PreK– 8 2012-2013 Catalog Helping Children Learn since 1979
Language Arts Reading Technology Science Math Special Needs ELL/ELD oRDER
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Dear Educator, At Evan-Moor Educational Publishers, we pride ourselves in more than 30 years of helping children learn. We are proud to have promoted both teacher and student success with research-based, quality resource materials that are engaging, affordable, and most importantly, effective. To further support schools today, our products align with state standards and Common Core State Standards. Plus, we continue to develop not only print materials but also interactive apps and other digital products to meet the need of today’s classroom. We look forward to partnering with you to increase student and schoolwide academic achievement. Sincerely,
CONTENTS About Daily Practice .......................................... 2 About interactive Apps ......................................3 NEW! Daily Phonics ....................................................4 Bridge the Gap: Phonics...................................5 Daily Reading Comprehension .........................6 Daily Academic Vocabulary..............................7 Daily 6-Trait Writing ...........................................8 Daily Paragraph Editing ....................................9 NEW! Daily Science .................................................. 10 Daily Geography Practice ............................... 11 Daily Language Review .................................. 12 NEW! Building Spelling Skills .................................... 13 Daily Math Practice ......................................... 14 Daily Word Problems ...................................... 15 A Word a Day .................................................. 16 Daily h andwriting Practice.............................. 17 Daily Practice Centers .................................... 18 NEW! Language Fundamentals Interactive App .........................................20 NEW! Vocabulary Fundamentals Interactive App .........................................20 NEW! Nonfiction Writing .................................... 21 Hot Topics: High-Interest Reading ....22 Look, Listen, & Speak for ELL .............26
Joy Evans shown with Bill Evans and Jo Ellen Moore (Co-Founders)
Stories to Read, Words to Know for ELL ..........................................................28 NEW! Everyday Literacy for PreK–1...............30 TeacherFileBox.com ...............................33
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100% Satisfaction Guaranteed! If for any reason you are unsatisfied with your purchase from Evan-Moor, you may return it, postage prepaid, in its original condition within one year for a refund of the original product purchase price.
TEL 800-777-4362
FAX
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Evan-Moor supports state standards and Common Core State Standards Evan-Moor’s resources help lay the foundation for strong, standards-aligned curricula: • Easy-to-implement supplemental materials align to state standards and Common Core State Standards to support students’ academic success. • Free online tool, www.teaching-standards.com, shows detailed correlations for each Evan-Moor title. • TeacherFileBox.com enables educators to search by state standard or Common Core State Standard to find teaching units from over 400 Evan-Moor titles.
Page
Grade Levels
6
1, 2, 3, 4, 5, 6+
Title I
IDEA
Title III
Title V
Comprehension Daily Reading Comprehension Hot Topics: High-Interest Reading
22
4–8+
Look, Listen, & Speak
26
K–3 / ELL
Stories to Read, Words to Know
28
K–3 / ELL
TeacherFileBox.com
33
PreK–6+
Early Learning Daily Phonics
4
1, 2, 3, 4–6+
Everyday Literacy
30
PreK, K, 1
Look, Listen, & Speak
26
K–3 / ELL
Stories to Read, Words to Know
28
K–3 / ELL
TeacherFileBox.com
33
PreK–6+
English Language Learners Daily Academic Vocabulary Daily Language Review Daily Phonics
7
2, 3, 4–6+
12
1, 2, 3, 4, 5, 6, 7, 8
4
1, 2, 3, 4–6+
Everyday Literacy
30
PreK, K, 1
Hot Topics: High-Interest Reading
22
4–8+
Look, Listen, & Speak
26
K–3 / ELL
Stories to Read, Words to Know
28
K–3 / ELL
TeacherFileBox.com
33
PreK–6+
Building Spelling Skills
13
1, 2, 3, 4, 5, 6+
Daily Language Review
12
1, 2, 3, 4, 5, 6, 7, 8
9
2, 3, 4, 5, 6+
Grammar & Mechanics
Daily Paragraph Editing Language Fundamentals
20
1, 2, 3, 4, 5, 6+
TeacherFileBox.com
33
PreK–6+
Daily Math Practice
14
1, 2, 3, 4, 5, 6+
Daily Word Problems
15
1, 2, 3, 4, 5, 6+
TeacherFileBox.com
33
PreK–6+
Daily Science
10
1, 2, 3, 4, 5, 6+
Everyday Literacy: Science
30
PreK, K, 1
Hot Topics: High-Interest Reading
22
4–8+
TeacherFileBox.com
33
PreK–6+
Math
“ Evan-Moor resources allow me to add more interesting and engaging activities to the middle school special education
Science
curriculum at a level that is
Social Studies
appropriately challenging and
Daily Geography Practice
11
1, 2, 3, 4, 5, 6+
Hot Topics: High-Interest Reading
22
4–8
TeacherFileBox.com
33
PreK–6+
accessible for my students. Activities also bring kinesthetic,
Vocabulary
interactive learning alive for
Daily Academic Vocabulary
my students, making them feel
Everyday Literacy
30
PreK, K, 1
Hot Topics: High-Interest Reading
22
4–8+
Vocabulary Fundamentals
20
1, 2, 3, 4, 5, 6+
A Word a Day
16
1, 2, 3, 4, 5, 6+
TeacherFileBox.com
33
PreK–6+
capable and intelligent.” - C. Hill, Special Ed Teacher, Morris County, NJ
7
2, 3, 4, 5, 6+
Writing Daily 6-Trait Writing
8
1, 2, 3, 4, 5, 6+
Nonfiction Writing Practice
21
2, 3, 4, 5, 6+
TeacherFileBox.com
33
PreK–6+
Request a FREE sample at www.evan-moor.com/sample
1
Daily Practice
Adopt Daily Practice for all the grade levels in your school!
Daily Phonics Daily Reading Comprehension
Research-based daily practice that helps raise student achievement The clear, focused format of Evan-Moor’s Daily Practice titles helps teachers reinforce and reteach the skills found in any core program with 36 weeks of instructional lessons.
Daily Academic Vocabulary Daily Paragraph Editing Daily Science Daily Geography Practice Daily Language Review Building Spelling Skills
• Repeated practice and reinforcement over the course of a school year • Short, 5- to 15-minute lessons that allow teachers to easily integrate instruction and practice into a busy day
Daily Word Problems
• Comprehensive yet uncomplicated resources that support the core curriculum in key subject areas
A Word a Day
• Based on current research and best practices in education
Daily Math Practice
Daily Handwriting Practice
• Correlated to state standards and Common Core State Standards
Daily Practice Centers
2
TEL 800-777-4362
FAX
800-689-1302
www.evan-moor.com/education
“ Evan-Moor’s Daily Practice books consistently introduce new skills, review those skills, and provide additional practice that my school knows has improved our achievement scores.”
Introducing Apps Powered by Portals
- Jill L., Dyersburg, TN TM
Daily Instruction, Dynamic Technology Evan-Moor’s interactive apps deliver the best of both worlds—the correlated content, targeted practice, and research-based instruction of the Daily Practice titles with the dynamic features of an interactive teaching tool. Launch and project apps on any computer to lead whole-class lessons, or have students work independently or in small groups. • Integrates technology-based instruction into the core curriculum • Captures students’ attention with an interactive format, making learning meaningful • Creates student-centered collaborative learning opportunities • Includes a downloadable Teacher’s Guide
Better Together Pair Daily Practice apps with student practice books for a powerful multimedia resource.
• Correlated to state standards and Common Core State Standards
Request a FREE sample at www.evan-moor.com/sample
3
Daily Phonics Provide 32 weeks of targeted, systematic phonics instruction and practice for on- and below-grade-level readers WEEK
1
DAY 1
Name ________________ Name __________________________________________________________ ________________________ __________________ Wee k
Alphabet Review
Discriminating Consonants and Vowels Read aloud the focus statement at the top of the page. Then read the directions to students and have them point to each letter as they name it aloud. After students circle the vowels, direct their attention to the next task. Read the directions to students and have them write the vowels.
Listening for Initial Consonants: b, c, d, f, g, h, j Read aloud the focus statement at the top of the page. Then point to each letter in the activity as you introduce its letter-sound. Say: This is the letter b. The letter b stands for this sound: /b/. Say /b/. (/b/) Repeat the process for the remaining letters. Then direct students’ attention to the picture of the goat. Say: Point to the goat. Say goat. (goat) What is the first sound in goat? (/g/) What letter stands for that sound? (g) Point to the letter g. Draw a line from the letter g to the picture of the goat. Repeat the process for the remaining pictures.
a
b
c
d
e
h
Listening for Initial Consonants: k, l, m, n, p, q, r, s Read aloud the focus statement at the top of the page. Then point to each letter in the activity as you introduce its letter-sound. Say: This is the letter k. The letter k stands for this sound: /k/. Say /k/. (/k/) Repeat the process for the remaining letters. Then direct students’ attention to the picture of the leaf. Say: Point to the leaf. Say leaf. (leaf) What is the first sound in leaf ? (/l/) What letter stands for that sound? ( l) Point to the letter l. Draw a line from the letter l to the picture of the leaf. Repeat the process for the remaining pictures.
i
o
p
j q
k
l
r
v
Listening for Initial Consonants: t, v, w, x, y, z Read aloud the focus statement at the top of the page. Then point to each letter in the activity as you introduce its letter-sound. Say: This is the letter t. The letter t stands for this sound: /t/. Say /t/. (/t/) Repeat the process for the remaining letters. Then direct students’ attention to the picture of the wagon. Say: Point to the wagon. Say wagon. (wagon) What is the first sound in wagon? (/w/ ) What letter stands for that sound? (w) Point to the letter w. Draw a line from the letter w to the picture of the wagon. Repeat the process for the remaining pictures. Then direct students’ attention to the second task. Read the directions and have students write the letters.
1.
Dictation Direct students’ attention to the bottom of the page and say: Run your finger under each word as I read the sentence: I can go fast. Now read the sentence with me: I can go fast. Look at each word and circle the vowels.
4
w
x
Listening for Short and Long Vowels Read aloud the focus statement at the top of the page. Point to the first example and say: The letter a is a vowel. It has a short sound and a long sound. You hear the short a sound at the beginning of ant. Say ant. (ant) Say /a ˘ /. (/a ˘ /) You hear the long a sound at the beginning of ape. Say ape. (ape) Say /a ¯ /. (/a ¯ /) Repeat the process for the remaining examples. Then read the activity directions and call students’ attention to the first row. Say: Let’s listen for the long a sound. Point to the first picture. Say cake. (cake) Do you hear /a ¯ / in cake? (yes) Circle the picture. Point to the next picture. It shows a rat. Do you hear /a ¯ / in rat? (no) Do not circle it. Repeat the process for the remaining pictures and rows.
2.
3.
g
t
n
Say the picture
u
y
z
Finish the alphabet. Write
ab 4.
op
the missing letters. Then
d
5.
gh
Dictation Write your name. Circle the vowels.
Circle the vowels.
long i
name. Circle the picture if you hear
short o
short u
long o
long u
the long vowe l sound.
i
3
name each letter.
j
o
4
t
Dictation
short i
z
e
2
x long e y
a
1
short e
w x 5
m
u
I can go fast .
Picture Key: Row 1: cake, rat, map, tape; Row 2: dress, hen, tree, sheep; Row 3: dig, kite, pie, six; Row 4: bone, box, goat, mop; Row 5: flute, bug, tub, glue
8
© Evan-Moor Corp. • EMC 2788 • Daily Phonics
Daily Phonics • EMC 2788 • © Evan-Moor Corp.
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m
v
Week 1
e.
short a
w
There are five vowels in the alphabet. Write the vowels on the lines.
Picture Key: wagon, yo-yo, violin, ten, zipper, X-ray
DAY 5
f
s
Picture Key: leaf, rake, kite, pie, nest, sun, moon, queen
Dictation Direct students’ attention to the bottom of the page and say: Run your finger under each word as I read the sentence beginning: Run fast. Now read the words with me: Run fast. Next, write your name on the line to finish the sentence. Invite volunteers to read aloud their sentences. Then say: Now look at the words and circle the vowels.
DAY 4
t
begins with that letter-s ound.
Week
1 Day 5 The letters a, e, i, o,, and u are a short and a long sound. The vowels. Each vowel has long sound says its nam
long a
Dictation Direct students’ attention to the bottom of the page and say: Run your finger under each word as I read the sentence: I can go. Now read the sentence with me: I can go. Look at each word and circle the vowels.
DAY 3
Say the letter-sound. Draw a line to the picture that
Name each letter. Circle the vowels.
Picture Key: goat, foot, jeep, cat, boat, dog, hat
Listen for It Day 4
Week
Focus The alphabet has 26 letters. Some letters are Focus Each consonant has its own special sound. consonants. Some letters are vowels. The letters a, e, i, o, and u are vowels.
Focus
Dictation Direct students’ attention to the bottom of the page and say: Write your name on the line. Then circle the vowels in your name.
DAY 2
Name __________ _______________ _______________ _______________ ___
Day 4
1 Listen and Day Write 1It
Listen for It
Skill: Discriminating Skill:initial Identifying letters consonant s
© Evan-Moor
Corp. • EMC 2788 • Daily Phonic s Daily Phonics • EMC 2788 • © Evan-Moor Corp.
5
2788.indb 9
2788.indb 8
Skill: Listening
for short and
long vowels
9
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8/18/11 12:04 PM
Weekly Teacher Pages include step-by-step teaching paths with suggested scripting for presenting each daily lesson.
Daily Student Pages provide clear, simple practice activities with predictable supporting illustrations.
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8/18/11 12:04 PM
Daily Phonics
Daily Phonics $149.95
Class Pack 20 Student Books + Teacher’s Edition Grade 1 EMC 9761-R12
Grade 3
Grade 2 EMC 9762-R12
Grades 4–6+ EMC 9764-R12
EMC 9763-R12
$29.99
Student Book 5-Pack Grade 1 EMC 6781-R12
Grade 3
Grade 2 EMC 6782-R12
Grades 4–6+ EMC 6784-R12
EMC 6783-R12
Request a sample today! www.evan-moor.com/sample
Grades 1–6+ h elp students gain phonemic awareness, decoding, and word study skills to become confident and proficient readers. Each Daily Phonics book includes 32 weeks of explicit, systematic phonics instruction, practice, and application. Each week focuses on a key phonics skill, with daily lessons that progress through listening, speaking, reading, and writing activities, as well as daily dictation exercises. The scaffolded scope and sequence of Daily Phonics makes it a perfect resource for Perfect on-grade-level early learners, as well for RTI as older struggling readers and English language learners. Correlated to state standards and Common Core State Standards.
Features: • 5 student pages per week • Daily dictation activities • 1 teacher page per week
4
TEL 800-777-4362
FAX
800-689-1302
www.evan-moor.com/education
Bridge the Gap: Phonics A 12-week accelerated phonics kit, ideal for specialized intervention or transitional programs and mainstream primary classrooms Each Classroom Kit includes: Teacher’s Resource Book guides teachers through delivering 12 weeks of Daily Phonics instruction.
1 4
le!
Joan drove
Joan stole the ball.
Set
owA low
3
J
oa Joa n coa ch go al
Close the ho Go low!
6
it home. o
Joan dove for the hole.
fold 2
Reproducible Phonics Readers and written practice pages
2
me Board Ga
go
fold 1
the Coac Score & h n a goal! oa
fold 2
Readers 245 Little Phonics
1
3
o
Basic Phonics Skills, Level C • EMC 3320 • ©2004 by Evan-Moor Corp.
l C • EMC 3320
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Daily Phonics, Level 2 Teacher’s Edition, 5 Student Practice Books
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y Lo ng o St or
fold 1
ry Words in Sto clo se sco re ho le dro ve do ve ho me sto le
fold 2
ics Skills, Leve
. • Basic Phon
-Moor Corp
5 Sets of Pre- and Posttest Booklets measure and track student progress from the beginning of the 12-week program to completion.
fold 2
246 Little Phonics Readers
©2004 by Evan
25 Hands-on Centers include activity mats and corresponding tasks cards in sets for up to six students. These game-like centers provide hands-on practice and reinforcement of the weekly phonics skills in a controlled small-group setting.
5
2
gff gg
Bridge the Gap: Phonics Bridge the Gap: Phonics Primary Classroom Kit
$599.99
EMC 7600-R12
Comprehensive but not complicated, Bridge the Gap Phonics provides more than 60 hours of explicit instruction and hands-on activities to help move students from remedial or beginning phonics skills to a 3rd-grade reading level. Each daily 60-minute block targets specific phonics skills through systematic instruction, practice, and application, while addressing the needs of auditory, kinesthetic, and visual learners. Correlated to state standards and Common Core State Standards. 7300_cnt03.
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Add-on Daily Phonics Student Book $29.99 5-Pack Grade 2
EMC 6782-R12
7/7/11
7300_cnt03.indd 7
EMC 7403-R12
10:39
AM
7/7/11 10:39 AM
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nt03.in
Add-on Primary Pre- and Posttest Booklets 5-Pack $23.99
7/7/11
10:39 AM
7300_c
7
Features: • 30 minutes of teacher-led whole-group instruction • 30 minutes of center activities and written practice • Small-group reading and authentic application of phonics skills through hands-on experience and real-world scenarios
Request a sample today! www.evan-moor.com/sample
Request a FREE sample at www.evan-moor.com/sample
01_OS_FMDailies2012.indd 5
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2/3/12 2:14 PM
Daily Reading Comprehension Direct instruction that targets the reading strategies and skills your students need to improve comprehension and raise test scores Each book covers 12 comprehension skills, including:
Determine Important Information
WEEK
This strategy allows students to find the most important information in a passage, usually information related to the main idea. By determining the important information, students can increase their comprehension by focusing on important ideas and details.
4
• Compare and Contrast
Name:
READ THE PASSA GE
• Prediction
DAY
• Main Idea and Details
1
• Inferencing ... and more
DAY
2
Grades 2–6+ cover six reading strategies:
Introduce the strategy to students. Then say: When good readers read, they look for the most important information in a passage in order to understand the author’s main message. They do not let themselves get distracted by information that is not related to the main topic. This week we will learn some ways to look for the most important information in a passage. Read the instructions at the top of the page aloud. Say: This is a silly passage about a make-believe animal called a zooraffa. Have students read the passage. When students have finished, ask: What do the numbers in the passage stand for? (numbered directions, or steps, for cleaning a zooraffa) Ask: Do you think the numbers were important for understanding the passage? (yes) Say: Sometimes it is a good idea to read the important information again to make sure you understand it well. Pair students for the strategy practice activity or complete it as a group. Then direct students to complete the skill practice activity. Review the answers together. Remind students of the strategy. Say: When we determine the important information in a passage, we look for the information that helps us best understand what the author is trying to tell us. Point out the following three features on the page: the body text, the picture, and the caption. Say: Each of these features is important, but we need to know what information from each feature best helps us to understand what we are reading. Brainstorm with students what information each feature probably gives (The body text tells the story of the high jump, the picture shows who the jumpers are, and the caption tells the height of each jump.). Then read the instructions at the top of the page aloud. Have students read the passage. When students have finished, direct them to complete the strategy and skill practice activities. Review the answers together.
Determine Impo rtant Information
Think about the inform ation that is most for making peanu important t butter.
WEEK 4
DAY 4
The Food Tha t Goes with
Jelly Making peanut butter is a big business. Peanuts grow under Around 40 peanu ground. ts grow on one plant. Special tractors and lay them upsid dig up the plants Name: e down on the groun d. The peanuts stay they are dry. Next, in the sun until stems and rocks are removed. After READ THE cleaned, they are the peanuts are PAGE shelled and roaste d. Then, they are peanuts are rubbe cooled. The coole d gently to remov d e their skins. Finall ground into a paste y, the peanuts are . Sometimes, sugar , salt, and oil are added. Groundnut crop
calendar for most
Plant Jan Feb Mar
Jun Jul Aug Sept Oct Nov Dec
STRATEGY PRACT
DAY
3
• Monitor Comprehension
ICE In the passage, under Remind students of the strategy. Say: When good readers look for important information in a in telling the steps line three sentences that are important passage, they often begin by skimming or scanning the text. What stands out when you look at to make peanut butter the page? (the headings) Say: When I look at the headings, I know I’ll likely read about where a . certain snake lives and how it eats. I can look for information in the passage that tells me moreSKILL PRACTICE Read each question. Fill in the about those topics. Then read the instructions at the top of the page aloud. Have students read the bubble next to the 1. From the inform correct answer. ation in the graph passage. When students have finished, direct them to complete the strategy and skill practice , you can tell 3. ell Which step in maki that activities. Review the answers together. .
A peanuts
• Make Connections
DAY
4
• Visualization
grow under
ground Remind students of the strategy. Say: When we read to determine important information, we need B peanuts are dried before they a good purpose for reading. Sometimes we can set a purpose by looking at the activities we are are cleaned asked to do when we finish reading. Read aloud the directions for the strategy practice activity. C peanuts Then say: When I read, I will look for the information about how peanut butter is made. Read the are harvested in the fall instructions at the top of the page aloud. Then have students read the passage. When students have D making peanut butter is a busin finished, direct them to complete the strategy and skill practice activities.
ess
2. Which of
DAY
• Organization
5
• Ask Questions
these hese would w be the best title Remind students of the strategy. Say: To determine important information, you need to know for the graph raph?? what you are reading. What does this page look like? (a page from a dictionary) Why do people A “Peanuts use dictionaries? (to find out what words mean) Since this is a dictionary, the important in the United States ” information will likely be the meaning of different words. Read the instructions at the top of the B “Planting and Harvesting” page aloud. Then have students read the dictionary page. When students have finished, direct them C “The Mont to complete the strategy and skill practice activities. Review the answers together. hs of
28
• Determine Important Information
D “Peanut
Daily Reading Comprehension • EMC 3453 • © Evan-Moor Corp.
Teacher Page
32
3453.indb 32
the Year” Butter Calendar”
bat
Determine Important
blimp (blim p) balloon that A kind of can be steer A blimp is ed: filled with a gas that is lighte r See picture. than air. noun
WEEK 4
Info
rmation the kind of info rmation that is given in a dictiona
bat (bat) 1. A wooden club used stick or to flying mam hit a ball. 2. A mal thin skin. noun with wings of
of the United States Harvest
Apr May
Think about
DAY 5
ry.
blizzard (bliz cold snow ´ erd) A very storm with stron winds: The blizzard cove g our house red with snow. noun boil (boil) To give off steambubble up and : The hot wate began to r boil. verb broken (bro The cup was´ ken) In pieces: broken. adjective
ng peanut butter
comes first?
A The peanu
ts are ground into STR aATEG paste. Y PRACTIC E Which informa ts are cleaned. tion in a dict ionary is the C The peanu ts are cooled. most importa nt? Why? D The peanu ts are shelled and roaste SKILL PRA d.CTIC E Read each que 4. Peanuts are also stion. Fill in called groun1.dnuts The .guide wor the bubble nex This information is d that t to the corr hat is missing given in theon the ect answer. . e is pag A caption for 3. Why does . the chart the A blim p blimp on the word broken come afte B title of the r page? passage B blizzard A Brok C calendar en is a less imp of months ortant word C brok than blimp. en D text of the passage D bat B Brok en fits on the page after blim C Brok p. en comes afte 2. On a dictiona Daily Reading Compre r blimp in the hension • EMC 3453 • © Evan-M e, you can D Brok alphabet. findoor Corp. . ry pagge, en has two sylla bles and blim has one. p A word meanings and pronunciatio 4. What can B stories ns you learn abo about real peo ut a blimp from its picture? ple 5/6/10 3:59 C a list of what isPMinsi de the book A It is fille D words d with gas. in order of imp B It is shap ortance ed like a foot ball . C It is ligh ter than air. © Evan-Moo r Corp. • EMC D It need 3453 • Daily s a pilot. Reading Comp rehen B The peanu
Student Pages
Grade 1 covers phonics, sight words, and vocabulary development.
sion
3453.indb
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33
5/6/10 3:59 PM
Daily Reading Comprehension $148.99
Class Pack 20 Student Books + Teacher’s Edition Grade 1 EMC 9691-R12
Grade 4
EMC 9694-R12
Grade 2 EMC 9692-R12
Grade 5
EMC 9695-R12
Grade 3 EMC 9693-R12
Grade 6+ EMC 9696-R12
Student Book 5-Pack Grade 1 EMC 6631-R12
$29.99
Grade 4
EMC 6634-R12
Grade 2 EMC 6632-R12
Grade 5
EMC 6635-R12
Grade 3 EMC 6633-R12
Grade 6+ EMC 6636-R12
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You may also like Daily Reading Comprehension Centers on page 18.
6
Daily Reading Comprehension Grades 1–6+ Present your students with direct instruction on the reading strategies and skills they need to become successful readers. The 150 original fiction and nonfiction passages with comprehension items in each Daily Reading Comprehension title help you engage students in reading, thinking about, and responding to a variety of texts. Correlated to state standards and Common Core State Standards.
Features: • Weekly teacher overview pages with suggestions for guiding students through each passage • A diverse selection of passages that expose students to a variety of text types • Lessons that cover the major comprehension skills and strategies students need in order to perform well on standardized reading assessments TEL 800-777-4362
FAX
800-689-1302
www.evan-moor.com/education
Daily Academic Vocabulary Daily practice that develops the rich vocabulary essential to students’ success in the classroom and on assessments Name _________________________________________ WEEK
1
1
(noun) An area of study, such as science. Math is Greta’s best subject in school.
subject
DAY
2
(noun) Someone or something that is thought about, written about, or talked about. Our school picnic was the subject of a newspaper article.
topic
DAY
3
(noun) The subject of discussion or conversation. Abigail always has a lot to say on the topic of dog care.
topic
DAY
4
Use the transparency for week 1 and the suggestions on page 6 to introduce the words for each day.
subject • topic subject
DAY
Daily Academic Vocabulary
Daily Academic Vocabulary
(noun) The subject of a book or other written work. He has read many books on the topic of space travel.
DAY
5
Have students name the different things they study in school—math, science, social studies, reading, language arts, health, music, art. Say: Each of these things is a subject you study in school. Invite students to talk about which school subjects they like best. After responses, ask: Why do you like that subject the best? Then have students complete the Day 1 activities on page 11. You may want to do the first one as a group. Display informational books that are familiar to students. Select books whose subject is suggested by the title—for example, Exploring the Night Sky or How a House Is Built. As you show each book, ask: What is the subject of this book? What is it about? Help them conclude that what a book is about is the subject of the book. Then have students complete the Day 2 activities on page 11. You may want to do the first one as a group. Explain that topic and “subject� have very similar meanings and are sometimes used interchangeably. Say: Something or someone can be the topic of discussion or the subject of discussion. Ask: What is our topic of discussion right now? Read the sample sentence and ask: Would the sentence have the same meaning if you replaced topic with the word “subject�? Then have students complete the Day 3 activities on page 12. You may want to do the first one as a group.
Day 3 topic 1. How would you complete this sentence? Say it aloud to a partner.
I could say a lot about the topic of
They hiked to the topic of the mountain. They talked about a different topic every night. I like to topic about my favorite book. She took a topic to avoid getting the flu.
1. How would you complete this sentence? Say it aloud to a partner.
I would be interested in an article on the topic of
Daily Academic Vocabulary • EMC 2759 • Š Evan-Moor Corp.
.
2. Which of these would make a good topic for a science report? Circle your answer.
a. how I spent my summer vacation b. how a caterpillar becomes a butterfly
c. how the president is elected d. how to make a turkey sandwich
3. Pretend that you are going to write a report. First, write the topic of your report. Then, write three things you would say about the topic.
Topic: My Dog
Topic:
a. He likes to chase balls. b. He has a big wet tongue. c. He sleeps on my bed.
a.
Have students complete page 13. Call on students to read aloud their answers to the writing activity. 12
WEEK 1
____________
_________
complete with the
word subj
đ?– đ?– We have a ect? different textb ook for every đ?–Ąđ?–Ą Grandma’s . barn was the for Barney’s dogh đ?–˘đ?–˘ The librarian is a good ouse. to help you find đ?–Łđ?–Ł The dinosaur a book. was in the museum . 2. The subject of a book is
. �� a list of the chapters �� a list of the topics covered in the book �� what the book is about the person who wrote the book
replace the unde
rline
đ?– đ?– A birthday d word with is a good reas the word topic on for celebrati ? đ?–Ąđ?–Ą For some on. players, winn ing is the obje đ?–˘đ?–˘ The dinner ct of the gam table is the perf e. ect plac đ?–Łđ?–Ł Movies are e for conversa tion. Emma’s favorite subject for disc 4. Wha ussion. t is the topic
of a news artic
le entitled “Cal đ?–Ľđ?–Ľ unusually ifornia Feels cold weather the Heatâ€?? in California đ?–Śđ?–Ś wood-burning stoves đ?–§đ?–§ hot weather in California hot weather in Mexico
Writing Tell abou t the subje the word subject ct of a book you have read latel in your writing. y. Be sure to use
____________
____________
b.
____________
c.
____________
____________
____________
____________
Š Evan-Moor Corp.
• EMC 2759 •
____________
____________
____________
Daily Academic
______
____________
____________
Daily Academic Vocabulary • EMC 2759 • Š Evan-Moor Corp.
Daily Academic Vocabulary
Fill in the bubb le next to the corr ect answer.
3. In which sent ence could you
Day 4 topic
Say: Both topic and “subject� are used to describe what a book or another piece of writing is about, as well as a discussion or conversation. Ask a student to make up a sentence using the word topic. Then ask another student to repeat the sentence, substituting the word “subject� for topic. Ask: Are the meanings of the two sentences the same? Then have students complete the Day 4 activities on page 12. You may want to do the first one as a group.
10
.
c. how plants grow d. nouns and verbs
3. Which sentence correctly uses the word topic? Circle your answer.
a. b. c. d.
____________
Day 5 sub ject • topic
1. Which sent ence could you
2. Which of these topics would you talk about in science class? Circle your answers.
a. how magnets work b. a favorite TV show
Name ________
____________
______
____________
____________
______
Vocabulary WEEK 1
Weekly Teacher Pages provide deďŹ nitions and sample sentences and help teachers introduce new words through brief discussions that build on students’ previous knowledge.
Daily Academic Vocabulary $148.99
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Daily Student Pages help students practice new words through short daily activities that use the words in an academic or personal context.
13
Weekly and Unit Reviews Students review each week’s words through a Friday multiple-choice assessment. Four cumulative reviews provide additional practice and assessment.
Daily Academic Vocabulary Grades 2–6+ h elp your students internalize vocabulary words they need to know in order to communicate effectively and perform well on classroom assignments and standardized tests. This research-based series contains 36 weeks of direct instruction on academic words such as opposite, prediction, subject, and specify, the kinds of words that they will encounter in all different subject areas and grade levels. Correlated to state standards and Common Core State Standards.
Features: • o ral, cloze, multiple-choice, and open-ended writing activities that require students to apply new words to their own experiences • Unit reviews that reinforce word meaning through engaging puzzles
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7
Daily 6-Trait Writing Targeted, trait-based writing lessons and activities that enrich any core writing or language arts program
WEEK
1
Week 1 • Day 2
Name:
IDEAS
ng Idea Choosing a Stro writing trait. ce or review the Refer to pages
6 and 7 to introdu
Week 1 • Day
idea. Make your
Daily 6-Trait Writing
3
Ideas
idea specific.
Choose a strong Ideas DAY 1 idea is specif ic. say: A strong is the one that aloud. Then that you ideas. Underline student’s story Read the rule exact. Imagine A. Read each more specific. is clear-cut and ideas is more specif ic? stronger and That means it ideas: Which of these crunchy, colorf ul leaves. 1. John’s story story. a A. Julia is making a scrapbook with photos of a camping trip. bear will write teddy piles of a. My sister’s ening in 2) playing in lost teddy bear 1) autumn; or t a specific happ b. Finding my Help her write asister’s clear idea about each photo. Write the idea activities. se it tells abou ideas: through the (idea 2, becau City nts Brianna’s story 2. Mexico in stude house first one is done as an example. a completea. Why sentence. The ther’s guide I like Grandmo . autumn) Then ’s story ideas b. Visiting Mexico d aloud John is a Read : Rea 1 2 make more specific. ic? (b) Why? (It • Activity A specif Choose one to below. more ss ideas is three idea. B. Read the at the proce write the specific Ask: Which idea Circle it and t the bear.) Repe se abou choo nts story g stude specific Ideas: bike riding story ideas, havin their choices. movies in for Brianna’s : Sample Answers them to expla baking cookies my an answer. Ask Then use . learned to ride finally ideas I day idea: the oatmeal d aloud the three a more specific A more specific seen; making Read : Rea movie I’ve ever ing of • Activity B bike; the scariest ? bake sale to model think cookies for the about bike riding the first one the periods. could you tell to sentences. Circle The C. Read the where you like idea. Say: What a bridge in Oakland. about seeing ing to ride? Or feet long. sure Rocky wrote It is 43,500 What about learn nts to voice ideas, making the Bay Bridge. bridge is called to stude idea e an se Invit choo ride? fic. Have them they are speci activity. complete the nces Read the sente Idea: Riding Idea: Camping (Convention): statements. Ask: What 2 Week 1 • Day • Activity C that they are with? (a Name: and point out Clearer Idea: Here I am riding clear. Clearer Idea: statement end a does make mark idea your writing to punctuation idea. Make your Choose a strong Ideas Always proof read with a period. Then Say: d) perio a horse for the first time.of a camping trip. each statement ity. photos in sure you’ve ended with idea activ the the a scrapbook photo. Write complete A. Julia is makinga clear idea about each example. is done as an Help her write have students The first one 12
• EMC 6023 •
Week 1 • Day 4
Name:
1
Choose a strong idea. Make your idea clear.
Ideas Name:
© Evan-Moor
Week 1 • Day 5
Choose a strong idea. Narrow it down. Ideas
Think about fun things you like to do with friends. Complete the triangle. Narrow down your ideas into one specific idea.
in
Write about someth ing specific that you like to do with friends Be sure that each statem . ent ends with a period .
Start with a general idea.
fun with friends Narrow it down.
Corp.
IDEAS
a complete sentence.
Make it more specific.
4
2
1
DAY 2 through the guide students aloud. Then Read the rule : Idea: Camping activities. ideas Sample Answers It rained on Idea: Riding Clearer Idea: teer read the Here I am riding s Havee a volun of camping. : Hav Clearer Idea: our first day ss what make • Activity A Discu . first time. the a horse for the first photo 4 ing a horse for given for the 3 clearer. (“Rid se the second idea r than just “riding” becau bette the is in time” ening first ibes what ’s happ items 2–4. gh it clearly descr lete e students throu picture.) Guid write their answers in comp ,” Idea: Eating t to We ate breakfas Swimming to write as “Julia Clearer Idea: Remind them Idea: Eating Idea: SwimmingIdea: We had fun urage students morning. Clearer Idea: outside every sentences. Enco dock. jumping off the oun I. using the pron to want Clearer Idea: Clearer Idea:B. Proofread each sentence you wrote. ion): You may partner vent (Con rs with a • Activity B exchange pape have students nces. other’s sente and check each IDEAS
Student Page
Teacher Page 10
IDEAS
© Evan-Moor
Corp. • EMC
6023 • Daily 6-Trait
13
Writing
B. Proofread each sentence you wrote. • EMC Daily 6-Trait Writing © Evan-Moor Corp. • EMC 6023 • Daily 6-Trait Writing
Student Pages
oor Corp.
6023 • © Evan-M
IDEAS
13
© Evan-Moor Corp. • EMC 6023 • Daily 6-Trait Writing
© Evan-Mo IDEAS or Corp. 1 • EMC 6603 • Daily 6-Trait
Writing
ID DEAS AS
Days 1–3
provide lessons, writing models, and activities for students to practice key writing skills and apply them to a variety of writing forms.
$148.99
20 Student Books + Teacher’s Edition Grade 1 EMC 9661-R12
Grade 4
EMC 9664-R12
Grade 2 EMC 9662-R12
Grade 5
EMC 9665-R12
Grade 3 EMC 9663-R12
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Student Book 5-Pack
presents students with a prewriting activity. Students use graphic organizers that help them approach their writing in logical, structured ways.
Day 5
asks students to apply their new skills through a writing prompt. Teachers can use the prompt as an assessment or expand it for a longer assignment.
Daily 6-Trait Writing
Daily 6-Trait Writing Class Pack
Day 4
7
$29.99
Grades 1–6+ Daily 6-Trait Writing provides direct instruction on the six traits of writing—ideas, organization, voice, sentence fluency, word choice, and conventions—through scaffolded lessons that focus on specific writing skills. Correlated to state standards and Common Core State Standards.
Features: • 125 scaffolded trait-based writing lessons
Grade 1 EMC 6601-R12
Grade 4
EMC 6604-R12
• A trait-based writing rubric
Grade 2 EMC 6602-R12
Grade 5
EMC 6605-R12
Grade 3 EMC 6603-R12
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• Teacher pages that include an easy-to-follow teaching path and ideas for modeling and eliciting student responses
Request a sample today!
• Activities that cover narrative, expository, descriptive, and persuasive writing
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8
TEL 800-777-4362
FAX
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Daily Paragraph Editing Download Portals to access FREE sample lessons for every interactive app TM
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Enhance instruction with interactive
apps!
• 180 self-correcting, interactive lessons BIOGRAPHY: Walt
• Students simply drag and drop editing marks to make corrections
Disney’s Cartoon
Magic Daily Paragraph
Name
Editing
Walt Disney’s Cart
oon Magic
Walt Disney lived on a farm when he was a young boy. From an early age, walt liked to draw animals. He watched the farm animals carefully he made lifelike drawings of them. Walts family had no money for paper but Walt was clever. he drawed a pig on the wall of his house. Walt’s parents were not happy! Then Walts aunt gave him drawing paper
• The “error counter” gives students incentive to find mistakes
• apostrophes
MONDAY WEEK 1
When walt grew up, he got a job drawing animuls for anima ted cartoons. creat ive ideas filled Walts head. the other carto ons were silent so Walt made a cartoon with music and talking characters . This cartoon was called Steamboat Willie . The star was mickey Mouse. Mickey talked and singed, people loved him
Student Page
TUESDAY ©2004 by Evan-Moor
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Editing, Grade 3 •
WEEK 1 EMC 2726
Daily Paragraph Editing
Daily Paragraph Editing Class Pack with App
Corp. • Daily Paragraph
• apostrophes
EMC 6554-R12
13
Grades 2–6+ The activities in Daily Paragraph Editing target specific grade-level capitalization, punctuation, spelling, and language usage skills. Each weekly lesson includes a 4-paragraph composition for students to edit, as well as a related writing prompt on Friday. Correlated to state standards and Common Core State Standards.
Features: • Teacher pages that include an editing key and error summary • Daily paragraphs on cross-curricular topics with errors for students to correct • Writing prompts that expose students to a variety of writing forms • Available in print and interactive app format
Request a FREE sample at www.evan-moor.com/sample
9
Daily Science Download Portals to access FREE sample lessons for every interactive app TM
www.evan-moor.com/apps
Enhance instruction with interactive
apps!
This summer!
• Photographs, drawings, and animation enrich understanding of science concepts
Week 4 Idea 1
• Interactive elements help to keep students engaged
All living things have different life cycles.
Day One
• Easy access to content that reviews or reinforces concepts
Vocabulary: flower Materials: flowers or pictures of flowers
Day Two Vocabulary: pollen
Day Three Vocabulary: fruit
Day Four
Why do some plants have flowers? Students at this grade do not need to learn the reproductive parts of a flower (stamen, pistil, and so on), but they will learn that all flowers make seeds and some type of fruit. Flowering plants are the most abundant and diverse plants on Earth. A flower is a plant’s reproductive part, and it appears after the plant has fully matured. Just like animals, plants have a life cycle. Plants grow from seeds and become mature. Most mature plants create flowers. The flowers produce fruit and grow new seeds. New seeds start the cycle again by becoming new plants.
Distribute page 27 and introduce the vocabulary word. Then read the introduction aloud with students. Show the flowers or pictures of flowers you brought. Have students describe the flowers. (shape, color, smell, and so on) If needed, review the parts of a plant (roots, stem, leaves, flower) before distributing crayons and having students complete activity A. For activity B, read the question aloud and have students write their answer.
Name ________________
________________
Day 1
Weekly Question
________________
__________
Da
flower
the picture.
stem
flower
WEEK 4
Vocabulary
A. Label the parts of the plant. Use the words in the box. Then color
leaf
ce
Idea 1
Most plants come from seeds. A seed plant inside it. But has a baby where do seeds come from? Most seeds come from flowers. Flowers have a special way of making seeds .
Distribute page 28 and introduce the vocabulary word. Then have volunteers read the introduction aloud. Point out the pictures on the page and ask students if they have ever seen bees or butterflies around flowers before. Then have students complete activity A independently. For activity B, read each question aloud and have students write their answers.
i l y S c ien
Big
Why do some plants have flowers?
the part of a plant that makes seeds
roots
Distribute page 29 and introduce the vocabulary word. Then have volunteers read the introduction aloud. Point out the chart on the page and help students understand how to read it. Read the name of the first fruit and then ask: Does it have seeds inside it? (yes) Is it a fruit? (yes) Then let’s write yes in the box. Have students finish the activity on their own. For activity B, read each question aloud and have students circle their answers. For the oral activity, pair students or discuss the answers as a group. Distribute page 30 and read the introduction aloud with students. Then have students look at the pictures in activity A and complete the activity. When students finish, point out that no matter which step in the cycle you start with, the order stays the same. For activity B, have the class answer as a group after a volunteer reads each statement.
Teacher Day Five Page
Tell students they will review everything they have learned about flowers and fruit. Have them complete page 31. Go over the answers together.
26
Big Idea 1 • Week 4
Daily Science • EMC 5012 • © Evan-Moor Corp.
B. Where do most seeds come from? Write a complete to answer the questio sentence n.
Student Page
© Evan-Moor Corp.
Daily Science
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Interactive apps also sold separately. You may also like Everyday Literacy: Science for PreK–1 on page 30.
10
• EMC 5012 • Daily
Science
Big Idea 1 • Week
4
27
Grades 1–6+ Why do camels have humps? How far up does the sky reach? Where do echoes come from? These are just some of the motivating questions your students will answer while they investigate standards-based scientific concepts. The 150 daily lessons in each Daily Science title help students develop a genuine understanding of scientific concepts and content vocabulary. Correlated to state standards and Common Core State Standards.
Features: • Direct instruction and activities that build science literacy • Easy-to-understand background information and clear teaching paths that support teachers who have less experience teaching science • inquiry-based activities that help students learn how to “think like a scientist” • Available in print and interactive app format
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FAX
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Daily Geography Practice Develop critical map-reading skills and geography content vocabulary. Name ________________________ ____________
_______________
Skill: Political Regions WEEK 21
Essential Element 2: Standard 5
Name
WEEK 21
The Region of Central America
The Region of Central America
The Region of Central Amer ica
Monday
Introducing the Map
Tuesday
1. South America 2. Caribbean Sea and Pacific Ocean Wednesday
1. Mexico 2. Colombia Thursday
1. Belize 2. isthmus Friday
1. El Salvador 2. Panama; Costa Rica, Colombia, Pacific Ocean, and the Caribbean Sea Challenge
The Panama Canal runs across the center of the country of Panama, just above Panama City.
Show students the map of Central America. Students should notice that the geographic location of this region gives it its name. However, explain to students that Central America is considered part of the North American continent. Besides its geographic location, Central America is linked to North America in other ways. • The countries of Central America form a long isthmus that connects southern North America to South America. The Isthmus of Panama is a narrow strip of land that separates the Atlantic and Pacific Oceans in Panama. • The physical features of the region include many inland, rugged mountains. Many of the mountains are active volcanoes. Devastating earthquakes, volcanic eruptions, and hurricanes strike this region. • Spanish is the official language of all the Central American countries, except Belize. In Belize, English is the official language. • Most of the people of Central America live in the highlands, where they live on small farms. • Central America has large plantations that produce about 10 percent of the world’s coffee and about 10 percent of the world’s bananas. • The Maya Indians were the dominant culture from about 400 B.C. to about A.D. 900. Today, descendants of the Maya live in the mountains of Central America. All these factors help to group the countries into a region.
________________________________ ________________________________
MEXICO
BELIZE
CAR
Belmopan
IBB
EA
N S E
A
________________________________
__________________________
GUATEMALA
HONDURAS
Guatemala City
Tuesday
Tegucigalpa
1. Central America connects the southern part of North America to which continent?
San Salvador
NICARAGUA
EL SALVADOR
________________________________
Managua
PA
CI
FI
C
OC
EA
N
__________________________
2. Which waterways border Central
COSTA RICA
Panama City
San José
SOUTH AMERICA
Weekly Teacher Pages provide background information and vocabulary to help teachers introduce the week’s lessons.
©2004 by Evan-Moor Corp.
LO
EMC 3714 • Daily Geography Practice, Grade 5
87
88
Weekly Maps illustrate the geography skill being emphasized during the week and work as a reference to help students answer each activity’s questions.
EMC 3714 • Daily Geography Practice, Grade 5
©2004 by Evan-Moor Corp.
Student Book Pages feature two questions per day and progress in difficulty. A challenge question at the end of the week asks students to add a feature to the map.
Daily Geography Practice
Daily Geography Practice $148.99
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EMC 6570-R12
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EMC 6571-R12
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Central America to the south? ________________________________ __________________________
The countries of Central America form a long isthmus between the rest of North America and the continent of South America.
a body of salt water that is part of an ocean, yet is partially enclosed by land
sea
©2004 by Evan-Moor Corp.
to the north? ________________________________ __________________________
2. Which South American country borders
area of land or water with certain characteristics that make it different from other areas
region
EMC 3714 • Daily Geography Practice, Grade 5
1. Which country borders Central America
national capital
narrow strip of land having water on each side and connecting two larger bodies of land
isthmus
Class Pack
Wednesday
CO
Legend
a region of seven countries between Mexico and
South America
86
America? ________________________________ __________________________ ________________________________ __________________________
PANAMA
Introducing Vocabulary Central America
__________________________
__________________________ 2. Is Central America part of the continent of North America or South America?
IA
1. 7; Any two of the following: Belize, Costa Rica, Guatemala, Honduras, El Salvador, Nicaragua, and Panama 2. North America
WEEK 21
1. How many countries make up the region of Central America? Name two of them.
Share with students the definition of a region. Explain that a group of countries can be part of a region. Ask students to name the geographic region that bridges the southern end of North America to South America. The answer is the region of Central America.
MB
ANSWER KEY Monday
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$29.99
Grade 1 EMC 6561-R12
Grade 4
EMC 6564-R12
Grade 2 EMC 6562-R12
Grade 5
EMC 6565-R12
Grade 3 EMC 6563-R12
Grade 6+ EMC 6566-R12
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Grades 1–6+ An easy, effective way to fit social studies practice into the curriculum! Based on the six essential elements and 18 standards outlined by the n ational Geography Standards, Daily Geography Practice presents students with critical map-reading skills, geography terms, and more. Each book includes weekly learning objectives, maps, student pages, and a glossary. Correlated to state standards and Common Core State Standards.
Features: • Direct instruction on geography concepts, content vocabulary, and visual literacy/map-reading skills • Teacher overview pages that include an explanation of the standards addressed, background information, and suggestions for introducing the skills and vocabulary for each lesson
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11
Daily Language Review “ My Title 1 students and lower ability students love
Download Portals to access FREE sample lessons for every interactive app TM
Daily Language Review.
www.evan-moor.com/apps
They are more aware of the conventions and grammar in their writing.”
Enhance instruction with interactive
- Eleanor H., Chicago, IL
• 180 self-correcting, interactive lessons WEEK
1
• Ideal for whole-class or independent practice
Daily Languag e Review
Wednesday
Name:
© Evan-Moor Corp. • Daily Language Review • EMC 581
apps!
Correct these senten ces.
1. she bought apples
2. mary she is going
• Immediate feedback helps to keep students engaged
carrots and cereal
to be late for the lesson
Complete this analogy.
3. fire : hot :: ice :
Circle the word that is spelled correctly.
4. frend
freind
5. hapiness
1
frund happeness
happines
Daily Languag e Review
Thursday
Name:
© Evan-Moor Corp. • Daily Language Review • EMC 581
WEEK
friend
happiness
Circle the word that is spelled correctly.
1. wanted
whanted
Correct these senten ces.
2. my dad taked my
waunted
want’d
sisters bike to be fixed
3. he knowed what his
homework was
Where would someone probab ly say the followi ng?
4. “Julia, may I borrow
your eraser?” 5. “Swimmers take your mark, set, GO!” 6
Daily Language Review
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12
Student Page
Grades 1–8 Build students’ language skills and raise test scores with
36 weeks of grammar, punctuation, usage, and sentence-editing practice. Daily Language Review reinforces the skills covered in your core language program through repeated and focused language practice. Correlated to state standards and Common Core State Standards.
Features: • A scope and sequence chart that helps teachers track and record the skills covered • Short 5- to 10-minute activities that easily integrate into the core curriculum • Available in print and interactive app format
You may also like Daily Language Review Centers on page 18. TEL 800-777-4362
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Building Spelling Skills Download Portals to access FREE sample lessons for every interactive app TM
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Enhance instruction with interactive
apps!
• 150 self-correcting, interactive lessons • Audio support that reads aloud spelling words and sample sentences
Word Meaning
Fill in the missing wor
Building Spellin
ds .
takes afraid said
g Skills
ask away than
always stand great
1. An octopus uses its
• Ideal for whole-class instruction or independent practice
2. It
1
eight waved playing
arms to catch its
a long time to
3. My little sister is
.
my dog to give him
a bath.
of thunder and lightni
ng.
4.
• Multisensory approach to improve word acquisition
catch prey they
were
5. Marcus
football at the park. his hand and
6. You must
far
,“Good-bye.” from the campfire.
My Spelling Dict ation
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1.
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Building Spelling Skills
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© Evan-Moor Corp.
Grades 1–6+ Give your students focused practice on up to 540 grade-level
spelling words. Weekly lesson objectives, five practice activities for each week, forms for testing and recordkeeping, a spelling strategies chart, and more give you everything you need to build strong spellers. Correlated to state standards and Common Core State Standards.
Features: • 30 weekly units of targeted practice on grade-level spelling word lists organized around spelling patterns • Dictation sentences for each spelling list • Reproducible spelling lists and parent letters • Spelling strategies and “h ow to Study” charts • Available in print and interactive app format
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13
Daily Math Practice Daily math problems that practice and reinforce NCTM Standards-based math skills 1
ay
Daily
Mond
tice
Prac
Math
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=
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Daily Math Practice
=9
3. Mark the eighth dot.
+
+
= 12
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102
+
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=4
5. If a muffin costs 7¢, how much will 3 muffins cost?
¢
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Daily Math Practice
saw a
Thursday
Daily Math Practice
Daily Progre ss Record
1
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movie
parrots. about in a sitting
2. 5
5. On a walk along the beach, Jarod 3. Continue the pattern. 11 13 15
. Color
9 gulls, 3 cormorants, and 6 pelicans. How many birds did he see?
5
•
3
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2 1 Monday
birds
EMC 752 • © Evan-Moor Corp. EMC 752 • © Evan-Moor Corp.
6
EMC 752
4
quarter past
+7
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Tuesday
Wednesday
or Corp.
Monday through Thursday Activities include two computation problems, two items that practice a variety of math skills, and one word problem.
Friday
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Friday Activity features a single problem that is more extensive and emphasizes reasoning and communication.
Daily Math Practice
Daily Math Practice
Grade 1 EMC 6527-R12
Thursday
7
Mo © Evan-
Grade 1 EMC 6533-R12
1
How many did you get correct each day? Color the squares. 5
4. What time is it?
1. 12 – 6 =
ts the 5. Tina e were 8 parroor ed on e land
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r’s rs. Bake e rls in M re 17 gi there ar There we year. This year rls were st e gi la or m ss y cla w man Ho . ? rls ar ye 9 gi ss last in her cla girls
1
Wednesday
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Grades 1–6+ Based on n CTM Standards, Daily Math Practice addresses
key learning objectives, including computation, problem solving, geometry, measurement, and more. Reproducible student pages, an answer key, and a comprehensive scope and sequence chart give you everything you need to provide students with focused and repeated skills practice. Correlated to state standards and Common Core State Standards.
Features: • Short daily activities that work along with core programs to help students master standards-based skills • A comprehensive scope and sequence chart that helps teachers track and record the skills being covered • Daily progress records that ask students to track and record their own work
You may also like Daily Math Practice Centers on page 18.
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Daily Word Problems “ After using Daily Word Problems, Math, my students had the highest test scores
Download Portals to access FREE sample lessons for every interactive app TM
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for problem solving on standardized tests.” - Sara O., Owings, MD
Enhance instruction with interactive
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• 180 self-correcting, interactive lessons Daily Word Problem
• Immediate feedback encourages perseverance in problem solving
Friday–Week 1
s
Name:
Welcome to Make Your Own Candle Store. You have 3 candles to decora te. Use all the decora listed below. Each tions candle must have the same number of each decoration.
• Keeps students focused with nondistracting interface
• 6 smiling faces • 9 stars
Candles
• 3 bows • 12 flowers
Use the candles you decorated to answer the follow ing questions. • How many smiling faces are on each of the candles? ______________ • How many stars are on each of the candles? ______________ • How many bows are on each of the candles? ______________ • How many flower s are on each of the candles? ______________ • How did you find the number of each decoration for each candle?
Student Page
©2001 by Evan-Moo
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Daily Word Problems, Math $335.99
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Daily Word Problems, Math
Daily Word Problems
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Grades 1–6+ Watch students’ problem-solving skills improve day by
day as they take part in meaningful math practice. The 36 weeks of reproducible practice activities address grade-level math concepts such as addition, fractions, logic, algebra, and more! Monday through Thursday activities present students with a one- or two-step word problem, while Friday’s format is more extensive. Correlated to state standards and Common Core State Standards.
Features: • A comprehensive scope and sequence chart that helps teachers track and record the skills being covered • Weekly activities that focus on a central theme and create meaningful and engaging opportunities for learning • Available in print and interactive app format
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15
A Word a Day Download Portals to access FREE sample lessons for every interactive app TM
www.evan-moor.com/apps
Enhance instruction with interactive
apps!
• 180 self-correcting, interactive lessons
Review
• Perfect for whole-class instruction or independent practice
Week 1
A Word a Day
impatient • applia
nce • appropriate
Write on the board the four words studied this week. Read the briefly review their words with the class meanings. Then conduct and the oral activities below. 1
• Flexible options to display or hide definitions in review sections
Tell students that you are going to give them a clue about one of the words for the week. They are to find the word that answers the clue. • An electric fan is one of these. (an appliance)
3
• This kind of behavior is polite. (appropriate)
• When people do this, it is hard to understand them. (mumbl e) 2
Read each sentence and to supply the correct ask students word to complete the sentence. • A household , such as a clothes dryer, costs a lot of money. (appliance) • It is not to yell inside the classroom. (approp riate) • When you , I can’t tell what you are saying. (mumble) • Try reading a book if you get waiting for the bus. (impatient)
6
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Read each sentence and ask students to decide if it is true or false. is false, instruct students If the sentence to explain why. • Interrupting others is usually appropriate. (false; it is impolite to interrupt others) • Most TV newscast ers mumble. (false; most speak clearly) • It is not much fun to talk impatient person. (true) with an • A sheet of paper is a household appliance. (false; a sheet of paper is not a machine)
Student Page
Answers for page 7:
1. B, 2. J, 3. A, 4. J
A Word a Day • EMC 2793 • © Evan-Moor Corp.
A Word a Day
Class Pack with App
while
Read each sentence and ask students to tell which word or words are wrong. Then have them provide the correct word from the week’s list. • It is incorrect to thank someone who does you a favor. (incorrect/appropriate) • Shy people often speak it hard to understand clearly, making them. (speak clearly/mumble) • Pablo is so relaxed that he hates waiting for longer than a minute. (relaxed/impatient)
• You might feel this way if you had to wait a long time to open a present. (impatient)
A Word a Day
• mumble
Grades 1–6+ h elp students develop the rich vocabulary that’s essential to
successful reading comprehension and academic achievement. Each A Word a Day title covers 144 words in 36 weekly units. Short daily activities along with weekly oral reviews and multiple-choice tests give you everything you need to strengthen students’ vocabulary. Correlated to state standards and Common Core State Standards.
Features: • Daily exercises that use multiple approaches to teach vocabulary, including written, oral, and visual literacy activities • Weekly oral and written reviews that ask students to apply their new words through group discussions, test questions, and an open-ended writing prompt • Available in print and interactive app format
16
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Daily Handwriting Practice Once upon a time Provide students with daily handwriting a beautiful princess lived... practice with a curriculum tie-in. 14
Name:
EMC 792 ©2000 by Evan-Moor Corp.
42 Name:
14
in a lonely castle Once upon a time surrounded by a deep moat. lived... a beautiful princess She sat in the tower lo in a nely castle and wished she had a friend. p moat. surrounded by a dee She was very sad. er She sat in the tow Would she ever find a friend? a friend. d a h e sh ed h is w d an 14
oor
by Evan-Moo EMC 792 ©2000 Corp.
© 2000 Evan-M
EMC 792 ©2000 by Evan-Moor Corp.
Name:
r Corp.
by Evan-Moor EMC 792 ©2000
Once upon a time there was a beautiful princess. She lived in a castle with a moat. She had no visitors. She was lonely. Finish the story.
43
Practice • EMC
44 44
Daily Handwriting
Corp.
14
43
Name:
The Princess
Name:
14
Name:
© 2000 Evan-Moor Corp.
14
4242
EMC 792 ©2000 by Evan-Moor Corp.
EMC 792 • Daily Handwriting Practice
14
Name:
14
r Corp.
© 2000 Evan-Moor Corp.
by Evan-Moo EMC 792 ©2000
by Evan-Moor EMC 792 ©2000 Corp.
1 Monday Monday Today is marvelous Monday. Name:
Monday
Friday Activity features a full-page exercise that draws the topic to a close by reviewing what was learned earlier that week.
45
a friend? Would she ever find
EMC 792 ©2000 by Evan-Moor Corp.
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15
Daily Handwriting PracticeTuesday Name:
Daily Handwriting Practice
15
Name:
Word Box
handsome prince snuggly kitten happily ever after
EMC 792 ©2000 by Evan-Moor Corp.
She was very sad.
14
43
Monday through Thursday Activities help students practice letter formation while focusing on a theme such as animals, nutrition, our solar system, or vehicles.
Daily Handwriting Practice • EMC 792
EMC 792 ©2000 by Evan-Moor Corp.
792
Name:
Tuesday
2 Tuesday writing letters, words, and sentences about a variety Tuesday. of content-area topics, Today is terrific All Grades Daily Handwriting Practice presents students with practice
from language arts to science and social studies.
Features: • h andwriting activities that cover a variety of content-area topics to help students develop content-area literacy • A full-page letter formation chart that shows struggling students how to properly form letters • Patterns and directions for creating an alphabet book
Request a sample today! www.evan-moor.com/sample
Request a FREE sample at www.evan-moor.com/sample
17
Daily Practice Centers Numbers
rds
Wo 1 Number
Reinforce standards-based skills with motivating, targeted hands-on practice.
Daily Language Review Centers Classroom Kit Grade 1
$349.99
EMC 2811-R12
four hundred five rds
Add-on Student Booklets 5-Pack
$9.99
24 Lions an d Tig
ers 24 Lions and Tig
o
seventy-tw eleven
Grade 2 EMC 6618-R12 Grade 3 EMC 6619-R12
ers
3 in x 1 in
thirteen
Numbers
two hundred one
2x1
nt eve e tras ty-s Con -fiv six and fifty eigtyhty Compare for
ix ty-sne for ty-o thir in x 1 in nd3red three hu ety ninten
en fiftelve twe
Com -ni red par nty nd ene and Contra e hu ontwe
ands thirteen are big, w ssl gra live o ild ndred huy-tw red on ca tson ndred fiveent ts hund rehu livsev are big, wild ca fou e on grassla rteen fou five nds two hundred live where one roar toven reernineety-four like ele theth ere e lo livearwh ts of tre es like to roar are lots of trees even
• Hands-on learning experiences that deepen understanding and foster a love for learning
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one hundred
Wo 1 Number
• Durable, ready-made centers in colorful folders
Grade 3 EMC 2813-R12
fifty-five
twelve
ninety
ninety-four
Grade 2 EMC 2812-R12
Grade 1
2x1
forty
thirty-one
eighty
sixty-s
forty-six night are strong hunt mostly at hunter rs nty-nine nt are strong hunte s ndhu tlyenat nightwe red mos fifte three hu t ten live alone hunt alone five hundred live alone one hundred hunt alone fourteen dd 39
3042Cards2x1.in
Classroom Kits Grades 1, 2, & 3
• Activities perfect for formative assessments
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have familie s have families
hunt in groups hunt in grou ps
like water like water
ter do not like wa do not like water
Daily Math Practice Centers Classroom Kit Grade 1
dd 39
3042Cards2x1.in
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• pockets to hold playing pieces
EMC 6651-R12
b 77
2851Card.indb
77 10/5/10
Spiral-bound Teacher’s Guide
Grade 2 EMC 6652-R12
• 80 pages
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Classroom Kits Grades 1, 2, & 3
2851Card.ind
• center assignment sheets • student and class checklists
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• center directions and answer keys
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20 Student Response Booklets
• 40 pages each
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• keeps centers organized and protected
EMC 6751-R12
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• fits easily on a shelf
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Classroom Kits Grades 1, 2, & 3
2
• help students keep track of which centers they’ve completed
$944.99
Teacher’s
SAVE
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3
$100
EMC 9699-R12
18
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11:52 AM
Lions
trast
24
re and Con
24 Lions and Tigers
trast
and
Tigers
Lions and tigers are big, wild cats. But they live in different kinds of places. Lions live on wide open grasslands. Tigers live where there are lots of trees. Lions and tigers both like to roar. And they are both strong hunters. Tigers They hunt at night. andmostly Lions Tigers live and hunt alone. 3 in x 1 in Lions have families and hunt in groups. Tigers like to cool off in water. Lions try to stay dry.
are big, wild cats
live on grasslands
live where there are lots of trees
like to roar
re and
Contra
st
mpa hunters strong are Co
d Tigers
s an 24 Lion
3 in x 1
hunt alone
have families roar like to
hunt in groups
g live on
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re ere the live wh of trees are lots ters ng hun are stro
do not like water
like watert t nigh ostly a hunt m
ne live alo
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lo hunt a
Each Daily Centers Kit supports state standards and Common Core State Standards. ilies
m have fa
ter like wa
AM 10/5/10 11:52
hunt mostly at night
live alone ds rasslan
in
, wild ca are big
Compare and Contrast
2851Card.indb 75
Compare and Contrast
10/5/10 11:52 AM
Daily Practice Centers
g hunt in
roups
te like wa do not
r
10/5/10 11:52 AM
2851Card.indb 77
:52 AM
Daily Language Review Centers skills include: • • • •
10/5/10
11:52
AM
Reading Comprehension Vocabulary & Word Study Grammar Punctuation & Mechanics .indb
2851Card
77
Daily Math Practice Centers skills include: • • • • •
Numbers Operations Algebra & Geometry Measurement Data Analysis & Probability
Daily Reading Comprehension Centers skills include: • • • • •
Main Idea & Details Sequence Compare & Contrast Word Meaning Prediction
Request a FREE sample at www.evan-moor.com/sample
19
Language & Vocabulary Fundamentals Download Portals to access FREE sample lessons for every interactive app TM
www.evan-moor.com/apps
Enhance instruction with interactive
apps!
• Clear list of skills and activities to choose from and a Quick Launch tool to easily access each lesson • Lesson History, a printable record of dates of completed lessons • Expandable and collapsible rule statement at the beginning of each activity to focus students’ attention on the targeted skill • Check Answer, a self-correcting tool that offers students immediate feedback, or can be turned off for assessments
Language Fundamentals Interactive App
Language Fundamentals $199.99
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Grades 1–6+ o ver 200 self-correcting, interactive activities to improve
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Vocabulary Fundamentals Interactive App Grades 1–6+ 42 scaffolded, self-correcting, interactive activities that practice
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TEL 800-777-4362
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Nonfiction Writing
Help students master essential nonfiction writing skills Biography Writing a Lesson 1
Page 56 / Stude
a Biography Introducing
al Details Biographic Including
a Biography Introducingof a biography. Read this example
A y. Then say: the of a biograph ils, such as the purpose his ortant deta 1. Review includes imp re he or she lived, and biography Have a of birth, whe ishments. person’s date or accompl of Mar y evements in “The Life on or her achi mati she was te the infor and when volunteer loca tells where that ...) une” lina in 1875 McLeod Beth South Caro was born in raphy, born. (She a good biog order to write on ents that in er informati rch to gath 2. Tell stud first do resea ps brainstorm they must small grou Whom is this person. Have as: that such t rch, abou for? might resea on known questions they t? What is this pers t do abou born? Wha biography this person some of where was What are When and person’s life? n did about this ents? Whe you know accomplishm important her or his read the he or she die? on p. 57 and g edia entry will be usin the encyclop students they 3. Point out the activity. aloud. Tell to complete first sentence from the entry the entry and then information reading ll h sma finis in ently or Have students ity independ nteers to activ volu g the askin complete ers by ew the answ groups. Revi responses. share their ©
Corp. • EMC Evan-Moor
6014 • Nonfi
ction
Read this example of a biography.
Writing Model
Writing Model
1. At age e 18, Yep sold his first short story to a magazine in 1966.
The Life of Mary McLeod Bethune
3. Yep won the Newbery Honor Award for Dragonwings in 1975.
helped change people’s views about education. She knew that education was important for everyone. She believed it was the
4. Laurence Yep was born in San Francisco in 1948.
key to a better life. That’s why she worked hard to make sure all
5. Yep published his first novel in 1971.
people could go to school.
Writer’s Purpose:
d Mary McLeo the life of to tell about Bethune
EXPOSITO
Jim White liked being undergr a cave that ound. In 189 he wanted 8, he noticed to explore. caves that a large hole He spent thre were connec leading to e days und ted to each no one belie erground, find other. Jim told ved ing many people abo found became his tales for many year ut his s. Finally, in part of Carlsbad 2000 1930, the hole discover y, but Caverns Nati that Jim had onal Park.
Corp.
born in South Carolina in 1875 to parents who had been slaves.
RY WRITING
Writing • EMC
6014 • © Evan-Moor
During this time, it was unusual for African American children to 1940
go to school. But Mary loved learning so much that she walked
Page 57 / Stude
38
nt Book Page
five miles every day just to get to school. Mary was a good Biography
student, so her teacher helped her attend college. Mary finished
2.
Matthew Hen son and Rob 21, he met ert Peary wor Peary, a Nav ked on a larg y officer. The B. Use the information from Activity A to write a paragraph about Laurence Yep. years, the pair e ship. Whe two became n Henson was friends and Put the details in chronological order, and write the information in your Henson and wanted to be the first adventurers. people to reac Peary finally For own words. h the Nor th succeeded. Pole. In 190 9,
_____
__________
__________
__________
Name: __________
al Details Biographic Including below. the questions
college in 1893 and later became a teacher.
Then answer dia entry. African was the first Georgia (1919–1972) was born in Robinson t “Jackie” leagues. Robinsonhis skin color. Jack Roosevel in the major because of play baseball at all sports, American to treated differently He was good allowed grew up being in California. he was not in 1919 and high school American, Robinson attended because he was African played one season of But talent, Robinson Robinson’s especially baseball.league team. In 1945, Because of year, he major Americans. 1947. That to play for a for African just hired him in league a the rules and baseball in to the Dodgers changed be named the Brooklyn Year. American to Rookie of the the first African was named ut. became In 1962, Robinson He died in 1972 in Connectic of Fame. Baseball Hall
As an adult, Mary helped others get an education. She
Read this encyclope
created schools for African American children. Mary also helped educate women and children. Mary was even friends with Franklin D. Roosevelt, America’s president from 1933 to 1945.
3.
Sonia Soto mayor was a good stud shows set in courtroo ent. As a child ms. She also , she read she was olde took part in r, she worked student gove books and watched TV years. In 200 hard and wen rnment at scho 9, Sotomay t to law scho ol. When or became ol. She was the first Hisp a judge for anic justice many on the Sup reme Court. 4. Mildred “Bab e” Didrikson Zah basketball arias played player, whic spo h is a high rts. She was medal in trac honor. She named an k and field earned All-American at the 1932 golfer. Som Olympics. Bab two gold medals and e of her spo one silver rts records e was also still stand toda an excellent professiona y. l
She talked to him often about equal education for everyone.
this encyclope 1. Whom is
dia entry about?
Mary McLeod Bethune died in Florida in 1955. Newspapers
n Jackie Robinso
for? baseball. person known major league American in first African He was the
around the world wrote about her. Everyone remembered Mary
this 2. What is
3. When and
where was
this person
born?
as an important person who spent her entire life helping others.
in 1919. in Georgia He was born childhood?
you 4. What did
learn about
this person’s
differently He was treated
5. When and
where did this
his skin color. because of
person die?
ticut. 1972 in Connec He died in other details
about this person
that you would
include in a
biography?
s. Brooklyn Dodger joined the ll Hall of Fame. In 1947, he to the Baseba RY WRITING was named EXPOSITO In 1962, he
two 6. What are
© Evan-Moor
Writer’s Purpose:
Corp. • EMC
6014 • Nonfiction
57
Writing
EXPOSIT
TING ORY WRI
53
Writing
56
AM 5/6/11 11:12
EXPOSITORY WRITING
58
Nonfiction Writing • EMC 6014 • © Evan-Moor Corp.
EXPOSITORY WRITING
© Evan-Moo r Corp. • EMC 6014 • Nonfiction Writing • EMC 6014 • © Evan-Moor Corp. Nonfiction Writing 6014.indb
6014.indb
53
6014.indb 56
Teacher Pages provide step-by-step teaching path and suggested scripting to introduce students to each writing form and guide them through the activities.
5/6/11 11:12 AM
Writing Models help students identify the traits and features of good writing in specific nonfiction text types.
$138.99
20 Student Books + Teacher’s Edition Grade 2 EMC 9752-R12
Grade 5
Grade 3 EMC 9753-R12
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EXPOSIT 59
6014.indb 58
Student Pages provide focused practice on each skill. Students complete graphic organizers, revise sentences, annotate passages, and more.
ORY WRI TING
59
5/6/11 11:12 AM
5/6/11 11:12 AM
Unit Review allows students to apply what they’ve learned through a revision activity.
Nonfiction Writing
Nonfiction Writing Class Pack
Biography
d a way for blind people to read.
1.
Education was important to Mary at an early age. She was
Nonfiction
56
_________
Louis Braille loved music to read. So and books. he Louis was numbers. He came up with patterns blind, but he of raised dots always wan called it the ted during his lifeti Braille syst em. The Brai that stood for letters and me, but it is lle syst want to read now popular . with blind peo em was not widely use ple all over d the world who Louis Braille invente
2. Yep won the Newbery Honor Award for Dragon’s Gate in 1994.
Mary McLeod Bethune was a teacher and a leader who
____________
Read each paragraph. The underlined topic sentence n use details from the about the paragraph subject of the . Make sure the topi to revise the c sentence paragraph. tells somethi ng importa Example nt
A. Read these sentences about Laurence Yep, a famous children’s book author. te the numbers of the sentences in the boxes on the timeline to show the Write correct order. Then write the years below the boxes.
Bethune Mary McLeod
who The Life of and a leader a teacher that Bethune was n. She knew Mary McLeod about educatio it was the people’s views . She believed helped change sure all t for everyone hard to make was importan education why she worked life. That’s key to a better age. She was go to school. at an early people could t to Mary slaves. was importan who had been Education 1875 to parents children to Carolina in African American born in South walked unusual for she was it time, much that During this learning so a good But Mary loved Mary was to school. go to school. just to get Mary finished day college. every attend five miles helped her her teacher a teacher. student, so n. She and later became an educatio college in 1893 others get helped Mary also Mary helped As an adult, American children. with for African even friends created schools Mary was to 1945. and children. from 1933 president educate women . America’s for everyone Roosevelt, education Franklin D. ers about equal 1955. Newspap to him often in Florida in She talked Mary Bethune died remembered Mary McLeod her. Everyone about helping others. world wrote entire life around the spent her t person who as an importan
____________
Writing To pic Senten ces
Organizing Details
Introducing a Biography
Name: __________
Name: ____ ________
Biography
Name: _____________________________________________
Biography _____
__________
__________
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Lesson 2
Biography
37 Name: _____________________________________________
nt Book Page
__________
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Grades 2–6+ Nonfiction Writing helps improve students’ writing skills and prepare them for standardized tests through 16 to 18 self-contained units centered on a variety of expository, persuasive, and narrative nonfiction writing forms. Students analyze writing models and practice specific skills such as writing a good lead, using persuasive language, and organizing details. Correlated to state standards and Common Core State Standards.
Features: • The most frequently encountered nonfiction writing forms, including: Research report Response to literature Persuasive letter Compare-and-contrast essay • integrates easily into any core language arts program • improves students’ writing in all content areas
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21
Hot Topics High-Interest Reading
Give struggling students and English language learners motivating experiences and guided instruction they need to become confident readers!
Reading Level GRADES 2.5 – 4.5 Interest Level GRADES 4–8+ Lexile® Range 400–760 Guided Reading Levels J–Q
Topics: • U.S. h istory • Animals • Fine Art • h eroes • h ealth & Medicine • Media & Technology • Sports • Weather ...and more!
Skills and Strategies: • Making inferences • Previewing text features • Skimming and scanning • Making predictions • Visualizing • identifying cause and effect • Analyzing plot • o rganizing facts • Summarizing ...and more! Includes Audio Support
22
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Hot Topics
High-Interest Reading
Unit
Name:
10 Before You Read Slime!
Crossword Puzzle words Complete the puzzle with
from the Words to Know
High-impact science, social studies, and literature reading selections help struggling readers develop comprehension strategies, vocabulary, and a love for reading.
box.
bacteria (bak-teer-ee-uh):
1 3
2
plural noun Tiny creatures that live in air, water, soil, animals, people, and food. Some bacteria cause sickness. Others help break down food in the body.
glands (glandz): plural noun Organs that release chemicals into the body.
4
mucus (myoo-kus): noun A thick, slippery fluid made the body.
5
Unit
Name:
Using a Main-Idea Web
propel (pruh-pel): verb
Rewrite each heading as a main idea. Then draw lines from each box to add details that support each main idea.
To push forward.
saliva (suh-lie-vuh): noun
6
10 While You Read Slime!
by
by A clear, watery liquid made glands in the mouth.
ACROSS move 2. to make something s are helpful, but some 5. Some of these creature can make you sick. sometimes a doctor will 6. To see if you are sick, in your neck are swollen. check if the
secrete (si-kreet): verb To
. make and release a substance
Heading: Mucus and Spit Main idea:
Heading: A Slimy Defense Main idea:
DOWN gradually 1. to release something 3. another word for spit 4. When you have a cold, . of
your body makes a lot
SLIME! Slime! Hot Topics â&#x20AC;˘ Set C â&#x20AC;˘ Š Evan-Moor
87
Corp.
Heading: You Canâ&#x20AC;&#x2122;t Hug a Slug Main idea:
Heading: Super Slime Secrets
MainAfter idea:You Read Unit 10
Name:
Slime!
Testing Your Knowledge
Perfect for
Read each item and choose the best answer. You may refer to Slime! as you work. Hot Topics â&#x20AC;˘ Set C â&#x20AC;˘ Š Evan-Moor Corp.
1. Slugs and snails do NOT
Slime!for need slime
89
đ?&#x2013; keeping themselves moist đ?&#x2013;Ą protecting themselves đ?&#x2013;˘ transporting themselves đ?&#x2013;Ł digesting their food 2. Why does your nose fill
Before Reading Students participate in a brief discussion to build background and practice 6 to 8 vocabulary words.
school, or before/after-
up with mucus when
school programs
you have a cold? đ?&#x2013; because your body produce s extra mucus to get rid of the germs đ?&#x2013;Ą to prevent too much dirt from getting into your nose đ?&#x2013;˘ because itâ&#x20AC;&#x2122;s easier to breathe when your nose is full đ?&#x2013;Ł to make it hurt less when you blow your nose
3. What is the main idea of
this article?
đ?&#x2013; Animals use slime to defend themselves. đ?&#x2013;Ą Slime has many importa nt functions. đ?&#x2013;˘ You can make slime using soap flakes, food coloring , and water. đ?&#x2013;Ł Scientists in Massachusetts are studying slime.
4. What is produced by glands
While Reading Students are presented with a focus reading strategy supported by a graphic organizer that helps students access and comprehend the text as they read.
your classroom, summer
.
đ?&#x2013; mucus đ?&#x2013;Ą bacteria đ?&#x2013;˘ saliva đ?&#x2013;Ł nutrients
5. The hagfish uses slime
to
in your mouth?
đ?&#x2013; clean itself đ?&#x2013;Ą move around easily in water đ?&#x2013;˘ kill bacteria and germs đ?&#x2013;Ł fight off attackers
Hot Topics â&#x20AC;˘ Set C â&#x20AC;˘ Š Evan-Moor
.
Corp.
Slime!
91
After Reading Students reďŹ&#x201A;ect on what theyâ&#x20AC;&#x2122;ve read through a brief discussion, test their knowledge through a comprehension test, and respond to the selection through a variety of creative activities.
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23
Hot Topics High-Interest Reading
Each Hot Topics Classroom Kit Contains: 20 4-page high-interest reading selections Compelling reading selections with full-color designs, in a variety of genres and real-world reading formats. Brochure-style card stock, 6 copies each. Teacher’s Guide Step-by-step lesson plans, reproducibles, and before-, during-, and after-reading strategies. Audio CDs Audio CDs with read-alouds of each selection and cues for moving between text features. License to download onto MP3 players.
A
Reading Level: Grades 2.5–3.0 Lexile® Range: 400–520 Interest Level: 4–8+ Guided Reading Level: J–O
Reading Level: Grades 3.0–3.5 Lexile® Range: 500–610 Interest Level: 4–8+ Guided Reading Level: K–P
B
Classroom Kit
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Student Book 6-Pack
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Assessment & Pacing Kit
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Student Pre- and Posttest Booklets (6 ea)
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$23.99
Student Pre- and Posttest Booklets (6 ea)
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Spanish Supplement Teacher’s Edition
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Spanish Supplement Student Book
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$5.99
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Hot Topics
High-Interest Reading
A
Additional resources customized to fit your needs:
Student Pretest
Starter Kit 20 reading selections, 1 copy each; teacher’s guide; audio CDs. A
Add-on Pack 20 reading selections, 1 copy each.
Student
Posttest
Student Book 6-Pack Before-, during-, and after-reading activities for 20 reading selections, 6 copies. Assessment & Pacing Kit Teacher’s guide with pacing chart and pre- and posttest answer key. Student pre- and posttest booklets, 6 copies each. Additional Student Pre- and Posttest Booklets (6 ea) Spanish Supplement Teacher’s Edition Reproducible activities in Spanish for 20 reading selections and directions on how to use the Spanish supplement to support the core instruction in Hot Topics. Spanish Supplement Student Book Activities in Spanish for 20 reading selections.
C
Reading Level: Grades 3.5–4.5 Lexile® Range: 600–760 Interest Level: 4–8+ Guided Reading Level: L–Q
SCIENCE
Reading Level: Grades 2.5–3.5 Lexile® Range: 400–600 Interest Level: 4–8+ Guided Reading Level: J–P
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Student Book 6-Pack
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Assessment & Pacing Kit EMC 3508-R12
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Student Pre- and Posttest Booklets (6 ea)
EMC 3496-R12
$23.99
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EMC 3501-R12
$23.99
Spanish Supplement Teacher’s Edition
EMC 3500-R12
$12.99
Spanish Supplement Teacher’s Edition
EMC 3505-R12
$12.99
Spanish Supplement Student Book
EMC 6644-R12
$5.99
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EMC 6645-R12
$5.99
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25
Look, Listen, & Speak
Survival Vocabulary and Language Skills Instruction
Print and interactive resources working together to inspire learning 26
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Look, Listen, & Speak
Survival Vocabulary and Language Skills Instruction Help English language learners and special needs students develop vocabulary, language patterns, and confidence. Corner Store
page after completin complete this Have students E-poster activity. the Corner Store
Write the word
Who Is It?
that completes
Look at each pictu
Look
g
ner Store
Cor Shopping at the
g page after completin complete this activity. Have students of the Town E-poster the Actions layer
Town
re. Fill in the circle
Electronic and print posters provide engaging multimedia environments that introduce theme-based vocabulary in context.
it is.
that tells what
each sentence.
She
He
They
vegetables
shelves
newspapers
cans
Listen are playing.
ge. are collecting garba
freezer
is riding the bike.
is mailing a letter.
© Evan-Moor Corp. Speak: My Look, Listen, and
Community • EMC
fruit
cans
flowers
• EMC 2782 •
flowers
bags
interactive games, chants, songs, and read-along stories on a CD-RoM reinforce vocabulary and concepts.
bags
newspapers 25
Look, Listen, and
nity
Speak: My Commu
or Corp.
2782 • © Evan-Mo
24
Speak Familiar themes help students connect topics and vocabulary to the world around them and gain confidence in participating in conversation.
Complete Set $574.99 Includes 1 of each EMC 2773-R12 Starter Kit
Each Look, Listen, & Speak Starter Kit contains: Teacher’s Resource Book
Step-by-step directed teaching lessons, reproducible activity pages, and written and oral assessments give teachers a clear instructional path. Student Book 5-pack
Students work in a manageable 32-page, full-color booklet containing a picture dictionary, a story, chants, a song, and activity pages. Two 17" x 22" Posters
An identical electronic version of each printed poster allows students to scroll over pictures and hear words pronounced and used in sentences. Picture Cards
48 full-color labeled cards can be used for a variety of games and extra hands-on practice. Interactive CD-ROM
PC/MAC-compatible software with a license for five workstations.
Request a FREE sample at www.evan-moor.com/sample
Starter Kit
$124.99
At School My Family and Me At Home My Community Keeping Healthy
EMC 2768-R12 EMC 2769-R12 EMC 2770-R12 EMC 2771-R12 EMC 2772-R12
Student Book 5-Pack
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At School My Family and Me At Home My Community Keeping Healthy
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CD–ROM At School My Family and Me At Home My Community Keeping Healthy
$39.99 EMC 2774-R12 EMC 2775-R12 EMC 2776-R12 EMC 2777-R12 EMC 2778-R12
27
Stories to Read, Words to Know Developing Language Through Reading
Help English learners and remedial students feel a sense of accomplishment as they progress from beginning to intermediate language development.
Colorful picture dictionaries introduce students to new vocabulary used throughout the unit.
7
When It Grows Up
Engaging reading selections
baby bear
capture studentsâ&#x20AC;&#x2122; interest as they read independently with an audio CD or in an ELL reading group.
plant
boost comprehension, reinforce vocabulary, and support studentsâ&#x20AC;&#x2122; understanding of the stories.
i]Z WV Wn ^h ^h #
Read the words. Write them in the boxes.
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pumpkin
Follow-up activities
28
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The baby bear will It will look like its An animal looks
Practice reading these words.
look
like
parent
will
49
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grow Level C
FAX
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Stories to Read, Words to Know
Developing Language Through Reading
Complete Set $229.99 Includes all 10 Starter Kits Complete Set
EMC 3340-R12
$24.99
Starter Kit
1 Teacher’s Guide, 1 Student Book, 1 Audio CD Book A Book B Book C Book D Book E Book F Book G Book H Book I Book J
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Student Book 5-Pack Book A Book B Book C Book D Book E Book F Book G Book H Book I Book J
$44.99
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Take-Home Kit
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1 Student Book, 1 Audio CD Book A Book B Book C Book D Book E Book F Book G Book H Book I Book J
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Individual Student Book Book A Book B Book C Book D Book E Book F Book G Book H Book I Book J
$9.99
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Each Stories to Read, Words to Know Starter Kit contains: Student Book
Book
Reading Grade Level
A
K
B
K
C
K–1
D
1
E
1
F
1–2
G
2
H
2–3
Audio CD
I
3
Engaging audio readings support struggling and reluctant readers as they follow along with a story. Audio selections are also available in downloadable podcasts on iTunes.
J
3
Full-color storybook provides students with the motivation and practice they need to master language skills. 96 pages. 12 full-color stories, picture dictionaries, activity pages that target important skills
Teacher’s Guide Step-by-step lesson plans and additional teaching resources make it easy to guide students through each lesson. 64 pages. Reading strategies, guided instruction, oral language practice, vocabulary practice strips, assessment tests
Request a FREE sample at www.evan-moor.com/sample
29
Everyday Literacy
Listening, Speaking, Reading, Writing, and Science
Three powerful resources to build the foundation for your early literacy curriculum
Everyday Literacy: Listening & Speaking
Everyday Literacy: Reading & Writing
Develops students’ receptive and expressive language using 15- to 20-minute daily oral language activities.
h elps beginning readers develop reading and writing readiness skills through fun and focused daily activities.
Focus on: • phonemic awareness
Focus on: • oral language
• alphabet awareness
• vocabulary
• CVC and high-frequency words
• print awareness
• comprehension
• comprehension
• phonics
• phonological awareness
Everyday Literacy: Listening & Speaking
Everyday Literacy: Reading & Writing
$100.95
Class Pack
Class Pack
Everyday Literacy: Science Develops life-, earth-, and physicalscience concepts and vocabulary. Early learners acquire literacy skills while exploring interesting science topics.
Focus on: • scientific thinking and inquiry • physical, life, and earth sciences vocabulary and oral language • comprehension
Everyday Literacy: Science
$100.95
$100.95
Class Pack
20 Student Books + Teacher’s Edition
20 Student Books + Teacher’s Edition
20 Student Books + Teacher’s Edition
Grade PreK Grade K Grade 1
Grade PreK Grade K Grade 1
Grade PreK Grade K Grade 1
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Student Book 5-Pack Grade PreK Grade K Grade 1
30
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Student Book 5-Pack $19.99 Grade PreK EMC 6639-R12 Grade K EMC 6640-R12 Grade 1 EMC 6641-R12
TEL 800-777-4362
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Everyday Literacy
Listening, Speaking, Reading, Writing, and Science A perfect resource for migrant education Everything you need to build listening, speaking, reading, and writing skills across the curriculum! • Engaging lessons that cover the four language domains • 20 easy-to-implement weekly units in each book • h elpful teacher support and step-by-step lesson plans • h ome–School Connection resources in English and Spanish • Consumable student books and assessment resources
Teacher support makes implementing each lesson easy. W EE K
15 Concept Earth has four seasons.
Four Seasons
WEEK 15
Science Vocabulary:
SKILLS
Earth Science • Understand that the seasons change in a pattern • Understand that there are different kinds of weather
Literacy Oral Language Development • Respond orally to simple questions Comprehension • Make connections using illustrations, prior knowledge, or real-life experiences • Answer questions about key details in a text read aloud • Make inferences and draw conclusions
WEEK 15 Name
What to Do Have your child look at the pictures below. Ask him or her to point to the pictures in order and name the seasons: spring, summer, fall, winter. Ask: Which season are we in now? Which season do you like the most? Have your child tell you an activity he or she likes to do during each of the four seasons.
Draw a line to match the word to the picture.
Introducing the Concept
1
Begin by activating students’ prior knowledge about the seasons. Ask:
• Do we have the same weather every day? (no) How does the weather change? (It may be sunny, cloudy, rainy, snowy, hot, warm, cold, etc.) • We have four seasons: spring, summer, fall, and winter. The weather often changes from season to season. What is the weather like in summer? fall? winter? spring? (students respond) Then introduce students to the concept of the patterns of the seasons. Say: Our Earth is like a big ball that moves around the sun. As Earth moves, the seasons change from spring to summer to fall to winter.
Listening to the Story Distribute the Day 1 activity page to each student. Say: Listen and look at the picture as I read a story about the pattern of the seasons.
In spring, the tree outside Ava’s window has tiny, new green leaves. She hears baby birds chirping in their nest. Summer comes after spring. Now the tree has big, green leaves. Ava doesn’t have school, so she sits in the shade of the tree and reads a book. Fall comes after summer. The leaves on the tree turn yellow, orange, and red before they fall to the ground. After school, Ava rakes up the leaves. Finally, winter comes. The branches of the tree are bare. One morning, Ava wakes up to see white snow covering everything! Ava likes the snow. But she knows that one day it will melt, spring will come, and the pattern will start all over again!
Confirming Understanding Distribute crayons. Reinforce the science concept by asking questions about the story. Ask:
• What does the tree have in spring? (new green leaves) Circle some of the leaves. • What does the tree have in summer? (big green leaves) Color the tree’s leaves. • What does the tree have in fall? (yellow, orange, red leaves) Color the leaves on the ground red. • In winter, the tree is bare. Circle the bare branches in black.
WEEK 15
•
•
2
summer •
•
3
fall
•
•
4
winter
•
•
DAY 1
Confirming Understanding
Name
spring
5025.indb 123
Science Concept: Earth has four seasons. To Parents This week your child learned that the Earth has four seasons.
Spring
Summer
Winter
Fall
Four Seasons
126
Spring
Summer
Winter
Fall
Week 15
What to Do Next Help your child fold a sheet of drawing paper into four sections and draw a picture of what he or she wears in each season.
Everyday Literacy: Science • EMC 5025 • © Evan-Moor Corp.
Day 1 picture
© Evan-Moor Corp. • EMC 5025 • Everyday Literacy: Science
Home–School Connection
What I Learned
Four Seasons
fall, pattern, seasons, spring, summer, winter
Day 1
DAY 4
Applying the Concept
Name
Science Objective: To help students understand that changes in weather occur from day to day and across seasons, affecting Earth and its people
Week 15
123
11/2/11 3:14 PM
Teacher’s Lesson Plan Pages list standards covered and provide vocabulary words, a step-by-step teaching path, scripting suggestions, discussion questions, and ideas for extending activities.
© Evan-Moor Corp. • EMC 5025 • Everyday Literacy: Science
5025.indb 129
Week 15
129
11/2/11 3:14 PM
Student Activity Pages support the daily lessons while presenting students with engaging theme-based activities.
Request a FREE sample at www.evan-moor.com/sample
130
5025.indb 130
Week 15
Everyday Literacy: Science • EMC 5025 • © Evan-Moor Corp.
11/2/11 3:14 PM
Home–School Connection Resources encourage parent involvement by providing weekly activities to be completed at home. (Spanish version is available for download.)
31
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SATISFACTION GUARANTEED If for any reason you are unsatisfied with your purchase from Evan-Moor, you may return it, postage prepaid, in its original condition within one year for a refund of the original product purchase price.
DESCRIPTION
UNIT PRICE
Total Price of Items
U.S. Shipping & Handling Charges
$0.00–$49.99
$4.99
$50.00–$99.99
$6.99
$100.00 –$999.99
10%
$1,000.00+
10%
QTY
TOTAL
Total Merchandise Shipping & Handling Subtotal SALES TAX *CA & NJ RESIDENTS ONLY (based on total merchandise and shipping charges)
* CA residents: Add applicable county sales tax based on your ship-to location.
TOTAL
NJ residents: Add 7% sales tax (for individual purchasers only). Tax is charged on total merchandise and shipping & handling.
Prices are subject to change.
32
TEL 800-777-4362
FAX
800-689-1302
www.evan-moor.com/education
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eacherFileBox.com offers a large and diverse collection of standards-correlated, print-on-demand teaching resources that provide teachers with the materials they need to meet the individual needs of every learner. And now, new administrator logins help you manage multiple teachers on your school or district account for as low as $60 a year per teacher. The Online Library With over 50,000 resources in every curriculum area, it’s easy to find the materials that address students’ individual needs. File Manager An advanced online filing system with the ability to create folders for each curriculum, student, and skill level helps teachers organize their lessons. Standards Correlations Teachers and administrators can search and print teaching units’ correlations to state standards and Common Core State Standards in seconds. Personal Blog Teachers can track student progress and keep a record of the school year with an online journal that works just like a personal blog.
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Search Options Multiple search options make it easy to filter activities and lessons by curriculum, keyword, level, or standard. Lesson Planner The online calendar allows teachers to create lesson plans by assigning activities and teaching units to a specific date and time. SUBSCRIPTION 2 to 5 users 6 to 10 users 11 to 20 users 21 to 24 users 25+ users
ANNUAL PRICE PER USER $89.99 each $84.99 each $74.99 each $64.99 each $60.00 each
PRSRT STD U.S. Postage Paid EVAN-MOOR
18 LoWER RAGSDALE DRiVE MonTEREY , CA 93940-5746
01/2012 EMC 9210
9210
Effective, Engaging, and Easy-to-Use Resources Dynamic Interactive Apps Actively engage students with content-rich and self-correcting interactive lessons for every day of the school year.
Written Practice Provide students with independent practice and a portfolio of their work for the entire school year. Plus, save teacher prep time and additional photocopying costs.
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10
Hands-on Activities Motivate students with full-color center activities that cover key language, math, phonics, or comprehension skills.
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oRDER
800-777-4362
FAX
800-689-1302
evan-moor.com/education