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Readiness. Transition. Implementation. Your Partner in Common Core Success

Meet the demands of Common Core with resources created exclusively for the new standards.


We’re here to help. Triumph Learning is proud to be an endorsing partner of the Common Core State Standards initiative, and dedicated to your successful implementation of the standards. States are moving progressively toward full implementation of the CCSS—it’s a time of excitement and, potentially, a time of confusion too. There is wide-ranging discussion of the impact the new standards will have on students and educators, and understandable concern about new CCSS assessments to come. In this climate of both apprehension and promise, we are ready to support you in every way. Triumph Learning has decades of experience translating the objectives of academic standards into focused lessons that lead to real understanding. And we have applied this know-how to the requirements of the CCSS. Whether you are positioning yourself to get ready for change, in the early stages of actual transition, or well along the implementation path, we have precisely the tools you need to find Common Core success. As we begin this exciting journey together, we take pride in arming you and your students for achievement.


Triumph Learning is your partner in Common Core success! Implement the standards with confidence—using resources built from the ground up, exclusively for the CCSS.

Crosswalk CoachTM Grades 3–8

Common Core CoachTM Grades 3–8 English Language Arts..................... pages 4–11 Mathematics................................. pages 12–19

Buckle Down® to the Common Core State Standards

English Language Arts...................pages 20–21 Mathematics................................ pages 22–23

Grades 3–8

Common Core ClinicsTM

Readiness for the CCSSTM

Grades 1–8

Grades 3–8

English Language Arts.................. pages 28–29 Mathematics.................................pages 30–31

English Language Arts.................. pages 32–33 Mathematics................................ pages 34–35

English Language Arts.................. pages 24–25 Mathematics................................ pages 26–27


4

ELA Your instructional anchor for implementation of the CCSS.

Common Core CoachTM Grades 3–8

With Common Core Coach, nothing is taught in isolation. You’ll cover clusters of skills that make sense together— always in the context of reading passages and writing samples.

The total CCSS package, built from the ground up—in full color. Common Core Coach has been built from the ground up using an integrated approach that suits the philosophy of the Common Core State Standards. Both comprehensive and easy to use, it provides grade-level-appropriate content at a new depth of instruction. Student texts are organized around reading and writing genres and cover all CCSS in logical clusters, in the context of reading selections or examples of writing types. Reading lessons use modeled passages and writing and language units use “mentor texts” to exemplify and teach skills. All lessons are structured around the researchproven model of gradual release, including explicit teacher-led instruction, collaborative peer work, and independent practice. Reading and writing lessons are differentiated, enabling learners to meet the rigors of the CCSS.

Common Core Coach delivers: • Clear lessons to help your students master achievements emphasized by the CCSS, including expectations for reading, writing, speaking, listening, and language conventions •A  nchor standards set the instructional path toward College and Career Readiness (CCR) Grade-specific CCSS define cumulative progression and end-of-year requirements; CCR anchor standards define cross-disciplinary literacy expectations that students must meet if they are to find success in college or workforce training programs. ORDERING INFORMATION Common Core Coach Student Text, ELA Grade

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3

C3F-T126NA

4

C3F-T127NA

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C3F-T128NA

6

C3F-T129NA

7

C3F-T130NA

8

C3F-T131NA

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99 14 21+ copies

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11–20 copies.... $17.49 ea. 10 copies...........$19.99 ea.

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Reading lessons

5

Common Core Coach instructs in close reading of complex text—a central guiding principle of the standards. Listen and Learn

Listen and Learn

Makore was older than Pele. She had taken notice  of a strong, handsome warrior whom she had carried,  this way and that, upon the waves she commanded.  After some years, she admitted to him that she was in  love with him. She then told her younger sister Pele  about her feelings for the warrior. Pele wanted to see  who had inspired Makore’s love. When Pele saw him for  herself, she too began to fall in love. Soon after, without  considering Makore’s feelings, Pele told the warrior that  she loved him.

What forces of nature have shaped the Hawaiian islands?

Consider

Why might people explain these forces with a myth?

The first part of every Reading Lesson is whole group and teacher-led.

Fires of Pele Adapted from a traditional Hawaiian myth 1

5

A time long ago, in a faraway land known as Kahiki,  there lived a mother named Haumea and a father named  Kanehoalani. Together they had seven sons and seven  daughters. All of them were gods and goddesses. Whenever  the clouds swelled and clung to the mountaintops, or rain  fell, or the earth broke open and belched steam or fire, one  of these powerful siblings had caused it. One of the seven daughters was named Pele. She was  the goddess of fire and volcanoes. She had learned much  from the fire god Lonomakua. Pele had a terrible temper.  Whenever she became angry or jealous, she would fly  into a wild rage. If she stamped her feet, the ground  would shake. If she cried, fiery lava would flow down the  mountainsides. When she screamed or tossed her hair,  the lava would shoot high into the air. Then it would rain  down upon the valleys and the ocean below.

MYTH A myth is often a story that explains something about the world and involves gods or superheroes. Myths usually explain how something in the world began or was created. What forces of nature are part of this myth?

When Makore learned what Pele had done, she  became enraged. She set out to chase Pele away from  Kahiki forever. Pele quickly packed her things into a  canoe her brother gave her. Then she paddled away from  Kahiki as quickly as she could. She traveled for a long  time, south and east across the warm Pacific Ocean,  through the blinding brightness of day and the lonely  darkness of night.

PLOT The plot of a story is the sequence of events that includes the actions of the characters and a conflict. How do one character’s actions make another character act in this story?

At last Pele reached the island of Kauai. There she  rested for a while before choosing a mountain and  climbing to the very top. There she took her digging stick  and carefully carved a fire pit. She prepared to move into  the pit and make it her new home.

The lesson purpose is set with an openended question about the genre focus.

But Pele’s sister Makore had other plans. She followed  Pele all the way to Kauai. She waited until Pele had  finished digging the fire pit. Then Makore stirred up   the ocean’s waves. The waves   splashed higher and higher,   until they crested over the very   top of the mountain. Pele’s fire pit   disappeared under water.

Pele didn’t often stop to think about whether something  seemed good or bad. She simply did whatever she felt like  doing at that moment. This often brought her trouble. The  fires she tended sometimes burned out of control. The fire  that she rained down on the ocean sometimes burned the  wooden canoes of the people who lived along the shore.  This angered Pele’s sister Makore. Makore was the goddess  of the sea. When Makore herself was angry, she liked to  show her displeasure by sending fearsome waves to break  the canoes and pound them to splinters against the shore.  But this was not the last time Pele would anger Makore.

THEME The theme of a story is the truth about life shown in that story. The beginning of this myth talks about Pele’s anger. What truth about anger do you think the story may be suggesting?

CONNECT TEXT AND ILLUSTRATIONS Illustrations can be used to help readers imagine a scene, understand characters, or better grasp ideas in the text. How does the illustration on this page help you understand Pele’s feelings as she sets out in her canoe?

Skills are instructed in the context of reading passages, importantly directing students to read and interact with text carefully and intensively.

6  Lesson 1  •  Reading Myths

Lesson 1  •  Reading Myths  7

Skills Review

Graphic Organizer: “Fires of Pele” and “Like Fire and Water!”

Listen and Learn Consider

How does a myth in graphic form differ from a traditional telling of a myth? How are the gods and goddesses in myths like real people?

must leave until she is calm. of Pele

Like Fire and Water!

terrible temper.

what is stories.

Both   stories

figurative language Listen and Learn

Skills Review

Vocabulary Preview: Bridge of Fire

context clues

words in a text near an unknown Preview these words from the myth “Bridge of Fire.” word that give clues about the meaning on the lines provided. If you don’t reco means word of the unknown word That is why you must leaveRead the sentences before and after the one story.

Kahiki altogether. MyThen canoe, take your best guess at a definition, and write called Honua-i-a-kea, willtake carry people or animals that part in the 1. dislodged youaction safely to the distant islands , paragraph 1 (verb) of a story in the south. 2. bestowed, paragraph 2 (verb)

plot

the sequence of events in a story , paragraph 2 (noun) 3. saplings that includes the characters’ actions and a conflict 4. dismay, paragraph 5 (noun)

figurative language

language that contains , paragraph 5. eternal interesting images9 (adjective) or that describes something through the use of unusual comparisons , paragraph 15 (noun) for added 6. monument effect, interest, and meaning

describes Pele’s terrible temper.

Wait. I will talk with Pele. She is young, and even more hot-tempered than you!

Pele always gets exactly what she wants. But I’m not giving in this time! She’ll be sorry.

14  Lesson 1  •  Reading Myths

In this lesson, the whole class will read and analyze the myth just completed presented now as a graphic novel— comparing treatments and addressing a CCSS requirement to make connections between text versions and visual or oral presentations of text. 14  Lesson 1  •  Reading Myths

Vocabulary Preview: Bridge ofCOMPARE PLOT In Fire Preview these words from the myth “Bridge Fire.” Write both of versions of the story, what you think each word means on the lines provided. If you don’t recognize a word, Pele gets the canoe fromlocate it in the story. Read the sentences before and after the one in which the word appears. Then take your best guess at a definition, herand brother. But in this write it on the lines provided.

Kamohoalii told me to paddle 1. dislodged, paragraph 1 (verb) for two days before stopping. I can’t believe I’m leaving. 2. bestowed, paragraph 2 (verb) 3. saplings, paragraph 2 (noun) 4. dismay, paragraph 5 (noun) 5. eternal, paragraph 9 (adjective)

version, the plot includes different details about Makore and her brother. What details are included here that were not in the first version of the story? How do those details help you understand the characters?

6. monument, paragraph 15 (noun) Lesson 1  •  Reading Myths  15

10  Lesson 1  •  Reading Myths

language that conta or that describes so use of unusual com effect, interest, and

Review these skills, which appear in the passage that follows.

Like Fire   and Water!

The story

She went to Aukelenuiaiku, saying she loved him. I will never forgive her!

the sequence of eve that includes the ch and a conflict

describes Pele’s

characters

COMPARE PLOT In this part of the plot, Makore and her mother talk about Pele’s anger. How does this differ from the events in the first version?

people or animals th action of a story

plot

the same in both stories. On the sides, list what is different in the

Fires   of Pele

words in a text near word that give clues of the unknown wor

and Water!

stories

The story

Graphic Organizer: “Fires of Pele” and “Like Fire and Water!” The ground is shaking. Look back at “Fires of Pele” and “Like Fire and Water!” How are the theme, Makore, have you said plot, and structure different in the two stories? How are they the same? something toUse upset Pele? the Venn diagram below to list your ideas. In the center, write

CONNECT TEXT AND ILLUSTRATIONS This version of the story is a graphic novel. Most of the story is told through illustrations and dialogue. The illustrations on this page show Makore and her mother. How does this version help you understand why Makore acts the way she does?

these skills, which appear in the passage tha

Review After reading these two selections, the theme, Look back at “Fires of Pele” and “Like Fire and Water!” How are context same? the they are How stories? two Listen and Learnclues the in plot, and structure different the class works together to complete what is Use the Venn diagram below to list your ideas. In the center, write different in the stories. a isComprehension Graphic Organizer the same in both stories. On the sides, list what Leave! Kamohoalii, Pele, Makore is looking all overand a Vocabulary Word Map before where can I go? characters for you, saying you have stolen Kahiki is so small! Aukelenuiaiku’s heart. You moving on to peer group work. Like Fire   Both   Fires  

Lesson 1  •  Reading Myths  11


6 Share and Learn Critical thinking questions guide peer group Leveled reading selections are discussion and interaction with the text. reproducible—included with How is the world of myths different from the real world? “But you take from our side of the bridge also!” the others  would respond. “The bridge serves each of us. What I find  Common Core Coach Teacher’s Why do myths sometimes include angry or destructive across it, I may keep. After all, who has the right to claim the  actions? Manual. Passages are also gifts of earth as their own? How can things be yours after   COMPARE available online—see p. THEME 10. they have been cut or carried by another?” The arguments 

Share and Learn Consider

Bridge of Fire

grew worse. Soon, everyone was fighting. They fought about  the bridge, the land around it, and just about everything upon  the land.  The Great Spirit Tyee Sahale watched with dismay. He  grew sad and angry that the people were fighting with their  Share and Learn neighbors. He decided that he must punish all of the people  Vocabulary Check for their greediness. He thought about it for along time.  Write six sentences about “Bridge of Fire” using the vocabulary words below. You can use another form of aFinally, he caused all the fires in their homes to go out. There  word if you wish—for example, dislodge instead of dislodged. Include context clues that would help a reader figure out the was only one way for people to light their fires again. They  meanings of the words. would have to travel to the one fire that still burned. Tyee  dislodged bestowed saplings Sahale placed this fire in the middle of the Bridge of the Gods. 5

Adapted from a Puyallup myth 1

CONTEXT CLUES Which clues help you figure out what dislodged means? Circle them. Then underline the words that help you figure out the meaning of bestowed. Finally, circle the words that help you figure out the meaning of saplings. PLOT What conflict has developed as a result of characters’ actions?

Tyee Sahale saw all of the destruction caused

 by his sons.  COMPARE MYTHS Long ago, along the steep banks of the Columbia river,  He became angrier than before. In a fit of temper, he struck  Reread the last the Bridge of the Gods. The bridge tumbled into the river,  paragraph. How are the a pile of giant rocks was dislodged from the earth and  where it still lies. So an gry was Tyee Sahale th volcanoes in this myth at he destroyed  the three to whom he had given eternal life—Loowit,  tumbled into the water. There, the rocks created a bridge   similar to the volcanoes Klickitat, and Wyeast.  in “Fires of Pele”? of stone. This bridge allowed the people to cross the river  15 After he had punished them, and the world fell silent,  he felt great sorrow. He decided that he would make a  easily. Their feet stayed dry. There was no danger of being  monument to each of them. Where each suitor had fallen,  swept downstream by the rushing waters. The people loved  he pushed the ground up to form a volcano. Loowit had been beautiful. Where she had fallen, Tyee  the bridge. They named it Tamanawas Bridge, which   Sahale raised a volcano covered with glittering white snow.  means “Bridge of the Gods. ” This is Mount St. Hele ns. Where Wyeast fell, Mount Hood 

dismay

1

stands tall and proud. Klickitat, so much in love with Loowit, 

eternal

monument

A very old woman named Loowitlatkla, or “Lady of Fire,”  lived on the bridge. It was her job to look after the sacred fire.  She was devoted to it. Night and day, Loowit worked to keep  the fire going. Usually she added a handful of wood. If wood  was scarce, she would use dry moss or anything else she  could find to feed the fire. 

For a long time, the people were thankful for the bridge.  still weeps for her, his head hanging sorrowfully in the form  of Mount Adams. 2. They felt as if a great gift had been bestowed upon them. And  the bridge led to many other gifts. Using the bridge, people  This myth explains the origin of three volcanoes in the Comprehension Check Pacific Northwest. Mount St. Helens and Mount Adams could easily seek plants, trees, and animals on both sides of  are in what is now Washington State. Mount Hood is 3. lead to problems in the plot of both near them in Oregon. 1. How does the characters’ anger the river. People from one side of the river would cross the  “Fires of Pele” and “Bridge of Fire”? bridge to look for rare stones. People from the other side  Mount St. Helens would cross to cut strong, straight saplings, the young trees  4. they used to build their camp. Then each group would cross  and 2. How are the themes or messages about life in “Fires of Pele” the bridge again to return to their homes.  SUMMARIZE How are they different?

Summarize the story by retelling only the most important ideas in your own words.

Mount Adams But as time passed, people on each   Mount Hood side of the bridge began to grumble. They   complained about the things people across   the river were taking away. One began to   accuse the other, saying, “You are taking   things from our side of the bridge! You   20  Lesson 1  •  Reading Myths must find them on your own side!” 

“Bridge of Fire” the same?

6. and 3. Think about the endings of “Fires of Pele,” “Like Fire and Water!” why. “Bridge of Fire.” Tell which ending you think is most hopeful, and

Lesson 1  •  Reading Myths  21

How do myths help people understand the world around them?

Read On Your Own

Students individually check their comprehension of the selection they have read with their peer groups, continuing their move toward independence.

Common Core Coach alternates between reading and writing lessons throughout each grade, with speaking and listening— necessary prerequisites of reading and writing—woven throughout.

What’sWhat’s an Opinion an Opinion Piece?Piece?

Analyze aAnalyze MentoraText Mentor Text

Many schools Many haveschools rules about havehow rulesmany aboutbooks how many students books canstudents check out can ofcheck the out of the library in a week. libraryMaybe in a week. you think Maybe a limit you of think twoabooks limit ofistwo fine.books Maybe is you fine.think Maybe youyou think you should be able should to check be able outto ascheck manyout books as many as youbooks want.as Or,you maybe want.you Or,think maybe that you think that the rule should thebe rule changed should be to four changed bookstoper fourweek. books These per week. are allThese opinions. are all opinions. In an opinionInpiece, an opinion you tell piece, about you your tellopinion about your and opinion try to persuade and try to others persuade to agree others to agree with you. Read withthe you. ways Read to make the ways yourtoopinion make your pieceopinion effective. piece effective.

Your Opinion Your Opinion State your opinion State your clearly. opinion It clearly. It should tell your should readers tell your exactly readers exactly how you feelhow about you a topic. feel about a topic.

Read more myths online at www...

Read more myths online at www.tktk.com

22  Lesson 1  •  Reading Myths

Writing lessons

This is an example This is an of an example effective of an opinion effective piece opinion for a fourth piece grader. for a fourth First,grader. First, read it. Thenread complete it. Then the complete activitiesthe in the activities boxesinwith the your boxes classmates. with your classmates.

Vacation Vacation Should Be Should for Vacation: Be for Vacation: No More No Vacation More Vacation Projects! Projects!

OPINION  TheOPINION  writer The writer gets the reader’s gets the reader’s What do you think when you hear the word vacation?  What do you think when you hear the word vacation?  attention in theattention in the Maybe you think about a time when you slept in late or  Maybe you think about a time when you slept in late or  introduction. The introduction. writer The writer went on a trip. When I hear the word vacation, I think of  went on a trip. When I hear the word vacation, I think of  also states an also opinion states an opinion class projects that my teachers have assigned. I always  class projects that my teachers have assigned. I always about school projects about school projects have a big project due when I get back to school. Thinking  have a big project due when I get back to school. Thinking  during vacations. during Draw vacations. a Draw a about and working on these projects ruins my vacations.  about and working on these projects ruins my vacations.  box around thebox opinion. around the opinion. I think that school projects during vacations should be  I think that school projects during vacations should be  banned. banned.

SUPPORTING REASONS   SUPPORTING REASONS  

Supporting Supporting Reasons Reasons Include at least Include threeatreasons least three to support reasonsyour to support your opinion. Supporting opinion.reasons Supporting can reasons include can include judgments and judgments facts. Strong and facts. supporting Strongreasons supporting reasons will make your willopinion make your pieceopinion more convincing. piece more convincing.

A Conclusion A Conclusion Your conclusion Yoursums conclusion up your sums up your ideas and completes ideas andyour completes your opinion piece. opinion piece.

Vacations should be a time for kids to get rest.  Vacations should be a time for kids to get rest.  The writer gives The reasons writer gives reasons Research shows that people of all ages do their best work  Research shows that people of all ages do their best work  that support the that opinion support the opinion when they are well rested. If you’ve had enough sleep,  when they are well rested. If you’ve had enough sleep, in the second and in the third second and third your brain is more open to learning new things.  your brain is more open to learning new things.  paragraphs. Underline paragraphs. the Underline the reason in eachreason paragraph. in each paragraph. Another reason is that kids need time to just play with  Another reason is that kids need time to just play with  other kids. Play can be very useful. For example, when  other kids. Play can be very useful. For example, when  my friends and I play, we work out the rules of games and  my friends and I play, we work out the rules of games and  interact with each other. These activities help us learn  interact with each other. These activities help us learn  social skills that will help us become successful   social skills that will help us become successful   as we grow older. as we grow older.

Let’s look at Let’s an opinion look atpiece. an opinion piece.

232  Lesson232  12  •  Writing Opinion Pieces Lesson 12  •  Writing Opinion Pieces

CHARACTER What kind of character is Tyee Sahale? Why does he decide to punish the people?

CONTEXT CLUES Circle the words that help explain the meaning of dismay.

5.

EssEntial QuEstion

In peer groups, students read and analyze a new text 16  Lesson 1applying   •  Reading Myths the same together, strategies and skills learned in the preceding “whole group,” teacher-led selections.

In “Fires of Pele,” the theme was that anger can have a lasting effect. How is the theme in this story similar?

The whole class is led in an analysis of a Mentor Text – an exemplary model of the writing format that is the focus of the lesson.

Writing Opinion Pieces  Writing Opinion Pieces  233 233

Each reading lesson includes one independent selection written at three different levels—approaching, on, and above level. Students now practice independently the same Lesson 1  •  Reading Myths  17 skills they learned and applied in the previous sections of the lesson.

As with reading lessons, each Writing Lesson opens with a vivid photograph and targeted open-ended question.


7

Writing lessons include whole-group instruction and independent process writing, and each provides:

Writing Process

•  Template and guidelines for conducting peer reviews •  Mini lessons on grammar, mechanics, and word choice & usage •  Suggestions for ways to publish finished pieces digitally

Now that you have read and analyzed an opinion piece, you are going to create your own by following these steps of the writing process.

1. Get Ready: Brainstorm

List topics you might want to write about. Choose the topic that you have the strongest opinion about. Think of reasons that support your view. Choose the strongest reasons for your opinion piece.

2. Organize

Try It!

Now it is time to begin the first draft of your opinion piece. Remember, your draft does not have to be perfect! This is the time to use your notes, get your ideas down in some sort of organized way, and have fun. You will have time to revise your writing later. Start by drafting your opinion paragraph on a computer or on a separate sheet of paper. Tell about the rule you want to change or add, and give your opinion about it.

3. Draft

I can read fas than that.

Create the first draft of your opinion piece.

5. Revise Use suggestions from your peer review to revise your opinion piece. A good beginning gets your reader’s attention. You can begin with a question, a quotation, or an interesting or funny experience. 6. Edit Check your work carefully for spelling, punctuation, and grammar errors. Be sure to state your opinion in the first paragraph.

Linking words and phrases help writing flow smoothly. They also help readers understand how ideas are connected. Here are some common linking words and phrases.

after, also, although, because, before, first, furthermore, finally, next, then

Try It!

Now use the ch piece. Choose t

Write a topic sentence that clearly states the reason in Create each a final version of your opinion piece. 7. Publish Supporting Paragraph.

even though, as long as, in addition, the first reason, the most important reason, another reason

Use the reasons and details you wrote during Step 2: Organize. Writing Assignment In this chapter, you will write your own opinion piece. Read the following assignment. In each Supporting Paragraph, include sentences with details, facts, and experiences. Think about the rules and policies, or ways of doing things, in your school. Is there a rule or policy that you think should be changed? Is there a new rule or Sum up your reasons in the end. Try to write an ending policy that you think should be added? that your readers will remember. Write three to five paragraphs telling your opinion about the rule or policy that you think should be changed or added. Be persuasive!

The author of the mentor text uses linking words and phrases in her third paragraph.

lINKING PHRASES  Read this section of the mentor text. Circle the linking phrase that introduces a supporting reason. Underline the two sentences that the phrase “For example” connects.

only two book week from the

Use a graphic organizer to organize supporting details and plan your

On a computer or a separate sheet of paper, complete the draft of your opinion piece. Remember to use linking words to connect 4. Peer Review Work with a partner to evaluate and improve your draft. your ideas. Use this Draft Checklist to help you as you write.

Writer’s Craft: Using Linking Words and Phrases

Linking phrases

Write Your First Draft

Another reason is that kids need  time to just play  with other kids. Play can be very useful. For example,  my friends and I often have to interact to work out   the rules of a game. Such activities help us learn   social skills that will help us become successful as   we grow older.

Tips for Writing Your First Draft • Write down key phrases and ideas before you begin writing. 236  Lesson 12  •  Writing Opinion Pieces Sometimes this is a great warm-up to get you started!

The lesson continues through the writing process, alternating • Sometimes students write better after physical activity. If you get instruction and “doing” as students stuck, take a walk around the block! proceed with their own writing projects in manageable steps. • Focus on ideas, not details. Since you will revise and edit later, you can fix the details then. In drafting, it’s the ideas that count.

242  Lesson 12  •  Writing Opinion Pieces

Writing Opinion Pieces 

243

ELA Test practice aligned to the CCSS advances proficiency.

Common Core Coach Assessments Grades 3–8

A balance of questions measures the knowledge, skills, and understanding essential to achieving college and career readiness.

The Summative Assessment gauges year-end proficiency in required skills and strategies. Part 2: Language Arts

Five comprehensive assessments are each aligned to the Common Core State Standards. They cover both reading and writing skills and strategies, and contain a mix of multiple choice, open-ended, and essay questions.

This passage contains mistakes. Read the passage and answer the questions that follow.

The Vet Visit

20

Four Benchmark Assessments monitor progress and help direct extra support.

Does your fictional narrative introduce a narrator and/or characters?

Benchmark Assessment 1

that follow one another clearly? set up a situation clearly and have events help readers follow the sequence of events? use transitional words and phrases to setting? the show to dialogue and/or use details details? use vivid and exact words, phrases, and sense for the audience and purpose? use a style and vocabulary that make have an interesting conclusion? have good spelling, capitalization, and follow the rules for good grammar?

Duplicating any pa

Use the following pages to plan and

punctuation?

write your response.

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Common Core Coach Assessment Workbook, ELA

Duplicating any part of this book

(1) Ginger barks at me. (2) Then she barks at my mom. (3) She seems to be saying, “Who are these animals? (4) Where are we, and why are we in this strange place?” (5) I want to tell Ginger that we’re here at the vet because she has been limping, and we don’t know why. (6) She’s even held up her leg and tried to walk on three legs. (7) We want Dr. Ramirez to check out the leg. (8) Mother and I look around the waiting room, there are all kinds of animals here. (9) I see a sleeping cat in a cage. (10) A lizard lays quietly in a box in a boy’s lap. (11) The funniest animal here is the duck standing beside a woman. (12) I am surprised to see that it is wearing a red leash and collar! (13) Dr. Ramirez leads us into the examination room. (14) Ginger barks in excitement, and Dr. Ramirez smiles. (15) She says, “What a nice bark you have!” (16) Mother frowns, but I find the doctor’s remark amusing. (17) People usually complain about it! (18) Ginger’s bark that is deep and loud. (19) The doctor whispers in Ginger’s ear, and the dog sits obediently for her. (20) Then, even before Dr. Ramirez can ask to see it, Ginger offers her paw to the doctor. (21) “Is this the paw that is giving you so much trouble?” she asks Ginger. (22) Ginger is usually shy and won’t talk around strangers, so I answer for her. (23) “Yes, that is the one that hurts,” I tell the doctor. (24) Dr. Ramirez turns to me. (25) She asks, “So when did she begin to limp?” (26) “Yesterday afternoon,” I say. (27) Then I add, “I think. (28) I always walk Ginger first thing in the morning. (29) I took her for a thirty-minute walk yesterday morning, too.” (30) Dr. Ramirez has more questions. (31) She asks, “Where do you walk? (32) Do you walk her in the park or on a sidewalk?” (33) I explain that I walk Ginger on Part 3: Writing the city’s sidewalks for ten blocks and back. (34) Dr. Ramirez reaches for a small metal tool that looks like a pair of tweezers. (35) She holds Ginger’s foot firmly. (36) Then Prompt pulls out something Narrative small Fictional and sharp. (37) “She stepped on a piece of glass,” Dr. Ramirez explains. (38) Ginger wags her tail. (39) She nuzzles the doctor’s neck with her nose. (40) “You’re welcome!” Dr. Ramirez says. to before is a way to learn about the different Going to a place you have never been Write a It is also a way to learn about yourself. ways people look at and live their lives. never have they place a to go or characters who fictional narrative telling about a character your to like look place this does or far. What been to before. The place could be near what meet there? What do they do there, and character or characters? Whom do they challenges do they face? your best writing. Use the checklist below to help you do

Get R

Here’s how the a

work.

3. Draft

Linking Words

1.

The first step in several school r write reasons wh

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Assessments are also available online—see p. 10.


8

ELA In-depth support for every lesson promotes CCSS success.

Common Core Coach Teacher’s Manual Grades 3–8

The CCSS place priority on close reading of texts and analytical writing about texts. Common Core Coach provides just these opportunities—with ample lesson support.

Contextualized Common Core instruction that works for your students and for you. Common Core Coach Teacher’s Manual provides all the support you need to deliver the high-level learning experience demanded by the CCSS. Guidance in directing students’ attention to various aspects of the text is full and rich, with a range of possible responses supplied for openended questions that probe text meaning. Think-Alouds model a thoughtful reading process, and thorough Word Analysis is included for each lesson. You’ll find helpful rules for peer group discussion, with the student roles of facilitator, note-taker, word watcher, and presenter clearly defined. Suggestions are provided for managing peer group discussion—all easily adapted for your own classroom—as well as useful guidance on conducting effective teacher-student conferences about work in progress. Plus, you’ll get reproducible note sheets for group recordkeeping. As with whole class work, Common Core Coach includes fully explained sample answers to peer group discussion questions.

Each lesson contains fully-developed Vocabulary and Comprehension Checks, and a Vocabulary Preview for the lesson to come.

FEATURES •R  obust support for every lesson • Total lesson alignment to Common Core State Standards • Reduced Student Edition pages for ease of use • Modeling and Read-Alouds to support instruction • Guidelines for Peer Group work • Rubrics for grading open-ended questions and essays • Collaborative Speaking and Listening Projects for every Reading Lesson, with rubrics for content and presentation • CCSS Correlations Chart matches each standard to the lesson(s) in which it is addressed

Phone: 800-338-6519 • Fax: 866-805-5723 • www.triumphlearning.com


9 For ease of use, all wholegroup instruction pages from the student text are reproduced in full.

Think Aloud scripts model key reading strategies; students can identify the passage examples that illustrate them.

Speaking and Listening Project Communicate/Collaborate Share and Learn

Overview

Bridge of Fire Student Edition pages 16-17

Writing Myths and Tall Tales

Common Core State Standards CCSS: SL.4.5 Workinginsmallgroups,studentswillplanandcreateanoriginalcontemporarymythortalltaleandpresentthe storytotheclass,usingaudiorecordingsorvisualdisplaystoenhancetheirpresentation

NowhavestudentsbreakintogroupsandreadtheShareandLearnpassagetogether

 Technology note:Dependingoneachgroup’splan,studentsmayneedaccesstocomputers,recording equipment,multimediasoftwareequipment,orothertechnologytools However,thisprojectcanalso becompletedwithouttechnologysupport 

Peer Group Learning Checklist Forgeneralinformationaboutsettingupcooperativelearninggroups,seepagesxii–xvintheIntroduction

 Time required:Onedayofclasstimeforinitialplanning Twoweeksforstudentstocompletetheir projectduringfreetimeorathome Onedayofclasstimeforpresentations 

Before class …

 Materials needed:Examplesoftalltales,suchasPecosBill,JohnHenry,orPaulBunyan

During class … ✔ Reviewthedirectionswiththeclassbefore assigningstudentstogroups ✔ Assignstudentstogroups Assignanote-taker withineachgroup Givethegroups30minutes toread,review,anddiscusstheselectionand towritetheirresponsestothequestions

✔ Asgroupsread,review,andwrite,circulate aroundtheroom Checkthateachstudentis includedandfocusingontheworkthegroupis doing Usequestionssuchastheonesprovided ontheStudentEditionpagestocheckfor understanding

21st Century Student Outcomes  Engageinarangeofcollaborativediscussions  Interpretinformationpresentedindiversemediaandformats

✔ Asgroupsdiscusstheselection,circulateand checkthatthediscussionsremainontask  RemindstudentstothinkabouttheConsider questionsatthebeginningoftheselection

 Presentclaimsandfindings

Possibleanswerstothequestionsarebelow

Sample answers Page 16, CONTEXT CLUES dislodged:steep banks, from the earth, tumbled into the water;bestowed: great gift, upon them;saplings:strong, straight, young trees Page 16, PLOT Peopletakethingsfromtheother sideofthebridge Page 17, COMPARE THEME Thethemesaresimilar becausethepeople’sangerleadstoabadresult Page 17, CHARACTER TyeeSahale’scharacteris caring,butjust Hepunishedthepeoplebecause theyweregreedy  17, CONTEXT CLUES dismay:grew sad and angry that people were fighting Page 18, THEME Loowit’spatienceandkindnessare theoppositeoftheangerandgreedofthepeople Page 18, CONNECT TEXT AND ILLUSTRATIONS The

illustrationshowsLoowit’sageandhergenerosity The Learning Checklist provides guidance for managing peer 14 •Lesson1:ReadingMyths•Share and Learn group discussion.

 Createmultimediacomponents(e g ,graphics,images,music,sound)andvisualdisplaysinpresentationsto clarifyinformation

Duplicating any part of this book is prohibited by law.

✔ Decidehowyouwillgroupstudents Forthis selection,heterogeneousgroupsofthreeto fivestudentsarerecommended

Page 19, CHARACTER Loowitisverypatientand caring Shedoesnotwanttocausetroublebetween thebrothers  Page 19, FIGURATIVE LANGUAGE Theflames consumethetreessoswiftlythatitseemsasifthe forestsarebeingswallowed 

 Integrateinformationpresentedindifferentmediaorformats(e g ,visually,quantitatively)aswellasinwords todevelopacoherentunderstandingofatopicorissue

Procedure 1  Remindstudentsthattheyhavereadversionsofthreetraditionalmyths Reviewwhatamythisanddiscuss whatatalltaleis Ifnecessary,havestudentsreadoneormoretalltales,suchasPecosBill,DavyCrockett,or JohnHenry  2  Discussthesequestionswiththeclass: • Whatisthepurposeofamyth?Whataresomereasonsthatmythsseemtoexplainsimilarthingsacross cultures?Howdomythsreflecttheculturetheycomefrom? • Whatarethequalitiesofatalltale?Whatreasonsmightpeoplehaveforwantingto“stretchthetruth”in storiesabouthistoricalfigures?Whatvaluesdotalltalesreflect?Inthediscussion,pointoutthatisroom tocreatemoremoderntalltalesaboutpeoplefromrecenthistoryandaboutfemaleheroes

Speaking and Listening Projects help students exercise a range of interactive 3  Breaktheclassinto3or4groups Explainthateachgroupwillworktogethertocreateeitheratalltaleoramyth thatreflectsthemodernworld Pointoutthatallmembersofthegroupareresponsibleformakingsurethat: oral communication and 16 •Lesson1:ReadingMyths interpersonal skills—essential CCSS competencies.

Page 19, PLOT Peopleargueaboutwhoownsthings Page 20, COMPARE MYTHS Inbothmyths, volcanoesaresymbolsthatrepresentthegodsor goddessesinthestory

• Discusswithstudentswhymythsandtalltalesareremembered,whattheyexplain,andhowtheyreflecta certaintimeandplace 

Page 20, SUMMARIZE Peopleonoppositesidesof theriverfightaboutwhosownTyeeSahalepunishes thepeoplebyputtingouttheirfires Akindwoman, Loowit,givespeoplethefiretheyneed Sahale’s twosonsquarreloverLoowitandcauseagreatfire  Peopleleavetherivervalley TyeeSahaledestroys Loowitandhistwosonsandraisesvolcanoesto rememberthem 

CC12_ELA_G4_TM_Samp.indd 16

CC12_ELA_G4_TM_Samp.indd 14

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10

ELA Digital Common Core practice with real-time reports.

Common Core Coach—Online Assessments and Leveled Reading Passages Grades 3–8

Promote student mastery of the CCSS with the web-based assessments in this student-friendly program. Bring your Common Core practice to life as you build confidence and familiarity with the new standards! Here are digital-format assessments, filled with multiple-choice, short-response, and essay questions,

all aligned to the Common Core—four Benchmark Assessments and a Summative Assessment. These online tests duplicate those in the Common Core Coach Assessments print workbooks.

There is one Benchmark Assessment—30 questions in length, composed of a mixture of multiple choice, short response, and essay—for each of the four sections of the Student Edition. Standards in each of these Benchmark Assessments range across strands.

A Summative Assessment covers standards across the strands. Questions are in multiple-choice, short-response, and essay format.

Phone: 800-338-6519 • Fax: 866-805-5723 • www.triumphlearning.com


11

Comprehensive reporting has you covered. Automated reports—available by student, class, teacher, and standard—make it easy to evaluate understanding. Report data are readily used to monitor class and student progress. When warranted, alerts appear on the teacher dashboard to highlight those students who have fallen behind. Automated data help you check comprehension on each assessment by class, as well as identify common misconceptions in student answers.

 nalysis of both Benchmark Assessments A and the Summative Assessment • Results by Student • Student Review by Item • Student Proficiency by Class • Student Progress by Standard • Class Summary • Item Analysis by Class • Class Proficiency by Teacher • Class Progress by Teacher • Student Assignments by Standard

Individualize student learning with leveled reading passages online. Three leveled reading passages are provided for each reading lesson: approaching, on, and above level. This choice of passage comprises the final independent reading section of the student reading lesson. Webbased assignment of readings streamlines the ability to differentiate according to the proficiency of individual students. These digital readings are also available in reproducible print booklets with purchase of the Teacher’s Manual and Student Editions.

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12

MATH Your instructional anchor for implementation of the CCSS.

Common Core CoachTM Grades 3–8

Common Core Coach helps you make critical connections—between topics within a single grade level and across two or more grade levels, and between content and practice standards.

A complete instructional solution, developed expressly for the CCSS. It’s all right here—instructional lessons, robust lesson practice, domain reviews, and performance tasks. Common Core Coach has been built from the ground up to mirror the Common Core State Standards. Fully informed and comprehensive, it will serve perfectly as your instructional base. Common Core Coach offers complete instruction in all Common Core State Standards for each grade, 3 through 8, and can comfortably function as your main instructional vehicle throughout the school year. At the same time, Common Core Coach is by design totally flexible, and you may opt instead to use it in partnership with your basal textbook, relying on Common Core Coach to add depth, understanding, and practice at different stages of instruction. In whichever approach suits you, Common Core Coach is ready to help you and your students succeed!

Common Core Coach delivers: • Exactly the tools you need so that your students can master Common Core concepts and skills and apply them in solving problems •E  xpert weaving of the Standards for Mathematical Practice throughout the curriculum, ensuring the development of mathematical proficiency in your students These connections between Content Standards and Practice Standards are absolutely essential to support broad mathematical understanding in your students—and they are embedded throughout Common Core Coach. ORDERING INFORMATION Common Core Coach Student Text, Math Grade

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13

Student Texts are organized for maximum clarity and effectiveness. Grade 3

Grade 4

Five domains have been identified by the CCSS for each grade. Common Core Coach provides a set of lessons for each of these five domains, with each lesson aligning to one or more Common Core State Standards. Together, lessons cover all the domain’s standards.

Grade 5

Domain Progressions are displayed for each domain, giving students a clear visual roadmap of how new content builds upon content from previous grade levels and domains, and connects to future domains. They’ll see just where they are in the continuum.

.

Grade 3 OA Represent and solve  problems involving  multiplication and division. Understand properties  of multiplication and the  relationship between  multiplication and division. Multiply and divide within  100.  Solve problems involving  the four operations, and  identify and explain patterns  in arithmetic.

Domain 1 Operations and Algebraic Thinking

Grade 5 OA Write and interpret  numerical expressions. Analyze patterns and  relationships. Grade 4 OA Use the four operations with  whole numbers to solve  problems. Gain familiarity with factors  and multiples. Generate and analyze  patterns.

Lesson 1

Interpreting Multiplication Equations . . . . . . . . . . . . . . 6

Lesson 2

Using Multiplication and Division to Make Comparisons . . . . . . . . . . . . . . . . . . . . . . . . .10

Lesson 3

Multi-Step Problems . . . . . . . . . . . . . . . . . . . . . . . . .14

Lesson 4

Understanding Factors and Multiples . . . . . . . . . . . . . 20

Lesson 5

Identifying and Generating Number and Shape Patterns . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

  Domain 1 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

Grade 5 NBT

Grade 3 NBT

Perform operations with  multi-digit whole numbers  and with decimals to  hundredths.

Use place value  understanding and  properties of operations  to perform multi-digit  arithmetic.

4 

CC12_MTH_G4_SE_2R.indd 4

5

2/8/12 10:52 AM CC12_MTH_G4_SE_2R.indd 5

LE

SS

O

N

Common Core Coach helps you make critical connections—between topics within a single grade level and across two or more grade levels, and between content and practice standards.

5

Lessons flow logically, building on prior knowledge from the domain previously covered, or from another earlier domain whose content links to the current domain. Each lesson is between 4 and 8 pages in length.

Identifying and Generating Number and Shape Patterns

Use diagrams to help find the rule and solve number pattern problems . Finding the rule in the pattern 2, 5, 8, 11, . . . means determining what to do to Concept Lessons begin get from one number to the next . Finding the next number in the pattern means with an underlying concept using the rule to find the number after 11 . UNDERSTAND

that connects directly to 1 the skill or skills taught in Draw a diagram . that lesson.

2/8/12 10:52 AM

Connect Find the rule in the pattern 2, 5, 8, 11, . . . Then find the next number, or term, in the pattern . 1

Write the pattern . Then show the jumps .

2

5

8

11

2

2 8

The numbers increase each time . Start with 2 . Skip count by 3s . Each number is 3 more than the number before it .

11

2

Find the rule .

5

Determine if the number of stars stays the same, increases, or decreases . There are more stars each time, so the number of stars increases .

3 2

3

4

Determine by how many the stars increase each time . There are 3 more stars each time . So, the stars increase by 3 each time .

Use the rule to find the next number in the pattern . 3

Find the rule . The number of stars increases by 3 each time .

▸ The rule is add 3 (13) . 5

3

2

3 5

3 8

3 5

3 8

11

▸ The rule is add 3 (13) .

3 11

14

11 1 3 5 14

▸ The next number in the pattern is 14 .

Use the rule to find the next number . Add 3 more stars to the 11 stars . 2 5 8 11 14

▸ The next number in the pattern is 14 .

TRY

Use the rule to find the number after 14 in the pattern .


SS O

N

14

LE

SS O

N

LE

9

17

Adding and Subtracting Fractions and Mixed Numbers

EXAMPLE A

1

Making Breakfast

Adding and Subtracting Whole Numbers Skill Lessons start directly with a skill and apply it in many variations.

Add . 35,748 1 17,026

Set up the problem vertically . Line up the digits with the same place values .

READ Luis and his older brother are making breakfast for their mom . They started with a 6 2 __ dozen eggs . Luis used __ 12 of the eggs to make pancakes . His brother used 12 of the eggs to make omelets . What fraction of the eggs did the boys use?

3 5 , 7 48 1 1 7 , 02 6

2

PLAN

Add the ones . Regroup 14 ones as 1 ten 4 ones .

Write an equation to represent the problem .

1

Let n 5 the fraction of eggs used 6 2 __ __ 12 1 12 5 n

3 5 , 7 48

3

1 1 7 , 02 6

Add the tens .

4

SOLVE

1

3 5 , 7 48

Add .

1 1 7 , 02 6

74

Use a fraction model to help you .

Problem-Solving Lessons apply skills to real-world problem situations. Students 6 2 __ ___    __ (Think: add the numerators, then write the denominator .) 12  1 12  5 12 will use a four-step problemsolving process—Read, Plan, CHECK Solve, Check—to approach To check your answer, subtract . 6 8 2 any mathematical problem. __ 2 __ 5 __ 12

12

sum

addend

5

Add the thousands . Regroup . Add the ten thousands . 1

DIS

1

Interactive questions follow examples and ask students to discuss a topic, model a situation, try to solve a problem on their own, or check their work—all practices emphasized by the CCSS.

of the eggs . Domain 2: Number and Operations  in Base Ten

Domain 3: Number and Operations–Fractions CC12_MTH_G4_SE_2R.indd 58

CC12_MTH_G4_SE_2R.indd 118

CU S S

Explain why you regrouped the ones and the thousands in this example .

▸ 35,748 1 17,026 5 52,774

.

58  118 

3 5 , 7 48 1 1 7 , 02 6 77 4

3 5 , 7 48 1 1 7 , 02 6 5 2,7 7 4

This matches the other addend, so the answer is correct .

▸ The boys used

Add the hundreds . 1

12

The sum, n, is

4

2/8/12 10:53 AM

2/8/12 10:55 AM

With Common Core Coach, content and practices connect as students work to make sense of problems, persevere in solving them, and develop expertise.

Practice Shade the grids to show equivalent fractions. Then complete the fraction. 1.

digits with one or more decimal a number n 21 decimal point Lesso to the right of the the g ratin period sepa decimal point a n 21 hs in a decimal Lesso ones from the tent measuring angles for unit a (°) degree 

8 __ ___ 10 5 100 T

3 __ ___ 10 5 100 IN

e that has a measure acute angle an angl n 32 of less than 90° Lesso e acute triangle with thre acute triangle a angles Lesson 33 n two whe total the find add (addition) to joined Lesson 3 or more groups are n3 to be added Lesso addend a number is formed when that e figur a le ang point called a two rays meet at one 32 vertex Lessons 29, a side of squares having area the number r can completely cove length of 1 unit that with no gaps or e figur e plan a of the inside  0 overlaps Lesson 27 l ent of objects in equa 0 array an arrangem 0 Lesson 4 rows and columns 0 a metric unit for 1 centimeter (cm) 100 centimeter 5 measuring length; 2 0 1 meter Lesson 24 a nsional shape with 3 0 circle a two-dime g 360 one-degree curved side containin

H

Glossary

2.

Lesson 29

a bottom number in s denominator the how many equal part fraction, which tells p Lesson 12 grou or le who in the on er in a subtracti difference the answ problem Lesson 3 5, 6, erals 0, 1, 2, 3, 4, num digit any of the 6 7, 8, and 9 Lesson ed divid be d the number to 1dividen 2 3 4 5 6 7 Lesson 2 8 9 10 11 12 to find the number 0division 0  (div 0 ide) 0 0number 0 in 0each 0 the or 0 ps 0 0 0 of equal grou 1 grou2p Lesso 3 n24 5 6 7 10 11 12 the divid8end 9 number by which 2 divi4sor the 6 8 2 is divided Lesson 10 12 14 16 18 20 22 24 sentence with an 3 equ 6 atio9n a num 12 ber 15 18 21 24 27 30 33 36 n1 Lesso equal sign 29 n Lesso 4 es 0 angl 4 8 e 12 16 20 ns two 24 or mor 28 32 36 40 equivalent fractio h that uses a circle 44 48 e grap a valu e aph sam e gr circl show 5 fractions that name the 10 15 20 25 haped sections5to 0 and numerato divided into pie-s 30 rs35 40 45 50 55 but have different Lesson 29 60 12 n parts of a whole Lesso tors 6 denomina 0that 6 12 18 24 30 36 42 48ible54 60 er a whole number number that is divis 66 72 composite numb n4 even number a or 8 factor pair Lesso 6, one 4, 2, 7 than 0, e 0 mor have 7 has 14 numbers Even28 35 42 49 56 by 2 .21 g 63 70 77 84 Lesson 5 ry unit for measurin in the ones place . cup (c) a customa n 23 0 8 16 24 32 40 1 pint Lesso8 a 48 of writi 56 ng64 72 80 capacity; 2 cups 5 ed form a way and exp 88 96 ent the sum of the values rem the s easu show  of m that 9 stem ber 36 0 9 18num27 customary sy 45 n 754 63 72 measure used in the 81 90 99 108 of each digit Lesso system of units of n 23 10 0 10 20 30 40 United States Lesso 50 60 70 80 90 100 110 120 11 0 11 22 33 44 55 66 77 88 99 110 121 132 12 0 12 24 36 48 60 72 84 96 230  108 120 132 144

Math Tool: Multiplication Table

Mathematical terms highlighted throughout the student text when first introduced are defined in a Glossary, with a lesson reference. Content-specific Math Tools are supplied for individual lessons.

1 tenth equals 10 hundredths.

Multiply to find an equivalent fraction. 3.

1 3 10 1 __ ______ ___ 10 5 10 3 10 5

5.

2 3 10 2 __ ______ ___ 10 5 10 3 10 5

Two pages of practice—aligned to the standard(s) covered in the instruction—follow each lesson and help 6 to______ 1 develop 3 10 ___ essential proficiency. 4. __ 10 5 10 3 10 5 Practice items range in difficulty and 9 9 3 10 ______ 6. __ 5 ___ and build skill in the question type, 10 5 10 3 10 important procedures of mathematics.

Find an equivalent fraction. Then add. 7.

37 2 __ ___ 10 1 100 37 ___ 1 ___ 100 100 5

65 3 ___ 8.  __ 10 1 100 65 ___ 1 ___ 100 100 5

5 19 ___ 9.  __ 10 1 100 19 ___ 1 ___ 100 100 5

REMEMBER Multiply the numerator and denominator by the same number. 48 4 ___ 10.  __ 10 1 100 48 ___ 1 ___ 100 100 5

25 10 ___ 11.  __ 10 1 100 25 ___ 1 ___ 100 100 5

86 3 ___ 12.  __ 10 1 100 80 ___ 1 ___ 100 100 5

2/8/12 10:59 AM

138 

Domain 3: Number and Operations–Fractions

SE_2R.indd 230

CC12_MTH_G4_

CC12_MTH_G4_SE_2R.indd 138

2/8/12 10:55 AM


15

D

O

M

AI

N

Math Lemonade Stand

3

Review

Sophia and Sammy are making thier famous strawberry lemonade to sell at their stand, but they spilled lemon juice on thier recipe and the ink ran . Now they can’t read the recipe!

Write a fraction equivalent to the given fraction. 1.

2 __ 4

2.

3 __ 5

3.

5 __ 6

Strawberry Lemonade Recipe Ingredients /

8

Compare. Write , , or 5. 1 __ 2

7.

0 .5

0 .3

5.

7 __ 8

1 __ 4

8.

0 .72

0 .79

6.

2 __ 3

4 __ 6

9.

0 .08

1

/

3 __ 4

4.

11.

1 1 8

1 8

1 8

1 4

3 __ 1 __ 8185

1 4

cup sugar

Together, Sophia and Sammy think they an remember the recipe . 1 4

1 4

• Sophia recalls that the recipe has twice as much orange juice as lemon juice .

4 __ 1 __ 4245

• Sammy remembers that the amount of 3 lemon juice is a fraction equivalent to __ 4 .

Find two ways to write the number as a sum of fractions with the same denominator. 5 12. __ 6

cup frozen strawberries

Mix the ingredients in a large pitcher or bowl. Add some ice cubes and enjoy!

1

1 8

cup orange juice

gallon of ginger ale

0 .80

Find the sum or difference. 10.

cup lemon juice

4 13. __ 10

• Sophia says that the amount of

2

14. 1__ 3

strawberries is equal to the amount of 2

lemon juice plus __ 8 cup . • Sammy recalls that the amount of sugar 1 1 __ is a fraction between __ 4 and 2 .

Math Lemonade Stand Engaging Performance Tasks

15. All the fractions in the table are equivalent . Which is the missing fraction? 1 __ 2

• A friend reminds them that the amount of ginger ale is a fraction equivalent to the decimal 0 .5 .

The lessons of each5 domain 3 __ __ 6 10 culminate in a Domain Review— 4 three pages of questions covering all __ B. 8 the standards taught in that domain. 5 __ D. 8 You’ll find multiple-choice, shortresponse, and extended-response questions—all excellent practice tests for the domain assessments.

2 __ 4

3 A. __ 4 4 C. __ 5

152 

CC12_MTH_G4_SE_2R.indd 152

Help Sophia and Sammy rewrite the recipe with the correct numbers . Show all your mathematical thinking . complement

instruction with nonDomain 3 Review  155 routine application of domain skills. Activities may be completed over days, and often ask for collaborative work to arrive at solutions.

CC12_MTH_G4_SE_2R.indd 155

2/8/12 10:56 AM

2/8/12 10:56 AM

MATH Test practice aligned to the CCSS advances proficiency.

Common Core Coach Assessments Grades 3–8

Multiple-choice items on the Summative Assessment range in difficulty and help you evaluate students’ understanding of the CCSS atAssessm theirentgrade level. Summative 1.

What is 7,777 in word form?

4.

Shalita drew the angle below.

A. seven thousand, seven hundred seventy 40 0 14

30 150

20 160

0 10 180 170

170 10

180 0

B. 7

5.

45

C. 8 inches

0 10 180 170

20 160

30 15 0

14

40 0

What is the measure of the other part angle I?

48

A.

60°

CC12_MTH_G4_NAA_1R.indd 48 B. Nancy measured the length of a paper 7 clip as __ inch . Fred measured the C.

70°

5 __

paper clip as 8 inch . What is the difference in the measurements?

1

180 0

C. 102°

inches D. 1__ 2

170 10

I

3 inch C. __ 8

13 50 0

160 20

B. 7 inches

1 inch B. __ 4

12 0 60

150 30

B. 78°

1 inch A. __ 8

110 70

Common Core Coach Assessment Workbook, Math

How many 1° angles make up Shalita’s angle?

70°

Five Domain Assessments cover all domain standards and include open-ended items.

100 80

A. 77°

A. 6 inches

8

90 90

0 40

2 C. __ 3

4 __ D. of angle I is 130° . A part of The measure 5 angle I measures 70° .

70 60 110 120 50 0 13

80 100

14

1 A. __ 15

ORDERING INFORMATION

What is the measure of this angle?

3 Which fraction is equivalent to ___ ?

3 B. __ aic Thinking and 15Algebr Domain Assessment • Operations

2.

13 50 0

C. 83

15 D. __ 17

D. 9 inches

120 60

90°

D. 130°

4.

Six comprehensive assessments are each aligned to the CCSS for Mathematics and the Standards for Practice. And each assessment item has been designed at a specific Webb’s Depth of Knowledge Level, from level 1 through level 3. Rubrics and sample student work to aid in evaluations are included with a separate Answer Key.

D. 173

11 C. __ 17

A wooden board is 56 inches long before it is cut into short equal pieces . That is 7 times as long as each short piece . How long is each short piece?

110 70

How many 1° angles make up Shalita’s angle?

3 A. __ 17

1.

100 80

A. 5

4 7 __ __ 17  17 

10 B. __ 17

3.

90 90

160 20

D. seven thousand, seven hundred seventy-seven

3.

80 100

150 30

C. seven thousand, seven hundred

2.

70 60 110 120 50 130

140 40

B. seven thousand, seventy-seven

Assessments include a balance of mathematical tasks, giving students opportunities to develop the kinds of expertise required by the standards.

Which represents the description below? 6 more than 12 divided by 3

of

D. 103°

Go On

2/15/12 3:53 PM

Grade

Item #

3

C3F-T138NAA

4

C3F-T139NAA

5

C3F-T140NAA

6

C3F-T141NAA

7

C3F-T142NAA

8

C3F-T143NAA

Price*

99 4 21+ copies

$

ea.

11–20 copies.... $5.49 ea. 10 copies...........$5.99 ea.

*Note: Minimum order: 10 copies per title. Price discounts apply to multiple copies of the same title and grade, and not to the total number of items ordered.

A. (12 4 3) 1 6 B. (12 2 3) 1 6 C. (12 1 3) 1 6 D. (12 3 3) 1 6

Assessments are also available online—see p. 18.


16

MATH In-depth support for every lesson promotes CCSS success.

Common Core Coach Teacher’s Manual Grades 3–8

Substantive changes are required of teachers, too, to meet these new standards. Let Common Core Coach lighten that burden—with support every step of the way.

Comprehensive Common Core lessons. Straightforward support. With so much talk about the standards, and understandable worry over new CCSS assessments to come, less attention has been paid to the nuts and bolts of Common Core instruction. That’s where Common Core Coach steps in. With Common Core Coach, your students will focus on and learn the most important content completely. You’ll be armed with precisely the tool you need to help kids grasp the coherence in math—to see it as a logically progressing discipline—and to promote the sense-making that fuels mastery.

FEATURES

•C  ommon Errors section anticipates likely student mistakes and suggests ways to help • Math vocabulary aggregated, with definitions • Required Materials List by lesson, as needed— including reference to Math Tools in student texts • Answer Keys Common Core State Standards Correlation Chart Common Core State Standard

Common Core Coach Lesson(s)

Grade 3 Domain: Operations and Algebraic

Represent and solve problems involving

Thinking

multiplication and division. Interpret products of whole numbers, e .g ., interpret 5 3 7 as the total number of objects in 5 groups of 7 objects each . For example, describe a context in which a total number of objects can be expressed 9 as 5 3 7. Interpret whole-number quotients of whole numbers, e .g ., interpret 56 4 8 as the number of objects in each share when 56 objects are partitioned equally 3 .OA .2 into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each . For example, describe 16 a context in which a number of shares or a number of groups can be expressed as 56 4 8. Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurem 3 .OA .3 ent quantities, e .g ., by using . .4 . . . equations . . . . . . . . .and 9, 10, 12, with a symbol for the unknown number . . . . . . . . . . . . . . . . . . . . drawings Instructional Overview . . . . . . . . to represent the problem . 16–18 ns Chart . . . . . . . . . . . . . . . . .10 Common Core State Standards Correlatio Determine the unknown whole number in a multiplication or division equation Common Core relating three whole 18 . numbers . 3 .OA .4 . . . . . . . . . For example, determine the unknown ic Thinking State Standards number that makes the equation true in each of Domain 1 Operations and Algebra the equations 8 3 ? 5 48, 5 5 9, 10, 16, 17 4 6, . .6 . .5 . .?. . . . . . 20 4.OA.1 . . . . . 6 . .3 Interpreting Multiplication Equations Lesson 1 Understand properties of multiplica Make tion and the relationship between Using Multiplication and Division to multiplication and division. Lesson 2 . . . . . 22 4.OA.2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . Apply properties of operations as strategies Comparisons . to multiply and divide . Examples: If 4.OA.34 . 24 then . . .is . .known, . .24 . . 4 . .5 . .3 . . . 6 3 6 5 24 is also known. (Commutative Multi-Step Problems . . . . . . . . . . . property of Lesson 3 multiplication.) 3 3 5 3 2 can be found 3 .OA .5 by 3 3 5 5 15, then 15 3 2 5 30, or . . . 26 4.OA.4 . . .then . .2 . .5 . .10, by . . . . 5 . .3 3 3 10 5 30. (Associative property Understanding Factors and Multiples Lesson 4 13, 15 of multiplication.) Knowing that 8 3 5 5 40 and 8 3 2 5 16, one can find 8 3 7 as 8 3 (5 1 2) 5(8 and (8 3 3 5) 1 2) 5 .40 Identifying and Generating Number 1 1628 5 Lesson 5 56. (Distributiv 4.OA.5 . . . e . . property.) . . . . . . . . . . . . . . Shape Patterns . . . . . . . . . . . . . . . . Understand division as an unknown3 .OA .6 factor problem . For example, find 32 4 8 by finding . . 30 that makes 32 when . . . .number Ten . . the ons in Base multiplied by 8 . Domain 2 Number and Operati Multiply and divide within 100. . . . . 32 4.NBT.1 . . . . . . . . . . . . . . . . Extending Place Value . . . . . . . . . . Lesson 6 Fluently multiply and divide within 100, using strategies such as the relationsh Whole Reading, Writing, and Comparing ip Lesson 7 4.NBT.2 tion and . . . . . . . 34 3 .OA .7 . . . . .between division (e .g ., knowing that 8 3 5 . . . . . . . .multiplica 5 40, one knows Numbers . . . . . . . . . . . . . . . . . . . . . 40 4 5 5 8) or properties of operation s . By the end of Grade 3, know from 10, 16, 17 4.NBT.3 . . . . . . 36of two . . products . . . . . . . .all . . . . memory . . . . . . one-digit Numbers Whole numbers . Rounding Lesson 8 Solve problems involving . 38 4.NBT.4 . . . . operation . . .four . . .the s, and identify and explain patterns Adding and Subtracting Whole Numbers in arithmetic. Lesson 9 4.NBT.5 Solve 40 . two-step . . . . . . . . word . . . problems using the four operation . . . . . . . . . . . . . s . Represent these Lesson 10 Multiplying Whole Numbers problems using equations with a letter 3 .OA .8 standing for the unknown quantity . . . . . . . . 42 4.NBT.6 . . .reasonabl . . . . . . .the Divisors . . . . Assess eness of answers using mental computati 5, 6, 8, 12, 18 Lesson 11 Dividing with One-Digit on and estimation strategies including rounding . 44 . . . . . . Operations – Fractions . . 3 .OA .1

•C  lear Learning Objectives for every lesson • Total lesson alignment to Common Core Contents State Standards • Lesson Progression Charts showing how lessons and standards relate across grades • Pre-lesson activities introduce new concepts and skills or focus on necessary prerequisite skills • Additional practice pages aligned to Every Common Core Coach fluency standards

The CCSS Correlations Chart clearly displays each standard and related lessons by domain.

lesson aligns to one or more Common Core State Standard.

Domain 3 Number and

Phone: 800-338-6519 • Fax: 866-805-5723 • www.triumphlearning.com Lesson 12

Lesson 13 Lesson 14

Fractions . . . . . . . . 46 Extending Understanding of Equivalent . . . . . . . . . . . . . . . . . . . . 48 Comparing Fractions . . . . . . . . . . . 8 g Fractions . . . . . . . 50 Understanding Adding and Subtractin tions . . . . . . . 52

4.NF.1

4.NF.2

4.NF.3.a 4.NF.3.b


17 Grade 3

Grade Grade44

Grade 5

Grade 5 Lesson 5

Grade 4 Lesson 6

Using Place Value to Read and Write Decimals

Extending Place Value 4.NBT.1

Grade 4 Lesson 7

Grade 3 Lesson 10

Domain 1 Operations Domain and X Wyz Algebraic Thinking

Lesson Progressions help you focus instruction on key connections. They open each domain in Common Core Coach, and offer a visual progression of lesson content across grades, including both pre- and post-requisite lessons for each domain.

5.NBT.3a

Using Place Value to Round Whole Numbers

Reading, Writing, and Comparing Whole Numbers

5.NBT.1a

4.NBT.2

Grade 5 Lesson 12 Comparing Decimals 5.NBT.3b

Grade 4 Lesson 8

Grade 5 Lesson 7

Rounding Whole Numbers

Reading Decimals

4.NBT.3

5.NBT.4

Grade 3 Lesson 11

Grade 4 Lesson 9

Using Place Value to Read and Subtract Whole Numbers [fluency]

Grade 5 Lesson 10

Adding and Subtracting Whole Numbers [fluency]

Adding and Subtracting Decimals

4.NBT.4

5.NBT.2

5.NBT.7a

Grade 5 Lesson 8 Grade 4 Lesson 10

Multiplying Whole Numbers Using the Standard Algorithm [fluency]

Multiplying Whole Numbers 4.NBT.5

5.NBT.5

Grade 5 Lesson 11

Two pages packed with guidance are provided every student lesson. You’ll have Multiplyingfor Decimals full support in working through instruction with students—important points to make, Grade 5 Lesson 4 Multiplying and Dividing by relevant information to share, advice to offer, and common errors Powers of Ten to anticipate.

Grade 3 Lesson 12

5.NBT.7

Using Place Value to Multiply by Multiples of Ten 5.NBT.3

5.NBT.1, 5.NBT.2

Grade 5 Lesson 12 Grade 4 Lesson 11

Dividing Decimals

Grade 5 Lesson 9

5.NBT.7

Dividing with One-Digit Divisors

Dividing Whole Numbers with Two-Digit Divisors

4.NBT.6

5.NBT.6

12

13

The Standards for Mathematical Practice are connected to content throughout Common Core Coach— aligned to instructional activities, practice questions, and assessment items—as required by the CCSS.

SAVE WITH SETS! Common Core Coach Sets, Math

ORDERING INFORMATION Common Core Coach Teacher's Manual, Math Grade

Item #

3

C3F-T138NAM

4

C3F-T139NAM

5

C3F-T140NAM

6

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7

C3F-T142NAM

8

C3F-T143NAM

Price*

2999

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ea.

Grade

20 Book Set #

25 Book Set #

30 Book Set #

35 Book Set #

3

C3F-T138NAB

C3F-T138NAC

C3F-T138NAP

C3F-T138NAS

4

C3F-T139NAB

C3F-T139NAC

C3F-T139NAP

C3F-T139NAS

5

C3F-T140NAB

C3F-T140NAC

C3F-T140NAP

C3F-T140NAS

6

C3F-T141NAB

C3F-T141NAC

C3F-T141NAP

C3F-T141NAS

7

C3F-T142NAB

C3F-T142NAC

C3F-T142NAP

C3F-T142NAS

8

C3F-T143NAB

C3F-T143NAC

C3F-T143NAP

C3F-T143NAS

$489.59

$529.49

$629.39

Price

44999

$

49999

$

59999

$

$729.29

69999

$

Each item number includes the specified quantity of Common Core Coach student texts, Common Core Coach Assessment workbooks and 1 copy of the Common Core Coach Teacher’s Manual.


18

MATH Digital Common Core practice with real-time reports.

Common Core Coach—Online Assessments Grades 3–8

Auto-generated reports help you customize Common Core instruction. This easy-to-use web-based platform provides a Domain Assessment for each of the five math domains—as based on the standards—and a Summative Assessment on standards across all

domains. Multiple-choice and short-response questions are fully aligned to the Common Core State Standards. These online tests duplicate those in the Common Core Coach Assessments print workbooks.

Five Domain Assessments— consisting of 30 questions each— contain a mixture of multiple-choice and short-response questions. Each assessment covers one of the five math domains within the CCSS.

The Summative Assessment contains 50 multiple-choice questions and covers standards across the domains.

Phone: 800-338-6519 • Fax: 866-805-5723 • www.triumphlearning.com


19

Common Core Coach serves up essential data instantly in an inclusive suite of reports. Instant reporting on key metrics is available by student, class, teacher, and standard. Use this automated data to track class and student progress. Data alerts are sent to the teacher dashboard to signal those students who have fallen behind. The collection of reports in Common Core Coach makes it easy to monitor progress on each assessment, and to check for common errors in class responses.

ORDERING INFORMATION Common Core Coach – Online Assessments, Math Grades

Item #

3-5

C3F-TLNAAM35

6-8

C3F-TLNAAM68

3-8

C3F-TLNAAM38

Price

599

ea.

999

ea.

$ $

Common Core Coach digital license valid for one year.

Detailed views for both Domain Assessments and the Summative Assessment • Results by Student • Student Review by Item • Student Proficiency by Class • Student Progress by Standard • Class Summary • Item Analysis by Class • Class Proficiency by Teacher • Class Progress by Teacher • Student Assignments by Standard


20

ELA Designed to bridge your curriculum to the Common Core.

Crosswalk CoachTM Grades 3–8

Meet the rigor of the new standards with this accessible resource. As new and more rigorous expectations for student achievement are introduced across your state, Crosswalk Coach has you covered. Here is an easy approach to teaching the CCSS that ensures students will be prepared for these new requirements. Crosswalk Coach aligns highly focused ELA lessons with the Common Core State Standards for easy curriculum planning. Each lesson targets a single skill, promoting achievement through instruction and practice, and making it easier for you to assess mastery of discrete skills. You’ll find ample guided practice to support understanding, as well as diagnostic, cumulative, and summative assessments.

FEATURES

Practice promotes conceptual understanding rather than recall—a priority of the Common Core State Standards.

•O  rganized in the familiar Coach format, with a focused lesson on each and every skill • Coached Examples strengthen comprehension • Reading passages reflect the rigor of the CCSS • “Mechanics Toolbox” highlights grammar, punctuation, and more • Practice questions on critical content • Assessments throughout track progress for skill-by-skill benchmarking • Summative assessment measures overall performance • Glossary reinforces key vocabulary • Expanded, enhanced Teacher’s Guide with an explanation of key process skills, an instructional overview, mini-lessons, and reproducibles

ORDERING INFORMATION Crosswalk Coach, ELA Grade

Student Workbook #

3

C3F-310NA

4

C3F-311NA

5

C3F-312NA

6

C3F-313NA

7

C3F-314NA

8

C3F-315NA

Free

Teacher’s Guide with every 20 student workbooks. TGs may also be purchased for $5.99; please call Customer Service.

Price: 21+ Workbooks*

899

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per title. Price discounts apply only to multiple copies of the same title and grade, and not to the total number of items ordered.

Phone: 800-338-6519 • Fax: 866-805-5723 • www.triumphlearning.com


21 Lesson 8: Different Kinds of Stories

Crucial practice questions develop strong readers and provide key reinforcement.

Answer the following questions.

1.

This story is an example of

3.

A. a myth.

A. He likes ants more than humans.

B. a folk tale. C. a fairy tale.

B. He wants to help them.

D. a fable. 2.

C. He wants to move them.

What clue helps you figure out the kind of story? A. the setting B. the happy ending

D. He likes giving them rocks. 4.

Which of the following could be a theme in the story?

Table of Contents

A. Slow and steady wins the race.

C. the lesson it teaches

B. Look before you leap.

D. the way it explains natural events

5.

How does the Feathered Serpent feel about humans?

Frequently Asked Questions about the Common Core State Standards . . . . . . . . . . . . . . . . . . . . . . 3

C. Cook corn before you eat it.Common Core State Standards Correlation Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . D. Sharing can lead to good things.

How do the ants help you understand the theme?

Chapter 1 Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Chapter 1: Diagnostic Assessment for Lessons 1–10 . . . . . . . 14 Lesson 1 Ask and Answer Questions . . . . . . . . . . . . . . . . . 20

RL.3.1, RL.3.10, RF.3.4.a, c

Lesson 2

Characters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

RL.3.3, RL.3.10, RF.3.4.a, c

Lesson 3

Point of View . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

RL.3.6, RL.3.10, RI.3.6, RF.3.4.a, c

6

Common Core State Standards

Duplicating any part of this book is prohibited by law.

Lesson 4

Setting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

RL.3.9, RL.3.10, RF.3.4.a, c

Lesson 5

Plot . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44

RL.3.9, RL.3.10, RF.3.4.a, c

Lesson 6

Literal and Nonliteral Language . . . . . . . . . . . . . 50

RL.3.4, RL.3.10, RF.3.4.a, c; L.3.5.a

Lesson 7

Different Kinds of Literature . . . . . . . . . . . . . . . . 56

RL.3.5, RL.3.10, RF.3.4.a, c

Lesson 8

Different Kinds of Stories . . . . . . . . . . . . . . . . . . 62

RL.3.2, RL.3.9, RL.3.10, RF.3.4.a, c

Lesson 9

Illustrations and Maps . . . . . . . . . . . . . . . . . . . . . 70

RL.3.7, RL.3.10, RF.3.4.a, c

Lesson 10

Compare and Contrast Literature . . . . . . . . . . . . 76

RL.3.9, RL.3.10, RF.3.4.a, c

Chapter 1: Cumulative Assessment for Lessons 1–10 . . . . . . . 84

Lesson 13 69

Coached Example Read the passage and answer the questions.

CC_ELA_G3_SE_1R.indd 69

Text Organization . . . . . . . . . . . . . . . . . . . . . . . 110

RI.3.1, RI.3.10, RF.3.4.a, c RI.3.2, RI.3.10, RF.3.4.a, c RI.3.3, RI.3.8, RI.3.10, RF.3.4.a, c

Lesson 14

Common Features of Informational Texts . . . . 116

RI.3.5, RI.3.10, RF.3.4.a, c

Lesson 15

Reading in the Subject Areas . . . . . . . . . . . . . . 122

RI.3.4, RI.3.10, RF.3.4.a, c; L.3.6

10/12/10 4:54 PM

Lesson 16

“Chapter 2: Pebbles Is Stuck!” Lesson 17

Illustrations, Photos, and Maps . . . . . . . . . . . . 128

RI.3.7, RI.3.10, RF.3.4.a, c

Compare and Contrast Informational Texts . . . 134

RI.3.9, RI.3.10, RF.3.4.a, c

Hassan stared up at the tree and frowned. His new kitten, Pebbles, Assessment for Lessons 11–17 . . . . . Chapter 2: Cumulative had been stuck up in that old oak tree in front of his house for what Chapter 3 Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . seemed like hours. 3: Diagnostic Assessment for Lessons 18–22 . . . . . “Come on down, Pebbles!” cried Hassan. “You Chapter can do it!” Lesson 18 Write an Opinion Piece . . . . . . . . . . . . . . . . . . . Pebbles just looked down at him with her eyes wide open. She was Lesson 19 Write an Informational Piece . . . . . . . . . . . . . . . terrified to be up in that tree! How did she even get up here? Lesson 20

Duplicating any part of this book is prohibited by law.

Chapter 2 Informational Texts . . . . . . . . . . . . . . . . . . . . . . 91 Chapter 2: Diagnostic Assessment for Lessons 11–17 . . . . . . 92 Lesson 11 Ask and Answer Questions . . . . . . . . . . . . . . . . . 98 Lesson 7: Different Kinds of Literature Lesson 12 Main Idea and Supporting Details . . . . . . . . . . 104

142 149 150 156

W.3.1, W.3.4, W.3.10

162

W.3.2, W.3.4, W.3.10

Write a Narrative . . . . . . . . . . . . . . . . . . . . . . . . 168

W.3.3, W.3.4, W.3.10

4

CC_ELA_G3_SE_FM_Sample.indd

1.

What kind of literature is this passage? A. drama

Duplicating any part of this book is prohibited by law.

“Coached Example” passages are followed by questions with hints to walk students through a skill.

B. poem C. stanza D. story HINT

This passage is written in sentences and paragraphs..

2.

4

Aligned to the CCSS to allow for maximum flexibility in addressing areas of need.

What is this section called? A. an act B. a chapter C. a stanza D. a scene

HINT

Stories have chapters, dramas have acts and scenes, and poems have stanzas.

59

CC_ELA_G3_SE_1R.indd 59

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01/10/10

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22

MATH Designed to bridge your curriculum to the Common Core.

Crosswalk CoachTM Grades 3–8

Total Common Core Coverage. Familiar Coach Approach! Crosswalk Coach simplifies curriculum planning through alignment of targeted math lessons with the CCSS. You’ll find instruction and practice on each of the Common Core State Standards. Crosswalk Coach lessons focus on individual skills, to make your assessment of skill mastery easier. The predictable Coach book format eases implementation, and guided practice provides support for understanding Common Core concepts. Crosswalk Coach includes diagnostic, cumulative, and summative assessments.

FEATURES

Coverage of content now newly introduced with the CCSS is highly accessible, easing your transition to the new standards.

•O  rganized in the familiar Coach format, with a focused lesson on each and every skill • Coached Examples strengthen comprehension • Math problems reflect the rigor of the CCSS • “Math Tools” section includes place value charts, grid paper, fraction strips, numberlines, and more • Practice questions on critical content • Assessments throughout track progress for skill-by-skill benchmarking • Summative assessment measures overall performance • Glossary reinforces math vocabulary • Expanded, enhanced Teacher’s Guide with an explanation of key process skills, an instructional overview, mini-lessons, and reproducibles

ORDERING INFORMATION Crosswalk Coach, Math Grade

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23 Lesson 25: Convert Customary Units

Real-life problems enhance understanding, as mandated by the new Common Core State Standards.

Lesson Practice Choose the correct answer.

1. Each Thanksgiving in Barry’s hometown, there is a 5-mile road race. How many feet are there in 5 miles? 4,400 feet

B.

8,800 feet

A. 129 ounces B. 153 ounces C. 183 ounces

C. 17,600 feet

D. 201 ounces

D. 26,400 feet

5. Which of these lengths is the greatest?

2. Which does not show the same capacity as the others?

Table of Contents

A. 3 yards B. 6 feet 10 inches

A. 96 fluid ounces

Common Core State Standards Correlation Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

C. 8 feet

B. 18 cups

Domain 1

D. 100 inches

C. 6 pints

Operations and Algebraic Thinking . . . . . . . . . .11

Domain 1: Diagnostic Assessment for Lessons 1–5 . . . . . . . . .12

Lesson 1

D. 3 quarts

Write .and .Interpret .Expressions . . . . . . . . . . . . . .14

6. An elevator has a weight limit of Lesson 2 Order .of .Operations . . . . . . . . . . . . . . . . . . . . . . . 1 ton. There are 3 people inside Lesson 3 Evaluate .Expressions .with .Grouping .Symbols . . the elevator. Each person weighs Lesson 4 Patterns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150 pounds. How many more Lesson 5 Graph .Patterns . . . . . . . . . . . . . . . . . . . . . . . . . . pounds can the elevator safely hold? Domain 1: Cumulative Assessment for Lessons 1–5 . . . . . . .

3. Leroy’s favorite basketball player is 6 feet 8 inches tall. How tall is Leroy’s favorite basketball player in inches?

.19 .24

5-OA.1 5-OA.3

.35

5-OA.3

.41

Duplicating any part of this book is prohibited by law.

A. 68 inches

A.

450 pounds

B.

850 pounds

Domain 2: Diagnostic Assessment for Lessons 6–16 . . . . . . . .44

C. 80 inches

C. 1,550 pounds

D. 84 inches

D. 1,850 pounds

Lesson 6 Multiply .Whole .Numbers . . . . . . . . . . . . . . . . . . . .46 Lesson 7 Divide .Whole .Numbers . . . . . . . . . . . . . . . . . . . . .53 Lesson 8 Quotients .as .Equations . . . . . . . . . . . . . . . . . . . . .59 Lesson 9 Read .and .Write .Decimals . . . . . . . . . . . . . . . . . . .64 Lesson 10 Compare .Decimals . . . . . . . . . . . . . . . . . . . . . . . .71 Lesson 11 Round .Decimals . . . . . . . . . . . . . . . . . . . . . . . . . .76 Lesson 12 Multiply .and .Divide .by .Powers .of .Ten . . . . . . . . . .81 Lesson 13 Add .Decimals . . . . . . . . . . . . . . . . . . . . . . . . . . . .88 Lesson 14 Subtract .Decimals . . . . . . . . . . . . . . . . . . . . . . . . .96 Common Core State Standards: Lesson5-NF.1, 15 5-NF.2 Multiply .Decimals . . . . . . . . . . . . . . . . . . . . . . . .104 187 Lesson 16 Divide .Decimals . . . . . . . . . . . . . . . . . . . . . . . . . .111

Domain 3 •  Lesson 19

CC_Mth_G5_SE_1R.indd 187

Add Fractions

Number and Operations in Base Ten . . . . . . . .43

Step 2

Domain 3

12

.124

5-NF.1

.131

5-NF.1

.138

5-NF.1, 5-NF.2

.146

5-NF.1, 5-NF.2

.153

5-NF.5.a, 5-NF.5.b

.158

5-NF.4.a, 5-NF.4.b,  5-NF.6

12

1 12

1 12

1 12

1 12

1 12

1 12

1 12

1 12

1 12

1 1   12 4  12

1 12

1 12

1 12

1 12

1 12

1 12

1 12

1 12

1 1 1 1 1 12 CC_Mth_G5_SE_FM_1R.indd 12 12 12 12 4

Aligned to the CCSS to allow for maximum flexibility in addressing areas of need.

Count the total number of shaded parts.

12

12

12

12

12

12

12

Write the mixed number in simplest form. 2 242 1 ___ 5 ______ 5 __ 12

12 4 2

2 1 5 1__ . So 1___ 12

5 9 1 ___ 1 ___ 5 1__ 12

12

6

6

6

To add fractions with unlike denominators, you will need to find equivalent fractions for one or both fractions, so that they have a common denominator. One way to find a common denominator is to find the product of the denominators of the fractions.

Duplicating any part of this book is prohibited by law.

Convert the improper fraction to a mixed number. 14 12 2 2 ___ 5 ___ 1 ___ 5 1___

138

CC_Mth_G5_SE_1R.indd 138

5-NBT.7

Use fraction strips to find the sum.

12

Solution

5-NBT.7 5-NBT.7

5 9 Shade fraction strips to show ___ and ___ .

5 9 19 14 ___ 1 ___ 5 5_____ 5 ___

Step 4

5-NBT.1, 5-NBT.2 5-NBT.7

Number–Fractions . . . . . . . . . . . . . . . . . . . . . . .121

Write 14 as the numerator. The denominator stays the same.

Examples show students, stepby-step, how to approach a problem.

5-NBT.3.b 5-NBT.4

10/12/10 9:22 PM

There are 14 shaded parts.

Step 3

5-NBT.6 5-NBT.1, 5-NBT.3.a

Domain 3: Diagnostic Assessment for Lessons 17–24 . . . . . .122

17numerators. Equivalent .Fractions . . . . . . . . . . . . . . . . . . . . . To find the sum of fractions that have like denominators,Lesson add the The denominator remains the same. Write the sum in simplest form. Lesson 18 Improper .Fractions .and .Mixed .Numbers . . . . . Lesson 19 Add .Fractions . . . . . . . . . . . . . . . . . . . . . . . . . . Lesson 20 Subtract .Fractions . . . . . . . . . . . . . . . . . . . . . . . Example 1 Lesson 21 Understanding .Multiplication .of .Fractions . . . . 5 9 ___ 1 ___ 5 12 12 Lesson 22 Multiply .Fractions . . . . . . . . . . . . . . . . . . . . . . .

Step 1

5-NBT.5 5-NBT.6

Domain 2: Cumulative Assessment for Lessons 6–16 . . . . . .118

Getting the Idea

Strategy

5-OA.2 5-OA.1

.29

B. 76 inches

Domain 2

Common Core State Standards

Duplicating any part of this book is prohibited by law.

A.

4. Mike’s cat weighs 12 pounds 9 ounces. How many ounces is that?

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24

ELA Comprehensive Lessons. Built around the CCSS.

Buckle Down® to the Common Core State Standards Grades 3–8

Make a smooth transition to the Common Core. Buckle Down to the Common Core State Standards series is just what you need to stay current, focused, and on track with the CCSS Initiative. Our Buckle Down student books are fully aligned to the Common Core, and feature comprehensive lessons that integrate supporting skills. Plenty of targeted practice encourages conceptual understanding rather than recall. Lessons cultivate higher-order thinking skills and emphasize writing across the curriculum—capabilities that are stressed by the CCSS. And a “Mechanics Toolbox” highlights grammar, punctuation, and more. Buckle Down uses clear examples to walk students through Common Core ELA concepts step by step. You’ll get both concentrated review and extensive practice on open-ended questions—a focal point of the CCSS.

FEATURES Key skills support each other as related concepts are presented together—helping students to grasp content and strategies.

•S  upporting skills are integrated in every lesson • Emphasis on writing and open-ended questions—as required by the CCSS • High-interest reading selections and teaching methods that reflect the rigor of the CCSS • Speaking-and-listening section • Grades 6–8 include a cross-curricular lesson that applies reading skills to social studies, science, and technical subjects, as mandated by the CCSS • Includes an enhanced Teacher’s Guide with answer key ORDERING INFORMATION Buckle Down to the Common Core State Standards, ELA Grade

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25 Unit 3 – Language CCSs: L.3.1a, L.3.1f

In keeping with the familiar Buckle Down format, lessons begin with an easy-to-read explanation of a concept, followed by Tips for scaffolded support.

Lesson 19: Building Strong Sentences Words are a lot like connecting building blocks. If you don’t put the blocks together correctly, they’ll fall apart. You won’t have a strong building or structure. It’s the same with words. If you don’t put words together correctly, they’ll also fall apart. But if you are careful in putting your words together, you will build strong sentences. A strong sentence tells readers about something that happened and who or what was involved in the action. That means that a strong sentence has both a subject and a verb. The subject is who or what does the action, and the verb is the action. In this lesson, you’ll learn how to put these kinds of words together so that your sentences stick together like a strong castle made of building blocks.

Lesson 19: Building Strong Sentences CCSs: L.3.1a, L.3.1f

TIP 1: A complete sentence must have a subject and a verb.

TIP 2: Make subjects and verbs match.

As you know, the subject is who or what does the action in a sentence, and the verb is the action. There is always a noun or pronoun in the subject.

Verbs must match their subjects. A singular subject means there is only one thing, such as puppy, girl, or plant. It takes a singular verb, such as grows. Most singular verbs end in s.

Read the following sentences, which show how these different kinds of words connect. subject

verb

subject

A plural subject is more than one thing, such as puppies, girls, or plants. A plural subject takes a plural verb, such as grow.

verb

Look at the following examples.

Andy threw a Frisbee through the window. It flew into the big oak tree.

Singular noun

Plural

pronoun

• The verb (threw, flew) is the part of the sentence that tells what the subject does.

Mechanics Toolbox

The onion makes my eyes water.

The onions make my eyes water.

The bug jumps.

The bugs jump.

The tulip is my favorite flower.

Tulips are my favorite flowers.

Duplicating any part of this book is prohibited by law.

• A noun (Andy) is a person, place, or thing. • A pronoun (It) is a word that takes the place of a noun (Frisbee). The word It is the subject of the second sentence.

Subject-Verb Agreement

202

Activity 1 The subject tells who or what a sentence is about. The verb tells Practice what the subject does. Some subjects are singular. Other subjects are plural. Directions: In the following sentences, circle the verb that matches the subject. 10/20/2010 3:35:58 PM Examples: Example: The bird in that maple tree (is / are) a blue jay. The sun shines. The dogs bark. 1. Mother Goose and Grimm comic strips ( make / makes ) me fall over laughing. Duplicating any part of this book is prohibited by law.

1CCUS03RD01_Text.indd 202

The sun is a singular subject. There is just one sun. The dogs is a plural subject. 2. subject All of my cousins, except Cecil, ( has / have ) dark, black hair. There is more than one dog. The verbs shines and bark tell what each does. A subject and verb need to match in number, or agree.

Mechanics Toolbox

3. Pineapples and kiwi fruit ( is / are ) both delicious with chocolate ice cream. Examples: Franklin runs up the hill. (correct) 4. The bumpers on that car ( is / are ) muddy. The little boy run to catch up with his big sister. (incorrect)

The plural verb, run, does not agree with the singular subject, The little boy. The correct sentence is: The little boy runs to catch up with his big sister. 1CCUS03RD01_Text.indd

203

Pronoun-Antecedent Agreement A pronoun is a word that takes the place of a noun. An antecedent is the word that a pronoun replaces. Example: The ducklings followed their mother in a line along the shore. Then they plopped into the lake after her. In the second sentence, the words they and her are pronouns. The antecedent of they is the plural noun ducklings. The antecedent of her is the singular noun mother. Duplicating any part of this book is prohibited by law.

A Mechanics Toolbox provides strategies for effective writing.

Pronouns and antecedents need to agree. If the antecedent is more than one, the pronoun needs to show more than one. If the antecedent is male, female, or neither, the pronoun also needs to be male, female, or neither. Examples: Geoff read another chapter of the mystery before he went to bed. (correct) Jessica and Stacey walked to the park. She had a picnic there. (incorrect) The singular pronoun, She, does not agree with the antecedent. Jessica and Stacey is more than one. It needs a plural pronoun. The correct sentence is: Jessica and Stacey walked to the park. They had a picnic there.

271

1CCUS03RD01_Text.indd 271

2/16/2011 5:07:12 PM

203 10/20/2010 3:35:58 PM

Practice Activities provide a simple and effective way for students to apply skills on their own.


26

MATH Comprehensive Lessons. Built around the CCSS.

Buckle Down® to the Common Core State Standards Grades 3–8

Seamlessly integrate the CCSS into your curriculum. Buckle Down makes it easy to put the Common Core State Standards into practice in your classroom. These highly accessible student texts feature comprehensive lessons that integrate supporting skills. Examples walk students through math concepts step by step—explaining the central idea by modeling the correct thinking behind the answer. Requirements of the CCSS Initiative receive lots of attention here: Lessons include both targeted review and extensive end-of-lesson practice with open-ended questions, allowing students to work through the entire math concept on their own. And a “Manipulatives” section enables hands-on learning.

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Coverage of content now newly introduced with the CCSS is highly accessible, easing your transition to the new standards.

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27 Unit 3 – Functions CCS: 8.F.2

Lesson 21: Comparing Functions

Develop strategic math skills with an easy-to-understand introduction to a concept followed by detailed examples.

Two functions can be compared even if they are represented in different ways. To compare the functions, regardless of whether they are represented algebraically, graphically, verbally, or numerically in a table, determine the rate of change and y-intercept for each function. Then you can compare the functions’ rates of change and their y-intercepts.

Example Function A is represented by the following table. x

y

29

210

Lesson 21: Comparing Functions

26

26

23

22

3

6

6

10

CCSS: 8.F.2

Example Function C is represented by the following description. The value of y is equal to the product of x and 2 plus 4.

Function B is represented by the following equation.

Function D is represented by the following graph.

3 y 5 __ x12 4

y 10 9

Compare functions A and B by their rates of change and their y-intercepts.

8 7 6

These functions are represented in different ways. To compare them, you need to find the rate of change and y-intercept of each function.

5 4 3 2 1

when the input increases by 1. Therefore, the rate of change for function 4 . When x is 0, y is 2. Therefore, the y-intercept for function A is 2. A is __ 3 When a function is in slope-intercept form, y 5 mx 1 b, m represents the rate of change (or slope), and b is the y-intercept. Therefore, the rate of change for 3 function B is __ , and its y-intercept is 2. 4 Now that you know the rates of change and y-intercepts for both functions, 3 4 . __ __ you can compare Because the rate of change is 29.them. Team A will pay a4 ,professional athletefora function signing A bonus 3 then anforannual salary. After two athlete greater than the rateand of change function B. Because 2 5years, 2, the the y-intercepts will earned $280,000 playing for Team A. After four for both functions are thehave same. years, the athlete will have earned $440,000.

122

Duplicating any part of this book is prohibited by law.

Each time the input value in function A increases by 3, the output value 4 increases by 4. Because the function is linear, the output increases by __ 3

Money Made by Athlete for Team B

Money Earned (in 1000s of dollars)

1CCUS08MM01_1R.indd 122

1000 900 800 700 600 4/c 500 X 1R 400 300 2R 200 3R 100

Gantec 2/c

X

Proofreading Editorial

1/c

Copyedit Design Production

PDF

0

1

2

3

4

5

6

7

Time (in years)

8

9

10

Duplicating any part of this book is prohibited by law.

Team B will pay the same professional athlete according to a function represented by the following graph.

10 9 8 7 6 5 4 3 2 1 0 1 2 3 4 5 6 7 8 9 10

1 2 3 4 5 6 7

The description of function C can be translated into slope-intercept form as y 5 2x 1 4. Therefore, its rate of change is 2. Its y-intercept is 4. You can find the rate of change of function D using the slope formula with any two points on the graph. Use (1, 6) and (2, 10), so (x1, y1) 5 (1, 6) and (x2, y2) 5 (2, 10). Substitute the values into the formula to find the slope. y 2y

2 1 slope 5 ______ x 2x 2

18/10/10 2:51 PM

1

10 2 6 5 ______ 221 4 5 __ 1

54 The slope of the line in the graph is 4, so the rate of change of function D is 4. The line crosses the y-axis at 2, so the y-intercept of the function is 2. Because 4 . 2, the rate of change for function D is greater than the rate of change for function C. Because 2 , 4, the y-intercept for function D is less than the y-intercept for function C.

123

Example problems help students build their own problem-solving skills.

123

Part B Which team offers the professional athlete the salary with the greater rate of change? Duplicating any part of this book is prohibited by law.

Each unit ends with a Practice Test that evaluates student progress and proficiency.

Explain what the rate of change means in terms of this scenario.

Part C The professional athlete expects to play for exactly 10 years. Using 10 as the input, what will be the output, or total salary, for the functions used by each team? Team A:

Team B:

143

1CCUS08MM01_2R.indd 143

x

Compare functions C and D by their rates of change and their y-intercepts.

Part A Which team offers the professional athlete the salary with the greater y-intercept? 1CCUS08MM01_2R.indd Explain what the y-intercept means in terms of this scenario.

8 9 10

10/02/11 8:25 PM

10/02/11 8:24 PM


28

ELA Flexible. Affordable. Focused.

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You’ll begin each lesson with teacher-led instruction, move on to guided practice, and end with independent skills application. All lessons promote student achievement with rigorous, relevant CCSS content.

FEATURES • L essons address the rigor of the Common Core • Research-based Gradual Release of Responsibility Model gives early learners confidence and guides them toward independence • Content-rich, full-color illustrations provide support for comprehension • Visual glossary, manipulative picture cards, and handson games enhance learning and interactivity

Table of Contents Common Core State Standards

Lesson 1 Words with Short Vowels 4

RF.2.3.a; RF.2.4.a–c

Lesson 2 Words with Long Vowels 10

RF.2.3.a; RF.2.4.a–c

Lesson 3 Words with Vowel Teams 16

RF.2.3.b; RF.2.4.a–c

Lesson 4 Words with Two Syllables 22

RF.2.3.c; RF.2.4.a–c

Lesson 5 Irregular Word Sounds 28

RF.2.3.e; RF.2.4.a–c

Lesson 6 Prefixes 34

RF.2.3.d; RF.2.4.a–c; L.2.4.b

Lesson 7 Suffixes 40

RF.2.3.d; RF.2.4.a–c; L.2.4.c

Lesson 8 Words with Silent Letters 46

RF.2.3.f; RF.2.4.a–c; L.2.2.d, e

Glossary 52

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Fun and Games • www.triumphlearning.com 56 866-805-5723

The TOC clearly displays which Common Core State Standards each lesson covers.


29 “Get the Idea” sections introduce and define the topic.

Think About It ★ A syllable needs a vowel sound Color one

next to the word for each syllable

Lesson 2 Words with Long Vowels

peanut

a pl a te

beaver

honey

o b o ne

Circle the words with long vowel sounds

24 462NA_ELA_G2_1R.indd 24

gate sack shine drill hose chop mule thumb

13/06/11 5:42 PM

“Think About It” sections offer reminders of key topics to reinforce skills before independent practice exercises.

10 462NA_ELA_G2_1R.indd 10

Choose from multiple topics per grade.

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GRADE

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GRADE

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GRADE

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Writing & Language

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$7.99

Reading Literature

C3F-362NA

$7.99

Reading Informational Text

C3F-363NA

$7.99

Writing & Language

C3F-364NA

$7.99

Reading Literature

C3F-372NA

$7.99

Reading Informational Text

C3F-373NA

$7.99

Writing & Language

C3F-374NA

$7.99

Reading Literature

C3F-382NA

$7.99

Reading Informational Text

C3F-383NA

$7.99

Writing & Language

C3F-384NA

$7.99

Set Item #

Set Price

C3F-452NAP

21+ sets.............$17.99 ea. set

C3F-462NAP

C3F-332NAP

C3F-342NAP

C3F-352NAP

C3F-362NAP

C3F-372NAP

C3F-382NAP

10–20 sets.......................$20.99 ea. set

21+ sets.............$17.99 ea. set

10–20 sets.......................$20.99 ea. set

21+ sets.............$19.99 ea. set

10–20 sets.......................$22.99 ea. set

21+ sets.............$19.99 ea. set

10–20 sets.......................$22.99 ea. set

21+ sets.............$19.99 ea. set

10–20 sets.......................$22.99 ea. set

21+ sets.............$19.99 ea. set

10–20 sets.......................$22.99 ea. set

21+ sets.............$19.99 ea. set

10–20 sets.......................$22.99 ea. set

21+ sets.............$19.99 ea. set

10–20 sets.......................$22.99 ea. set

FREE Answer Key with orders of 20 or more copies of the same title or Full-Grade Set. Answer Keys may also be purchased for $5.99; please call Customer Service. Note: Minimum order: 10 copies per single title or Full-Grade Set. Price discounts apply only to multiple copies of the same Full-Grade Set and not to the total number of Full-Grade Sets ordered.

Duplicating any part of this book is prohibited by law.

Duplicating any part of this book is prohibited by law.

bacon

A long vowel sound can sound like the letter that makes it Long vowels can be a, e, i, o, u, and sometimes y Sometimes a word with a long vowel sound ends with a silent e

Duplicating any part of this book is prohibited by law.

Get the Idea

clover

Duplicating any part of this book is prohibited by law.

remote


30

MATH Flexible. Affordable. Focused.

Common Core ClinicsTM Grades 1–8

Developed around the CCSS and best practices for early learners. Developed around best instructional practices for young learners, our all-new Common Core Clinics series meets the rigorous demands of the new standards. The Clinics— two to four workbooks per grade—focus on the essential skills behind each of the standards, and are perfect for early implementers of the CCSS. This flexible series makes it easy for you to adapt your purchase to meet the instructional needs of your classroom. •O  pt for Full-Grade Sets for your class to get complete grade-level coverage of the CCSS and SAVE up to 15% •D  ifferentiate instruction with individual workbooks at different grade levels—for example, Measurement, Data & Geometry, which is covered at grades 3, 4, and 5 This highly-adaptable series supports your efforts to improve achievement in all students, as they work to meet the rigor demanded by the Common Core. With Clinics, you can meet each student at an appropriate level, successfully promoting conceptual understanding, procedural skill and fluency, and application and problem-solving—all CCSS imperatives.

FEATURES • L essons reflect the depth of the Common Core State Standards • Helps students develop number sense • Math key words are defined in instruction and in the glossary • Scaffolded instruction gives learners confidence and guides them toward independence • Content-rich, full-color illustrations in grades 1–2 provide support for comprehension • Short-answer and extended-response questions promote the required higher-order thinking skills • Glossary and Math Tools sections enhance learning

Table of Contents Common Core State Standard(s)

Lesson 1 Compare and Order Lengths

4

1 MD 1

Lesson 2 Measure Lengths

10

1 MD 2

Lesson 3 Tell Time

17

1 MD 3

Lesson 4 Tables

25

1 MD 4

Lesson 5 Picture Graphs

32

1 MD 4

Lesson 6 Two-Dimensional Shapes

38

1G1

Lesson 7 Three-Dimensional Shapes

47

1G1

Lesson 8 Combine Shapes

55

1G2

Lesson 9 Parts and Wholes

63

1G3

Glossary

70

Duplicatin

Phone: 800-338-6519 • Fax: 866-805-5723 • www.triumphlearning.com Math Tools 81

The TOC clearly displays which Common Core State Standards each lesson covers.


31

Independent skills application and special “Discuss” and “Review” sections reinforce learning.

Lesson 2 Words with Long Vowels Get the Idea A long vowel sound can sound like the letter that makes it Long vowels can be a, e, i, o, u, and sometimes y Sometimes a word with a long vowel sound ends with a silent e

a pl a te

Circle the words with long vowel sounds

gate sack shine drill hose chop mule thumb

Begin each lesson with teacher-led instruction and stepped-out examples; then move on to guided practice.

10 462NA_ELA_G2_1R.indd 10

Choose from multiple topics per grade.

on Full-Grade Sets

Common Core Clinics, Math Grade GRADE

(Set contains one copy of each title within a grade.)

Title

Single Title Item #

Single Title Price

Number & Operations in Base Ten

C3F-472NA

$5.99

1

Operations & Algebraic Thinking

C3F-473NA

$5.99

Measurement, Data & Geometry

C3F-474NA

$5.99

GRADE

Number, Operations & Algebraic Thinking

C3F-482NA

$7.99

Measurement, Data & Geometry

C3F-483NA

$7.99

Number & Operations in Base Ten

C3F-392NA

$5.99

Operations & Algebraic Thinking

C3F-393NA

$5.99

2

GRADE

3

GRADE

4

GRADE

5

GRADE

6

GRADE

7

GRADE

8

SAVE up to 15

13/06/11 5:42 PM

%

Measurement, Data & Geometry

C3F-394NA

$5.99

Number & Operations in Base Ten

C3F-402NA

$5.99

Number & Operations—Fractions

C3F-403NA

$5.99

Operations & Algebraic Thinking

C3F-404NA

$5.99

Measurement, Data & Geometry

C3F-405NA

$5.99

Number, Operations & Algebraic Thinking

C3F-412NA

$5.99

Number & Operations—Fractions

C3F-413NA

$5.99

Measurement, Data & Geometry

C3F-414NA

$5.99

The Number System

C3F-422NA

$5.99

Ratios/Proportions & Expressions/Equations

C3F-423NA

$5.99

Geometry

C3F-424NA

$5.99

Statistics & Probability

C3F-425NA

$5.99

The Number System

C3F-432NA

$5.99

Ratios/Proportions & Expressions/Equations

C3F-433NA

$5.99

Geometry

C3F-434NA

$5.99

Statistics & Probability

C3F-435NA

$5.99

The Number System

C3F-442NA

$5.99

Expressions & Equations

C3F-443NA

$5.99

Statistics & Probability

C3F-444NA

$5.99

Geometry

C3F-445NA

$5.99

Set Item #

C3F-472NAP

C3F-482NAP

C3F-392NAP

C3F-402NAP

C3F-412NAP

C3F-422NAP

C3F-432NAP

C3F-442NAP

Set Price

21+ sets.......$14.99 ea. set

10–20 sets...............$16.99 ea. set

21+ sets.......$12.99 ea. set

10–20 sets...............$14.99 ea. set

21+ sets.......$14.99 ea. set

10–20 sets...............$16.99 ea. set

21+ sets......$20.99 ea. set 10–20 sets..............$22.99 ea. set

21+ sets.......$14.99 ea. set

10–20 sets...............$16.99 ea. set

21+ sets......$20.99 ea. set 10–20 sets..............$22.99 ea. set

21+ sets......$20.99 ea. set 10–20 sets..............$22.99 ea. set

21+ sets......$20.99 ea. set 10–20 sets..............$22.99 ea. set

FREE Answer Key with orders of 20 or more copies of the same title or Full-Grade Set. Answer Keys may also be purchased for $5.99; please call Customer Service. Note: Minimum order: 10 copies per single title or Full-Grade Set. Price discounts apply only to multiple copies of the same Full-Grade Set and not to the total number of Full-Grade Sets ordered.

Duplicating any part of this book is prohibited by law.

Duplicating any part of this book is prohibited by law.

o b o ne


32

ELA Differentiation made easy—with leveled lessons, delivered digitally.

Readiness for the CCSS TM Grades 3–8

Transition your ELA instruction to the Common Core—with total curriculum support that is completely web-based. Plus real-time reports! Get ready for the CCSS with this digital suite of best-selling and highly effective products. ELA Readiness contains proven series—on-level and

below-level—from Triumph Learning that together provide a wealth of opportunities to differentiate instruction in the classroom. You’ll have access to the following series of English language arts student texts:

On-Level •C  rosswalk Coach for the Common Core State Standards, Grades 3-8

•B  uckle Down to the Common Core State Standards, Grades 3-8

•C  ommon Core Clinics, Grades 3-8 •B  est Practices in Reading, Grades 3-8

Below-Level •W  orkout Review and Practice, Grades 3-8 • L adders to Success, Grades 3-8 • L adders to Success 2, Grades 3-8 Plus, on-level Write It Out is included as a PDF in the Teacher Resource Section at each grade, 3 through 8.

Lessons, lesson practice, and assessments can be projected on a whiteboard, assigned to a student, or printed.

Readiness Lessons replicate lessons from the student books, and have not been modified or abridged in any way. Each lesson is available as a PDF for projection to a whiteboard, assignment to students, or for printing.

Phone: 800-338-6519 • Fax: 866-805-5723 • www.triumphlearning.com


33

Readiness Lesson Practice complements the lesson and is available in interactive and PDF formats: Students view each item in a single-question configuration, and can select an answer for multiple-choice questions, or type in their answer for open-ended and essay questions. Multiple-choice items are automatically graded by the Readiness program, while open-ended and essay questions are submitted to the teacher for grading and manual assignment of a point value.

Readiness Assessments are based on the standards of four of the ELA strands as outlined by the Common Core State Standards. You’ll have access to:  Four Benchmark-level Assessments per grade • 25-30 questions per assessment—all multiple-choice format  Two Summative Assessments per grade • 50-60 questions per assessment—all multiple-choice format (Summative assessments have previously appeared in Triumph Learning’s Coach Connected for the CCSS and Buckle Down Online for the CCSS products.)

Readiness Test Generator gives teachers access to an item bank, allowing them to create and administer their own tests. A minimum of 10 items—both multiple choice and short answer—is included for each standard. These original tests can be assigned to students or printed.

Available Reports  L esson Reports for each student, by strand and by standard D  etailed views for both Benchmark Assessments and the Summative Assessment include: • Results by Student • Student Review by Item • Student Proficiency by Class • Student Progress by Standard • Class Summary • Item Analysis by Class • Class Proficiency by Teacher • Class Progress by Teacher • Student Assignments by Standard Readiness Reports by student, teacher, and class are available for lessons, pre-existing assessments, and assessments developed through the test generator. Report data make it easy to monitor class and student progress and to modify instruction already underway. Useful data alerts are sent to the teacher dashboard when individual students are falling behind.

 Evaluate student understanding  Check progress per assessment by class  Identify common misconceptions by seeing how the class answered items  See the correlated standard to all items  Create a test based on specific standards


34

MATH Differentiation made easy—with leveled lessons, delivered digitally.

Readiness for the CCSS TM Grades 3–8

Online lessons, both on- and below-level, give you loads of options for CCSS-based mathematics instruction—with customized reporting! This digital suite of best-selling and highly effective Triumph Learning products will ease your transition to the Common Core State Standards.

Math Readiness contains proven series at different levels—enabling you to differentiate your standardsbased instruction for every learner in your class. You’ll have access to the following series of mathematics student texts:

On-Level •C  rosswalk Coach for the Common Core State Standards, Grades 3-8

•B  uckle Down to the Common Core State Standards, Grades 3-8

•C  ommon Core Clinics, Grades 3-8 •M  ath Problem Solving, Grades 3-8

Below-Level •W  orkout Review and Practice, Grades 3-8 • L adders to Success, Grades 3-8 • L adders to Success 2, Grades 3-8 Plus, on-level Write Math! is included as a PDF in the Teacher Resource Section at each grade, 3 through 8.

Lessons, lesson practice, and assessments can be projected on a whiteboard, assigned to a student, or printed.

Readiness Lessons have been imported in full from Triumph student books, and have not been shortened or modified in any way. Each lesson is available as a PDF for projection to a whiteboard, assignment to students, or for printing.

Phone: 800-338-6519 • Fax: 866-805-5723 • www.triumphlearning.com


35

Readiness Lesson Practice complements the lessons and is interactive and available as a printable PDF. Students can view each item in a single-question format, and select their answer for multiple-choice questions, or type in their answer for open-ended questions. Multiple-choice items are automatically graded by the Readiness program, while open-ended questions are graded by the teacher, and manually assigned point values. As with instructional lessons, lesson practice can be projected on a whiteboard, assigned to a student, or printed.

Readiness Assessments are based on the standards of one of the five math domains as outlined by the Common Core State Standards. You’ll have access to:  Five Domain-level Assessments per grade • 25-30 questions per assessment—all multiple-choice format  Two Summative Assessments per grade • 50-60 questions per assessment—all multiple-choice format (Summative assessments have previously appeared in Triumph Learning’s Coach Connected for the CCSS and Buckle Down Online for the CCSS products.)

Readiness Test Generator gives teachers access to an item bank that contains a minimum of 10 items— both multiple choice and short answer—for each standard. Original tests can be created, printed, and assigned to students.

Available Reports  L esson Reports for each student, by domain and by standard D  etailed views for both Domain Assessments and the Summative Assessment include: • Results by Student • Student Review by Item • Student Proficiency by Class • Student Progress by Standard • Class Summary • Item Analysis by Class • Class Proficiency by Teacher • Class Progress by Teacher • Student Assignments by Standard

Readiness Reports are available by student, teacher, and class for lessons and assessments, including original assessments developed through the test generator. Report data streamline monitoring of class and student progress, and make it easier to adapt instruction as you go. If individual students start to lag behind, data alerts with their names are sent to the teacher dashboard.

 Assess student understanding  Track class progress  Identify common errors in class answers  Link to a missed item and see the correlated standard  Create a new test based on standards that posed challenges


www.triumphlearning.com Phone: 800-338-6519 • Fax: 866-805-5723 P.O. Box 1270 Littleton, MA 01460-4270


CCSS Brochure