Page 1

PreK– 8 2012-2013 Catalog Helping Children Learn since 1979

Language Arts Reading Technology Science Math Special Needs ELL/ELD oRDER

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Dear Educator, At Evan-Moor Educational Publishers, we pride ourselves in more than 30 years of helping children learn. We are proud to have promoted both teacher and student success with research-based, quality resource materials that are engaging, affordable, and most importantly, effective. To further support schools today, our products align with state standards and Common Core State Standards. Plus, we continue to develop not only print materials but also interactive apps and other digital products to meet the need of today’s classroom. We look forward to partnering with you to increase student and schoolwide academic achievement. Sincerely,

CONTENTS About Daily Practice .......................................... 2 About interactive Apps ......................................3 NEW! Daily Phonics ....................................................4 Bridge the Gap: Phonics...................................5 Daily Reading Comprehension .........................6 Daily Academic Vocabulary..............................7 Daily 6-Trait Writing ...........................................8 Daily Paragraph Editing ....................................9 NEW! Daily Science .................................................. 10 Daily Geography Practice ............................... 11 Daily Language Review .................................. 12 NEW! Building Spelling Skills .................................... 13 Daily Math Practice ......................................... 14 Daily Word Problems ...................................... 15 A Word a Day .................................................. 16 Daily h andwriting Practice.............................. 17 Daily Practice Centers .................................... 18 NEW! Language Fundamentals Interactive App .........................................20 NEW! Vocabulary Fundamentals Interactive App .........................................20 NEW! Nonfiction Writing .................................... 21 Hot Topics: High-Interest Reading ....22 Look, Listen, & Speak for ELL .............26

Joy Evans shown with Bill Evans and Jo Ellen Moore (Co-Founders)

Stories to Read, Words to Know for ELL ..........................................................28 NEW! Everyday Literacy for PreK–1...............30 TeacherFileBox.com ...............................33

Contact us today to receive a sample If you are interesed in any products in this catalog and would like to receive a sampler or examination copy, please complete the online form at www.evan-moor.com/sample

100% Satisfaction Guaranteed! If for any reason you are unsatisfied with your purchase from Evan-Moor, you may return it, postage prepaid, in its original condition within one year for a refund of the original product purchase price.

TEL 800-777-4362

FAX

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Evan-Moor supports state standards and Common Core State Standards Evan-Moor’s resources help lay the foundation for strong, standards-aligned curricula: • Easy-to-implement supplemental materials align to state standards and Common Core State Standards to support students’ academic success. • Free online tool, www.teaching-standards.com, shows detailed correlations for each Evan-Moor title. • TeacherFileBox.com enables educators to search by state standard or Common Core State Standard to find teaching units from over 400 Evan-Moor titles.

Page

Grade Levels

6

1, 2, 3, 4, 5, 6+

Title I

IDEA

Title III

Title V

Comprehension Daily Reading Comprehension Hot Topics: High-Interest Reading

22

4–8+

Look, Listen, & Speak

26

K–3 / ELL

Stories to Read, Words to Know

28

K–3 / ELL

TeacherFileBox.com

33

PreK–6+

Early Learning Daily Phonics

4

1, 2, 3, 4–6+

Everyday Literacy

30

PreK, K, 1

Look, Listen, & Speak

26

K–3 / ELL

Stories to Read, Words to Know

28

K–3 / ELL

TeacherFileBox.com

33

PreK–6+

English Language Learners Daily Academic Vocabulary Daily Language Review Daily Phonics

7

2, 3, 4–6+

12

1, 2, 3, 4, 5, 6, 7, 8

4

1, 2, 3, 4–6+

Everyday Literacy

30

PreK, K, 1

Hot Topics: High-Interest Reading

22

4–8+

Look, Listen, & Speak

26

K–3 / ELL

Stories to Read, Words to Know

28

K–3 / ELL

TeacherFileBox.com

33

PreK–6+

Building Spelling Skills

13

1, 2, 3, 4, 5, 6+

Daily Language Review

12

1, 2, 3, 4, 5, 6, 7, 8

9

2, 3, 4, 5, 6+

Grammar & Mechanics

Daily Paragraph Editing Language Fundamentals

20

1, 2, 3, 4, 5, 6+

TeacherFileBox.com

33

PreK–6+

Daily Math Practice

14

1, 2, 3, 4, 5, 6+

Daily Word Problems

15

1, 2, 3, 4, 5, 6+

TeacherFileBox.com

33

PreK–6+

Daily Science

10

1, 2, 3, 4, 5, 6+

Everyday Literacy: Science

30

PreK, K, 1

Hot Topics: High-Interest Reading

22

4–8+

TeacherFileBox.com

33

PreK–6+

Math

“ Evan-Moor resources allow me to add more interesting and engaging activities to the middle school special education

Science

curriculum at a level that is

Social Studies

appropriately challenging and

Daily Geography Practice

11

1, 2, 3, 4, 5, 6+

Hot Topics: High-Interest Reading

22

4–8

TeacherFileBox.com

33

PreK–6+

accessible for my students. Activities also bring kinesthetic,

Vocabulary

interactive learning alive for

Daily Academic Vocabulary

my students, making them feel

Everyday Literacy

30

PreK, K, 1

Hot Topics: High-Interest Reading

22

4–8+

Vocabulary Fundamentals

20

1, 2, 3, 4, 5, 6+

A Word a Day

16

1, 2, 3, 4, 5, 6+

TeacherFileBox.com

33

PreK–6+

capable and intelligent.” - C. Hill, Special Ed Teacher, Morris County, NJ

7

2, 3, 4, 5, 6+

Writing Daily 6-Trait Writing

8

1, 2, 3, 4, 5, 6+

Nonfiction Writing Practice

21

2, 3, 4, 5, 6+

TeacherFileBox.com

33

PreK–6+

Request a FREE sample at www.evan-moor.com/sample

1


Daily Practice

Adopt Daily Practice for all the grade levels in your school!

Daily Phonics Daily Reading Comprehension

Research-based daily practice that helps raise student achievement The clear, focused format of Evan-Moor’s Daily Practice titles helps teachers reinforce and reteach the skills found in any core program with 36 weeks of instructional lessons.

Daily Academic Vocabulary Daily Paragraph Editing Daily Science Daily Geography Practice Daily Language Review Building Spelling Skills

• Repeated practice and reinforcement over the course of a school year • Short, 5- to 15-minute lessons that allow teachers to easily integrate instruction and practice into a busy day

Daily Word Problems

• Comprehensive yet uncomplicated resources that support the core curriculum in key subject areas

A Word a Day

• Based on current research and best practices in education

Daily Math Practice

Daily Handwriting Practice

• Correlated to state standards and Common Core State Standards

Daily Practice Centers

2

TEL 800-777-4362

FAX

800-689-1302

www.evan-moor.com/education


“ Evan-Moor’s Daily Practice books consistently introduce new skills, review those skills, and provide additional practice that my school knows has improved our achievement scores.”

Introducing Apps Powered by Portals

- Jill L., Dyersburg, TN TM

Daily Instruction, Dynamic Technology Evan-Moor’s interactive apps deliver the best of both worlds—the correlated content, targeted practice, and research-based instruction of the Daily Practice titles with the dynamic features of an interactive teaching tool. Launch and project apps on any computer to lead whole-class lessons, or have students work independently or in small groups. • Integrates technology-based instruction into the core curriculum • Captures students’ attention with an interactive format, making learning meaningful • Creates student-centered collaborative learning opportunities • Includes a downloadable Teacher’s Guide

Better Together Pair Daily Practice apps with student practice books for a powerful multimedia resource.

• Correlated to state standards and Common Core State Standards

Request a FREE sample at www.evan-moor.com/sample

3


Daily Phonics Provide 32 weeks of targeted, systematic phonics instruction and practice for on- and below-grade-level readers WEEK

1

DAY 1

Name ________________ Name __________________________________________________________ ________________________ __________________ Wee k

Alphabet Review

Discriminating Consonants and Vowels Read aloud the focus statement at the top of the page. Then read the directions to students and have them point to each letter as they name it aloud. After students circle the vowels, direct their attention to the next task. Read the directions to students and have them write the vowels.

Listening for Initial Consonants: b, c, d, f, g, h, j Read aloud the focus statement at the top of the page. Then point to each letter in the activity as you introduce its letter-sound. Say: This is the letter b. The letter b stands for this sound: /b/. Say /b/. (/b/) Repeat the process for the remaining letters. Then direct students’ attention to the picture of the goat. Say: Point to the goat. Say goat. (goat) What is the first sound in goat? (/g/) What letter stands for that sound? (g) Point to the letter g. Draw a line from the letter g to the picture of the goat. Repeat the process for the remaining pictures.

a

b

c

d

e

h

Listening for Initial Consonants: k, l, m, n, p, q, r, s Read aloud the focus statement at the top of the page. Then point to each letter in the activity as you introduce its letter-sound. Say: This is the letter k. The letter k stands for this sound: /k/. Say /k/. (/k/) Repeat the process for the remaining letters. Then direct students’ attention to the picture of the leaf. Say: Point to the leaf. Say leaf. (leaf) What is the first sound in leaf ? (/l/) What letter stands for that sound? ( l) Point to the letter l. Draw a line from the letter l to the picture of the leaf. Repeat the process for the remaining pictures.

i

o

p

j q

k

l

r

v

Listening for Initial Consonants: t, v, w, x, y, z Read aloud the focus statement at the top of the page. Then point to each letter in the activity as you introduce its letter-sound. Say: This is the letter t. The letter t stands for this sound: /t/. Say /t/. (/t/) Repeat the process for the remaining letters. Then direct students’ attention to the picture of the wagon. Say: Point to the wagon. Say wagon. (wagon) What is the first sound in wagon? (/w/ ) What letter stands for that sound? (w) Point to the letter w. Draw a line from the letter w to the picture of the wagon. Repeat the process for the remaining pictures. Then direct students’ attention to the second task. Read the directions and have students write the letters.

1.

Dictation Direct students’ attention to the bottom of the page and say: Run your finger under each word as I read the sentence: I can go fast. Now read the sentence with me: I can go fast. Look at each word and circle the vowels.

4

w

x

Listening for Short and Long Vowels Read aloud the focus statement at the top of the page. Point to the first example and say: The letter a is a vowel. It has a short sound and a long sound. You hear the short a sound at the beginning of ant. Say ant. (ant) Say /a ˘ /. (/a ˘ /) You hear the long a sound at the beginning of ape. Say ape. (ape) Say /a ¯ /. (/a ¯ /) Repeat the process for the remaining examples. Then read the activity directions and call students’ attention to the first row. Say: Let’s listen for the long a sound. Point to the first picture. Say cake. (cake) Do you hear /a ¯ / in cake? (yes) Circle the picture. Point to the next picture. It shows a rat. Do you hear /a ¯ / in rat? (no) Do not circle it. Repeat the process for the remaining pictures and rows.

2.

3.

g

t

n

Say the picture

u

y

z

Finish the alphabet. Write

ab 4.

op

the missing letters. Then

d

5.

gh

Dictation Write your name. Circle the vowels.

Circle the vowels.

long i

name. Circle the picture if you hear

short o

short u

long o

long u

the long vowe l sound.

i

3

name each letter.

j

o

4

t

Dictation

short i

z

e

2

x long e y

a

1

short e

w x 5

m

u

I can go fast .

Picture Key: Row 1: cake, rat, map, tape; Row 2: dress, hen, tree, sheep; Row 3: dig, kite, pie, six; Row 4: bone, box, goat, mop; Row 5: flute, bug, tub, glue

8

© Evan-Moor Corp. • EMC 2788 • Daily Phonics

Daily Phonics • EMC 2788 • © Evan-Moor Corp.

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m

v

Week 1

e.

short a

w

There are five vowels in the alphabet. Write the vowels on the lines.

Picture Key: wagon, yo-yo, violin, ten, zipper, X-ray

DAY 5

f

s

Picture Key: leaf, rake, kite, pie, nest, sun, moon, queen

Dictation Direct students’ attention to the bottom of the page and say: Run your finger under each word as I read the sentence beginning: Run fast. Now read the words with me: Run fast. Next, write your name on the line to finish the sentence. Invite volunteers to read aloud their sentences. Then say: Now look at the words and circle the vowels.

DAY 4

t

begins with that letter-s ound.

Week

1 Day 5 The letters a, e, i, o,, and u are a short and a long sound. The vowels. Each vowel has long sound says its nam

long a

Dictation Direct students’ attention to the bottom of the page and say: Run your finger under each word as I read the sentence: I can go. Now read the sentence with me: I can go. Look at each word and circle the vowels.

DAY 3

Say the letter-sound. Draw a line to the picture that

Name each letter. Circle the vowels.

Picture Key: goat, foot, jeep, cat, boat, dog, hat

Listen for It Day 4

Week

Focus The alphabet has 26 letters. Some letters are Focus Each consonant has its own special sound. consonants. Some letters are vowels. The letters a, e, i, o, and u are vowels.

Focus

Dictation Direct students’ attention to the bottom of the page and say: Write your name on the line. Then circle the vowels in your name.

DAY 2

Name __________ _______________ _______________ _______________ ___

Day 4

1 Listen and Day Write 1It

Listen for It

Skill: Discriminating Skill:initial Identifying letters consonant s

© Evan-Moor

Corp. • EMC 2788 • Daily Phonic s Daily Phonics • EMC 2788 • © Evan-Moor Corp.

5

2788.indb 9

2788.indb 8

Skill: Listening

for short and

long vowels

9

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8/18/11 12:04 PM

Weekly Teacher Pages include step-by-step teaching paths with suggested scripting for presenting each daily lesson.

Daily Student Pages provide clear, simple practice activities with predictable supporting illustrations.

8/18/11 12:04 PM

8/18/11 12:04 PM

Daily Phonics

Daily Phonics $149.95

Class Pack 20 Student Books + Teacher’s Edition Grade 1 EMC 9761-R12

Grade 3

Grade 2 EMC 9762-R12

Grades 4–6+ EMC 9764-R12

EMC 9763-R12

$29.99

Student Book 5-Pack Grade 1 EMC 6781-R12

Grade 3

Grade 2 EMC 6782-R12

Grades 4–6+ EMC 6784-R12

EMC 6783-R12

Request a sample today! www.evan-moor.com/sample

Grades 1–6+ h elp students gain phonemic awareness, decoding, and word study skills to become confident and proficient readers. Each Daily Phonics book includes 32 weeks of explicit, systematic phonics instruction, practice, and application. Each week focuses on a key phonics skill, with daily lessons that progress through listening, speaking, reading, and writing activities, as well as daily dictation exercises. The scaffolded scope and sequence of Daily Phonics makes it a perfect resource for Perfect on-grade-level early learners, as well for RTI as older struggling readers and English language learners. Correlated to state standards and Common Core State Standards.

Features: • 5 student pages per week • Daily dictation activities • 1 teacher page per week

4

TEL 800-777-4362

FAX

800-689-1302

www.evan-moor.com/education


Bridge the Gap: Phonics A 12-week accelerated phonics kit, ideal for specialized intervention or transitional programs and mainstream primary classrooms Each Classroom Kit includes: Teacher’s Resource Book guides teachers through delivering 12 weeks of Daily Phonics instruction.

1 4

le!

Joan drove

Joan stole the ball.

it home.

go

Joa n coa ch go al

Set

owA low

3

J

oa

Close the ho Go low!

6

me Board Ga

o

o

an

Coac

Joan dove for the hole.

h fold 2

Reproducible Phonics Readers and written practice pages

2

t he Score & a goal!

fold 1

fold 2

Readers 245 Little Phonics

1

3

o

Basic Phonics Skills, Level C • EMC 3320 • ©2004 by Evan-Moor Corp.

l C • EMC 3320

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Daily Phonics, Level 2 Teacher’s Edition, Student Practice Books

clo se sco re ho le dro ve do ve ho me sto le

y Lo ng o St or

fold 1

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fold 2

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. • Basic Phon

-Moor Corp

Pre- and Posttest Booklets measure and track student progress from the beginning of the 12-week program to completion.

fold 2

246 Little Phonics Readers

©2004 by Evan

25 Hands-on Centers include activity mats and corresponding tasks cards in sets for up to six students. These game-like centers provide hands-on practice and reinforcement of the weekly phonics skills in a controlled small-group setting.

5

2

gff gg

Bridge the Gap: Phonics

Customize your kit to fit your needs.

Comprehensive but not complicated, Bridge the Gap Phonics provides more than 60 hours of explicit instruction and hands-on activities to help move students from remedial or beginning phonics skills to a 3rd-grade reading level. Each daily 60-minute block targets specific phonics skills through systematic instruction, practice, and application, while addressing the needs of auditory, kinesthetic, and visual learners. Correlated to state standards and Common Core State Standards. 7300_cnt03.

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Call us for pricing.

800-777-4362

7/7/11

10:39 AM

10:39

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7/7/11 10:39 AM

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7300_c

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Features: • 30 minutes of teacher-led whole-group instruction • 30 minutes of center activities and written practice • Small-group reading and authentic application of phonics skills through hands-on experience and real-world scenarios

Request a FREE sample at www.evan-moor.com/sample

5


Daily Reading Comprehension Direct instruction that targets the reading strategies and skills your students need to improve comprehension and raise test scores Each book covers 12 comprehension skills, including:

Determine Important Information

WEEK

This strategy allows students to find the most important information in a passage, usually information related to the main idea. By determining the important information, students can increase their comprehension by focusing on important ideas and details.

4

• Compare and Contrast

Name:

READ THE PASSA GE

• Prediction

DAY

• Main Idea and Details

1

• Inferencing ... and more

DAY

2

Grades 2–6+ cover six reading strategies:

Introduce the strategy to students. Then say: When good readers read, they look for the most important information in a passage in order to understand the author’s main message. They do not let themselves get distracted by information that is not related to the main topic. This week we will learn some ways to look for the most important information in a passage. Read the instructions at the top of the page aloud. Say: This is a silly passage about a make-believe animal called a zooraffa. Have students read the passage. When students have finished, ask: What do the numbers in the passage stand for? (numbered directions, or steps, for cleaning a zooraffa) Ask: Do you think the numbers were important for understanding the passage? (yes) Say: Sometimes it is a good idea to read the important information again to make sure you understand it well. Pair students for the strategy practice activity or complete it as a group. Then direct students to complete the skill practice activity. Review the answers together. Remind students of the strategy. Say: When we determine the important information in a passage, we look for the information that helps us best understand what the author is trying to tell us. Point out the following three features on the page: the body text, the picture, and the caption. Say: Each of these features is important, but we need to know what information from each feature best helps us to understand what we are reading. Brainstorm with students what information each feature probably gives (The body text tells the story of the high jump, the picture shows who the jumpers are, and the caption tells the height of each jump.). Then read the instructions at the top of the page aloud. Have students read the passage. When students have finished, direct them to complete the strategy and skill practice activities. Review the answers together.

Determine Impo rtant Information

Think about the inform ation that is most for making peanu important t butter.

WEEK 4

DAY 4

The Food Tha t Goes with

Jelly Making peanut butter is a big business. Peanuts grow under Around 40 peanu ground. ts grow on one plant. Special tractors and lay them upsid dig up the plants Name: e down on the groun d. The peanuts stay they are dry. Next, in the sun until stems and rocks are removed. After READ THE cleaned, they are the peanuts are PAGE shelled and roaste d. Then, they are peanuts are rubbe cooled. The coole d gently to remov d e their skins. Finall ground into a paste y, the peanuts are . Sometimes, sugar , salt, and oil are added. Groundnut crop

calendar for most

Plant Jan Feb Mar

Jun Jul Aug Sept Oct Nov Dec

STRATEGY PRACT

DAY

3

• Monitor Comprehension

ICE In the passage, under Remind students of the strategy. Say: When good readers look for important information in a in telling the steps line three sentences that are important passage, they often begin by skimming or scanning the text. What stands out when you look at to make peanut butter the page? (the headings) Say: When I look at the headings, I know I’ll likely read about where a . certain snake lives and how it eats. I can look for information in the passage that tells me moreSKILL PRACTICE Read each question. Fill in the about those topics. Then read the instructions at the top of the page aloud. Have students read the bubble next to the 1. From the inform correct answer. ation in the graph passage. When students have finished, direct them to complete the strategy and skill practice , you can tell 3. ell Which step in maki that activities. Review the answers together. .

A peanuts

• Make Connections

DAY

4

• Visualization

grow under

ground Remind students of the strategy. Say: When we read to determine important information, we need B peanuts are dried before they a good purpose for reading. Sometimes we can set a purpose by looking at the activities we are are cleaned asked to do when we finish reading. Read aloud the directions for the strategy practice activity. C peanuts Then say: When I read, I will look for the information about how peanut butter is made. Read the are harvested in the fall instructions at the top of the page aloud. Then have students read the passage. When students have D making peanut butter is a busin finished, direct them to complete the strategy and skill practice activities.

ess

2. Which of

DAY

• Organization

5

• Ask Questions

these hese would w be the best title Remind students of the strategy. Say: To determine important information, you need to know for the graph raph?? what you are reading. What does this page look like? (a page from a dictionary) Why do people A “Peanuts use dictionaries? (to find out what words mean) Since this is a dictionary, the important in the United States ” information will likely be the meaning of different words. Read the instructions at the top of the B “Planting and Harvesting” page aloud. Then have students read the dictionary page. When students have finished, direct them C “The Mont to complete the strategy and skill practice activities. Review the answers together. hs of

28

• Determine Important Information

D “Peanut

Daily Reading Comprehension • EMC 3453 • © Evan-Moor Corp.

Teacher Page

32

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the Year” Butter Calendar”

bat

Determine Important

blimp (blim p) balloon that A kind of can be steer A blimp is ed: filled with a gas that is lighte r See picture. than air. noun

WEEK 4

Info

rmation the kind of info rmation that is given in a dictiona

bat (bat) 1. A wooden club used stick or to flying mam hit a ball. 2. A mal thin skin. noun with wings of

of the United States Harvest

Apr May

Think about

DAY 5

ry.

blizzard (bliz cold snow ´ erd) A very storm with stron winds: The blizzard cove g our house red with snow. noun boil (boil) To give off steambubble up and : The hot wate began to r boil. verb broken (bro The cup was´ ken) In pieces: broken. adjective

ng peanut butter

comes first?

A The peanu

ts are ground into STR aATEG paste. Y PRACTIC E Which informa ts are cleaned. tion in a dict ionary is the C The peanu ts are cooled. most importa nt? Why? D The peanu ts are shelled and roaste SKILL PRA d.CTIC E Read each que 4. Peanuts are also stion. Fill in called groun1.dnuts The .guide wor the bubble nex This information is d that t to the corr hat is missing given in theon the ect answer. . e is pag A caption for 3. Why does . the chart the A blim p blimp on the word broken come afte B title of the r page? passage B blizzard A Brok C calendar en is a less imp of months ortant word C brok than blimp. en D text of the passage D bat B Brok en fits on the page after blim C Brok p. en comes afte 2. On a dictiona Daily Reading Compre r blimp in the hension • EMC 3453 • © Evan-M e, you can D Brok alphabet. findoor Corp. . ry pagge, en has two sylla bles and blim has one. p A word meanings and pronunciatio 4. What can B stories ns you learn abo about real peo ut a blimp from its picture? ple 5/6/10 3:59 C a list of what isPMinsi de the book A It is fille D words d with gas. in order of imp B It is shap ortance ed like a foot ball . C It is ligh ter than air. © Evan-Moo r Corp. • EMC D It need 3453 • Daily s a pilot. Reading Comp rehen B The peanu

Student Pages

Grade 1 covers phonics, sight words, and vocabulary development.

sion

3453.indb

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33

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Daily Reading Comprehension $148.99

Class Pack 20 Student Books + Teacher’s Edition Grade 1 EMC 9691-R12

Grade 4

EMC 9694-R12

Grade 2 EMC 9692-R12

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Grade 3 EMC 9693-R12

Grade 6+ EMC 9696-R12

Student Book 5-Pack Grade 1 EMC 6631-R12

$29.99

Grade 4

EMC 6634-R12

Grade 2 EMC 6632-R12

Grade 5

EMC 6635-R12

Grade 3 EMC 6633-R12

Grade 6+ EMC 6636-R12

Request a sample today! www.evan-moor.com/sample

You may also like Daily Reading Comprehension Centers on page 18.

6

Daily Reading Comprehension Grades 1–6+ Present your students with direct instruction on the reading strategies and skills they need to become successful readers. The 150 original fiction and nonfiction passages with comprehension items in each Daily Reading Comprehension title help you engage students in reading, thinking about, and responding to a variety of texts. Correlated to state standards and Common Core State Standards.

Features: • Weekly teacher overview pages with suggestions for guiding students through each passage • A diverse selection of passages that expose students to a variety of text types • Lessons that cover the major comprehension skills and strategies students need in order to perform well on standardized reading assessments TEL 800-777-4362

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Daily Academic Vocabulary Daily practice that develops the rich vocabulary essential to students’ success in the classroom and on assessments Name _________________________________________ WEEK

1

1

(noun) An area of study, such as science. Math is Greta’s best subject in school.

subject

DAY

2

(noun) Someone or something that is thought about, written about, or talked about. Our school picnic was the subject of a newspaper article.

topic

DAY

3

(noun) The subject of discussion or conversation. Abigail always has a lot to say on the topic of dog care.

topic

DAY

4

Use the transparency for week 1 and the suggestions on page 6 to introduce the words for each day.

subject • topic subject

DAY

Daily Academic Vocabulary

Daily Academic Vocabulary

(noun) The subject of a book or other written work. He has read many books on the topic of space travel.

DAY

5

Have students name the different things they study in school—math, science, social studies, reading, language arts, health, music, art. Say: Each of these things is a subject you study in school. Invite students to talk about which school subjects they like best. After responses, ask: Why do you like that subject the best? Then have students complete the Day 1 activities on page 11. You may want to do the first one as a group. Display informational books that are familiar to students. Select books whose subject is suggested by the title—for example, Exploring the Night Sky or How a House Is Built. As you show each book, ask: What is the subject of this book? What is it about? Help them conclude that what a book is about is the subject of the book. Then have students complete the Day 2 activities on page 11. You may want to do the first one as a group. Explain that topic and “subject� have very similar meanings and are sometimes used interchangeably. Say: Something or someone can be the topic of discussion or the subject of discussion. Ask: What is our topic of discussion right now? Read the sample sentence and ask: Would the sentence have the same meaning if you replaced topic with the word “subject�? Then have students complete the Day 3 activities on page 12. You may want to do the first one as a group.

Day 3 topic 1. How would you complete this sentence? Say it aloud to a partner.

I could say a lot about the topic of

They hiked to the topic of the mountain. They talked about a different topic every night. I like to topic about my favorite book. She took a topic to avoid getting the flu.

1. How would you complete this sentence? Say it aloud to a partner.

I would be interested in an article on the topic of

Daily Academic Vocabulary • EMC 2759 • Š Evan-Moor Corp.

.

2. Which of these would make a good topic for a science report? Circle your answer.

a. how I spent my summer vacation b. how a caterpillar becomes a butterfly

c. how the president is elected d. how to make a turkey sandwich

3. Pretend that you are going to write a report. First, write the topic of your report. Then, write three things you would say about the topic.

Topic: My Dog

Topic:

a. He likes to chase balls. b. He has a big wet tongue. c. He sleeps on my bed.

a.

Have students complete page 13. Call on students to read aloud their answers to the writing activity. 12

WEEK 1

____________

_________

complete with the

word subj

đ?– đ?–  We have a ect? different textb ook for every đ?–Ąđ?–Ą Grandma’s . barn was the for Barney’s dogh đ?–˘đ?–˘ The librarian is a good ouse. to help you find đ?–Łđ?–Ł The dinosaur a book. was in the museum . 2. The subject of a book is

. �� a list of the chapters �� a list of the topics covered in the book �� what the book is about the person who wrote the book

replace the unde

rline

đ?– đ?–  A birthday d word with is a good reas the word topic on for celebrati ? đ?–Ąđ?–Ą For some on. players, winn ing is the obje đ?–˘đ?–˘ The dinner ct of the gam table is the perf e. ect plac đ?–Łđ?–Ł Movies are e for conversa tion. Emma’s favorite subject for disc 4. Wha ussion. t is the topic

of a news artic

le entitled “Cal đ?–Ľđ?–Ľ unusually ifornia Feels cold weather the Heatâ€?? in California đ?–Śđ?–Ś wood-burning stoves đ?–§đ?–§ hot weather in California hot weather in Mexico

Writing Tell abou t the subje the word subject ct of a book you have read latel in your writing. y. Be sure to use

____________

____________

b.

____________

c.

____________

____________

____________

____________

Š Evan-Moor Corp.

• EMC 2759 •

____________

____________

____________

Daily Academic

______

____________

____________

Daily Academic Vocabulary • EMC 2759 • Š Evan-Moor Corp.

Daily Academic Vocabulary

Fill in the bubb le next to the corr ect answer.

3. In which sent ence could you

Day 4 topic

Say: Both topic and “subject� are used to describe what a book or another piece of writing is about, as well as a discussion or conversation. Ask a student to make up a sentence using the word topic. Then ask another student to repeat the sentence, substituting the word “subject� for topic. Ask: Are the meanings of the two sentences the same? Then have students complete the Day 4 activities on page 12. You may want to do the first one as a group.

10

.

c. how plants grow d. nouns and verbs

3. Which sentence correctly uses the word topic? Circle your answer.

a. b. c. d.

____________

Day 5 sub ject • topic

1. Which sent ence could you

2. Which of these topics would you talk about in science class? Circle your answers.

a. how magnets work b. a favorite TV show

Name ________

____________

______

____________

____________

______

Vocabulary WEEK 1

Weekly Teacher Pages provide deďŹ nitions and sample sentences and help teachers introduce new words through brief discussions that build on students’ previous knowledge.

Daily Academic Vocabulary $148.99

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Daily Student Pages help students practice new words through short daily activities that use the words in an academic or personal context.

13

Weekly and Unit Reviews Students review each week’s words through a Friday multiple-choice assessment. Four cumulative reviews provide additional practice and assessment.

Daily Academic Vocabulary Grades 2–6+ h elp your students internalize vocabulary words they need to know in order to communicate effectively and perform well on classroom assignments and standardized tests. This research-based series contains 36 weeks of direct instruction on academic words such as opposite, prediction, subject, and specify, the kinds of words that they will encounter in all different subject areas and grade levels. Correlated to state standards and Common Core State Standards.

Features: • o ral, cloze, multiple-choice, and open-ended writing activities that require students to apply new words to their own experiences • Unit reviews that reinforce word meaning through engaging puzzles

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Daily 6-Trait Writing Targeted, trait-based writing lessons and activities that enrich any core writing or language arts program

WEEK

1

Week 1 • Day 2

Name:

IDEAS

ng Idea Choosing a Stro writing trait. ce or review the Refer to pages

6 and 7 to introdu

Week 1 • Day

idea. Make your

Daily 6-Trait Writing

3

Ideas

idea specific.

Choose a strong Ideas DAY 1 idea is specif ic. say: A strong is the one that aloud. Then that you ideas. Underline student’s story Read the rule exact. Imagine A. Read each more specific. is clear-cut and ideas is more specif ic? stronger and That means it ideas: Which of these crunchy, colorf ul leaves. 1. John’s story story. a A. Julia is making a scrapbook with photos of a camping trip. bear will write teddy piles of a. My sister’s ening in 2) playing in lost teddy bear 1) autumn; or t a specific happ b. Finding my Help her write asister’s clear idea about each photo. Write the idea activities. se it tells abou ideas: through the (idea 2, becau City nts Brianna’s story 2. Mexico in stude house first one is done as an example. a completea. Why sentence. The ther’s guide I like Grandmo . autumn) Then ’s story ideas b. Visiting Mexico d aloud John is a Read : Rea 1 2 make more specific. ic? (b) Why? (It • Activity A specif Choose one to below. more ss ideas is three idea. B. Read the at the proce write the specific Ask: Which idea Circle it and t the bear.) Repe se abou choo nts story g stude specific Ideas: bike riding story ideas, havin their choices. movies in for Brianna’s : Sample Answers them to expla baking cookies my an answer. Ask Then use . learned to ride finally ideas I day idea: the oatmeal d aloud the three a more specific A more specific seen; making Read : Rea movie I’ve ever ing of • Activity B bike; the scariest ? bake sale to model think cookies for the about bike riding the first one the periods. could you tell to sentences. Circle The C. Read the where you like idea. Say: What a bridge in Oakland. about seeing ing to ride? Or feet long. sure Rocky wrote It is 43,500 What about learn nts to voice ideas, making the Bay Bridge. bridge is called to stude idea e an se Invit choo ride? fic. Have them they are speci activity. complete the nces Read the sente Idea: Riding Idea: Camping (Convention): statements. Ask: What 2 Week 1 • Day • Activity C that they are with? (a Name: and point out Clearer Idea: Here I am riding clear. Clearer Idea: statement end a does make mark idea your writing to punctuation idea. Make your Choose a strong Ideas Always proof read with a period. Then Say: d) perio a horse for the first time.of a camping trip. each statement ity. photos in sure you’ve ended with idea activ the the a scrapbook photo. Write complete A. Julia is makinga clear idea about each example. is done as an Help her write have students The first one 12

• EMC 6023 •

Week 1 • Day 4

Name:

1

Choose a strong idea. Make your idea clear.

Ideas Name:

© Evan-Moor

Week 1 • Day 5

Choose a strong idea. Narrow it down. Ideas

Think about fun things you like to do with friends. Complete the triangle. Narrow down your ideas into one specific idea.

in

Write about someth ing specific that you like to do with friends Be sure that each statem . ent ends with a period .

Start with a general idea.

fun with friends Narrow it down.

Corp.

IDEAS

a complete sentence.

Make it more specific.

4

2

1

DAY 2 through the guide students aloud. Then Read the rule : Idea: Camping activities. ideas Sample Answers It rained on Idea: Riding Clearer Idea: teer read the Here I am riding s Havee a volun of camping. : Hav Clearer Idea: our first day ss what make • Activity A Discu . first time. the a horse for the first photo 4 ing a horse for given for the 3 clearer. (“Rid se the second idea r than just “riding” becau bette the is in time” ening first ibes what ’s happ items 2–4. gh it clearly descr lete e students throu picture.) Guid write their answers in comp ,” Idea: Eating t to We ate breakfas Swimming to write as “Julia Clearer Idea: Remind them Idea: Eating Idea: SwimmingIdea: We had fun urage students morning. Clearer Idea: outside every sentences. Enco dock. jumping off the oun I. using the pron to want Clearer Idea: Clearer Idea:B. Proofread each sentence you wrote. ion): You may partner vent (Con rs with a • Activity B exchange pape have students nces. other’s sente and check each IDEAS

Student Page

Teacher Page 10

IDEAS

© Evan-Moor

Corp. • EMC

6023 • Daily 6-Trait

13

Writing

B. Proofread each sentence you wrote. • EMC Daily 6-Trait Writing © Evan-Moor Corp. • EMC 6023 • Daily 6-Trait Writing

Student Pages

oor Corp.

6023 • © Evan-M

IDEAS

13

© Evan-Moor Corp. • EMC 6023 • Daily 6-Trait Writing

© Evan-Mo IDEAS or Corp. 1 • EMC 6603 • Daily 6-Trait

Writing

ID DEAS AS

Days 1–3

provide lessons, writing models, and activities for students to practice key writing skills and apply them to a variety of writing forms.

$148.99

20 Student Books + Teacher’s Edition Grade 1 EMC 9661-R12

Grade 4

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presents students with a prewriting activity. Students use graphic organizers that help them approach their writing in logical, structured ways.

Day 5

asks students to apply their new skills through a writing prompt. Teachers can use the prompt as an assessment or expand it for a longer assignment.

Daily 6-Trait Writing

Daily 6-Trait Writing Class Pack

Day 4

7

$29.99

Grades 1–6+ Daily 6-Trait Writing provides direct instruction on the six traits of writing—ideas, organization, voice, sentence fluency, word choice, and conventions—through scaffolded lessons that focus on specific writing skills. Correlated to state standards and Common Core State Standards.

Features: • 125 scaffolded trait-based writing lessons

Grade 1 EMC 6601-R12

Grade 4

EMC 6604-R12

• A trait-based writing rubric

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• Teacher pages that include an easy-to-follow teaching path and ideas for modeling and eliciting student responses

Request a sample today!

• Activities that cover narrative, expository, descriptive, and persuasive writing

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8

TEL 800-777-4362

FAX

800-689-1302

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Daily Paragraph Editing Download Portals to access FREE sample lessons for every interactive app TM

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Enhance instruction with interactive

apps!

• 180 self-correcting, interactive lessons BIOGRAPHY: Walt

• Students simply drag and drop editing marks to make corrections

Disney’s Cartoon

Magic Daily Paragraph

Name

Editing

Walt Disney’s Cart

oon Magic

Walt Disney lived on a farm when he was a young boy. From an early age, walt liked to draw animals. He watched the farm animals carefully he made lifelike drawings of them. Walts family had no money for paper but Walt was clever. he drawed a pig on the wall of his house. Walt’s parents were not happy! Then Walts aunt gave him drawing paper

• The “error counter” gives students incentive to find mistakes

• apostrophes

MONDAY WEEK 1

When walt grew up, he got a job drawing animuls for anima ted cartoons. creat ive ideas filled Walts head. the other carto ons were silent so Walt made a cartoon with music and talking characters . This cartoon was called Steamboat Willie . The star was mickey Mouse. Mickey talked and singed, people loved him

Student Page

TUESDAY ©2004 by Evan-Moor

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Editing, Grade 3 •

WEEK 1 EMC 2726

Daily Paragraph Editing

Daily Paragraph Editing Class Pack with App

Corp. • Daily Paragraph

• apostrophes

EMC 6554-R12

13

Grades 2–6+ The activities in Daily Paragraph Editing target specific grade-level capitalization, punctuation, spelling, and language usage skills. Each weekly lesson includes a 4-paragraph composition for students to edit, as well as a related writing prompt on Friday. Correlated to state standards and Common Core State Standards.

Features: • Teacher pages that include an editing key and error summary • Daily paragraphs on cross-curricular topics with errors for students to correct • Writing prompts that expose students to a variety of writing forms • Available in print and interactive app format

Request a FREE sample at www.evan-moor.com/sample

9


Daily Science Download Portals to access FREE sample lessons for every interactive app TM

www.evan-moor.com/apps

Enhance instruction with interactive

apps!

This summer!

• Photographs, drawings, and animation enrich understanding of science concepts

Week 4 Idea 1

• Interactive elements help to keep students engaged

All living things have different life cycles.

Day One

• Easy access to content that reviews or reinforces concepts

Vocabulary: flower Materials: flowers or pictures of flowers

Day Two Vocabulary: pollen

Day Three Vocabulary: fruit

Day Four

Why do some plants have flowers? Students at this grade do not need to learn the reproductive parts of a flower (stamen, pistil, and so on), but they will learn that all flowers make seeds and some type of fruit. Flowering plants are the most abundant and diverse plants on Earth. A flower is a plant’s reproductive part, and it appears after the plant has fully matured. Just like animals, plants have a life cycle. Plants grow from seeds and become mature. Most mature plants create flowers. The flowers produce fruit and grow new seeds. New seeds start the cycle again by becoming new plants.

Distribute page 27 and introduce the vocabulary word. Then read the introduction aloud with students. Show the flowers or pictures of flowers you brought. Have students describe the flowers. (shape, color, smell, and so on) If needed, review the parts of a plant (roots, stem, leaves, flower) before distributing crayons and having students complete activity A. For activity B, read the question aloud and have students write their answer.

Name ________________

________________

Day 1

Weekly Question

________________

__________

Da

flower

the picture.

stem

flower

WEEK 4

Vocabulary

A. Label the parts of the plant. Use the words in the box. Then color

leaf

ce

Idea 1

Most plants come from seeds. A seed plant inside it. But has a baby where do seeds come from? Most seeds come from flowers. Flowers have a special way of making seeds .

Distribute page 28 and introduce the vocabulary word. Then have volunteers read the introduction aloud. Point out the pictures on the page and ask students if they have ever seen bees or butterflies around flowers before. Then have students complete activity A independently. For activity B, read each question aloud and have students write their answers.

i l y S c ien

Big

Why do some plants have flowers?

the part of a plant that makes seeds

roots

Distribute page 29 and introduce the vocabulary word. Then have volunteers read the introduction aloud. Point out the chart on the page and help students understand how to read it. Read the name of the first fruit and then ask: Does it have seeds inside it? (yes) Is it a fruit? (yes) Then let’s write yes in the box. Have students finish the activity on their own. For activity B, read each question aloud and have students circle their answers. For the oral activity, pair students or discuss the answers as a group. Distribute page 30 and read the introduction aloud with students. Then have students look at the pictures in activity A and complete the activity. When students finish, point out that no matter which step in the cycle you start with, the order stays the same. For activity B, have the class answer as a group after a volunteer reads each statement.

Teacher Day Five Page

Tell students they will review everything they have learned about flowers and fruit. Have them complete page 31. Go over the answers together.

26

Big Idea 1 • Week 4

Daily Science • EMC 5012 • © Evan-Moor Corp.

B. Where do most seeds come from? Write a complete to answer the questio sentence n.

Student Page

© Evan-Moor Corp.

Daily Science

Daily Science $148.99

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• EMC 5012 • Daily

Science

Big Idea 1 • Week

4

27

Grades 1–6+ Why do camels have humps? How far up does the sky reach? Where do echoes come from? These are just some of the motivating questions your students will answer while they investigate standards-based scientific concepts. The 150 daily lessons in each Daily Science title help students develop a genuine understanding of scientific concepts and content vocabulary. Correlated to state standards and Common Core State Standards.

Features: • Direct instruction and activities that build science literacy • Easy-to-understand background information and clear teaching paths that support teachers who have less experience teaching science • inquiry-based activities that help students learn how to “think like a scientist” • Available in print and interactive app format

TEL 800-777-4362

FAX

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Daily Geography Practice Develop critical map-reading skills and geography content vocabulary. Name ________________________ ____________

_______________

Skill: Political Regions WEEK 21

Essential Element 2: Standard 5

Name

WEEK 21

The Region of Central America

The Region of Central America

The Region of Central Amer ica

Monday

Introducing the Map

Tuesday

1. South America 2. Caribbean Sea and Pacific Ocean Wednesday

1. Mexico 2. Colombia Thursday

1. Belize 2. isthmus Friday

1. El Salvador 2. Panama; Costa Rica, Colombia, Pacific Ocean, and the Caribbean Sea Challenge

The Panama Canal runs across the center of the country of Panama, just above Panama City.

Show students the map of Central America. Students should notice that the geographic location of this region gives it its name. However, explain to students that Central America is considered part of the North American continent. Besides its geographic location, Central America is linked to North America in other ways. • The countries of Central America form a long isthmus that connects southern North America to South America. The Isthmus of Panama is a narrow strip of land that separates the Atlantic and Pacific Oceans in Panama. • The physical features of the region include many inland, rugged mountains. Many of the mountains are active volcanoes. Devastating earthquakes, volcanic eruptions, and hurricanes strike this region. • Spanish is the official language of all the Central American countries, except Belize. In Belize, English is the official language. • Most of the people of Central America live in the highlands, where they live on small farms. • Central America has large plantations that produce about 10 percent of the world’s coffee and about 10 percent of the world’s bananas. • The Maya Indians were the dominant culture from about 400 B.C. to about A.D. 900. Today, descendants of the Maya live in the mountains of Central America. All these factors help to group the countries into a region.

________________________________ ________________________________

MEXICO

BELIZE

CAR

Belmopan

IBB

EA

N S E

A

________________________________

__________________________

GUATEMALA

HONDURAS

Guatemala City

Tuesday

Tegucigalpa

1. Central America connects the southern part of North America to which continent?

San Salvador

NICARAGUA

EL SALVADOR

________________________________

Managua

PA

CI

FI

C

OC

EA

N

__________________________

2. Which waterways border Central

COSTA RICA

Panama City

San José

SOUTH AMERICA

Weekly Teacher Pages provide background information and vocabulary to help teachers introduce the week’s lessons.

©2004 by Evan-Moor Corp.

LO

EMC 3714 • Daily Geography Practice, Grade 5

87

88

Weekly Maps illustrate the geography skill being emphasized during the week and work as a reference to help students answer each activity’s questions.

EMC 3714 • Daily Geography Practice, Grade 5

©2004 by Evan-Moor Corp.

Student Book Pages feature two questions per day and progress in difficulty. A challenge question at the end of the week asks students to add a feature to the map.

Daily Geography Practice

Daily Geography Practice $148.99

20 Student Books + Teacher’s Edition Grade 1 EMC 6567-R12

Grade 4

EMC 6570-R12

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Central America to the south? ________________________________ __________________________

The countries of Central America form a long isthmus between the rest of North America and the continent of South America.

a body of salt water that is part of an ocean, yet is partially enclosed by land

sea

©2004 by Evan-Moor Corp.

to the north? ________________________________ __________________________

2. Which South American country borders

area of land or water with certain characteristics that make it different from other areas

region

EMC 3714 • Daily Geography Practice, Grade 5

1. Which country borders Central America

national capital

narrow strip of land having water on each side and connecting two larger bodies of land

isthmus

Class Pack

Wednesday

CO

Legend

a region of seven countries between Mexico and

South America

86

America? ________________________________ __________________________ ________________________________ __________________________

PANAMA

Introducing Vocabulary Central America

__________________________

__________________________ 2. Is Central America part of the continent of North America or South America?

IA

1. 7; Any two of the following: Belize, Costa Rica, Guatemala, Honduras, El Salvador, Nicaragua, and Panama 2. North America

WEEK 21

1. How many countries make up the region of Central America? Name two of them.

Share with students the definition of a region. Explain that a group of countries can be part of a region. Ask students to name the geographic region that bridges the southern end of North America to South America. The answer is the region of Central America.

MB

ANSWER KEY Monday

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Grade 1 EMC 6561-R12

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Grades 1–6+ An easy, effective way to fit social studies practice into the curriculum! Based on the six essential elements and 18 standards outlined by the n ational Geography Standards, Daily Geography Practice presents students with critical map-reading skills, geography terms, and more. Each book includes weekly learning objectives, maps, student pages, and a glossary. Correlated to state standards and Common Core State Standards.

Features: • Direct instruction on geography concepts, content vocabulary, and visual literacy/map-reading skills • Teacher overview pages that include an explanation of the standards addressed, background information, and suggestions for introducing the skills and vocabulary for each lesson

Request a FREE sample at www.evan-moor.com/sample

11


Daily Language Review “ My Title 1 students and lower ability students love

Download Portals to access FREE sample lessons for every interactive app TM

Daily Language Review.

www.evan-moor.com/apps

They are more aware of the conventions and grammar in their writing.”

Enhance instruction with interactive

- Eleanor H., Chicago, IL

• 180 self-correcting, interactive lessons WEEK

1

• Ideal for whole-class or independent practice

Daily Languag e Review

Wednesday

Name:

© Evan-Moor Corp. • Daily Language Review • EMC 581

apps!

Correct these senten ces.

1. she bought apples

2. mary she is going

• Immediate feedback helps to keep students engaged

carrots and cereal

to be late for the lesson

Complete this analogy.

3. fire : hot :: ice :

Circle the word that is spelled correctly.

4. frend

freind

5. hapiness

1

frund happeness

happines

Daily Languag e Review

Thursday

Name:

© Evan-Moor Corp. • Daily Language Review • EMC 581

WEEK

friend

happiness

Circle the word that is spelled correctly.

1. wanted

whanted

Correct these senten ces.

2. my dad taked my

waunted

want’d

sisters bike to be fixed

3. he knowed what his

homework was

Where would someone probab ly say the followi ng?

4. “Julia, may I borrow

your eraser?” 5. “Swimmers take your mark, set, GO!” 6

Daily Language Review

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12

Student Page

Grades 1–8 Build students’ language skills and raise test scores with

36 weeks of grammar, punctuation, usage, and sentence-editing practice. Daily Language Review reinforces the skills covered in your core language program through repeated and focused language practice. Correlated to state standards and Common Core State Standards.

Features: • A scope and sequence chart that helps teachers track and record the skills covered • Short 5- to 10-minute activities that easily integrate into the core curriculum • Available in print and interactive app format

You may also like Daily Language Review Centers on page 18. TEL 800-777-4362

FAX

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Building Spelling Skills Download Portals to access FREE sample lessons for every interactive app TM

www.evan-moor.com/apps

Enhance instruction with interactive

apps!

• 150 self-correcting, interactive lessons • Audio support that reads aloud spelling words and sample sentences

Word Meaning

Fill in the missing wor

Building Spellin

ds .

takes afraid said

g Skills

ask away than

always stand great

1. An octopus uses its

• Ideal for whole-class instruction or independent practice

2. It

1

eight waved playing

arms to catch its

a long time to

3. My little sister is

.

my dog to give him

a bath.

of thunder and lightni

ng.

4.

• Multisensory approach to improve word acquisition

catch prey they

were

5. Marcus

football at the park. his hand and

6. You must

far

,“Good-bye.” from the campfire.

My Spelling Dict ation

Write the sentences . Cir

cle the spelling words .

1.

2.

Building Spelling Skills,

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Building Spelling Skills

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Grades 1–6+ Give your students focused practice on up to 540 grade-level

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Daily Math Practice Daily math problems that practice and reinforce NCTM Standards-based math skills 1

ay

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9 gulls, 3 cormorants, and 6 pelicans. How many birds did he see?

5

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2 1 Monday

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EMC 752 • © Evan-Moor Corp. EMC 752 • © Evan-Moor Corp.

6

EMC 752

4

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Tuesday

Wednesday

or Corp.

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Friday Activity features a single problem that is more extensive and emphasizes reasoning and communication.

Daily Math Practice

Daily Math Practice

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Thursday

7

Mo © Evan-

Grade 1 EMC 6533-R12

1

How many did you get correct each day? Color the squares. 5

4. What time is it?

1. 12 – 6 =

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r’s rs. Bake e rls in M re 17 gi there ar There we year. This year rls were st e gi la or m ss y cla w man Ho . ? rls ar ye 9 gi ss last in her cla girls

1

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Grades 1–6+ Based on n CTM Standards, Daily Math Practice addresses

key learning objectives, including computation, problem solving, geometry, measurement, and more. Reproducible student pages, an answer key, and a comprehensive scope and sequence chart give you everything you need to provide students with focused and repeated skills practice. Correlated to state standards and Common Core State Standards.

Features: • Short daily activities that work along with core programs to help students master standards-based skills • A comprehensive scope and sequence chart that helps teachers track and record the skills being covered • Daily progress records that ask students to track and record their own work

You may also like Daily Math Practice Centers on page 18.

14

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Daily Word Problems “ After using Daily Word Problems, Math, my students had the highest test scores

Download Portals to access FREE sample lessons for every interactive app TM

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Enhance instruction with interactive

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• Immediate feedback encourages perseverance in problem solving

Friday–Week 1

s

Name:

Welcome to Make Your Own Candle Store. You have 3 candles to decora te. Use all the decora listed below. Each tions candle must have the same number of each decoration.

• Keeps students focused with nondistracting interface

• 6 smiling faces • 9 stars

Candles

• 3 bows • 12 flowers

Use the candles you decorated to answer the follow ing questions. • How many smiling faces are on each of the candles? ______________ • How many stars are on each of the candles? ______________ • How many bows are on each of the candles? ______________ • How many flower s are on each of the candles? ______________ • How did you find the number of each decoration for each candle?

Student Page

©2001 by Evan-Moo

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Daily Word Problems, Math

Daily Word Problems

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Grades 1–6+ Watch students’ problem-solving skills improve day by

day as they take part in meaningful math practice. The 36 weeks of reproducible practice activities address grade-level math concepts such as addition, fractions, logic, algebra, and more! Monday through Thursday activities present students with a one- or two-step word problem, while Friday’s format is more extensive. Correlated to state standards and Common Core State Standards.

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A Word a Day Download Portals to access FREE sample lessons for every interactive app TM

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Enhance instruction with interactive

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• 180 self-correcting, interactive lessons

Review

• Perfect for whole-class instruction or independent practice

Week 1

A Word a Day

impatient • applia

nce • appropriate

Write on the board the four words studied this week. Read the briefly review their words with the class meanings. Then conduct and the oral activities below. 1

• Flexible options to display or hide definitions in review sections

Tell students that you are going to give them a clue about one of the words for the week. They are to find the word that answers the clue. • An electric fan is one of these. (an appliance)

3

• This kind of behavior is polite. (appropriate)

• When people do this, it is hard to understand them. (mumbl e) 2

Read each sentence and to supply the correct ask students word to complete the sentence. • A household , such as a clothes dryer, costs a lot of money. (appliance) • It is not to yell inside the classroom. (approp riate) • When you , I can’t tell what you are saying. (mumble) • Try reading a book if you get waiting for the bus. (impatient)

6

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Read each sentence and ask students to decide if it is true or false. is false, instruct students If the sentence to explain why. • Interrupting others is usually appropriate. (false; it is impolite to interrupt others) • Most TV newscast ers mumble. (false; most speak clearly) • It is not much fun to talk impatient person. (true) with an • A sheet of paper is a household appliance. (false; a sheet of paper is not a machine)

Student Page

Answers for page 7:

1. B, 2. J, 3. A, 4. J

A Word a Day • EMC 2793 • © Evan-Moor Corp.

A Word a Day

Class Pack with App

while

Read each sentence and ask students to tell which word or words are wrong. Then have them provide the correct word from the week’s list. • It is incorrect to thank someone who does you a favor. (incorrect/appropriate) • Shy people often speak it hard to understand clearly, making them. (speak clearly/mumble) • Pablo is so relaxed that he hates waiting for longer than a minute. (relaxed/impatient)

• You might feel this way if you had to wait a long time to open a present. (impatient)

A Word a Day

• mumble

Grades 1–6+ h elp students develop the rich vocabulary that’s essential to

successful reading comprehension and academic achievement. Each A Word a Day title covers 144 words in 36 weekly units. Short daily activities along with weekly oral reviews and multiple-choice tests give you everything you need to strengthen students’ vocabulary. Correlated to state standards and Common Core State Standards.

Features: • Daily exercises that use multiple approaches to teach vocabulary, including written, oral, and visual literacy activities • Weekly oral and written reviews that ask students to apply their new words through group discussions, test questions, and an open-ended writing prompt • Available in print and interactive app format

16

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FAX

800-689-1302

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Daily Handwriting Practice Once upon a time Provide students with daily handwriting a beautiful princess lived... practice with a curriculum tie-in. 14

Name:

EMC 792 ©2000 by Evan-Moor Corp.

42 Name:

14

in a lonely castle Once upon a time surrounded by a deep moat. lived... a beautiful princess She sat in the tower lo in a nely castle and wished she had a friend. p moat. surrounded by a dee She was very sad. er She sat in the tow Would she ever find a friend? a friend. d a h e sh ed h is w d an 14

oor

by Evan-Moo EMC 792 ©2000 Corp.

© 2000 Evan-M

EMC 792 ©2000 by Evan-Moor Corp.

Name:

r Corp.

by Evan-Moor EMC 792 ©2000

Once upon a time there was a beautiful princess. She lived in a castle with a moat. She had no visitors. She was lonely. Finish the story.

43

Practice • EMC

44 44

Daily Handwriting

Corp.

14

43

Name:

The Princess

Name:

14

Name:

© 2000 Evan-Moor Corp.

14

4242

EMC 792 ©2000 by Evan-Moor Corp.

EMC 792 • Daily Handwriting Practice

14

Name:

14

r Corp.

© 2000 Evan-Moor Corp.

by Evan-Moo EMC 792 ©2000

by Evan-Moor EMC 792 ©2000 Corp.

1 Monday Monday Today is marvelous Monday. Name:

Monday

Friday Activity features a full-page exercise that draws the topic to a close by reviewing what was learned earlier that week.

45

a friend? Would she ever find

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Daily Handwriting PracticeTuesday Name:

Daily Handwriting Practice

15

Name:

Word Box

handsome prince snuggly kitten happily ever after

EMC 792 ©2000 by Evan-Moor Corp.

She was very sad.

14

43

Monday through Thursday Activities help students practice letter formation while focusing on a theme such as animals, nutrition, our solar system, or vehicles.

Daily Handwriting Practice • EMC 792

EMC 792 ©2000 by Evan-Moor Corp.

792

Name:

Tuesday

2 Tuesday writing letters, words, and sentences about a variety Tuesday. of content-area topics, Today is terrific All Grades Daily Handwriting Practice presents students with practice

from language arts to science and social studies.

Features: • h andwriting activities that cover a variety of content-area topics to help students develop content-area literacy • A full-page letter formation chart that shows struggling students how to properly form letters • Patterns and directions for creating an alphabet book

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Request a FREE sample at www.evan-moor.com/sample

17


Daily Practice Centers Numbers

rds

Wo 1 Number

Reinforce standards-based skills with motivating, targeted hands-on practice.

Daily Language Review Centers Classroom Kit Grade 1

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four hundred five rds

Add-on Student Booklets 5-Pack

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24 Lions an d Tig

ers 24 Lions and Tig

o

seventy-tw eleven

Grade 2 EMC 6618-R12 Grade 3 EMC 6619-R12

ers

3 in x 1 in

thirteen

Numbers

two hundred one

2x1

nt eve e tras ty-s Con -fiv six and fifty eigtyhty Compare for

ix ty-sne for ty-o thir in x 1 in nd3red three hu ety ninten

en fiftelve twe

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ands thirteen are big, w ssl gra live o ild ndred huy-tw red on ca tson ndred fiveent ts hund rehu livsev are big, wild ca fou e on grassla rteen fou five nds two hundred live where one roar toven reernineety-four like ele theth ere e lo livearwh ts of tre es like to roar are lots of trees even

• Hands-on learning experiences that deepen understanding and foster a love for learning

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one hundred

Wo 1 Number

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Grade 3 EMC 2813-R12

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twelve

ninety

ninety-four

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Grade 1

2x1

forty

thirty-one

eighty

sixty-s

forty-six night are strong hunt mostly at hunter rs nty-nine nt are strong hunte s ndhu tlyenat nightwe red mos fifte three hu t ten live alone hunt alone five hundred live alone one hundred hunt alone fourteen dd 39

3042Cards2x1.in

Classroom Kits Grades 1, 2, & 3

• Activities perfect for formative assessments

$944.99

EMC 9639-R12

have familie s have families

hunt in groups hunt in grou ps

like water like water

ter do not like wa do not like water

Daily Math Practice Centers Classroom Kit Grade 1

dd 39

3042Cards2x1.in

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EMC 6651-R12

b 77

2851Card.indb

77 10/5/10

Spiral-bound Teacher’s Guide

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• 80 pages

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Classroom Kits Grades 1, 2, & 3

2851Card.ind

• center assignment sheets • student and class checklists

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• center directions and answer keys

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• reproducible response forms Daily Reading Comprehension Centers Classroom Kit Grade 1

20 Student Response Booklets

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• keeps centers organized and protected

EMC 6751-R12

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• fits easily on a shelf

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Classroom Kits Grades 1, 2, & 3

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• help students keep track of which centers they’ve completed

$944.99

Teacher’s

SAVE

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EMC 9699-R12

18

TEL 800-777-4362

FAX

800-689-1302

www.evan-moor.com/education

11:52 AM


Lions

trast

24

re and Con

24 Lions and Tigers

trast

and

Tigers

Lions and tigers are big, wild cats. But they live in different kinds of places. Lions live on wide open grasslands. Tigers live where there are lots of trees. Lions and tigers both like to roar. And they are both strong hunters. Tigers They hunt at night. andmostly Lions Tigers live and hunt alone. 3 in x 1 in Lions have families and hunt in groups. Tigers like to cool off in water. Lions try to stay dry.

are big, wild cats

live on grasslands

live where there are lots of trees

like to roar

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Contra

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3 in x 1

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Each Daily Centers Kit supports state standards and Common Core State Standards. ilies

m have fa

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AM 10/5/10 11:52

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live alone ds rasslan

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Compare and Contrast

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10/5/10 11:52 AM

Daily Practice Centers

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10/5/10 11:52 AM

2851Card.indb 77

:52 AM

Daily Language Review Centers skills include: • • • •

10/5/10

11:52

AM

Reading Comprehension Vocabulary & Word Study Grammar Punctuation & Mechanics .indb

2851Card

77

Daily Math Practice Centers skills include: • • • • •

Numbers Operations Algebra & Geometry Measurement Data Analysis & Probability

Daily Reading Comprehension Centers skills include: • • • • •

Main Idea & Details Sequence Compare & Contrast Word Meaning Prediction

Request a FREE sample at www.evan-moor.com/sample

19


Language & Vocabulary Fundamentals Download Portals to access FREE sample lessons for every interactive app TM

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Language Fundamentals Interactive App

Language Fundamentals $199.99

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Nonfiction Writing

Help students master essential nonfiction writing skills Biography Writing a Lesson 1

Page 56 / Stude

a Biography Introducing

al Details Biographic Including

a Biography Introducingof a biography. Read this example

A y. Then say: the of a biograph ils, such as the purpose his ortant deta 1. Review includes imp re he or she lived, and biography Have a of birth, whe ishments. person’s date or accompl of Mar y evements in “The Life on or her achi mati she was te the infor and when volunteer loca tells where that ...) une” lina in 1875 McLeod Beth South Caro was born in raphy, born. (She a good biog order to write on ents that in er informati rch to gath 2. Tell stud first do resea ps brainstorm they must small grou Whom is this person. Have as: that such t rch, abou for? might resea on known questions they t? What is this pers t do abou born? Wha biography this person some of where was What are When and person’s life? n did about this ents? Whe you know accomplishm important her or his read the he or she die? on p. 57 and g edia entry will be usin the encyclop students they 3. Point out the activity. aloud. Tell to complete first sentence from the entry the entry and then information reading ll h sma finis in ently or Have students ity independ nteers to activ volu g the askin complete ers by ew the answ groups. Revi responses. share their ©

Corp. • EMC Evan-Moor

6014 • Nonfi

ction

Read this example of a biography.

Writing Model

Writing Model

1. At age e 18, Yep sold his first short story to a magazine in 1966.

The Life of Mary McLeod Bethune

3. Yep won the Newbery Honor Award for Dragonwings in 1975.

helped change people’s views about education. She knew that education was important for everyone. She believed it was the

4. Laurence Yep was born in San Francisco in 1948.

key to a better life. That’s why she worked hard to make sure all

5. Yep published his first novel in 1971.

people could go to school.

Writer’s Purpose:

d Mary McLeo the life of to tell about Bethune

EXPOSITO

Jim White liked being undergr a cave that ound. In 189 he wanted 8, he noticed to explore. caves that a large hole He spent thre were connec leading to e days und ted to each no one belie erground, find other. Jim told ved ing many people abo found became his tales for many year ut his s. Finally, in part of Carlsbad 2000 1930, the hole discover y, but Caverns Nati that Jim had onal Park.

Corp.

born in South Carolina in 1875 to parents who had been slaves.

RY WRITING

Writing • EMC

6014 • © Evan-Moor

During this time, it was unusual for African American children to 1940

go to school. But Mary loved learning so much that she walked

Page 57 / Stude

38

nt Book Page

five miles every day just to get to school. Mary was a good Biography

student, so her teacher helped her attend college. Mary finished

2.

Matthew Hen son and Rob 21, he met ert Peary wor Peary, a Nav ked on a larg y officer. The B. Use the information from Activity A to write a paragraph about Laurence Yep. years, the pair e ship. Whe two became n Henson was friends and Put the details in chronological order, and write the information in your Henson and wanted to be the first adventurers. people to reac Peary finally For own words. h the Nor th succeeded. Pole. In 190 9,

_____

__________

__________

__________

Name: __________

al Details Biographic Including below. the questions

college in 1893 and later became a teacher.

Then answer dia entry. African was the first Georgia (1919–1972) was born in Robinson t “Jackie” leagues. Robinsonhis skin color. Jack Roosevel in the major because of play baseball at all sports, American to treated differently He was good allowed grew up being in California. he was not in 1919 and high school American, Robinson attended because he was African played one season of But talent, Robinson Robinson’s especially baseball.league team. In 1945, Because of year, he major Americans. 1947. That to play for a for African just hired him in league a the rules and baseball in to the Dodgers changed be named the Brooklyn Year. American to Rookie of the the first African was named ut. became In 1962, Robinson He died in 1972 in Connectic of Fame. Baseball Hall

As an adult, Mary helped others get an education. She

Read this encyclope

created schools for African American children. Mary also helped educate women and children. Mary was even friends with Franklin D. Roosevelt, America’s president from 1933 to 1945.

3.

Sonia Soto mayor was a good stud shows set in courtroo ent. As a child ms. She also , she read she was olde took part in r, she worked student gove books and watched TV years. In 200 hard and wen rnment at scho 9, Sotomay t to law scho ol. When or became ol. She was the first Hisp a judge for anic justice many on the Sup reme Court. 4. Mildred “Bab e” Didrikson Zah basketball arias played player, whic spo h is a high rts. She was medal in trac honor. She named an k and field earned All-American at the 1932 golfer. Som Olympics. Bab two gold medals and e of her spo one silver rts records e was also still stand toda an excellent professiona y. l

She talked to him often about equal education for everyone.

this encyclope 1. Whom is

dia entry about?

Mary McLeod Bethune died in Florida in 1955. Newspapers

n Jackie Robinso

for? baseball. person known major league American in first African He was the

around the world wrote about her. Everyone remembered Mary

this 2. What is

3. When and

where was

this person

born?

as an important person who spent her entire life helping others.

in 1919. in Georgia He was born childhood?

you 4. What did

learn about

this person’s

differently He was treated

5. When and

where did this

his skin color. because of

person die?

ticut. 1972 in Connec He died in other details

about this person

that you would

include in a

biography?

s. Brooklyn Dodger joined the ll Hall of Fame. In 1947, he to the Baseba RY WRITING was named EXPOSITO In 1962, he

two 6. What are

© Evan-Moor

Writer’s Purpose:

Corp. • EMC

6014 • Nonfiction

57

Writing

EXPOSIT

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53

Writing

56

AM 5/6/11 11:12

EXPOSITORY WRITING

58

Nonfiction Writing • EMC 6014 • © Evan-Moor Corp.

EXPOSITORY WRITING

© Evan-Moo r Corp. • EMC 6014 • Nonfiction Writing • EMC 6014 • © Evan-Moor Corp. Nonfiction Writing 6014.indb

6014.indb

53

6014.indb 56

Teacher Pages provide step-by-step teaching path and suggested scripting to introduce students to each writing form and guide them through the activities.

5/6/11 11:12 AM

Writing Models help students identify the traits and features of good writing in specific nonfiction text types.

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20 Student Books + Teacher’s Edition Grade 2 EMC 9752-R12

Grade 5

Grade 3 EMC 9753-R12

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Student Book 5-Pack

EXPOSIT 59

6014.indb 58

Student Pages provide focused practice on each skill. Students complete graphic organizers, revise sentences, annotate passages, and more.

ORY WRI TING

59

5/6/11 11:12 AM

5/6/11 11:12 AM

Unit Review allows students to apply what they’ve learned through a revision activity.

Nonfiction Writing

Nonfiction Writing Class Pack

Biography

d a way for blind people to read.

1.

Education was important to Mary at an early age. She was

Nonfiction

56

_________

Louis Braille loved music to read. So and books. he Louis was numbers. He came up with patterns blind, but he of raised dots always wan called it the ted during his lifeti Braille syst em. The Brai that stood for letters and me, but it is lle syst want to read now popular . with blind peo em was not widely use ple all over d the world who Louis Braille invente

2. Yep won the Newbery Honor Award for Dragon’s Gate in 1994.

Mary McLeod Bethune was a teacher and a leader who

____________

Read each paragraph. The underlined topic sentence n use details from the about the paragraph subject of the . Make sure the topi to revise the c sentence paragraph. tells somethi ng importa Example nt

A. Read these sentences about Laurence Yep, a famous children’s book author. te the numbers of the sentences in the boxes on the timeline to show the Write correct order. Then write the years below the boxes.

Bethune Mary McLeod

who The Life of and a leader a teacher that Bethune was n. She knew Mary McLeod about educatio it was the people’s views . She believed helped change sure all t for everyone hard to make was importan education why she worked life. That’s key to a better age. She was go to school. at an early people could t to Mary slaves. was importan who had been Education 1875 to parents children to Carolina in African American born in South walked unusual for she was it time, much that During this learning so a good But Mary loved Mary was to school. go to school. just to get Mary finished day college. every attend five miles helped her her teacher a teacher. student, so n. She and later became an educatio college in 1893 others get helped Mary also Mary helped As an adult, American children. with for African even friends created schools Mary was to 1945. and children. from 1933 president educate women . America’s for everyone Roosevelt, education Franklin D. ers about equal 1955. Newspap to him often in Florida in She talked Mary Bethune died remembered Mary McLeod her. Everyone about helping others. world wrote entire life around the spent her t person who as an importan

____________

Writing To pic Senten ces

Organizing Details

Introducing a Biography

Name: __________

Name: ____ ________

Biography

Name: _____________________________________________

Biography _____

__________

__________

gives n’s life that about a perso major is a true story and describes A biography t the person mation abou . important infor they happened order in which writing events in the is a type of y raph biog ts from ents that a rtant even impo 1. Tell stud and true that describes life. 56, someone’s model on p. aloud the nteers read h. 2. Have volu by paragrap (to tell paragraph biography? ose of this students t is the purp Bethune) Have 3. Ask: Wha y McLeod Mar of . life ided about the lines prov ose on the es this mak t wha write the purp ions about g: Does to offer opin askin ents by stud t pt students 4. Invite raphy is abou raphy. Prom a good biog who this biog s the clearly state ortant? Doe the writer imp life? is on her pers about and why this , and details gical, or time include facts biography d in chronolo the model ts organize use will even the Are students explain that write a good order? Then s needed to tice the skill as they prac biography.

Lesson 2

Biography

37 Name: _____________________________________________

nt Book Page

__________

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Grade 5

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Grades 2–6+ Nonfiction Writing helps improve students’ writing skills and prepare them for standardized tests through 16 to 18 self-contained units centered on a variety of expository, persuasive, and narrative nonfiction writing forms. Students analyze writing models and practice specific skills such as writing a good lead, using persuasive language, and organizing details. Correlated to state standards and Common Core State Standards.

Features: • The most frequently encountered nonfiction writing forms, including: Research report Response to literature Persuasive letter Compare-and-contrast essay • integrates easily into any core language arts program • improves students’ writing in all content areas

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Hot Topics High-Interest Reading

Give struggling students and English language learners motivating experiences and guided instruction they need to become confident readers!

Reading Level GRADES 2.5 – 4.5 Interest Level GRADES 4–8+ Lexile® Range 400–760 Guided Reading Levels J–Q

Topics: • U.S. h istory • Animals • Fine Art • h eroes • h ealth & Medicine • Media & Technology • Sports • Weather ...and more!

Skills and Strategies: • Making inferences • Previewing text features • Skimming and scanning • Making predictions • Visualizing • identifying cause and effect • Analyzing plot • o rganizing facts • Summarizing ...and more! Includes Audio Support

22

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Hot Topics

High-Interest Reading

Unit

Name:

10 Before You Read Slime!

Crossword Puzzle words Complete the puzzle with

from the Words to Know

High-impact science, social studies, and literature reading selections help struggling readers develop comprehension strategies, vocabulary, and a love for reading.

box.

bacteria (bak-teer-ee-uh):

1 3

2

plural noun Tiny creatures that live in air, water, soil, animals, people, and food. Some bacteria cause sickness. Others help break down food in the body.

glands (glandz): plural noun Organs that release chemicals into the body.

4

mucus (myoo-kus): noun A thick, slippery fluid made the body.

5

Unit

Name:

Using a Main-Idea Web

propel (pruh-pel): verb

Rewrite each heading as a main idea. Then draw lines from each box to add details that support each main idea.

To push forward.

saliva (suh-lie-vuh): noun

6

10 While You Read Slime!

by

by A clear, watery liquid made glands in the mouth.

ACROSS move 2. to make something s are helpful, but some 5. Some of these creature can make you sick. sometimes a doctor will 6. To see if you are sick, in your neck are swollen. check if the

secrete (si-kreet): verb To

. make and release a substance

Heading: Mucus and Spit Main idea:

Heading: A Slimy Defense Main idea:

DOWN gradually 1. to release something 3. another word for spit 4. When you have a cold, . of

your body makes a lot

SLIME! Slime! Hot Topics â&#x20AC;˘ Set C â&#x20AC;˘ Š Evan-Moor

87

Corp.

Heading: You Canâ&#x20AC;&#x2122;t Hug a Slug Main idea:

Heading: Super Slime Secrets

MainAfter idea:You Read Unit 10

Name:

Slime!

Testing Your Knowledge

Perfect for

Read each item and choose the best answer. You may refer to Slime! as you work. Hot Topics â&#x20AC;˘ Set C â&#x20AC;˘ Š Evan-Moor Corp.

1. Slugs and snails do NOT

Slime!for need slime

89

đ?&#x2013; keeping themselves moist đ?&#x2013;Ą protecting themselves đ?&#x2013;˘ transporting themselves đ?&#x2013;Ł digesting their food 2. Why does your nose fill

Before Reading Students participate in a brief discussion to build background and practice 6 to 8 vocabulary words.

school, or before/after-

up with mucus when

school programs

you have a cold? đ?&#x2013; because your body produce s extra mucus to get rid of the germs đ?&#x2013;Ą to prevent too much dirt from getting into your nose đ?&#x2013;˘ because itâ&#x20AC;&#x2122;s easier to breathe when your nose is full đ?&#x2013;Ł to make it hurt less when you blow your nose

3. What is the main idea of

this article?

đ?&#x2013; Animals use slime to defend themselves. đ?&#x2013;Ą Slime has many importa nt functions. đ?&#x2013;˘ You can make slime using soap flakes, food coloring , and water. đ?&#x2013;Ł Scientists in Massachusetts are studying slime.

4. What is produced by glands

While Reading Students are presented with a focus reading strategy supported by a graphic organizer that helps students access and comprehend the text as they read.

your classroom, summer

.

đ?&#x2013; mucus đ?&#x2013;Ą bacteria đ?&#x2013;˘ saliva đ?&#x2013;Ł nutrients

5. The hagfish uses slime

to

in your mouth?

đ?&#x2013; clean itself đ?&#x2013;Ą move around easily in water đ?&#x2013;˘ kill bacteria and germs đ?&#x2013;Ł fight off attackers

Hot Topics â&#x20AC;˘ Set C â&#x20AC;˘ Š Evan-Moor

.

Corp.

Slime!

91

After Reading Students reďŹ&#x201A;ect on what theyâ&#x20AC;&#x2122;ve read through a brief discussion, test their knowledge through a comprehension test, and respond to the selection through a variety of creative activities.

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23


Hot Topics High-Interest Reading

Each Hot Topics Classroom Kit Contains: 20 4-page high-interest reading selections Compelling reading selections with full-color designs, in a variety of genres and real-world reading formats. Brochure-style card stock, 6 copies each. Teacher’s Guide Step-by-step lesson plans, reproducibles, and before-, during-, and after-reading strategies. Audio CDs Audio CDs with read-alouds of each selection and cues for moving between text features. License to download onto MP3 players.

A

Reading Level: Grades 2.5–3.0 Lexile® Range: 400–520 Interest Level: 4–8+ Guided Reading Level: J–O

Reading Level: Grades 3.0–3.5 Lexile® Range: 500–610 Interest Level: 4–8+ Guided Reading Level: K–P

B

Classroom Kit

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Student Book 6-Pack

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Assessment & Pacing Kit

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Student Pre- and Posttest Booklets (6 ea)

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Student Pre- and Posttest Booklets (6 ea)

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Spanish Supplement Teacher’s Edition

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Spanish Supplement Student Book

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Hot Topics

High-Interest Reading

A

Additional resources customized to fit your needs:

Student Pretest

Starter Kit 20 reading selections, 1 copy each; teacher’s guide; audio CDs. A

Add-on Pack 20 reading selections, 1 copy each.

Student

Posttest

Student Book 6-Pack Before-, during-, and after-reading activities for 20 reading selections, 6 copies. Assessment & Pacing Kit Teacher’s guide with pacing chart and pre- and posttest answer key. Student pre- and posttest booklets, 6 copies each. Additional Student Pre- and Posttest Booklets (6 ea) Spanish Supplement Teacher’s Edition Reproducible activities in Spanish for 20 reading selections and directions on how to use the Spanish supplement to support the core instruction in Hot Topics. Spanish Supplement Student Book Activities in Spanish for 20 reading selections.

C

Reading Level: Grades 3.5–4.5 Lexile® Range: 600–760 Interest Level: 4–8+ Guided Reading Level: L–Q

SCIENCE

Reading Level: Grades 2.5–3.5 Lexile® Range: 400–600 Interest Level: 4–8+ Guided Reading Level: J–P

Classroom Kit

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Student Book 6-Pack

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Assessment & Pacing Kit EMC 3508-R12

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Student Pre- and Posttest Booklets (6 ea)

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$23.99

Student Pre- and Posttest Booklets (6 ea)

EMC 3501-R12

$23.99

Spanish Supplement Teacher’s Edition

EMC 3500-R12

$12.99

Spanish Supplement Teacher’s Edition

EMC 3505-R12

$12.99

Spanish Supplement Student Book

EMC 6644-R12

$5.99

Spanish Supplement Student Book

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$5.99

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25


Look, Listen, & Speak

Survival Vocabulary and Language Skills Instruction

Print and interactive resources working together to inspire learning 26

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Look, Listen, & Speak

Survival Vocabulary and Language Skills Instruction Help English language learners and special needs students develop vocabulary, language patterns, and confidence. Corner Store

page after completin complete this Have students E-poster activity. the Corner Store

Write the word

Who Is It?

that completes

Look at each pictu

Look

g

ner Store

Cor Shopping at the

g page after completin complete this activity. Have students of the Town E-poster the Actions layer

Town

re. Fill in the circle

Electronic and print posters provide engaging multimedia environments that introduce theme-based vocabulary in context.

it is.

that tells what

each sentence.

She

He

They

vegetables

shelves

newspapers

cans

Listen are playing.

ge. are collecting garba

freezer

is riding the bike.

is mailing a letter.

© Evan-Moor Corp. Speak: My Look, Listen, and

Community • EMC

fruit

cans

flowers

• EMC 2782 •

flowers

bags

interactive games, chants, songs, and read-along stories on a CD-RoM reinforce vocabulary and concepts.

bags

newspapers 25

Look, Listen, and

nity

Speak: My Commu

or Corp.

2782 • © Evan-Mo

24

Speak Familiar themes help students connect topics and vocabulary to the world around them and gain confidence in participating in conversation.

Complete Set $574.99 Includes 1 of each EMC 2773-R12 Starter Kit

Each Look, Listen, & Speak Starter Kit contains: Teacher’s Resource Book

Step-by-step directed teaching lessons, reproducible activity pages, and written and oral assessments give teachers a clear instructional path. Student Book 5-pack

Students work in a manageable 32-page, full-color booklet containing a picture dictionary, a story, chants, a song, and activity pages. Two 17" x 22" Posters

An identical electronic version of each printed poster allows students to scroll over pictures and hear words pronounced and used in sentences. Picture Cards

48 full-color labeled cards can be used for a variety of games and extra hands-on practice. Interactive CD-ROM

PC/MAC-compatible software with a license for five workstations.

Request a FREE sample at www.evan-moor.com/sample

Starter Kit

$124.99

At School My Family and Me At Home My Community Keeping Healthy

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At School My Family and Me At Home My Community Keeping Healthy

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CD–ROM At School My Family and Me At Home My Community Keeping Healthy

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27


Stories to Read, Words to Know Developing Language Through Reading

Help English learners and remedial students feel a sense of accomplishment as they progress from beginning to intermediate language development.

Colorful picture dictionaries introduce students to new vocabulary used throughout the unit.

7

When It Grows Up

Engaging reading selections

baby bear

capture studentsâ&#x20AC;&#x2122; interest as they read independently with an audio CD or in an ELL reading group.

plant

boost comprehension, reinforce vocabulary, and support studentsâ&#x20AC;&#x2122; understanding of the stories.

i]ZWV Wn ^h^h #

Read the words. Write them in the boxes.

ZVgZi]ZeVgZci I ]Z h h#

pumpkin

Follow-up activities

28

I]

The baby bear will It will look like its An animal looks

Practice reading these words.

look

like

parent

will

49

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grow Level C

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50

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Stories to Read, Words to Know

Developing Language Through Reading

Complete Set $229.99 Includes all 10 Starter Kits Complete Set

EMC 3340-R12

$24.99

Starter Kit

1 Teacher’s Guide, 1 Student Book, 1 Audio CD Book A Book B Book C Book D Book E Book F Book G Book H Book I Book J

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Student Book 5-Pack Book A Book B Book C Book D Book E Book F Book G Book H Book I Book J

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Take-Home Kit

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Individual Student Book Book A Book B Book C Book D Book E Book F Book G Book H Book I Book J

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Each Stories to Read, Words to Know Starter Kit contains: Student Book

Book

Reading Grade Level

A

K

B

K

C

K–1

D

1

E

1

F

1–2

G

2

H

2–3

Audio CD

I

3

Engaging audio readings support struggling and reluctant readers as they follow along with a story. Audio selections are also available in downloadable podcasts on iTunes.

J

3

Full-color storybook provides students with the motivation and practice they need to master language skills. 96 pages. 12 full-color stories, picture dictionaries, activity pages that target important skills

Teacher’s Guide Step-by-step lesson plans and additional teaching resources make it easy to guide students through each lesson. 64 pages. Reading strategies, guided instruction, oral language practice, vocabulary practice strips, assessment tests

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29


Everyday Literacy

Listening, Speaking, Reading, Writing, and Science

Three powerful resources to build the foundation for your early literacy curriculum

Everyday Literacy: Listening & Speaking

Everyday Literacy: Reading & Writing

Develops students’ receptive and expressive language using 15- to 20-minute daily oral language activities.

h elps beginning readers develop reading and writing readiness skills through fun and focused daily activities.

Focus on: • phonemic awareness

Focus on: • oral language

• alphabet awareness

• vocabulary

• CVC and high-frequency words

• print awareness

• comprehension

• comprehension

• phonics

• phonological awareness

Everyday Literacy: Listening & Speaking

Everyday Literacy: Reading & Writing

$100.95

Class Pack

Class Pack

Everyday Literacy: Science Develops life-, earth-, and physicalscience concepts and vocabulary. Early learners acquire literacy skills while exploring interesting science topics.

Focus on: • scientific thinking and inquiry • physical, life, and earth sciences vocabulary and oral language • comprehension

Everyday Literacy: Science

$100.95

$100.95

Class Pack

20 Student Books + Teacher’s Edition

20 Student Books + Teacher’s Edition

20 Student Books + Teacher’s Edition

Grade PreK Grade K Grade 1

Grade PreK Grade K Grade 1

Grade PreK Grade K Grade 1

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Student Book 5-Pack Grade PreK Grade K Grade 1

30

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Student Book 5-Pack $19.99 Grade PreK EMC 6639-R12 Grade K EMC 6640-R12 Grade 1 EMC 6641-R12

TEL 800-777-4362

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Everyday Literacy

Listening, Speaking, Reading, Writing, and Science A perfect resource for migrant education Everything you need to build listening, speaking, reading, and writing skills across the curriculum! • Engaging lessons that cover the four language domains • 20 easy-to-implement weekly units in each book • h elpful teacher support and step-by-step lesson plans • h ome–School Connection resources in English and Spanish • Consumable student books and assessment resources

Teacher support makes implementing each lesson easy. W EE K

15 Concept Earth has four seasons.

Four Seasons

WEEK 15

Science Vocabulary:

SKILLS

Earth Science • Understand that the seasons change in a pattern • Understand that there are different kinds of weather

Literacy Oral Language Development • Respond orally to simple questions Comprehension • Make connections using illustrations, prior knowledge, or real-life experiences • Answer questions about key details in a text read aloud • Make inferences and draw conclusions

WEEK 15 Name

What to Do Have your child look at the pictures below. Ask him or her to point to the pictures in order and name the seasons: spring, summer, fall, winter. Ask: Which season are we in now? Which season do you like the most? Have your child tell you an activity he or she likes to do during each of the four seasons.

Draw a line to match the word to the picture.

Introducing the Concept

1

Begin by activating students’ prior knowledge about the seasons. Ask:

• Do we have the same weather every day? (no) How does the weather change? (It may be sunny, cloudy, rainy, snowy, hot, warm, cold, etc.) • We have four seasons: spring, summer, fall, and winter. The weather often changes from season to season. What is the weather like in summer? fall? winter? spring? (students respond) Then introduce students to the concept of the patterns of the seasons. Say: Our Earth is like a big ball that moves around the sun. As Earth moves, the seasons change from spring to summer to fall to winter.

Listening to the Story Distribute the Day 1 activity page to each student. Say: Listen and look at the picture as I read a story about the pattern of the seasons.

In spring, the tree outside Ava’s window has tiny, new green leaves. She hears baby birds chirping in their nest. Summer comes after spring. Now the tree has big, green leaves. Ava doesn’t have school, so she sits in the shade of the tree and reads a book. Fall comes after summer. The leaves on the tree turn yellow, orange, and red before they fall to the ground. After school, Ava rakes up the leaves. Finally, winter comes. The branches of the tree are bare. One morning, Ava wakes up to see white snow covering everything! Ava likes the snow. But she knows that one day it will melt, spring will come, and the pattern will start all over again!

Confirming Understanding Distribute crayons. Reinforce the science concept by asking questions about the story. Ask:

• What does the tree have in spring? (new green leaves) Circle some of the leaves. • What does the tree have in summer? (big green leaves) Color the tree’s leaves. • What does the tree have in fall? (yellow, orange, red leaves) Color the leaves on the ground red. • In winter, the tree is bare. Circle the bare branches in black.

WEEK 15

2

summer •

3

fall

4

winter

DAY 1

Confirming Understanding

Name

spring

5025.indb 123

Science Concept: Earth has four seasons. To Parents This week your child learned that the Earth has four seasons.

Spring

Summer

Winter

Fall

Four Seasons

126

Spring

Summer

Winter

Fall

Week 15

What to Do Next Help your child fold a sheet of drawing paper into four sections and draw a picture of what he or she wears in each season.

Everyday Literacy: Science • EMC 5025 • © Evan-Moor Corp.

Day 1 picture

© Evan-Moor Corp. • EMC 5025 • Everyday Literacy: Science

Home–School Connection

What I Learned

Four Seasons

fall, pattern, seasons, spring, summer, winter

Day 1

DAY 4

Applying the Concept

Name

Science Objective: To help students understand that changes in weather occur from day to day and across seasons, affecting Earth and its people

Week 15

123

11/2/11 3:14 PM

Teacher’s Lesson Plan Pages list standards covered and provide vocabulary words, a step-by-step teaching path, scripting suggestions, discussion questions, and ideas for extending activities.

© Evan-Moor Corp. • EMC 5025 • Everyday Literacy: Science

5025.indb 129

Week 15

129

11/2/11 3:14 PM

Student Activity Pages support the daily lessons while presenting students with engaging theme-based activities.

Request a FREE sample at www.evan-moor.com/sample

130

5025.indb 130

Week 15

Everyday Literacy: Science • EMC 5025 • © Evan-Moor Corp.

11/2/11 3:14 PM

Home–School Connection Resources encourage parent involvement by providing weekly activities to be completed at home. (Spanish version is available for download.)

31


Phon E

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Search Options Multiple search options make it easy to filter activities and lessons by curriculum, keyword, level, or standard. Lesson Planner The online calendar allows teachers to create lesson plans by assigning activities and teaching units to a specific date and time. SUBSCRIPTION 2 to 5 users 6 to 10 users 11 to 20 users 21 to 24 users 25+ users

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Effective, Engaging, and Easy-to-Use Resources Dynamic Interactive Apps Actively engage students with content-rich and self-correcting interactive lessons for every day of the school year.

Written Practice Provide students with independent practice and a portfolio of their work for the entire school year. Plus, save teacher prep time and additional photocopying costs.

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Hands-on Activities Motivate students with full-color center activities that cover key language, math, phonics, or comprehension skills.

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800-777-4362

FAX

800-689-1302

evan-moor.com/education

Evan-Moor Educational Publishers Schol Publishing Group Catalog 2012-2013  

Since 1979, Evan-Moor Educational Publishers has provided teachers and educators with practical, creative, and engaging PreK-8 educational m...