Assessment. Instruction LITERACYTM. Why choose Benchmark Literacy? BENCHMARK. Common Core Edition

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1 BENCHMARK LITERACYTM Common Core Edition Why choose Benchmark Literacy? Scientifically based research proves our resources work Explicit, gradual-release instruction supports your balanced literacy and reader s workshop goals Strong foundational skills to develop proficient readers Scaffolding for ALL students to access complex texts Differentiated resources to meet individual needs Close reading instruction using text-dependent strategies Embedded professional development to ensure fidelity of implementation BE1350 Instruction Assessment F W B e n c h m a r k E d u c a t i o n C o m p a n y Call Toll-Free Visit our website: BE1350_BL_Gen_CV.indd 1 12/21/12 6:25 PM

2 BENCHMARK LITERACYTM K 6 Comprehensive Common Core Program Visual Guide to Benchmark Literacy Resources Vocabulary Fluency t Writing Word Study Phonics B e n c h m a r k E d u c a t i o n C o m p a n y Also Available in Spanish! BE1350_BL_Gen_CV.indd 2 12/21/12 6:26 PM

3 BENCHMARK LITERACYTM Common Core Edition K 6 Resources for 30 Weeks of Instruction Whole-Group Mini-Lesson Resources K Comprehension Anchor Posters (40) Comprehension Anchor Posters (40) Comprehension Anchor Posters (40) Comprehension Anchor Posters (40) Comprehension Anchor Posters (40) Comprehension Anchor Posters (40) Comprehension Anchor Posters (40) Big Books (10) Big Books (10) Big Books (10) Genre Workshop Posters (40) Genre Workshop Posters (40) Genre Workshop Posters (40) Genre Workshop Posters (40) Reader s Theater Lap Book & Small Bks (10) Reader s Theater Big & Small Books (10) Reader s Theater F M (10) Reader s Theater F M (10) Reader s Theater N U (10) Reader s Theater N U (10) Reader s Theater Classics (10) Fluency Posters (10) Fluency Posters (10) Fluency Posters (10) Fluency Posters (10) Fluency Posters (10) Fluency Posters (10) Fluency Posters (10) Texts for Close Reading (1) Texts for Close Reading (1) Texts for Close Reading (1) Texts for Close Reading (1) Texts for Close Reading (1) Texts for Close Reading (1) Texts for Close Reading (1) Small-Group Reading K Anchor Text Set Anchor Text Set Anchor Text Set Anchor Text Set Anchor Text Set Anchor Text Set Anchor Text Set 70 Titles A/1 D/6 150 Titles C/3 J/18 90 Titles H/13 N/30 80 Titles K/20 R/40 70 Titles J/18 S/44 80 Titles N/30 W/60 80 Titles R/40 X/60 Instruction and Assessment K Gr. K Teacher Resource System (2) Gr. 1 Teacher Resource System (2) Gr. 2 Teacher Resource System (2) Gr. 3 Teacher Resource System (2) Gr. 4 Teacher Resource System (2) Gr. 5 Teacher Resource System (2) Gr. 6 Teacher Resource System (2) Gr. K Teacher Toolkits Gr. 1 Teacher Toolkits Gr. 2 Teacher Toolkits Gr. 3 Teacher Toolkits Gr. 4 Teacher Toolkits Gr. 5 Teacher Toolkits Gr. 6 Teacher Toolkits Writing to Sources K Writing to Sources 1 Writing to Sources 2 Writing to Sources 3 Writing to Sources 4 Writing to Sources 5 Writing to Sources 6 Administrator s Toolkit & Literacy Coach s Toolkit for Fidelity of Implementation Additional Resource Options Phonics/Word Study K StartUp Phonics BuildUp Phonics SpiralUp Phonics Word Study/ Vocabulary 1 Word Study/ Vocabulary 2 Word Study/ Vocabulary 3 Word Study/ Vocabulary 4 Writer s Workshop K Book Reviews Informational Reports Journals Book Reviews Informational Reports Journals Personal Narratives Informational Text Personal Narratives Persuasive Letters Procedural Text Realistic Fiction Informational Text Personal Narratives Persuasive Letters Procedural Text Realistic Fiction Book Reviews Informational Text Personal Narratives Procedural Text Science Fiction Biography Historical Fiction Informational Text Memoir Persuasive Essays Biography Historical Fiction Informational Text Memoir Persuasive Essays 2 BE1350_2-11.indd 2 12/21/12 6:09 PM

4 Complete Benchmark Literacy Program TABLE OF CONTENTS Research....4 Teacher Resources...6 Grade K...8 Grade Grade Grade Grade Grade For Each Teacher: Whole-Group Set Small-Group Set 2-Volume Teacher Resource System Teacher s Toolkit For Each Site: Coach s Toolkit (1 per school) Administrator s Toolkit (1 per school) Online Teacher Resources Online Professional Development Grade Phonics/Word Study...50 Benchmark Writer s Workshop..56 Oral Reading Records Supplemental Sets...62 Technology Available in Spanish LEXILE is a trademark of MetaMetrics, Inc., and is registered in the United States and abroad. Call Fax BE1350_2-11.indd 3 12/21/12 6:09 PM

5 BENCHMARK LITERACYTM Common Core Edition What the Independent, University-Based Researchers Had to Say: Grade 3 students who received the Benchmark Education program had significantly greater improvements in literacy over the course of a single academic year across all variables measured. Grade 3 teachers were consistently enthusiastic adopters of the Benchmark Programs, and implemented it with high levels of fidelity as indicated by independent classroom observations. Perhaps most significant economically disadvantaged students (receiving Free and Reduced Lunch) who received the BEC program improved as much or more than more affluent students. Corollary finding: Economically disadvantaged students in the lowest socioeconomic school receiving the BEC Program showed the greatest improvement in reading scores of any six schools in the study. Based on the extensive interviewers, the Benchmark Program professional development trainings were outstanding. Literacy coordinators seemed to feel that, finally, they were able to see more consistent implementation of evidence-based differentiated instruction in all their classrooms. Proven Effective by Rigorous Benchmark Literacy resources have been proven effective through multiple scientifically based, independent, yearlong research studies. Benchmark Education participated in yearlong scientifically based research studies in Fairfax, VA, Ft. Smith, AR, and East Hartford, CT, designed to prove the effectiveness of Benchmark Literacy resources in accelerating student achievement. The studies were designed by and administered by Main Street Academix, an independent, university-based research company. MSA selected random pairs of experimental and control schools, oversaw the pretests and posttests, ensured fidelity of implementation, and compiled final results. In addition to Benchmark Literacy resources, the schools received customized product training followed by monthly on-site coaching in whole- and small-group differentiated instruction using their own students Gr. K Change in DRA-WA Score (Fall Spring) WITH Other Literacy Programs Control 35% WITH Benchmark Education Program AR State Language Arts Test Gains Gr. 2 (2012) vs. Gr. 1 (2011) WITH Other Literacy Programs Control 20% WITH Benchmark Education Program 4 BE1350_2-11.indd 4 12/21/12 6:10 PM

6 Scientifically Based Research Research 90 VA State SOL Reading Test Gain in % Grade 3 Students Proficient or Advanced 90 What Administrators in Research Studies Had to Say: Your program is wonderful. Absolutely helpful and effective at all grade levels. The training was excellent! All basals will be taken out of school today. % Proficient/Advanced Gr. 4 6 Change in DRA Levels All Students (Fall Spring) WITH Other Literacy Programs Control All Students Title 1 and ELLs % WITH Benchmark Education Program Gr. 4 6 Change in DRA Levels Title I Students (Fall Spring) Sheila Higginbotham, Principal Dixie Elementary School, Tyler, TX After a year of using the materials, and participating in perhaps the best ongoing professional development I have ever seen, our third grade students posted the highest scores on the mastery test since its inception in Scott J. Nozik, Prinicipal O Connell Elementary School, East Hartford, CT The Benchmark Education program made a very positive impact on the development of our teachers in differentiated instruction. We saw improvement in our schools literacy and language acquisition as measured on the independent and state assessments. There were noticeable gains in the percentage of students who scored At/Above Proficient on the state test for the students in the program this past year. Debbie A. Kaprove, Assistant Superintendent East Hartford Public Schools % WITH Other Literacy Programs Control WITH Benchmark Education Program Call Fax Call Fax BE1350_2-11.indd 5 12/21/12 6:10 PM

7 w w w. B e n c h m a r k e d u c a t i o n. c o m B e n c h m a r k e d u c a t i o n c o m p a n y GRADES K-6 Teacher Toolkit Components Program Management & Implementation Tools Teachers Coaches and Facilitators Administrators Benchmark LiteracyTM ReseaRch summary A Review of the Research and Efficacy of Benchmark Education Company s Instructional Material and Professional Development Grade K Benchmark LiteracyTM Overview, StrategieS & SkillS K B e n c h m a r k e d u c a t i o n c o m p a n y Research Summary A review of the research and efficacy of Benchmark Education Company s instructional materials and Professional Development. Grade-Specific Overview, Strategies, and Skills Consult the 7 grade-level volumes to learn about each grade s components, unit organization, strategies, and skills. 1 per teacher by grade toolkit Best Practices Instructional Tools Guide to Comprehension Question Cards Learn how to use the Comprehension Question Cards for each Benchmark Literacy leveled text to help students develop text-dependent comprehension and test-taking strategies. Text Complexity Flip Chart Learn how to gauge Text Complexity of Texts with a visual guide to Quantitative and Qualitative Leveling of Benchmark Education shared and small-group reading texts. Responsive Prompts for Metacognitive and Comprehension Strategy Development With this tool, your teachers can use differentiated responsive prompts during small-group reading instruction to support students use of metacognitive and comprehension strategies, and develop their academic oral language during strategy discussions. Grades K 2 or 3 8 Comprehension Power Tool Flip Charts Use the flip chart to understand four levels of textdependent comprehension strategies that students need in order to succeed on standardized reading assessments. Use the prompts and strategies with any text during small-group reading instruction. 1 per toolkit (K 2 or 3 8) 2 Versions (K 2, 3 6) 1 per teacher toolkit (K 2 or 3 6) The First 30 Days of School: Routines & Rituals by Jane Shook and Patty Brinkman 30 mini-lessons help you establish the habits, rules, procedures, and skills students need during small-group and independent reading. Conversion Guide for Leveled Texts Correlate Benchmark Literacy leveled texts to DRA, Fountas & Pinnell, Reading Recovery, and Lexile levels using this easy reference chart. 6 Benchmark Education Technology Solutions Find out how to access subscription-based interactive whiteboard resources, talking e-books, and online assessments, as well as free downloadable resources to support Benchmark Literacy. BE1350_2-11.indd 6 12/21/12 6:10 PM

8 Teacher Resource Systems Assessment Tools Informal Assessments for Text Comprehension Use these assessments, along with the formal Comprehension Strategy Assessments, for a detailed snapshot of students control over metacognitive and comprehension strategies. Step-by-step guides to 30 weeks of explicit instruction in 10 Comprehension-focused units. 2-Volume Sets One set per teacher Informal Assessments for Reading Development Observe and document students reading progress over time using the informal assessments in this volume. Informal Assessments for Vocabulary Development Evaluate students Tier One (high-frequency) vocabulary, Tier Two (robust) vocabulary, and Tier Three (academic) vocabulary with a range of assessment tools. Customized Toolkit Components at a Glance Teachers Coaches K 6 Overview, Strategies, and Skills Grade Specific Overview, Strategies, and Skills Administrators Handbook Coaches Handbook Administrators The First 30 Days of School: Routines & Rituals Matching Texts to Instructional Needs Informal Assessments for Fluency Development Rubrics, checklists, and one-minute oral fluency assessments help you evaluate reading rate and prosody skills. Comprehension Strategy Assessments Each volume provides comprehensive pre- and post-assessments for all program comprehension strategies, plus 2 ongoing assessments per strategy for progress monitoring. 1 per teacher by grade toolkit Leveled Text/Support Guide Conversion Guide for Leveled Texts Guide to Comprehension Question Cards Guide to Technology Solutions Comprehension Power Tool Flip Charts Responsive Prompts for Metacognitive and Comprehension Strategy Development Flip Chart Informal Assessment Handbooks (4 books) Comprehension Strategy Assessments Using Shared Reading Fiction to Teach Essential Skills Using Leveled Texts to Differentiate Instruction Using Genre Models to Teach Writing Using Classroom Libraries for Independent Reading Research Summary Call Fax BE1350_2-11.indd 7 12/21/12 6:11 PM

9 GRADE K Whole-Group Mini-Lesson Resources for each teacher 10 Three-Week Units Organized by Metacognitive and Comprehension Strategies 10 Shared Reading Big Books 10 Reader s Theater Lap Books with 6 matching small books per title 8 BE1350_2-11.indd 8 12/21/12 6:12 PM

10 GRADE Resources Overview K 40 Comprehension Posters 10 Fluency Posters Complete Grade K Program Whole-Group Class Set Small-Group Class Set 2-Volume Teacher Resource System Teacher s Toolkit (1 per teacher) Coach s Toolkit (1 per school) Administrator s Toolkit (1 per school) Writing to Sources Guide (1 per teacher) Big Books Single-Copy Set 10 Big Books (one copy each of 10 titles) Reader s Theater Lap Book Single-Copy Set 10 Lap Books (one copy each of 10 titles) Reader s Theater Small Book Single-Copy Set 10 Small Books (one copy each of 10 titles) Texts for Close Reading Books (set of 20) Call Fax BE1350_2-11.indd 9 12/21/12 6:13 PM

11 GRADE K Classroom Small-Group Resources for each teacher 10 Three-Week Units Organized by Metacognitive and Comprehension Strategies 420 Leveled Texts Levels A/1 D/6 6 copies each of 70 titles with a Teacher s Guide and Comprehension Question Card for each title UNIT 1 UNIT 2 UNIT 3 A/1 Lexile: 140L A/1 Lexile: BR* A/1 Lexile: 150L A/1 Lexile: BR* A/1 Lexile: BR* A/1 Lexile: BR* B/2 Lexile: BR* C/3 Lexile: 30L B/2 Lexile: BR* C/3 Lexile: BR* B/2 Lexile: BR* C/3 Lexile: BR* C/4 Lexile: 30L D/5 Lexile: 60L C/4 Lexile: 40L D/5 Lexile: BR* C/4 Lexile: 50L D/5 Lexile: 100L D/6 Lexile: 50L D/6 Lexile: 150L D/6 Lexile: 130L UNIT 6 UNIT 7 UNIT 8 A/1 Lexile: 60L A/1 Lexile: BR* A/1 Lexile: BR* A/1 Lexile: BR* A/1 Lexile: BR* A/1 Lexile: BR* B/2 Lexile: BR* C/3 Lexile: 170L B/2 Lexile: BR* C/3 Lexile: BR* B/2 Lexile: BR* C/3 Lexile: 20L C/4 Lexile: BR* D/5 Lexile: BR* C/4 Lexile: 160L D/5 Lexile: BR* C/4 Lexile: BR* D/5 Lexile: BR* D/6 Lexile: 290L *Beginning Reading D/6 Lexile: 130L D/6 Lexile: 130L 10www.benchmarkeducation.com Ca BE1350_2-11.indd 10 12/21/12 6:14 PM

12 SUNLIGHT BOTH comes from help plants the sun in the grow sky LIGHT (on page 11) comes from a lightbulb Early Explorers Set C Emergent 2008 Benchmark Education Company, LLC. All rights reserved. This card may be photocopied for classroom use only. Based on the Comprehension Through Deductive Reasoning Model developed by Margaret Kilgo. Consistently leveled texts developmentally introduce fiction and nonfiction text and graphic features. Resources Overview GRADE K UNIT 4 UNIT 5 A/1 Lexile: BR* A/1 Lexile: BR* A/1 Lexile: BR* A/1 Lexile: BR* B/2 Lexile: BR* C/3 Lexile: 160L B/2 Lexile: BR* C/3 Lexile: 50L LEVEL A/1 A PLANT HAS NEEDS Vocabulary Use photographs to determine word meaning: What does the word soil mean in this book? Let s look for clues. Look on page 16. (Answer: dirt; Clues/evidence: the photograph shows the plant in dirt; the little photograph shows some dirt) Use descriptions and photographs evel to determine 1 Comprehensi word meaning: What does the word plant mean in this book? Let s look for clues. Look on pages (Answer: a plant dentify is something facts that grows andusing details: water, sunlight, This air, food, and has a soil; plants are green; Clues/evidence: the plant has water, sun, air, food, and soil; the photographs show plants that are green) Look Closer! Level 2 Comprehension Find It! Level 1 Comprehension 1) Identify facts and details: This has air. (plant, page 12) Compare and contrast: How are sunlight and light a m blook Closer! and Level light 2 Comprehension different? Use a Venn diagram to answer th Compare and contrast: How are sunlight and light alike? How are sunlight and light different? youruse answers. a Venn diagram (both to answer help these questions. plantsexplain grow; sunlight come your answers. (both help plants grow; sunlight comes from the sun in the sky; the light on page 11 comes from a lightbulb, pa sky; the light on page 11 comes from a lightbulb, pages 8 11) Identify sequence of events: Look on page 14. This plant has food. What Identify sequence of events: Look on page 14. Thi happens next? (this plant has soil, page 16) happens next? (this plant has soil, page 16) Prove It! Level 3 Comprehension Summarize information: Write a summary sentence for this book. (Answer: Plants need many things to live; Clues/evidence: this plant has water, rain, sun, light, air, food, and soil, pages Level 4 16) 3 Comprehen Draw conclusions: Some plants live indoors. Some plants live outdoors. How do you know? (the plants on pages 5 and 11 are in a room; the plants on pages 7, 9, 13, and 15 are outside) Take It Apart! Level 4 Comprehension Evaluate author s purpose: The author uses bold print words in this book. Why does the author use bold print words? (to help the reader know that those words are very important) C/4 Lexile: 70L D/5 Lexile: 110L C/4 Lexile: BR* D/5 Lexile: BR* Text-Dependent Comprehension Question Card for each title D/6 Lexile: 130L UNIT 9 D/6 Lexile: 120L UNIT 10 Teacher s Guide For students reading at Literacy Level A/1, including: English-language learners Students reading below grade level Kindergarten emergent readers A Plant Has Needs Level A/1 skills & strategies anchor comprehension strategy A/1 Lexile: 130L A/1 Lexile: BR* A/1 Lexile: 30L A/1 Lexile: BR* Identify Main Idea and Supporting Details Metacognitive Strategy Ask questions Vocabulary Recognize high-frequency words Develop Tier Two vocabulary Develop Tier Three vocabulary Grammar and Language Development Recognize the sentence structure This has. Use subject/verb agreement Phonemic Awareness Listen for initial /l/ Phonics Use first-letter cues to solve words Recognize words with initial l Fluency Read with appropriate stress or emphasis Concepts About Print Read a line of print left to right Writing Write to a picture prompt Theme: Plants A Plant Has Needs (A/1) The Birthday Flowers (C/4) A Plant Has Parts (C/4) Every Tree Has a Life Cycle (D/6) Garden Lunch (E/8) A Seed Needs Help (E/8) science Big idea: Readers learn that plants need water, light, air, food, and soil. B e n c h m a r k e d u c a t i o n c o m p a n y B/2 Lexile: BR* C/3 Lexile: 200L B/2 Lexile: BR* C/3 Lexile: BR* Teacher s Guide for each title C/4 Lexile: 90L D/5 Lexile: 10L C/4 Lexile: 10L D/5 Lexile: BR* Shelf-Ready! All Titles Organized and Packaged by Grade K Units! D/6 Lexile: 60L D/6 Lexile: BR* *Beginning Reading Grade K Small-Group Single-Copy Set 70 Leveled Books (one copy each of 70 titles) Call Fax Call Fax BE1350_2-11.indd 11 12/21/12 6:14 PM

13 GRADE 1 Whole-Group Mini-Lesson Resources for each teacher 10 Three-Week Units Organized by Metacognitive and Comprehension Strategies 10 Shared Reading Big Books 10 Reader s Theater Big Books with 6 or 12 matching small books per title 12 BE1350_12-25.indd 12 12/21/12 6:44 PM

14 GRADE Resources Overview 1 40 Comprehension Posters 10 Fluency Posters Complete Grade 1 Program Whole-Group Class Set Small-Group Class Set 2-Volume Teacher Resource System Teacher s Toolkit (1 per teacher) Coach s Toolkit (1 per school) Administrator s Toolkit (1 per school) Writing to Sources (1 per teacher) Big Book Single-Copy Set 10 Big Books (one copy each of 10 titles) Reader s Theater Big Book Single-Copy Set 10 Big Books (one copy each of 10 titles) Texts for Close Reading Books (set of 20) Call Fax BE1350_12-25.indd 13 12/21/12 6:45 PM

15 GRADE 1 Classroom Small-Group Resources for each teacher 10 Three-Week Units Organized by Metacognitive and Comprehension Strategies 900 Leveled Texts Levels C/3 J/18 6 copies each of 150 titles with a Teacher s Guide and Comprehension Question Card for each title UNIT 1 UNIT 2 C/3 Lexile: BR* C/4 Lexile: 50L D/5 Lexile: BR* C/3 Lexile: BR* C/4 Lexile: 190L D/5 Lexile: BR* D/6 Lexile: 170L E/7 Lexile: 150L E/8 Lexile: 130L D/6 Lexile: 190L E/7 Lexile: 50L E/8 Lexile: 90L F/9 Lexile: 370L F/10 Lexile: 400L G/11 Lexile: 330L F/9 Lexile: 370L F/10 Lexile: 240L G/11 Lexile: 130L C/4 G/12 Lexile: 290L H/13 Lexile: 270L H/14 Lexile: 590L G/12 Lexile: 1000L H/13 Lexile: 580L H/14 Lexile: 570L I/15 Lexile: 360L I/16 Lexile: 560L J/18 Lexile: 590L I/15 Lexile: 350L I/16 Lexile: 410L J/18 Lexile: 620L * Beginning Reading 14www.benchmarkeducation.com Ca BE1350_12-25.indd 14 12/21/12 6:46 PM

16 Practice and apply the same strategies modeled during whole-group instruction. Resources Overview GRADE 1 UNIT 3 UNIT 4 C/3 Lexile: BR* C/4 Lexile: 130L D/5 Lexile: 230L C/3 Lexile: 40L C/4 Lexile: BR* D/5 Lexile: 90L D/6 Lexile: 180L E/7 Lexile: 80L E/8 Lexile: BR* D/6 Lexile: 120L E/7 Lexile: 140L E/8 Lexile: 130L F/9 Lexile: 350L F/10 Lexile: 400L G/11 Lexile: 350L F/9 Lexile: 390L F/10 Lexile: 230L G/11 Lexile: 280L G/12 Lexile: 350L H/13 Lexile: 340L H/14 Lexile: 430L G/12 Lexile: 250L H/13 Lexile: 250L H/14 Lexile: 220L I/15 Lexile: 350L I/16 Lexile: 780L J/18 Lexile: 430L I/15 Lexile: 400L I/16 Lexile: 510L J/18 Lexile: 480L * Beginning Reading Call Fax Call Fax BE1350_12-25.indd 15 12/21/12 6:46 PM

17 GRADE 1 Classroom Small-Group Resources for each teacher 10 Three-Week Units Organized by Metacognitive and Comprehension Strategies 900 Leveled Texts Levels C/3 J/18 (cont.) 6 copies each of 150 titles with a Teacher s Guide and Comprehension Question Card for each title UNIT 5 UNIT 6 C/3 Lexile: BR* C/4 Lexile: BR* D/5 Lexile: 110L C/3 Lexile: 30L C/4 Lexile: 10L D/5 Lexile: 500L D/6 Lexile: BR* E/7 Lexile: 70L E/8 Lexile: 120L D/6 Lexile: 120L E/7 Lexile: 220L E/8 Lexile: 110L F/9 Lexile: 170L F/10 Lexile: 260L G/11 Lexile: 560L F/9 Lexile: 460L F/10 Lexile: 360L G/11 Lexile: 300L G/12 Lexile: 510L H/13 Lexile: 540L H/14 Lexile: 480L G/12 Lexile: 310L H/13 Lexile: 500L H/14 Lexile: 410L I/15 Lexile: 740L I/16 Lexile: 530L J/18 Lexile: 550L I/15 Lexile: 300L I/16 Lexile: 550L J/18 Lexile: 570L *Beginning Reading 16www.benchmarkeducation.com Ca BE1350_12-25.indd 16 12/21/12 6:47 PM

18 Resources Overview GRADE 1 UNIT 7 C/3 Lexile: 50L C/4 Lexile: 20L D/5 Lexile: 60L D/6 Lexile: 120L E/7 Lexile: BR* E/8 Lexile: 270L F/9 Lexile: 500L F/10 Lexile: 250L G/11 Lexile: 320L G/12 Lexile: 260L H/13 Lexile: 430L H/14 Lexile: 330L I/15 Lexile: 320L I/16 Lexile: 490L J/18 Lexile: 430L * Beginning Reading Call Fax Call Fax BE1350_12-25.indd 17 12/21/12 6:47 PM

19 GRADE 1 Classroom Small-Group Resources for each teacher 10 Three-Week Units Organized by Metacognitive and Comprehension Strategies 900 Leveled Texts Levels C/3 J/18 (cont.) 6 copies each of 150 titles with a Teacher s Guide and Comprehension Question Card for each title UNIT 8 UNIT 9 C/3 Lexile: BR* C/4 Lexile: BR* D/5 Lexile: BR* C/3 Lexile: BR* C/4 Lexile: BR* D/5 Lexile: 110L D/6 Lexile: 140L E/7 Lexile: 110L E/8 Lexile: 90L D/6 Lexile: 120L E/7 Lexile: BR* E/8 Lexile: 210L F/9 Lexile: 260L F/10 Lexile: 160L G/11 Lexile: 420L F/9 Lexile: 200L F/10 Lexile: 450L G/11 Lexile: 400L G/12 Lexile: 510L H/13 Lexile: 270L H/14 Lexile: 480L G/12 Lexile: 250L H/13 Lexile: 560L H/14 Lexile: 510L I/15 Lexile: 390L I/16 Lexile: 320L J/18 Lexile: 560L I/15 Lexile: 500L I/16 Lexile: 670L J/18 Lexile: 420L * Beginning Reading 18www.benchmarkeducation.com Ca BE1350_12-25.indd 18 12/21/12 6:47 PM

20 Resources Overview GRADE 1 UNIT 10 C/3 Lexile: BR* C/4 Lexile: BR* D/5 Lexile: BR* D/6 Lexile: 30L E/7 Lexile: BR* E/8 Lexile: 240L F/9 Lexile: 100L H/13 Lexile: 360L Text-Dependent Comprehension Question Card for each title Level G/12 Math Fun at the Fair Math TEACHER S GUIDE Skills & Strategies F/10 Lexile: 260L G/11 Lexile: 330L G/12 Lexile: 370L H/14 Lexile: 530L * Beginning Reading Anchor Comprehension Strategy Compare and Contrast Phonemic Awareness Blend and segment onset and rime Phonics Identify long i Content Vocabulary Words associated with measuring Grammar/Word Study Plural forms of verbs Math Big Idea Different tools are used to measure different units. Small Group Reading Lesson Skills Bank Reproducible Activities B e n c h m a r k e d u c a t i o n c o m p a n y I/15 Lexile: 280L I/16 Lexile: 470L J/18 Lexile: 640L Teacher s Guide for each title Shelf-Ready! All Titles Organized and Packaged by Grade 1 Units! Grade 1 Small-Group Single-Copy Set 150 Leveled Books (one copy each of 150 titles) Call Fax Call Fax BE1350_12-25.indd 19 12/21/12 6:48 PM

21 GRADE 2 Whole-Group Mini-Lesson Resources for each teacher 10 Three-Week Units Organized by Metacognitive and Comprehension Strategies 10 Shared Reading Big Books 10 Reader s Theater Scripts 6- or 12-packs with Teacher s Guides 20 BE1350_12-25.indd 20 12/21/12 6:48 PM

22 GRADE Resources Overview 2 40 Comprehension Posters 10 Fluency Posters Complete Grade 2 Program Whole-Group Class Set Small-Group Class Set 2-Volume Teacher Resource System Teacher s Toolkit (1 per teacher) Coach s Toolkit (1 per school) Administrator s Toolkit (1 per school) Writing to Sources (1 per teacher) Big Book Single-Copy Set 10 Big Books (one copy each of 10 titles) Reader s Theater Single-Copy Set 10 Scripts (one copy each of 10 titles) Texts for Close Reading Books (set of 20) Call Fax BE1350_12-25.indd 21 12/21/12 6:49 PM

23 GRADE 2 Classroom Small-Group Resources for each teacher 10 Three-Week Units Organized by Metacognitive and Comprehension Strategies 540 Leveled Texts Levels H/13 N/30 6 copies each of 90 titles with a Teacher s Guide and Comprehension Question Card for each title UNIT 1 UNIT 2 H/13 Lexile: 520L H/14 Lexile: 410L I/15 Lexile: 420L H/13 Lexile: 390L H/14 Lexile: 660L I/15 Lexile: 510L I/16 Lexile: 360L J/18 Lexile: 380L K/20 Lexile: 580L I/16 Lexile: 600L J/18 Lexile: 430L K/20 Lexile: 610L L/24 Lexile: 760L M/28 Lexile: 840L N/30 Lexile: 610L L/24 Lexile: 590L M/28 Lexile: 730L N/30 Lexile: 440L UNIT 5 H/13 Lexile: 270L H/14 Lexile: 330L I/15 Lexile: 400L I/16 Lexile: 660L J/18 Lexile: 380L K/20 Lexile: 660L L/24 Lexile: 840L N/30 Lexile: 630L 22www.benchmarkeducation.com Ca BE1350_12-25.indd 22 12/21/12 6:50 PM

24 Small-group reading instruction directly supports whole-group mini-lessons. Resources Overview GRADE 2 UNIT 3 UNIT 4 H/13 Lexile: 440L H/14 Lexile: 360L I/15 Lexile: 540L H/13 Lexile: 430L H/14 Lexile: 420L I/15 Lexile: 590L I/16 Lexile: 310L J/18 Lexile: 510L K/20 Lexile: 570L I/16 Lexile: 490L J/18 Lexile: 460L K/20 Lexile: 460L L/24 Lexile: 380L M/28 Lexile: 320L N/30 Lexile: 980L L/24 Lexile: 560L M/28 Lexile: 500L N/30 Lexile: 560L UNIT 6 H/13 Lexile: 340L H/14 Lexile: 380L I/15 Lexile: 240L I/16 Lexile: 250L J/18 Lexile: 490L K/20 Lexile: 280L L/24 Lexile: 610L M/28 Lexile: 760L N/30 Lexile: 630L Call Fax Call Fax BE1350_12-25.indd 23 12/21/12 6:50 PM

25 GRADE 2 Classroom Small-Group Resources for each teacher 10 Three-Week Units Organized by Metacognitive and Comprehension Strategies 540 Leveled Texts Levels H/13 N/30 (cont.) 6 copies each of 90 titles with a Teacher s Guide and a Comprehension Question Card for each title UNIT 7 H/13 Lexile: 560L H/14 Lexile: 430L I/15 Lexile: 640L I/16 Lexile: 380L J/18 Lexile: 370L K/20 Lexile: 580L L/24 Lexile: 650L M/28 Lexile: 490L M/28 Lexile: 250L N/30 Lexile: 510L UNIT 79 H/13 Lexile: 300L H/14 Lexile: 610L I/15 Lexile: 740L I/16 Lexile: 530L J/18 Lexile: 440L K/20 Lexile: 390L L/24 Lexile: 820L M/28 Lexile: 750L N/30 Lexile: 780L 24www.benchmarkeducation.com Ca BE1350_12-25.indd 24 12/21/12 6:51 PM

26 Resources Overview GRADE 2 UNIT 78 H/13 Lexile: 210L H/14 Lexile: 380L I/15 Lexile: 500L I/16 Lexile: 560L J/18 Lexile: 720L Text-Dependent Comprehension Question Card for each title K/20 Lexile: 420L L/24 Lexile: 470L M/28 Lexile: 460L N/30 Lexile: 820L UNIT 710 TEACHER S GUIDE Skills & Strategies Anchor Comprehension Strategy Identify Main Idea and Supporting Details Phonics Syllabication Variant vowels oo Concept Vocabulary Word groups Grammar/Word Study Past-tense verbs Biography Big Idea Louis Pasteur was an important scientist who invented the process of pasteurization. Louis Pasteur Biography Level K/20 Small Group Reading Lesson Skills Bank Reproducible Activities B e n c h m a r k e d u c a t i o n c o m p a n y H/13 Lexile: 320L H/14 Lexile: 480L I/15 Lexile: 350L I/16 Lexile: 550L J/18 Lexile: 490L Teacher s Guide for each title Shelf-Ready! All Titles Organized and Packaged by Grade 2 Units! K/20 Lexile: 300L L/24 Lexile: 840L M/28 Lexile: 540L N/30 Lexile: 680L Grade 2 Small-Group Single-Copy Set 90 Leveled Books (one copy each of 90 titles) Call Fax Call Fax BE1350_12-25.indd 25 12/21/12 6:51 PM

27 GRADE 3 Whole-Group Mini-Lesson Resources for each teacher 10 Three-Week Units Organized by Metacognitive and Comprehension Strategies 40 Genre Posters 10 Reader s Theater Scripts 6- or 12-packs with Teacher s Guides 26 BE1350_26-37.indd 26 12/21/12 6:18 PM

28 GRADE Resources Overview 3 s 40 Comprehension Posters 10 Fluency Posters Complete Grade 3 Program Whole-Group Class Set Small-Group Class Set 2-Volume Teacher Resource System Teacher s Toolkit (1 per teacher) Coach s Toolkit (1 per school) Administrator s Toolkit (1 per school) Writing to Sources Guide (1 per teacher) Reader s Theater Single-Copy Set 10 Scripts (one copy each of 10 titles) Texts for Close Reading Books (set of 20) Call Fax BE1350_26-37.indd 27 12/21/12 6:19 PM

29 GRADE 3 Classroom Small-Group Resources for each teacher 10 Three-Week Units Organized by Metacognitive and Comprehension Strategies 480 Leveled Texts Levels K/20 R/40 6 copies each of 80 titles with a Teacher s Guide and Comprehension Question Card for each title UNIT 1 UNIT 2 UNIT 3 K/20 Lexile: 530L M/28 Lexile: 770L J/18 Lexile: 500L M/28 Lexile: 580L K/20 Lexile: 600L M/28 Lexile: 750L N/30 Lexile: 750L O/34 Lexile: 520L N/30 Lexile: NP* O/34 Lexile: 740L N/30 Lexile: 780L O/34 Lexile: 490L O/34 Lexile: 580L P/38 Lexile: 700L P/38 Lexile: 580L P/38 Lexile: 710L O/34 Lexile: 660L P/38 Lexile: 760L Q/40 Lexile: 730L R/40 Lexile: 590L * Non-Prose Q/40 Lexile: 780L R/40 Lexile: 840L Q/40 Lexile: 810L R/40 Lexile: 870L 28 BE1350_26-37.indd 28 12/21/12 6:20 PM

30 Consistently leveled texts developmentally introduce fiction and nonfiction text and graphic features. Resources Overview GRADE 3 UNIT 4 UNIT 5 UNIT 6 J/18 Lexile: 510L M/28 Lexile: 550L K/20 Lexile: 490L M/28 Lexile: 420L J/18 Lexile: 490L M/28 Lexile: 850L N/30 Lexile: 600L N/30 Lexile: 650L N/30 Lexile: 620L N/30 Lexile: 780L N/30 Lexile: 630L N/30 Lexile: 610L O/34 Lexile: 550L P/38 Lexile: 700L O/34 Lexile: 550L P/38 Lexile: 590L O/34 Lexile: 810L P/38 Lexile: 670L Q/40 Lexile: 740L R/40 Lexile: 630L Q/40 Lexile: 690L R/40 Lexile: 800L Q/40 Lexile: 760L R/40 Lexile: 700L Call Fax BE1350_26-37.indd 29 12/21/12 6:20 PM

31 GRADE 3 Classroom Small-Group Resources for each teacher 10 Three-Week Units Organized by Metacognitive and Comprehension Strategies 480 Leveled Texts Levels K/20 R/40 (cont.) 6 copies each of 80 titles with a Teacher s Guide and Comprehension Question Card for each title UNIT 7 UNIT 8 J/18 Lexile: 530L M/28 Lexile: 730L K/20 Lexile: 580L M/28 Lexile: 510L N/30 Lexile: 640L O/34 Lexile: 670L N/30 Lexile: 800L O/34 Lexile: 670L O/34 Lexile: 790L P/38 Lexile: 570L O/34 Lexile: 710L P/38 Lexile: 610L Q/40 Lexile: 790L R/40 Lexile: 590L Q/40 Lexile: 860L R/40 Lexile: 820L 30 BE1350_26-37.indd 30 12/21/12 6:20 PM

32 around the sun. on its own. Resources Overview GRADE 3 UNIT 9 UNIT 10 OUR SOLAR SYSTEM: THE SUN K/20 Lexile: 540L M/28 Lexile: 220L K/20 Lexile: 400L M/28 Lexile: 430L INTRODUCTION & CHAPTER 1 Vocabulary Use descriptions to determine word meaning: What does the term geocentric theory mean in this book? Let s look for clues for the meaning of this term on page 8. (the sun and all the other planets revolve around Earth) Find It! Level 1 Comprehension Identify facts and details: The sun is a... (star, page 4) Identify facts and details: What area of Earth gets the most sun? (the area around Earth s equator, page 6) N/30 Lexile: 690L N/30 Lexile: 680L N/30 Lexile: 770L O/34 Lexile: 630L CAUSE Earth goes LEVEL N/30 CAUSE Earth spins EFFECT causes Earth s seasons Text-Dependent Comprehension Question Card for each title Look Closer! Level 2 Comprehension Compare and contrast: How were the Aztec sun god and the Greek sun god different? (the Aztec sun god was in charge of heaven; the Greek and Roman sun god was called Apollo, page 5) Identify cause and effect: What causes Earth s seasons? Use a causeand-effect chart for help in answering the question. (Earth goes iptions to determine w around the sun; Earth spins on its own; this causes Earth s seasons, page 7) Prove It! Level 3 Comprehension Identify main idea: The first paragraph on page 5 is mostly about... (Answer: what makes up our solar system; Clues/evidence: the sun is the center of our solar system; our solar system is made up of the sun, the eight major planets and their moons, as well as dwarf planets, asteroids, and comets) Use graphic features to analyze information: What can you tell about the season of fall from the diagram on page 7? (Answer: it comes between summer and winter; Clues/evidence: the diagram shows that summer begins on June 21 and winter begins on December 21; it shows that fall comes on September 21; the diagram shows that this is between summer and winter) Take It Apart! Level 4 Comprehension Evaluate author s purpose: Why did the author probably include the information on page 3? (to tell readers what they will be learning about the sun in the book) Evaluate author s purpose: Why did the author include the diagram in Math Matters on page 4? (to show how small the sun is compared to one of the biggest stars) ocentric theory mean in this book? L meaning of this term on page 8. (the sun and revolve around Earth) Find It! Level 1 Comprehension Identify facts and details: The sun is a... (star, page Identify facts and details: What area of Earth gets the area around Earth s equator, page 6) Look Closer! Level 2 Comprehension Compare and contrast: How were the Aztec sun god sun god different? (the Aztec sun god was in charge Greek and Roman sun god was called Apollo, pag Identify cause and effect: What causes Earth s and-effect chart for help in answering the q und the sun; Earth spins on its own Level N/30 Our Solar System: The Sun Science TEACHER S GUIDE Skills & Strategies Anchor Comprehension Strategies Identify main idea and supporting details O/34 Lexile: 740L P/38 Lexile: 700L P/38 Lexile: 550L P/38 Lexile: 560L Comprehension Monitor reading Draw conclusions Use graphic features to interpret information Word Study/Vocabulary Use context clues to determine word meaning Science Big Idea Most of Earth s living things depend on the sun to survive. Theme: The Solar System Our Solar System: The Sun Our Solar System: The Moon Our Solar System: Earth B e n c h m a r k e d u c a t i o n c o m p a n y Teacher s Guide for each title Q/40 Lexile: 710L R/40 Lexile: 680L Q/40 Lexile: 760L R/40 Lexile: 750L Shelf-Ready! All Titles Organized and Packaged by Grade 3 Units! Grade 3 Small-Group Single-Copy Set 80 Leveled Books (one copy each of 80 titles) Call Fax BE1350_26-37.indd 31 12/21/12 6:21 PM

33 GRADE 4 Whole-Group Mini-Lesson Resources for each teacher 10 Three-Week Units Organized by Metacognitive and Comprehension Strategies 40 Genre Posters 10 Reader s Theater Scripts 6- or 12-packs with Teacher s Guides 32 BE1350_26-37.indd 32 12/21/12 6:21 PM

34 GRADE Resources Overview 4 40 Comprehension Posters 10 Fluency Posters Complete Grade 4 Program Whole-Group Class Set Small-Group Class Set 2-Volume Teacher Resource System Teacher s Toolkit (1 per teacher) Coach s Toolkit (1 per school) Administrator s Toolkit (1 per school) Writing to Sources (1 per teacher) Reader s Theater Single-Copy Set 10 Scripts (one copy each of 10 titles) Texts for Close Reading Books (set of 20) Call Fax BE1350_26-37.indd 33 12/21/12 6:22 PM

35 GRADE 4 Classroom Small-Group Resources for each teacher 10 Three-Week Units Organized by Metacognitive and Comprehension Strategies 420 Leveled Texts Levels J/18 S/44 6 copies each of 70 titles with a Teacher s Guide and Comprehension Question Card for each title UNIT 1 UNIT 2 UNIT 3 J/18 Lexile: 700L J/18 Lexile: 700L O/34 Lexile: 680L P/38 Lexile: 580L K/20 Lexile: 570L O/34 Lexile: 560L O/34 Lexile: 770L O/34 Lexile: 780L Q/40 Lexile: 590L Q/40 Lexile: 840L P/38 Lexile: 670L Q/40 Lexile: 600L P/38 Lexile: 650L Q/40 Lexile: 770L R/40 Lexile: 860L S/44 Lexile: 690L R/40 Lexile: 740L R/40 Lexile: NP* R/40 Lexile: 700L R/40 Lexile: 860L S/44 Lexile: 940L S/44 Lexile: 870L * Non-Prose 34 BE1350_26-37.indd 34 12/21/12 6:22 PM

36 Practice and apply the same strategies modeled during whole-group instruction. Resources Overview GRADE 4 UNIT 4 UNIT 5 UNIT 6 J/18 Lexile: 470L O/34 Lexile: 730L K/20 Lexile: 460L O/34 Lexile: 780L J/18 Lexile: 520L O/34 Lexile: 740L P/38 Lexile: 790L Q/40 Lexile: 780L P/38 Lexile: 610L Q/40 Lexile: 810L P/38 Lexile: 950L Q/40 Lexile: 710L Q/40 Lexile: 640L R/40 Lexile: 650L R/40 Lexile: 610L R/40 Lexile: 800L Q/40 Lexile: 670L R/40 Lexile: 710L S/44 Lexile: 640L S/44 Lexile: 790L S/44 Lexile: 860L Call Fax BE1350_26-37.indd 35 12/21/12 6:23 PM

37 GRADE 4 Classroom Small-Group Resources for each teacher 10 Three-Week Units Organized by Metacognitive and Comprehension Strategies 420 Leveled Texts Levels J/18 S/44 6 copies each of 70 titles with a Teacher s Guide and Comprehension Question Card for each title UNIT 7 UNIT 8 J/18 Lexile: 490L O/34 Lexile: 740L K/20 Lexile: 600L O/34 Lexile: 930L P/38 Lexile: 770L Q/40 Lexile: 630L P/38 Lexile: 730L Q/40 Lexile: 670L Q/40 Lexile: 710L R/40 Lexile: 860L Q/40 Lexile: 810L R/40 Lexile: 860L S/44 Lexile: 960L S/44 Lexile: 820L 36 BE1350_26-37.indd 36 12/21/12 6:23 PM

38 Practice and apply the same strategies modeled during whole-group instruction. Resources Overview GRADE 4 UNIT 9 UNIT 10 K/20 Lexile: 520L O/34 Lexile: 700L J/18 Lexile: 390L O/34 Lexile: 600L P/38 Lexile: 650L Q/40 Lexile: 690L P/38 Lexile: 540L Q/40 Lexile: 660L Text-Dependent Comprehension Question Card for each title The Aztec Level Q/40 Social Studies R/40 Lexile: 900L R/40 Lexile: 740L R/40 Lexile: 700L R/40 Lexile: 600L TEACHER S GUIDE Skills & Strategies Anchor Comprehension Strategy Summarize Comprehension Make connections Draw conclusions Word Study/Vocabulary Use knowledge of word structures to determine word meaning: compound Social Studies Big Idea Early civilizations established geographic, political, religious, economic, and social structures that had enduring effects on the development of the world. Theme: Civilizations of the Americas The Aztec The Inca The Maya B e n c h m a r k e d u c a t i o n c o m p a n y Teacher s Guide for each title S/44 Lexile: 740L S/44 Lexile: 910L Shelf-Ready! All Titles Organized and Packaged by Grade 4 Units! Grade 4 Small-Group Single-Copy Set 70 Leveled Books (one copy each of 70 titles) Call Fax BE1350_26-37.indd 37 12/21/12 6:23 PM

39 GRADE 5 Whole-Group Mini-Lesson Resources for each teacher 10 Three-Week Units Organized by Metacognitive and Comprehension Strategies 40 Genre Posters 10 Reader s Theater Scripts 6- or 12-packs with Teacher s Guides 38 BE1350_38-55.indd 38 12/21/12 6:31 PM

40 GRADE Resources Overview 5 40 Comprehension Posters 10 Fluency Posters Complete Grade 5 Program Whole-Group Class Set Small-Group Class Set 2-Volume Teacher Resource System Teacher s Toolkit (1 per teacher) Coach s Toolkit (1 per school) Administrator s Toolkit (1 per school) Writing to Sources (1 per teacher) Reader s Theater Single-Copy Set 10 Scripts (one copy each of 10 titles) Texts for Close Reading Books (set of 20) Call Fax BE1350_38-55.indd 39 12/21/12 6:32 PM

41 GRADE 5 Classroom Small-Group Resources for each teacher 10 Three-Week Units Organized by Metacognitive and Comprehension Strategies 480 Leveled Texts Levels N/30 W/60 6 copies each of 80 titles with a Teacher s Guide and Comprehension Question Card for each title UNIT 1 UNIT 2 UNIT 3 N/30 Lexile: 780L R/40 Lexile: 670L N/30 Lexile: 600L R/40 Lexile: 730L O/34 Lexile: 600L R/40 Lexile: 550L S/44 Lexile: 640L T/44 Lexile: 830L S/44 Lexile: 810L S/44 Lexile: 690L S/44 Lexile: NP* S/44 Lexile: 850L U/50 Lexile: 840L U/50 Lexile: 860L T/44 Lexile: 880L U/50 Lexile: 860L T/44 Lexile: 670L U/50 Lexile: 780L V/60 Lexile: 710L W/60 Lexile: 880L V/60 Lexile: 950L W/60 Lexile: 900L V/60 Lexile: 730L W/60 Lexile: 700L * Non-Prose 40 BE1350_38-55.indd 40 12/21/12 6:33 PM

42 Small-group reading instruction directly supports whole-group mini-lessons. Resources Overview GRADE 5 UNIT 4 UNIT 5 UNIT 6 O/40 Lexile: 790L R/40 Lexile: 670L R/40 Lexile: 790L R/40 Lexile: 920L R/40 Lexile: 700L R/40 Lexile: 810L S/44 Lexile: 750L T/44 Lexile: 870L S/44 Lexile: 750L T/44 Lexile: 820L S/44 Lexile: 790L T/44 Lexile: 900L U/50 Lexile: 620L U/50 Lexile: 940L T/44 Lexile: 850L U/50 Lexile: 720L U/50 Lexile: 770L U/50 Lexile: 720L V/60 Lexile: 850L W/60 Lexile: 850L V/60 Lexile: 700L W/60 Lexile: 790L V/60 Lexile: 740L W/60 Lexile: 800L Call Fax BE1350_38-55.indd 41 12/21/12 6:34 PM

43 GRADE 5 Classroom Small-Group Resources for each teacher 10 Units Organized by Metacognitive and Comprehension Strategies 480 Leveled Texts Levels N/30 W/60 (cont.) 6 copies each of 80 titles with a Teacher s Guide and Comprehension Question Card for each title UNIT 7 UNIT 8 R/40 Lexile: 700L R/40 Lexile: 870L N/30 Lexile: 810L R/40 Lexile: 970L S/44 Lexile: 800L T/44 Lexile: 770L S/44 Lexile: 860L T/44 Lexile: 760L T/44 Lexile: 770L U/50 Lexile: 990L T/44 Lexile: 840L U/50 Lexile: 630L V/60 Lexile: 700L W/60 Lexile: 840L V/60 Lexile: 710L W/60 Lexile: 830L 42 BE1350_38-55.indd 42 12/21/12 6:34 PM

44 more paper than gold or silver bills became useless British ordered colonists to stop printing it Use context clues to determine meaning: What is the meaning of the word census in this book? Let s find clues for the meaning of this word on page 9. (the counting of the people in a country; occurs every 10 years in the U.S.) Identify facts and details: Columbus set sail across the Atlantic with three ships named... (the Nina, the Pinta, and the Santa Maria, p. 2) Identify facts and details: What important event happened in 1803? (The U.S. purchased the Louisiana Territory. p. 10) Identify cause and effec:t: What happened to paper money in the Colonies? Use a cause-and-effect chart for help in answering this question. (There was more paper money than gold or silver, so the bills became useless. The British ordered the colonists to stop printing it. p. 8) Identify cause and effect: Why were people who took part in the gold rush called 49ers? (1849 was the year that most of them left home. p. 13) Make inferences: Information on page 6 suggests that Paul Revere s famous ride... (Answer: led to the beginning of the American Revolution; Clues/Evidence: Paul Revere and two other riders set out to warn the patriots that the British were coming. The next morning the British arrived to destroy their guns and ammunition, and the patriots were waiting for them.) Draw conclusions: Based on the information on pages 12 13, one can conclude that the land route was... (Answer: extremely difficult; Clues/Evidence: You had to travel by foot or covered wagon through wilderness and over mountains. It was a shorter distance, but it was not faster than the longer sea routes.) Identify main idea: What is the information on page 12 mostly about? (Answer: gold rush; Clues/Evidence: Gold was discovered in California in 1848, and half a million people traveled to get there. Gold was also discovered in Nevada, Colorado, and Alaska.) Analyze text structure and organization: The author presents information about the founding of the nation in... (chronological order) Resources Overview GRADE 5 UNIT 9 UNIT 10 N/30 Lexile: 810L R/40 Lexile: 810L N/30 Lexile: 630L R/40 Lexile: 750L AMERICAN HISTORY ADDS UP CHAPTERS 1 & 2 Vocabulary Find It! Level 1 Comprehension LEVEL 44/S Look Closer! Level 2 Comprehension APTERS 1 & 2 Vocabulary Use context clues to determine meaning: What is the m Prove It! Level 3 Comprehension census in this book? Let s find clues for the meaning of this counting of the people in a country; occurs every 10 years in Find It! Level 1 Comprehension Identify facts and details: Columbus set sail across the Atlant named... (the Nina, the Pinta, and the Santa Maria, p. 2) Take It Apart! Level 4 Comprehension Identify facts and details: What important event happened purchased the Louisiana Territory. p. 10) S/44 Lexile: 830L S/44 Lexile: 890L S/44 Lexile: 980L T/44 Lexile: 920L Look Closer! Level 2 Comprehension cause and effec:t: What happene Text-Dependent Comprehension Question Card for each title Level S/44 American History Adds Up Social Studies TeaCher S Guide Skills & Strategies Comprehension Strategy Make Judgments T/44 Lexile: 720L U/50 Lexile: 900L T/44 Lexile: 990L U/50 Lexile: 760L Comprehension Analyze text structure and organization Identify cause and effect Identify main idea and supporting details Use graphic features to interpret information Vocabulary/Word Study Use context clues to determine word meaning Social Studies Big Idea The development of American politics, economy, culture, and society reflect the major events that took place before the founding of the nation up through modern times. Theme: United States History B e n c h m a r k e d u c a t i o n c o m p a n y Teacher s Guide for each title V/60 Lexile: 870L W/60 Lexile: 790L V/60 Lexile: 990L W/60 Lexile: 850L Shelf-Ready! All Titles Organized and Packaged by Grade 5 Units! Grade 5 Small-Group Single-Copy Set 80 Leveled Books (one copy each of 80 titles) Call Fax BE1350_38-55.indd 43 12/21/12 6:35 PM

45 GRADE 6 Whole-Group Mini-Lesson Resources for each teacher 10 Three-Week Units Organized by Metacognitive and Comprehension Strategies 40 Genre Posters 10 Reader s Theater Scripts 6- or 12-packs with Teacher s Guides 44 BE1350_38-55.indd 44 12/21/12 6:35 PM

46 GRADE Resources Overview 6 40 Comprehension Posters 10 Fluency Posters Complete Grade 6 Program Whole-Group Class Set Small-Group Class Set 2-Volume Teacher Resource System Teacher s Toolkit (1 per teacher) Coach s Toolkit (1 per school) Administrator s Toolkit (1 per school) Writing to Sources (1 per teacher) Reader s Theater Single-Copy Set 10 Scripts (one copy each of 10 titles) Texts for Close Reading Books (set of 20) Call Fax BE1350_38-55.indd 45 12/21/12 6:36 PM

47 GRADE 6 Classroom Small-Group Resources for each teacher 10 Three-Week Units Organized by Metacognitive and Comprehension Strategies 480 Leveled Texts Levels R/40 X/60 6 copies each of 80 titles with a Teacher s Guide and Comprehension Question Card for each title UNIT 1 UNIT 2 UNIT 23 R/40 Lexile: 820L T/44 Lexile: 600L Q/40 Lexile: 740L T/44 Lexile: 990L R/40 Lexile: 740L T/44 Lexile: 650L U/50 Lexile: 690L V/60 Lexile: 750L U/50 Lexile: 860L V/60 Lexile: 790L U/50 Lexile: 720L V/60 Lexile: 790L W/60 Lexile: 800L W/60 Lexile: 970L V/60 Lexile: 800L W/60 Lexile: 820L V/60 Lexile: 820L X/60 Lexile: 790L X/60 Lexile: 890L X/60 Lexile: 850L X/60 Lexile: 770L X/60 Lexile: 960L X/60 Lexile: 900L X/60 Lexile: 940L 46 BE1350_38-55.indd 46 12/21/12 6:37 PM

48 Consistently leveled texts developmentally introduce fiction and nonfiction text and graphic features. Resources Overview GRADE 6 UNIT 24 UNIT 25 UNIT 26 S/44 Lexile: 800L T/44 Lexile: 750L S/44 Lexile: 750L T/44 Lexile: 910L Q/40 Lexile: 840L T/44 Lexile: 810L V/60 Lexile: 890L U/50 Lexile: 860L U/50 Lexile: 950L V/60 Lexile: 850L U/50 Lexile: 770L V/60 Lexile: 950L W/60 Lexile: 730L X/60 Lexile: 860L W/60 Lexile: 900L W/60 Lexile: 910L V/60 Lexile: 930L W/60 Lexile: 990L X/60 Lexile: 830L X/60 Lexile: 840L X/60 Lexile: 870L X/60 Lexile: 770L X/60 Lexile: 740L X/60 Lexile: 880L Call Fax BE1350_38-55.indd 47 12/21/12 6:38 PM

49 GRADE 6 Classroom Small-Group Resources for each teacher 10 Three-Week Units Organized by Metacognitive and Comprehension Strategies 480 Leveled Texts Levels R/40 X/60 (cont.) 6 copies each of 80 titles with a Teacher s Guide and Comprehension Question Card for each title UNIT 7 UNIT 8 R/40 Lexile: 830L T/44 Lexile: 750L S/44 Lexile: 960L T/44 Lexile: 950L U/50 Lexile: 820L V/60 Lexile: 820L U/50 Lexile: 830L V/60 Lexile: 920L W/60 Lexile: 880L X/60 Lexile: 780L W/60 Lexile: 1010L W/60 Lexile: 1020L X/60 Lexile: 700L X/60 Lexile: 900L X/60 Lexile: 830L X/60 Lexile: 910L 48 BE1350_38-55.indd 48 12/21/12 6:38 PM

50 Resources Overview GRADE 6 UNIT 9 UNIT 10 VOLCANOES: NATURE S AWESOME POWER Q/40 Lexile: 960L T/44 Lexile: 810L T/44 Lexile: 920L U/50 Lexile: 1040L V/60 Lexile: 880L U/50 Lexile: 930L T/44 Lexile: 920L V/60 Lexile: 810L INTRODUCTION & CHAPTER 1 Vocabulary Use synonyms to determine word meaning: What does the word eruption mean in this book? Let s look for clues to the meaning of this word on page 2. (fiery stream of melted rock; shoots out of a mountaintop; creates black clouds of ash) Find It! Level 1 Comprehension Identify facts and details: The word volcano comes from... (the island of Vulcano in the Mediterranean Sea, page 3) Identify facts and details: Earth s mantle is beneath... (Earth s crust, page 4) LEVEL X/60 Look Closer! Level 2 Comprehension Identify cause and effect: Earth s plates move because... (There is built-up pressure from the heat and gas below. page 4) Identify cause and effect: Volcanoes sometimes spew pyroclastic materials because... Use a cause-and-effect chart for help in CAUSE: answering thenyms question. (The tomagma determine contains a lot of gas. word page 8) Magma contains a lot uption Prove It! Level mean 3 Comprehension in this book? Let s look fo of gas. Draw conclusions: You can tell from pages 2 3 that people long this ago word... (Answer: on madepage up stories2. explain (fiery thingsstream they did not of melted understand; Clues/Evidence: The Hawaiians did not know what caused eruptions, so they made up a myth about the goddess Pele. mountaintop; creates black clouds of ash) In ancient times people thought that Vulcan, the god of fire, caused EFFECT: eruptions on Vulcano.) Volcanoes spew Make inferences: You can tell from the information on page 9 that... pyroclastic (Answer: All volcanic matter does not look alike; Clues/Evidence: FindVolcanoes It! Level can spew anything 1 Comprehension from fine particles of dust to huge materials. blocks of rock. The pictures show ash, pebble-like bits of lava, blocks Identify of solid rock, facts and bombs or andlarge details: blocks of lava that Theharden word as volcano comes fr they spin through the air.) (the Identify island main idea: of PageVulcano 12 is mainly about in... (Answer: the Mediterranean how hot Sea, page spots can create a chain of volcanoes; Clues/Evidence: After one hot spot forms, the plate above it moves. The same hot spot create Identify another volcano. facts In thisand way, a chain details: of volcanoesearth s forms.) mantle is beneath.. crust, Take It page Apart! Level 4) 4 Comprehension Evaluate author s purpose: The last paragraph on page 2 is important to the Introduction because... (it previews the rest of the book) Analyze text structure and organization: The author uses an analogy Lookto describe Closer! a volcano s eruption. Level Find this 2 in Comprehension the text... ( This is like a tube of toothpaste that you squeeze. The harder you squeeze, the more toothpaste squirts out. When you stop squeezing, you stop Identify cause and effect: Earth s plates move becau the flow. page 6) Evaluate author s purpose: The author probably includes the built-up picture on page pressure 6 to show... (what from is happening theinside heat Earthand when gas below. pa a volcano erupts) Identify cause and effect: Volcanoes sometime materials because... Use a cause-and-effec wering the question. (The magma co Text-Dependent Comprehension Question Card for each title Level X/60 Volcanoes: Nature s Awesome Power TeACher S Guide Skills & Strategies Science Anchor Comprehension Strategies Identify cause and effect V/60 Lexile: 920L W/60 Lexile: 920L W/60 Lexile: 820L X/60 Lexile: 1150L Comprehension Think and write about it Analyze text structure and organization Use graphic features to interpret information Word Study/Vocabulary Use context clues to determine word meaning Science Big Idea Over time, internal forces of energy have continuously changed the features of Earth, both constructively and destructively. Themes Natural Disasters Forces of Nature Earth B e n c h m a r k e d u c a t i o n c o m p a n y Teacher s Guide for each title X/60 Lexile: 1040L X/60 Lexile: 970L X/60 Lexile: 790L X/60 Lexile: 860L Shelf-Ready! All Titles Organized and Packaged by Grade 6 Units! Grade 6 Small-Group Single-Copy Set 80 Leveled Books (one copy each of 80 titles) Call Fax BE1350_38-55.indd 49 12/21/12 6:38 PM

51 Benchmark Literacy Phonics For Grades K 2 Explicit, Systematic Program Makes Teaching Phonics Effective and Manageable within a Comprehensive Literacy Classroom! 153 Ready-to-Use, Skill-Specific Units for Intervention or Classroom Use Benefits: Builds strong foundation in phonemic awareness, phonics, and word study. Easy to assess and target weak skills. Stepwise instructions alleviate need for teacher prep. Kindergarten Kindergarten Grade 1 Grade 2 StartUp PHONICS Level1 StartUp PHONICS Level2 BuildUp PHONICS SpiralUp PHONICS Beginning 50 StartUp Phonics Units Beginning 25 StartUp Phonics Units Extending 41 BuildUp Phonics Units Advanced 37 SpiralUp Phonics Units 50 BE1350_38-55.indd 50 12/21/12 6:39 PM

52 Build strong foundational skills. Kindergarten Resources Overview StartUp PHONICS Level1 StartUp PHONICS Level2 Teacher Resource System Teacher Resource System Beginning Beginning 50 Phonics Units 25 Phonics Units Reproducible Decodable Word Card Sheets (488 black & white cards) Reproducible Sight Word Card Sheets (178 black & white cards, 2 copies each of 89 words) 26 Phonics Posters 26 Frieze Cards 26 Letter Card Sheets (1 reproducible sheet per letter) 20 Student Workmats StartUp Songs & Rhymes Audio CD 20 Alphabet Strips Picture Word Cards StartUp Poetry Audio CD 156 Decodable Books (6 each of 26 titles) plus 26 mini-lessons Benchmark Literacy Phonics StartUp Phonological and Letter Awareness Phonemic Awareness and Phonics Call Fax BE1350_38-55.indd 51 12/21/12 6:40 PM

53 Benchmark Literacy Phonics Grade 1 BuildUp PHONICS Extending 41 Phonics Units Teacher Resource System 31 Phonics Posters Large Blends Card Reproducible Sight Word Card Sheets (178 black & white cards, 2 copies each of 89 words) 20 Student Workmats 26 Letter Card Sheets (1 reproducible sheet per letter) Reproducible Decodable Word Card Sheets (488 black & white cards) BuildUp Poetry Audio CD Picture Word Cards 324 Decodable Books (6 each of 54 titles) plus 54 mini-lessons 31 Frieze Cards Benchmark Literacy Phonics BuildUp Phonemic Awareness Long Vowels, Blends, Digraphs, Variant Vowels 52 BE1350_38-55.indd 52 12/21/12 6:40 PM

54 Build strong foundational skills. Grade 2 Resources Overview SpiralUp PHONICS Advanced 37 Phonics Units Teacher Resource System Back Front 606 Decodable Reading Passages on Cardstock (6 each of 101 cards). Most units include 6-packs of three different cards. Each card contains a reading passage on the front and Comprehension Check questions and answers on the back. Reproducible Teacher Word Card Set (548 black & white cards) 32 Frieze Cards 26 Letter Card Sheets (1 reproducible sheet per letter) Benchmark Literacy Phonics SpiralUp Advanced Phonetic Elements Syllable Patterns with Multisyllabic Words Word Study Instruction Call Fax BE1350_38-55.indd 53 12/21/12 6:40 PM

55 Word Study & Vocabulary Skill Bags Systematic and Explicit Word Study and Vocabulary Strategies Advanced Syllables and Affixes Four Sets 128 Skill Bags Example: Build Set 2 B e n c h m a r k e d u c a t i o n c o m p a n y Anchor Chart (BLM 1) Category Cards (BLM 2) Word Cards (BLM 3) Spelling Dictation (BLM 10) Spelling Peer Check (BLM 11) Classroom Activity (BLM 7) Take-Home Activity (BLM 8) Word Cards (BLM 4) Word Cards (BLM 5) Take-Home Activity (BLM 6) Lesson Objectives WordStudy 2Build Vocabulary Reading Passage (BLM 9) Additional Materials: Word Study Notebooks Pocket Chart Dictionaries (Days 1, 2) Unit 1 Hyphenated Compounds Day 1 Students will: Identify and define hyphenated compound words as words that are made up of two or more other words Read hyphenated compound words Articulate rules for deciding when a hyphen is needed in a compound word Day 2 Students will: Sort hyphenated words according to whether they are nouns or adjectives Materials: Anchor Poster BLM 6: Take-Home Activity Teacher Category Cards Teacher Word Cards same as BLM 3 Day 3 Students will: Sort hyphenated words according to whether they are nouns or adjectives Sort compound words according to patterns Materials: BLM 2: Category Cards BLMs 4 5: Word Cards BLM 7: Classroom Activity BLM 8: Take-Home Activity Teacher Category Cards Teacher Word Cards true-blue, self-respect Day 4 Students will: Identify hyphenated words in a passage Organize lists of compound words according to whether they are hyphenated, two words, or one word Write and spell hyphenated compound words Materials: BLM 9: Reading Passage BLM 10: Spelling Dictation BLM 11: Spelling Peer Check Day 5 Students will: Spell hyphenated compound words Materials: Quick-Check Assessment Word Study & Vocabulary 2: Unit 1: Hyphenated compounds 2010 Benchmark Education Company, LLC Name Date Spelling Peer Check Directions: Work with a partner. Follow the directions from your teacher to use this BLM to write your spelling words. Second Try (if needed) Correct Spelling First Try Spelling Peer Check (BLM 11) Word Study & Vocabulary 2: Unit 1: Hyphenated compounds 2010 Benchmark Education Company, LLC Name Date Spelling Dictation Review Words New Words Sentence Spelling Dictation (BLM 10) Word Study & Vocabulary 2: Unit 1: Hyphenated compounds 2010 Benchmark Education Company, LLC Name Date Choose the Word Directions: Read the sentences and choose the word that makes the most sense in the sentence. 1. My doctor wanted me to come in for a visit next week. follow-through far-off high-tech follow-up 2. They seemed to be having a very conversation at the dinner table. in depth close-up in-depth close up 3. My sister enjoyed seeing the dinosaur replicas at the science museum. life-size high-rise high rise part-time 4. My best friend lives in a apartment building downtown. high-rise strong-arm life-size empty-handed 5. This author has written many novels and is very. half-mast hush-hush well-known well known Directions: Circle the words that are nouns. long-term follow-through runner-up left-handed well-being Classroom Activity (BLM 7) Word Study & Vocabulary 2: Unit 1: Hyphenated compounds 2010 Benchmark Education Company, LLC Name Date Choose the Word Parent Directions: Have your child read the sentences and choose the word with the correct meaning and spelling to fit in the blanks. 1. A is when the players on a team take a break. time-out runner-up in-depth get-together 2. The mayor of our town wants to keep what happened at the meeting very. hush-hush far-off far off well-to-do 3. Someone who is has a lot of money. worn out life-size far-flung well-to-do 4. My mom used to be a runner. empty-handed mind-blowing long-distance long-term 5. We need to tackle this problem in order to get it solved. head-on half-mast sign-up far-off Parent Directions: Have your child circle the words that can be used as adjectives when used in sentences. deep-fried tip-off life-size follow-up far-flung Take-Home Activity (BLM 8) Word Study & Vocabulary 2: Unit 1: Hyphenated compounds 2010 Benchmark Education Company, LLC Name Date Family Camping Trip My little brother Ian wants to go camping next weekend. He would like for it to be a monthlong trip, but I don t think our parents would agree to that! Besides, it s not summertime so we re still in school. I told Ian that if we were to convince Dad to take us camping, we had to have a thoroughly thought-out plan. That means we would need to do all the planning work up-front before we even talked to Dad. Dad s a pretty easygoing guy, but he doesn t have much free time. So, I knew he d be more likely to agree if we did everything beforehand. We made a shopping list of everything we d need to buy at the supermarket, but I think we ll need more than just hot dogs and apple turnovers! We chose a campground that s not too far away. We also got the camp stove, charcoal, fishing poles, backpacks, and our tent out of the garage. As for clothing to bring it s pretty warm around here this time of year. Blue jeans, shorts, T-shirts, and sweatshirts should be about right. The real fun would come when we try to pack it all into the back of the pickup! So after all of this pre-trip planning, we ended up staying pretty close to home. Dad caught a pretty bad cold the day before we were supposed to leave. Ian and I were pretty disappointed. I mean, the pickup was packed and ready to go! When I say we stayed pretty close to home, I m not kidding we camped out in our backyard! We made a fire pit and roasted hot dogs and marshmallows over red-hot coals. We even sang campfire songs! You know how the old saying goes When life gives you lemons, make lemonade! Reading Passage (BLM 9) Word Study & Vocabulary 2: Unit 1: Hyphenated compounds 2010 Benchmark Education Company, LLC Name Date Spelling Patterns Parent Directions: Have your child read each word in the box and sort words into groups according to common elements in the words. For example, words containing up or well. close-up well-being long-distance self-respect one-sided follow-up well-to-do long-term self-assured one-way Common Element: Common Element: Common Element: Common Element: Common Element: Parent Directions: Have your child write a sentence that uses as many of the compound words as he or she can. The sentence can be silly. Take-Home Activity (BLM 6) Word Study & Vocabulary 2: Unit 1: Hyphenated compounds 2010 Benchmark Education Company, LLC deep-fried eye-opening fifty-fifty in-depth left-handed long-distance long-term mother-in-law one-sided one-way ready-made red-hot spine-chilling tip-off white-collar worn-out Word Cards (BLM 5) Word Study & Vocabulary 2: Unit 1: Hyphenated compounds 2010 Benchmark Education Company, LLC check-in eye-opener give-and-take half-mast happy-go-lucky high-speed ice-cream mind-blowing runner-up self-assured self-respect send-off true-blue twenty-one warm-blooded well-to-do Word Cards (BLM 4) Word Study & Vocabulary 2: Unit 1: Hyphenated compounds 2010 Benchmark Education Company, LLC close-up empty-handed far-flung far-off follow-through follow-up get-together head-on high-rise high-tech hush-hush life-size part-time time-out two-faced well-being Word Cards (BLM 3) Word Study & Vocabulary 2: Unit 1: Hyphenated compounds 2010 Benchmark Education Company, LLC Category Cards (BLM 2) Adjectives Nouns Word Study & Vocabulary 2: Unit 1: Hyphenated compounds 2010 Benchmark Education Company, LLC Anchor Chart (BLM 1) Hyphenated Compounds Compound words are made up of two or more smaller words. Some compound words are hyphenated. Hyphenated compounds are used as adjectives. The hand-picked tomatoes tasted better than the ones from the store. The reporter presented an in-depth look into the health of our nation s students. I was shocked by the life-size poster of my mother on the side of the road. Hyphenated compounds are used as nouns. The supermodel was ready for her close-up. The marching band got a rousing send-off on its way to the state competition. The referee called a time-out during today s football championship game. Sometimes words that are hyphenated compounds may not be hyphenated in other situations. We just got a high-speed Internet connection. The rocket traveled at a high speed. Word Study & Vocabulary 2: Unit 1: Hyphenated compounds 2010 Benchmark Education Company, LLC 2 Day One Supporting ELs The lesson introduces the concept of hyphenated compounds by showing when to use a hyphen in a compound and when to combine the two words into one word without a hyphen. Continue to support English Learners by providing more examples in simple, meaningful sentences of compounds that should be written as two words and compounds that should be written with a hyphen. Blending Practice If some students have difficulty reading the words, point out that the hyphenated words are divided into syllables by the hyphen and, in some instances, the smaller words within a compound word may also contain more than one syllable, for example, empty-handed. Students need to read each syllable and blend them together. Continue to support students who need help with blending throughout the week, using the example words in the lesson. Review Anagrams Focus Words: wasp, plates, listen Write the focus words on the chalkboard and read them aloud with students. Ask a volunteer to tell you what an anagram is. If necessary, remind students that an anagram is a word that is made up of the letters from another word. Show students how you use the letters in the word wasp to make swap. Ask students if they can make another word from the word wasp. (paws) Ask students to work in pairs to make anagrams using the letters in plates and listen. Introduce Hyphenated Compounds Model Write the following words on the chalkboard and read them aloud: double-header, empty-handed. Say: Each of these words is a hyphenated compound word. They are words that are joined by a hyphen. Over time, as hyphenated compound words become widely used, the hyphen is sometimes dropped. In the 1800s, the word blackbird used to have a hyphen, but now it is one word made up of two smaller words. Explain that sometimes it is hard to know whether to use a hyphen or not, and some words are hyphenated compound words in some situations and two words in others. Write the following sentences on the chalkboard: He is a well-known writer; He is well known. Say: In the first example, we re using well-known as an adjective modifier before a noun, so it has a hyphen. In the second example, the words well known do not come before a noun so there is no hyphen. Tell students that there is not one easy way to determine if a compound word should have a hyphen or not, so one way to accurately check the correct use of hyphens in compound words is to consult a current dictionary. Guide Provide practice in having students use hyphens correctly in compound words. Write these words on the chalkboard: well dressed, check in, fifty fifty. Give pairs of students dictionaries and tell them to decide whether these compound words need hyphens or not. Discuss how well dressed is hyphenated if it s used as an adjective, and that fifty-fifty has a hyphen Benchmark Education Company, LLC. All rights reserved. Teachers may photocopy the reproducible pages for classroom use. No other part of the guide may be reproduced or transmitted in whole or in part in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system, without permission in writing from the publisher. Printed in Guangzhou, China. XXXX-XXXX-XXXX ISBN: Benchmark Education Company, LLC Word Study & Vocabulary 2: Unit 1: Hyphenated compounds 3 Providing Support Understanding whether a word has a hyphen or not is a very difficult skill. If students are having difficulty, help them create a reminder chart, such as the one below. Compound Word Hyphenated Example Unhyphenated Example off the wall That is a really off-the-wall suggestion. That suggestion is really off the wall. out of date We should get rid of these out-of-date textbooks. Our textbooks are now out of date. Home/School Connection Students can take home a list of the spelling words and practice reading, writing, and spelling the words with a family member. Apply Ask students to work with a partner to write sentences using each of the three hyphenated compound words (well-dressed, easy-going, fifty-fifty) in their word study notebooks. Spelling Words with Hyphenated Compounds Unit Spelling Words: close-up, get-together, twenty-one, high-tech, one-sided, well-being, in-depth, life-size Write the word close-up on the chalkboard and point out the hyphen. Say: This is a hyphenated compound word. Close-up, when used as a hyphenated compound word, is a noun, as in I am ready for my close-up. If you were to say We can see the marine animals close up, close up would not need a hyphen because it is used as an adverb. Write the words get and together on the chalkboard along with the following sentences: We will get together after school to study our words; We had a gettogether after school today. Read the sentences aloud as you explain why one is a hyphenated compound word. Say: In the first sentence, the word get is used as a verb, so the words get together should not include a hyphen between them. In the second sentence, the phrase is used as a noun, so there should be a hyphen between the words get and together. Explain that as students read and spell more and more words, they will be better able to guess whether the compound word should include a hyphen or not. Tell students they should look carefully at the word to see how it is used. If they are unsure whether to use a hyphen or not, they can always check in the dictionary. Write the remaining spelling words on the chalkboard and read them with students. Ask volunteers to use a spelling word in an oral sentence and then tell if the words are nouns or adjectives. Ask students to copy the spelling words in their word study notebooks. Have partners check each other s spellings. Word Study & Vocabulary 2: Unit 1: Hyphenated compounds 2010 Benchmark Education Company, LLC 4 Day Two Supporting ELs Choose compound words in which the meanings of the smaller words within the compound word provide clues to the meaning of the larger word. Use sketches or pantomime to model the meanings of smaller words such as high, rise, hand, picked, twenty, one, etc. Teacher-Directed Sort Noun Adjective follow-through get-together time-out well-being (close-up) (follow-up) (high-rise) empty-handed far-flung head-on high-tech hush-hush life-size two-faced far-off part-time (close-up) (follow-up) (high-rise) Home/School Connection Have students take home BLM 6 to complete with a family member. Students can also take home the word cards and share their sorts with a family member. Review Hyphenated Compounds Use the anchor poster to help students review hyphenated compound words. Write the words worn-out, hush-hush, life-size, and empty-handed on the chalkboard. Ask each student to turn to a buddy and use each word in an oral sentence as both a compound with two words and as a compound separated by a hyphen. Teacher-Directed Sort Teacher Word Cards: same as BLM 3 Teacher Category Cards Place the category cards in a pocket chart. Hold up the word card empty-handed and model whether the word is a noun or adjective. Think aloud: I think about how I would use the word empty-handed. I would use it to describe something, for example: The store was out of potatoes, so the woman went away empty-handed. The word is used as an adjective, so I ll place it in the category Adjective. Hold up the word card far-off. Ask students how they would use this word and to come up with example sentences. Have them decide if the word is a noun or an adjective. Continue to have students help you sort the remaining words from BLM 3. At least once, model looking up a word in a dictionary to find the meaning of the word and what part of speech it is. Reinforce that knowing the meaning of one of the words that make up a compound word is often helpful in determining the meaning of the compound word itself. Point out that some hyphenated compound words can be used as both a noun or an adjective. (close-up, follow-up, high-rise) Spelling. Have students copy the categories in their word study notebooks to make a two-column chart. Ask them to write each of the unit spelling words in the columns according to whether they are nouns or adjectives Benchmark Education Company, LLC Word Study & Vocabulary 2: Unit 1: Hyphenated compounds 5 Day Three Meaning Sort Noun Adjective check-in give-and-take runner-up self-respect send-off eye-opener half-mast (twenty-one) mind-blowing self-assured well-to-do warm-blooded ice-cream high-speed true-blue happy-go-lucky (twenty-one) Buddy Sort Noun Adjective mother-in-law tip-off in-depth fifty-fifty left-handed long-distance long-term one-sided one-way red-hot ready-made eye-opening white-collar worn-out spine-chilling deep-fried Assessment Tip Use students completed BLM 7 to assess their understanding of the meanings of hyphenated compound words. Home/School Connection Give students BLM 8 to complete with a family member. Explain that they are to do the same thing they did on BLM 7 in class. Meaning Sort Teacher Word Cards: true-blue, self-respect Teacher Category Cards Place the category cards next to each other in a pocket chart. Review sorting the word cards according to their meanings and grammatical use. Hold up the card true-blue. Say: I wonder which category I should put this word in. Does it describe something or does it name something? I will use the word in a sentence: He was a true-blue friend in my time of need. True-blue describes something. I ll put this word under the category card Adjective. Remind students that some words, such as ice-cream, are hyphenated only in their adjective form. Give students the category cards from BLM 2 and the word cards from BLM 4. Ask them to sort the compound words into those that are adjectives and those that are nouns. Suggest that they think of how each word is used in a sentence to help them decide. Point out that nouns often have articles such as the, a, some, etc., in front of them. Buddy Sort Give pairs of students the word cards from BLM 5 and the category cards from BLM 2. Ask them to sort the words according to whether the words are adjectives or nouns. Challenge partners to pick some of the word cards and use them in sentences in which they are not hyphenated compound words, for example: We had to drive a very long distance. There is only one way to do this problem. Applying Meaning. Give students BLM 7 and ask them to complete the cloze, choosing the word that correctly completes each sentence. Word Study & Vocabulary 2: Unit 1: Hyphenated compounds 2010 Benchmark Education Company, LLC 6 Day Four Providing Support If students have trouble reading the passage and/or finding hyphenated compound words, read the passage aloud or ask them to echo-read with you. If students do not recognize hyphenated compound words, stop reading and call attention to the words. Name Date Family Camping Trip My little brother Ian wants to go camping next weekend. He would like for it to be a monthlong trip, but I don t think our parents would agree to that! Besides, it s not summertime so we re still in school. I told Ian that if we were to convince Dad to take us camping, we had to have a thoroughly thought-out plan. That means we would need to do all the planning work up-front before we even talked to Dad. Dad s a pretty easygoing guy, but he doesn t have much free time. So, I knew he d be more likely to agree if we did everything beforehand. We made a shopping list of everything we d need to buy at the supermarket, but I think we ll need more than just hot dogs and apple turnovers! We chose a campground that s not too far away. We also got the camp stove, charcoal, fishing poles, backpacks, and our tent out of the garage. As for clothing to bring it s pretty warm around here this time of year. Blue jeans, shorts, T-shirts, and sweatshirts should be about right. The real fun would come when we try to pack it all into the back of the pickup! So after all of this pre-trip planning, we ended up staying pretty close to home. Dad caught a pretty bad cold the day before we were supposed to leave. Ian and I were pretty disappointed. I mean, the pickup was packed and ready to go! When I say we stayed pretty close to home, I m not kidding we camped out in our backyard! We made a fire pit and roasted hot dogs and marshmallows over red-hot coals. We even sang campfire songs! You know how the old saying goes When life gives you lemons, make lemonade! Answer Key Reading Passage (BLM 9) Home/School Connection Have students take the reading passage on BLM 9 home to read to a family member and point out the hyphenated compound words. Word Hunt Give each student a copy of the passage on BLM 9. Ask them to read the passage and circle the hyphenated compound words. After students have found the hyphenated compound words, ask volunteers to share the words they found. Then ask students to reread the passage, this time finding and underlining compound words that are not spelled with a hyphen. Ask pairs of students to begin lists of compound words in their word study notebooks one list of compound words spelled without hyphens and another of those spelled with hyphens. They can start the lists by using the words in the passage. After students have had a chance to develop their lists, discuss with them which of their lists has the most words. Ask what this tells them about the common usage of compound words versus hyphenated compound words. Spelling Dictation Give students Spelling Dictation (BLM 10). Dictate the following words from the last unit s spelling words to students, one at a time, and have students write them on their BLMs: resist, sister, heart. Dictate the following words from this week s unit, one at a time, having students write them on the BLMs: close-up, one-sided, in-depth. Dictate the following sentence and have students write it on their papers: We had a get-together to hand-pick all the new high-tech equipment. Write the words and sentence on the chalkboard and have students self-correct their papers. Spelling Practice Give pairs of students Spelling Peer Check (BLM 11). While one student reads the spelling words from his or her word study notebook, the other student writes the words in the First Try column. After the second student has spelled the words, the first student places a check mark next to words spelled correctly. For the second try, the first student may prompt the second student by sounding out the words that were spelled incorrectly the first time. If the second spelling attempt is correct, the first student places a check mark in the Second Try column. Then students switch roles Benchmark Education Company, LLC Word Study & Vocabulary 2: Unit 1: Hyphenated compounds 7 Day Five Word Study & Vocabulary 2: Unit 1: Hyphenated compounds 2010 Benchmark Education Company, LLC Name Date Unit 1 Quick-Check: Hyphenated Compounds Answer Questions Directions: Write the correct word or words on the blank to complete the sentences. 1. My little brother often needs to take a because he gets easily excited. time out time-out 2. My aunt and uncle want to with us this weekend. get together get-together 3. The new sculpture in the park is. life size life-size 4. How much would a toy giraffe cost? life size life-size Apply Directions: In the space below, list three other words you know that are hyphenated compounds. Directions: Using the words from the word bank, complete the following sort. Write each new word in the appropriate sort category. Word Bank runner-up, far-flung, worn-out, self-respect, send-off, long-term, one-sided, time-out Used as Nouns Used as Adjectives Think and Write about Hyphenated Compounds Directions: In the space below, explain how understanding hyphenated compounds helps you as a reader, speller, and writer. Answer Key Unit 1 Quick-Check Answer Key BLM 6 up: close-up, follow-up well: well-being, well-to-do one: one-sided, one-way long: long-term, long-distance self: self-respect, self-assured Answer Key BLM 7 1. follow-up 2. in-depth 3. life-size 4. high-rise 5. well known Nouns: follow-through, runner-up, well-being Answer Key BLM 8 1. time-out 2. hush-hush 3. well-to-do 4. long-distance 5. head-on Adjectives: deep-fried, life-size, follow-up, far-flung Spelling Assessment Use the following procedure to assess students spelling of the unit spelling words: Say a spelling word and use it in a sentence. Have students write the word on their papers. Continue with the remaining words on the list. When students have finished, collect their papers and analyze their spelling of the words. Use the assessment to plan small-group or individual practice. Quick-Check Assessment Assess students mastery of hyphenated compound words using the Quick-Check for Unit 1. Suggestions for Independent Practice Grammar Sort. Give pairs or small groups of students all the word cards and a set of category cards. Have them sort the words into nouns and adjectives. Crazy Links. Divide students into two teams. Give each team a set of word cards from one of the BLMs. Ask the teams to put the word cards facedown in the center of the group. A student from one team draws two cards and tries to make a link between them. The link can be silly but it must represent the meaning of the words. For example, if the student draws mind-blowing and get-together, he or she might say, The link between these words is that our get-together was mind-blowing. If the student can make a link, the group gets a point. Crossword Puzzle. Students can work with a partner to make a crossword puzzle that uses some of the hyphenated compound words from the word cards. Pairs can swap their puzzles with another pair. Write the Words. Have students make up meaningful cloze sentences that use words from the word cards. Students can exchange sentences and try to complete them. 32 Teacher s Guides 1 Per Skill Bag (8 pages each, 8 ½ x 11 ) 32 Reproducible Tools, Activities, & Home Connections Books 1 Per Skill Bag (12 pages each, 8 ½ x 11 ) Word Study & Vocabulary 2: Unit 1: Hyphenated compounds 2010 Benchmark Education Company, LLC Anchor Chart (BLM 1) Hyphenated Compounds Compound words are made up of two or more smaller words. Some compound words are hyphenated. Hyphenated compounds are used as adjectives. The hand-picked tomatoes tasted better than the ones from the store. The reporter presented an in-depth look into the health of our nation s students. I was shocked by the life-size poster of my mother on the side of the road. Hyphenated compounds are used as nouns. The supermodel was ready for her close-up. The marching band got a rousing send-off on its way to the state competition. The referee called a time-out during today s football championship game. Sometimes words that are hyphenated compounds may not be hyphenated in other situations. We just got a high-speed Internet connection. The rocket traveled at a high speed. Word Study & Vocabulary 2: Unit 1: Hyphenated compounds 2010 Benchmark Education Company, LLC close-up empty-handed far-flung far-off follow-through follow-up get-together head-on high-rise high-tech hush-hush life-size part-time time-out two-faced well-being Word Cards (BLM 3) Kit 2_U1_BLM.indd 4 6/11/10 2:46:56 PM Word Study & Vocabulary 2: Unit 1: Hyphenated compounds 2010 Benchmark Education Company, LLC Name Date Spelling Patterns Parent Directions: Have your child read each word in the box and sort words into groups according to common elements in the words. For example, words containing up or well. close-up well-being long-distance self-respect one-sided follow-up well-to-do long-term self-assured one-way Common Element: Common Element: Common Element: Common Element: Common Element: Parent Directions: Have your child write a sentence that uses as many of the compound words as he or she can. The sentence can be silly. Take-Home Activity (BLM 6) Kit 2_U1_BLM.indd 7 6/11/10 2:46:57 PM Word Study & Vocabulary 2: Unit 1: Hyphenated compounds 2010 Benchmark Education Company, LLC Name Date Choose the Word Directions: Read the sentences and choose the word that makes the most sense in the sentence. 1. My doctor wanted me to come in for a visit next week. follow-through far-off high-tech follow-up 2. They seemed to be having a very conversation at the dinner table. in depth close-up in-depth close up 3. My sister enjoyed seeing the dinosaur replicas at the science museum. life-size high-rise high rise part-time 4. My best friend lives in a apartment building downtown. high-rise strong-arm life-size empty-handed 5. This author has written many novels and is very. half-mast hush-hush well-known well known Directions: Circle the words that are nouns. long-term follow-through runner-up left-handed well-being Classroom Activity (BLM 7) Kit 2_U1_BLM.indd 8 6/11/10 2:46:57 PM Word Study & Vocabulary 2: Unit 1: Hyphenated compounds 2010 Benchmark Education Company, LLC Name Date Family Camping Trip My little brother Ian wants to go camping next weekend. He would like for it to be a monthlong trip, but I don t think our parents would agree to that! Besides, it s not summertime so we re still in school. I told Ian that if we were to convince Dad to take us camping, we had to have a thoroughly thought-out plan. That means we would need to do all the planning work up-front before we even talked to Dad. Dad s a pretty easygoing guy, but he doesn t have much free time. So, I knew he d be more likely to agree if we did everything beforehand. We made a shopping list of everything we d need to buy at the supermarket, but I think we ll need more than just hot dogs and apple turnovers! We chose a campground that s not too far away. We also got the camp stove, charcoal, fishing poles, backpacks, and our tent out of the garage. As for clothing to bring it s pretty warm around here this time of year. Blue jeans, shorts, T-shirts, and sweatshirts should be about right. The real fun would come when we try to pack it all into the back of the pickup! So after all of this pre-trip planning, we ended up staying pretty close to home. Dad caught a pretty bad cold the day before we were supposed to leave. Ian and I were pretty disappointed. I mean, the pickup was packed and ready to go! When I say we stayed pretty close to home, I m not kidding we camped out in our backyard! We made a fire pit and roasted hot dogs and marshmallows over red-hot coals. We even sang campfire songs! You know how the old saying goes When life gives you lemons, make lemonade! Reading Passage (BLM 9) Kit 2_U1_BLM.indd 10 6/11/10 2:46:57 PM Word Card Sheets Anchor Chart Home Connection Activity Classroom Activity Reading Passage 1 Start 3 Spiral 4 Extend 2 Build Additional Resource Options Advanced Syllables and Affixes Beginning Syllables and Affixes Beginning Derivational Constancy Advanced Derivational Constancy Grade 3 Grade 4 Grade 5 Grade 6 BE1350_38-55.indd 54 12/21/12 6:40 PM

56 Word Study & Vocabulary 2: Unit 1: Hyphenated compounds 2010 Benchmark Education Company, LLC Word Study & Vocabulary 2: Unit 2: Comparative suffixes -er, -est 2010 Benchmark Education Company, LLC Word Study & Vocabulary 2: Unit 2: Comparative suffixes -er, -est Benchmark Education Company, LLC Word Study & Vocabulary 2: Unit 1: Hyphenated compounds Benchmark Education Company, LLC Help students understand the meaning of new words encountered in books and tests. Resources Overview GRADES 4 32 Anchor Charts 1 Per Skill Bag (17 x 22 ) 768 Word and Category Card Sheets 4 Word Card Sheets Per Skill Bag (6 copies of each sheet) Adjectives Nouns braver fiercer calmer lazier deep-fried one-sided bravest fiercest calmest laziest eye-opening one-way closer healthier crazier luckier fifty-fifty ready-made closest healthiest craziest luckiest in-depth red-hot clumsier juicier easier slipperier left-handed spine-chilling clumsiest juiciest easiest slipperiest long-distance tip-off dirtier stronger greasier weaker long-term white-collar dirtiest strongest greasiest weakest mother-in-law worn-out Category Cards (BLM 2) Word Cards (BLM 3) Word Cards (BLM 4) Word Cards (BLM 5) Overview & Assessment Handbook with CD-ROM 1 Per Kit (64 pages) Complete Word Study & Vocabulary 4-Kit Set Includes all 128 Skill Bags Word Study & Vocabulary Kit Each Level Kit includes: 32 Teacher s Guides 32 Anchor Charts 32 Blackline Master Books 768 Word Card Sheets (6-packs of 128 cards) Assessment Handbook with CD-ROM Call Fax Call Fax BE1350_38-55.indd 55 12/21/12 6:41 PM

57 Additional Resource Options for Grades K 6 Build writing skills across the 3 key text types identified in the Common Core Standards. Informational Opinion/Argument Narrative The program embraces the writer s workshop and process-writing models, correlates to the 6+1 Writing Traits, and supports grammar instruction in the authentic context of writing. The tools you need to be an effective writing mentor Grade-specific genre units based on the Common Core Standards Explicit laser-focused mini-lessons that follow a focus-rehearse (model-guide) format Oral language development (purposeful listening and speaking) in every mini-lesson Responsive conferring prompts and differentiated strategies to support English learners, struggling writers, and advanced writers Short mentor texts to model the features of each genre Embedded grammar mini-lessons to put grammar instruction in a meaningful context Research mini-lessons to support 21st-century skills Assessment tools for teachers and students Classroom management and flexible pacing support Daily Steps to Writing Success 56 Text Type Genre K Narrative Informational Opinion/ Argument Journal Personal Narrative Realistic Fiction Historical Fiction Memoir Science Fiction Informational Report Procedural Biography Research Report Book Review Persuasive Essay Persuasive Letter 1. Mini-Lesson Focus Teacher models a specific genre and skill or strategy. 2. Mini-Lesson Rehearse Students practice the skill or strategy with peers. 3. Independent Writing and Conferring Students apply mini-lessons. 4. Share Teacher and students reflect on their independent writing. BE1350_56-63.indd 56 12/21/12 6:56 PM

58 Resources Overview Developmentally scaffolded mini-lessons link writing directly to reading development. Explicit Mini-Lessons Professional Development Professional Development Support to launch and manage the workshop, including mini-lessons for the first 30 days of the school year. Responsive Conferring Flip Chart includes prompts to scaffold writers along the gradual-release continuum. Teacher s Resource Systems (1 per grade) provide explicit model/guide mini-lessons. On-site Professional Development also available! Shared Reading Mentor Big Books Mentor Read-Alouds Mentor Read-Aloud texts provide effective models and support for ongoing writing instruction. Shared Reading Mentor Big Books introduce genres and provide authentic contexts for mini-lessons. All content provided in print and online whiteboard-ready formats Call Fax BE1350_56-63.indd 57 12/21/12 6:57 PM

59 Additional Resource Options Components by Grade Kindergarten Genres: Book Reviews Informational Reports Journals Teacher s Resource System Implementation Support 3 Genre Mentor Big Books 8 Shared Reading Books to support writing activities* Grade 1 Genres: Book Reviews Informational Reports Journals Personal Narratives Teacher s Resource System Implementation Support 4 Genre Mentor Big Books Shared Reading Books to support writing activities* * These titles support the informational report and book review units, and can be found within each teacher s whole-group resource set. BE1350_56-63.indd 58 12/21/12 7:00 PM

60 Resources Overview Lay the foundation for Narrative, Informational, and Argument writing with mentor big books. Grade 2 Genres: Informational Text Personal Narratives Persuasive Letters Procedural Text Realistic Fiction Grades 2 6 Professional Development Support with every grade-level set! Teacher s Resource System Grade 3 Genre Mentor Read-Aloud Texts Genres: Informational Text Personal Narratives Persuasive Letters Procedural Text Realistic Fiction Implementation Support Teacher s Resource System Grade 4 Genre Mentor Read-Aloud Texts Genres: Book Reviews Informational Text Personal Narratives Procedural Text Science Fiction Conferring Prompts Flip Chart Teacher s Resource System Grade 5 Genre Mentor Read-Aloud Texts Genres: Biography Historical Fiction Informational Text Memoir Persuasive Essays Teacher s Resource System Grade 6 Genre Mentor Read-Aloud Texts Genres: Historical Fiction Memoir Biography Research Report Persuasive Letters Teacher s Resource System Genre Mentor Read-Aloud Texts Call Fax BE1350_56-63.indd 59 12/21/12 7:01 PM

61 Additional Resource Options NEW! BENCHMARK Oral Reading Records Assess your full range of students accurately, easily, and economically. Effective resources and support for initial placement, progress monitoring, and documentation of achievement Assessments include quick screener for guided reading placement. Engaging books with appropriate lengths facilitate student participation. Kits accommodate students reading at today s wide range of levels. Effective for RTI Tiers I, II, & III Ideal small-group reading assessment for BookRooms and other leveled book sets Three Key Steps to Successful Reading Assess at the beginning of year to identify students instructional reading levels, strengths, and weaknesses. Assess during the year to monitor student progress and inform instruction. Assess at the end of the year to document student progress and plan next year s instruction. 54 Nonfiction and Fiction Titles for Levels AA Z (2 titles per level) 60 BE1350_56-63.indd 60 12/21/12 7:02 PM

62 Resources Overview Use the right assessment resources to form reading groups and inform instruction. Also available in Spanish Fiction and Nonfiction at Every Level from AA to Z Sample Unseen Text for Level O Sample Oral Reading Record Form for Level Z This helpful guide includes the forms for all reading levels, with step-by-step instructions explaining how to take, score, and analyze oral reading records. Quick screener also included for easy guided reading placement. Oral Reading Records K 3 (Levels AA R) 38 Leveled Texts (1 copy per title) Oral Reading Records Handbook Oral Reading Records 4 8 (Levels J Z) 34 Leveled Texts (1 copy per title) Oral Reading Records Handbook Oral Reading Records K 8 (Levels AA Z) 54 Leveled Texts (1 copy per title) Oral Reading Records Handbook Call Fax BE1350_56-63.indd 61 12/21/12 7:02 PM

63 Additional Purchase Options Customize to Your Needs and Budget! For On-Level and Below-Level Readers Leveled Books for Primary Readers (Levels A M/1 28) Early Connections for Grades K 2 Early Explorers Includes 6 copies each of 221 precisely leveled K 2 books that introduce nonfiction and fiction text features developmentally, enabling students to practice and apply strategies they are learning. These 161 Early Connections and 60 Early Explorers titles are not found in BL Teacher Sets or in Oral Reading Records as unseen texts. Leveled Books for Intermediate Readers (Levels J X/18 60) Navigators for Grades 3 6+ Bridges Includes 6 copies each of 133 precisely leveled Grades 3 6 books that introduce grade-level content at multiple reading levels to help teachers differentiate instruction. These 52 Navigators and 81 Bridges titles are not found in BL Teacher Sets. Set includes 23 pairs of matching books one on-grade and one below-grade level. Also contains 58 below-level Bridges books that match on-level Navigator books in BL Teacher Sets. For Fluency and Phonics Reader s Theater Big and Small Books My First Reader s Theater for Grades PreK 2 Reader s Theater: Nursery Rhymes and Songs (Levels A E) Includes Big Books and Small Book six-packs for 38 nonfiction choral-reading scripts and 38 fiction scripts. Helps beginning readers learn concepts about print and genres, develop vocabulary in context, and acquire comprehension skills. These titles are not found in Teacher Sets. Reader s Theater Multi-Leveled Scripts (Levels F X/9 60) Reader s Theater: for Grades 1 6+ Folktales, Myths, and Legends Reader s Theater: Content-Area Concepts Includes 6 12 copies each of 104 multi-leveled scripts that introduce grade-appropriate genres and support core curriculum content through active learning. Student roles at a variety of reading levels help young readers analyze story elements and build rich Tier Two vocabulary. Research-proven to build fluency and comprehension. These titles are not found in BL Teacher Sets. Leveled Books for Intermediate Readers II (Levels Q X/40 60) PRIME for Grades 3 6+ For students at 4th and 6th grade reading levels. Includes 6 copies each of 50 additional high-interest, precisely leveled nonfiction titles not found in BL Teacher Sets. Aligned to Science and Social Studies national and state standards. Set includes 14 pairs of matching books at 4th and 6th grade reading levels, plus 22 below-level books that match on-level PRIME titles in BL Teacher Sets. Reader s Theater: Classics (Levels N Z+/30 90) for Grades 5 8+ Includes 6 12 copies each of 14 multi-leveled scripts not found in BL Teacher Sets. These play adaptations of literary classics and speeches promote genre and author studies, link Language Arts and Social Studies curricula, and develop comprehension and literary analysis to meet national and state standards. Books for Older Students Reading at Primary Levels Complete Phonics Skill Bags for Grades K 6 English Explorers for Grades 3 8+ Includes 6 copies each of 96 language-leveled books aligned with Grades 3 6 Science and Social Studies standards to give older students access to grade-level content. Each title is accompanied by an Audio CD and Talking E-Book CD-ROM, and is not found in BL Teacher Sets. Packaged in standards-based theme sets. StartUp BuildUp StartUp BuildUp SpiralUp PHONICS PHONICS PHONICS SpiralUp Includes 153 ready-to-use, skill-specific bags for intervention or classroom use. Easy to assess and target weak skills. Stepwise instructions alleviate teacher prep. Intervention for Older ELs and Striving Readers RIGOR 1, 2, and 3 for Grades 4 6+ Includes 48 Skill Bags containing instructional materials and book sets for 10 students reading at preliterate, primary, or intermediate levels. Developed with Dr. Margarita Calderón, RIGOR s sequence of content-area texts supports systematic phonics and vocabulary instruction. Student assessment/practice books plus Talking E-Book included with each title. NOTE: Each leveled book 6-pack on this page comes with a Teacher s Guide and Comprehension Question Card. All 6-packs are in self-sealing bags with library pockets and cards provided for easy central checkout. Ask about Interactive Whiteboard and Talking E-Book resources for these programs BE1350_56-63.indd 62 12/21/12 7:02 PM

64 Technology Online Teacher Resources Make Instruction Engaging & Easy Interactive Whiteboard Resources 390 Interactive Titles for Anchor Comprehension Workshop, Reader s Theater, Content Connections Big Books, and more make instruction engaging and effective. Compatible with all interactive whiteboards or computer screens. Titles include daily lesson plans, Talking E-Books, comprehension activities, interactive games, image banks, and more. Anchor Comprehension Workshop (K 6) My First Reader s Theater (PreK 1) Reader s Theater (K 6) Content Connections Big Books (K 2) Fluency Posters (K 6) Genre Posters (3 6) Talking E-Books 620 Interactive Titles with 24/7 access for students and teachers. Engage readers of all levels in school and at home with interactive activities to build fluency and comprehension. Play professionally narrated audio synchronized to highlighted text. Gain context with the Talking E-Glossary for vocabulary instruction. Compatible with PCs and Macs, all interactive whiteboards, and LCD projectors. For Grades K 6 Books in Benchmark Literacy Teacher Sets E-Books work on all computers and whiteboards Online Assessment Online Assessment Use data to drive instruction with research-proven K 6 Comprehension Strategy Assessments. Students take grade-specific pre-, post-, and ongoing assessments online with immediate results for teachers and administrators. Teachers use assessment data to evaluate students comprehension at the beginning of the year and monitor student progress with strategy-specific assessments. Aggregate results measure adequate yearly progress. Grade/reading level assessments Specific assessments designed for English learners and striving readers Ideal for RTI progress monitoring Professional Development Educational Leader is an interactive professional development website for teachers, literacy coaches, and mentors in Grades K 8. Educational Leader offers a variety of topics, ongoing support, downloadable classroom resources, and best practice model lessons and support materials. Free Teacher Resources The Benchmark Literacy Teacher Resources website provides anytime, anywhere access to instructional resources arranged by unit and week of instruction. Resources are downloadable as PDFs. Teachers also have access to assessment materials, research, and best practices. Teacher s Guides Comprehension Question Cards Assessment Resources Best Practices MORE Call Fax BE1350_56-63.indd 63 12/21/12 7:02 PM