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A Reading/Language Arts Program

Program Authors
Dr. Diane August
Educational Researcher Center for
Applied Linguistics
Washington D.C.
Dr. Donald R. Bear
University of Nevada, Reno
Reno, Nevada
Dr. Janice A. Dole
University of Utah
Salt Lake City, Utah
Dr. Jana Echevarria
California State University, Long Beach
Long Beach, California
Dr. Douglas Fisher
San Diego State University
San Diego, California
Dr. David J. Francis
University of Houston
Houston, Texas

Dr. Vicki L. Gibson


Longmire Learning Center, Inc.
College Station, Texas
Dr. Jan E. Hasbrouck
Educational Consultant J.H. Consulting
Seattle, Washington
Dr. Scott G. Paris
University of Michigan
Ann Arbor, Michigan
Dr. Timothy Shanahan
University of Illinois at Chicago
Chicago, Illinois
Dr. Josefina V. Tinajero
University of Texas at El Paso
El Paso, Texas

Contributors
Time Magazine, Accelerated Reader

Students with print disabilities may be eligible to obtain an accessible, audio version of the pupil edition of this
textbook. Please call Recording for the Blind & Dyslexic at 1-800-221-4792 for complete information.
B

Published by Macmillan/McGraw-Hill, of McGraw-Hill Education, a division of The McGraw-Hill Companies, Inc.,


Two Penn Plaza, New York, New York 10121.
Copyright 2010 by The McGraw-Hill Companies, Inc. All rights reserved. No part of this publication may be reproduced
or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written
consent of The McGraw-Hill Companies, Inc., including, but not limited to, network storage or transmission, or
broadcast for distance learning.
Printed in the United States of America
2 3 4 5 6 7 8 9 073/108 12 11 10 09

Program Authors

Dr. Donald R. Bear

Dr. Jan E. Hasbrouck

Dr. Timothy Shanahan

Dr. Diane August

University of Nevada, Reno

Educational Consultant

University of Illinois at Chicago

Educational Researcher

Author of Words Their Way and


Words Their Way with English
Learners
Director, E.L. Cord Foundation
Center for Learning and Literacy

Developed Oral Reading


Fluency Norms for Grades 18
Author of The Reading Coach:
A How-to Manual for Success

Member, National Reading Panel


President, International Reading
Association, 2006
Chair, National Literacy Panel
and National Early Literacy Panel

Principal Investigator, Developing


Literacy in Second-Language
Learners: Report of the National
Literacy Panel on LanguageMinority Children and Youth
Member of the New Standards
Literacy Project, Grades 45

Dr. Douglas Fisher

Dr. Vicki Gibson

Dr. Scott G. Paris

Dr. Janice A. Dole

Longmire Learning
Center, Inc.
College Station, Texas

University of Michigan,
Ann Arbor

University of Utah

San Diego State University


Co-Director, Center for the
Advancement of Reading,
California State University

Owner and Director


Author of Differentiated
Instruction: Grouping for
Success

Chair, Graduate Program in


Psychology, University of
Michigan
Principal Investigator, CIERA,
19972004

Dr. Jana Echevarria

Dr. David J. Francis

Dr. Josefina V. Tinajero

California State University,


Long Beach

University of Houston

University of Texas at El Paso

Director of the Center for


Research on Educational
Achievement and Teaching of
English Language Learners
(CREATE)
Director, Texas Institute for
Measurement, Evaluation, and
Statistics

Past President, NABE and TABE


Co-Editor of Teaching All
the Children: Strategies for
Developing Literacy in an Urban
Setting and Literacy Assessment
of Second Language Learners

Author of Language Arts


Workshop: Purposeful Reading
and Writing Instruction and
Reading for Information in
Elementary School

Author of Making Content


Comprehensible for English
Learners: The SIOP Model
Principal Researcher, Center for
Research on the Educational
Achievement and Teaching of
English Language Learners

Investigator, IES Study on


Reading Interventions
National Academy of Sciences,
Committee Member: Teacher
Preparation Programs, 2005
2007

iii

Contributing Authors
Dr. Adria F. Klein

Dr. Doris Walker-Dalhouse

Professor Emeritus,
California State University,
San Bernardino

Minnesota State University,


Moorhead

Author of articles on
multicultural literature and
reading instruction in urban
schools

President, California
Reading Association, 1995
Co-Author of Interactive
Writing and Interactive
Editing

Co-Chair of the Ethnicity,


Race, and Multilingualism
Committee, NRC

Dolores B. Malcolm
St. Louis Public Schools
St. Louis, MO

In memory of our esteemed


colleague and friend,
Dr. Steven A. Stahl

Past President, International


Reading Association
Member, IRA Urban Diversity
Initiatives Commission
Member, RIF Advisory Board

Program Consultants
Kathy R. Bumgardner

Norma Hashimoto

Dr. Sharon F. ONeal

Language Arts Instructional Specialist


Gaston County Schools, NC

Teacher on Special Assignment/


Reading Content Expert
Fresno Unified School District
Fresno, CA

Associate Professor
College of Education
Texas State University
San Marcos, TX

Elizabeth Jimenez

Dinah Zike

CEO, GEMAS Consulting


Pomona, CA

Dinah-Might Adventures, L.P.


San Antonio, TX

Dr. Cheryl Dressler


Literacy Consultant
English Learners

Linda Diamond
CEO, Consortium on Reading Excellence
Author of Teaching Reading Sourcebook
Berkeley, CA

iv

California Program Reviewers


Meagan Baedeker

Leticia Gonzalez

Nona Reimer

Teacher, Grades K1
Canyon Vista School
Aliso Viejo, CA

Vice Principal
Cohasset Street Elementary
Van Nuys, CA

Teacher, Grade 5
John Malcom School
Laguna Niguel, CA

Christina Lee Ballantyne

Patricia Hernandez

Lupe Robles

Teacher, Grade 4
Cherry Chase School
Sunnyvale, CA

Teacher, Grade K
Temperance-Kutner Elementary
Fresno, CA

Teacher, Grade 2
Pearson Elementary
Modesto, CA

Virginia Bateman

Veronica Izzard

Azar Sadrian

Lead Teacher, Grades K6


Department of Education
Folsom, CA

Teacher, Grades 45
Ramona School
Oxnard, CA

ELL Coordinator
Gold Trail School
Placerville, CA

Donna Bengle

Merry Jones

Karen Sarafian-Hames

Teacher, Grade 2
Vencil Brown Elementary School
Roseville, CA

Teacher, Grade 3
Fallon Elementary and Middle
School
Dublin, CA

Teacher, Grade 1
Foulks Ranch Elementary School
Elk Grove, CA

Celia Kuehm

Literacy Expert
Local District 3
Inglewood, CA

Kathleen Best
Teacher, Grade 1
Longfellow Elementary School
Riverside, CA

Carol Cleland
Teacher, Grade 3
Isador Cohen Elementary
Sacramento, CA

Irene Constantine
Teacher, Grade 2
Del Lago Elementary School
Mission Viejo, CA

Jenika Cracchiolo
Teacher, Grade 1
Canyon Vista School
Aliso Viejo, CA

Vicki Crow
Teacher, Grade K
Wegeforth School
San Diego, CA

Malaura Easton
Teacher, Grade K
La Pluma Elementary
La Mirada, CA

Lillian Gamble
Teacher, Grade 1
Isador Cohen Elementary
Sacramento, CA

Coordinator, Dual Immersion


Meyler St. School
Torrance, CA

Carol Lazar
Reading Specialist, Retired
Brekke Elementary
Santa Barbara, CA

Allison Lott
Teacher, Grade 6
Easterby Elementary School
Fresno, CA

Delia Nuo
Vice Principal
Balderas Elementary
Fresno, CA

Elestine Smittick

Raenna Summers
Teacher, Grade 4
Citrus Heights School
Citrus Heights, CA

Soma Varma
Teacher, Grade 1
Greenville Fundamental School
Santa Ana, CA

Ruth Williams
Principal
Kelly Elementary School
Compton, CA

Soung Pae-Wegenka
Research Teacher
Chula Vista Elementary
Chula Vista, CA

Linda Perry
Coordinator
Sacramento County
Office of Education
Forest Ranch, CA

Dianne M. Priest
Reading Council President,
Retired
Saratoga, CA

California Treasures Matrix


The literature in California Treasures is organized around six themes common
to all grades. These themes address the intellectual and social demands
children will face in school and in the workplace.

The Science and History/Social Science units cover important content-area


information at each grade level. The Personal Experiences and Creative
Expression units help children explore their interests and creativity. The
Teamwork unit deals with the critical skill of working together and solving
problems.

This organization enables schools to focus on and build deep


understanding of common ideas and concepts as children progress
throughout the grades.

Theme Overview Chart


Personal
Experiences

History/Social
Science

Creative
Expression

Teamwork

Science

Spotlight on
Grade

GRADE
1

All About Us

Our Families, Our


Neighbors

Have Fun!

Lets Team Up

Nature Watch

Adventures

GRADE
2

Friends and
Family

Community
Heroes

Lets Create

Better Together

Growing and
Changing

The World
Around Us

GRADE
3

Lets Learn

Neighborhoods
and Communities

Express Yourself

Our Teams

Those Amazing
Animals

Storytellers

GRADE
4

Growing Up

Making a
Difference

The Power of
Words

Working
Together

Habitats

Problem Solving

GRADE
5

Taking a Stand

The American
West

Using Your Wits

Team Up to
Survive

Investigations

Changes

GRADE
6

Our Stories

Ancient
Civilizations

A Question of
Values

Achieving
Dreams

Our Incredible
Earth

Rescue 9-1-1

Unit 1
Families

Unit 2
Friends

Unit 3
Transportation

Unit 4
Food

Unit 5
Animals

Unit 6
Neighborhood

Unit 7
Weather

Unit 8
Plants

Unit 9
Amazing Creatures

Unit 10
I Know a Lot!

KINDERGARTEN

vi

Theme: All About Us

Unit 1

All About Us
The

Planning the Unit

Big
Question

What makes you


special?

Unit Planner . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . viii


Unit Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . x
Assessments Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xiv
Unit Opener . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xvi

Theme
Launcher
Video
Find out more about being
yourself at
www.macmillanmh.com.

Main Selections

Using the Student Book


Pam and Sam . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12/13
I Can, Too! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40/41
How You Grew . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66/67
Flip . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84/85

by Cathy Roper
illustrated by Sof ia Balzola

Soccer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .112/113

Unit 1 Contents

Unit Opener

Standards Practice Show What You Know . . . . . . . . . 132B


Comprehension
Genre
Nonfiction
A nonfiction article
gives information
about a topic.

Wrapping Up the Unit


Writing Workshop . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137A
Personal Narrative
Computer Literacy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137I
Theme Closer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137K
Unit Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .137M
Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137O

Text Structure
Sequence

Look for things


babies can do. Look
for things kids can
do as they get older.

How do kids change


as they get older?

66

Additional Lessons and Resources


Instructional Routines Table of Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T1
Classroom Library Lessons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T2
Theme Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T8
Awards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .T10
Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .T11
Standards Alignment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .T14
Vocabulary and Spelling Lists . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .T15
Sound Transfer Chart/AAVE Tips . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .T18
Scope and Sequence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .T38
Index

Progress Monitoring

1OZWT]`\WO
>`]U`Saa
;]\Wb]`W\U
/aaSaa[S\b

California Standards Correlation

All About Us

vii

All About Us

Unit 1 Planner

Theme:

Unit 1

All About Us
The

Big
Question

by Cathy Roper
illustrated by Sof ia Balzola

What makes you


special?

Theme
Launcher
Video
Find out more about being
yourself at
www.macmillanmh.com.

Theme Opener

ORAL LANGUAGE

Oral Vocabulary
Phonemic Awareness

pp. 12/1324

pp. 40/4152

WEEK 1

WEEK 2

Theme

Theme

We Are Special

Ready, Set, Move!

Phonemic Awareness

Phonemic Awareness

Listen for Short a

Listen for Short a

WORD STUDY

Phonics
Spelling
High-Frequency Words

Phonics

Phonics

Short a

Short a

Spelling

Spelling

Words with Short a

Words with Short a

High-Frequency Words

High-Frequency Words

jump, not, up

it, over, too

Comprehension

Comprehension

Strategy: Analyze Story


Structure
Skill: Character and Setting

Strategy: Analyze Story


Structure
Skill: Sequence of Events

Fluency

Fluency

Build Fluency: Word


Automaticity
Sound/Spelling

Build Fluency: Word


Automaticity
Sound/Spelling

Approaching
Cat Can Jump

Approaching
I Can, Too!

On Level
Can You?

On Level
Act It Out!

Beyond
Look at Chameleon!

Beyond
Time for Camp!

English Learners
I Can!

English Learners
Pat and Sam

READING

Comprehension

Fluency

Skill-Based Practice Readers

LANGUAGE ARTS

Grammar
Writing

viii

Unit 1

Grammar

Grammar

Sentences

Word Order

Writing

Writing

Personal Narrative

Personal Narrative

Unit 1 Planner

Comprehension
Genre
Nonfiction
A nonfiction article
gives information
about a topic.
Text Structure
Sequence

Look for things


babies can do. Look
for things kids can
do as they get older.

How do kids change


as they get older?

66

pp. 66/6772

pp. 84/85-98

vpp. 112/113-126

WEEK 3

WEEK 4

WEEK 5

WEEK 6

Theme

Theme

Theme

Spiral Review

Growing Up

Pets

Playing Together

Character
Setting
Sequence
Photographs
Labels

Phonemic Awareness

Phonemic Awareness

Phonemic Awareness

Listen for Short i

Listen for l Blends

Listen for End Blends

Writing
Personal Narrative

Phonics

Phonics

Phonics

Short i

l Blends

Final Blends

Spelling

Spelling

Spelling

Words with Short i

Words with l Blends

Words with Final Blends

High-Frequency Words

High-Frequency Words

High-Frequency Words

be, ride, run

come, good, pull, down

help, now, use, very

Unit 1 Assessment,
137M137N

Comprehension
Character and Setting,
Sequence of Events, Plot,
Authors Purpose

Comprehension

Comprehension

Comprehension

Strategy: Analyze Text


Structure
Skill: Sequence of Events

Strategy: Analyze Story


Structure
Skill: Plot: Beginning,
Middle, End

Strategy: Analyze Text


Structure
Skill: Authors Purpose

Fluency

Fluency

Fluency

Build Fluency: Word


Automaticity
Sound/Spelling

Build Fluency: Word


Automaticity
Sound/Spelling

Build Fluency: Word


Automaticity
Sound/Spelling

Approaching
We Grow Up

Approaching
Good Cat!

Approaching
Play Ball

On Level
He Can, She Can

On Level
Kims Puppy

On Level
We Like Sports

Beyond
What Will You Be?

Beyond
My Pet Hamster

Beyond
Sports Fun

English Learners
The Boy and Girl Can

English Learners
Kim and Slim

English Learners
We Play Sports

Grammar

Grammar

Grammar

Statements

Questions and Exclamations

Writing Sentences

Writing

Writing

Writing

Descriptive Sentences

Descriptive Sentences

Personal Narrative

Phonemic Awareness/
Phonics
Short a, i; l Blends bl-, cl-,
fl-, pl-, sl-; Final Blends -nd,
-st, -nt, nk

Text Features/Study
Skills
Use Photographs,
Labels with Picture,
Rhyme, Lists

Grammar
Sentences, Word Order,
Statements, Questions
and Exclamations

Fluency Assessment
Diagnose and Prescribe
Interpret Assessment

All About Us

ix

Unit 1 Resources

Theme:

All About Us

Literature

Teaching Support

Literature Big Books

Student Book

StudentWorks

(16)

(6)

eBook

Teachers Edition

Volume 1

Explore
Science
Discover
History/Social Science

All About Us

Macmillan/McGraw-Hill

Decodable Reader
Library (6)

Includes Plays

Includes:
Decodable Passages
Graphic Organizers
Word Study
Additional Literacy Support
Oral Vocabulary Pre-and Posttests
Spelling Reproducibles
Grammar Reproducibles

(3 volumes)

My Pet
Sports
Hamster
Fun
Fiction

Fiction

by Amy Jo

curious
soil

Fiction

by David Michaels
illustrated
by Karen
Stormer Brooks
by Linda
Cruz

Informational
Nonfiction
Realistic
Fiction
Informational
Nonfiction

GoodBall
Cat!
Play
We Grow Up

by Cristina Reyes illustrated by Katherine Potter

by
by Jan Dree
Rick Parker

by Lee Ling

Informational
Nonfiction
Realistic
Fiction
Informational
Nonfiction

We Play Sports

Kim and Slim


by Steve Jones

by Steve Jones

The Boy and Girl Can!

by Dan Brooks

by Dan Brooks

illustrated by
John Wallace

On Level

Vocabulary Cards

illustrated by
John Wallace

by Vita Bennett
Macmillan/McGraw-Hill
illustrated by Jan Bryant Hunt
Macmillan/McGraw-Hill
Macmillan/McGraw-Hill
Macmillan/McGraw-Hill

Macmillan/McGraw-Hill

Approaching
Level

Phonics
Graphic Organizers
Fluency
Vocabulary Weekly Writing
Vocabulary Strategies
Unit Writing
Study Skills
Text Features

by Julia Diago

Macmillan/McGraw-Hill
by Vita Bennett
Macmillan/McGraw-Hill
illustrated by Ian Phillips
Macmillan/McGraw-Hill

Macmillan/McGraw-Hill

B`O\a^O`S\QWSa
E`WbW\U
B`O\a^O`S\QWSa

Informational
Nonfiction
Realistic
Fiction
Informational
Nonfiction

We Like Sports
Puppy
HeKims
Can, She
Can
by Julia Diago

Macmillan/McGraw-Hill
Macmillan/McGraw-Hill
Macmillan/McGraw-Hill

Available on Jump Drive

Content Big Book

Informational
Nonfiction
Realistic
Fiction
Informational
Nonfiction
Realistic
Fiction

Teachers Resource Book

Macmillan/McGraw-Hill

Phonics Practice

Read-Aloud Anthology

Teachers
Resource
Book

Macmillan/McGraw-Hill
by Vita Bennett
Macmillan/McGraw-Hill
illustrated by Ian Phillips
Macmillan/McGraw-Hill

English
Learners

Beyond Level

Skill-Based Practice Readers

Transparencies

like

Macmillan/McGraw-Hill

is

EL Readers

High-Frequency
Word Cards

e t
Word-Building
Cards

NO1_RC_U01_W1_19398
NO1_RC_U01_W1_193988.
indd 3
8.indd

9:08:03 AM
3/29/05

Retelling Cards
(30 sets)

apple

Unit 1

Oral Vocabulary Cards (30 sets)

Macmillan/McGraw-Hill / photo Stockdisc / PunchStock

Aa

Classroom Library Trade Books (18)

Sound Boxes

Puppet

Description of Sound The sound of a in apple is


called short a. It is a vowel. The vocal cords vibrate
when making the short a sound. The tongue is behind
the lower teeth and the sound is made at the front of the
mouth.
How to Make the Sound Position your tongue behind
your bottom teeth. With your mouth wide open, pull back
your lips in a partial smile.

Articulation

Words for Oral Practice


Initial Position add, ah, an, and, ant, as, ask, at
Medial Position bad, bag, cat, dad, gap, jam, last,
map, mat, nap, pan, ran, sat, tap, zap

Small Group Word Lists

Sound-Spelling
Cards

Photo Cards

D-ROM

>`OQbWQS
0]]Y

6][SAQV]]Z

6O\Re`WbW\U
6O\Re`WbW\U
Aa Bb Cc Dd
AaEeBbFfCc
GgDd
Hh
Ee Ff Gg Hh

1]\\SQbW]\
Parent Letters in 6 languages
Homework Activities

-------------------------------------------------------------------------------------------------------------------------------------------------------

Take-Home Stories

-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

-------------------------------------------------------------------------------------------------------------------------------------------------------

Teaching Chart

Practice Book

Handwriting

Additional Reproducibles:

Ball and Stick


Slant

Approaching

Beyond

Home-School Connection
Take-Home Stories
Homework Activities

Available on Jump Drive

Sound-Spelling WorkBoard

Sound-Spelling WorkBoard
ar
Bb

Cc

Dd

Ee

Ff

Gg

Hh

Ii

Jj

Kk

Ll

Oo

Pp

Qq

Rr

Ss

Tt

Uu

Vv

Ww

Xx

Yy

Mm
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ir ur
er
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oar ore
ow
ou

o
o_e
oa_
ow
_oe

oi _oy
oo
oo
u_e u
_ew ue
_ui_ ou

u
u_e
_ew
_ue

Macmillan/McGraw-Hill

au aw

e_e e
ee
ea _ie_
_y
_ey

th

sh

wh_

ch
_tch

_ng
Macmillan/McGraw-Hill

air
are ear
ere

Sound-Spelling WorkBoards
Literacy Workstation Flip Charts

Class Management Tools

Differentiated Resources
Function Words and Phrases

Word 1

A Walk in the Desert

How-to Guide
Managing
Small Groups

rarely

forest, desert, ocean


lake, grassland, tundra

Basic Words
A Walk in the Desert

Key Vocabulary
A Walk in the Desert

Word 1

lurk
Image 1

desert

forest

ocean
Word 2

often

A How-to Guide

Visual
Vocabulary
Resources

Dr. Douglas Fisher


grassland

tundra

ROUTINE
1. Display the card.
to the photograph.
2. Dene each word in English, referring
Incorporate actions where appropriate.
PARTNER
TALK
times.
3. Have children say the word three
Display Word2Glossary.
During independent
on opposite
side for
copies of the BasicImage
5
4. Distribute
each word. children to view.
5.write
Here sentences
is another for
picture of lurk. Turn
work time, have children
to your
partner and talk about
why this picture demonstrates the word lurk.
[Ask one or two pairs
for their response.] [The
leopard is waiting quietly
in the grassy jungle to
catch another animal
for food.]

VisualVocabResourceBk_proto.indd5

VisualVocabResourceBk_proto.indd7

TEACHER TALK
6. Now say lurk with
me three
times:
lurk, lurk,
8/2/07
10:39:19 AM
lurk.

8/2/07 10:39:26 AM

VisualVocabResourceBk_proto.indd3

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lake

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Dr. Vicki Gibson

Unit 1 Resources

Student Practice

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8/2/07 10:39:18 AM

English Language Development

English
Learner

Macmillan/McGraw-Hill

My
New
Words

Resource Book

A Picture Wordbook for Newcomers

Weekly
Contracts
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-ACMILLAN-C'RAW (ILL

EL Resource Book

My To-Do List

Macmillan/McGraw-Hill

-ACMILLAN-C'RAW (ILL

Newcomer
Resources

Intervention
Anthology (2)

English Learners

Teachers Guide

Intervention Kit

Assessment
Rotation Chart
Teacher-Led
Small Groups

Red
Literacy
Workstations

Independent
Activities

Blue

Green

Orange

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Progress Monitoring

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Diagnostic

Summative
All About Us

xi

Unit 1 Digital Resources

Digital Learning
PREPARE
Professional Development Videos
Parent Connection

STUDENT RESOURCES

Listening Library
Fluency Solutions Audio CD
Online Games and Activities

PLAN/ORGANIZE
Go to

www.macmillanmh.com
for Online Lesson Planner

ONLINE

www.macmillanmh.com
Meet the Author/Illustrator
Computer Literacy Lessons
Theme Research Toolkit
Oral Language Activities
Vocabulary and Spelling Activities
Leveled Reader Database
Lesson Planner
C

TEACH
Theme Launcher Video
Vocabulary PuzzleMaker
Sound Pronunciation CD
Classroom Presentation Toolkit
D-ROM

Theme Launcher Video

CD-ROM
New Adventures with Buggles and Beezy
Vocabulary PuzzleMaker
Handwriting
TeacherWorks Plus Interactive Lesson
Planner
StudentWorks
Accelerated Reader Quizzes
Booklink

Digital Assessment

Assessment Online
Administer the Unit Assessment
electronically.
Score all tests electronically.
Prescriptions for Reteaching.
Student Profile System.
D-ROM

ExamView CD-ROM

xii

Unit 1

Electronic Unit Test

Hear from leading reading researchers and watch expert teachers


as they discuss and model key instructional routines and classroom
management techniques.

These videos cover areas such as phonics, writing, comprehension,


English learners, and assessment. Clips from many of these
videos can be accessed through links in TeacherWorks Plus, your
electronic teachers edition.

Classroom Videos

D-ROM

Professional
Development Video:
Classroom Routines

Online Course

Deepen your understanding of key instructional


strands through online course offerings.

Courses include Teaching English Learners, Classroom


Management, Building Comprehension, and others.

Work with colleagues to practice and refine new


instructional techniques and strategies.

READERS, YES!

Videos
Online Courses
TREASURES FOR TEACHERS

Videos
Online Courses

Leadership Handbook

Ideal for principals and coaches, this resource enables you to


quickly and easily evaluate California Treasures implementation.

Sections include Implementing Your New Curriculum, Intervention,


Differentiated Instruction, Mentors/Coaches, Effective Professional
Development, Date-Driven Instruction, and Observation Checklists

Instructional Routine Cards

Detailed routines and QuickStudy Sheets are available for all the
instructional routines in the program.

Great for program training and ongoing professional development.

All About Us

Unit 1 Professional Development

Professional Development

xiii

All About Us

Unit 1 Assessment

Theme:

Diagnostic Assessment
Screening and Diagnosis
Use your state or district screener to identify children at risk. In addition, see
tests in our Diagnostic Assessment book for information on determining the
proficiency of children according to a specific standard or prerequisite skill.
Diagnostics should be given during the first unit after you have had time
to observe children and they become familiar with classroom routines.
Use the diagnostics to determine children in need of intervention or to
identify specific prerequisite skill deficiencies that you need to teach
during Small Group differentiated instruction time.

Progress Monitoring Assessment


Meeting Grade-Level Expectations
Use these tests at the end of each unit (every 6-8 weeks). Weekly tests are
also available. These tests cover all domains and strands in the content
standards. Multiple questions and next-steps information are provided.

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Ongoing Informal Assessments

Daily Quick Check Observations

Weekly Tests/Selection Tests;


Critical Thinking (Student Book)

Weekly Fluency Practice Passages

Formal Assessments

Unit Assessments

Fluency Assessments

Write-on-Demand Prompts

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Unit Assessment
Student Book

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Summative Assessment
Links to California State Test (CST)
Use the STAR California Standards Tests (grades 2-11) and the tests provided
in Summative Assessment. Give on the tri-semester, mid-year, or at the
end of the year to determine whether children have mastered the gradelevel content standards and to document long-term academic growth.

Assessment Online

xiv

Unit 1

Administer the Unit Assessment electronically.


Score all tests electronically.
Prescriptions for Reteaching.
Student Profile System.

Digital Assessment
D-ROM

ExamView CD-ROM

Unit 1 Assessment

Test Alignment
GRADE 1 UNIT 1 ASSESSED SKILLS

California State Test

COMPREHENSION STRATEGIES AND SKILLS


Strategies: Analyze text and story structure
Skills: Character and setting, sequence of events,
Plot: beginning, middle, end, authors purpose
STRUCTURAL ANALYSIS

Inflectional endings
Double final consonants
Possessives with s
ABC Order
PHONEMIC AWARENESS

Phoneme isolation (short a)


Phoneme blending (short a, short i)
Generate Alliteration (short vowels)
Phoneme segmentation (short i, l blends, end
blends)
Phoneme deletion (l blends or end blends)
PHONICS

Short a; short i
l Blends
End blends
TEXT FEATURES AND STUDY SKILLS

Use photographs
Use labels
Book parts
Lists
GRAMMAR, MECHANICS, USAGE
Sentence capitalization and punctuation
Word order; writing sentences
Statements; questions and exclamations

All About Us

xv

Unit 1 Opener

Theme:

All About Us

Theme Project
Introduce Theme

We are all special in our own way. Ask: What makes


you special? What things do you like to do? Who is in
your family? What are your favorite things?

Help children get ready for the theme project by


brainstorming a list of words to describe the different
ways in which we are all special.

Theme Launcher Video


www.macmillanmh.com

Research and Inquiry


Self-Selected Theme Project
Planning a Project
What do I want to learn about what makes people special?
Have resources about diversity available.
Have children ask family and community members what makes
them special.
Help children think about their families, friends,
Research
favorite toys, and the other things that make
Strategies
them special.
Have children compare the information
Make an Outline
they obtain to the questions they asked.
List the things to cover

Doing the Project


How can I share what I have learned?
You might suggest
an All About Me book
a self-portrait and autobiography.

Viewing and Evaluating


See the Unit Closer on pages 137K and 137L.

xvi

Unit 1

in your book.
Think about the order
in which you want to
write about each topic.
Put the topics in order.
Follow the outline as
you write your book.

Unit 1

All About Us
The

Big
Question

What makes you


special?

Theme
Launcher
Video
Find out more about being
yourself at
www.macmillanmh.com.

Introduce Theme Project


WHAT MAKES YOU SPECIAL?
Review with children what they have learned so far about makes us each
special.

Help children identify what they each like about themselves and their
families and friends. Have children share their ideas with one another.

Read and discuss the Research Activity on page 4 of the Student Book.
Help children begin thinking about the things that they want to include in
their All About Me book.

Connect to
Standards
History Social Science
Discuss with children the importance
of fair play and good sportsmanship.
Explain that it is important to respect
the opinions and likes and dislikes of
others even though they are often
different from our own. Talk about the
Golden Rule and why it is important
to treat others with respect at all
times. HSS 1.1.1.2

All About Us

2/3

Unit 1 Opener
Unit 1 All About Us
The

Big
Question

What makes you


special?

We are all special! The things


we like make us special. So
do the games we play, the
books we read, and the
pictures we draw. Our friends,
our families, and even our
pets all help to make us
one-of-a-kind. What makes
you special?

Keep Track of Ideas


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Conduct Your Unit 1


Research Online with:

Research Activities
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Research Roadmap

Maxine Hong Kingston,

Follow step-by-step guide to


complete your research project.

Writer
Maxine Hong Kingston is a writer.
Her mother told her stories
about their family
in China. Maxine
turned those
stories into
her books.

Online Resources
Topic Finder and other
Research Tools
Videos and Virtual Fieldtrips
Photos and Drawings for
Presentations
Related Articles and
Web Resources

California Web Site Links


Go to www.macmillanmh.com
for more information.

KEEP TRACK OF IDEAS


Go to page 307 of the Teachers Resource Book for instructions on how to
create the Accordion organizer. Give children time to create the Foldables
and its labels.

Read Keep Track of Ideas on page 5 of the Student Book. Model how
children will be using their Foldables to keep track of their ideas as they
read through stories and selection in the unit. Explain to children that
keeping track of their ideas as they read will help them ideas for their own
unit project.

RESEARCH TOOLS
Tell children that as they read the selections in this unit, they will learn about
important people and events in California, both past and present. Children
will be able to use the Research Tools to help them learn more about
California people and places and the contributions they made to California
history and culture.

4/5

Unit 1

Next Section

Character Building:
Respect
Provide dolls for children to
use to show that everyone has
different likes and dislikes. Explain
that different does not mean
bad and that everyone deserves
respect.

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