Literacy Place tm 2000: Kindergarten correlated to Building Language for Literacy

Transcription

1 I. READING A. EMERGENT LITERACY 1. Concepts of Print Book Handling handles books appropriately Introducing the Book, pp. 35, 39, 45, 49; Early Rereadings, p Rereadings, pp. 36, 46 know/recognize text moves left to right and top to bottom open books appropriately turn pages from front to back return sweep recognize/use parts of a book (i.e., cover, glossary, table of contents) identify title, author's name, illustrator's name 2. Concepts of Print Print Awareness recognize that written messages contain meanings locate/recognize a word and letter forms locate/recognize a sentence Introducing the Book, pp. 35, 39, 45, 49; Early Rereadings, p Rereadings, pp. 36, 46 Introducing the Book, pp. 35, 39, 45, 49; Early Rereadings, p Rereadings, pp. 36, 46 Introducing the Book, pp. 35, 39, 45, 49; Early Rereadings, p Rereadings, pp. 36, 46 Introducing the Book, pp. 35, 39, 45, 49; Early Rereadings, p Rereadings, pp. 36, 46 Introducing the Book, pp. 35, 39, 45, 49 Introducing the Book, pp. 35, 39, 45, 49 Later Rereadings, p. 46; Introducing the Book, p. 49; Messy Later Rereadings, p. 36; Early Rereadings, pp. 40, 50; Art an Science Center, p. 62; Morning Separation, p. 78; Choice Tim Dressing, p. 83; Lining Up, p. 84 Later Rereadings, p. 36; Early Rereadings, pp. 40, 50; Art an Science Center, p. 62; Morning Separation, p. 78; Choice Tim Dressing, p. 83; Lining Up, p. 84

2 know/recognize words are separated by spaces Introducing the Book, pp. 35, 39, 45, 49; Early Rereadings, p Rereadings, pp. 36, 46 track print from left to right Early Rereadings, p. 40; Remembered Rereadings, p. 47 recognize conventions of punctuation and capitalization read environmental print recognize/match capital and lowercase letters understand differences between letter, sound, and word identify/use text pattern recognize long and short sentences recognize the beginning/ending of a sentence read emergently recognize sight words (name, environmental print, high frequency) understand there is a correct Singing a Song, p. 19; Remembered Rereadings, p. 47 Early Rereadings, pp. 40, 50; Science Center, p. 62; Morning Time, p. 79; Dressing, p. 83; Lining Up, p. 84 Later Rereadings, p. 36; Art and Writing Center, p. 58; Time Sharing a Poem, p, 24; Later Rereadings, p. 36; Remembered Rereadings, pp. 40, 50; Art and Writing Center, p. 58; Scienc Separation, p. 78; Choice Time, p. 79; Time to Eat, p. 80; Qu 83; Lining Up, p. 84 Later Rereadings, p. 46; Introducing the Book, p. 49; Messy Later Rereadings, p. 36; Early Rereadings, pp. 40, 50; Art an Science Center, p. 62; Morning Separation, p. 78; Choice Tim Dressing, p. 83; Lining Up, p. 84 Later Rereadings, p. 36; Early Rereadings, pp. 40, 50; Art an Science Center, p. 62; Morning Separation, p. 78; Choice Tim Dressing, p. 83; Lining Up, p. 84 Later Rereadings, p. 36; Early Rereadings, pp. 40, 50; Art an Science Center, p. 62; Morning Separation, p. 78; Choice Tim Dressing, p. 83; Lining Up, p. 84 Early Rereadings, pp. 40, 50; Science Center, p. 62; Choice T Lining Up, p. 84 Later Rereadings, p. 46; Introducing the Book, p. 49; Messy

3 spelling for words recognize own/others' names Early Rereadings, pp. 40, 50; Science Center, p. 62; Choice T Lining Up, p Build Alphabet Knowledge name letters Aa-Zz match upper and lower case recognize letters Aa-Zz know the alphabet has order/use alphabetical order B. PHONOLOGICAL AWARENESS explore the concept of rhyming identify rhyming sound in nonsense words identify long and short words (auditory) identify non-rhyming words (oddity task) identify different initial sound in set of words (oddity task) identify different final sound in set of words (oddity task) identify same words in different sets (oddity task) Later Rereadings, p. 36; Art and Writing Center, p. 58; Time Later Rereadings, p. 36; Art and Writing Center, p. 58; Time Later Rereadings, p. 36; Art and Writing Center, p. 58; Time Later Rereadings, p. 36; Art and Writing Center, p. 58; Time Singing a Song, p. 17; Sharing a Poem, p. 29; Remembered R Time, p. 79 Singing a Song, p. 17; Sharing a Poem, p. 29; Remembered R Time, p. 79 Singing a Song, p. 17; Sharing a Poem, p. 29; Remembered R Time, p. 79 Later Rereadings, p. 36; Remembered Rereadings, p. 51; Rea 73; Time to Eat, p. 80; Lining Up, p. 84 Introducing the Book, pp. 39, 45 Early Rereadings, pp. 40, 50; Science Center, p. 62; Choice T Lining Up, p. 84

4 explore alliteration blend phonemes into words (oral Later Rereadings, p. 36; Remembered Rereadings, p. 51 blending) blend word parts Later Rereadings, p. 36; Remembered Rereadings, p. 51 listen for onset and rime Singing a Song, p. 17; Sharing a Poem, p. 29; Remembered R Time, p. 79 separate a word into its individual Later Rereadings, p. 36; Remembered Rereadings, p. 51 sounds (oral segmentation) phonemic manipulation substitution Later Rereadings, p. 36; Remembered Rereadings, p. 51 phonemic manipulation deletion match letters and sounds match speech to print identify initial sound in words Sharing a Poem, p. 24; Later Rereadings, p. 36; Remembered Eat, p. 80; Quiet Time, p. 82 Early Rereadings, pp. 40, 50; Science Center, p. 62; Choice T Lining Up, p. 84 Later Rereadings, p. 36; Remembered Rereadings, p. 51; Rea 73; Time to Eat, p. 80; Lining Up, p. 84 identify medial sound in words Later Rereadings, p. 36; Remembered Rereadings, p. 51 identify final sound in words Introducing the Book, pp. 39, 45 distinguish syllables as individual speech units (oral segmentation) recognize sound/letter relationships recognize phonograms recognize rhyming words Later Rereadings, p. 36; Remembered Rereadings, p. 51 Sharing a Poem, p. 24; Later Rereadings, p. 36; Remembered Eat, p. 80; Quiet Time, p. 82 Singing a Song, p. 17; Sharing a Poem, p. 29; Remembered R Time, p. 79

5 blend phonemes/use phonetic strategies to read unfamiliar words Sharing a Poem, p. 24; Later Rereadings, p. 36; Remembered Eat, p. 80; Quiet Time, p. 82 segment words into phonemes Later Rereadings, p. 36; Remembered Rereadings, p. 51 identify sounds in a phonogram Later Rereadings, p. 36; Remembered Rereadings, p. 51 C. LETTER-SOUND RELATIONSHIPS identify each letter of the alphabet identify/match consonant letters to sounds identify/match vowel letters to sounds identify initial letter/sound in words Later Rereadings, p. 36; Art and Writing Center, p. 58; Time Later Rereadings, p. 36; Remembered Rereadings, p. 51; Rea 73; Time to Eat, p. 80; Lining Up, p. 84 identify medial letter/sound in words Later Rereadings, p. 36; Remembered Rereadings, p. 51 identify final letter/sound in words Introducing the Book, pp. 39, 45 manipulate beginning sounds of Sharing a Poem, p. 27; Introducing the Book, pp. 39, 45 words to make new words manipulate middle sounds of words to Sharing a Poem, p. 27; Introducing the Book, pp. 39, 45 make new words manipulate ending sounds of words to Sharing a Poem, p. 27; Introducing the Book, pp. 39, 45 make new words blend initial consonant and phonogram manipulate letters/sounds to form Sharing a Poem, p. 27; Introducing the Book, pp. 39, 45 words (build words) blend isolated sounds Sharing a Poem, p. 27; Introducing the Book, pp. 39, 45 participate in word play Sharing a Poem, p. 27; Introducing the Book, pp. 39, 45

6 D. CUEING SYSTEMS 1. Phonics/Decoding consonants (beginning, middle, Singing a Song, pp , 18 19; Sharing a Poem, pp end) short vowel sounds Singing a Song, pp phonograms sounding out words Sharing a Poem, p. 24; Later Rereadings, p. 36; Remembered Eat, p. 80; Quiet Time, p. 82 read high-frequency words Early Rereadings, pp. 40, 50; Science Center, p. 62; Choice T Lining Up, p. 84 E. VOCABULARY 1. Vocabulary Skills high-frequency words concept words Early Rereadings, pp. 40, 50; Science Center, p. 62; Choice T Lining Up, p. 84 Early Rereadings, pp. 40, 50; Science Center, p. 62; Choice T Lining Up, p. 84 antonyms (opposites) Second-Language Support, p Vocabulary Strategies Word Identification use context to determine or confirm word meaning use picture clues to determine or confirm word meaning categorize words Later Rereadings, p. 36; Time to Eat, p. 80; Quiet Time, p. 82 Early Rereadings, pp. 40, 50; Remembered Rereadings, p. 47 Sharing a Poem, p. 27; Later Rereadings, p. 41; Dramatic Pla Center, p. 62 word web/cluster

7 Word Study word meanings Later Rereadings, p. 36; Time to Eat, p. 80; Quiet Time, p. 82 onomatopoetic words describing words Second-Language Support, pp. 19, 69; Sharing a Poem, p. 2 words from other languages Second-Language Support, p. 51 family words number words Second-Language Support, p. 21; Singing a Song, p. 21 calendar words color words Math, p. 51 compound words food words feeling words verbs (action words) Sharing a Poem, p. 29 nouns (persons, things) Singing a Song, p. 17 animal words Singing a Song, p. 19; Introducing the Book, pp. 35, 39, 45, pp. 37, 57, 63, 67 F. COMPREHENSION/THINKING 1. Pre-Reading Strategies preview and predict Introducing the Book, pp. 35, 39, 45, 49 use prior knowledge Singing a Song, p. 17; Lining Up, p. 84; Good-bye, p. 86 set purpose for reading Introducing the Book, pp. 35, 39, 45, 49

8 2. Constructing Meaning make, confirm, revise predictions Introducing the Book, pp. 35, 39, 45, 49 recognize main ideas/details Introducing the Book, pp. 35, 39, 45, 49 distinguish reality/fantasy Introducing the Book, pp. 35, 39, 45, 49 investigate cause/effect understand sequence/sequence the story understand problem/solution Later Rereadings, pp. 36, 41, 50; Remembered Rereadings, p. Introducing the Book, pp. 35, 39, 45, 49; Early Rereadings, pp understand story within a story recognize story parts (beginning, Introducing the Book, pp. 35, 39, 45, 49 middle, end) recognize author's purpose Introducing the Book, pp. 35, 39, 45, 49 understand story relationships Introducing the Book, pp. 35, 39, 45, 49 respond to literature/extend meaning/share ideas compare and contrast stories/books retell stories dramatize a story (act out) Sharing a Poem,, p 27; Introducing the Book, pp. 35, 39; Ear Remembered Rereadings, p. 42; Cleanup, p. 81 Sharing a Poem,, p 27; Introducing the Book, pp. 35, 39; Ear Remembered Rereadings, p. 42; Cleanup, p. 81 Singing a Song, p. 21; Later Rereadings, pp. 36, 50; Remembe Center, p. 63 Sharing a Poem, p. 29; Remembered Rereadings, pp. 47, 51; B recreate familiar stories through Sharing a Poem, p. 29; Remembered Rereadings, pp. 47, 51; B pantomime, puppets, clay and story theater recognize/use story pattern Remembered Rereadings, p. 42; Art and Writing Center, p. 58

9 explore picture details Later Rereadings, pp. 41, 46; Early Rereadings, p. 50 understand differences between fiction/non-fiction Introducing the Book, pp. 35, 39, 45, Use Comprehension Monitoring ask questions Sharing a Poem, p. 23; Introducing the Book, p. 35; Later Re Rereadings, p. 46; Art and Writing Center, p. 59 relate to personal and/or literary experiences use illustrations to understand text use graphics to organize information Singing a Song, p. 17; Lining Up, p. 84; Good-bye, p. 86 Later Rereadings, pp. 41, 46; Early Rereadings, p. 50 Second-Language Support, p. 17; Sharing a Poem, p. 27; Lat 4. Reading Across Texts compare/contrast stories compare/contrast characters between texts compare/contrast setting between texts compare/contrast problem solving between texts G. Reading Fluency Oral Reading choral reading Second-Language Support, p. 51 In addition, the read-aloud opportunities for the teacher to encourage choral reading. echo reading By Later Rereadings, children should be familiar enough with participate in echo reading. partner reading The rich resource of books that is provided in Building Langu children the opportunity to read books individually or with a

10 use punctuation reading with expression Singing a Song, p. 19; Remembered Rereadings, p. 47 read along (join in reading aloud) Early Rereadings, pp. 40, 50; Remembered Rereadings, p. 47 small groups read aloud Early Rereadings, pp. 40, 50; Remembered Rereadings, p. 47 Reading Habits/Patterns read a variety of genres Sharing a Poem, pp. 22, 26, 28; Introducing the book, pp. 34, H. LITERATURE APPRECIATION 1. Recognize Literary Genre ABC book Concept book Placebook, pp Fantasy Read Aloud, pp , 44 47; Shared Reading, pp Folk tale/fable/variant Mystery Play/drama Poetry/rhyme/song Singing a Song, pp. 16, 18, 20; Sharing a Poem, pp. 22, 26, 28 Realistic fiction Photo essay Placebook, pp Information Placebook, pp Recognize Narrative Forms circular story cumulative story predictable story 3. Recognize Descriptive/ Entertaining Forms illustrated rhyming story

11 picture riddle poster Singing a Song, pp , 18 19, 20 21; Sharing a Poem, p identify favorite storybook characters, types of stories, and authors/illustrators Children have many opportunities during Story Time to discu 4. Literary Elements character Introducing the Book, pp. 35, 39, 45, 49 setting Introducing the Book, pp. 35, 39, 45, 49 plot Introducing the Book, pp. 35, 39, 45, 49 rhyme/rhythm Singing a Song, p. 17; Sharing a Poem, p. 29; Remembered R the Book, p. 39; Choice Time, p. 79 point of view 5. Author's Craft explore author's craft Introducing the Book, pp. 35, 39, 45, Illustrator's Craft explore illustrator's craft Introducing the Book, pp. 35, 39, 45, 49 II. WRITING 1. Emergent Writing Concepts of Print/Print Awareness directionality recognize letter, word, sentence Introducing the Book, pp. 35, 39, 45, 49; Early Rereadings, p Rereadings, pp. 36, 46 Later Rereadings, pp. 36, 46; Early Rereadings, pp. 40, 50; I

12 boundaries Art and Writing Center, p. 58; Science Center, p. 62; Morning Time, p. 79; Time to Eat, p. 80; Dressing, p. 83; Lining Up, p word order in sentence Later Rereadings, p. 46; Introducing the Book, p. 49; Messy P identify punctuation marks Singing a Song, p. 19; Remembered Rereadings, p. 47 (period, question mark, exclamation point) build words with manipulatives Remembered Rereadings, p. 37; Reading and Listening Cente (magnetic letters, letter cards) add labels to drawings Dramatic Play Center, p. 57; Art and Writing Center, p. 59; S Center, p. 68; Morning Separation, p. 78 write own name Drawing and Writing, p. 53; Morning Separation, p. 78; Time Print Awareness use drawing to express meaning Drawing and Writing, pp. 19, 27, 37, 43, 47, 51; Art and Wri add labels to drawings to express meaning Dramatic Play Center, p. 57; Art and Writing Center, p. 59; S Center, p. 68; Morning Separation, p. 78 scribble as a form of writing communication write with symbols that resemble Later Rereadings, p. 46; Introducing the Book, p. 49; Messy P letters and letter shapes write with spaces between units to Later Rereadings, p. 46; Introducing the Book, p. 49; Messy P represent words show an awareness of punctuation Singing a Song, p. 19; Remembered Rereadings, p. 47 use upper- and lower-case letters Later Rereadings, p. 46; Art and Writing Center, p. 58; Time write from left to right/top to bottom set purpose for writing Later Rereadings, p. 46; Introducing the Book, p. 49; Messy P Introducing the Book, pp. 35, 39, 45, 49; Art and Writing Ce

13 Center, pp. 61, 62; Block Center, p. 68 Phonemic/Phonetic Development associate print with spoken language represent sound/symbol relationships use temporary/transitional spelling dictate ideas, stories, words, sentences Sharing a Poem, p. 24; Later Rereadings, p. 36; Remembered Eat, p. 80; Quiet Time, p. 82 Later Rereadings, p. 46; Introducing the Book, p. 49; Messy P Introducing the Book, p Written Expression Pictures draw picture for a response Drawing and Writing, pp. 19, 27, 37, 43, 47, 51; Art and Wri draw picture/write labels Dramatic Play Center, p. 57; Art and Writing Center, p. 59; S Center, p. 68; Morning Separation, p. 78 draw picture to tell a story Dramatic Play Center, p. 57; Art and Writing Center, p. 59; S Center, p. 68; Morning Separation, p Writing Forms and Genres ABC book advertisement/announcement autobiography cards/letters/postcards charts Singing a Song, pp. 16, 18, 20; Sharing a Poem, pp. 22, 26, 28 compound words cumulative story

14 descriptive words Second-Language Support, pp. 19, 69; Sharing a Poem, p. 29 dialogues/speech balloons Early Rereadings, p. 36; Later Rereadings, p. 36; Remembered dictated stories, class books, Singing a Song, pp. 16, 18, 20; Sharing a Poem, pp. 22, 26, 28 group charts directions/instructions greetings information books Placebook, pp lift-a-flap book observational log poetry/song Singing a Song, pp. 16, 18, 20; Sharing a Poem, pp. 22, 26, 28 recipe rhyming sentences/phrases schedule sentences signs similes steps in a process story Singing a Song, p. 17; Sharing a Poem, p. 29; Remembered Re p. 79 Later Rereadings, p. 46; Introducing the Book, p. 49; Messy Pl Dramatic Play Center, p. 57; Math Center, p. 66; Reading and Morning Separation, p. 78; Time to Eat, p. 80; Dressing, p. 83 Placebook, pp ; Read Aloud, pp , 44 47; Shared story extension Activities Across the Curriculum, pp. 37, 43, 47, 51 story innovation table of contents verses to a familiar song Singing a Song, pp. 16, 18, 20 write independently Later Rereadings, p. 46; Introducing the Book, p. 49; Messy Pl

15 write name Drawing and Writing, p. 43; Morning Separation, p. 78; Time t III. CONVENTIONS OF LANGUAGE A. GRAMMAR (Syntactic Cueing) word order in sentences Later Rereadings, p. 46; Introducing the Book, p. 49; Messy Pl verbs (action words) Sharing a Poem, p. 29 nouns (persons, things) Singing a Song, p. 17 possessives B. MECHANICS capitalize first word of sentence exclamation mark period Remembered Rereadings, p. 47 question mark C. HANDWRITING manuscript, forming letters Later Rereadings, p. 46; Introducing the Book, p. 49; Messy Pl pencil grip, paper placement IV. INTEGRATED LANGUAGE ARTS LISTENING, SPEAKING, VIEWING 1. Listening listen to a story/poem, including stories on tape follow directions (one-step, twostep) Sharing a Poem, pp. 23, 27, 29; Introducing the Book, pp. 35, Movement, p. 37; Reading and Listening Center, p. 73 Children have opportunities throughout Building Language for of following simple directions, especially during Transition Tim

16 concentrate attention on speaker Children have opportunities throughout Building Language for concentrating their attention on a speaker, especially during S Time, and Transition Time. listen to each other, to others, and to the teacher respond to what is heard listen courteously to others Early Rereadings, p. 46; Later Rereadings, p. 46; Quiet Time, p Sharing a Poem, p. 27; Introducing the Book, pp. 35, 39; Early p. 81 Early Rereadings, p. 46; Later Rereadings, p. 46; Quiet Time, p establish a purpose for listening Introducing the Book, pp. 35, 39, 45, 49 respond to storytelling Sharing a Poem, p. 27; Introducing the Book, pp. 35, 39; Early p Speaking Demonstrate Speaking Skills engage in conversation by sharing ideas set a purpose and identify audience participate in group discussion Sharing a Poem, p. 23; Introducing the Book, p. 35; Later Rere Rereadings, p. 46 Introducing the Book, pp. 35, 39, 45, 49 Sharing a Poem, p. 23; Introducing the Book, p. 35; Later Rere Rereadings, p. 46 speak in complete sentences Introducing the Book, p. 45; time to Eat, p. 80; Dressing, p. 83 speak to present ideas, information, experiences use gestures and facial expressions interview speak courteously on the Introducing the Book, p. 45; time to Eat, p. 80; Dressing, p. 83 Sharing a Poem, p. 29; Remembered Rereadings, pp. 47, 50; B

17 telephone/take phone messages sing Singing a Song, pp. 16, 18, 20 present dramatics Sharing a Poem, p. 29; Remembered Rereadings, pp. 47, 50; D pp ; Block Center, p. 69 orally present poetry Sharing a Poem, pp. 22, 26, 28 role-play Sharing a Poem, p. 29; Remembered Rereadings, pp. 47, 50; D pp ; Block Center, p. 69 participate in choral reading Second-Language Support, p. 51 participate in echo reading By Later Rereadings, children should be familiar enough with participate in echo reading. tell a story Remembered Rereadings, p. 42; Art and Writing Center, p. 58 retell a story participate in chants and rhymes Singing a Song, p 21; Later Rereadings, pp. 36, 50; Remembe Center, p. 63 Singing a Song, p. 17; Sharing a Poem, p. 29; Remembered Re p. 79 recite chants, poems Sharing a Poem, pp. 22, 26, 28 tell jokes and riddles give directions ask and answer questions make introductions use appropriate volume, rate, intonation, clarity Sharing a Poem, p. 23; Introducing the Book, p. 35; Early Rer Center, p. 59 Introducing the Book, pp. 35, 39, 49; Math Center, p. 66; Me Dressing, p. 83

18 3. Viewing demonstrate active viewing skills/visual literacy use viewing as a learning and entertainment Introducing the Book, pp. 35, 39, 45, 49 Introducing the Book, pp. 35, 39, 45, 49 V. EVERYDAY LITERACIES 1. Research and Study Skills follow directions Children have many opportunities throughout Building Lang Skill of following simple directions, especially during Transiti use parts of a book to acquire information: book cover, title page, page numbers, pictures use reference sources to acquire information use maps generate questions to research use schedule use/understand a library KWL chart diagram graphs VI. TECHNOLOGY INTEGRATION 1. Productivity write on the computer watch a video listen to songs/music on audiocassettes Introducing the Book, pp. 35, 39, 45, 49 Singing a Song, pp. 16, 18, 20; Sharing a Poem, 22, 26, 28; M Reading and Listening, p. 73; Good-bye, p. 86 listen to literature on audiocassettes read literature on the computer

19 use the Internet manipulate letters, form words Later Rereadings, p. 46; Introducing the Book, p. 49; Messy Pl take photographs phonics audiocassettes phonics on the computer view filmstrip 2. Communication record on audiocassettes record stories/retellings on the computer make a video 3. Creativity games on the computer CD-ROMs draw on the computer VII. KINDERGARTEN CONCEPTS recognize colors and shapes Activities Across the Curriculum: Math, p. 51 identify opposites Second-Language Support, pp. 19, 69 recognize numbers Second-Language Support, p. 21; Singing a Song, p. 21; Choic recognize positional relationships: Second-Language Support, pp. 19, 69 left/right, up/down, in/out, over/under recognize days, months, year on calendar transportation shapes Activities Across the Curriculum: Math, p. 51 recognize same/different Second-Language Support, pp. 19, 69

20 recognize patterns recognize living/non-living name body parts Second-Language Support, p. 59 recognize news understand ordinal numbers/words (first, last) understand time concepts (i.e., morning, afternoon, night) weather/weather words VIII. INTEGRATED CURRICULUM Math Second-Language Support, p. 59 Activities Across the Curriculum: Math, pp. 43, 51; Math Cent Science Science Center, pp. 61, 62, 63 Social Studies Social Studies, p. 51 Music and Movement Music and Movement, pp. 37, 43 Health and Fitness Time to Eat, p. 80 IX. READING AND WRITING BEHAVIOR A. Interests and Attitudes read independently read and write for a variety of purposes share and recommend books to others Because of the print-rich environment that Building Language have many opportunities to read independently. Introducing the Book, pp. 35, 39, 45, 49; Early Rereadings, pp Rereadings, p. 42; Later Rereadings, p. 46; Dramatic Play Cen Center, pp. 58, 59; Science Center, pp., 61, 62; Block Center, Center, p. 72 Introducing the Book, pp. 35, 39, 45, 49; Early Rereadings, p Rereadings, pp. 36, 46

21 participate in reading, writing, listening, speaking, and viewing activities is based on the four foundatio phonological awareness, letter/sound knowledge, and print k that form the instruction and practice for these skills provide opportunities to participate in reading, writing, listening, spe appreciate the interpretation of literature through diverse forms of expression keep a journal B. Cultural Perspectives become aware of diverse cultural backgrounds through literature appreciate the universality of literary themes across cultures and times X. SUPPORTING ALL LEARNERS extra help Special needs, p. 12 ESL Second-Language Support, pp. 17, 19, 21, 25, 27, 29, 37, 43 71, 73 challenge Activities Across the Curriculum, pp. 37, 43, 47, 51