Spring 2013 Master Catalog by Kristin Fontaine

ILLINOIS

Your

Spring 2013 • Grades K–12

Common Core Solution!

Exclusive resources built from the ground up. NEW!

pp. 6 & 40

NEW!

pp. 22 & 56

NEW!

pp. 4 & 38

Literacy Programs, Professional Development, and more!

See inside.

Table of Contents Mathematics

Grades

Page

Readiness for Common Core.................................................. 3–8. . . . . . . . 4 Common Core Coach™ new! ............................................... K–2. . . . . . . . 6 Common Core Coach™ new! ............................................... 3–8. . . . . . 10 ISAT Coach™, Gold Edition..................................................... 2–8. . . . . . 16 ISAT Buckle Down®................................................................ 3–8. . . . . . 17 Illinois Common Core Coach™, Algebra I new! .......................HS. . . . . . 18 Common Core Support Coach™, Target: Foundational Mathematics new! ................................. 3–8. . . . . . 22 Crosswalk Coach™ for the Common Core State Standards..... 3–8. . . . . . 26 Buckle Down® to the Common Core State Standards............. 3–8. . . . . . 28 Common Core Clinics™.......................................................... 1–8 . . . . . 30 Strategies for Success: Math Problem Solving........................ 3–8. . . . . . 32 Write Math!...Open–Ended Math Questions............................ 3–8. . . . . . 32 Workout................................................................................. 3–8. . . . . . 33 Ladders to Success®.............................................................. 3–8. . . . . . 33 Ladders to Success®, Algebra & Geometry...............................HS. . . . . . 33 PSAE ACT® Coach™, Gold Edition new! ..................................HS. . . . . . 34 PSAE WorkKeys® Quick Review, Applied Mathematics new! ....HS. . . . . . 36

English Language Arts

Grades

Page

ISAT Coach™, Gold Edition.................................................. 4 & 7. . . . . . 72 ISAT Buckle Down®................................................................ 4–7. . . . . . 73 PSAE Coach™ Gold Edition, ACT® and ISBE–Developed Science new! ......................................HS. . . . . . 74 other resources Grades Page Professional Development

at all Reach students from levels of ability—

Kindergarten ol! through High Scho

Page

Readiness for Common Core.................................................. 3–8. . . . . . 38 Common Core Coach™ new! ............................................... K–2. . . . . . 40 Common Core Coach™ new! ............................................... 3–8. . . . . . 44 ISAT Coach™, Gold Edition..................................................... 2–8. . . . . . 50 ISAT Buckle Down®................................................................ 3–8. . . . . . 51 Common Core Coach™, American Literature, World Literature, Composition, Levels 1 & 2 new! ....................................HS. . . . . . 52 Common Core Support Coach™, Target: Reading Comprehension new! ..................................... 3–8. . . . . . 56 Crosswalk Coach™ for the Common Core State Standards..... 3–8. . . . . . 60 Buckle Down® to the Common Core State Standards............. 3–8. . . . . . 62 Common Core Clinics™.......................................................... 1–8 . . . . . 64 Best Practices in Reading....................................................... 1–8. . . . . . 66 Write It Out…Open–Ended Questions...................................... 3–8. . . . . . 66 Workout................................................................................. 3–8. . . . . . 67 Ladders to Success®.............................................................. 3–8. . . . . . 67 Ladders to Success®, Reading & Writing..................................HS. . . . . . 67 PSAE ACT® Coach™, Gold Edition, English, Reading, and Writing new! .............................................HS. . . . . . 68 Prairie State Coach™ WorkKeys®: Reading for Information new! ........................................HS. . . . . . 70

SCIENCE

Powerful

new! ................................................. . . . . . .

All of our bestsellers— Online! Access on- and below-level lessons, assessments, and original test generator, with realtime reporting. pp. 4 & 38

curriculum solutions for the Common

Core!

The instructional anchor youâ&#x20AC;&#x2122;ve been searching forâ&#x20AC;&#x201D;100% Common Core coverage!

pp. 6 & 40

Extensive support for students who struggle with the increased rigor of the new standards. pp. 22 & 56 Professional Development! See p. 75

MATHEMATICS

Readiness for Common Core Grades 3–8

NEW! Differentiation made easy—with leveled lessons, delivered digitally. Multiple grade levels let you scaffold instruction, with selections that support individual learning needs.

Each teacher using Readiness for Common Core can access all grade levels 3–8 for every one of our bestselling series!

PROVEN-EFFECTIVE LESSONS & PRACTICE Successfully transition to the Common Core State Standards with proven content, available with the touch of your fingertip. Readiness for Common Core is entirely teacher-driven and facilitated. • Model instruction with lessons that replicate 100% those in our premier student books • Guide interactive practice and discussion • Assign independent work that meets individual students where they learn best Interactive practice can be assigned electronically to students or displayed with lessons on class whiteboard. Or print PDFs of lessons and practice— you decide!

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ORDERING INFORMATION Readiness for Common Core, Math Grade

Number of Students per School

Item #

3–8

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TAT-TLNAMUB2

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ROBUST ASSESSMENT Diagnose, assess progress, and evaluate standards mastery. The tools are all right here. Just choose the method you prefer! • Ready-made assessments o 10 Domain-level per grade o 3 Summative per grade • Build-a-Test feature that lets you create original assessments o Zero-in on trouble spots with thousands of questions in the Readiness item bank—minimum 10 per standard

UP-TO-THE-MINUTE DATA Drive your instruction with up-to-the-minute data. Analyze items and sort results in meaningful ways—by lesson, assessment, class, or student—to track growth and proficiency. You determine how best to spend your classroom time! • Data alerts are sent to the teacher dashboard when students are falling behind • Identify exactly those standards and skills, and individual students, most in need of attention—then put hundreds of leveled Readiness lessons to work

EASY SEARCH Search specific standards, topics, or high-interest terms to identify just the leveled lesson you need—electronic assignment means students receive appropriately-leveled work in privacy. The Readiness Bookshelf makes access a breeze for students, teachers, and parents—just click a bookcover to get started! Plus individual parent log-ins facilitate communication with school.

MATHEMATICS

Common Core preparation and implem Start with CCSS-ready kindergarten activities and

Kindergarten Common Common Core Coach™ Core Activity Program Grades 1 & 2 Kindergarten

Seriously fun activities prepare students for implementation Coming Summer 2013! of the CCSS! Effortlessly weave the Common Core State Standards into your kindergarten curriculum, as you make natural connections between mathematics and English Language Arts. • 20 full-color activities, each aligned to a Common Core State Standard • Whole class interaction with content builds math fluency • Family component extends learning Our Teacher’s Manual is packed with embedded professional development—the ideal resource for educators new to presentation of the more rigorous Common Core Standards.

Tackle CCSS content in smaller, manageable chunks. NEW SERIES! Four Domains at each grade level cover all the CCSS for mathematics—24 lessons at grade 1, and 30 lessons at grade 2, with the Standards for Mathematical Practice referenced multiple times in each lesson. Each Domain includes a Domain Review followed by a Performance Task, and modeling and pictorial representations are included wherever appropriate to make concepts and skills clearer and promote deeper understanding.

This dual-discipline resource also appears in our catalog’s ELA section. ORDERING INFORMATION Kindergarten Common Core Activity Program, ELA & Math Grade

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TAT-T001NA

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Kindergarten Common Core Activity Program Teacher’s Manual, ELA & Math

$ K

TAT-T001NAM

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

Problem solutions are broken down into steps! • Interactive examples of all new concepts and skills includes scaffolded instruction • Fluency practice—one grade below level and on-level • New math vocabulary words highlighted in lessons where they appear • Graphic glossary • Math tools Coming

Spring 2013!

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

entation—vertically aligned from K–12! our exclusive primary program—all original content. Les son 6 Cou ntin g On

Try

★ You can count on to add .

How many stars in all?

Exam ple 1 6125

Count on to add . Start with the greater number .

Add . 2185

Start with 6 .

Start with the greater number .

________ is greater than ________ Count on 2 .

6125

Examples include pictorial representations and stimulate discussion.

Count on to add . Start with ______ . Count on ______ .

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Duplicating any part of this book

8 ➞ 7 ____

Duplicating any part of this book

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➞ ____

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OVERSET 37

Domain 1.indd 37 05/10/12 1:14 AM

Practice 1

3125

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One Free Home-School Connection Booklet included for each Common Core Coach Student Text. * Note: Minimum order: 10 copies per title. Price discounts apply only to multiple copies of the same title and grade, and not to the total number of items ordered.

➞

____

Student-friendly practice supports early mathematical development.

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4135

f this book is prohibited by law.

Grade

Domain 1

Operations and Algebraic Thinking

Problem Solving: Addition . . . . . . . . . . . . . . . . . . . . .6 Problem Solving: Subtraction . . . . . . . . . . . . . . . . . . 12

Lesson 3

Problem Solving: Adding Three Numbers . . . . . . . . 18

Lesson 4

Properties of Addition . . . . . . . . . . . . . . . . . . . . . . . . . . .24

Lesson 5

Relating Addition and Subtraction . . . . . . . . . . . . . . . . .30

Lesson 6

Counting On . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34

Lesson 7

Facts to 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40

Lesson 8

Facts to 20 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .47

Lesson 9

Addition and Subtraction Equations . . . . . . . . . . . . . . . .55

Lesson 10

Missing Numbers in Equations . . . . . . . . . . . . . . . . . . . .59

Domain 1 Review/Performance Task . . . . . . . . . . . . . . . . . . . .64

Lesson 1 Lesson 2

Domain 1 Operations and Algebraic Thinking

How many players are at the game?

Four Domains are covered at each grade level.

Domain Reviews serve as excellent assessment tools.

Do ma in 2 Rev iew 1

What number equals 10 tens? Write the word name . Then write the number .

10 tens 5 ______________ Write the number . ______

Our Home-School Connection booklet provides a crucial bridge between content covered in the classroom and practice at home—and encourages important family involvement. (One FREE Home-School Connection booklet for each Common Core Coach student book!)

How many hundreds, tens, and one s?

______ hundreds ______ tens ____ __ ones What number do the models sh

ook is prohibited by law.

BONUS!

MATHEMATICS

Common Core Coach™ Teacher’s Manual Grades 1 & 2 TEACHER’S MANUAL

2999

Coming Spring 2013!

Robust standards support that is easy to use! NEW SERIES! The Standards for Mathematical Practice get full coverage, and a convenient checklist clearly arrays the practices that are appropriate for these grade levels. Check-Ups for each Domain are ideal for formative assessment, and interview opportunities help you assess children’s understanding.

HIGHLIGHTS • Lesson Flow Charts and lesson progressions • Fluency practice—on grade level, and one grade level below • Domain Check-Ups • Correlations chart connects each lesson to a CCSS

tice

Standards for Mathematical Prac Grades 1–2 See Appendix B for the Common Core

State Standards version of the Standards

1. MAKE SENSE OF PROBLEMS AND

for Mathematical Practice .

PERSEVERE IN SOLVING THEM

✔ Plan a solution . ✔ Compare to similar problems . ✔ Evaluate progress . ✔ Use concrete objects or pictures ✔ Check answers .

TATIVELY

2. REASON ABSTRACTLY AND QUANTI

symbols . ✔ Pay attention to all mathematical ✔ Represent problems with symbols . problem solving . ✔ Consider measurement units in s and objects . ✔ Apply different properties of operation

ENTS 3. CONSTRUCT VIABLE ARGUM

OF OTHERS INGAPPROP 5. USE RIATE TOOLS STRATEGICALLY AND CRITIQUE THE REASON

✔ Pay attention to the range of available tools (e .g ., ruler, concrete models, ✔ Analyze a problem situation . place value chart, graph, clocks, etc .) . others . ✔ Communicate their reasoning to ✔ Make decisions about which tools to use for each situation . . ✔ Justify their approach to problems ✔ Apply tools to problem situation carefully and strategically . ations or concrete objects . ✔ Construct arguments by using represent

4. MODEL WITH MATHEMATICS

6. ATTEND TO PRECISION

✔ Increasingly understand the need to communicate with precision . problems . ✔ Apply mathematics to everyday ✔ State the meaning of all symbols . situation . ✔ Identify key quantities in a practical ✔ Use units of measurement appropria tely . . quantities ✔ Map the relationships of key ✔ Calculate accurately showing complete fluency . s . tables, blocks, etc ., to explain operation ✔ Use concrete tools such as charts, ✔ Argue carefully and with full explanati ons . a situation . ✔ Look at results in the context of

7. LOOK FOR AND MAKE USE OF STRUCT

URE

✔ Search for patterns or structure . ✔ View problems in a larger context

ORDERING INFORMATION

that fit a design or structure .

✔ See geometric shapes in the larger

context of their similarity and difference

s .

Common Core Coach Teacher’s Manual, Math

8. LOOK FOR AND EXPRESS REGULA

RITY IN REPEATED REASONING

Teacher-friendly checklist 18 for Mathematical Practices.

✔ Search for short cuts in computat ions . book is prohibited by law. ✔ Duplicating thishelp Use patterns any part ofto obtain fluency .

✔ Find patterns with shapes and designs . ✔ Connect operations of addition and subtraction by using patterns . ✔ Look for regularity when collecting data .

Duplicating any part of this book is

Grade

Item #

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TAT-T213NAM

Price

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MATHEMATICS

Common Core Coach™

Available on

Grades 3 – 8 100% Aligned

STUDENT BOOK

1499

from $

to the Common Core State Standards

It’s all right here— instructional lessons, robust lesson practice, domain reviews, and performance tasks.

NEW SERIES! 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.

The total CCSS package. Built from the ground up.

At the same time, Common Core Coach is by design totally flexible, and you may opt instead to use it in partnership with your core text, 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!

Use this instructional anchor with confidence to launch the Common Core State Standards in your classroom! 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 • Expert weaving of the Standards for Mathematical Practice throughout the curriculum, ensuring the development of mathematical proficiency in your students The 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

Item #

TAT-T114NA

TAT-T115NA

TAT-T116NA

TAT-T117NA

TAT-T118NA

TAT-T119NA

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* Note: Minimum order: 10 copies 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/IL

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

Grade 4

Grade Grade33Head 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.

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.

Domain 2 Number and Operations in Base Ten

Grade Grade55Head OA Write and interpret numerical expressions. Grade Grade44Head NBT Generalize place value understanding for multidigit whole numbers. Use place value understanding and properties of operations to perform multi-digit arithmetic.

Lesson 6

Extending Place Value . . . . . . . . . . . . . . . . . . . . . . . . . 40

Lesson 7

Reading, Writing, and Comparing Whole Numbers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46

Lesson 8

Rounding Whole Numbers . . . . . . . . . . . . . . . . . . . . . 52

Lesson 9

Adding and Subtracting Whole Numbers . . . . . . 58

Lesson 10

Multiplying Whole Numbers . . . . . . . . . . . . . . . . . 64

Lesson 11

Dividing with One-Digit Divisors . . . . . . . . . . . . . . 72

Domain 2 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80

Duplicating any part of this book is prohibited by law.

Understand the place value system. Perform operations with multi-digit whole numbers and with decimals to hundredths.

Duplicating any part of this book is prohibited by law.

Grade Grade55Head NBT

Grade 3 NBT Use place value understanding and properties of operations to perform multi-digit arithmetic.

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.

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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. O

Connect

1X1

Dividing with One-Digit Divisors

Divide . 492 4 4

Use place value models to help divide greater numbers . Divide 492 4 4 means dividing 492 into 4 groups . UNDERSTAND

1 4 492 24 0

Divide the 4 hundreds by 4 . Put 1 hundred in each of the 4 groups .

Concept Lessons2begin Divide the 9 tens by 4 . Put 2 tens in each of the 4 groups . Left over: 1 ten . with an underlying concept that connects directly to the skill or skills taught in that lesson. Left over: 1 ten 5 10 ones Add the 2 ones . 1 ten 1 2 ones 5 12 ones Divide the 12 ones by 4 . Put 3 ones in each of the 4 groups .

Count each group . Each group has 1 hundred, 2 tens, and 3 ones or 123 .

ny part of this book is prohibited by law.

There is 1 hundred in each group .

Bring down the 9 tens . Divide the 9 tens by 4 . 12 4 492 24 09 2 8 1

Bring down the 2 ones . There are 12 ones . 12 4 492 24 09 2 8 12

ny part of this book is prohibited by law.

Divide the 4 hundreds by 4 .

▸ 492 4 4 5 123

There is 1 ten left .

Divide the 12 ones by 4 . 1 23 4 492 24 09 2 8 12 21 2 0

The quotient has 1 hundred, 2 tens, 3 ones, or 123 . 1 23 4 492

There are 2 tens in each group .

There are 3 ones in each group .

CU S S DIS

Explain how you would use place value to place the first digit in the quotient of 672 4 3 . What is the quotient?

N LE SS O

Adding and Subtracting Whole Numbers

Problem Solving

EXAMPLE A

READ

Terrell volunteers at a food bank one day . There are 2,846 meals to give away to needy families . Each family is allowed 4 meals . How many families will receive meals?

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 .

How many meals will be left over?

3 5 , 7 48

PLAN

1 1 7 , 02 6

Write an equation to represent the problem . Let n 5 the number of families 2,846 4 4 5 n

SOLVE

3 5 , 7 48

1 1 7 , 02 6

Add the tens .

Set up the problem and divide .

4 1

Divide each place from left to right .

3 5 , 7 48 1 1 7 , 02 6

7 R 2 4 2 8 4 6 2 2 8 0 4 2 6 2 4

2 2846

The remainder is

▸

. So . So

Add the hundreds . 1

3 5 , 7 48 1 1 7 , 02 6

77 4

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

DIS

CU S S

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

remainder This matches the dividend, so the answer is correct .

The quotient, n, is

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

▸ 35,748 1 17,026 5 52,774

families will receive meals .

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.

meals will be left over .

families will receive meals . There will be

meals left over .

Lesson 11: Dividing with One-Digit Divisors

Domain 2: Number and Operations in Base Ten

77 CC12_MTH_G4_SE_PDF Round.indd 58

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

Practice lete the addition.

Fill in the numbers in the boxes to comp 2.

2 5, 7 8 6

1 1 2, 6 6 2

8, 4

6 4 ,0 5 5 7 ,9 2 8 1 ,9

1 3, 2 4 4 9 5, 3 6 2 , 0

REMEMBER Regroup when the sum of the digits is greater than 9.

lete the subtraction. Fill in the numbers in the boxes to comp 6. 5. N 5 10 4. AI 9 6 ,O5M 4 8 7 1,4 6 0 D 8 7 3 , 6 2 5 3 1 2 4 3, ,1 8,3 5

Glossary

2 10

Review

Can you Write the number in expa nded form. Then write subtract 7 tens the number name. 1. from 4 tens? Thousands Ones Hundreds Tens Ones Hundreds Tens er. 1 Add or subtract. Check your answ 2 8 64 8 , 1 3 9. 6 7 , 1 89 8. 26 2 , 9 1 expan 7. ded form 1 2 7 , 59 2 1 2 8 , 94 0 1 3 5 , 42 8 number name NT

2. Hundreds

Thousands Tens 7

7 7 , 1 38 2 2 9 , 05 5

11.

9 0 , 0 00 expanded form 2 6 2 , 85 3 number name

Round the number to 3. 8,162

Ones 3 5 0 , 1 88 2 7 , 25 9

each place.

nearest ten

neareReview st hundred Practice and Domain 62 nearest thousand develop essential proficiency. are. Write , , or Questions range Comp in difficulty and 5 . 5. 61,389 61,506 type—all excellent preparation Thousands Ones for the domain assessments. Hundreds

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Ones

Hundreds

Tens

Ones

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Tens Ones Hundreds Tens Ones 6 1 3 8 9 6 1 5 0 6

6. 5,142

5,138

Thousands Ones Hundreds Tens Ones Hundreds Tens Ones 5 1 4 2 5 1 3 8

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of this Duplicating any part

book is prohibited

by law.

Base Ten Domain 2: Number and Operations in

Duplicating any part of this book

10.

12.

prohibited by law.

Math Tool: Multiplication Table

Ones

Duplicating any part of this book is

angles Lesson 33 o d the total when tw Lesson 29 add (addition) to fin joined Lesson 3 ottom number in a or more groups are denominator the b l parts Lesson 3 ded ls how many equa e ad r to b fraction, which tel addend a numbe n 12 Lesso up in the whole or gro s formed when angle a figure that i nswer in a subtraction ne point called a difference the a two rays meet at o , 32 ns 29 problem Lesson 3 Lesso vertex , , 5, 6 , 3, 4 side merals 0, 1, 2 squares having a digit any of the nu area the number of ver t can completely co 7, 8, and 9 Lesson 6 length of 1 unit tha or aps no g with ne figure er to be divided the inside of a pla dividend the numb 0 1 2 3 overlaps Lesson 27 4 6 7 Lesson 2 5 8 9 10 11 12 qual ent of objects in e gem rran an a y 0 to find the number arra 0 0 0 0 divi 0 sion0(divide) h Lesson 4 0 0 umber in rows and columns 0 eac0 0 ual groups or the n 0 0 of eq n 2 a me1tric u0nit for 1 2 3 grou 4 p Lesso 5 centimeter (cm) 6 5 7 ter 8 time d 12 9 cen 10iden11 100 which the div er by measuring length; 2 umb the n sor 0 2 4 6 divi 8 1 meter Lesson 24 10d Lesso 12 n 214 16 18 is divide 20 22 24 a sional shape with th an 0 one3 circle a two-dimen 3 mber sentence wi 6 -degree 9 atio 12 equ 360 15 n a nu 18 21 24 27 ining onta 30 33 36 curved side c n Lesson 1 l sig equa 0 angles Lesson 29 4 4 8 12 16 20 24 tions two or more e 36 lue equivalent frac28 32 e va 40 44 48 ph that uses a circl sam circle graph a gra 5 how ions that name the 0 ions 5 to s10 aped sect 15 20fract25 erators and divided into pie-sh 30 rent 35 num 40 45 50 55 60 but have diffe n 29 Lesso le who n 12 parts of a 6 denominators Lesso 0 6 12 at le a whole number th 18 24 30 36 42 48 r tha ivisib66 60 mbe 54t is d composite number r pair Lesson 4 even number a nu r 8 72 7facto0 7 rs have 0, 2, 4, 6, o has more than one 14 21 28 by 2 n numbe . Eve42 35 49 . Lesso 56 n 563 70 77 ing asur r me nit fo lace 84 ary u in the ones p cup (c) a custom8 8 n 2316 24 32 1 pin0t Lesso writing a 40 48 56 a wa capacity; 2 cups 5 64 y of 72 80e va88 expanded form lues 96 the t of th men sum 9 of0measure ber that shows the 9 18 27 36 num customary system 45 54 n 7 81 Lesso72 easure used in the 90 99 108 of each digit 63 system of units of m 10 n 23 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

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.

9 3 10 6

4 0 7, 0 3 0 5 7, 6 2 9 2 9,

asure ngle that has a me acute angle an a n 32 of less than 90° Lesso ute e ac thre ngle with acute triangle a tria

e digits r with one or mor decimal a numbe n 21 decimal point Lesso to the right of the e riod separating th decimal point a pe Lesson 21 l cima a de hs in ones from the tent gles g an surin mea degree (°) a unit for

24/02/12 5:19 PM

dd 230

SE_PDF Round.in

CC12_MTH_G4_

Duplicating any part of this book is prohibited by law.

Problem-Solving Lessons apply skills to real-world problem situations. Students will use a four-step problemCHECK solving process—Read, Plan, Solve, Check—to7 1approach 1 quotient 3 4 divisor any mathematical problem. 2844 1

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

CC12_MTH_G4_SE_P

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MATHEMATICS

Common Core Coach™ Assessments Grades 3 – 8 New Series!

Workbook Assessments Summative Assessment 1.

What is 7,777 in word form?

Shalita drew the angle below.

A. seven thousand, seven hundred seventy

90 90

100 80

110 70

120 60

30 150

40 0

80 100

13 50 0

170 10

0 10 180 170

160 20

20 160

150 30

180 0

C. seven thousand, seven hundred

70 60 110 120 50 130

140 40

B. seven thousand, seventy-seven seven thousa nd, seven hu Domain Assessment • OperationsD. and Algebraic Thinking ndred seventy-seven

17 angle I measures 70° . 3 A. __ 17

B. 7 C. 83

10 B. __ 17

A. 6 inches B. 7 inches C. 8 inches

11 C. __ 17

70°

15 D. __ 17

40 0 14

90°

30 0

3 B. __ 15

1 A. __ 8 inch

1 B. __ 4 inch 3 C. __ 8 inch

Which represents the description below? 6 more than 12 divided by 3 A. (12 4 3) 1 6

D. 1__ 2 inches

CC12_MTH_G4_NAA_1R.indd

100 80

110 70

12 0 60

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Common Core Coach Assessments Workbook, Math

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

D. 103°

C. (12 1 3) 1 6

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A. 77° B. 78° C. 102°

B. (12 2 3) 1 6 48

90 90

180 0

4 D. __ 5

80 100

170 10

2 C. __ 130° 3D.

difference in the measurements?

70 60 110 120 50 0 13

70°

160 20

150 30

7 clip as __8 inch . Fred measured the 5 paper clip as __8 inch . What is the

What is the measure of this angle?

0 40

60°

1 A. __ 15

Nancy measured the length of a paper

3 Which fraction is equivalent to ___ ?

20 160

D. 173

What is the measure of the other part of angle I?

D. 9 inches

How many 1° angles make up Shalita’s angle? A. 5

4 7 measure of angle I is 130° . A part of __ The 2. 3. __ 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?

0 10 180 170

Six comprehensive assessments are aligned to the CCSS for Mathematics and the Standards for Mathematical 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.

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Five Domain Assessments and a Summative Assessment develop the expertise required by the CCSS. Digital Assessments Web-based and easy to use! Six online tests duplicate those in the Common Core Coach assessment workbooks. Track progress with instant reporting on key metrics by student, class, teacher, and standard for both Domain Assessments and the Summative Assessment. ORDERING INFORMATION Common Core Coach Online Assessments, Math Grades

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MATHEMATICS

Common Core Coach™ Teacher’s Manual Grades 3 – 8 TEACHER’S MANUAL

2999

Comprehensive Common Core lessons. Straightforward support. NEW SERIES! 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. Common Core State Standards Correlation Chart

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!

Common Core State Standard

Common Core Coach Lesson(s)

Grade 4

Use the four operations with whole

Domain: Operations and Algebraic

Thinking

numbers to solve problems. Interpret a multiplication equation as a comparison, e .g ., interpret 35 5 5 3 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5 . Represent verbal statements of multiplicative comparison s as multiplication equations . Multiply or divide to solve word problems involving multiplicati ve comparison, e .g ., by 4 .OA .2 using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicati Common Core ve comparison from additive comparison . . . . . . . . . 4 State Standards Solve . multistep word problems posed with whole Operations and Algebraic Thinking numbers and having whole-number answers using the6 four4.OA.1 operations, including problems in . . . . . . . . . . . . . which remainders must be 4 .OA .3 . . . . interpreted . Represent these problems using Interpreting Multiplication Equations equations with a letter standing for the unknown quantity . Assess the reasonable Make ness of answers using mental computatio Using Multiplication and Division to and estimation .strategies n 4.OA.2 including rounding . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Comparisons . . . . . Gain familiarity with factors and multiples. 4.OA.3 4 .OA .1

Contents Domain 1 Lesson 1 Lesson 2

HigHligHts

Lesson 3 Lesson 4

. . . . . . . . . . . . . . . 14 Multi-Step Problems . . . . . . . . . . . Find all factor pairs for a whole number in the range 1 –100 . Recognize that . . . 20 4.OA.4 . . . . . . .is . .a .multiple a whole Multiples . . . number of each of its factors . Determine Understanding Factors and 4 .OA .4 the range 1 –100 is a multiple

whether a given whole number in

of a given one-digit number . Determine andwhole number whether a given Identifying and Generating Number in the range 4.OA.51 –100 is prime or composite . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Shape Patterns . . . . . . Generate and analyze patterns. . . . . . . . . . . . . . . . . . . 34 . . . . . . . . . . . . . . . . . . . . . . Domain 1 Review Generate a number or

Lesson 5

• Clear Learning Objectives for every lesson ns in Base Ten Domain 2 Number and Operatio • Total lesson alignment to Common Core 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 ns–Fractions Domain 3 Number and Operatio • Additional practice pages aligned to fluency standards • Common Errors section anticipates likely student Every Common Core Coach mistakes and suggests ways to help lesson aligns to one or more Common Core State Standard. • Math vocabulary aggregated, with definitions • Required Materials List by lesson, as needed—including reference to Math Tools in student texts • Answer Keys

shape pattern that follows a given rule . Identify apparent features of the pattern that were not explicit in the rule itself . For example, . . . . . .38 given the rule “Add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear 4.NBT.1 to alternate between odd and even numbers. Explain will continue to alternate in this way.

4 .OA .5

. . . . . . . . . . . . . . 40 . . . .informally Extending Place Value . . . . . . . . . . why the numbers

Lesson 6

Whole Domain: Number and Operation Reading, Writing, and Comparing s in Base Ten . . . . . . . . . . . . . . . . . . . 46 4.NBT.2 . . . . . . . . . .place Numbers . . . . . . . . . .Generalize value understanding for multi-digit whole numbers. . . . . . . . . . . . . . . . . . . 52 4.NBT.3 Rounding Whole Numbers . . . . . . Recognize that in a multi-digit whole Lesson 8 number, a digit in one place represents ten times 4 .NBT .1g Whole 4.NBT.4 . 58 . . . . . in what it represents Numbers the place Subtractin to its and 700 right . Adding For example, recognize that ____ Lesson 9 applying concepts of place value and 70 5 10 by division. . . . . . . . . . . . . . . . . 64 4.NBT.5 Multiplying Whole Numbers . . . Read Lesson 10 and write multi-digit whole numbers using base-ten numerals, number 4.NBT.6 72 . . . . . 4 .NBT .2 . . . . . . . names, . . . . expanded form . Compare two Dividing with One-Digit Divisors and multi-digit numbers based on meanings Lesson 11 of the digits in each place, using , 5, and  symbols to record the results of comparison . . . . . . . . . . . . . . . . . . . . . . . . . . . 80 s . Domain 2 Review . . . . . . . . . . . .4 .NBT .3

Lesson 7

Lesson 16

Lesson 17

Lesson 18

Lesson 19

4.NF.3.b

4.NF.3.c

Fractions by to Multiply CC12_MTH_G4_ Models TM_PDF Using Round.indd 12 . . . . . . . . . . . . . . 124 Whole Numbers . . . . . . . . . . . . . . . . . . . . . . . 130 Multiplying Fractions by Whole Numbers

Solving Problems Lesson

Unit Fractions . . . . 106

. . . . . . . . . . . 112 Adding and Subtracting Mixed Numbers 12 and Adding and Subtracting Fractions . . . . . . . . . . . . . . 118 Mixed Numbers . . . . . . . . . . . . . . .

Understanding Fractions as Sums of

Lesson 15

Fluency Lesson

4.NF.3.d

4.NF.4.a, 4.NF.4.b 4.NF.4.c

Performance Task

24/02/12 5:24 PM

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prohibited by law.

Duplicating any part of this book is

Lesson 14

Duplicating any part of this book is

Lesson 13

prohibited by law.

Use place value understanding to round multi-digit whole numbers to any place . Use place value understanding . . . .84 . . . .and properties of operations to perform multi-digit arithmetic. 4 .NBT .4 4.NF.1 Fluently . . . 86 multi-digit . . .subtract add and Fractions Equivalent of ding whole numbers using the standard Understan Extending algorithm . Multiply . . . 92 of 4.NF.2 up to four digits by a one-digit whole . . . . . .number . . . . . . .a . whole . . . . . . . . . . .two number, and multiply Comparing Fractions .4 .NBT .5 two-digit numbers, using strategies based on place value and the properties 4.NF.3.a of operations . 100 explain . . . . and Illustrate g Fractions the calculation by using equations, Understanding Adding and Subtractin rectangular arrays, and/or area models .

Lesson 12

CC12_MTH_G4_SE_FM_PDF Round.indd

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

15/05/12 2:55 PM

Grade 3

Grade 4

Grade 5

Grade 5 Lesson 19

Grade 3 Lesson 2

Dividing with Unit Fractions and Whole Numbers

Representing Division 3.OA.2

5.NF.7.a, 5.NF.7.b

Grade 3 Lesson 5 Grade 5 Lesson 1

Relating Multiplication and Division

Grade 4 Lesson 11

3.OA.4, 3.OA.6

Dividing with One-Digit Divisors

Grade 3 Lesson 7

5.OA.1

Dividing Whole Numbers 5.NBT.6

4.NBT.6

Multiplying and Dividing Whole Numbers [fluency]

Evaluating Numerical Expressions

Grade 5 Lesson 9

Grade 4 Lesson 10

3.OA.7

Multiplying Whole Numbers

Lesson Progressions help you focus Grade 5 Lesson 12 Dividing Decimals on key connections. They instruction 5.NBT.7 open each domain in Common Core Coach, and offer a visual progression of lesson content across grades, Grade 5 Lesson 21 pre- and post-requisite including both Converting Units of Measure lessons for each domain. to Solve Problems 5.MD.1

4.NBT.5

Grade 3 Lesson 12

Grade 5 Lesson 8

Using Place Value to Multiply by Multiples of 10

Grade 5 Lesson 24

Multiplying Whole Numbers Using the Standard Algorithm [fluency]

3.NBT.3

Finding Volume of Rectangular Prisms 5.MD.5.a, 5.MD.5.b

5.NBT.5

Grade 3 Lesson 11 Grade 5 Lesson 11

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

Grade 4 Lesson 9

Multiplying Decimals Grade 5 Lesson 10

5.NBT.7

Adding and Subtracting Whole Numbers [fluency]

3.NBT.2

and Subtracting lesson. You’ll have Two pages packed with guidance are provided for everyAdding student Decimals Grade 5 Lesson 4 full support in working through instruction with students—important points to make, Multiplying and Dividing by Powers of Ten Grade 4 Lesson 6 relevant information to share, advice to offer, and common errors to anticipate.

4.NBT.4

5.NBT.7

5.NBT.1, 5.NBT.2

Extending Place Value

Grade 5 Lesson 5

4.NBT.1

Using Place Value to Read and Write Decimals

Grade 4 Lesson 7

Reading, Writing, and Comparing Whole Numbers

3.NBT.1

4.NBT.2

Dividing with One-Digit Divisors Grade 4 Lesson 8

5.NBT.3.b Common Core State Standard

4.NBT.3

how it relates to place value, the properties of operations, and the relationship between multiplication and division .

• Students will divide up to four-digit dividends by one-digit

divisors, with and without remainders .

Materials

CC12_MTH_G4_TM_PDF Round.indd 28

15/05/12 2:55 PM

• Math Tool: Place-Value Models • Fluency Practice, page A8 • Fluency Practice, page A9

Before the Lesson

example also introduces the inclusion of a 0 in the quotient . Step 4 in the example shows that 1 is not enough to divide by 3 . So a 0 is needed in the quotient . CHECK MP1 To reinforce the relationship between multiplication and division, have students use the multiplication problem provided to check their work . 4,215; The product matches the dividend, so the answer is correct .

remaining tens models into ones, combining with the ones models to divide into three equal groups . Emphasize that each group, or the quotient, has two tens and eight ones .have students show this process using paper and pencil, so they can connect the concrete models to the algorithm .

Distribute copies of Math Tool: Place-Value Models. Provide students with an opportunity to use placevalue models to understand and demonstrate the division process with a small dividend . Give a two-digit dividend by one-digit divisor problem, such as 84 4 3 . Guide students through the division of each place . Start by separating the tens models into three equal groups . Then regroup the

Understand

4.NBT.6 Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, CC12_MTH_G4_TM_PDF Round.indd 29 and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

Connect 12 ones . Each of the four groups has 3 ones . The quotient is shown in each equal group . To connect the concept to procedural understanding, follow the steps of the algorithm for long division to divide 492 by 4 . Emphasize that this division uses the same place-value concepts used previously to split up the quantity into four equal groups . DISCUSS MP1 MP3 Discuss with students how they might use place value to determine the digit in ____ the ones place for the quotient 3672 . Encourage students to use the phrase equal groups in their explanations . Ask questions to elicit the connection between place value and the algorithm for long division . Answers may vary . Possible answer: There are enough hundreds to divide, so divide the hundreds by 3 . 672 4 3 5 224

The quotient, n, is 711 . So, 711 families will receive meals . The remainder is 2 . So, 2 meals will be left over . 711 families will receive meals . There will be 2 meals left over .

Practice As students are working, pay special attention to problems 15 and 16, which provide an opportunity for students to model division with arrays . For answers, see pages 99 and 100.

EXAMPLE C This example includes a remainder in the quotient . It also differs from the previous example by demonstrating that a quotient can begin in the hundreds place . CHECK MP1 Again, have students use multiplication to check their work . Emphasize that multiplication alone cannot fully check to see if the quotient is correct . Ensure that students are adding the remainder to the product before checking to see if their answer is correct .

You might want to use Fluency Practice pages A8 and A9 to help students review division facts .

The use of place-value models can help students understand equal shares in division . Students can visualize that each group has the same amount, reinforcing the idea of dividing into equal groups . The place-value models also support the place-value strategy in division . To establish this understanding, demonstrate how 492 can be split into four equal groups and how this process is the ____ same as dividing 492 by 4, or 4492 . To help develop conceptual understanding, begin by dividing the greatest place, the 4 hundreds . Each group has the same number of hundreds 2 1 hundred . The next step is dividing the next greatest place, the 9 tens . Each of the four groups has 2 tens . After dividing the tens models, students can see that there are 1 ten and 2 ones left . In order to divide 1 ten and 2 ones into four equal groups, students will need to regroup 1 ten and 2 ones as

CHECK

Domain 2

• Students will understand the algorithm for long division and

Problem Solving

EXAMPLE A In this example, students use division The Food Bank to solve a real-world problem . Emphasize Grade that 5 Lesson 7 Students may have difficulty understanding how students must use the quotient to answer the to write an equation to represent the problem . Rounding DecimalsEncourage Using question posed in the problem . students to re-read the problem, Place Value MP2 MP6 circling words that indicate the problem can be Ask questions to elicit a DISCUSS 5.NBT.4 solved with division . discussion with students on the meaning of the letter n in this example . Encourage students to use SOLVE 71 1R2 the terms variable or unknown in their descriptions . 29 4 2 8 4 6 The letter n stands for the number of cards in 22 8 each pile . 04 2 4 EXAMPLE B This example extends the division 15/05/12 2:55 PM 06 process to a four-digit dividend . Be sure to point 2 4 out that the process is the same, it is simply 2 extended beyond the hundreds place . This

Rounding Whole Numbers

Learning Objectives

Examples 5.NBT.3.a

Grade 5 Lesson 6 Comparing Decimals

Common Errors Students may begin the division process from the ones place or the least place value of the dividend . Remind them that it is important to begin with the greatest place . Students may align digits incorrectly during each step of the division process . Students can use lined paper, set vertically, to help them align each place value or column . In a division problem with 0 in the quotient, students may not write a 0 in the quotient and divide as usual . Remind them that if there’s not enough to divide by the divisor, they need to first write a 0 in the quotient . Then bring down the next digit to have enough to continue dividing .

471

3 5 The Standards for Mathematical 2, 3 5 5 1 2 This matches the dividend, so the Practice connected to content is correct . 2 , 3 are 5 7 answer throughout Common Core Coach— aligned to instructional activities, practice questions, and assessment items—as required by the CCSS. Duplicating any part of this book is prohibited by law.

Using Place Value to Round Whole Numbers

Duplicating any part of this book is prohibited by law.

LE SS O N

Grade 3 Lesson 10

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ISAT Coach™ Gold Edition, Grades 2 –8 STUDENT BOOK

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Grade 8

Algebra I

Geometry

Geometry Similarity, Right Triangles, and Trigonometry

Unit Progressions clearly show the advancement The Number System of conceptsKnow and skills that there are numbers that are not rational, and approximate them by rational numbers. across courses.

Prove theorems involving similiarity. Define trigonometric ratios and solve problems involving right triangles.

Number and Quantity Quantities

Unit 1 Relationships between Quantities and Reasoning with Equations

Congruence

Reason quantitatively and use units to solve problems.

Make geometric constructions. Geometric Measurement and Dimension Explain volume formulas and use them to solve problems.

Lesson 1 Lesson 2

Precision and Accuracy . . . . . . . . . . . . . . . . . . . . . . . . XX

Arithmetic with Polynomials and Rational Expressions

Lesson 3

Interpreting Expressions . . . . . . . . . . . . . . . . . . . . . . . . . . XX

Lesson 4

Writing Equations in One Variable . . . . . . . . . . . . . . . . . . . XX

Lesson 5

Writing Inequalities in One Variable . . . . . . . . . . . . . . . . . XX

Lesson 6

Writing Linear Equations in Two Variables . . . . . . . . . . . . XX

Lesson 7

Writing Exponential Equations . . . . . . . . . . . . . . . . . . . . . XX

Lesson 8

Formulas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . XX

Perform arithmetic operations on polynomials.

Expressions & Equations

Seeing Structure in Expressions

Analyze and solve linear equations and pairs of simultaneous linear equations. Work with radicals and integer exponents.

Interpret the structure of expressions. Write expressions in equivalent forms to solve problems.

Algebra

Unit 1 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . XX

Creating Equations

Seeing Structure in Expressions

Units and Dimensional Analysis . . . . . . . . . . . . . . . . . . . . . XX

Algebra

Create equations that describe numbers or relationships.

Functions

Create equations that describe numbers or relationships.

Functions

Interpreting Functions Interpret functions that arise in applications in terms of the context. Analyze functions using different representations.

Use functions to model relationships between quantities.

Building Functions Build a function that models a relationship between two quantities.

Duplicating any part of this book is prohibited by law.

Creating Equations

Duplicating any part of this book is prohibited by law.

Interpret the structure of expressions.

Practice

nted is a function or not. Determine if each relation represe Output Input 2. Output Input 1. 10 1 2 0 30 3 6 1 50 5 18 2 70 7 54 3

Output

Input

Practice exercises with hints provide students with additional reinforcement for the CCSS.

10 12 14 16

45 55

Problem Solving

Does each input map to only one output?

READ A jewelry maker is starting a line of bracelets and necklaces using a new type of chain . The bracelets are 8 inches long, and the necklaces are 14 inches long . She has enough materials to make 280 inches of the chain . It takes her 4 hours to make a bracelet and 3 hours to make a necklace, and she can work no more than 120 hours this month . Write a system of inequalities to model the number of bracelets, x, and the numbe r of necklaces, y, that can be made with her existing materials in a month .

n or not. Show your work.

ine if each graph shows a functio

Use the vertical line test to determ y

–6

–4

–2

–6

–4

–2

PLAN

–2

Write a system of inequalities to describ e the situation . Let x 5 the numbe r of bracelets and y 5 the number of necklaces she can make . It takes 8 inches of chain to make a bracelet and 14 inches to make a necklac e . The total amount of chain used must be less than or equal to the total amount availab le, 280 inches . So, ____x 1 _____y  280 .

–4

–6

so it is true. _____

________________________

Every relation is also a function .

A function f is a set of ordered pairs

all of its inputs . The range of a function is the set of

2, becaus you can draw the graph of y 5 x 1 To graph the function f(x) 5 x 1 2, is the graph of the equation y 5 f(x) .

d to each input x . in which a single output, f(x), is assigne

Unit X: Xxx

ing any part of this book is prohibited

by law.

e the graph of f

prohibited by law.

ent. If false, rewrite the statement

Write true or false for each statem

It takes 4 hours to make a bracelet and 3 hours to make a necklace . The total amount of time spent making the jewelry this month must be no more than 120 hours . So, 4x 1 3y _____ 120 .

SoLvE The boundary lines for the system of inequalities are graphed on the coordinate plane below . Shade the region that represe nts the solution . y

Duplicating any part of this book is

Does a vertical line pass through more than one point?

Problem Solving sections guide students through a four-step process.

40 35 30 25 20 15 10 5 –5 0 –5

5 10 15 20 25 30 35 40 45

ChECk The point (15, ___) lies within the solution 15  0  ____  0 8(15) 1 14(____)  280

region . Show that it satisfies all 4 inequal

ities .

19 _______  280

Connect

Graphing Inequalities

Graph the inequality y  2x 2 5 .

1 Find the line for the related equation .

Graphing One Inequality

Key graphics UNDERSTAND A linear inequality looks like a linear equation, but instead of the equal sign, an inequality contains one of four inequality symbols: ,, ., , or  . complement clear If you replace the inequality symbol in a linear inequality with an equal sign, you get the instruction. related equation .

To find the related equation, replace the inequality symbol  with an equal sign . The related equation is y  2x 2 5 . The line y  2x 2 5 passes through the points (0, 25) and (1, 23) .

y . 3x + 2 is a linear inequality .

Determine whether the line is solid or dashed .

y 5 3x + 2 is its related linear equation . The solutions to a linear equation in two variables can be represented by a line . Every point on that line is a solution to the equation . The solution to a linear inequality is a half-plane, the portion of the coordinate plane that lies on one side of a line . That line is called the boundary . All of the points in the half-plane are solutions to the inequality .

The inequality symbol is  . So, the line is solid . Points on the lines are solutions of the inequality .

To graph a linear inequality in the coordinate plane, graph its related equation to find the boundary line .

Determine which half-plane to shade . The inequality symbol is  . So, shade the half-plane above the line .

• If the symbol is , or ., draw a dashed line . • If the symbol is  or , draw a solid line .

Then shade a region on one side of the boundary line . Put the inequality in slope-intercept form .

Graph the inequality on a coordinate plane .

• If inequality has the form y , mx + b or y  mx + b, shade below the line .

▸

• If inequality has the form y . mx + b or y  mx + b, shade above the line .

y 6

You can also find the correct region to shade by choosing a test point and substituting its x- and y-values into the inequality . If the result is a true number sentence, such as 0 5 0, then shade that region . 1

The graph shows the inequality y , __ 3 x 1 4 . The dashed boundary line means that points on the line are not solution of the inequality . Any point that lies below the line, in the shaded half-plane, is a solution of the inequality .

–6

–4

–2

–2 –4 –6 –8

Duplicating any part of this book is prohibited by law.

–4

Duplicating any part of this book is prohibited by law.

–6

–2

2 –8

–2

The point (23, 21) is a solution because it lies in the halfplane that shows all solutions to the inequality . On the other hand, the point (6, 8) is not a solution because it does not lie in the half-plane .

–4

–6

C CH E K

The point (21, 1) is in the half-plane that contains the solution . Check to make sure that the ordered pair is a solution to the inequality .

Easy-to-follow practice for the Common Core 13 State Standards is a key ingredient for success.

Unit X: Xxx

Lesson X: Xxx

Common Core Coach™ Assessments, Algebra I High School Five Unit Assessments and a Summative Assessment— all aligned to the CCSS.

5x 1 3 5 18

Assessments evaluate student performance and competency on course content. Unit Assessments range from 20-30 items—multiple-choice, plus five short and extended-response questions. The Summative Assessment consists of 50 multiple-choice items. All test items are aligned to a CCSS, Webb’s Depth of Knowledge Level, lesson number, and a Standard for Mathematical Practice where applicable.

Common Core Coach Assessments Workbook, Algebra I

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the multiplicative identity

A. a , 2 __x 4

4 B. x , 2 __ a

D. a , 2 __4x 5.

To qualify for an elite marathon , each runner must run a marathon in a time at or designated by the marathon below a maximum time directors . The qualifying times are graphed below .

A system of inequalities

Marathon Qualification Times

Go On

is shown below .

y  2x 1 4

15 CC13_GA_ALG_AS_2R.indd

y , 2x 1 3 Which graph shows the

solution to the system of

15 16/11/12 4:24 PM

inequalities? y

10 10

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copies of the same title and grade, and not to the total number of items ordered.

300 270 240 210 180 150 120 90 60 30

0 x 12 16 20 24 28 32 36 40 Age If Tyrone, who is 32 years old, runs a marathon in 218 minutes, does his time qualify for the elite marathon? A. Tyrone’s time is in the shaded region, so he qualifies for the elite marathon . B. Tyrone’s time is in the shaded region, so he does not qualify for the elite marathon C. Tyrone’s time is not . in the shaded region, so he qualifies for the elite marathon . D. Tyrone’s time is not in the shaded region, so he does not qualify for the elite marathon .

Solve: x 2 7 5 11 A. x 5 3

Marathon Time (in minutes)

D. x 5 18

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x 5 3 .

Solve for x: ax , 24

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property?

Unit 2

D. Step 3: Rewrite 1x 5 3 as 4.

B. x 5 4

ea.

equation 5x 1 3 5 18 .

Step 3: x 5 3 Which step is justified by

A. Step 1: Subtract 3 from both sides . B. Step 2: Divide both sides by 5 . C. Step 2: Divide both sides by 3 .

Price*

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s easoning with Equation Unit 2 Assessment • R and Inequalities

ORDERING INFORMATION Grade

Jenny wrote the steps shown

Step 1: 5x 5 15

–10

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MATHEMATICS

Common Core Coach™ Teacher’s Manual, Algebra I, High School TEACHER’S MANUAL

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MATHEMATICS

Common Core Support Coach™ Target: Foundational Mathematics • Grades 3 – 8 STUDENT BOOK

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Developed specifically for students who struggle with rigorous Common Core content. NEW SERIES! Is on-level Common Core content too challenging for your class? For some of your students? An effective solution is now available! Common Core Support Coach focuses intensely on the concepts that count. Twenty 10-page lessons cover priority grade-level standards, with each lesson zeroing in on a critical skill. As you guide students through instruction and practice, an engaging character provides a model for thinking and speaking about mathematical concepts and skills, fostering the crucial ability for mathematical discourse. Common Core Support Coach is a real solution when new on-level content presents a challenge.

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LESSON

READY TO gO Understanding Multiplication

Multiplication is a way to join equal groups .

Understanding Multiplication

Write a multiplication sentence using factors .

Find the product by finding the total number of objects .

3 4 ?

3 4 12

Plug In Adding Equal Groups An array is a group of objects in rows and columns .

Think of the rows or columns as equal groups .

Add equal groups to find the total .

There are 3 groups of 4.

POWER uP Skip-Counting 2 2 02 1 26 There are 3 columns and 2 rows of stars.

I see! There are 3 groups with 2 stars each.

Words array to

Know

When I add the 3 groups, the sum is 6. A number line can help you add equal groups .

row Left-to-right group

Objects in rows and columns

Words to

Know

multiply

10 11 12 13 14 15 16 17 18 19 20 Combine equal

groups 20

Think of the jumps as equal groups .

CU S S

ISCUSS

Count each group . Write the number .

Fill in the addition sentence .

Add to find the sum .

DIS

3 3

CU S S

3 1 3 1 3 1 3 1 3 5 15 5 3 3 5 15

Why is it important to begin skip-counting at zero?

gO!

I get it! There are many ways to show multiplication.

2121256 33256 0.125 in. (0p9)

Show 6 jumps of 2 .

POWER uP

Skip-couting can help you multiply.

0 1 2 3 4 5 6 7 8

9 10

A You can skip-count by 2 to find the total .

4 The Discuss feature gives students the opportunity to discuss their reasoning with partners or the whole class.

skip-count Counting by more than one at a time 2, 4, 6, 8, 10 10, 20, 30, 40, 50

A line with numbers placed in the correct position

DO 1

Using an array can help you multiply.

Words Would you get the same answer if you made 2 groups of 3 stars? number line to

Know

product

D 5, 10, 15, 20. Would the product be the same if you grouped the objects another way? Four jumps of five equals 20. lEsOn lInk

There are 4 equal jumps.

Each jump is counting 5.

A You can write equal groups in an addition sentence .

product The answer when numbers are multiplied 3 3 4 5 12

3 4 12

Plug In

DIS

factors The numbers you multiply 3 3 4 5 12

So, the product is 12

factors

Skip-count to find the total .

column Top-to-bottom group

I see! The factors are 3 and 4.

L e ss on 1 7

Duplicating any part of this book is prohibited by law.

Draw each jump .

Less o n 1 7

Duplicating any part 1 of this book is prohibited by law.

Write the number below each jump .

Find the total .

10 11 12 13 14 15

4 The total is

L esson 17

Duplicating any part of this book is prohibited by law.

Plug In and Power Up cover prerequisite skills. On-level content in Ready to Go includes two pages of practice, followed by two pages of Problem Solving.

READY TO gO

PROblEm-sOlvIng

DOLPHIN FOOD READ

PlAn

READY TO gO

Rita is a dolphin trainer . She will fill buckets with fish . There are 3 buckets . Each bucket will have 8 fish . How many fish will Rita need in all?

PRACTICE

Fill in the multiplication sentece . Find

HINT The first factor is the number of equal groups.

that Rita needs .

• What do you need to solve the problem? How many equal groups? How many in each group?

• How can you show the multiplication? You can use an array, skip-count, or make a model .

sOlvE

Make a model .

ChECk

I get it! If my work is correct, the products will be the same.

Show the multiplication another way . Use an array .

3 REMEMBER Group the objects first.

8 8 Rita will need 12

the product .

• What is the problem asking you to find? You need to find the total number of

Lesson 17

fish .

4 Duplicating any part of this book is prohibited by law.

3 10

Problem Solving sections and Practice nuture both Intervention students and students new to Common Core content in the initial period of transition.

Lesson 17 Duplicating any part of this book is

prohibited by law.

MATHEMATICS

Common Core Support Coach™ Assessments Target: Foundational Mathematics • Grades 3 – 8 New Series!

Workbook Assessments Number of Books

Dara’s class went to the school library . 10

The bar graph shows the books that

they borrowed . The Number System

Borrowed Library Books

8 6 4 2 0

Mystery Biography Sports

Book Type

Classics

Which picture graph correctly shows Domain Assessment • The Number System the data in the bar graph? A.

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?

Borrowed Library Books Type of

Classics Key: Each

C. 8 inches

Sports

measurements?

Classics

3 C. __ inch 8 1

D. 1__ inches 2

Number of Books

Key: Each

Borrowed Library Books Type of Book

Number of Books

Biography Sports Classics 2 books

Which represents the description below?

Key: Each

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B. 70° Mystery

clip as __8 inch . Fred measured the paper

1 A. __ inch 8

Sports

What is the measure of the other part of angle I? Borrowed Library Books Type A. of60° Book

Nancy measured the length of a paper

Number of Books

Biography

Sports

B. 7 inches

Borrowed Library Books Type of Book Mystery

Biography

A. 6 inches

D. 9 inches

Books The measure ofNumber angle I isof 130° . A part of Book

angle I measures 70° . Mystery

One Benchmark Assessment is provided for every five lessons, and two Summative Assessments cover every grade-level standard in the book. Twenty lesson quizzes, plus below- and on-level performance tasks are provided. Rubrics are included for each performance task.

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Four Benchmark Assessments and Two Summative Assessments track student progress. Digital Assessments

Four Benchmark Assessments and two Summative Assessments are aligned to the CCSS for Mathematics and the Standards for Mathematical Practice, with each item designed at a specific Webb’s Depth of Knowledge Level, from level 1 through level 3. Includes rubrics and sample student work. Instant reporting on key metrics by student, class, teacher, and standard makes it easy to evaluate understanding. ORDERING INFORMATION Common Core Support Coach Online Assessments, Math

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MATHEMATICS

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MATHEMATICS

Crosswalk Coach™ for the Common Core State Standards, Grades 3 – 8 Available on

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Meet the demands of Common Core with this must-have resource! As new and more rigorous student expectations for achievement are introduced across your state, Crosswalk Coach has you covered. Crosswalk Coach aligns highly focused math lessons with the Common Core State Standards for easy lesson planning. Each lesson targets a single skill, promoting achievement through instruction and practice, and making it easy for you to assess mastery of discrete skills.

HIGHLIGHTS • Familiar Coach approach • Targeted lessons on every Common Core 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-byskill benchmarking • A summative assessment measures overall performance • A glossary reinforces math vocabulary • Expanded, enhanced Teacher’s Guide with instructional overview, mini-lessons, and reproducibles

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100% Aligned to the Common Core State Standards!

Common Co re State St andards Co rrelation Ch art . . . . . . Domain 1 . . . . . . . . . Operations . . . . . . . . . and Algebr . . . . . . . . . Domain 1: aic Thinking . . . . . 6 Diagnostic . . . . . . . . Assessment 11 Le for Lesson sson 1 W Units Com mary Custo mo ert s n 1– rite Conv Cor 5 . . . . . . . e and Interpret Lesson 25: Sta 12 te Sta Ex Lesson 2 ndards pressions . Order of Op . . . . . . . . . . . . 14 5-O erations . . Lesson 3 . . . . . . . . . A.2 Evaluate Ex . . . . . . . . . pr . es . sio 19 ns with Grou Lesson 4 5-OA.1 ping Symb Patterns . ols . . 24 . . . . . . . . . Lesson 5 5-OA.1 . . . . . . . . . Graph Patte . . . . . . . . . . rns . . . 29 . . . . . . . . . Domain 1: 5-OA.3 . . . . . . . . . Cumulative . . . . . . . 35 Assessment 5-OA.3 for Lesson s 1–5 . . . . . Do nds pou m 12 ain . hs . 41 2 Numbe 4. Mike’s cat weig r and Oper ces is that? ations in Ba Domain 2: Diagnostic se Ten . . . 9 ounces. How many oun Assessment . . . . 43 Lesson 6 for Lessons 6– Multiply Who 16 . . . . . . le Numbers A. 129 ounces 44 Lesson 7 . . . . . . . . . Divide Who . . . . . . . . . le Numbers 46 5-NBT.5 ces Le oun 153 ss . . . . . . . . . . B. on 8 Quoti . . . . . . . . . ents as Equa . 53 5-NBT. tions . . . . Lesson 9 6 . . . . . . . . . Read and W C. 183 ounces . . . . . . 59 rite Decimals Lesson 10 5-NBT.6 . . . . . . . . . Co mp . . . . . . . . . are Decimals D. 201 ounces 64 5-NBT.1, . . . . . . . . . Lesson 11 5-NBT.3.a . . . . . . . . . Round Decim . . . . . 71 als . . . . . . Lesson 12 5-NBT.3.b . . . . . . . . . Multiply an . . . . . . . . . d test? Di . grea vid 76 the e is Lesson 13 by Powers 5-NBT.4 of Ten . . . Add Decim 5. Which of these lengths . . . . . 81 als . . . . . . Lesson 14 5-NBT.1, 5-N . . . . . . . . . BT.2 Subtract De . . . . . . . . . . cim . A. 3 yards . als 88 . . . . . . . . . Lesson 15 5-NBT.7 . . . . . . . . . Multiply De . . cim . . es . als inch 96 . . . . . . . . . Lesson 16 5-NBT.7 B. 6 feet 10 . . . . . . . . . Divide Decim . . . . . 104 als . . . . . . Domain 2: 5-NBT.7 . . . . . . . . . Cumulative C. 8 feet . . . . . . . . . Assessment 111 5-NBT. for Lesson 7 s 6–16 . . . . Domain 3 D. 100 inches . 118 Number–F ractions . Domain 3: . . . . . . . . . . . . Diagnostic . . . . . . . . Assessment 121 for Lesson ht limit of Lesson 17 Equivalent s 17–24 . . 6. An elevator has a weig Fractions . . . 122 Le . ss . e . . . . . . . . . on 18 Impr insid le peop 3 are re . The . op n. . . er Fractions 1 to . . . . . 124 and Mixed 5-NF.1 weighs Lesson 19 Add Fr Numbers . the elevator. Each person actions . . . . . . . 131 . . . . . . . . . 5-NF.1 more Lesson 20 Subt . . . . . . . . . 150 pounds. How many ract Fractio . . . . . 138 ns . . . . . . ? on 21 Less y hold 5-NF.1, 5-NF.2 . . . . . . . . . Understandin pounds can the elevator safel . . . . . . . 14 g Multiplicati 6 5-NF.1, 5-N Lesson 22 on F.2 of Fr Mu ac ltiply Fractio tions . . . . 450 pounds 153 5-NF.5. ns . . . . . . . A. a, 5-NF.5.b . . . . . . . . . . . . . . . . 15 8

Lesson Practice answer. Choose the correct

Barry’s 1. Each Thanksgiving in ile road race. hometown, there is a 5-m in 5 miles? How many feet are there 4,400 feet 8,800 feet

C. 17,600 feet D. 26,400 feet the same 2. Which does not show capacity as the others? A. 96 fluid ounces B. 18 cups

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

etball player is 3. Leroy’s favorite bask tall is Leroy’s 6 feet 8 inches tall. How in inches? favorite basketball player Duplicating any part of

A. 68 inches B. 76 inches

850 pounds

5-NF.4.a, 5-N F.4.b, 5-NF.6

C. 1,550 pounds D. 1,850 pounds

C. 80 inches D. 84 inches

this book is

prohibited by

law.

C. 6 pints D. 3 quarts

any part of

this book is prohibited

Duplicating

Table of C ontents

CC_Mth_G5

_SE_FM_1R

.indd 4

Domain 3 • Lesson 19

by law.

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

d 187

CC_Mth_G5_SE_1R.ind

Common Core State Standards: 10/1 5.NF.1, 5.NF.2 2/10 8:49 PM

187

Getting the Idea To find the sum of fractions that 10/12/10 9:22 PM have like denom The denominator inators, add the remains the sam numerators. e. Write the sum in simplest form .

Example 1

Add.

5 ___ 9 ___ 12 1 12 5

Strategy

1 12

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21+ copies

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10–20.....$10.99 ea.

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1 12

Step 2

99 ea. Step 3

Step 4

Solution

1 12

Count the total num ber of shaded par ts. Write 14 as the num erator. The denom inator stays the 5 ___ 9 ___ 5 1__ ___ same. 9 1 14 ___ 5 12 5 12 12

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

Write the mixed number in simple st form. 2 ___ 2 4___ ___ 2 5 __1 12 5 12 4 2

* Note: Minimum order: 10 copies per title.

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

1 12

2 __1 So 1___ 12 5 16 .

5 ___ 9 ___ __1 12 1 12 5 16

ibited by law.

Item #

1 12

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

To add fractions with unlike denom inators, you will for one or both frac need to find equ tions, so that the ivalent fractions y have a commo a common denom n denominator. On inator is to multip e way to find ly the denominators of the fractions.

138 Your Educational Sales Consultants: Terry Shulman | Jennifer Teelucksingh

this book is proh

Crosswalk Coach, Math Grade

Use fraction str ips to find the sum . Shade fraction stri 5 ps to show ___ 9 ___ and . 12 12

Duplicating any part of

ORDERING INFORMATION

Step 1

MATHEMATICS

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

STUDENT BOOK

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Comprehensive Lessons—Fully Correlated to the CCSS! The Common Core State Standards are coming your way, and it’s a great time to start introducing your students to these new skills and concepts. Buckle Down has just what you need to stay in step with the significant changes in our educational system. The new Buckle Down to the Common Core State Standards will ensure that every classroom is current, focused, and on track with the CCSS Initiative! Lessons introduce key skills and use examples to walk students through the math concepts, step by step. You’ll get both targeted review and extensive practice on open-ended questions.

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Chart Illinois Correlation Core State Standards, Buckle Down to the Common Math, Grade 3 Buckle Down to the Common Core

Lesson

Page

in Base Ten Unit 1: Number and Operations Understanding Place Value Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5

Properties of Addition Addition Patterns Rounding 10s and 100s

Adding Whole Numbers Subtracting Whole Numbers

Lesson 6 Unit 1 Practice Test

c Thinking Unit 2: Operations and Algebrai Understanding Multiplication Lesson 7 Multiplication Facts Lesson 8 Properties of Multiplication Lesson 9 Multiplication Patterns Lesson 10 Multiplying by Multiples of 10 Lesson 11 Solving Problems with Lesson 12 Multiplication

Common Core State Standards

9 10

3.NBT.1

3.NBT.2

3.OA.9

3.NBT.1

3.OA.8, 3.NBT.2 3.OA.8, 3.NBT.2

ISAT Objectives

6.3.01, 6.3.02 6.3.13 8.3.01 6.3.14 6.3.09, 6.3.12 6.3.09, 6.3.12

43 49

FREE Correlation Chart! 58

3.OA.1, 3.OA.3 3.OA.4, 3.OA.7

3.OA.5

3.OA.9

3.NBT.3

3.OA.3, 3.OA.8

3.OA.2, 3.OA.3 3.OA.4, 3.OA.6, 3.OA.7

3.OA.3, 3.OA.8

6.3.04, 6.3.11 6.3.04, 6.3.11 6.3.13 8.3.01

• Maps the Common Core State Standards to the Illinois Standards • Clearly identifies how current state standards are embedded in the new Common Core Lesson 13 Lesson 14

Understanding Division Division Facts with Division

Solving Problems Lesson 15 Unit 2 Practice Test

6.3.11

8.3.05

and Operations - Fractions

105

Whole Numbers as Fractions

112

Equivalent Fractions Comparing Fractions

116

3.NF.3.a, 3.NF.3.b

120

3.NF.3.d

Unit 3: Number 6.3.03 3.NF.1, 3.NF.2.a, 3.NF.2.b 106 Available atFractions www.triumphlearning.com/CCCorrelations Lesson 16 3.NF.3.c Lesson 17 Lesson 18

Lesson 19 Unit 3 Practice Test

Unit 4: Measurement and Data Time Lesson 20

125 131 132

3.MD.1

140

3.MD.2

146

3.MD.2

151

3.MD.4

Phone: 800-338-6519 • Fax: 866-805-5723 • www.triumphlearning.com/IL Lesson 21 Lesson 22

Lesson 23

Mass

Capacity

Measuring Length with an Inch

7.3.01, 7.3.02 7.3.05 7.3.02, 7.3.05

CCSS: 8.F

Lesson 21

: Comparing

Example

Functions

Function C

is represen ted by the fol lowing desc The value of ription. y is equal to the product of x and 2 plu Function D s 4. is represen ted by the fol lowing grap h.

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Unit 3 – Functio

paring Functions

Lesson 21: Com

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8 9 10

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2. Functio n M is following de represented by the scription. The value of y is equa l to 1 less than x. Function N is represen ted by the following gr aph. y 10 9 8 7 6 5 4 3 2 1

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Chapter 3 • Lesson 25

Graphing Q uadratic Fu nctions The graph of

a quadratic function is function inc a parabola, ludes all rea a U-shaped l numbers, the y-axis at curve . The although the one point bu domain of a range is res t may or ma always has quadratic tricted . A pa y not cross a y-intercept rabola will alw the x-axis . but may or ays cross In other wo may not ha rds, a quad ve any x-inte rat ic function rcepts .

Table of Contents . . . . . . . . . . . . . 7 tion Chart . . . . . . . . . ACT® Lesson Correla Chart . . . . . . . 8 tion rela Cor ctives Illinois Assessment Obje

Assessment Objectives 8.11 8.11.11 .08, 8.11.10,

Example 1

Identify the domain, ran ge, y-interce y 5 2x 22 12 pt, and x-inte x 1 10 . rcepts of the . . . . . 13 . . . . . . . . . . . . . . quadratic fun . . . Sense . . ber Num .07 ction 1 2, 6.11 St pter , 6.11.0 ra Cha tegy . . . 14 6.11.01 . . . . . . . . Cr . . . ea . . . te a table of Real Numbers pare Com va 7 1 lue on s, and grap Less 6.11.02, 6.11.0 characteris 19 . . . . . . . . . . . . . h . . . the parabo tics. . . . . la. Then ide 1.16, 8.11.06 Exponents . . . . . . . . Step 1 Lesson 2 25 6.11.04, 6.11.05, 6.11.10, 6.1 ntify the Create a tab bers . . . . . . . . . . . . . le of values, Compute with Real Num Lesson 3 6.11.14, 6.11.17, 6.11.18 an 30 . d . . . us . . . . e . those value Percents . Plot the six and ns, ortio s Prop to os, graph the fun points from Rati Lesson 4 36 6.11.19, 7.11.07 the table, an ction . tion . . . . . . . . . . . . . . . d connect x Direct and Inverse Varia using a parab , 6.11.12 Lesson 5 y 5 2x 22 12 olic curve . . . . . . . . . . . . 41 6.11.03 . . ices x Matr 1 with 10 Solve Problems ( x, y) 0 Lesson 6 y . . 49 6.11.02, 8.11.01 y 5 2(0) 22 . . . . . . . . . . . . . . . . . . 12(0) 1 10 Logarithms . . . . . . . . 5 10 Lesson 7 6.11.11 (0, 10) 10 . . . . 55 . . . . . . . . 1 . . . . . . . . . 9 y 5 2(1) 22 Complex Numbers . 12(1) 1 10 8 Lesson 8 61 6.11.06, 6.11.13, 8.11.21 50 7 Solve Problems . . . . . (1, 0) 2 1.15 6 Use Number Theory to y 5 2(2) 22 Lesson 9 6.11.08, 6.11.09, 6.11.13, 6.1 66 . . 5 . . . . . . . 12 . . . . (2) . 1 10 526 4 the Real World . . . . (2,26) 3 Lesson 10 Math in 3 . . . . . . . . . . . . 72 2 y 5 2(3) 22 . . . . . . . . . . . . . . . . . . 12(3) 1 10 1 528 (3, Chapter 1 Review . . . –2 –1 0 1 28) 2 3 4 5 4 –1 6 7 y 5 2(4) 22 . . . . . . . . . . . . 77 –2 12(4) 1 10 ment . . . . . . . . . . . . . –3 526 (4, .07 Chapter 2 Measure 26) –4 . . . . 78 7.11.01, 7.11.02, 7.11 . . . . . ts 5 men sure 2 –5 y 5 2(5) 2 Rates and Mea 5 12(5) 1 10 –6 Lesson 11 Convert 50 gon . . . . 83 7.11.03, 9.11.0 –7 (5, 0) Exterior Angles of a Poly –8 Step 2 Lesson 12 Interior and 7.11.03, 7.11.06 Identify the 88 . –9 . . . . . . . . . . characteris –10 r and Area of Polygons tics of the fun , 7.11.06, 9.11.10, 9.11.15 Lesson 13 Perimete ction from The domain . . . . . . . . . . . . . 94 7.11.03 the graph . for this fun a Circle . . . . . . . . . . . ction is all , 7.11.06, 9.11.10, 9.11.15 en Lesson 14 Parts of 7.11.03 ds 100 of . . rea . the . . . l numbers be graphed fun . . . . . cause the arr ction indica Sectors . . . . . . . . . . . The range te that the ows at the Lesson 15 Arcs and is the set of parabola co . . . . . . . . . . . . 106 7.11.03 all y-values ntinues to op Area and Volume . . . minimum at 4, 7.11.06 for , 7.11.0 Lesson 16 Surface 6.11.17 en . a 28 fun 112 and continu ction . This . . . . . . . . res Figu of rs pa pa es mete 7 rab rab upward ind in Para ola is y $28 ola has a .21, 9.11.12, 9.11.16, 9.11.1 efinitely . Th Lesson 17 Changes . . . . . 118 6.11.17, 7.11.05, 8.11 . . . e . . . ran . . . . . ge . . . Th . . of . e y-intercept this res . . . is where the Lesson 18 Similar Figu graph cross . . . . . . . . . . . 125 The x-interce es the y-axis . . . . . . . . . . . . . . . . . . pts are where : (0, 10) . Chapter 2 Review . . . Solution the graph cro The doma sses the x-a in is all real xis: (1, 0) an numbers, d (5, 0) . (0, 10), and the range the x-inter is y $28, cepts are the y-inter at (1, 0) an cept is at d (5, 0). ves

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The equatio n for Parabo la A is y 5 2 2x 1 4. W A translation rite an equa does not ch tion for Pa ange the sh rabola B. ape of a fun This means ction . that the value of the coeff functions . Th icient ___ in at value is 2 y 5 ax 1 bx _____ . 1 c will be The vertex the same for form of a fun both ction is y 5 a(x2 h) 2 1 The vertex k . form of the equation for y 5 2( x 2 2 the function _____) 1 __ represented ___, where by Parabola h 5_____ an The vertex A is d k 5 ____ of Parabola __ . B is ______ Parabola A . units to the So you mu rig ht and ____ st increase _ h un by its down fro __________ Write the eq units and de m the verte uation for Pa x of crease k by rabola B in it has the sa __________ vertex form, me value of units . using the ne a as Parab w ola A . values for h __________ an d k . Rememb __________ __________ er, ______ Expand thi s equation in order to wr ite it in stand __________ ard form . __________ __________ ______ The equatio n for Parabo la B is y 5 __________ __________ __________ _______.

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15. You sell magazine sub scriptions as kiosk at the a team at a mall. number of sub Your take is proportion al to the scriptions tha t you sell for team. The tea the m members sell the follow numbers of subscription ing s: yo sells 42, Arno u ld sells 34, Pe sell 35, Felisha dram sells 39 Holly sells 41 , and . If the team’ s total profit what is your is $5,435, take? A. $ 142 B. $ 155 C. $ 191 D. $ 996 E. $1,087

16. As a rea ltor, you sale of a house get a commission of 8% on . If the house what is your sells for $509 the commission ,765, ? A. $ 40,78 1 B. $ 63,720 C. $ 91,75 7 D. $407,81 0 E. $550,544

Posttest

99 4 21+ copies

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Page 39

14. As a costu me designer for a theater you know tha company, t you need 64 square feet of to make a set fabric of costumes. The fabric co bolts that are mes on each 1 1 yards wide. What fabric will yo 3 length of u need for the costumes? A. 4 feet B. 8 feet C. 16 fee t D. 60 fee t E. 64 feet

PSAE WorkKeys® Quick Review, Applied Mathematics

High School

18:22

13. In your job at the au to parts store, by the hour you get paid according to a pu to your punc h card on Mo nch card. According nday, you wo 3 hours and rked 43 minutes be fore lunch. Af you worked anoth ter lunch How much tim er 4 hours and 22 minu tes e did you wo rk in all on Mo . nday? A. 4 hours and 3 minu tes B. 4 hours and 23 minutes C. 7 hours and 5 minu tes D. 7 hours and 55 minu tes E. 8 hours and 5 minutes

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Readiness for Common Core Grades 3–8

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Our vertically-aligned K-12 Common Core Begin with this comprehensive program for kindergarten and

Kindergarten Common Common Core Coach™ Core Activity Program Grades 1 & 2 Kindergarten

Scaffolded Common Core content for your early learners. Teacher-led instruction and guided practice—all heavily scaffolded— ensure that students can capably engage with complex text, on grade level. Careful modeling and repeat reading lead to fluency. Phonics, word-building, connecting short vowels to consonants to read words— all foundational skills have been carefully considered and kick off each reading lesson.

• 20 full-color activities, each aligned to a Common Core State Standard • Read-alouds in fiction—both fairytales and realistic—and nonfiction • Family component extends learning Our Teacher’s Manual is packed with embedded professional development—the ideal resource for educators new to presentation of the more rigorous Common Core Standards. This dual-discipline resource also appears in our catalog’s math section. ORDERING INFORMATION Kindergarten Common Core Activity Program, ELA & Math Grade

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Whatever their level of entry, Common Core Coach brings all students to grade level with complex text! • Pre-reading coverage of key foundational skills • Multiple reads of each passage—all teacher-guided • Text-marking activities get students engaging and interacting with text • Full-color illustrations throughout, plus photos that enhance nonfiction selections

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curriculum meets the demands of the CCSS! primary grades—original content, the first of its kind.

LE A R N

Common Core Coach measures out equal doses of both reading and writing activities.

IT A N D WR E

Get Started

Try It!

LE ARN A N D W R I TE

Get ready to write a story about meeting a new friend. First, list your ideas. Next, circle the idea you like best.

Jack wants to write a story about friends. First, Jack lists his ideas. Next he circles the idea he likes best.

A boy goes to the park with his friend. A boy meets a new friend on the bus. A boy has a fight with his friend. Instruction is mostly Then, Jack uses his best idea to make a story map. He teacher-led and fully lists events in order. teacher-directed.

Beginning Jay gets on the bus. There are only two seats. One seat is next to his friend Dale. One is next to Tim, a new boy.

Make a story map. Lists events in order.

Beginning

2 font choices

Middle Jay sits by Tim, the new boy. Tim likes baseball.

Middle End Tim and Dale meet. The three boys all talk about baseball. 108

End

R E A D A N D L EAR N

Read a Story Think about where the story takes place. Think about who is in the story and what they do.

Lesson 8 • Write a Story

WORD BANK

stormy scary gusty Lesson 8 • Write a Story 109

Read

Read th

1. Circle

Passages are read aloud twice by the teacher, using expression, punctuation, and rhythm. The first read permits students to listen and absorb content; the second read is for kids to learn skills and strategies.

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A Stormy Night

2. Cros It is a dark and stormy night. The wind blows. The thunder booms. Then, all the lights go out! It is scary with no lights. Joan leaps into my bed. We are afraid. We hide under the covers. “Gail, I hear a moan,” Joan says. “It is windy out. I think that moan is just the wind. “Joan, I hear a creak,” I say. “It is gusty out. I think the gusts of wind make the tree creak.” “What are those footsteps?” Joan whispers. I peek out of the covers. It is Dad with a flashlight. “It is just me,” he says. “Are you girls OK?”

the s

It T D

3. Go b kind

4. Go b

that t

5. Draw ea.

the s

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Lesson 6 • Read Realistic Stories

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LE A R N

WR I T E

IT A N D WR E

Partner Review

RN A N D L EA

LE ARN A N D W R I TE

T IPS Make It Even Better! • Take turns speaking.

Try It!

Jack reads his story to a partner. His partner gives him ideas to make it better.

EDITOR’S MARKS

Mak

Read your story to a partner. ^ add take out • Listen to He each other. Jack partner thinks about his partner’s ideas. Ask your for ideas to • Ask and answer questions. uses the ideas make his story better. make it better. Writetonotes

I listen to my partner’s ideas. I ask questions to make sure I understand.

Jack u story.

• Respond to what your partner says. • Ask for more information.

in the chart.

✔ The story has a beginning, middle, and end. ■

■ The story has a beginning, middle, and end.

You did a good job telling about the beginning and middle.

You did a goodbest job

Think about adding more to the end.

Think about

✔ The story uses time-order words. ■

■ The story uses time-order words.

You did a good job by using the word now.

You did a good job

Think about adding a time-order word at the end.

Think about

I add detail about Dale.

I add a timeorder word.

Try It

Then

✔ The story has details about what happens. ■

The three boys talk about You did a good baseball all the way home. ^ job

You did a good job giving details about Tim. Think about adding a detail about Dale.

112

Make if you

■ The story has details about what happens. ^

Students work together in Partner Review sections.

Think Tryabout It!

Think about your partner’s ideas. Use the ideas to make your story better. 114

Lesson 8 • Write a Story

I add a sentance to tell how the story ends.

Focused, high-priority instruction113 strongly emphasizes being able to read and comprehend complex text.

Lesson 8 • Write a Story

GE T R E A D Y T O R EAD

GET R E A D Y TO RE AD

Read each word. Draw a line from the word to its picture.

Long Vowel Teams L ISTE N

In a vowel team, two vowels work together to stand for one long vowel sound.

RN A N D L E A5.

tree WORD BANK

Word Check

delivered enjoyed searched

Draw a line to matc h each word to its 6. toast meaning.

loaf

sail

Word

1. searched Draw a box around the vowel team. Read the word.

7. tie

Meaning

liked

Speaking

gave to

Read “Fairy Tale Theater” to deve comprehension skills. Ask studen Have them think about who is in t

2. enjoyed 2.

3. delivered

8. train

9. T

Cho to w

nce.

Say the name of the picture. Write the word.

paint

4. I can deliver a 9. 3.

looked for

Write a word to complete each sente

coat

Cir

10.

10. .

5. I can search for a .

BONUS! p i e

Our Home-School Connection booklet Realistic Stories Lesson 6 • Read provides a crucial76bridge between content covered in the classroom and practice at home—and encourages important family involvement. (One FREE Home-School Connection booklet for each Common Core Coach student book!)

leaf

6. I would enjoy a .

A variety of exercises promote early vocabulary development. 80

Amy, Annie, and N the house with nothing “I know,” suggest “That’s a great ide Nan ran to get her out,” Nan explained. “L Finally, the sisters s narrator and tell the s Riding Hood. Together script. Next, the sisters loo sweatshirt that she cou Annie, they made wolf They also got a quilt for sick grandmother. Then “No, no, no,” Amy s mean.” “But the Wolf is pret grandmother is nice.” Amy shook her head Wolf is nasty and terrify if you don’t like Stories Realistic“Well, “Wait!” Nan interrupt act, why don’t you be the agreed. Before dinner, the thr Annie began, “This is spectacular as Red Rid chased Red Riding Hood applauded and cheered

Lesson 6 • Read

Lesson 6 • Read Realistic Stories T 75 a Lesson 6 • Read a Story

ELA

WR ITE A N D L E A RN

Common Core Coach™ Teacher’s Manual

ke a Final Copy

uses a computer to make a neat copy of his Then he adds a picture from the computer.

Grades 1 & 2

TEACHER’S MANUAL

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New Friends

A resource so complete, you can use it as the foundation of your ELA/Reading curriculum.

e a neat copy of your story. Use a computer like. Add pictures to show what happens.

NEW SERIES! Lesson 8 • Write a Story

On-level text is amply scaffolded, easing your teacher-led instruction and practice. You’ll model for your students as they echo-read and read in unison, building fluency and comprehension skills.

115

HIGHLIGHTS

L ESSO N

Read a Story L I STE N A N D L E A RN

rcle the word that best completes

RL.1.4, RL.1.6, RL.1.7, CCSS: RL.1.1, RL.1.2, RL.1.3, L.1.4.a, L.1.4.b, RF.1.2.a, RF.1.3.c, SL.1.4, L.1.1.f, L.1.5.d L.1.4.c, L.1.5.b, L.1.5.b, L.1.5.c,

The dog

enjoy

enjoys

Focus Skills

for her lost book.

search g and sear ches Listen ing Retell Stories: Key Details

e Characters,

Describ elop students’ oral vocabulary and listening , and Events Setting nts to listen as you read the story aloud. the story and what happens. Descriptive

Trucks

Identify

Distinguish Long and Short Vowels

a discussion Use the following prompts to lead about the picture. are? Sample • Who do you think these people father, answer: It is a family. I see a mother, girl, and boy. look like • What is the family doing? They they are taking a walk in the woods. do you • Can this happen in real life? How s. know? Accept reasonable response

Can this happen in real life? How do you know?

Read Inflectional Endings Use Context Clues

Foundational Skills

of ish Shades DistinguRecall Key Details After reading “Fairy Tale Theater,” Meaning ask students

Nan are sisters. One rainy day, the three oose were stuck inside a word from thegirls Word g to do. Bank. Use the word ted Amy, “let’s put on a play.” write a sentence. ea!” exclaime

d Annie and Nan together. favorite book of fairy tales. “First, we READING SELECTIONS need to find a story to act Let’s look through this book. It might helpSpeaki ng and Listening Fairy Tale Theater us decide.” settled on the story of Little Red Riding Hood. Amy would be the and Learn Coal’s Big Day story. Annie would play the Wolf, and NanListen would be Little Red r, they figured out what each person Night would Learn say and andwrote Read the The Stormy

oked for costumes and props. For Nan, they found an old, red uld wear as Red Riding Hood and a basket for her to carry. For ears out of construction paper and pinned them in her hair. r Annie to use when the Wolf pretends to be Red Riding Hood’s n the girls rehearsed the play. said to Annie. “You sound too nice. The Wolf is supposed to be

to comment on the story. Then use the questions below to develop oral vocabulary and assess listening comprehension skills. • Who is in the story? Amy, Annie, and Nan • Where does the story take place? at home on a rainy day • What does Amy suggest the girls do? Amy suggests that the girls put on a play. • What story do the girls choose? Little Red Riding Hood

• What does a narrator do? tells the story • Why do the girls write a script? They write a script so each person will know what to say. 76 • What do the girls do for costumes and props? 82They get a red sweatshirt and a basket for Red Riding Hood; they 86 get a quilt for the Wolf. make wolf ears and • What happens when the girls rehearse the play? Amy and Annie argue over how to play the Wolf. • Why does Amy complain about how Annie is playing the Wolf? Amy complain s because she thinks Annie is making the Wolf too nice. • If you were playing the Wolf, would you be terrifying or nice? Why? Answers will vary. Have students support their opinions.

Lesson 6 • Read a Story tending to be the grandmoT74b ther,” said Annie. “I’m sure the

Robust Teacher’s Manual makes lesson planning easy.

ree sisters invited their parents to see the play. s the story of Little Red Riding Hood.” Nan and Amy were ding Hood and the Wolf. They had the most fun when the Wolf d around the living room. When the play was over, their parents d.

When something looks, sounds, we say that it is realistic.

Use Affixes: -y

Ask and Answer Questions: Read-Aloud Text

d. “You’re messing up the play, Annie,” she complained, “The ying.” e the way I play the Wolf, I quit,” shouted Annie. ted, “I have an idea. Amy, since you know how the wolf should e wolf? Annie, you can be the narrator.” Amy and Annie

Define Realistic

Know Long Vowel Teams

the food to the store.

Words and Phrases deliver delivers Narrator Identify the Fair y Tale The ater Use Illustrations

sentences aloud.

Look at this picture.

each sentence.

Review Skills

• How does the story end? Nan suggests that Amy and Annie switch roles. Then the girls put on the play. • Nan and Amy are spectacular as Red Riding Hood and the Wolf. What other words can describe a spectacular performa nce? Sample answers: great, fantastic, amazing • Why do the girls’ parents applaud and cheer at the end of the play? Their parents show that they like the play by clapping and cheering. • How can you tell that this is a realistic story? The story is realistic because the girls do and say things that real people might do and say.

Lesson 6 • Read Realistic Stories

Student Edition, page 75

illustration Direct students’ attention to the along as on page 75. Have students follow ory you read the lesson title and introduct

its bone.

Ask and Answer Questions

Ana

l e sso n

Read a Story

• • Total standards n Opener coverage Lesso 6 • Reduced Student Edition pages replicated for Read a Story ease of use • In-depth instruction • Correlations chart

Extend

the Story In this lesson, you will ADD ILLUSTRATIONS / RECALL KEYabout realistic stories. DETAILS learn Many stories have illustrations, or drawings, that show details from the story and help 6you Lesson • Read a Story 75 picture the characters and what happens. Illustrations may include more details than the story gives. Ask students to choose a part of the story to illustrate. Explain that they can add details to their pictures but should not change any story details. For example, there are three sisters in the story, but we don’t know what they look like. Have students use their finished drawings to retell the part of the story they illustrated. CHALLE NGE Provide students with drawing paper that is divided into three panels. Have them draw what happens in the beginning, middle, and end of the story and label the parts accordingly. Display the drawings on a bulletin board or wall. Have students compare and contrast the drawings to see how different students interpreted the story.

Make Connections they went Ask students to think about a time member. for a walk with a friend or family • Where did you go? • What things did you see or do?

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Common Core Coach Teacher’s Manual, ELA Grade

DESCRIBE PEOPLE, PLACES, AND EVENTS Display realistic illustrations of people doing different things.

Item #

Lesson 6 • Write a Story

When people tell a story, they include details to help the listener better understan d who is in the story, where it takes place, and what happens. They use adjectives and other describin g words or phrases to help tell how people feel and what things look like. Have students take turns describin g the people, places, and events depicted in the illustrations. Lead students to build on the ideas of others by adding to the descriptions. CHALLE NGE Have students create an oral story around the illustrations they choose. Remind students that their stories should be realistic and have a beginning, middle, and end. SUPPOR T Work with a small group of students to create an oral story about the Lesson Opener. Help students map out the beginning , middle, and end of the story. Then have each student use the story map to retell the story.

Lesson 6 • Write a Story

or acts real,

this picture, THINK ALOUD When I look at real family I see a family doing something a the picture, might do. I see realistic things in deer. too, such as the woods and the in the • What realistic things do you see a girl taking picture? Sample answers: I see . pictures. I see a boy wearing a backpack if the • Would the picture be realistic or why deer were wearing clothes? Why not be would it No, answer: Sample not? do not realistic. Real animals in the woods wear clothes. are • What do you think realistic stories tell like? Sample answer: Realistic stories that look, about people, animals, and things sound, and act real.

T 76 b

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Common Core Coach™

Available on

Grades 3 – 8 100% Aligned

to the Common Core State Standards

STUDENT BOOK

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The total CCSS package, in full color. NEW SERIES! Common Core Coach lessons have 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, Common Core Coach 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 research-proven model of gradual release, including explicit teacher-led instruction, collaborative peer work, and independent practice.

With this instructional anchor, you can implement the Common Core State Standards with confidence!

Reading and writing lessons that are genre-specific and differentiated enable 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 • Anchor standards set the instructional path toward College and Career Readiness (CCR) Grade-specific CCSS define cumulative progression and end-ofyear 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.

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

Reading lessons Common Core Coach instructs in close reading of complex text—a central guiding principle of the standards.

The first part of every reading lesson is whole group and teacher-led. The class completes a Comprehension Graphic Organizer and Vocabulary Word Map before moving on to peer group work.

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

The whole class will revisit a topic presented now as a firsthand account—comparing treatments and addressing a CCSS requirement to make connections between text versions and visual or oral presentations of text.

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. Critical thinking questions guide peer group discussion and interaction with the text.

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

Leveled reading selections are reproducible—included with Common Core Coach Teacher’s Manual. Passages are also available online.

Each reading lesson includes one independent selection written at three different levels—approaching, on, and above level. Students individually check their comprehension with their peer groups, continuing their move toward independence.

Your Educational Sales Consultants: Terry Shulman | Jennifer Teelucksingh

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

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

Lesson

Writing

Personal narratives If you like an activity, like swimming, you’ll probably get better at it, right? But what happens if the activity is difficult? Would you give up? Would you try harder? Think about an activity that you especially like. It might be a sport, a craft, or a game. Why do you like it? Do you want to get better at doing it? Have you ever been discouraged or felt like giving up? How did you keep going? How could you share your experience with others? One way would be to write a personal narrative.

EssEntial QuEstion Why do people enjoy reading personal narratives?

WritingPersonal a Personal Narrative 87 87 Lesson 5 • Writing Narratives

CC12_ELA_G4_SE_L05.indd 87

4/11/12 2:30 PM

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 lessons include whole-group instruction and independent process writing, and each provides: • Template and guidelines for conducting peer reviews • Mini lessons on grammar, mechanics, and word choice and usage • Suggestions for ways to publish finished pieces digitally

Writing Process

Now that you have read and analyzed a personal narrative, you are going to create your own by following these steps of the writing process.

1. Get Ready: Brainstorm

List several activities you might want to write about. Choose your favorite for your narrative.

2. Organize

Use a graphic organizer to organize events and details and to plan your narrative.

3. Draft

Create the first draft of your personal narrative.

4. Peer Review 5. Revise 6. Edit

Work with a partner to evaluate and improve your draft.

Use suggestions from your peer review to revise your personal narrative.

Check your work carefully for spelling, punctuation, and grammar errors.

7. Publish

Create a final version of your personal narrative.

Writing Assignment In this lesson, you will write your own personal narrative. As you create this narrative, remember the elements of the mentor text that were most effective. Read the following assignment. Think of a favorite activity. Choose something that you have fun doing, have worked really hard at, or are really proud of. Why is that activity important to you? Did you ever make a mistake or feel discouraged while doing it? Did something really funny ever happen while you were doing the activity? What have you learned from that activity? What would you like to say about that activity to an audience? Write three to six paragraphs describing the activity and your experience doing it. Get your readers interested by sharing what you know! 92 Lesson 5 • Writing Personal Narratives

CC12_ELA_G4_SE_L05.indd 92

4/11/12 2:30 PM

The lesson continues through the writing process, alternating instruction and “doing” as students proceed with their own writing projects in manageable steps.

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

ELA

Common Core Coach Assessments Grades 3 – 8 New Series!

Workbook Assessments

Five comprehensive assessments are aligned to the CCSS and evaluate both reading and writing skills and strategies. A mix of multiple choice, open-ended, and essay questions cover standards across the strands.

Part 2: Language Arts This passage contains mistakes. Read the passage and answer the questions that follow.

The Vet Visit

have an interesting conclusion? have good spelling, capitalization, and punctuation? follow the rules for good grammar? Duplicating any part of this book is prohibited by law.

Use the following pages to plan and write your response.

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is prohibited by law.

Grade

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. want Dr. Ramirez to check out the Part (7) 3:We Writing 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 Fictional funniest Narrative Prompt lap. (11) The 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 Going to a place you have never been to before is a way to learn about the different room. (14) Ginger barks in excitement, and Dr. Ramirez (15) She says, “What ways people look at and live their lives. It is also a way tosmiles. learn about yourself. Write a nice bark you have!” (16) Mother frowns, but I find the doctor’s remark amusing. (17) People usually fictional narrative telling about a character or characters who go to a place they have never complain about it! (18) Ginger’s bark is deep and loud. (19) The doctor whispers been to before. The place could be nearGinger’s or far. What does this place look likethat to your in ear, and her. (20) Then, even before Dr. Ramirez character or characters? Whom do theyask meet there? Whatthe dodog theysits doobediently there, andfor what can to see it, Ginger offers her paw to the doctor. challenges do they face? (21) “Is this the paw that is giving you so much trouble?” she asks Ginger. (22) Ginger Use the checklist below to help youisdousually your best writing. 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) Does your fictional narrative 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 introduce a narrator and/or characters?(30) Dr. Ramirez morning, too.” has more questions. (31) She asks, “Where do you walk? (32) Do you walk her in the park or on clearly? set up a situation clearly and have events that follow one another a sidewalk?” (33) I explain that I walk Ginger on the city’s sidewalks for ten blocks and use transitional words and phrases to help follow the sequence of events? back. (34) readers Dr. Ramirez reaches for a small metal tool that looks like a pair of tweezers. holds Ginger’s foot firmly. (36) Then use details and/or dialogue to show(35) theShe setting? pulls out something small and sharp. (37) “She stepped on a piece of glass,” Dr. Ramirez explains. (38) Ginger wags use vivid and exact words, phrases,(39) andShe details? her tail. nuzzles the doctor’s neck with her nose. (40) “You’re welcome!” Dr. Ramirez says. use a style and vocabulary that make sense for the audience and purpose?

Benchmark Assessment 1

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Four Benchmark Assessments and a Summative Assessment measure essential knowledge and skills. Digital Assessments and Leveled Reading Passages

Web-based and easy to use! Five online tests duplicate those in the Common Core Coach assessment workbooks. Automated reports—available by student, class, teacher, and standard—make it easy to evaluate understanding. Plus—Common Core Coach Independent Leveled Practice Resource Book is online. Assign three leveled passages according to student proficiency. ORDERING INFORMATION Common Core Coach Online Assessments, ELA Grades

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ELA

Common Core Coach Teacher’s Manual Grades 3 – 8 TEACHER’S MANUAL

2999

Contextualized Common Core instruction that works for your students and for you. NEW SERIES! 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 open-ended questions that probe text meaning. Think-Alouds model a thoughtful reading process, and thorough Word Analysis is included for each lesson.

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.

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 teacherstudent 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.

HIGHLIGHTS • Robust 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 & 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/IL

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 Peer Group

Share and Learn

Jim Lovell: Stranded in Space

Overview

Student Edition pages 80–85

Students will listen to or watch a video of a speech and analyze it in regard to its accuracy, facts, purpose, and overall effectiveness

Now have students break into groups and read the Share and Learn passage together

Technology note: The class will need access to a television with a DVD player or a computer with Internet access and a projector, or an audio player

Peer Group Learning Checklist

Time required: One or two days of class time: one class period for listening and discussion, and an optional final listening and discussion the following day, in which students spend some time analyzing their own critical processes

For general information about setting up cooperative learning groups, see pages x–xiii in the Introduction Before class … ✔ Decide how you will group students For this passage, heterogeneous groups of three to five students are recommended

During class …

✔ As groups read, review, and write, circulate around the room Check that students are answering their assigned questions and that group members are being respectful in discussions Use questions such as the ones provided in the sidebars on the Student Edition pages to check for understanding

✔ Review the directions with the class before assigning students to groups ✔ Assign students to groups Assign specific questions to individual students Allow thirty minutes for the group to read, review, and discuss the passage and to write their responses to the sidebar questions Have students present answers to their assigned questions If students disagree

Analyzing a Speech

Common Core State Standards SL.4.2, SL.4.3

Materials needed: A video or an audio presentation of a short speech that will be meaningful to students without the need for much background information Some suggestions are an excerpt from one of the current president’s yearly back-to-school speeches or from a speech made by a well-known historical figure, like President John F Kennedy or Martin Luther King, Jr

with answers or want to add to answers, remind them to do so in a respectful manner and to be supportive of one another

21st Century Student Outcomes Listen effectively to decipher meaning, including knowledge, values, attitudes, and intentions Know how to judge the effectiveness of media

Possible answers to the questions are below

Use communication for a range of purposes (e g , to inform, instruct, motivate, and persuade) Articulate thoughts and ideas effectively using oral, written, and nonverbal communication skills in a variety of forms and contexts Evaluate information critically and competently

Page 80, ASk AND ANSWer QueStiONS—What had Lovell always dreamed of doing? [flying rockets]; What did Lovell hope to do on the Apollo 13 mission? [walk on the moon] Page 81, cAuSe AND eFFect—Circled sentence: An oxygen tank had exploded, leaving a gaping hole in the side of the service module Underlined sentences: Suddenly they heard a loud bang, and the spacecraft shuddered A high-pitched alarm sounded in the command module Warning lights flashed on the spacecraft’s control panels

The dials said there was not enough battery power to run the lights, heat, and electronic equipment Page 81, cOMPAre AND cONtrASt—Lovell and his crew most likely felt calm in paragraph 4 because up to that point, the mission had gone smoothly In paragraph 6, the crew most likely felt tense and scared because an oxygen tank had exploded Page 82, MAke cONNectiONS—Mission Control needed to figure out how to get the astronauts back home by determining how much fuel and oxygen was left in the module Underlined words: First, The next These words indicate that the astronauts and Mission Control will work together to take steps in logical order to solve the problem

The Learning Checklist provides guidance for managing 68 • Lesson 4: Reading Historical peer Nonfiction group discussion.

Speaking and Listening Projects help students Post a list of questions that students should try to answer as they listen to the speech Some suggestions are range of theinteractive bulleted below Revise the questions to adapt them to theexercise particular speech youa have selected Go over questions before students listen to or view the speech so they will be prepared to mentally ask the questions as they listen oral communication and • What are the facts of the speech? interpersonal skills—essential • How does the speaker support his or her main points? CCSS competencies.

1 Select an excerpt from a speech that is meaningful to students The excerpt should be no longer than five to seven minutes, and students must either listen to or watch the speech, not read it 2 Frontload the clip with background information so the students know what to listen for 3

Duplicating any part of this book is prohibited by law.

Page 80, HiStOricAl NONFictiON—This is a secondhand account The passage is about Jim Lovell, but he did not write it I know this because the writer uses Lovell’s name and the pronoun he If Lovell had written about his own experiences, he would have used the pronoun I

Procedure

Duplicating any part of this book is prohibited by law.

Sample answers

72 • Lesson 4: Speaking and Listening Project

Save 15% with the Common Core Coach Classroom Set! ORDERING INFORMATION

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Each item number includes 25 copies of Common Core Coach Student Texts, 25 copies of Common Core Coach Assessment Workbooks, and 1 copy of the Common Core Coach Teacher’s Manual.

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ISAT Coach™ Gold Edition, Grades 2 –8 STUDENT BOOK

from $

Free!

Teacher’s Guide with every 20 student copies

All in One! Diagnose, Instruct, Practice & Assess The complete ISAT Coach series is fully aligned to the Illinois Reading Assessment Objectives! With this innovative instructional practice tool, your students will have a thorough understanding of grade-specific skills —ranging from words in context to main idea, author’s purpose, and so much more. Use Coach as a comprehensive introduction to key reading strategies —and watch scores soar! The ultimate in standards-based instruction! • 100% correlated to the Illinois Reading Assessment Objectives • Chapters cover: vocabulary, reading strategies and comprehension, literary techniques, and literary elements • High-interest, scaffolded lessons develop key skills • Multiple-choice and extended-response questions build testing confidence Combo Savings!

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ISAT Coach, Gold Edition, Reading Grade 2

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Reading Books for the ISAT! Using a holistic approach that blends related skills, Buckle Down builds student knowledge and confidence, giving kids the foundation they need to excel. You’ll develop strong readers with engaging reading passages, high-interest content, and skillstrengthening exercises.

HIGHLIGHTS • 100% aligned to the Illinois Reading Assessment Framework • Lessons teach key skills with highly focused Tips that provide detailed instruction and practice • Reading lessons include vocabulary, comprehension, reading graphics, finding information, following instructions, making connections, determining an author’s purpose, and analyzing story elements • Lots of multiple-choice and extended response practice questions

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ELA

Common Core Coach™, American Literature I & II, World Literature I & II, Composition I & II, High School Coming Spring 2013!

STUDENT BOOK

1499

from $

Targeted instruction and multiple reads of complex text lead to multiple levels of understanding. NEW SERIES! The Common Core State Standards place new demands on the upper grades, requiring all students to read critically texts at higher levels of complexity, and placing an unprecedented emphasis on informational nonfiction texts. Common Core Coach for High School more than meets this challenge.

Meet CCSS demands with flexible lesson paths, texts at multiple complexity levels, and vocabulary and writing instruction based on current best practice.

Direct instruction on key comprehension strategies and CCSS reading skills • Total standards coverage, with 40:60 fiction/nonfiction balance • Extension activities foster important collaboration, including group work, presentation, and research opportunities • Innovative graphic-organizer-based approach to vocabulary in each reading lesson • Comprehension and discussion questions in short-response and open-ended format, as well as writing prompts for all CCSS writing types • Full-color illustrations and photos; key words highlighted

All Reading Comprehension, Language, and Writing standards are fully covered, and critical Speaking and Listening standards are included too. Paired readings are grouped by genre, with a choice of two “capstone” reading projects in every unit. Instruction is organized around multiple reads of a single text, with lots of text support preceding independent reading, which is also well-scaffolded. At both Levels I and II, written response to reading is incorporated in the literature books—American and World—while Composition covers writing instruction and process.

ORDERING INFORMATION Common Core Coach Student Text, ELA Subject

Item #

American Literature, I

TAT-T236NA

American Literature, II

TAT-T239NA

World Literature, I

TAT-T237NA

World Literature, II

TAT-T240NA

Composition, I

TAT-T238NA

Composition, II

TAT-T241NA

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

Listen and Le arn

comprehensi

Discuss these

h your class. 1. At the begin ning of the sto ry, the narrator and oppression ’s word choic . How does the e creates a mo narrator sustain story continues? od of gloom and develop thi s mood as the 2. How does the mood contr ibute to the sus elements of the pense in the story create sus story? What oth pense? er 3. Describe Roderick Ushe r. What do you buried his sister think he thoug ? ht he was doing when he 4. Given all of the doubling in the story, wh Usher collapses y does it make with the death sense that the s of Roderick House of and Madeline Usher? Vocabu

Listen and Learn Con side r

dread and fear? y may serve to inspire What elements of a stor of control? out s grow fear s one’ n What can happen whe

abridged from

The Fall of the

House of Usher

lary Strategy

Each of the fol lowing sente nces includes story. Write a one of the vo second sente cabulary words nce to provid meaning of the from the e additional co boldfaced vo ntext that sh cabulary word. ows the 1. I couldn’t shake the me lancholy that had settled ov er my spirits that winter.

by Edgar Allan Poe 1

s an WORD CHOICE The word ular author chooses create a partic r. In feeling, or mood, to the reade aches this scene, the narrator appro , the House of Usher on a “dull when dark, and soundless day” low,” ely clouds hang “oppressiv e, he and upon seeing the hous le feels “a sense of insufferab the does gloom.” What mood word these gh throu e creat author s also choices? What other word create this mood? E FIGURATIVE LANGUAG age Figurative language is langu ising, surpr often that is expressive, nification Perso true. lly litera not and age by is a type of figurative langu animal is which an object, plant, or The given human characteristics. winnarrator’s description of the as r Ushe of e Hous dows of the exam“vacant and eye-like” is an might ple of personification. Why in house the ibe descr the narrator this way?

in the dark, and soundless day During the whole of a dull, essively low in the n the clouds hung oppr a singuautumn of the year, whe ugh thro k, ing alone, on horsebac heavens, I had been pass lf, as the and at length found myse try, coun of tract ry larly drea ncholy on, within view of the mela shades of the evening drew the first glimpse not how it was—but, with House of Usher. I know my spirit. I aded perv of insufferable gloom of the building, a sense by any of that halffeeling was unrelieved the for ble; ffera insu say h the mind ic, sentiment, with whic pleasurable, because poet of the desolate or sternest natural images usually receives even the the mere house, upon me— the scene before terrible. I looked upon upon the bleak e features of the domain— and the simple landscap a few rank eye-like windows—upon walls—upon the vacant ks of decayed trees— trun e whit few a upon sedges—and n of soul which I can with an utter depressio sensation more propcompare to no earthly am of the reveller erly than to the after-dre r lapse into everyupon opium—the bitte ping off of the day life—the hideous drop ss, a sinking, a veil. There was an icine unredeemed sickening of the heart—an h no goading dreariness of thought whic re into tortu d of the imagination coul t was it—I aught of the sublime. Wha was it that so paused to think—what emplation unnerved me in the cont … I reined r? of the House of Ushe us brink my horse to the precipito1 that lay of a black and lurid tarn 1

lake tarn a small mountain

on check

questions wit

Innovative approaches stress vocabularyressed in her letter could no t be mistaken building strategies in . every lesson.

2. The senti ment exp

3. The brothe rs co

uld not be an

4. I did not do ubt

5. The dread ful

or pool

y more differen

the sincerity

malady kept

t in temperam

of his words.

me at home for

three days.

Lesson 1 • Rea

Share and Learn

HS_Reading_P

ent.

ding Fiction

rotoMS_DSN.in

dd 17

Discussion

Hints and notes Fiction 6 Lesson 1 • Reading beside the text spark comprehension.

10/12/12 2:17 PM

Discuss these questions with your group, and together write a paragrap Provide evidence for h in response to each your responses. question.

1. Why does Goodma n Brown become a “ste rn, a sad, a darkly med desperate man” after itative, a distrustful, if his dream about the nigh not a t in the forest? 2. How would you desc ribe the views of hum an nature represented Usher” and “Young Goo in “The Fall of the Hou dman Brown”? se of

10/9/12 6:17 PM

DSN.indd 6

HS_Reading_ProtoMS_

Comprehension Che

Common Core Coach fosters collaborative learning by including extension activities for group-work, presentation, and research opportunities.

Answer these questions in

writing.

1. What methods does the devil use to persuade Goodman Brown to cont toward the initiation cere inue into the forest mony? 2. How does the moo d change when Goodma n Brown comes upon forest? Use examples the congregation in the from the story to supp ort your response. 3. Why does Faith’s appearance in the fores t matter so much to the How do you imagine the final outcome of the story story might have turned ? out if Goodman Brow in the forest? n did not see his wife 4. Do you believe that Goodman Brown’s resp onse to his dream is justi fied? Why or why not?

Independent Practic

Your teacher may assig n you one or both of the

Discussion and Comprehension Checks effectively prompt high-level responses. Independent Practice further builds on the knowledge gained during the lesson and helps students apply it to novels they are studying in class.

following projects.

Research Project Write an essay and do a brief presentation in response to the question , “What was Romantic ism?” In your essay and pres entation, you will pres ent three characteristics of Romanticism.

Read On Your Own

Investigate the developm ent of suspense in a novel such as The House of the Seve n Gables by Nathanie l Hawthorne. In written responses to a series of question s abo ut the development of susp ense in the novel, you will discuss the use of details, the deve lopment of mood, your predictions, and the development of the main character in the novel.

…Student Edition continued What’s an Opinion Piece?

Many schools have rules about how many books students can check out of the library in a week. Maybe you think a limit of two books is fine. Maybe you think you should be able to check out as many books as you want. Or, maybe you think that the rule should be changed to four books per week. These are all opinions . In an opinion piece, you tell about your opinion and try to persuade others to agree with you. Read the ways to make your opinion piece effective .

Get Ready: Brainstorm

next? Before you’ve looked at the prompt, what After you’ve read the passage, and you build a words in the prompt that will help you go any farther, search for key passage are all the affect and analyze, rs, characte response. In this case, the words rts. words that could direct your effo all of your rming, which means jotting down The first stage of writing is brainsto a web; it’s up to freewrite, make a list, or draw thoughts on a topic. You may choose the prompt. It in terms key the to relate should to you. However, all of your ideas . You’ll r words and phrases in the passage may help to circle or underline particula rming; as you times before and during brainsto need to reread the passage several e. respons your support could that details reread, you’ll notice more and more read. Here the mood of the passage you just A student was asked to write about e. respons her writing for came up with to prepare is a brainstorm web the student

Brainstorm The student’s notes will help him or her craft a solid response to the prompt. Circle the words in the web that show the main story elements the student will use in the response.

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

Composition exercises support students in constructing more complex, sophisticated writing.

Setting graveyard fog church

Supporting Reasons Include at least three reasons to support your opinion. Supporting reasons can include judgments and facts. Strong supporting reasons will make your opinion piece more convinc ing.

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

countryside Let’s look at an opinion piece.

rainy

support The student chooses details from the passage that help to create its mood. Draw boxes around words from the passage.

Writing Assignment

In this chapter, you will write your own opinion piece. As you create the piece, remember the elements of the mentor text that were most effective. Read the following assignment.

Mood eerie

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 policy that you think should be added?

suspenseful creepy

Word Choice raw afternoon

Write three to five paragraphs telling your opinion about the rule or policy that you think should be changed or added. Be persuasive!

dark flat wilderness distant savage lair

Dialogue criminal threatens Pip

growing afraid of it all shuddering body

Pip says “sir,” uses short sentences, stammers

eluding the hands of the dead people

What’s an Opinion Piece? HS_Writing_ProtoMS_DSN_A.indd

to Literature 10 Lesson 1 • Writing Responses

10/9/12 6:35 PM

10/9/12 6:36 PM HS_Writing_ProtoMS_DSN_A.indd

Common Core Coach Assessments, American Literature I & II, World Literature I & II, High School

New Series!

Track and demonstrate progress towards proficiency. 1.

Which lines have a similar meter? A. 6 and 7

B. surviving on one’s own

C. 10 and 11

C. finding something of value

D. 22 and 23 2.

Read the following statement. The old man feels at home in the wilderness. Which lines from the poem best support this statement? A. “It had become a glimmering girl With apple blossom in her hair” B. “And cut and peeled a hazel wand, And hooked a berry to a thread”

What is the theme of the poem? A. doing something correctly

B. 7 and 8

D. wandering through nature 4.

What happens to the girl in the poem? A. She disappears. B. She falls into the stream. C. She dies. D. She rises into the sky.

C. “But something rustled on the floor, And someone called me by my name” D. “Though I am old with wandering Through hollow lands and hilly lands”

questions that follow.

is prohibited by law.

Common Core Coach Assessments Workbook, ELA

The Song of Wandering Aengus by William Butler Yeats

I went out to the hazel wood, Because a fire was in my head, And cut and peeled a hazel wand, And hooked a berry to a thread;

Five assessments are included for each American Literature and World Literature student book—a total of 10 reading assessments for each level.

And when white moths were on the wing, And moth-like stars were flickering out, I dropped the berry in a stream And caught a little silver trout. When I had laid it on the floor

Benchmark Assessment X

I went to blow the fire a-flame, But something rustled on the floor, And someone called me by my name: It had become a glimmering girl With apple blossom in her hair Who called me by my name and ran And faded through the brightening air. Though I am old with wandering Through hollow lands and hilly lands, I will find out where she has gone, And kiss her lips and take her hands; And walk among long dappled grass, And pluck till time and times are done, The silver apples of the moon, The golden apples of the sun.

Subject

Item #

American Literature I

TAT-T236NAA

American Literature II

TAT-T239NAA

World Literature I

TAT-T237NAA

World Literature II ook is prohibited by law.

Duplicating any part of this book

ORDERING INFORMATION

Part 1: Reading Comprehension

Read the poem and answer the

Five comprehensive assessments, aligned to the Common Core State Standards, are provided for each reading book—American Literature I & II, and World Literature I & II. Assessments evaluate both reading, writing, and language skills and strategies, and include a mix of multiple-choice, open-ended, and essay questions. You’ll have sufficient opportunity for ongoing progress monitoring—essential for close tracking of headway toward proficiency. Writing prompts for assessment are included in the Teacher’s Manual.

TAT-T240NAA

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499

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21+ copies 10–20.... $5.99 ea.

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

ELA Common Core Coach Teacher’s Manual, American Literature I & II, World Literature I & II, Composition I & II, High School TEACHER’S MANUAL

2999

Model a path to success for students at every level. NEW SERIES! Our robust Teacher’s Manual supports in-depth instruction and modeling of key skills and strategies. You’ll have a comprehensive toolkit to lead your students to success, including those who struggle and may experience particular challenge with Common Core content. Diverse activities allow students to exercise skills acquired in lessons and apply them to novels and nonfiction being studied in class. Extension activities cover research and presentation skills—all in Common Core-project-based context. Rubrics included.

Coming Spring 2013!

Common Core content—with total teacher support—lets you customize your transition to the new standards, helping on-level and below-level students succeed.

HIGHLIGHTS • Reduced student pages for easy use • Skill-application activities for independent reading • Research-based writing extension activities • Speaking and listening activities that offer students individual and group oral presentation opportunities • Rubrics for evaluating each specific writing type in the Common Core • Multi-criteria text complexity evaluations • Additional guidance for instructional customization throughout every lesson

ORDERING INFORMATION Common Core Coach Teacher’s Manual, ELA Subject

Item #

American Literature I

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American Literature II

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Common Core Support Coach™ Target: Reading Comprehension • Grades 3 – 8 STUDENT BOOK

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Explicit instruction in close reading develops key skills outlined in the CCSS. NEW SERIES! Are students in your class underequipped for the close, critical reading of complex text? Can they comfortably read between the lines, analyze texts sufficiently, and describe key elements in detail? With full Common Core implementation underway, even students reading and comprehending at grade level may be challenged by the new reading expectations. Common Core Support Coach uses extensive scaffolding and multiple reads of short complex texts to achieve maximum comprehension success.

A consistent lesson structure supports scaffolded students in developing the reading skills demanded by the CCSS.

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It’s all about focus and the level of support. The heavily scaffolded direct instruction in Common Core Support Coach focuses solely and intensely on reading comprehension, guiding students to read carefully while targeting their attention. Three whole-group readings conducted in a teacher-led setting cover critical reading strategies, build core literary and nonfiction reading skills, and develop essential vocabulary. Open-ended questions follow an independent review passage at the close of each chapter and assess chapter skills.

Help all students step up to grade-level proficiency in reading complex text! • 3-read lesson structure—each “read” focusing on a different reading purpose—fosters careful understanding • Close Read Worksheets break down passage questions and allow plenty of room for note-taking, supporting struggling readers • 50:50 fiction/nonfiction balance covers genres aligned to the CCSS at appropriate grade levels • Includes scaffolded independent reading—still at the same level of complexity

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Comprehension Basic strategies get full attention: comparing and contrasting plot and theme, drawing inferences and conclusions, paraphrasing, summarizing, visualizing, predicting, and more.

Color-coded navigation system reflects the “3-read” pedagogy and makes it easy to follow prompts.

Literary and Nonfiction Reading Skills In line with the CCSS, students will learn to describe characters and to analyze events in depth, as well as overall text structure.

Name:

Close Reading Worksheet Second Read: Diagrams (green boxes)

Page 5: How does a tarantula make itself look more frightening?

Skill for “The Warrior Makers”

Vocabulary: Domain-Specific Vocabulary

Clean, appealing design and full-color illustrations and photos throughout.

Domain-specific vocabulary refers to words and phrases that are commonly used by people who work in a particular field or discipline. The words have specific meanings and are often included in work-related documents and conversations. For example, people who work with computers use words such as cursor, spreadsheet, and menu bar. Scientists use words such as electron, atom, and cell.

Page 7: How long does it take a tarantula to molt? .

Page 8: What are the three stages of a tarantula’s life cycle? .

Try It

The table below lists some domain-specific words from the story “The Warrior Makers.” Find context clues from the story and use what you might already know about the words to write a definition for each. Then, check your definition against a dictionary and complete the table.

Word

1. clay

Definition from Context Clue

Third Read: Critical Thinking (blue boxes)

Page 4: I think people used the name tarantula for spiders outside of Italy because

Dictionary Definition

digging the clay out of the riverbed; pounded it with his fists; rolled

2. kiln

Page 6: Some things that tarantula homes have in common are

3. lacquer

Discuss

carved wooden forms that clay is pressed into for shaping Think about a topic that you know a lot about, such as playing an instrument or playing a sport. What domain specific-words are important for that topic? Write the words below and discuss them.

Vocabulary Strong vocabulary is at the heart of reading understanding. Develop strategies for understanding difficult words and conveying ideas with precision. CC13_ELA_G6_SE_c04_Passage_A_Proto_1R.indd 9

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4. molds

Page 7: I think a tarantula molts so many times because .

Judge—Page 8: I think a tarantula’s life (is / is not) dangerous because .

Close Read Worksheets permit students to capture 35 Tarantulas: Giants of the Spider World answers to guided questions during teacher-led critical reading and analysis. Chapter 7

Historical Fiction 9

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Common Core Support Coach™ Assessments Target: Reading Comprehension • Grades 3 – 8 New Series!

Workbook Assessments 30. According to the timeline, which of the following is true?

32. Read this sentence from the passage. In 2006, a big part of that legacy was recognized when he was inducted into the National Inventors Hall of Fame.

A. Cooper attended college between 1870 and 1875. B. Cooper founded the Cooper Union in 1859.

As used in the sentence, what does the word inducted mean?

C. Cooper started the Baltimore and Ohio Railroad in 1827.

A. urged to do something about B. came to a conclusion about

D. Cooper was born in 1807. Read the passage and answer the questions that 31. follow. What is the main

C. made a member of

idea of paragraph 7?

D. taken away from

Peter Cooper A. Morality and justice were extremely important to Cooper.

Who He Was

33. Cooper sponsored delegations to enhance public awareness of the struggle for Indian rights

B. Cooper was against For many reasons, inventor Peter Cooper was a giant among men. He wasslavery. one of the few who believed wealth and education didn’t belong just to the rich. Through hard C. Morality and justice less others work, generosity, and determination, he fulfilled the American dream, helping were countless important to Cooper than making to fulfill it as well. money.

A. after Cooper Union was established.

The Start: 1791

B. before the invention of Jell-O. C. before he organized the Trenton Iron Company.

D. Cooper cared about Native Born in 1791 in New York City, Cooper was, by many accounts, a reckless child. Early Americans. on, he was scarred by many accidents. With virtually no opportunities for a formal education, he began working at his family’s hat-making business when he was slightly more than a child. But while he worked tirelessly at several different jobs throughout his life—as a brewer, a cabinet maker, even a grocery-store owner—his lack of an education always plagued him. Fortunately, Cooper was naturally intelligent and curious. In fact, he was a born inventor. Eventually, he took a job working for a carriage maker. It was there that Cooper devised his first creation: a machine for fastening the hubs of carriage wheels. Other inventions were soon to follow. Cooper’s inventing career had begun. It wasn’t a career without challenge, however. While Cooper may have been good at inventing things, he was less adept at making them successful. So Cooper continued exploring business options, eventually buying and running a glue factory. This venture would earn him many millions—and, in an unusual twist—bring the family its most famous invention. One day, while working in the factory, Cooper’s wife accidentally created a now-famous byproduct of glue: flavored gelatin. Today, it’s a product known as Jell-O. Cooper obtained the very first American patent for it in 1845.

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Cooper’s wife may well deserve the credit for creating Jell-O, but Cooper had many inventions of his own. He invented a ferry powered by energy built up in the tides; he also patented a musical cradle and a process for making salt. Most notably, in 1825, he built the first steam train to run on an American railroad, the Tom Thumb. In 1827, the Baltimore & Ohio Railroad became the first railroad to transport passengers and freight. Like Robert Fulton before him with the first successful steam ship, Cooper had to put up with a lot of suspicion. Many doubted that a steam train could work along the railroad’s steep, winding grades, but the Tom Thumb quickly put an end to their doubts. It was one of Cooper’s greatest accomplishments to date. Cooper’s technology advancements did not stop there. In 1847, he organized the Trenton Iron Company, which produced the iron beams used to build the dome of the U.S. Capitol. Years later, he helped pay for a trans-Atlantic telegraph cable. He went on to head the North American Telegraph Company, which controlled over half of the telegraph lines in the U.S.

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Assessments are aligned to the CCSS and evaluate that the most crucial reading standards of these support comprehension. All key standards are thoroughly assessed. To promote quick delivery of data and efficient progress monitoring, these assessments include strictly multiple-choice items.

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Digital Assessments

With instant scoring and feedback, you’ll pinpoint exactly where to focus your instruction. Eight to ten online tests per grade duplicate those in the Common Core Support Coach Assessment Workbooks. Automated reports—available by student, class, teacher, and standard—make it easy to track student progress and save valuable time.

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Common Core Support Coach™ Teacher’s Manual, Target: Reading Comprehension • Grades 3–8 TEACHER’S MANUAL

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Consistent lesson structure supports critical reading of complex text. NEW SERIES! Here is the intense reading support you need for those students struggling with the increased rigor of the new standards or who are working approximately one level below grade. This robust teaching companion to the targeted lessons in Common Core Support Coach will help you step these students up to grade-level proficiency, preparing them for high school and ultimately for success in college and careers.

Coming Spring 2013!

HIGHLIGHTS

Guide students to CCSS proficiency with teacher-led readings that hit every critical reading strategy and skill and lessons that introduce vocabulary strategies essential to reading success.

• In-depth instruction and modeling of skills and strategies • Reduced Student Edition pages replicated for ease of use • Optional fluency and foundational skills activities • Rubrics and correlation chart

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Crosswalk Coach™ for the Common Core State Standards, Grades 3 – 8 Available on

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Transition to the Common Core with this essential resource! Crosswalk Coach has you covered as new and more rigorous expectations for student achievement are introduced across your state. 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 easy for you to assess mastery of discrete skills.

HIGHLIGHTS • Familiar Coach approach • Organized 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 • Assessments throughout track progress for skill-byskill benchmarking

• A summative assessment measures overall performance • A glossary reinforces key vocabulary • Expanded, enhanced Teacher’s Guide with an explanation of key process skills, an instructional overview, minilessons, and reproducibles

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100% Aligned to the Common Core State Standards!

Table of C ontents

Frequently Asked Ques tions abou Common Co t the Comm re State St on Core St andards Co ate Standa rrelation Ch rds . . . . . . art . . . . . . . . . . . . . . . Chapter 1 . . . . . . . . . . . . . . . . 3 Literature . . . . . . . . . . . . . . . . . . . . Chapter 1: . . . . . . . . . . . . . . . . . . Diagnostic . . . . . . . 6 . . . As . . se . . ss . . . 11 ment for Le Lesson 1 ssons 1–10 Ask and An Common Cor . . . . . . . 14 swer Ques questions. Lesson 2 State Standa e tions . . . . . Answer the following rds Characters . . . . . . . . . . ent Serp ed ther . . . . 20 RL.3.1, Fea . . . . . . . . . . . Lesson 3 does the How 3. RL. . 3.10, RF.3.4.a, . . . . . . . . . . . Point of Vie of ple c exam an is . y . w . stor . s . . 26 RL.3.3, . . . . . . . . . 1. Thi feel about humans? RL.3.10, RF.3.4. . . . . . . . . . a, c . . . . . . . . . Lesson 4 32 RL.3.6, RL. Se h. e ttin myt mor 3.10 a g . . . . . . . . A. , RI.3.6, A. He likes ants . . . . . . . . . Lesson 5 RF.3.4.a, c . . . . . . . . . Plot . . . . . . . . . . . . 38 . . . . . . . . . than humans. Lesson 6 RL.3.9, RL.3.10 . . . . . . . . . B. a folktale. , RF.3.4.a, c Literal and . . . . . . . . . Nonliteral La . . . 44 RL. . 3.9, RL.3.10, nguage . . B. He wants to help them RF.3.4.a, c . . . . . . . . . C. a fairy tale. Lesson 7 . . 50 RL.3.4, Different Kin RL.3.10, . them ds of Litera trick to ts Le wan He ss RF. 3.4. C. on tur e. a, 8 e . . . . . . . c; L.3.5.a D. a fabl Different Kin . . . . . . . . . ds of Stories 56 RL.3.5, RL. rocks. . . . . . . . . . 3.10, RF.3.4.a, . . . . . . . . . c D. He likes giving them Lesson 9 62 RL.3.2, RL. Illustrations 3.9, RL.3.10, and Maps . Lesson 10 figure out the RF.3.4.a, c you s . . help . . clue . . at . Wh . Compare an . . . . . . . . . 2. . . . 70 RL. d Contrast 3.7, RL.3.10, Literature . g could beChapter 1: Cumulative RF.3.4.a, c kind of story? . . . . . . . . . Assessment 4. Which of the followin . . 76 RL.3.9, fo r Le RL.3.10, RF.3.4. ss y? on stor s 1–10 . . . . the a, c in Chapter 2 eme a th ing sett . the . . 84 A. Information al Texts . . Ch . ter 2: . . . . . . . . . Diagnostic steady wins the raceap and . ing . Slow end . . A. py As . hap . se . the . . . . 91 ssment for B. Lesson 11 Lessons 11 Ask and An –17 . . . . . . swer Ques . Lesson 12 92 tions . . . . . B. Look before you leap Main Idea an C. the lesson it teaches . . . . . . . . . . . . 98 RI.3 d Supporting .1, RI.3.10, RF. it.sson 13 Text Or Details . . . re you eat Le befo 3.4.a, c corn s k lain . Coo . exp ga . it C. . niz . way . ation . . . . . 104 RI.3.2, D. the . . . . . . . . . RI.3.10, RF.3.4. . a, c . . . . ts d . Le ven . goo . ss . . 110 RI.3 on 14 natural e Common Fe .3, RI.3.8, RI.3 D. Sharing can lead to .10, atures of Inf Lesson 15 RF.3.4.a, c ormational things. Reading in Te xts . . . . 11 the Subject 6 RI.3.5, RI.3 Areas . . . . .10, RF.3.4.a, . . . . . . . . . c Lesson 16 . 122 RI.3.4, Illustrations, RI.3.10, Photos, an Lesson 17 RF. 3.4. d a, Ma c; L.3.6 ps . . . . . . Co mp are . . . e? and Contras . . . 128 RI.3 t Informatio Chapter 2: .7, RI.3.10, RF. you understand the them 3.4.a, c nal Texts . Cumulative 5. How do the ants help . . 134 RI.3 Assessment .9, RI.3.10, RF. for Lesson 3.4.a, c s 11 Chapter 3 –17 . . . . . 14 2 Writing . . . . . . . . . . . Chapter 3: . . . . . . . . . Diagnostic . . . . . . . . . Assessment . . 149 Lesson 18 for Lesson Write an Op s 18–22 . . inion Piece . . . 150 Lesson 19 . . . . . . . . . Write an Inf . . . . . . . . . . ormational 156 W.3.1, Lesson 20 Piece . . . . . W.3.4, W.3.10 Write a Narra . . . . . . . . . . 162 W.3 tive . . . . . . .2, W.3.4, W.3 . . . . . . . . . .10 . . . . . . . . . 168 W.3.3,

of Stori Lesson 8: Different Kinds

any par t of

Duplicating any part of

this book is

prohibited by

law.

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

Duplicating

W.3.4, W.3.10

this book is prohibited

CC_ELA_G3

Lesson 7: Differen

_SE_FM_Sa

mple.indd

t Kinds of Literature

by law.

Coached Example

Crucial practice questions develop strong readers and provide key reinforcement.

Read the passag e

and answer the questions.

“Chapter 2: Pebbles

01/10/10

12:49 PM

Stuck!” Hassan stared up at the tree and frown ed. His new kitten had been stuck up , Pebbles, in that old oak tree in front of his house seemed like hours. for what “Come on down, Peb bles!” cried Hassan. “You can do it!” Pebbles just looked down at him with her eyes wide open. terrified to be up in She was that tree! How did she even get up her e?

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Grade

What kind of literat ure is this passage?

A. drama

What is this section called? A. an act

B. poem C. stanza

B. a chapter C. a stanza

“Coached Example” D. a sce passages are nefollowed by This passage is writt Stories have chapters HI NT with en in sentences and questions dramas hints , to walk have acts paragraphs. and scenes, and poem s have students through a skill.stanzas.

D. story HI NT

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

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Comprehensive Lessons—Fully Correlated to the CCSS! Start integrating the Common Core State Standards into your curriculum now! Buckle Down has just what you need to stay in step with the most significant educational development in recent years. Our new series, Buckle Down to the Common Core State Standards, will ensure that every classroom is current, focused, and on track with the CCSS Initiative! Lessons introduce key skills and use examples to walk students through the ELA concepts, step by step. You’ll get both targeted review and extensive practice on open-ended questions. And a “Mechanics Toolbox” highlights grammar, punctuation, and more.

HIGHLIGHTS • Lessons present related concepts together so that key skills support each other • 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 • A 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 and an instructional overview

Chart Illinois Correlation Core State Standards, Buckle Down to the Common ELA, Grade 5 Buckle Down to the Common Core

Page

Common Core State Standards

Unit 1: Reading

RI.5.4, RF.5.3a, RF.5.4a, RF.5.4b, RF.5.4c, L.5.4a, L.5.4b, L.5.4c, L.5.5b, L.5.5.c, L.5.6

Lesson 1

Vocabulary and Fluency

Lesson 2

Main Idea and Theme

Lesson 3

Literature

Lesson 4

Poetry

Learning Standards

3-5.1A.D.3, 3-5.1A.D.7, 3-5.2A.D.7, 4-6.1A.E.7

3-5.2A.D.5 RL.5.1, RL.5.2, RL.5.3, RL.5.10, RI.5.1, RI.5.2 3-5.2A.D.5 RL.5.2, RL.5.3, RL.5.5, RL.5.6, RL.5.10, RF.5.4a, RF.5.4b, L.5.3b 3-5.1B.D.13, 4-6.1A.E.7 RL.5.2, RL.5.4, RL.5.10, RF.5.4a, RF.5.4b, L.5.5a RI.5.3, RI.5.5, RI.5.8, RI.5.10 3-5.4A.D.6, 3-5.5C.D.1 RL.5.9, RI.5.2, RI.5.3, RI.5.5, RI.5.6, RI.5.7, RI.5.9, RI.5.10

71 80

FREE Correlation Chart! Lesson 5 Lesson 6

Nonfiction Making Connections

115

• Maps the Common Core State Standards to the Illinois Standards • Clearly identifies how current state standards are embedded in the new Common Core Unit 2: Writing Planning Lesson 7

116

125

Lesson 8

Drafting

Lesson 9

Revising, Editing, and Publishing

132

Lesson 10

Persuasive Writing

143

Lesson 11

Informational Writing

153

Lesson 12

Narrative Writing

162

Research Writing

173

4-6.3B.E.1, 5-7.3B.F.1, 5-7.3B.F.2, 5-7.3C.F.2, 5-7.3C.F.4 4-6.3B.E.1, 5-7.3B.F.1, W.5.4, W.5.5 5-7.3B.F.2, 5-7.3C.F.2, 5-7.3C.F.4 4-6.3B.E.1, 5-7.3B.F.1, W.5.4, W.5.5, W.5.6 5-7.3B.F.2, 5-7.3C.F.2, 5-7.3C.F.4 3-5.5A.D.4, 3-5.2B.D.2, W.5.1a, W.5.1b, W.5.1c, W.5.1d 3-5.2B.D.7, 3-5.3B.D.5, 3-5.4B.D.9, 3-5.4B.D.11

W.5.4, W.5.5

Available at www.triumphlearning.com/CCCorrelations Lesson 13

Lesson

W.5.2a, W.5.2b, W.5.2c, W.5.2d, W.5.2e W.5.3a, W.5.3b, W.5.3c, W.5.3d, W.5.3e RI.5.7, RI.5.9, W.5.7, W.5.8

Phone: 800-338-6519 • Fax: 866-805-5723 • www.triumphlearning.com/IL Lesson 14

Response to Literature

194

203

W.5.9a, W.5.9b

3-5.3A.D.1, 3-5.3C.D.2

3-5.2B.D.1, 3-5.2B.D.6, 3-5.3B.D.5, 3-5.3C.D.2 3-5.1B.D.10, 3-5.1C.D.9, 3-5.4A.D.4, 3-5.4A.D.6, 3-5.5A.D.3, 3-5.5B.D.4, 3-5.5C.D.1 3-5.1C.D.4, 3-5.2A.D.3, 3-5.2A.D.5, 3-5.2B.D.2, 3-5.2B.D.3, 3-5.2B.D.7

CCSs: L.3.1a

, L.3.1f

CCSs: L.3.1a, L.3.

ge Unit 3 – Langua

ces Strong Senten ng di il Bu : 19 Lesson don’t put the blocks

g blocks. If you or structure. connecting buildin a strong building Words are a lot like rt. You won’t have apa y’ll also fall fall y’ll the tly, ether correctly, the tog rds together correc wo put ’t build strong words. If you don together, you will rds wo It’s the same with r you ting careful in put apart. But if you are what sentences. pened and who or something that hap a subject tells readers about sentence has both ng stro a A strong sentence t tha ans action. That me the verb is the was involved in the does the action, and together so ject is who or what se kinds of words the and a verb. The sub put to how n g blocks. ’ll lear you ldin bui on, of less de this ma In ng castle action. k together like a stro stic ces ten sen r that you ct and a verb. st have a subje lete sentence mu mp co A a sentence, and the 1: in TIP what does the action t. subject is who or noun in the subjec pro As you know, the or n nou a ays There is alw verb is the action. of words ds kin nt ere w how these diff sentences, which sho Read the following connect.

Plural The onion m akes my eyes wa ter.

The bug jum

ps.

The tulip is my favorite flowe r.

verb

any part of

1CCUS03RD

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or thing. is a person, place, rd It • A noun (Andy) n (Frisbee). The wo the place of a nou es tak t tha a word is (It) oun ron • A p second sentence. what the subject is the subject of the sentence that tells ) is the part of the flew , rew • The verb (th does.

01_Text.ind

10/20/2010

3:35:58 PM

Subject-V erb Agreem ent The subject tells who or what a senten does. Some ce is about. subjects are The verb tel singular. Ot ls what the su her subjects Examples: bject are plural. The sun shin es. The dogs ba rk. The sun is a singular subje ct. There is ju There is mor st one sun. Th e than one do e dogs is a plu g. The verbs ral subject. shines and ba A subject an rk tell what ea d verb need ch subject do to match in es. number, or ag Examples: ree. Franklin runs up the hill. (c orrect) The little bo y run to catch up with his big sister. (in The plural ve correct) rb, run, does not agree wi The correct th the singu sentence is: lar subject, Th e little boy. The little bo y runs to catch up with his big sister. PronounAntecede nt Ag reement A pronoun is a word that takes the plac that a pronou e of a noun. n replaces. An antecede nt is the word Example: The ducklin gs followed their mothe plopped into r in a line alo the lake after ng the shore. her. Then they In the second sentence, the words they an is the plural d her are pron noun ducklin gs. The antec ouns. The an tecedent of th t of her is the Aeden Mechanics Toolbox Pronouns an ey singular noun d anteceden moth ts need to ag pronoun ne ree. If the an strategies for er. provides eds to show tecedent is m more than on neither, the ore than one, e. If the antec pronoun als the edwriting. o needs to be effective ent is male, female, or male, female Examples: , or neither. Geoff read an other chapter of the myster Jessica and St y before he we acey walked to the park. nt to bed. (c She had a pi The singular cnic there. (in orrect) pronoun, Sh correct) e, does not ag is more than ree with the one. It need antecedent. s a plural pr Jes on sic oun. The co a and Stacey Jessica and St rrect senten acey walked ce is: to the park. They had a pi cnic there.

8 PM 10/20/2010 3:35:5

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In the followi ng sentence s, circle the Example: Th verb that matc e bird in that hes the subj maple tree (is ect. / are) a blue 1. Mother Go jay. ose and Grim m comic strip s ( make / m akes ) me fal l over laughin 2. All of my g. cousins, exce pt Cecil, ( ha s / have ) da rk, black hair. 3. Pineappl es and kiwi fruit ( is / ar e ) both delic ious with ch ocolate ice cr 4. The bum eam. pers on that car ( is / are ) muddy.

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Tulips are my favorite flowe rs.

d 203

In keeping with the familiar Buckle Down 202lessons begin format, with an easy-to-read explanation of a concept, followed by Tips for scaffolded support.

Grade

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

Directions:

this book is

pronoun

noun

The onions make my eyes wa ter.

Practice A ctivity 1

oak tree.

by law.

. It flew into the big through the window

prohibited

bee

Andy threw a Fris

Singular

is prohibited by law.

subject

verb

subject

Lesson 19 : Building Strong Sent en

ces TIP 2: Mak e subjects and verbs Verbs must m atch. match their subjects. A sin thing, such as gular subjec puppy, girl, or t means ther plant. It take singular verb e is only one s a singular s end in s. verb, such as grows. Most A plural subj ect is more th an one thing, subject take s a plural ve such as pupp rb, such as gr ies, girls, or plants. A plur ow. Look at the al following ex amples.

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Targets Foundational Skills, Reading, Writing, and Language! Grade 2 sample pages shown.

Promotes higher levels of achievement!

Lesson 2 Words with Long Vowels

Table of Contents

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

Common Core State Standards

Lesson 1

Words with Short Vowels

RF.2.3.a; RF.2.4.a–c

Lesson 2

Words with Long Vowels

RF.2.3.a; RF.2.4.a–c

Lesson 3

Words with Vowel Teams

RF.2.3.b; RF.2.4.a–c

Lesson 4

Words with Two Syllables

RF.2.3.c; RF.2.4.a–c

Lesson 5

Irregular Word Sounds

RF.2.3.e; RF.2.4.a–c

Lesson 6

Prefixes

RF.2.3.d; RF.2.4.a–c; L.2.4.b

Lesson 7

Suffixes

RF.2.3.d; RF.2.4.a–c; L.2.4.c

Lesson 8

Words with Silent Letters

RF.2.3.f; RF.2.4.a–c; L.2.2.d, e

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

pl a te

b o ne

Circle the words with long vowel sounds

Th ink Ab ou t It nd ★ A syllable needs a vowel sou Color one

next to the word for eac

gate hose

h syllable

sack chop

shine mule

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honey “Think About onsections offer reminders bacIt” of key topics to reinforce skills before independent practice exercises.

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

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Fun and Games

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• Lessons address the rigor of the Common Core • Research-based, Gradual Release of Responsibility Model gives early learners confidence and guides them toward independence • Open-ended questions promote higher-order critical thinking and abstract reasoning • Content-rich, full-color illustrations in grades 1–2 provide support for comprehension • Visual glossary, manipulative picture cards, and hands-on games enhance learning and interactivity

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A classroom favorite, Ladders caters specifically to the needs of students who are performing below grade level! These high-interest workbooks are designed to help struggling students master 10 fundamental, gradeappropriate reading skills. Importantly, this series reflects our collaboration with educators, who helped us identify and incorporate essential program features. Readability leveled by Lexile®.

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All in One! Diagnose, Instruct, Practice & Assess Get total reinforcement for the PSAE ACT® English, Reading, and Writing exams. Coach is written at grade level and supports your PSAE ACT® instruction by incorporating state-mandated skills into each lesson. This effective resource will help students achieve success by giving them lots of targeted practice and vital familiarity with the exam. Chapters cover reading comprehension; reading literature and informational text; grammar, sentence structure, and punctuation; composition, and more!

Highlights • Fully aligned to the Illinois Learning Goals and Standards • Two Practice Tests match the ACT® blueprint • State-styled Chapter Reviews provide practice for each testable skill • Lessons include multiple-choice and short-answer practice questions, and writing prompts • Coached Examples, Reading Guide hints, and a glossary • Teacher’s Guide with Correlation Chart and answer keys

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

Coached Ex ample

Read the pa ssage and answer the questions. Are you wa

iting for a ne w breakfast foo than just a cer d that’s more eal? Your wa it is over. Ve morning me rve! is a new al that tastes great and is eas Verve! was cre y to prepare. ated with cu tting-edge sci you get all the ence to ensur healthy vitam e ins and mine get your day rals you need started. But to unlike most the taste of Ve “healthy” cer rve! is exceptio eal s, nal. Verve! is not only flavorfu l, it is made whole grains from the best and protein available on Whole grains the world ma and brown ric rket. e give Verve! sugar—coco its nut milk—an crunchy, crisp d blended it texture. Then flavors and tex with dark, rob we added na tures is someth ust cinnamo ture’s ing you will Verve! is easy n from Asia. not forget. and convenien The blend of foot! So be ad t. Its bold, all venturesome -natural taste — will get you add some en delighted you going on the ergy to your did! right morning. Ad d Verve! You’l l be

Assessment Objective: 1.11.01

Connotation

Getting the Idea

the emotional tation . Connotation is nary definition, or deno All words have their dictio implied by the word . ns ciatio asso of set or the weight a word carries, ul activity .” is “to engage in purposef . One definition of work However, Consider the verb work positive connotation . or ral neut a has ing word work For most people, the What feelings do the follow create negative feelings . some synonyms for work e? evok s ence sent weekend . I worked in the yard this the yard . I toiled all weekend in the yard was mowed . I plugged away until their connotations n the same thing, but the ged away generally mea oseful activity, toiled has Worked, toiled, and plug creates the sense of purp ed work e Whil otes persistence . rent . conn are very diffe plugged away and r labo us inuo uous, cont added meaning of stren its unique connotations . are what give each word The shades of meaning ive or neutral of meaning, from posit es shad in ge ing words chan Notice how the follow ons . otati conn connotations to negative haughty arrogant confident proud immature childish young inhibited withdrawn timid in reserved ific feelings and reactions carefully to create spec very s word s have different their se Authors choo how the italicized word e Notic . ages pass ing the reader . Read the follow ages . connotations in the pass Negative Connotations Positive Connotations kitchen James flung open the en door . hung in the James opened the kitch door . The odor of stew d in the d into glare The aroma of stew wafte es Jam nosy a air . As peered es Jam us curio a As he could air . the roiling concoction, ut, he had he into the simmering rago ts carro ny see the scraw carrots he could see the slender grown this fall . had grown this fall .

Coached examples guide students through the correct thinking process to the answers.

What is the connotation of the word in the passage? dark B. somber C. deep an d ric

h D. not light in co

lor

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by law. this book is prohibited

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ACT® ENGL ISH TEST

Minutes—75 DIRECTIO NS: In the Questions five passa certain wo ges that fol rds and ph low, ras numbered . You will als In the right- es are underlined o find quest and ha alternatives ions about passage, or for the unde nd column, you will find a section of ab rlined part . you are to the questions do out the passage as choose the In most cas a wh one es, idea, makes the passage not refer to an underlin ole . These the statemen that best expresses the , ed portion but rather written Englis t ap are identified of or numbers h, or is worde propriate for standard in a box . by a numb the style an d most consi er d stently with For each you think the tone of the passage question, as a whole ch ori oo co gin se nsi al de the ver . If r best and CHANGE .” sion is best, alternative fill in the co In some cas you choose “N your answe rresponding es, hand colum O r document oval on n a question you will find in the rig . Read each once before htYou are to about the un passage thr you begin to choose the ough derlined pa accompany answer the best answer rt . it . qu to the quest read severa For many of the quest estions that ion . ion l determine the sentences beyond the s, you must answer . Be question to enough ahe sure that you PASSAGE ad have read far each time you I choose an alternative . Flying Low Wesley Bradsh aw has been a crop duster years. A crop for eight duster, or agr icultural pilo t, dusts or sprays crops with insecticid es, fertilizers, and seeds. Lik many other e crop dusters. Bradshaw fin ds the career 1 rewarding on many levels. 1. A. NO CH B. dusters, ANGE C. dusters; Bradshaw Crop dusting Bradsh is not the mo D. du sters Bradsh aw st easy job to aw acquire. Typ 2 ically, aspirin 2. F. NO g crop duster CH s undergo G. most easANGE intense trainin iest g and obtain H. easiest both comme rcial and agricultural J. more eas pilot licenses. iest 3 In add ition, they mu st 3. The writer is considering commercial deleting sentence. Sh and agricultural” fro the phrase “both m ould the ph rase be kept the preceding A. Kept, bec or deleted? ause it emph and commi asizes the lev tm el of wo ent required to duster. become a crork B. Kept, bec p ause it clarifi es the differ commercial enc and agricultu C. Deleted, ral pilots e between bec does not enhause knowing the types. ance the rea of licenses what bec der’s entirely com D. Deleted, oming a crop duster appreciation of plete a one-ye entails bec 4 ar apprentice pilot license ause there are no oth . ship with an s available. er types of established cro p dusting ope 4. F. NO ration. Bradsh CHANGE aw, for G. thoroughl example, tra ined with a sea H. over tim y soned crop dus ter in J. OMIT e the underlin ed portion.

Practice Tes

PSAE ACT® Coach, Gold Ed., English, Reading, and Writing

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12/06/12 1:58 PM

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author’s purpos hor chooses often reflect the e.

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Lessons start with a Comprehension 36 • Chapter 1: Reading clear explanation of the main concepts.

Grade

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Prairie State Coach™ WorkKeys®: Reading for Information STUDENT BOOK

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All in One! Diagnose, Instruct, Practice & Assess Bolster students’ familiarity with the Reading for Information component of the PSAE test by simply pairing our all-new WorkKeys Coach with our PSAE ACT® Coach. To aid students and teachers in targeting this challenging part of the test, we offer the WorkKeys as a separate book with five new instructional lessons and two full-length Practice Tests. This crucial new series is written at grade level and will help students master state-mandated skills and improve scores on the PSAE. The WorkKeys blueprint is designed to assess students’ comprehension of functional passages such as workplace policies and procedures, business contracts, and office memos.

Highlights • Fully aligned to the Illinois Learning Goals and Standards • Two Practice Tests match the ACT® blueprint and contain a broad variety of workplace documents • Multiple-choice and short-answer practice questions throughout • Coached Examples, Reading Guide hints, and a glossary • Teacher’s Guide with Correlation Chart and answer key

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Coached Ex ample

Read the pa ssage and answer the questions.

Assessment Objectives: 1.11.16, 1.11.24, 1.11.25, 1.11.26

A Cap

e Cod Vacat This summe ion r, our town’s America Explo northeastern part of our co res Club sho uld consider un try favorite and . An ideal de traveling to the well-traveled sti nation would American vac at least once. be Cape Cod; ation spot for Nestled across it has been a many years, the easternm quaint villag so eve ost “arm” of ryone should es, sandy beach Massachusetts go there es, and bogs Times, ninety , Ca ful pe l -two percent of tart cranb Cod features erries. In a rec of travelers rep are interested ent poll in Va orted loving in animals can their Cape Co cation take a journey windy blue wa d trip. on a boat to ters, these pe go whale watch Adventurers who ople might ob the hope of sna serve local fis ing; while sai ring one of Ca he lin rs g the setting their pe Cod’s notab can visit the distinctive tra John F. Kenn le animals, the ps with edy memoria lobster. Fans in nearby Hy l in Hyannis of political his annisport. As or view the Ke tor recent visitor y beautiful sun nnedy family May Perry rep and ocean bre compound orts, “It’s eas ezes of Cape y to get lost Cod!” in the

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be Cape Cod; it has been a fav orite and well-tra veled Ameri can vacation spot for many ye ars, so everyone should go th ere at least once. Which rhetor ical fallacy is shown in this sentence? A. appeal to commonly he ld position B. false dilem ma

C. appeal to pity D. personal attack Hint Which rhetor

“others do it

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Coached Reading passages guide students step by step An ideal dewith hints. stinationhelpful would

Read the follow ing sentence from the passage.

ical fallacy ma kes the claim that so you should , too”?

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Lessons are explained in an easy-to-understand format.

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the Idea

Getting do something . instructions on how to piece of writing that gives how to er’s manual explaining A procedural text is any some other treat; an own or , to assemble cake a how ies, on ns cook A recipe for nt; instructio pme equi ronic elect of or piece texts . operate a new appliance examples of procedural , or other furniture are a new bookcase, chair al text; however, we also edur proc of type the most common When we install Recipes are probably complicated to follow . we that may be slightly more accompanies a disc or encounter instructions nce, we read text that insta for r, pute com a the example below: new programs on Read en . scre r pute 1. Which the actual com of the follow view the instructions on matically and ing is empirica . The CD will start auto evidence? l your computer’s CD drive 1 . Insert the disc into en . scre p Setu A. the launch The America Ex plores Club that may be running . should consider going back of the 2 . Close any programs to Cape Cod. l number located on the should enter the seria B. Traveler 3 . When prompted, you e and password . nam your est s requ will see fishe will then rman setting plete . CD sleeve . The screen lobster traps. t when installation is com will automatically ejec 4 . Click Install . The CD des inclu C. text the A that e rep ort shows tha might first notic t ninety-two above information, you mon feature of percent of tra When you examine the numbered list is a com velers enjoyed step instructions . The w for the Cape Cod. easy-to-read, step-byclear and easy to follo on mati infor the e lists help mak also accompanied procedural texts . Such s, the instructions are D. May Perry of the task . In some case sentations that help the had fun and reader or the performer got lost in ings, or other visual repre draw , the beauty of rams diag tailed Cape Cod. by graphics—de uct . prod the ll insta or to assemble how d rstan unde er read s at all— Hint While word no even or s, som few word e choices sho w the appeal texts may contain very only one reflec example, you might of Cape Cod, Sometimes procedural ts something ey the information . For that has been and proved. in a box, element used to conv studied graphics are the only ably arrive unassembled prob will It e . hom at ther . your room the pieces toge put to how buy a wooden bed for you to show instructional materials and include illustrated click disc; the t ent tense (i .e ., inser lly written in simple pres commonly give Procedural texts are usua simple action verbs, and reader as you, employ enter the Install) . They refer to the rmed (i .e ., you should perfo g the action bein of n riptio desc al a detailed factu e) . sleev CD the of on the back serial number located

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Prairie State Coach WorkKeys®: Reading for Information

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Practice Tests familiarize students with test content and structure.

SCIENCE

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All in One! Diagnose, Instruct, Practice & Assess Be fully prepared for the ISAT exam with Coach — you’ll get complete coverage of key science concepts. This effective series will leave your students confident and science savvy. Our new “Focus on Inquiry” sections fully integrate scientific inquiry with content. Important process skills are covered by two hands-on Laboratory Investigations as well as activities in the lessons. These great features help students experience what it means to be a scientist as they master grade-level content knowledge. Meet every need with crucial ISAT prep: • Build strong science skills • Raise scores and meet state standards • Plan lessons effortlessly with content aligned to the standards

Highlights • Aligned with the Illinois Learning Standards and the Illinois Science Assessment Framework • Two Laboratory Investigations • Pretest and Posttest modeled after the ISAT • Lots of multiple-choice questions • “Focus on Inquiry” sections with activities such as mini-investigations, a modeling exercise, or construction of a graph • Graphics complement the text for visual learners • Highlighted key words and a glossary • Teacher’s Guide includes answer key, Standards Correlation Chart, and Test Correlation Charts

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Grade

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TAT-219IL

TAT-222IL

999

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

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The Latest Science Review for the ISAT! Explore the world of science and enrich your science program with our Buckle Down books! You’ll reinforce key science concepts tested on the ISAT with examples from real-world situations that facilitate understanding. Student-friendly lessons cover everything from scientific inquiry and life science to Earth and space science; physical science; and science, technology, and society. Each unit provides thought-provoking questions, hands-on science activities, and standards-based content that deepens students’ science knowledge. Make strides in science with your class and achieve success on the ISAT!

Highlights ISAT Editions, Grades 4 & 7 • Complete coverage of the Illinois Learning Standards and Assessment Objectives for science and the standards within Illinois State Goals 11, 12, and 13 at each grade level • 2 free Practice Tests with lots of multiple-choice questions • “People in Science” sections profile scientists and inventors to pique students’ interest in science-related careers • Word Links help students improve comprehension of unfamiliar science terms • “Words to Know” sections and a glossary reinforce vocabulary • “Keys to Keep” sections summarize main ideas or quick reference • Includes illustrations, graphics, and test-taking tips

ORDERING INFORMATION ISAT Science Elementary & Middle School Editions Price*

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TAT-IL02090S3

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All in One! Diagnose, Instruct, Practice & Assess Coach is completely in sync with the requirements of the PSAE ACT® and ISBE-Developed Science test. This all-new book delivers a complete science preparation solution for Illinois high school students. You’ll get a total of four Practice Tests that give students extensive practice with both testing formats: • Pretest 1: ACT®-Based • Pretest 2: ISBE-Based • Posttest 1: ACT®-Based • Posttest 2: ISBE-Based Each lesson contains concise instruction, graphic organizers, and discussion questions. Content covers scientific inquiry, matter, energy, cell biology, ecology, and more.

Highlights • Correlated to the Illinois Science Assessment Framework and the ACT® test blueprint for assessment of inquiry • Four FREE full-length tests—that match the exam blueprints • Chapter Reviews cover both ACT® inquiry-based and ISBE-Developed content • Highlighted key words and a glossary • Teacher’s Guide includes answer key, Standards Correlation Chart, and Test Correlation Charts

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

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We offer customized curriculum workshops and educational institutes on the Common Core State Standards for all content areas. Our skilled teacher-consultants provide professional development based on the specific needs of your school, district, or state. We meet with designated curriculum leaders to collaborate in designing services that will support instructional excellence.

Choose from a wide array of effective workshop topics— from content-area literacy and differentiated teaching to Common Core understanding: • “Making the Shift”—Transitioning to Common Core • Differentiation—An Individualized Student Learning Plan • Common Core ELA • Common Core Math • Comprehension Clinic for the 21st Century Teacher • Literacy Across the Content Areas—Anchor Standard Implementation • Empower Students with Power Strategies: Approaches for Content-Literacy Achievement • Teaching Students the World Through the Word: Effective Strategies for Vocabulary Acquisition • Increasing Rigor in Reading—Understanding Text Complexity for Any Classroom! • “Close Reading”—Literacy in All Content Areas • Creating a Culture of Success through Literacy Achievement

SESSION DETAILS • Duration: Six hours per session • Cost: starting at $2,500 per session • Enrollment: 50 participant maximum (participation by more than 50 requires a second PD consultant at an additional $2,500 per session) • Customized PD sessions available upon request

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Readiness for Common Core— digital lessons on- and below-level!

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

Cook and Lake Counties: terry shulman tshulman@triumphlearning.com

For more complete ordering information, please see Order Form inside.

All other Counties in Northern Illinois (including Sangamon, Madison, and St. Clair Counties): jennifer Teelucksingh jteelucksingh@triumphlearning.com