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RU01-Letter Sounds A-I Students listen to and view three songs that present the phonics letter sounds A to I with uppercase and lowercase alphabet letters and matching pictures (A says a for apple). Students recognize letter-sound relationships and select pictures to match letters until mastery is achieved.

2.1.2 Comprehension Strategies - Use comprehension strategies [such as asking questions, making notes, adjusting reading rate . . .] appropriate to the type of text and purpose [including summarizing, outlining, remembering ideas, and responding personally].
2.1.3 Textual Cues - Use textual cues [such as organizational structures of narrative and expository texts, headings, glossaries, margin notes...] to construct and confirm meaning.
2.2.1 Experience Various Texts - Seek opportunities to experience texts from a variety of forms and genres [such as autobiographies,travelogues, comics...] and cultural traditions; share responses.

RU02-Three-Letter Words A-I Students listen to and view two songs that present the decoding of three-letter C-V-C words with letters A-I in steps: alphabet, phonics, blending, and whole word. Students decode three letter words and select matching pictures until mastery is achieved.

2.1.2 Comprehension Strategies - Use comprehension strategies [such as asking questions, making notes, adjusting reading rate. . .] appropriate to the type of text and purpose [including summarizing,outlining, remembering ideas, and responding personally].
2.1.3 Textual Cues - Use textual cues [such as organizational structures of narrative and expository texts, headings, glossaries, margin notes...] to construct and confirm meaning.
2.2.1 Experience Various Texts - Seek opportunities to experience texts from a variety of forms and genres [such as autobiographies, travelogues, comics...] and cultural traditions; share responses.

RU03-Sentences A-I Students listen to and view a sight word song with three new words. They match three written sight words with spoken words. Students read simple sentences with known sight words and decodable words with letters A-I. They match sentences with pictures and fill in missing words in sentences.

2.1.2 Comprehension Strategies - Use comprehension strategies [such as asking questions, making notes, adjusting reading rate . . .] appropriate to the type of text and purpose [including summarizing, outlining, remembering ideas, and responding personally].
2.1.3 Textual Cues - Use textual cues [such as organizational structures of narrative and expository texts, headings, glossaries, margin notes...] to construct and confirm meaning.
2.2.1 Experience Various Texts - Seek opportunities to experience texts from a variety of forms and genres [such as autobiographies, travelogues, comics...] and cultural traditions; share responses.

RU04-Letter Sounds J-R Students listen to and view three songs that present the phonics letter sounds J to R with uppercase and lowercase alphabet letters and matching pictures (A says a for apple). Students recognize letter-sound relationships and select pictures to match letters until mastery is achieved.

2.1.2 Comprehension Strategies - Use comprehension strategies [such as asking questions, making notes, adjusting reading rate . . .] appropriate to the type of text and purpose [including summarizing, outlining, remembering ideas, and responding personally].
2.1.3 Textual Cues - Use textual cues [such as organizational structures of narrative and expository texts, headings, glossaries, margin notes...] to construct and confirm meaning.
2.2.1 Experience Various Texts - Seek opportunities to experience texts from a variety of forms and genres [such as autobiographies, travelogues, comics...] and cultural traditions; share responses.

RU05-Three-Letter Words J-R Students listen to and view two songs that present the decoding of three-letter C-V-C words with letters A-R in steps: alphabet, phonics, blending, and whole word. Students decode three letter words and select matching pictures until mastery is achieved.

2.1.2 Comprehension Strategies - Use comprehension strategies [such as asking questions, making notes, adjusting reading rate . . .] appropriate to the type of text and purpose [including summarizing, outlining, remembering ideas, and responding personally].
2.1.3 Textual Cues - Use textual cues [such as organizational structures of narrative and expository texts, headings, glossaries, margin notes...] to construct and confirm meaning.
2.2.1 Experience Various Texts - Seek opportunities to experience texts from a variety of forms and genres [such as autobiographies, travelogues, comics...] and cultural traditions; share responses.
2.2.1 Experience Various Texts - Seek opportunities to experience texts from a variety of forms and genres [such as autobiographies, travelogues, comics...] and cultural traditions; share responses.

RU06-Sentences J-R

Students listen to and view a sight word song with three new words. They match three written sight words with spoken words. Students read simple sentences with known sight words and decodable words with letters A-R. They match sentences with pictures and fill in missing words in sentences.
1.2.1 Develop Understanding - Reflect on prior knowledge and experiences to arrive at new understanding.
2.1.2 Comprehension Strategies - Use comprehension strategies [such as asking questions, making notes, adjusting reading rate . . .] appropriate to the type of text and purpose [including summarizing, outlining, remembering ideas, and responding personally].
2.1.3 Textual Cues - Use textual cues [such as organizational structures of narrative and expository texts, headings, glossaries, margin notes...] to construct and confirm meaning.
2.1.4 Cueing Systems - Use syntactic, semantic, and graphophonic cueing systems [including word order, context clues; and multiple meanings of words, structural analysis to identify roots, prefixes, and suffixes] to construct and confirm meaning; use a dictionary to determine word meaning in context.
2.2.1 Experience Experience Various Texts - Seek opportunities to experience texts from a variety of forms and genres [such as autobiographies, travelogues, comics...] and cultural traditions; share responses.

3.3.4 Develop New Understanding - Relate gathered information to prior knowledge to reach conclusions or develop points of view; establish goals for developing further inquiry or research skills.
RU07-Letter Sounds S-Z Students view three songs that present the phonics letter sounds S to Z with uppercase and lowercase alphabet letters and matching pictures (A says a for apple). Students demonstrate letter-sound recognition by selecting pictures to match letters until mastery is achieved.

1.2.1 Develop Understanding - Reflect on prior knowledge and experiences to arrive at new understanding.
2.1.2 Comprehension Strategies - Use comprehension strategies [such as asking questions, making notes, adjusting reading rate . . .] appropriate to the type of text and purpose [including summarizing, outlining, remembering ideas, and responding personally].
2.1.3 Textual Cues - Use textual cues [such as organizational structures of narrative and expository texts, headings, glossaries, margin notes...] to construct and confirm meaning.
2.1.4 Cueing Systems - Use syntactic, semantic, and graphophonic cueing systems [including word order, context clues; and multiple meanings of words, structural analysis to identify roots, prefixes, and suffixes] to construct and confirm meaning; use a dictionary to determine word meaning in context.

2.2.1 Experience Various Texts - Seek opportunities to experience texts from a variety of forms and genres [such as autobiographies, travelogues, comics...] and cultural traditions; share responses.
RU08-Three-Letter Words S-Z Students listen to and view two songs that present the decoding of three-letter C-V-C words with letters A-Z in steps: alphabet, phonics, blending, and whole word. Students decode three letter words and select matching pictures until mastery is achieved.

1.2.1 Develop Understanding - Reflect on prior knowledge and experiences to arrive at new understanding.
2.1.2 Comprehension Strategies - Use comprehension strategies [such as asking questions, making notes, adjusting reading rate . . .] appropriate to the type of text and purpose [including summarizing, outlining, remembering ideas, and responding personally].
2.1.3 Textual Cues - Use textual cues [such as organizational structures of narrative and expository texts, headings, glossaries, margin notes...] to construct and confirm meaning.
2.1.4 Cueing Systems - Use syntactic, semantic, and graphophonic cueing systems [including word order, context clues; and multiple meanings of words, structural analysis to identify roots, prefixes, and suffixes] to construct and confirm meaning; use a dictionary to determine word meaning in context.
3.3.4 Develop New Understanding - Relate gathered information to prior knowledge to reach conclusions or develop points of view; establish goals for developing further inquiry or research skills.

RU09-Sentences S-Z Students listen to and view a sight word song with three new words. They match three written sight words with spoken words. Students read simple sentences with known sight words and decodable words with letters A-Z. They match sentences with pictures and fill in missing words in sentences.

1.2.1 Develop Understanding - Reflect on prior knowledge and experiences to arrive at new understanding.
2.1.2 Comprehension Strategies - Use comprehension strategies [such as asking questions, making notes, adjusting reading rate . . .] appropriate to the type of text and purpose [including summarizing, outlining, remembering ideas, and responding personally].
2.1.3 Textual Cues - Use textual cues [such as organizational structures of narrative and expository texts, headings, glossaries, margin notes...] to construct and confirm meaning.
2.1.4 Cueing Systems - Use syntactic, semantic, and graphophonic cueing systems [including word order, context clues; and multiple meanings of words, structural analysis to identify roots, prefixes, and suffixes] to construct and confirm meaning; use a dictionary to determine word meaning in context.
2.2.1 Experience Various Texts - Seek opportunities to experience texts from a variety of forms and genres [such as autobiographies, travelogues, comics...] and cultural traditions; share responses.
3.3.4 Develop New Understanding - Relate gathered information to prior knowledge to reach conclusions or develop points of view; establish goals for developing further inquiry or research skills.

RU10-Short Vowels Students listen to and view a short vowel song presenting each vowel sound with a matching word and picture. They select missing short vowels in three-letter C-V-C words to match a picture until mastery is achieved.

1.2.1 Develop Understanding - Reflect on prior knowledge and experiences to arrive at new understanding.
2.1.2 Comprehension Strategies - Use comprehension strategies [such as asking questions, making notes, adjusting reading rate . . .] appropriate to the type of text and purpose [including summarizing, outlining, remembering ideas, and responding personally].
2.1.3 Textual Cues - Use textual cues [such as organizational structures of narrative and expository texts, headings, glossaries, margin notes...] to construct and confirm meaning.
2.1.4 Cueing Systems - Use syntactic, semantic, and graphophonic cueing systems [including word order, context clues; and multiple meanings of words, structural analysis to identify roots, prefixes, and suffixes] to construct and confirm meaning; use a dictionary to determine word meaning in context.
2.2.1 Experience Various Texts - Seek opportunities to experience texts from a variety of forms and genres [such as autobiographies, travelogues, comics...] and cultural traditions; share responses.
3.3.4 Develop New Understanding - Relate gathered information to prior knowledge to reach conclusions or develop points of view; establish goals for developing further inquiry or research skills.

RU11-Ending Blends Students listen to and view two songs presenting common ending or final consonant blends and diagraphs with example words. They decode words and select matching pictures until mastery is achieved.

1.2.1 Develop Understanding - Reflect on prior knowledge and experiences to arrive at new understanding.
2.1.2 Comprehension Strategies - Use comprehension strategies [such as asking questions, making notes, adjusting reading rate . . .] appropriate to the type of text and purpose [including summarizing, outlining, remembering ideas, and responding personally].
2.1.3 Textual Cues - Use textual cues [such as organizational structures of narrative and expository texts, headings, glossaries, margin notes...] to construct and confirm meaning.
2.1.4 Cueing Systems - Use syntactic, semantic, and graphophonic cueing systems [including word order, context clues; and multiple meanings of words, structural analysis to identify roots, prefixes, and suffixes] to construct and confirm meaning; use a dictionary to determine word meaning in context.
2.2.1 Experience Various Texts - Seek opportunities to experience texts from a variety of forms and genres [such as autobiographies, travelogues, comics...] and cultural traditions; share responses.
3.3.4 Develop New Understanding - Relate gathered information to prior knowledge to reach conclusions or develop points of view; establish goals for developing further inquiry or research skills.

RU12-Ending Blends Sentences Students listen to and view a sight word song with three new words. They read sentences containing words with ending or final consonant blends and diagraphs and select the correct final word to complete the sentence.

1.1.3 Experiment with Language and Form - Experiment with new forms of self-expression.
1.2.1 Develop Understanding - Reflect on prior knowledge and experiences to arrive at new understanding.
2.1.2 Comprehension Strategies - Use comprehension strategies [such as asking questions, making notes, adjusting reading rate . . .] appropriate to the type of text and purpose [including summarizing, outlining, remembering ideas, and responding personally].
2.1.3 Textual Cues - Use textual cues [such as organizational structures of narrative and expository texts, headings, glossaries, margin notes...] to construct and confirm meaning.
2.1.4 Cueing Systems - Use syntactic, semantic, and graphophonic cueing systems [including word order, context clues; and multiple meanings of words, structural analysis to identify roots, prefixes, and suffixes] to construct and confirm meaning; use a dictionary to determine word meaning in context.
2.2.1 Experience Various Texts - Seek opportunities to experience texts from a variety of forms and genres [such as autobiographies, travelogues, comics...] and cultural traditions; share responses.
2.3.4 Experiment with Language - Alter words, forms, and sentence patterns to create new versions of texts for a variety of purposes [such as humour...]; explain ways in which figures of speech [such as similes,metaphors...] clarify and enhance meaning.
3.3.4 Develop New Understanding - Relate gathered information to prior knowledge to reach conclusions or develop points of view; establish goals for developing further inquiry or research skills.

RU13-Long Vowels and Silent E Students listen to and view a song which present the silent E or magic E rule and long vowel sounds. They must listen to words and select either the short vowel C-V-C word or the corresponding long vowel word with a final silent E added at the end.

1.2.1 Develop Understanding - Reflect on prior knowledge and experiences to arrive at new understanding.
2.1.2 Comprehension Strategies - Use comprehension strategies [such as asking questions, making notes, adjusting reading rate . . .] appropriate to the type of text and purpose [including summarizing, outlining, remembering ideas, and responding personally].
2.1.3 Textual Cues - Use textual cues [such as organizational structures of narrative and expository texts, headings, glossaries, margin notes...] to construct and confirm meaning.
2.1.4 Cueing Systems - Use syntactic, semantic, and graphophonic cueing systems [including word order, context clues; and multiple meanings of words, structural analysis to identify roots, prefixes, and suffixes] to construct and confirm meaning; use a dictionary to determine word meaning in context.
2.2.1 Experience Various Texts - Seek opportunities to experience texts from a variety of forms and genres [such as autobiographies, travelogues, comics...] and cultural traditions; share responses.
2.3.4 Experiment with Language - Alter words, forms, and sentence patterns to create new versions of texts for a variety of purposes [such as humour...]; explain ways in which figures of speech [such as similes, metaphors...] clarify and enhance meaning.
3.3.4 Develop New Understanding - Relate gathered information to prior knowledge to reach conclusions or develop points of view; establish goals for developing further inquiry or research skills.

RU14-Long Vowels Sentences Students listen to and view a sight word song with three new words. They read sentences containing words with long vowels and the silent E or magic E, and select the correct final word to complete the sentence.

1.2.1 Develop Understanding - Reflect on prior knowledge and experiences to arrive at new understanding.
2.1.2 Comprehension Strategies - Use comprehension strategies [such as asking questions, making notes, adjusting reading rate . . .] appropriate to the type of text and purpose [including summarizing, outlining, remembering ideas, and responding personally].
2.1.3 Textual Cues - Use textual cues [such as organizational structures of narrative and expository texts, headings, glossaries, margin notes...] to construct and confirm meaning.
2.1.4 Cueing Systems - Use syntactic, semantic, and graphophonic cueing systems [including word order, context clues; and multiple meanings of words, structural analysis to identify roots, prefixes, and suffixes] to construct and confirm meaning; use a dictionary to determine word meaning in context.
2.2.1 Experience Various Texts - Seek opportunities to experience texts from a variety of forms and genres [such as autobiographies, travelogues, comics...] and cultural traditions; share responses.
2.3.4 Experiment with Language - Alter words, forms, and sentence patterns to create new versions of texts for a variety of purposes [such as humour...]; explain ways in which figures of speech [such as similes, metaphors...] clarify and enhance meaning.
3.3.4 Develop New Understanding - Relate gathered information to prior knowledge to reach conclusions or develop points of view; establish goals for developing further inquiry or research skills.

RU15-Beginning Blends A Students listen to and view a song presenting the first of two sets of beginning or initial consonant blends and diagraphs with example words. They listen to words and select matching beginning consonant blends to develop phonemic awareness until mastery is achieved.

1.1.3 Experiment with Language and Form - Experiment with new forms of self-expression.
1.2.1 Develop Understanding - Reflect on prior knowledge and experiences to arrive at new understanding.
2.1.2 Comprehension Strategies - Use comprehension strategies [such as asking questions, making notes, adjusting reading rate . . .] appropriate to the type of text and purpose [including summarizing, outlining, remembering ideas, and responding personally].
2.1.3 Textual Cues - Use textual cues [such as organizational structures of narrative and expository texts, headings, glossaries, margin notes...] to construct and confirm meaning.
2.1.4 Cueing Systems - Use syntactic, semantic, and graphophonic cueing systems [including word order, context clues; and multiple meanings of words, structural analysis to identify roots, prefixes, and suffixes] to construct and confirm meaning; use a dictionary to determine word meaning in context.
2.2.1 Experience Various Texts - Seek opportunities to experience texts from a variety of forms and genres [such as autobiographies, travelogues, comics...] and cultural traditions; share responses.
2.3.4 Experiment with Language - Alter words, forms, and sentence patterns to create new versions of texts for a variety of purposes [such as humour...]; explain ways in which figures of speech [such as similes, metaphors...] clarify and enhance meaning.
3.3.4 Develop New Understanding - Relate gathered information to prior knowledge to reach conclusions or develop points of view; establish goals for developing further inquiry or research skills.

RU16-Beginning Blends A Riddles Students listen to and view a sight word song with three new words. They read riddles containing three sentences and select the matching word answer from three words with beginning consonant blends.

1.1.3 Experiment with Language and Form - Experiment with new forms of self-expression.
1.2.1 Develop Understanding- Reflect on prior knowledge and experiences to arrive at new understanding.
1.2.4 Extend Understanding- Appraise ideas or clarity and ask extending questions; select from others' experiences and ideas to extend ways of knowing the world.
2.1.2 Comprehension Strategies - Use comprehension strategies [such as asking questions, making notes, adjusting reading rate . . .] appropriate to the type of text and purpose [including summarizing, outlining, remembering ideas, and responding personally].
2.1.3 Textual Cues - Use textual cues [such as organizational structures of narrative and expository texts, headings, glossaries, margin notes...] to construct and confirm meaning.
2.1.4 Cueing Systems - Use syntactic, semantic, and graphophonic cueing systems [including word order, context clues; and multiple meanings of words, structural analysis to identify roots, prefixes, and suffixes] to construct and confirm meaning; use a dictionary to determine word meaning in context.
3.3.4 Develop New Understanding- Relate gathered information to prior knowledge to reach conclusions or develop points of view; establish goals for developing further inquiry or research skills.

RU17-Vowel Blends A Students listen to and view a song presenting the first of four sets of vowel blends or pairs, diagraphs, and diphthongs with example words. They listen to a word containing a vowel blend and select the matching written word.

1.2.1 Develop Understanding - Reflect on prior knowledge and experiences to arrive at new understanding.
2.1.2 Comprehension Strategies - Use comprehension strategies [such as asking questions, making notes, adjusting reading rate . . .] appropriate to the type of text and purpose [including summarizing, outlining, remembering ideas, and responding personally].
2.1.3 Textual Cues - Use textual cues [such as organizational structures of narrative and expository texts, headings, glossaries, margin notes...] to construct and confirm meaning.
2.1.4 Cueing Systems - Use syntactic, semantic, and graphophonic cueing systems [including word order, context clues; and multiple meanings of words, structural analysis to identify roots, prefixes, and suffixes] to construct and confirm meaning; use a dictionary to determine word meaning in context.
2.3.4 Experiment with Language - Alter words, forms, and sentence patterns to create new versions of texts for a variety of purposes [such as humour...]; explain ways in which figures of speech [such as similes, metaphors...] clarify and enhance meaning.
3.3.4 Develop New Understanding - Relate gathered information to prior knowledge to reach conclusions or develop points of view; establish goals for developing further inquiry or research skills.

RU18-Vowel Blends A Sentences Students listen to and view a sight word song with three new words. They read sentences with missing endings and select the correct ending from two containing words with vowel blends or pairs, diagraphs, and diphthongs.

1.1.3 Experiment with Language and Form - Experiment with new forms of self-expression.
1.2.1 Develop Understanding - Reflect on prior knowledge and experiences to arrive at new understanding.
1.2.4 Extend Understanding- Appraise ideas or clarity and ask extending questions; select from others' experiences and ideas to extend ways of knowing the world.
2.1.2 Comprehension Strategies - Use comprehension strategies [such as asking questions, making notes, adjusting reading rate . . .] appropriate to the type of text and purpose [including summarizing, outlining, remembering ideas, and responding personally].
2.1.3 Textual Cues - Use textual cues [such as organizational structures of narrative and expository texts, headings, glossaries, margin notes...] to construct and confirm meaning.
2.1.4 Cueing Systems - Use syntactic, semantic, and graphophonic cueing systems [including word order, context clues; and multiple meanings of words, structural analysis to identify roots, prefixes, and suffixes] to construct and confirm meaning; use a dictionary to determine word meaning in context.
3.3.3 Evaluate Information - Evaluate the appropriateness of information for a particular form, audience, and purpose; identify gaps in information collected and gather additional information.
3.3.4 Develop New Understanding - Relate gathered information to prior knowledge to reach conclusions or develop points of view; establish goals for developing further inquiry or research skills..

RU19-Vowel Blends B Students listen to and view a song presenting the second of four sets of vowel blends or pairs, diagraphs, and diphthongs with example words. They listen to a word containing a vowel blend and select the matching written word.

1.2.1 Develop Understanding - Reflect on prior knowledge and experiences to arrive at new understanding.
2.1.2 Comprehension Strategies - Use comprehension strategies [such as asking questions, making notes, adjusting reading rate . . .] appropriate to the type of text and purpose [including summarizing, outlining, remembering ideas, and responding personally].
2.1.3 Textual Cues - Use textual cues [such as organizational structures of narrative and expository texts, headings, glossaries, margin notes...] to construct and confirm meaning.
2.1.4 Cueing Systems - Use syntactic, semantic, and graphophonic cueing systems [including word order, context clues; and multiple meanings of words, structural analysis to identify roots, prefixes, and suffixes] to construct and confirm meaning; use a dictionary to determine word meaning in context.
2.3.4 Experiment with Language - Alter words, forms, and sentence patterns to create new versions of texts for a variety of purposes [such as humour...]; explain ways in which figures of speech [such as similes, metaphors...] clarify and enhance meaning.
3.3.4 Develop New Understanding - Relate gathered information to prior knowledge to reach conclusions or develop points of view; establish goals for developing further inquiry or research skills.

RU20-Vowel Blends B Sentences Students listen to and view a sight word song with three new words. They read sentences with missing endings and select the correct ending from two containing words with vowel blends.

1.1.3 Experiment with Language and Form - Experiment with new forms of self-expression.
1.2.1 Develop Understanding - Reflect on prior knowledge and experiences to arrive at new understanding.
1.2.4 Extend Understanding- Appraise ideas or clarity and ask extending questions; select from others' experiences and ideas to extend ways of knowing the world.
2.1.2 Comprehension Strategies - Use comprehension strategies [such as asking questions, making notes, adjusting reading rate . . .] appropriate to the type of text and purpose [including summarizing, outlining, remembering ideas, and responding personally].
2.1.3 Textual Cues - Use textual cues [such as organizational structures of narrative and expository texts, headings, glossaries, margin notes...] to construct and confirm meaning.
2.1.4 Cueing Systems - Use syntactic, semantic, and graphophonic cueing systems [including word order, context clues; and multiple meanings of words, structural analysis to identify roots, prefixes, and suffixes] to construct and confirm meaning; use a dictionary to determine word meaning in context.
3.3.3 Evaluate Information - Evaluate the appropriateness of information for a particular form, audience, and purpose; identify gaps in information collected and gather additional information.
3.3.4 Develop New Understanding - Relate gathered information to prior knowledge to reach conclusions or develop points of view; establish goals for developing further inquiry or research skills..

RU21-Beginning Blends B Students listen to and view a song presenting the second of two sets of beginning or initial consonant blends and diagraphs with example words. They listen to words and select matching beginning consonant blends to develop phonemic awareness until mastery is achieved.

1.2.1 Develop Understanding - Reflect on prior knowledge and experiences to arrive at new understanding.
2.1.2 Comprehension Strategies - Use comprehension strategies [such as asking questions, making notes, adjusting reading rate . . .] appropriate to the type of text and purpose [including summarizing, outlining, remembering ideas, and responding personally].
2.1.3 Textual Cues - Use textual cues [such as organizational structures of narrative and expository texts, headings, glossaries, margin notes...] to construct and confirm meaning.
2.1.4 Cueing Systems - Use syntactic, semantic, and graphophonic cueing systems [including word order, context clues; and multiple meanings of words, structural analysis to identify roots, prefixes, and suffixes] to construct and confirm meaning; use a dictionary to determine word meaning in context.
2.3.4 Experiment with Language - Alter words, forms, and sentence patterns to create new versions of texts for a variety of purposes [such as humour...]; explain ways in which figures of speech [such as similes, metaphors...] clarify and enhance meaning.

RU22-Beginning Blends B Riddles Students listen to and view a sight word song with three new words. They read riddles containing three sentences and select the matching word answer from three words with beginning consonant blends.

1.1.3 Experiment with Language and Form - Experiment with new forms of self-expression.
1.2.1 Develop Understanding - Reflect on prior knowledge and experiences to arrive at new understanding.
1.2.4 Extend Understanding- Appraise ideas or clarity and ask extending questions; select from others' experiences and ideas to extend ways of knowing the world.
2.1.2 Comprehension Strategies - Use comprehension strategies [such as asking questions, making notes, adjusting reading rate . . .] appropriate to the type of text and purpose [including summarizing, outlining, remembering ideas, and responding personally].
2.1.3 Textual Cues - Use textual cues [such as organizational structures of narrative and expository texts, headings, glossaries, margin notes...] to construct and confirm meaning.
2.1.4 Cueing Systems - Use syntactic, semantic, and graphophonic cueing systems [including word order, context clues; and multiple meanings of words, structural analysis to identify roots, prefixes, and suffixes] to construct and confirm meaning; use a dictionary to determine word meaning in context.
3.3.3 Evaluate Information - Evaluate the appropriateness of information for a particular form, audience, and purpose; identify gaps in information collected and gather additional information.
3.3.4 Develop New Understanding - Relate gathered information to prior knowledge to reach conclusions or develop points of view; establish goals for developing further inquiry or research skills.

RU23-Vowel Blends C Students listen to and view a song presenting the third of four sets of vowel blends or pairs, diagraphs, and diphthongs with example words. They listen to a word containing a vowel blend and select the matching written word.

1.2.1 Develop Understanding - Reflect on prior knowledge and experiences to arrive at new understanding.
2.1.2 Comprehension Strategies - Use comprehension strategies [such as asking questions, making notes, adjusting reading rate . . .] appropriate to the type of text and purpose [including summarizing, outlining, remembering ideas, and responding personally].
2.1.3 Textual Cues - Use textual cues [such as organizational structures of narrative and expository texts, headings, glossaries, margin notes...] to construct and confirm meaning.
2.1.4 Cueing Systems - Use syntactic, semantic, and graphophonic cueing systems [including word order, context clues; and multiple meanings of words, structural analysis to identify roots, prefixes, and suffixes] to construct and confirm meaning; use a dictionary to determine word meaning in context.
2.3.4 Experiment with Language - Alter words, forms, and sentence patterns to create new versions of texts for a variety of purposes [such as humour...]; explain ways in which figures of speech [such as similes, metaphors...] clarify and enhance meaning.

RU24-Vowel Blends C Sentences Students listen to and view a sight word song with three new words. They read sentences with missing endings and select the correct ending from two containing words with vowel blends or pairs, diagraphs, and diphthongs.

1.1.3 Experiment with Language and Form - Experiment with new forms of self-expression.
1.2.1 Develop Understanding - Reflect on prior knowledge and experiences to arrive at new understanding.
1.2.4 Extend Understanding- Appraise ideas or clarity and ask extending questions; select from others' experiences and ideas to extend ways of knowing the world.
2.1.2 Comprehension Strategies - Use comprehension strategies [such as asking questions, making notes, adjusting reading rate . . .] appropriate to the type of text and purpose [including summarizing, outlining, remembering ideas, and responding personally].
2.1.3 Textual Cues - Use textual cues [such as organizational structures of narrative and expository texts, headings, glossaries, margin notes...] to construct and confirm meaning.
2.1.4 Cueing Systems - Use syntactic, semantic, and graphophonic cueing systems [including word order, context clues; and multiple meanings of words, structural analysis to identify roots, prefixes, and suffixes] to construct and confirm meaning; use a dictionary to determine word meaning in context.
3.3.3 Evaluate Information - Evaluate the appropriateness of information for a particular form, audience, and purpose; identify gaps in information collected and gather additional information.
3.3.4 Develop New Understanding - Relate gathered information to prior knowledge to reach conclusions or develop points of view; establish goals for developing further inquiry or research skills.

RU25-Vowel Blends D Students listen to and view a song presenting the fourth of four sets of vowel blends or pairs, diagraphs, and diphthongs with example words. They listen to a word containing a vowel blend and select the matching written word.

1.1.3 Experiment with Language and Form - Experiment with new forms of self-expression.
1.1.5 Set Goals - Assess personal language use and revise personal goals to enhance language learning and use.
1.2.1 Develop Understanding - Reflect on prior knowledge and experiences to arrive at new understanding.
2.1.2 Comprehension Strategies - Use comprehension strategies [such as asking questions, making notes, adjusting reading rate . . .] appropriate to the type of text and purpose [including summarizing, outlining, remembering ideas, and responding personally].
2.1.3 Textual Cues - Use textual cues [such as organizational structures of narrative and expository texts, headings, glossaries, margin notes...] to construct and confirm meaning.
2.1.4 Cueing Systems - Use syntactic, semantic, and graphophonic cueing systems [including word order, context clues; and multiple meanings of words, structural analysis to identify roots, prefixes, and suffixes] to construct and confirm meaning; use a dictionary to determine word meaning in context.
2.3.4 Experiment with Language - Alter words, forms, and sentence patterns to create new versions of texts for a variety of purposes [such as humour...]; explain ways in which figures of speech [such as similes, metaphors...] clarify and enhance meaning.

RU26-Vowel Blends D Sentences Students listen to and view a sight word song with three new words. They read sentences with missing endings and select the correct ending from two containing words with vowel blends or pairs, diagraphs, and diphthongs.

1.1.3 Experiment with Language and Form - Experiment with new forms of self-expression.
1.2.1 Develop Understanding - Reflect on prior knowledge and experiences to arrive at new understanding.
1.2.4 Extend Understanding- Appraise ideas or clarity and ask extending questions; select from others' experiences and ideas to extend ways of knowing the world.
2.1.2 Comprehension Strategies - Use comprehension strategies [such as asking questions, making notes, adjusting reading rate . . .] appropriate to the type of text and purpose [including summarizing, outlining, remembering ideas, and responding personally].
2.1.3 Textual Cues - Use textual cues [such as organizational structures of narrative and expository texts, headings, glossaries, margin notes...] to construct and confirm meaning.
2.1.4 Cueing Systems - Use syntactic, semantic, and graphophonic cueing systems [including word order, context clues; and multiple meanings of words, structural analysis to identify roots, prefixes, and suffixes] to construct and confirm meaning; use a dictionary to determine word meaning in context.
3.1.1 Use Personal Knowledge - Summarize and focus personal knowledge of a topic to determine information needs.
3.3.3 Evaluate Information - Evaluate the appropriateness of information for a particular form, audience, and purpose; identify gaps in information collected and gather additional information.
3.3.4 Develop New Understanding - Relate gathered information to prior knowledge to reach conclusions or develop points of view; establish goals for developing further inquiry or research skills.

RU27-Silent Letters & Sounds Students listen to and view a song presenting words with silent letters such as GH. They read words and select the silent letter or letters in the word.

1.1.3 Experiment with Language and Form - Experiment with new forms of self-expression.
2.1.2 Comprehension Strategies - Use comprehension strategies [such as asking questions, making notes, adjusting reading rate . . .] appropriate to the type of text and purpose [including summarizing, outlining, remembering ideas, and responding personally].
2.1.3 Textual Cues - Use textual cues [such as organizational structures of narrative and expository texts, headings, glossaries, margin notes...] to construct and confirm meaning.
2.1.4 Cueing Systems - Use syntactic, semantic, and graphophonic cueing systems [including word order, context clues; and multiple meanings of words, structural analysis to identify roots, prefixes, and suffixes] to construct and confirm meaning; use a dictionary to determine word meaning in context.
2.3.4 Experiment with Language - Alter words, forms, and sentence patterns to create new versions of texts for a variety of purposes [such as humour...]; explain ways in which figures of speech [such as similes, metaphors...] clarify and enhance meaning.

RU28-Word Families A Students listen to and view a song presenting the first of two sets of word families with common endings, rimes, and chunks. They read a word and identify all rhyming words from a list.

1.1.3 Experiment with Language and Form - Experiment with new forms of self-expression.
1.2.1 Develop Understanding - Reflect on prior knowledge and experiences to arrive at new understanding.
2.1.2 Comprehension Strategies - Use comprehension strategies [such as asking questions, making notes, adjusting reading rate . . .] appropriate to the type of text and purpose [including summarizing, outlining, remembering ideas, and responding personally].
2.1.3 Textual Cues - Use textual cues [such as organizational structures of narrative and expository texts, headings, glossaries, margin notes...] to construct and confirm meaning.
2.1.4 Cueing Systems - Use syntactic, semantic, and graphophonic cueing systems [including word order, context clues; and multiple meanings of words, structural analysis to identify roots, prefixes, and suffixes] to construct and confirm meaning; use a dictionary to determine word meaning in context.
2.3.4 Experiment with Language - Alter words, forms, and sentence patterns to create new versions of texts for a variety of purposes [such as humour...]; explain ways in which figures of speech [such as similes, metaphors...] clarify and enhance meaning.

RU29-True/False A Students read sentences containing words from common word families and then identify whether they are true or false.

11.1.3 Experiment with Language and Form - Experiment with new forms of self-expression.
1.2.1 Develop Understanding - Reflect on prior knowledge and experiences to arrive at new understanding.
2.1.2 Comprehension Strategies - Use comprehension strategies [such as asking questions, making notes, adjusting reading rate . . .] appropriate to the type of text and purpose [including summarizing, outlining, remembering ideas, and responding personally].
2.1.3 Textual Cues - Use textual cues [such as organizational structures of narrative and expository texts, headings, glossaries, margin notes...] to construct and confirm meaning.
2.1.4 Cueing Systems - Use syntactic, semantic, and graphophonic cueing systems [including word order, context clues; and multiple meanings of words, structural analysis to identify roots, prefixes, and suffixes] to construct and confirm meaning; use a dictionary to determine word meaning in context.
3.3.3 Evaluate Information - Evaluate the appropriateness of information for a particular form, audience, and purpose; identify gaps in information collected and gather additional information.
3.3.4 Develop New Understanding - Relate gathered information to prior knowledge to reach conclusions or develop points of view; establish goals for developing further inquiry or research skills.

RU30-Word Families A Students listen to and view a song presenting the second of two sets of word families with common endings, rimes, and chunks. They read a word and identify all rhyming words from a list.

1.1.3 Experiment with Language and Form - Experiment with new forms of self-expression.
1.2.1 Develop Understanding - Reflect on prior knowledge and experiences to arrive at new understanding.
2.1.2 Comprehension Strategies - Use comprehension strategies [such as asking questions, making notes, adjusting reading rate . . .] appropriate to the type of text and purpose [including summarizing, outlining, remembering ideas, and responding personally].
2.1.3 Textual Cues - Use textual cues [such as organizational structures of narrative and expository texts, headings, glossaries, margin notes...] to construct and confirm meaning.
2.1.4 Cueing Systems - Use syntactic, semantic, and graphophonic cueing systems [including word order, context clues; and multiple meanings of words, structural analysis to identify roots, prefixes, and suffixes] to construct and confirm meaning; use a dictionary to determine word meaning in context.
3.3.3 Evaluate Information - Evaluate the appropriateness of information for a particular form, audience, and purpose; identify gaps in information collected and gather additional information.
3.3.4 Develop New Understanding - Relate gathered information to prior knowledge to reach conclusions or develop points of view; establish goals for developing further inquiry or research skills.

RU31-True/False A Students read sentences containing words from common word families and then identify whether they are true or false.

1.1.3 Experiment with Language and Form - Experiment with new forms of self-expression.
1.2.1 Develop Understanding - Reflect on prior knowledge and experiences to arrive at new understanding.
2.1.2 Comprehension Strategies - Use comprehension strategies [such as asking questions, making notes, adjusting reading rate . . .] appropriate to the type of text and purpose [including summarizing, outlining, remembering ideas, and responding personally].
2.1.3 Textual Cues - Use textual cues [such as organizational structures of narrative and expository texts, headings, glossaries, margin notes...] to construct and confirm meaning.
2.1.4 Cueing Systems - Use syntactic, semantic, and graphophonic cueing systems [including word order, context clues; and multiple meanings of words, structural analysis to identify roots, prefixes, and suffixes] to construct and confirm meaning; use a dictionary to determine word meaning in context.
2.3.4 Experiment with Language - Alter words, forms, and sentence patterns to create new versions of texts for a variety of purposes [such as humour...]; explain ways in which figures of speech [such as similes, metaphors...] clarify and enhance meaning.

RU32-Prefixes Students view a description of prefixes. They listen to a word and attach the correct prefix from a list of prefixes to the base or root word.

1.2.1 Develop Understanding - Reflect on prior knowledge and experiences to arrive at new understanding.
2.1.2 Comprehension Strategies - Use comprehension strategies [such as asking questions, making notes, adjusting reading rate . . .] appropriate to the type of text and purpose [including summarizing, outlining, remembering ideas, and responding personally].
2.1.3 Textual Cues - Use textual cues [such as organizational structures of narrative and expository texts, headings, glossaries, margin notes...] to construct and confirm meaning.
2.1.4 Cueing Systems - Use syntactic, semantic, and graphophonic cueing systems [including word order, context clues; and multiple meanings of words, structural analysis to identify roots, prefixes, and suffixes] to construct and confirm meaning; use a dictionary to determine word meaning in context.
2.3.4 Experiment with Language - Alter words, forms, and sentence patterns to create new versions of texts for a variety of purposes [such as humour...]; explain ways in which figures of speech [such as similes, metaphors...] clarify and enhance meaning.

RU33-Suffixes Students view a description of suffixes. They listen to a word and attach the correct suffix from a list of suffixes to the base or root word.

1.2.1 Develop Understanding - Reflect on prior knowledge and experiences to arrive at new understanding.
2.1.2 Comprehension Strategies - Use comprehension strategies [such as asking questions, making notes, adjusting reading rate . . .] appropriate to the type of text and purpose [including summarizing, outlining, remembering ideas, and responding personally].
2.1.3 Textual Cues - Use textual cues [such as organizational structures of narrative and expository texts, headings, glossaries, margin notes...] to construct and confirm meaning.
2.1.4 Cueing Systems - Use syntactic, semantic, and graphophonic cueing systems [including word order, context clues; and multiple meanings of words, structural analysis to identify roots, prefixes, and suffixes] to construct and confirm meaning; use a dictionary to determine word meaning in context.
2.3.4 Experiment with Language - Alter words, forms, and sentence patterns to create new versions of texts for a variety of purposes [such as humour...]; explain ways in which figures of speech [such as similes, metaphors...] clarify and enhance meaning.

RU34-Compound Words Students view a description of compound words. They listen to a compound word and attach the correct initial word from a list to the ending word.

1.1.3 Experiment with Language and Form - Experiment with new forms of self-expression.
1.2.1 Develop Understanding - Reflect on prior knowledge and experiences to arrive at new understanding.
2.1.2 Comprehension Strategies - Use comprehension strategies [such as asking questions, making notes, adjusting reading rate . . .] appropriate to the type of text and purpose [including summarizing, outlining, remembering ideas, and responding personally].
2.1.3 Textual Cues - Use textual cues [such as organizational structures of narrative and expository texts, headings, glossaries, margin notes...] to construct and confirm meaning.
2.1.4 Cueing Systems - Use syntactic, semantic, and graphophonic cueing systems [including word order, context clues; and multiple meanings of words, structural analysis to identify roots, prefixes, and suffixes] to construct and confirm meaning; use a dictionary to determine word meaning in context.
3.3.3 Evaluate Information - Evaluate the appropriateness of information for a particular form, audience, and purpose; identify gaps in information collected and gather additional information.

RU35-Sentence Comprehension Students read sentences and choose the correct word to complete them from among words with prefixes, words with suffixes, and compound words.

1.1.3 Experiment with Language and Form - Experiment with new forms of self-expression.
1.2.1 Develop Understanding - Reflect on prior knowledge and experiences to arrive at new understanding.
2.1.2 Comprehension Strategies - Use comprehension strategies [such as asking questions, making notes, adjusting reading rate . . .] appropriate to the type of text and purpose [including summarizing, outlining, remembering ideas, and responding personally].
2.1.3 Textual Cues - Use textual cues [such as organizational structures of narrative and expository texts, headings, glossaries, margin notes...] to construct and confirm meaning.
2.1.4 Cueing Systems - Use syntactic, semantic, and graphophonic cueing systems [including word order, context clues; and multiple meanings of words, structural analysis to identify roots, prefixes, and suffixes] to construct and confirm meaning; use a dictionary to determine word meaning in context.
3.3.3 Evaluate Information - Evaluate the appropriateness of information for a particular form, audience, and purpose; identify gaps in information collected and gather additional information.

RU36-Long or Multi-syllable Words Students listen to and view a song presenting a method for decoding long words or multi-syllable words by separating the syllables, sounding out each syllable, and blending together the sounds. They must listen to long words and select them from a list of words.

1.1.3 Experiment with Language and Form - Experiment with new forms of self-expression.
1.2.1 Develop Understanding - Reflect on prior knowledge and experiences to arrive at new understanding.
1.2.4 Extend Understanding- Appraise ideas or clarity and ask extending questions; select from others' experiences and ideas to extend ways of knowing the world.
2.1.2 Comprehension Strategies - Use comprehension strategies [such as asking questions, making notes, adjusting reading rate . . .] appropriate to the type of text and purpose [including summarizing, outlining, remembering ideas, and responding personally].
2.1.3 Textual Cues - Use textual cues [such as organizational structures of narrative and expository texts, headings, glossaries, margin notes...] to construct and confirm meaning.
2.1.4 Cueing Systems - Use syntactic, semantic, and graphophonic cueing systems [including word order, context clues; and multiple meanings of words, structural analysis to identify roots, prefixes, and suffixes] to construct and confirm meaning; use a dictionary to determine word meaning in context.
3.3.3 Evaluate Information - Evaluate the appropriateness of information for a particular form, audience, and purpose; identify gaps in information collected and gather additional information.
3.3.4 Develop New Understanding - Relate gathered information to prior knowledge to reach conclusions or develop points of view; establish goals for developing further inquiry or research skills.

RU37-Contractions Students view a description of contractions. They read two words and then select the matching contraction with the correct apostrophe and eliminated letters.

1.2.1 Develop Understanding - Reflect on prior knowledge and experiences to arrive at new understanding.
2.1.2 Comprehension Strategies - Use comprehension strategies [such as asking questions, making notes, adjusting reading rate . . .] appropriate to the type of text and purpose [including summarizing, outlining, remembering ideas, and responding personally].
2.1.3 Textual Cues - Use textual cues [such as organizational structures of narrative and expository texts, headings, glossaries, margin notes...] to construct and confirm meaning.
2.1.4 Cueing Systems - Use syntactic, semantic, and graphophonic cueing systems [including word order, context clues; and multiple meanings of words, structural analysis to identify roots, prefixes, and suffixes] to construct and confirm meaning; use a dictionary to determine word meaning in context.
3.3.3 Evaluate Information - Evaluate the appropriateness of information for a particular form, audience, and purpose; identify gaps in information collected and gather additional information.

RU38-Numbers Students listen to and view a song presenting the word categories of numbers 1 to 100. They fill in a bank check by selecting the written out number that matches the numeral amount on the check.

1.2.1 Develop Understanding - Reflect on prior knowledge and experiences to arrive at new understanding.
1.2.4 Extend Understanding- Appraise ideas or clarity and ask extending questions; select from others' experiences and ideas to extend ways of knowing the world.
2.1.2 Comprehension Strategies - Use comprehension strategies [such as asking questions, making notes, adjusting reading rate . . .] appropriate to the type of text and purpose [including summarizing, outlining, remembering ideas, and responding personally].
2.1.3 Textual Cues - Use textual cues [such as organizational structures of narrative and expository texts, headings, glossaries, margin notes...] to construct and confirm meaning.
2.1.4 Cueing Systems - Use syntactic, semantic, and graphophonic cueing systems [including word order, context clues; and multiple meanings of words, structural analysis to identify roots, prefixes, and suffixes] to construct and confirm meaning; use a dictionary to determine word meaning in context.
3.3.3 Evaluate Information - Evaluate the appropriateness of information for a particular form, audience, and purpose; identify gaps in information collected and gather additional information.
3.3.4 Develop New Understanding - Relate gathered information to prior knowledge to reach conclusions or develop points of view; establish goals for developing further inquiry or research skills.

RU39-Days and Months Students listen to and view a song presenting the word categories of days of the week and months of the year. They read invitations and identify the time and details of the invite.

1.2.1 Develop Understanding - Reflect on prior knowledge and experiences to arrive at new understanding.
2.1.2 Comprehension Strategies - Use comprehension strategies [such as asking questions, making notes, adjusting reading rate . . .] appropriate to the type of text and purpose [including summarizing, outlining, remembering ideas, and responding personally].
2.1.3 Textual Cues - Use textual cues [such as organizational structures of narrative and expository texts, headings, glossaries, margin notes...] to construct and confirm meaning.
2.1.4 Cueing Systems - Use syntactic, semantic, and graphophonic cueing systems [including word order, context clues; and multiple meanings of words, structural analysis to identify roots, prefixes, and suffixes] to construct and confirm meaning; use a dictionary to determine word meaning in context.
3.2.3 Assess Sources - Recognize that information serves different purposes and determine its usefulness for inquiry or research focus using pre- established criteria.
3.3.3 Evaluate Information - Evaluate the appropriateness of information for a particular form, audience, and purpose; identify gaps in information collected and gather additional information.

RU40-Directions Students read and follow multiple-step written instructions and select the correct directions on maps, signs, diagrams and illustrations to navigate to a house.

1.2.1 Develop Understanding - Reflect on prior knowledge and experiences to arrive at new understanding.
1.2.4 Extend Understanding- Appraise ideas or clarity and ask extending questions; select from others' experiences and ideas to extend ways of knowing the world.
2.1.2 Comprehension Strategies - Use comprehension strategies [such as asking questions, making notes, adjusting reading rate . . .] appropriate to the type of text and purpose [including summarizing, outlining, remembering ideas, and responding personally].
2.1.3 Textual Cues - Use textual cues [such as organizational structures of narrative and expository texts, headings, glossaries, margin notes...] to construct and confirm meaning.
2.1.4 Cueing Systems - Use syntactic, semantic, and graphophonic cueing systems [including word order, context clues; and multiple meanings of words, structural analysis to identify roots, prefixes, and suffixes] to construct and confirm meaning; use a dictionary to determine word meaning in context.
3.3.3 Evaluate Information - Evaluate the appropriateness of information for a particular form, audience, and purpose; identify gaps in information collected and gather additional information.
3.3.4 Develop New Understanding - Relate gathered information to prior knowledge to reach conclusions or develop points of view; establish goals for developing further inquiry or research skills.

RU41-Instructions Students read and follow multiple-step written instructions and select the correct actions on signs, diagrams and illustrations to operate a gasoline pump and a television remote control.

1.2.1 Develop Understanding - Reflect on prior knowledge and experiences to arrive at new understanding.
2.1.2 Comprehension Strategies - Use comprehension strategies [such as asking questions, making notes, adjusting reading rate . . .] appropriate to the type of text and purpose [including summarizing, outlining, remembering ideas, and responding personally].
2.1.3 Textual Cues - Use textual cues [such as organizational structures of narrative and expository texts, headings, glossaries, margin notes...] to construct and confirm meaning.
2.1.4 Cueing Systems - Use syntactic, semantic, and graphophonic cueing systems [including word order, context clues; and multiple meanings of words, structural analysis to identify roots, prefixes, and suffixes] to construct and confirm meaning; use a dictionary to determine word meaning in context.
3.2.3 Assess Sources - Recognize that information serves different purposes and determine its usefulness for inquiry or research focus using pre- established criteria.
3.3.3 Evaluate Information - Evaluate the appropriateness of information for a particular form, audience, and purpose; identify gaps in information collected and gather additional information.

RU42-Details: Who What When Where Why Students listen to and view a song presenting the facts and details who what when where and why. They read one-paragraph passages and answer comprehension multiple-choice questions including detail questions. Students follow the paragraph structure of left to right and top to bottom reading.

1.2.1 Develop Understanding - Reflect on prior knowledge and experiences to arrive at new understanding.
1.2.4 Extend Understanding- Appraise ideas or clarity and ask extending questions; select from others' experiences and ideas to extend ways of knowing the world.
2.1.2 Comprehension Strategies - Use comprehension strategies [such as asking questions, making notes, adjusting reading rate . . .] appropriate to the type of text and purpose [including summarizing, outlining, remembering ideas, and responding personally].
2.1.3 Textual Cues - Use textual cues [such as organizational structures of narrative and expository texts, headings, glossaries, margin notes...] to construct and confirm meaning.
2.1.4 Cueing Systems - Use syntactic, semantic, and graphophonic cueing systems [including word order, context clues; and multiple meanings of words, structural analysis to identify roots, prefixes, and suffixes] to construct and confirm meaning; use a dictionary to determine word meaning in context.
2.3.2 Techniques and Elements - Identify significant elements and techniques in oral, literary, and media texts, and examine how they interact to create effects.
3.3.3 Evaluate Information - Evaluate the appropriateness of information for a particular form, audience, and purpose; identify gaps in information collected and gather additional information.
3.3.4 Develop New Understanding - Relate gathered information to prior knowledge to reach conclusions or develop points of view; establish goals for developing further inquiry or research skills.

RU43-Order and Sequence Students read five sentences and move each sentence into the logical order and sequence. They place the topic sentence or problem at the top, the detail sentences in sequential or chronological order, and the conclusion sentence or solution at the end.

1.2.1 Develop Understanding - Reflect on prior knowledge and experiences to arrive at new understanding.
2.1.2 Comprehension Strategies - Use comprehension strategies [such as asking questions, making notes, adjusting reading rate . . .] appropriate to the type of text and purpose [including summarizing, outlining, remembering ideas, and responding personally].
2.1.3 Textual Cues - Use textual cues [such as organizational structures of narrative and expository texts, headings, glossaries, margin notes...] to construct and confirm meaning.
2.1.4 Cueing Systems - Use syntactic, semantic, and graphophonic cueing systems [including word order, context clues; and multiple meanings of words, structural analysis to identify roots, prefixes, and suffixes] to construct and confirm meaning; use a dictionary to determine word meaning in context.
2.3.2 Techniques and Elements - Identify significant elements and techniques in oral, literary, and media texts, and examine how they interact to create effects.
3.3.1 Organize Information - Organize information and ideas using a variety of strategies and techniques [such as comparing and contrasting, classifying and sorting according to subtopics, sequences, order of priority or importance...].
3.3.3 Evaluate Information - Evaluate the appropriateness of information for a particular form, audience, and purpose; identify gaps in information collected and gather additional information.
3.3.4 Develop New Understanding - Relate gathered information to prior knowledge to reach conclusions or develop points of view; establish goals for developing further inquiry or research skills.

RU44-Compare and Contrast Students read one paragraph passages and answer multiple-choice questions to compare and contrast the similarities and differences of information on the same topic.

1.2.1 Develop Understanding - Reflect on prior knowledge and experiences to arrive at new understanding.
2.1.2 Comprehension Strategies - Use comprehension strategies [such as asking questions, making notes, adjusting reading rate . . .] appropriate to the type of text and purpose [including summarizing, outlining, remembering ideas, and responding personally].
2.1.3 Textual Cues - Use textual cues [such as organizational structures of narrative and expository texts, headings, glossaries, margin notes...] to construct and confirm meaning.
2.1.4 Cueing Systems - Use syntactic, semantic, and graphophonic cueing systems [including word order, context clues; and multiple meanings of words, structural analysis to identify roots, prefixes, and suffixes] to construct and confirm meaning; use a dictionary to determine word meaning in context.
2.3.2 Techniques and Elements - Identify significant elements and techniques in oral, literary, and media texts, and examine how they interact to create effects.
3.3.1 Organize Information - Organize information and ideas using a variety of strategies and techniques [such as comparing and contrasting, classifying and sorting according to subtopics, sequences, order of priority or importance...].
3.3.3 Evaluate Information - Evaluate the appropriateness of information for a particular form, audience, and purpose; identify gaps in information collected and gather additional information.
3.3.4 Develop New Understanding - Relate gathered information to prior knowledge to reach conclusions or develop points of view; establish goals for developing further inquiry or research skills.

RU45-Cause and Effect Students view a description of cause and effect explaining the why and because relationships. Students read one paragraph passages and answer multiple-choice questions which ask why, with answers beginning with because.

1.2.1 Develop Understanding - Reflect on prior knowledge and experiences to arrive at new understanding.
2.1.2 Comprehension Strategies - Use comprehension strategies [such as asking questions, making notes, adjusting reading rate . . .] appropriate to the type of text and purpose [including summarizing, outlining, remembering ideas, and responding personally].
2.1.3 Textual Cues - Use textual cues [such as organizational structures of narrative and expository texts, headings, glossaries, margin notes...] to construct and confirm meaning.
2.1.4 Cueing Systems - Use syntactic, semantic, and graphophonic cueing systems [including word order, context clues; and multiple meanings of words, structural analysis to identify roots, prefixes, and suffixes] to construct and confirm meaning; use a dictionary to determine word meaning in context.
3.3.1 Organize Information - Organize information and ideas using a variety of strategies and techniques [such as comparing and contrasting, classifying and sorting according to subtopics, sequences, order of priority or importance...].
3.3.3 Evaluate Information - Evaluate the appropriateness of information for a particular form, audience, and purpose; identify gaps in information collected and gather additional information.

RU46-Fact and Opinion Students view a description of fact and opinion. They read sentences and select whether they represent a fact or the opinion of the author.

1.2.1 Develop Understanding - Reflect on prior knowledge and experiences to arrive at new understanding.
2.1.2 Comprehension Strategies - Use comprehension strategies [such as asking questions, making notes, adjusting reading rate . . .] appropriate to the type of text and purpose [including summarizing, outlining, remembering ideas, and responding personally].
2.1.3 Textual Cues - Use textual cues [such as organizational structures of narrative and expository texts, headings, glossaries, margin notes...] to construct and confirm meaning.
2.1.4 Cueing Systems - Use syntactic, semantic, and graphophonic cueing systems [including word order, context clues; and multiple meanings of words, structural analysis to identify roots, prefixes, and suffixes] to construct and confirm meaning; use a dictionary to determine word meaning in context.
3.3.3 Evaluate Information - Evaluate the appropriateness of information for a particular form, audience, and purpose; identify gaps in information collected and gather additional information.
3.3.4 Develop New Understanding - Relate gathered information to prior knowledge to reach conclusions or develop points of view; establish goals for developing further inquiry or research skills.

RU47-Main Idea Students listen to and view a song describing the main idea and details of a paragraph, with an example paragraph and structure diagram. They must read a paragraph and identify the main idea, summary, central idea, theme, or topic.

1.2.1 Develop Understanding - Reflect on prior knowledge and experiences to arrive at new understanding.
2.1.2 Comprehension Strategies - Use comprehension strategies [such as asking questions, making notes, adjusting reading rate . . .] appropriate to the type of text and purpose [including summarizing, outlining, remembering ideas, and responding personally].
2.1.3 Textual Cues - Use textual cues [such as organizational structures of narrative and expository texts, headings, glossaries, margin notes...] to construct and confirm meaning.
2.1.4 Cueing Systems - Use syntactic, semantic, and graphophonic cueing systems [including word order, context clues; and multiple meanings of words, structural analysis to identify roots, prefixes, and suffixes] to construct and confirm meaning; use a dictionary to determine word meaning in context.
2.3.2 Techniques and Elements - Identify significant elements and techniques in oral, literary, and media texts, and examine how they interact to create effects.
3.2.5 Make Sense of Information - Use organizational patterns of oral, visual, and written texts [including main ideas and supporting details, explanation, comparison and contrast, cause and effect, and sequence] to construct meaning; skim, scan and read closely to gather information.
3.3.1 Organize Information - Organize information and ideas using a variety of strategies and techniques [such as comparing and contrasting, classifying and sorting according to subtopics, sequences, order of priority or importance...].
3.3.3 Evaluate Information - Evaluate the appropriateness of information for a particular form, audience, and purpose; identify gaps in information collected and gather additional information.
3.3.4 Develop New Understanding - Relate gathered information to prior knowledge to reach conclusions or develop points of view; establish goals for developing further inquiry or research skills.

RU48-Conclutions and Inferences Students view a description of conclusions and inferences. They read one paragraph passages and answer multiple-choice questions including making inferences and predicting outcomes.

1.2.1 Develop Understanding - Reflect on prior knowledge and experiences to arrive at new understanding.
1.2.4 Extend Understanding- Appraise ideas or clarity and ask extending questions; select from others' experiences and ideas to extend ways of knowing the world.
2.1.2 Comprehension Strategies - Use comprehension strategies [such as asking questions, making notes, adjusting reading rate . . .] appropriate to the type of text and purpose [including summarizing, outlining, remembering ideas, and responding personally].
2.1.3 Textual Cues - Use textual cues [such as organizational structures of narrative and expository texts, headings, glossaries, margin notes...] to construct and confirm meaning.
2.1.4 Cueing Systems - Use syntactic, semantic, and graphophonic cueing systems [including word order, context clues; and multiple meanings of words, structural analysis to identify roots, prefixes, and suffixes] to construct and confirm meaning; use a dictionary to determine word meaning in context.
2.3.2 Techniques and Elements - Identify significant elements and techniques in oral, literary, and media texts, and examine how they interact to create effects.
3.3.3 Evaluate Information - Evaluate the appropriateness of information for a particular form, audience, and purpose; identify gaps in information collected and gather additional information.
3.3.4 Develop New Understanding - Relate gathered information to prior knowledge to reach conclusions or develop points of view; establish goals for developing further inquiry or research skills.
4.1.1 Generate Ideas - Focus a topic for oral, written, and visual texts integrating ideas from experiences and a variety of other sources.

RU49-Challenge Game: Follow Instructions Students read multiple-step written instructions and perform tasks to clean up a messy room.

1.2.1 Develop Understanding - Reflect on prior knowledge and experiences to arrive at new understanding.
2.1.2 Comprehension Strategies - Use comprehension strategies [such as asking questions, making notes, adjusting reading rate . . .] appropriate to the type of text and purpose [including summarizing, outlining, remembering ideas, and responding personally].
2.1.3 Textual Cues - Use textual cues [such as organizational structures of narrative and expository texts, headings, glossaries, margin notes...] to construct and confirm meaning.
2.1.4 Cueing Systems - Use syntactic, semantic, and graphophonic cueing systems [including word order, context clues; and multiple meanings of words, structural analysis to identify roots, prefixes, and suffixes] to construct and confirm meaning; use a dictionary to determine word meaning in context.
3.2.3 Assess Sources - Recognize that information serves different purposes and determine its usefulness for inquiry or research focus using pre- established criteria.
3.3.3 Evaluate Information - Evaluate the appropriateness of information for a particular form, audience, and purpose; identify gaps in information collected and gather additional information.

RU50-Final Challenge: Follow Instructions Students read multiple-step written instructions and perform tasks to create a music video.

1.2.1 Develop Understanding - Reflect on prior knowledge and experiences to arrive at new understanding.
2.1.2 Comprehension Strategies - Use comprehension strategies [such as asking questions, making notes, adjusting reading rate . . .] appropriate to the type of text and purpose [including summarizing, outlining, remembering ideas, and responding personally].
2.1.3 Textual Cues - Use textual cues [such as organizational structures of narrative and expository texts, headings, glossaries, margin notes...] to construct and confirm meaning.
2.1.4 Cueing Systems - Use syntactic, semantic, and graphophonic cueing systems [including word order, context clues; and multiple meanings of words, structural analysis to identify roots, prefixes, and suffixes] to construct and confirm meaning; use a dictionary to determine word meaning in context.
3.2.3 Assess Sources - Recognize that information serves different purposes and determine its usefulness for inquiry or research focus using pre- established criteria.
3.3.3 Evaluate Information - Evaluate the appropriateness of information for a particular form, audience, and purpose; identify gaps in information collected and gather additional information.

CU1-Book Structure - Students listen to and view a song describing the structure of a book, including the cover, title, author, table of contents, chapters, and index.  They view covers and pages from books and locate answers to questions about the contents.

2.1.2 Comprehension Strategies - Use comprehension strategies [such as asking questions, making notes, adjusting reading rate . . .] appropriate to the type of text and purpose [including summarizing, outlining, remembering ideas, and responding personally].
2.1.3 Textual Cues - Use textual cues [such as organizational structures of narrative and expository texts, headings, glossaries, margin notes...] to construct and confirm meaning.
3.2.4 Access Information - Relate gathered information to prior knowledge to reach conclusions or develop points of view; establish goals for developing further inquiry or research skills.

CU2-Format, Types of Text Students view a description of formats including fiction and non-fiction, narrative and expository, and books, drama / plays, or novels. They distinguish between common forms of literature.

1.2.2 Explain Opinions - Explain personal viewpoints in clear and meaningful ways and revise personal understanding.
2.1.2 Comprehension Strategies - Use comprehension strategies [such as asking questions, making notes, adjusting reading rate . . .] appropriate to the type of text and purpose [including summarizing, outlining, remembering ideas, and responding personally].
2.2.1 Experience Various Texts - Seek opportunities to experience texts from a variety of forms and genres [such as autobiographies, travelogues, comics...] and cultural traditions; share responses.
2.3.1 Forms and Genre -Recognize key characteristics of various forms and genres of oral, literary, and media texts [such as novels, biographies, autobiographies, myths, poetry, drawings, and prints...].
3.2.3 Assess Sources - Recognize that information serves different purposes and determine its usefulness for inquiry or research focus using pre- established criteria.

CU3-Main Idea Students listen to and view a song describing the main idea, summary, topic, and theme. They must read passages and generalize to identify the central idea.

2.1.2 Comprehension Strategies - Use comprehension strategies [such as asking questions, making notes, adjusting reading rate . . .] appropriate to the type of text and purpose [including summarizing, outlining, remembering ideas, and responding personally].
2.1.3 Textual Cues - Use textual cues [such as organizational structures of narrative and expository texts, headings, glossaries, margin notes...] to construct and confirm meaning.
3.2.4 Access Information - Relate gathered information to prior knowledge to reach conclusions or develop points of view; establish goals for developing further inquiry or research skills.
3.2.5 Make Sense of Information - Use organizational patterns of oral, visual, and written texts [including main ideas and supporting details, explanation, comparison and contrast, cause and effect, and sequence] to construct meaning; skim, scan and read closely to gather information.

CU4-Authors Purpose Students listen to and view a song describing the authors purpose, including writing to inform, narrate, persuade, describe, and entertain. They must read passages and identify the authors purpose.

2.1.2 Comprehension Strategies - Use comprehension strategies [such as asking questions, making notes, adjusting reading rate . . .] appropriate to the type of text and purpose [including summarizing, outlining, remembering ideas, and responding personally].
2.1.3 Textual Cues - Use textual cues [such as organizational structures of narrative and expository texts, headings, glossaries, margin notes...] to construct and confirm meaning.
2.3.2 Techniques and Elements - Identify significant elements and techniques in oral, literary, and media texts, and examine how they interact to create effects.
3.2.4 Access Information - Relate gathered information to prior knowledge to reach conclusions or develop points of view; establish goals for developing further inquiry or research skills.
3.2.5 Make Sense of Information - Use organizational patterns of oral, visual, and written texts [including main ideas and supporting details, explanation, comparison and contrast, cause and effect, and sequence] to construct meaning; skim, scan and read closely to gather information.

CU5-Tone, Mood and Attitude Students listen to and view a song describing the authors tone, mood and attitude. They must read passages and identify the authors tone and attitude.

2.1.2 Comprehension Strategies - Use comprehension strategies [such as asking questions, making notes, adjusting reading rate . . .] appropriate to the type of text and purpose [including summarizing, outlining, remembering ideas, and responding personally].
2.1.3 Textual Cues - Use textual cues [such as organizational structures of narrative and expository texts, headings, glossaries, margin notes...] to construct and confirm meaning.
2.3.2 Techniques and Elements - Identify significant elements and techniques in oral, literary, and media texts, and examine how they interact to create effects.
3.2.4 Access Information - Relate gathered information to prior knowledge to reach conclusions or develop points of view; establish goals for developing further inquiry or research skills.
3.2.5 Make Sense of Information - Use organizational patterns of oral, visual, and written texts [including main ideas and supporting details, explanation, comparison and contrast, cause and effect, and sequence] to construct meaning; skim, scan and read closely to gather information.

CU6-Expository Organizers Students view a description of graphic expository organizers including the sections for title, purpose, main idea, details, and conclusion. They must read informational passages and fill in all the sections of the organizer.

2.1.2 Comprehension Strategies - Use comprehension strategies [such as asking questions, making notes, adjusting reading rate . . .] appropriate to the type of text and purpose [including summarizing, outlining, remembering ideas, and responding personally].
2.1.3 Textual Cues - Use textual cues [such as organizational structures of narrative and expository texts, headings, glossaries, margin notes...] to construct and confirm meaning.
2.3.2 Techniques and Elements - Identify significant elements and techniques in oral, literary, and media texts, and examine how they interact to create effects.
3.1.4 Create and Follow a Plan - Create and follow a plan to collect and record information within a pre-established time frame.
3.2.4 Access Information - Relate gathered information to prior knowledge to reach conclusions or develop points of view; establish goals for developing further inquiry or research skills.
3.2.5 Make Sense of Information - Use organizational patterns of oral, visual, and written texts [including main ideas and supporting details, explanation, comparison and contrast, cause and effect, and sequence] to construct meaning; skim, scan and read closely to gather information.

CU7-Reference Books Students view a description if reference books and materials including the encyclopedia, dictionary, atlas, thesaurus. They must read a request for information and decide which reference materials would contain the information.

1.1.4 Express Preferences Assess personal collection of favorite oral, literary, and media texts and discuss preferences for particular forms.
1.2.2 Explain Opinions - Explain personal viewpoints in clear and meaningful ways and revise personal understanding.
2.1.2 Comprehension Strategies - Use comprehension strategies [such as asking questions, making notes, adjusting reading rate . . .] appropriate to the type of text and purpose [including summarizing, outlining, remembering ideas, and responding personally].
2.2.1 Experience Various Texts - Seek opportunities to experience texts from a variety of forms and genres [such as autobiographies, travelogues, comics...] and cultural traditions; share responses.
2.3.1 Forms and Genre -Recognize key characteristics of various forms and genres of oral, literary, and media texts [such as novels, biographies, autobiographies, myths, poetry, drawings, and prints...].
3.2.2 Identify Sources - Answer inquiry and research questions using a variety of information sources [such as bulletin boards, classroom displays art, music, skilled community people, CD-ROMs, Internet...].
3.2.3 Assess Sources - Recognize that information serves different purposes and determine its usefulness for inquiry or research focus using pre- established criteria.
3.2.4 Access Information - Relate gathered information to prior knowledge to reach conclusions or develop points of view; establish goals for developing further inquiry or research skills

CU8-Narrative Writing Students view a description of narrative story writing including the problem, characters, setting, and solution. They must read stories and identify the key elements.

2.1.2 Comprehension Strategies - Use comprehension strategies [such as asking questions, making notes, adjusting reading rate . . .] appropriate to the type of text and purpose [including summarizing, outlining, remembering ideas, and responding personally].
2.1.3 Textual Cues - Use textual cues [such as organizational structures of narrative and expository texts, headings, glossaries, margin notes...] to construct and confirm meaning.
2.3.2 Techniques and Elements - Identify significant elements and techniques in oral, literary, and media texts, and examine how they interact to create effects.
3.2.4 Access Information - Relate gathered information to prior knowledge to reach conclusions or develop points of view; establish goals for developing further inquiry or research skills
3.2.5 Make Sense of Information - Use organizational patterns of oral, visual, and written texts [including main ideas and supporting details, explanation, comparison and contrast, cause and effect, and sequence] to construct meaning; skim, scan and read closely to gather information.
3.3.3 Evaluate Information - Evaluate the appropriateness of information for a particular form, audience, and purpose; identify gaps in information collected and gather additional information.

CU9-Story Maps Students view a description of graphic story maps including sections for the problem, characters, setting, events, and solution. They read stories or narrative passages and fill in all the sections of the story map.

2.1.2 Comprehension Strategies - Use comprehension strategies [such as asking questions, making notes, adjusting reading rate . . .] appropriate to the type of text and purpose [including summarizing, outlining, remembering ideas, and responding personally].
2.1.3 Textual Cues - Use textual cues [such as organizational structures of narrative and expository texts, headings, glossaries, margin notes...] to construct and confirm meaning.
2.3.2 Techniques and Elements - Identify significant elements and techniques in oral, literary, and media texts, and examine how they interact to create effects.
3.2.4 Access Information - Relate gathered information to prior knowledge to reach conclusions or develop points of view; establish goals for developing further inquiry or research skills
3.2.5 Make Sense of Information - Use organizational patterns of oral, visual, and written texts [including main ideas and supporting details, explanation, comparison and contrast, cause and effect, and sequence] to construct meaning; skim, scan and read closely to gather information.
3.3.3 Evaluate Information - Evaluate the appropriateness of information for a particular form, audience, and purpose; identify gaps in information collected and gather additional information.

CU10-K-W-L Charts Students listen to and view a song describing the use of K-W-L charts to document what you already know, want to know, and learned after reading a passage. They must fill in the K-W-L charts before and after reading each passage

2.1.2 Comprehension Strategies - Use comprehension strategies [such as asking questions, making notes, adjusting reading rate . . .] appropriate to the type of text and purpose [including summarizing, outlining, remembering ideas, and responding personally].
2.1.3 Textual Cues - Use textual cues [such as organizational structures of narrative and expository texts, headings, glossaries, margin notes...] to construct and confirm meaning.
3.1.4 Create and Follow a Plan - Create and follow a plan to collect and record information within a pre-established time frame.
3.2.1 Identify Personal and Peer Knowledge - Recall, record and organize personal and peer knowledge of a topic for inquiry or research.
3.2.4 Access Information - Relate gathered information to prior knowledge to reach conclusions or develop points of view; establish goals for developing further inquiry or research skills
3.2.5 Make Sense of Information - Use organizational patterns of oral, visual, and written texts [including main ideas and supporting details, explanation, comparison and contrast, cause and effect, and sequence] to construct meaning; skim, scan and read closely to gather information.
3.3.3 Evaluate Information - Evaluate the appropriateness of information for a particular form, audience, and purpose; identify gaps in information collected and gather additional information.

CU11-Greek and Latin Root Words Students listen to and view a song describing and listing common greek and latin root words. They must identify the root word from a set of words and then identify the meaning of the root word. 1.1.3 Experiment with Language and Form Experiment with new forms of self-expression.

1.2.1 Develop Understanding Reflect on prior knowledge and experiences to arrive at new understanding.
1.2.4 Extend Understanding - Appraise ideas for clarity and ask extending questions; select from others experiences and ideas to extend ways of knowing the world.
2.1.2 Comprehension Strategies - Use comprehension strategies [such as asking questions, making notes, adjusting reading rate . . .] appropriate to the type of text and purpose [including summarizing, outlining, remembering ideas, and responding personally].
2.1.3 Textual Cues - Use textual cues [such as organizational structures of narrative and expository texts, headings, glossaries, margin notes...] to construct and confirm meaning.
2.1.4 Cueing Systems - Use syntactic, semantic, and graphophonic cueing systems [including word order, context clues; and multiple meanings of words, structural analysis to identify roots, prefixes, and suffixes] to construct and confirm meaning; use a dictionary to determine word meaning in context.
3.3.4 Develop New Understanding - Relate gathered information to prior knowledge to reach conclusions or develop points of view; establish goals for developing further inquiry or research skills.

CU12-Homophones Students listen to and view a song describing and listing common homophones, or words with the same sound and a different meaning. They must fill in sentences with the correct word from several homophones.

1.1.3 Experiment with Language and Form Experiment with new forms of self-expression.
1.2.1 Develop Understanding Reflect on prior knowledge and experiences to arrive at new understanding.
1.2.4 Extend Understanding - Appraise ideas for clarity and ask extending questions; select from others experiences and ideas to extend ways of knowing the world.
2.1.2 Comprehension Strategies - Use comprehension strategies [such as asking questions, making notes, adjusting reading rate . . .] appropriate to the type of text and purpose [including summarizing, outlining, remembering ideas, and responding personally].
2.1.3 Textual Cues - Use textual cues [such as organizational structures of narrative and expository texts, headings, glossaries, margin notes...] to construct and confirm meaning.
2.1.4 Cueing Systems - Use syntactic, semantic, and graphophonic cueing systems [including word order, context clues; and multiple meanings of words, structural analysis to identify roots, prefixes, and suffixes] to construct and confirm meaning; use a dictionary to determine word meaning in context.
3.1.4 Create and Follow a Plan - Create and follow a plan to collect and record information within a pre-established time frame.
3.3.4 Develop New Understanding - Relate gathered information to prior knowledge to reach conclusions or develop points of view; establish goals for developing further inquiry or research skills.

CU13-Context Clues Students listen to and view a song describing how to use sentence and word context clues to help find or predict the meaning of unknown or unfamiliar words. They must identify the meaning of words in the context of passages from several possible meanings.

1.2.1 Develop Understanding Reflect on prior knowledge and experiences to arrive at new understanding.
1.2.4 Extend Understanding - Appraise ideas for clarity and ask extending questions; select from others experiences and ideas to extend ways of knowing the world.
2.1.2 Comprehension Strategies - Use comprehension strategies [such as asking questions, making notes, adjusting reading rate . . .] appropriate to the type of text and purpose [including summarizing, outlining, remembering ideas, and responding personally].
2.1.3 Textual Cues - Use textual cues [such as organizational structures of narrative and expository texts, headings, glossaries, margin notes...] to construct and confirm meaning.
2.1.4 Cueing Systems - Use syntactic, semantic, and graphophonic cueing systems [including word order, context clues; and multiple meanings of words, structural analysis to identify roots, prefixes, and suffixes] to construct and confirm meaning; use a dictionary to determine word meaning in context.
3.1.4 Create and Follow a Plan - Create and follow a plan to collect and record information within a pre-established time frame.
3.3.4 Develop New Understanding - Relate gathered information to prior knowledge to reach conclusions or develop points of view; establish goals for developing further inquiry or research skills.

CU14-Question Answer Relationships QAR Students view a description of QAR, or question answer relationships, including right there, think and search, author and me, and on my own. They must read passages and answer each type of question.

1.2.1 Develop Understanding Reflect on prior knowledge and experiences to arrive at new understanding.
1.2.4 Extend Understanding - Appraise ideas for clarity and ask extending questions; select from others experiences and ideas to extend ways of knowing the world.
2.1.2 Comprehension Strategies - Use comprehension strategies [such as asking questions, making notes, adjusting reading rate . . .] appropriate to the type of text and purpose [including summarizing, outlining, remembering ideas, and responding personally].
2.1.3 Textual Cues - Use textual cues [such as organizational structures of narrative and expository texts, headings, glossaries, margin notes...] to construct and confirm meaning.
3.1.4 Create and Follow a Plan - Create and follow a plan to collect and record information within a pre-established time frame.
3.2.1 Identify Personal and Peer Knowledge - Recall, record and organize personal and peer knowledge of a topic for inquiry or research.
3.2.4 Access Information - Relate gathered information to prior knowledge to reach conclusions or develop points of view; establish goals for developing further inquiry or research skills.
3.2.5 Make Sense of Information - Use organizational patterns of oral, visual, and written texts [including main ideas and supporting details, explanation, comparison and contrast, cause and effect, and sequence] to construct meaning; skim, scan and read closely to gather information.
3.3.3 Evaluate Information - Evaluate the appropriateness of information for a particular form, audience, and purpose; identify gaps in information collected and gather additional information.

CU15-Synonyms Students view a description of synonyms, or words with the same meaning. They must select the correct synonym for a word to replace in a sentence.

1.1.3 Experiment with Language and Form Experiment with new forms of self-expression.
1.2.1 Develop Understanding Reflect on prior knowledge and experiences to arrive at new understanding.
1.2.4 Extend Understanding - Appraise ideas for clarity and ask extending questions; select from others experiences and ideas to extend ways of knowing the world.
2.1.2 Comprehension Strategies - Use comprehension strategies [such as asking questions, making notes, adjusting reading rate . . .] appropriate to the type of text and purpose [including summarizing, outlining, remembering ideas, and responding personally].
2.1.3 Textual Cues - Use textual cues [such as organizational structures of narrative and expository texts, headings, glossaries, margin notes...] to construct and confirm meaning.
2.1.4 Cueing Systems - Use syntactic, semantic, and graphophonic cueing systems [including word order, context clues; and multiple meanings of words, structural analysis to identify roots, prefixes, and suffixes] to construct and confirm meaning; use a dictionary to determine word meaning in context.
3.3.4 Develop New Understanding - Relate gathered information to prior knowledge to reach conclusions or develop points of view; establish goals for developing further inquiry or research skills.

CU16-Antonyms Students view a description of antonyms, or words with the opposite meaning. They must select the correct antonym for a word to replace in a sentence.

1.1.3 Experiment with Language and Form Experiment with new forms of self-expression.
1.2.1 Develop Understanding Reflect on prior knowledge and experiences to arrive at new understanding.
1.2.4 Extend Understanding - Appraise ideas for clarity and ask extending questions; select from others experiences and ideas to extend ways of knowing the world.
2.1.2 Comprehension Strategies - Use comprehension strategies [such as asking questions, making notes, adjusting reading rate . . .] appropriate to the type of text and purpose [including summarizing, outlining, remembering ideas, and responding personally].
2.1.3 Textual Cues - Use textual cues [such as organizational structures of narrative and expository texts, headings, glossaries, margin notes...] to construct and confirm meaning.
3.1.4 Create and Follow a Plan - Create and follow a plan to collect and record information within a pre-established time frame.
3.2.4 Access Information - Relate gathered information to prior knowledge to reach conclusions or develop points of view; establish goals for developing further inquiry or research skills.
3.2.5 Make Sense of Information - Use organizational patterns of oral, visual, and written texts [including main ideas and supporting details, explanation, comparison and contrast, cause and effect, and sequence] to construct meaning; skim, scan and read closely to gather information.

CU17-Poetry Students view a description of poetry and the common forms including narrative, dramatic, free verse. They read poems and answer questions on the form and content.

1.1.4 Express Preferences Assess personal collection of favorite oral, literary, and media texts and discuss preferences for particular forms.
2.1.2 Comprehension Strategies - Use comprehension strategies [such as asking questions, making notes, adjusting reading rate . . .] appropriate to the type of text and purpose [including summarizing, outlining, remembering ideas, and responding personally].
2.2.1 Experience Various Texts - Seek opportunities to experience texts from a variety of forms and genres [such as autobiographies, travelogues, comics...] and cultural traditions; share responses.
2.3.1 Forms and Genre -Recognize key characteristics of various forms and genres of oral, literary, and media texts [such as novels, biographies, autobiographies, myths, poetry, drawings, and prints...].
3.2.2 Identify Sources - Answer inquiry and research questions using a variety of information sources [such as bulletin boards, classroom displays art, music, skilled community people, CD-ROMs, Internet...].
3.2.3 Assess Sources - Recognize that information serves different purposes and determine its usefulness for inquiry or research focus using pre- established criteria.
3.2.4 Access Information - Relate gathered information to prior knowledge to reach conclusions or develop points of view; establish goals for developing further inquiry or research skills

CU18-History K-W-L Students view a description of the subject history and learn vocabulary words for this subject. They read textbook style history passages and fill in K-W-L charts to document what they already know, want to know, and learned after reading the passage.

1.2.1 Develop Understanding Reflect on prior knowledge and experiences to arrive at new understanding.
1.2.4 Extend Understanding - Appraise ideas for clarity and ask extending questions; select from others experiences and ideas to extend ways of knowing the world
2.1.2 Comprehension Strategies - Use comprehension strategies [such as asking questions, making notes, adjusting reading rate . . .] appropriate to the type of text and purpose [including summarizing, outlining, remembering ideas, and responding personally].
2.1.3 Textual Cues - Use textual cues [such as organizational structures of narrative and expository texts, headings, glossaries, margin notes...] to construct and confirm meaning.
3.1.4 Create and Follow a Plan - Create and follow a plan to collect and record information within a pre-established time frame.
3.2.1 Identify Personal and Peer Knowledge - Recall, record and organize personal and peer knowledge of a topic for inquiry or research.
3.2.4 Access Information - Relate gathered information to prior knowledge to reach conclusions or develop points of view; establish goals for developing further inquiry or research skills
3.2.5 Make Sense of Information - Use organizational patterns of oral, visual, and written texts [including main ideas and supporting details, explanation, comparison and contrast, cause and effect, and sequence] to construct meaning; skim, scan and read closely to gather information.
3.3.3 Evaluate Information - Evaluate the appropriateness of information for a particular form, audience, and purpose; identify gaps in information collected and gather additional information.

CU19-Charts and Graphs Students view a description of charts, graphs and diagrams including the pie, bar, and line charts and graphs. They view graphs and answer questions about the content.

1.2.1 Develop Understanding Reflect on prior knowledge and experiences to arrive at new understanding.
1.2.4 Extend Understanding - Appraise ideas for clarity and ask extending questions; select from others experiences and ideas to extend ways of knowing the world
2.1.2 Comprehension Strategies - Use comprehension strategies [such as asking questions, making notes, adjusting reading rate . . .] appropriate to the type of text and purpose [including summarizing, outlining, remembering ideas, and responding personally].
3.1.4 Create and Follow a Plan - Create and follow a plan to collect and record information within a pre-established time frame.
3.2.1 Identify Personal and Peer Knowledge - Recall, record and organize personal and peer knowledge of a topic for inquiry or research.
3.2.4 Access Information - Relate gathered information to prior knowledge to reach conclusions or develop points of view; establish goals for developing further inquiry or research skills.
3.2.5 Make Sense of Information - Use organizational patterns of oral, visual, and written texts [including main ideas and supporting details, explanation, comparison and contrast, cause and effect, and sequence] to construct meaning; skim, scan and read closely to gather information.
3.3.3 Evaluate Information - Evaluate the appropriateness of information for a particular form, audience, and purpose; identify gaps in information collected and gather additional information.

CU20-Music Comprehension Students view a description of the subject music. They read textbook style expository passages about music and answer comprehension questions.

1.2.1 Develop Understanding Reflect on prior knowledge and experiences to arrive at new understanding.
2.1.2 Comprehension Strategies - Use comprehension strategies [such as asking questions, making notes, adjusting reading rate . . .] appropriate to the type of text and purpose [including summarizing, outlining, remembering ideas, and responding personally].
2.1.3 Textual Cues - Use textual cues [such as organizational structures of narrative and expository texts, headings, glossaries, margin notes...] to construct and confirm meaning.
3.1.4 Create and Follow a Plan - Create and follow a plan to collect and record information within a pre-established time frame.
3.2.1 Identify Personal and Peer Knowledge - Recall, record and organize personal and peer knowledge of a topic for inquiry or research.
3.2.4 Access Information - Relate gathered information to prior knowledge to reach conclusions or develop points of view; establish goals for developing further inquiry or research skills.
3.2.5 Make Sense of Information - Use organizational patterns of oral, visual, and written texts [including main ideas and supporting details, explanation, comparison and contrast, cause and effect, and sequence] to construct meaning; skim, scan and read closely to gather information.
3.3.3 Evaluate Information - Evaluate the appropriateness of information for a particular form, audience, and purpose; identify gaps in information collected and gather additional information.

CU21-Mythology Story Maps Students view a description of the subject mythology and learn vocabulary words for this subject. They read mythological stories from around the world and fill in all the sections of the story map for each story: problem, characters, setting, events, and solution.

1.2.1 Develop Understanding Reflect on prior knowledge and experiences to arrive at new understanding.
1.2.4 Extend Understanding - Appraise ideas for clarity and ask extending questions; select from others experiences and ideas to extend ways of knowing the world
2.1.1 Prior Knowledge - Seek connections between previous experiences, prior knowledge, and a variety of texts.
2.1.2 Comprehension Strategies - Use comprehension strategies [such as asking questions, making notes, adjusting reading rate . . .] appropriate to the type of text and purpose [including summarizing, outlining, remembering ideas, and responding personally].
3.1.4 Create and Follow a Plan - Create and follow a plan to collect and record information within a pre-established time frame.
3.2.1 Identify Personal and Peer Knowledge - Recall, record and organize personal and peer knowledge of a topic for inquiry or research.
3.2.4 Access Information - Relate gathered information to prior knowledge to reach conclusions or develop points of view; establish goals for developing further inquiry or research skills.
3.2.5 Make Sense of Information - Use organizational patterns of oral, visual, and written texts [including main ideas and supporting details, explanation, comparison and contrast, cause and effect, and sequence] to construct meaning; skim, scan and read closely to gather information.
3.3.3 Evaluate Information - Evaluate the appropriateness of information for a particular form, audience, and purpose; identify gaps in information collected and gather additional information.

CU22-Idioms Students listen to and view a song describing and listing common idioms in context. They read passages containing idioms and identify the correct meaning of each idiom.

1.2.1 Develop Understanding Reflect on prior knowledge and experiences to arrive at new understanding.
1.2.4 Extend Understanding - Appraise ideas for clarity and ask extending questions; select from others experiences and ideas to extend ways of knowing the world.
2.1.2 Comprehension Strategies - Use comprehension strategies [such as asking questions, making notes, adjusting reading rate . . .] appropriate to the type of text and purpose [including summarizing, outlining, remembering ideas, and responding personally].
2.1.3 Textual Cues - Use textual cues [such as organizational structures of narrative and expository texts, headings, glossaries, margin notes...] to construct and confirm meaning.
3.1.4 Create and Follow a Plan - Create and follow a plan to collect and record information within a pre-established time frame. 3.2.1 Identify Personal and Peer Knowledge - Recall, record and organize personal and peer knowledge of a topic for inquiry or research.
3.2.4 Access Information - Relate gathered information to prior knowledge to reach conclusions or develop points of view; establish goals for developing further inquiry or research skills.
3.2.5 Make Sense of Information - Use organizational patterns of oral, visual, and written texts [including main ideas and supporting details, explanation, comparison and contrast, cause and effect, and sequence] to construct meaning; skim, scan and read closely to gather information.
3.3.3 Evaluate Information - Evaluate the appropriateness of information for a particular form, audience, and purpose; identify gaps in information collected and gather additional information.

CU23-Conclusions and Inferences Students view a description of conclusions and inferences with an example. They read short passages and then make inferences and draw conclusions to answer the questions.

1.2.1 Develop Understanding Reflect on prior knowledge and experiences to arrive at new understanding.
1.2.4 Extend Understanding - Appraise ideas for clarity and ask extending questions; select from others experiences and ideas to extend ways of knowing the world.
2.1.2 Comprehension Strategies - Use comprehension strategies [such as asking questions, making notes, adjusting reading rate . . .] appropriate to the type of text and purpose [including summarizing, outlining, remembering ideas, and responding personally].
2.1.3 Textual Cues - Use textual cues [such as organizational structures of narrative and expository texts, headings, glossaries, margin notes...] to construct and confirm meaning.
3.1.4 Create and Follow a Plan - Create and follow a plan to collect and record information within a pre-established time frame.
3.2.1 Identify Personal and Peer Knowledge - Recall, record and organize personal and peer knowledge of a topic for inquiry or research.
3.2.4 Access Information - Relate gathered information to prior knowledge to reach conclusions or develop points of view; establish goals for developing further inquiry or research skills.
3.2.5 Make Sense of Information - Use organizational patterns of oral, visual, and written texts [including main ideas and supporting details, explanation, comparison and contrast, cause and effect, and sequence] to construct meaning; skim, scan and read closely to gather information.
3.3.3 Evaluate Information - Evaluate the appropriateness of information for a particular form, audience, and purpose; identify gaps in information collected and gather additional information.
3.3.4 Develop New Understanding - Relate gathered information to prior knowledge to reach conclusions or develop points of view; establish goals for developing further inquiry or research skills.

CU24-Earth Science K-W-L Students view a description of the subject earth science and learn vocabulary words for this subject. They read textbook style earth science passages and fill in K-W-L charts to document what they already know, want to know, and learned after reading the passage.

1.2.1 Develop Understanding Reflect on prior knowledge and experiences to arrive at new understanding.
1.2.4 Extend Understanding - Appraise ideas for clarity and ask extending questions; select from others experiences and ideas to extend ways of knowing the world.
2.1.2 Comprehension Strategies - Use comprehension strategies [such as asking questions, making notes, adjusting reading rate . . .] appropriate to the type of text and purpose [including summarizing, outlining, remembering ideas, and responding personally].
3.1.4 Create and Follow a Plan - Create and follow a plan to collect and record information within a pre-established time frame.
3.2.1 Identify Personal and Peer Knowledge - Recall, record and organize personal and peer knowledge of a topic for inquiry or research.
3.2.4 Access Information - Relate gathered information to prior knowledge to reach conclusions or develop points of view; establish goals for developing further inquiry or research skill