrittenCorrelationsIM22012.pdf

13 of 22

CORRELATION FLORIDA DEPARTMENT OF EDUCATION INSTRUCTIONAL MATERIALS CORRELATION COURSE STANDARDS/BENCHMARKS These pages provide opportunities for students to apply this standard. Teacher's Guide: Volume 1: 4, 18, 32, 46, 60, 74, 88, 102, 116, 130, 144, 158, 172, 186, 200 Volume 2: 4, 18, 32, 46, 60, 74, 88, 102, 116, 130, 144, 158, 172, 186, 200

LACC.3.SL.1.1.a

Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

LACC.3.SL.1.1.b

Follow agreed-upon rules for These pages provide opportunities for students to apply this standard. discussions (e.g., gaining the Teacher's Guide: Volume 1: 4, 18, 32, 46, 60, 74, 88, 102, 116, 130, 144, 158, 172, 186, floor in respectful ways, 200 listening to others with care, Volume 2: 4, 18, 32, 46, 60, 74, 88, 102, 116, 130, 144, 158, 172, 186, 200 speaking one at a time about the topics and texts under discussion). These pages provide opportunities for students to apply this standard. Ask questions to check understanding of information Teacher's Guide: Volume 1: 4, 18, 32, 46, 60, 74, 88, 102, 116, 130, 144, 158, 172, 186, presented, stay on topic, and link 200 their comments to the remarks of Volume 2: 4, 18, 32, 46, 60, 74, 88, 102, 116, 130, 144, 158, 172, 186, 200 others.

LACC.3.SL.1.1.c

LACC.3.SL.1.1.d

Explain their own ideas and understanding in light of the discussion.

These pages provide opportunities for students to apply this standard. Teacher's Guide: Volume 1: 4, 18, 32, 46, 60, 74, 88, 102, 116, 130, 144, 158, 172, 186, 200 V l 2 4 18 32 46 60 74 88 102 116 130 144 158 172 186 200

Written Correlations FORM IM2   Rule 6A‐7.0710     Effective December 29, 2011 Available at http://app2.fldoe.org/bii/InstructMat/documents/WrittenCorrelationsIM22012.pdf

14 of 22

CORRELATION FLORIDA DEPARTMENT OF EDUCATION INSTRUCTIONAL MATERIALS CORRELATION COURSE STANDARDS/BENCHMARKS LACC.3.SL.1.2

Determine the main ideas and These pages prepare students to meet this standard. supporting details of a text read Teacher's Guide: Volume 1: 8, 11, 13, 78, 81, 83, 106, 109, 111, 162, 167 aloud or information presented Volume 2: 64, 67, 69, 134, 137, 139, 148, 151, 153, 190, 193, 195 in diverse media and formats, including visually, quantitatively, and orally.

LACC.3.SL.1.3

Ask and answer questions about These pages provide opportunities for students to apply this standard. information from a speaker, Teacher's Guide: Volume 1: 4, 18, 32, 46, 60, 74, 88, 102, 116, 130, 144, 158, 172, 186, offering appropriate elaboration 200 and detail. Volume 2: 4, 18, 32, 46, 60, 74, 88, 102, 116, 130, 144, 158, 172, 186, 200

LACC.3.SL.2

Presentation of Knowledge and Ideas

LACC.3.SL.2.4

Report on a topic or text, tell a Teacher's Guide: Volume 1: 25, 39, 53, 67, 81, 95, 109, 123, 137, 151, 165, 179, 193, story, or recount an experience 207 with appropriate facts and Volume 2: 25, 39, 53, 67, 81, 95, 109, 123, 137, 151, 165, 179, 193, 207 relevant, descriptive details, speaking clearly at an understandable pace. Create engaging audio My Sidewalks is a research-based intensive reading intervention program that focuses on recordings of stories or poems priority skills children need in order to succeed at learning to read – phonemic awareness, that demonstrate fluid reading at phonics, fluency, vocabulary, and text comprehension. This program provides critical daily an understandable pace; add intensive language and concept development that students require to be successful and visual displays when appropriate master the Common Core State Standards in their core reading program. to emphasize or enhance certain facts or details.

LACC.3.SL.2.5

Written Correlations FORM IM2   Rule 6A‐7.0710     Effective December 29, 2011 Available at http://app2.fldoe.org/bii/InstructMat/documents/WrittenCorrelationsIM22012.pdf

15 of 22

CORRELATION FLORIDA DEPARTMENT OF EDUCATION INSTRUCTIONAL MATERIALS CORRELATION COURSE STANDARDS/BENCHMARKS LACC.3.SL.2.6

Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

These pages provide opportunities for students to apply this standard. Teacher's Guide: Volume 1: 4, 18, 32, 46, 60, 74, 88, 102, 116, 130, 144, 158, 172, 186, 200 Volume 2: 4, 18, 32, 46, 60, 74, 88, 102, 116, 130, 144, 158, 172, 186, 200

Language Standards: Grade 3 LACC.3.L.1 LACC.3.L.1.1

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

LACC.3.L.1.1.a

Explain the function of nouns, These pages provide opportunities for students to apply this standard. pronouns, verbs, adjectives, and Teacher's Guide: Volume 1: 97 adverbs in general and their Volume 2: 13, 83, 111, 125, 167, 181, 209 functions in particular sentences.

LACC.3.L.1.1.b

Form and use regular and irregular plural nouns.

LACC.3.L.1.1.c

Use abstract nouns (e.g., childhood).

LACC.3.L.1.1.d

Form and use regular and irregular verbs

These pages provide opportunities for students to apply this standard. Teacher's Guide: Volume 1: 97 Volume 2: 13, 83, 111, 125, 167, 181, 209 These pages provide opportunities for students to apply this standard. Teacher's Guide: Volume 1: 97 Volume 2: 13, 83, 111, 125, 167, 181, 209 These pages provide opportunities for students to apply this standard. Teacher's Guide: Volume 1: 97 Volume 2: 13, 83, 111, 125, 167, 181, 209

Written Correlations FORM IM2   Rule 6A‐7.0710     Effective December 29, 2011 Available at http://app2.fldoe.org/bii/InstructMat/documents/WrittenCorrelationsIM22012.pdf

16 of 22

CORRELATION FLORIDA DEPARTMENT OF EDUCATION INSTRUCTIONAL MATERIALS CORRELATION COURSE STANDARDS/BENCHMARKS LACC.3.L.1.1.e

LACC.3.L.1.1.f

LACC.3.L.1.1.g

LACC.3.L.1.1.h

LACC.3.L.1.1.i

LACC.3.L.1.2

Form and use the simple (e.g., I These pages provide opportunities for students to apply this standard. walked; I walk; I will walk) verb Teacher's Guide: Volume 1: 97 tenses. Volume 2: 13, 83, 111, 125, 167, 181, 209 These pages provide opportunities for students to apply this standard. Ensure subject-verb and pronoun-antecedent agreement. Teacher's Guide: Volume 1: 97 Volume 2: 13, 83, 111, 125, 167, 181, 209 Form and use comparative and These pages provide opportunities for students to apply this standard. superlative adjectives and Teacher's Guide: Volume 1: 97 adverbs, and choose between Volume 2: 13, 83, 111, 125, 167, 181, 209 them depending on what is to be modified. Use coordinating and These pages provide opportunities for students to apply this standard. subordinating conjunctions. Teacher's Guide: Volume 1: 97 Volume 2: 13, 83, 111, 125, 167, 181, 209 Produce simple, compound, and These pages provide opportunities for students to apply this standard. complex sentences. Teacher's Guide: Volume 1: 97 Volume 2: 13, 83, 111, 125, 167, 181, 209 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

LACC.3.L.1.2.a

Capitalize appropriate words in These pages provide opportunities for students to apply this standard. titles. Teacher's Guide: Volume 1: 97 Volume 2: 13, 83, 111, 125, 167, 181, 209

LACC.3.L.1.2.b

Use commas in addresses.

These pages provide opportunities for students to apply this standard. Teacher's Guide: Volume 1: 97 Volume 2: 13, 83, 111, 125, 167, 181, 209

Written Correlations FORM IM2   Rule 6A‐7.0710     Effective December 29, 2011 Available at http://app2.fldoe.org/bii/InstructMat/documents/WrittenCorrelationsIM22012.pdf

17 of 22

CORRELATION FLORIDA DEPARTMENT OF EDUCATION INSTRUCTIONAL MATERIALS CORRELATION COURSE STANDARDS/BENCHMARKS LACC.3.L.1.2.c

Use commas and quotation marks in dialogue.

LACC.3.L.1.2.d

Form and use possessives.

LACC.3.L.1.2.e

Use conventional spelling for Teacher's Guide: Volume 1: 5, 7, 19, 35, 47, 49, 63, 75, 77, 91, 103, 117, 131, 145, 147, high-frequency and other studied 159, 161, 175, 189, 201, 203 words and for adding suffixes to Volume 2: 5, 7, 19, 33, 35, 47, 49, 61, 63, 75, 77, 89, 91, 103, 117, 119, 131, 145, 147, base words (e.g., sitting, smiled, 159, 161, 173, 175, 187, 189, 203 cries, happiness).

LACC.3.L.1.2.f

Use spelling patterns and Teacher's Guide: Volume 1: 5, 7, 19, 35, 47, 49, 63, 75, 77, 91, 103, 117, 131, 145, 147, generalizations (e.g., word 159, 161, 175, 189, 201, 203 families, position-based Volume 2: 5, 7, 19, 33, 35, 47, 49, 61, 63, 75, 77, 89, 91, 103, 117, 119, 131, 145, 147, spellings, syllable patterns, 159, 161, 173, 175, 187, 189, 203 ending rules, meaningful word parts) in writing words. Consult reference materials, These pages provide opportunities for students to apply this standard. including beginning dictionaries, Teacher's Guide: Volume 1: 97 as needed to check and correct Volume 2: 13, 83, 111, 125, 167, 181, 209 spellings.

LACC.3.L.1.2.g

LACC.3.l.2 LACC.3.L.2.3

These pages provide opportunities for students to apply this standard. Teacher's Guide: Volume 1: 97 Volume 2: 13, 83, 111, 125, 167, 181, 209 These pages provide opportunities for students to apply this standard. Teacher's Guide: Volume 1: 97 Volume 2: 13, 83, 111, 125, 167, 181, 209

Knowledge of Language Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Written Correlations FORM IM2   Rule 6A‐7.0710     Effective December 29, 2011 Available at http://app2.fldoe.org/bii/InstructMat/documents/WrittenCorrelationsIM22012.pdf

18 of 22

CORRELATION FLORIDA DEPARTMENT OF EDUCATION INSTRUCTIONAL MATERIALS CORRELATION COURSE STANDARDS/BENCHMARKS LACC.3.L.2.3.a

Choose words and phrases for effect.

LACC.3.L.2.3.b

Recognize and observe differences between the conventions of spoken and written standard English. Vocabulary Acquisition and Use

LACC.3.L.3

These pages provide opportunities for students to apply this standard. Teacher's Guide: Volume 1: 4, 11, 13, 15, 18, 25, 27, 29, 32, 39, 41, 43, 46, 53, 55, 57, 60, 67, 69, 71, 74, 81, 83, 85, 88, 95, 97, 99, 102, 109, 111, 113, 116, 123, 125, 127, 130, 137, 139, 141, 144, 151, 153, 155, 158, 165, 167, 169, 172, 179, 181, 183, 186, 193, 195, 197, 200, 207, 209, 211 Volume 2: 4, 11, 13, 15, 18, 25, 27, 29, 32, 39, 41, 43, 46, 53, 55, 57, 60, 67, 69, 71, 74, 81, 83, 85, 88, 95, 97, 99, 102, 109, 111, 113, 116, 123, 125, 127, 130, 137, 139, 141, 144, 151, 153, 155, 158, 165, 167, 169, 172, 179, 181, 183, 186, 193, 195, 197, 200, 207, 209, 211 These pages provide opportunities for students to apply this standard. Teacher's Guide: Volume 1: 4, 18, 32, 46, 60, 74, 88, 102, 116, 130, 144, 158, 172, 186, 200 Volume 2: 4, 18, 32, 46, 60, 74, 88, 102, 116, 130, 144, 158, 172, 186, 200

LACC.3.L.3.4

Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.

LACC.3.L.3.4.a

Use sentence-level context as a Teacher's Guide: Volume 1: 9, 23, 37, 51, 65, 79, 93, 107, 121, 135, 149, 163, 177, 191, clue to the meaning of a word or 205 phrase. Volume 2: 9, 23, 37, 51, 65, 79, 93, 107, 121, 135, 149, 163, 177, 191, 205

Written Correlations FORM IM2   Rule 6A‐7.0710     Effective December 29, 2011 Available at http://app2.fldoe.org/bii/InstructMat/documents/WrittenCorrelationsIM22012.pdf

19 of 22

CORRELATION FLORIDA DEPARTMENT OF EDUCATION INSTRUCTIONAL MATERIALS CORRELATION COURSE STANDARDS/BENCHMARKS LACC.3.L.3.4.b

Determine the meaning of the Teacher's Guide: Volume 1: 40, 203, 206, 208 new word formed when a known Volume 2: 7, 10, 12, 49, 52, 63,66, 91, 94, 96, 105, 108, 119, 122, 145, 150, 152, 173, affix is added to a known word 194 (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).

LACC.3.L.3.4.c

Use a known root word as a clue The focus of My Sidewalks is to develop priority skills children need in order to achieve to the meaning of an unknown success and gain access in core reading content. This standard is met in higher levels of the word with the same root (e.g., program. company, companion).

LACC.3.L.3.4.d

Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.

LACC.3.L.3.5

Demonstrate command of the understanding of word relationships and nuances in word meanings.

Teacher's Guide: Volume 1: 4, 18, 32, 46, 60, 74, 88, 102, 116, 130, 144, 158, 172, 186, 200 Volume 2: 4, 18, 32, 46, 60, 74, 88, 102, 116, 130, 144, 158, 172, 186, 200

Written Correlations FORM IM2   Rule 6A‐7.0710     Effective December 29, 2011 Available at http://app2.fldoe.org/bii/InstructMat/documents/WrittenCorrelationsIM22012.pdf

20 of 22

CORRELATION FLORIDA DEPARTMENT OF EDUCATION INSTRUCTIONAL MATERIALS CORRELATION COURSE STANDARDS/BENCHMARKS LACC.3.L.3.5.a

LACC.3.L.3.5.b

LACC.3.L.3.5.c

Distinguish the literal and The following provide preparation in meeting this standard. nonliteral meanings of words Teacher's Guide: Volume 1: 4, 6, 9, 11, 14, 18, 20, 23, 25, 28, 32, 37, 39, 42, 46, 53, 56, and phrases in context (e.g., take 60, 67, 70, 74, 76, 79, 81, 84, 88, 90, 93, 95, 98, 102, 104, 107, 109, 112, 116, 118, 121, steps). 123, 127, 130, 132, 137, 140, 144, 149, 151, 154, 158, 160, 163, 165, 168, 172, 174, 177, 179, 182, 186, 188, 191, 193, 196, 200, 202, 205, 207, 210 Volume 2: 4, 6, 9, 11, 13,18, 20, 23, 25, 28, 32, 34, 37, 39, 42, 46, 48, 51, 53, 56, 60, 62, 65, 67, 70, 74, 76, 79, 81, 84, 88, 90, 93, 95, 98, 102, 104, 107, 109, 112, 116, 121, 123, 126, 130, 132, 135, 137, 140, 144, 146, 149, 151, 154, 158, 160, 163, 165, 168, 172, 174, 177, 179, 182, 186, 188, 191, 193, 196, 205, 207, 210 Identify real-life connections The following provide preparation in meeting this standard. between words and their use Teacher's Guide: Volume 1: 4, 6, 9, 11, 14, 18, 20, 23, 25, 28, 32, 37, 39, 42, 46, 53, 56, (e.g., describe people who are 60, 67, 70, 74, 76, 79, 81, 84, 88, 90, 93, 95, 98, 102, 104, 107, 109, 112, 116, 118, 121, friendly or helpful). 123, 127, 130, 132, 137, 140, 144, 149, 151, 154, 158, 160, 163, 165, 168, 172, 174, 177, 179, 182, 186, 188, 191, 193, 196, 200, 202, 205, 207, 210 Volume 2: 4, 6, 9, 11, 13,18, 20, 23, 25, 28, 32, 34, 37, 39, 42, 46, 48, 51, 53, 56, 60, 62, 65, 67, 70, 74, 76, 79, 81, 84, 88, 90, 93, 95, 98, 102, 104, 107, 109, 112, 116, 121, 123, 126, 130, 132, 135, 137, 140, 144, 146, 149, 151, 154, 158, 160, 163, 165, 168, 172, 174, 177, 179, 182, 186, 188, 191, 193, 196, 205, 207, 210 Distinguish shades of meaning My Sidewalks is a research-based intensive reading intervention program that focuses on among related words that priority skills children need in order to succeed at learning to read – phonemic awareness, describe states of mind or phonics, fluency, vocabulary, and text comprehension. This program provides critical daily degrees of certainty (e.g., knew, intensive language and concept development that students require to be successful and believed, suspected, heard, master the Common Core State Standards in their core reading program. wondered).

Written Correlations FORM IM2   Rule 6A‐7.0710     Effective December 29, 2011 Available at http://app2.fldoe.org/bii/InstructMat/documents/WrittenCorrelationsIM22012.pdf

21 of 22

CORRELATION FLORIDA DEPARTMENT OF EDUCATION INSTRUCTIONAL MATERIALS CORRELATION COURSE STANDARDS/BENCHMARKS LACC.3.L.3.6

Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).

Teacher's Guide: Volume 1: 4, 6, 9, 11, 14, 18, 20, 23, 25, 28, 32, 37, 39, 42, 46, 53, 56, 60, 67, 70, 74, 76, 79, 81, 84, 88, 90, 93, 95, 98, 102, 104, 107, 109, 112, 116, 118, 121, 123, 127, 130, 132, 137, 140, 144, 149, 151, 154, 158, 160, 163, 165, 168, 172, 174, 177, 179, 182, 186, 188, 191, 193, 196, 200, 202, 205, 207, 210 Volume 2: 4, 6, 9, 11, 13,18, 20, 23, 25, 28, 32, 34, 37, 39, 42, 46, 48, 51, 53, 56, 60, 62, 65, 67, 70, 74, 76, 79, 81, 84, 88, 90, 93, 95, 98, 102, 104, 107, 109, 112, 116, 121, 123, 126, 130, 132, 135, 137, 140, 144, 146, 149, 151, 154, 158, 160, 163, 165, 168, 172, 174, 177, 179, 182, 186, 188, 191, 193, 196, 205, 207, 210

Written Correlations FORM IM2   Rule 6A‐7.0710     Effective December 29, 2011 Available at http://app2.fldoe.org/bii/InstructMat/documents/WrittenCorrelationsIM22012.pdf

22 of 22