WELCOME TO THE CLASSROOM LIBRARY COMPANY’S
Common Core State Standards Catalog
As teachers we are now looking at the Common Core State Standards front and center in the teaching of English
Language Arts. It has become and will remain the foundation of U.S reading and content area education. The Common
Core framework is required knowledge for every beginning teacher and is central to his/her planning. The CCSS do
not tell educators “how,” but rather “what” students are supposed to learn. With this in mind, we have done some extensive
research on programs that have aligned literature and informational texts to the standards ensuring that your reading program
will help students deeply understand content and build the literacy skills needed to advance through the grades.
Our Classroom Libraries were built around the Jossey-Bass Common Core Curriculum Maps by reading specialists and
educators. The Common Core Curriculum maps:
• provide you with a complete year-long Common Core-aligned curriculum.
• were written by teachers, for teachers!
• include 6 grade specific units (K-8).
• revolve around a central theme.
• include book lists including all Exemplar Texts.
• include thought-provoking activities for each set.
We know how important it is to be able to trust that the materials you purchase are carefully chosen.
The Classroom Library Company employs reading/ literacy specialists and former educators who are trained in assigning Guided
Reading levels and are knowledgeable in Common Core State standards. We are thrilled to be able to pass on this information
to you in our new Common Core State Standards Catalog! We know what you’re facing because we’ve been in your shoes.
We are here to make it easy.
TABLE OF CONTENTS 4
10
Kindergarten Libraries 16
First Grade Libraries 17
Text Exemplar Sets Kindergarten-First Grade 23
Second Grade Libraries 29
Third Grade Libraries 30
Text Exemplar Sets Second-Third Grade 36
Fourth Grade Libraries 42
Fifth Grade Libraries 43
Text Exemplar Sets Fourth-Fifth Grade 49
Sixth Grade Libraries 55
Seventh Grade Libraries 61
Eighth Grade Libraries 62
Text Exemplar Sets Sixth-Tenth 67
Curriculum Kits 68
Professional Development Reference Libraries 70
Novel Studies
History Sets 1-877-500-7169
What is our Classroom Library? 1
Our Classroom Libraries consist of highly effective instructional
materials for grades K through 8.
Research based Embedded learning strategies Exemplary teaching strategies Direct instruction
Classroom validated Informational, nonfiction, Organization by reading Book selection strategies
and non-narrative texts level, genre, theme, author
Exclusive Classroom Library Storage Bins
A handy QR code for
quick access to our website
from a smartphone
Color- coded
reading level labels
attached to every book
Front bin label, Rear bin label, featuring a content list
clearly stating the and ISBN barcode for easy receiving
name and ISBN of
the Classroom Library
Your books arrive neatly in Classroom Library Bins,
complete and ready to use!
Created by teachers, for teachers, the research-based curriculum
maps in this catalog present a comprehensive, coherent sequence
of thematic units for teaching the skills outlined in the CCSS.
Every standard is addressed, yet the maps are flexible and
adaptable enough to accommodate diverse teaching styles.
• Each grade is broken down into six units that include
focus standards, suggested works, sample activities
and assessments, lesson plans, and more
• Teachers can use the maps to plan their year and craft
their own, more detailed lesson plans
Any teacher, school, or district that chooses to follow the Common
Core maps can be confident that they are adhering to the standards!
*Maps included in all complete
grade-level CCSS Classroom Libraries.
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2
Not every student is the same.
Not every school is the same.
So why would we expect that every
book order would be the same?
All the research is included in our
pre-built classroom libraries. We know
that not every student and school is the
same and you may need something
different, ask your account representative
for more information regarding
customized classroom library solutions.
From custom book lists
to custom labeling, our
experts are here for you
and your students.
We know your time and
resources are limited,
and we’re here to help.
Call or email us today. Tell us what
you need. Let us make it happen.
Visit us online at
www.schoolspecialty.com/classroomlibraries
1-877-500-7169
3
Exclusive Classroom Library Storage Bins
Our Classroom Libraries consist of highly effective
instructional materials for grades K through 8.
A handy QR code for
quick access to our website
from a smartphone
Color- coded
reading level labels
attached to every book
Front bin label, Rear bin label, featuring a content list
clearly stating the and ISBN barcode for easy receiving
name and ISBN of
the Classroom Library
Your books arrive neatly in Classroom Library Bins,
complete and ready to use!
schoolspecialty.com
KINDERGARTEN KINDERGARTEN
4
COMMON CORE STATE STANDARDS
English Language Arts & Literacy in History/
Social Studies, Science, and Technical Subjects
The following standards offer a focus for instruction in Kindergarten and help ensure that students gain adequate exposure
to a range of texts and tasks. Rigor is also infused through the requirement that students read increasingly complex texts
through the grades. Students advancing through the grades are expected to meet each year’s grade-specific standards and
retain or further develop skills and understandings mastered in preceding grades.
Reading Literature CRAFT AND STRUCTURE
KEY IDEAS AND DETAILS RI.K.5. Identify the front cover, back cover, and title page of
RL.K.1. With prompting and support, ask and answer questions a book.
about key details in a text.
RI.K.6. Name the author and illustrator of a text and define
RL.K.2. With prompting and support, retell familiar stories, the role of each in presenting the ideas or information in
including key details. a text.
RL.K.3. With prompting and support, identify characters, INTEGRATION OF KNOWLEDGE AND IDEAS
settings, and major events in a story.
RI.K.7. With prompting and support, describe the relationship
CRAFT AND STRUCTURE between illustrations and the text in which they appear
RL.K.4. Ask and answer questions about unknown words in (e.g., what person, place, thing, or idea in the text an illustra-
a text. tion depicts).
RL.K.5. Recognize common types of texts (e.g., storybooks, RI.K.8. With prompting and support, identify the reasons an
poems). author gives to support points in a text.
RL.K.6. With prompting and support, name the author and RI.K.9. With prompting and support, identify basic similarities
illustrator of a story and define the role of each in telling in and differences between two texts on the same topic
the story. (e.g., in illustrations, descriptions, or procedures).
INTEGRATION OF KNOWLEDGE AND IDEAS RI.K.10. Actively engage in group reading activities with
RL.K.7. With prompting and support, describe the relationship purpose and understanding.
between illustrations and the story in which they appear
(e.g., what moment in a story an illustration depicts). Reading Foundational Skills
RL.K.8 (Not Applicable to Literature) PRINT CONCEPTS
RL.K.9. With prompting and support, compare and contrast RF.K.1. Demonstrate understanding of the organization and
the adventures and experiences of characters in familiar stories. basic features of print: a. Follow words from left to right, top
to bottom, and page by page; b. Recognize that spoken
RANGE OF READING AND LEVEL OF TEXT COMPLEXITY words are represented in written language by specific
RL.K.10. Actively engage in group reading activities with sequences of letters; c. Understand that words are separated
purpose and understanding. by spaces in print; d. Recognize and name all upper- and
lowercase letters of the alphabet.
Reading Informational Texts
PHONOLOGICAL AWARENESS
KEY IDEAS AND DETAILS
RI.K.1. With prompting and support, ask and answer RF.K.2. Demonstrate understanding of spoken words,
questions about key details in a text. syllables, and sounds (phonemes): a. Recognize and produce
rhyming words; b. Count, pronounce, blend, and segment
RI.K.2. With prompting and support, identify the main topic syllables in spoken words; c. Blend and segment onsets and
and retell key details of a text. rimes of single-syllable spoken words; d. Isolate and pronounce
the initial, medial vowel, and final sounds (phonemes) in
RI.K.3. With prompting and support, describe the three-phoneme (consonant-vowel-consonant, or CVC) words
connection between two individuals, events, ideas, or pieces (This does not include CVCs ending with /l/, /r/, or /x/.);
of information in a text. e. Add or substitute individual sounds (phonemes) in simple,
one-syllable words to make new words.
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PHONICS AND WORD RECOGNITION Speaking and Listening KINDERGARTEN
RF.K.3. Know and apply grade-level phonics and word analysis COMPREHENSION AND COLLABORATION
skills in decoding words: a. Demonstrate basic knowledge of
one-to-one letter-sound correspondences by producing the SL.K.1. Participate in collaborative conversations with
primary sound or many of the most frequent sounds for diverse partners about kindergarten topics and texts with
each consonant; b. Associate the long and short sounds with peers and adults in small and larger groups: a. Follow
common spellings (graphemes) for the five major vowels; agreed-upon rules for discussions (e.g., listening to others
c. Read common high-frequency words by sight (e.g., the, of, and taking turns speaking about the topics and texts
to, you, she, my, is, are, do, does); d. Distinguish between under discussion); b. Continue a conversation through
similarly spelled words by identifying the sounds of the letters multiple exchanges.
that differ.
SL.K.2. Confirm understanding of a text read aloud or
FLUENCY information presented orally or through other media by
asking and answering questions about key details and
RF.K.4. Read emergent-reader texts with purpose and under- requesting clarification if something is not understood.
standing.
SL.K.3. Ask and answer questions in order to seek help, get
Writing information, or clarify something that is not understood.
TEXT TYPES AND PURPOSES PRESENTATION OF KNOWLEDGE AND IDEAS
W.K.1. Use a combination of drawing, dictating, and writing SL.K.4. Describe familiar people, places, things, and events
to compose opinion pieces in which they tell a reader the and, with prompting and support, provide additional detail.
topic or the name of the book they are writing about and
state an opinion or preference about the topic or book SL.K.5. Add drawings or other visual displays to descriptions
(e.g., My favorite book is...). as desired to provide additional detail.
W.K.2. Use a combination of drawing, dictating, and writing SL.K.6. Speak audibly and express thoughts, feelings, and
to compose informative/explanatory texts in which they name ideas clearly.
what they are writing about and supply some information
about the topic. Language
W.K.3. Use a combination of drawing, dictating, and writing CONVENTIONS OF STANDARD ENGLISH
to narrate a single event or several loosely linked events, tell
about the events in the order in which they occurred, and L.K.1. Demonstrate command of the conventions of standard
provide a reaction to what happened. English grammar and usage when writing or speaking: a. Print
many upper- and lowercase letters; b. Use frequently occurring
PRODUCTION AND DISTRIBUTION OF WRITING nouns and verbs; c. Form regular plural nouns orally by adding
/s/ or /es/ (e.g., dog, dogs; wish, wishes); d. Understand and use
W.K.4. (Begins in grade 3) question words (interrogatives) (e.g., who, what, where, when,
why, how); e. Use the most frequently occurring prepositions
W.K.5. With guidance and support from adults, respond (e.g., to, from, in, out, on, off, for, of, by, with); f. Produce and
to questions and suggestions from peers and add details to expand complete sentences in shared language activities.
strengthen writing as needed.
L.K.2. Demonstrate command of the conventions of standard
W.K.6. With guidance and support from adults, explore a English capitalization, punctuation, and spelling when writing:
variety of digital tools to produce and publish writing, a. Capitalize the first word in a sentence and the pronoun I;
including in collaboration with peers. b. Recognize and name end punctuation; c. Write a letter or
letters for most consonant and short-vowel sounds (phonemes);
RESEARCH TO BUILD AND PRESENT KNOWLEDGE d. Spell simple words phonetically, drawing on knowledge of
sound-letter relationships.
W.K.7. Participate in shared research and writing projects
(e.g., explore a number of books by a favorite author and KNOWLEDGE OF LANGUAGE
express opinions about them).
L.K.3. (Begins in grade 2)
W.K.8. With guidance and support from adults, recall
information from experiences or gather information from CONTINUED ON NEXT PAGE
provided sources to answer a question.
W.K.9. (Begins in grade 4)
W.K.10. (Begins in grade 3)
schoolspecialty.com
6KINDERGARTEN
COMMON CORE STATE STANDARDS
English Language Arts & Literacy in History/
Social Studies, Science, and Technical Subjects
CONTINUED FROM PREVIOUS PAGE
VOCABULARY ACQUISITION AND USE understanding of frequently occurring verbs and adjectives by
relating them to their opposites (antonyms); c. Identify real-
L.K.4. Determine or clarify the meaning of unknown and life connections between words and their use (e.g., note places
multiple-meaning words and phrases based on kindergarten at school that are colorful); d. Distinguish shades of meaning
reading and content: a. Identify new meanings for familiar among verbs describing the same general action (e.g., walk,
words and apply them accurately (e.g., knowing duck is a bird march, strut, prance) by acting out the meanings.
and learning the verb to duck); b. Use the most frequently
occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, L.K.6. Use words and phrases acquired through conversations,
-ful, -less) as a clue to the meaning of an unknown word. reading and being read to, and responding to texts.
L.K.5. With guidance and support from adults, explore word © Copyright 2010. National Governors Association Center for Best Practices
relationships and nuances in word meanings: a. Sort common and Council of Chief State School Officers. All rights reserved.
objects into categories (e.g., shapes, foods) to gain a sense
of the concepts the categories represent; b. Demonstrate
COMMON CORE STATE STANDARDS
Common Core Curriculum Maps –
Suggested Readings
(E) Indicates Common Core State Standards Text Exemplars. ** Original suggested title is out of print and no longer
available. This title is recommended as a substitute by
(EA) Indicates text from an author with other works School Specialty.
identified as exemplars.
COMPLETE KINDERGARTEN COMMON CORE LIBRARY bCCoLoloiaEbklslrcvesaaecrrsrtoeyiyootmGnCorlisLanatscdiosblrerureodLaoyreemoysvu.earl
INCLUDING CURRICULUM MAPS, STORAGE BINS, AND ALL RECOMMENDED BOOKS
Set Item Number # of Items List Price
$2429.99
1506877 195 FSHRIPEPINEG!
Created by teachers, for teachers, these
research-based maps address every
Common Core standard AND are flexible
enough to accommodate diverse teaching
styles. Sample activities, assessments
and moreare included. Any teacher,
school, or district that chooses to
follow the Common Core maps can
be confident that they are adhering
to the standards and setting their
students up for success!
1-877-500-7169
7
Unit 1 KINDERGARTEN
Theme: A Colorful Time with Rhythm and Rhyme
Essential Question: How does rhyme affect the way that we hear and read poetry?
Suggested Pacing: 6 weeks
Standards Addressed in Lesson: RI.K.4, RL.K.5, RF.K.2, RF.K.2(a), W.K.1, SL.K.1, SL.K.1(a), L.K.5, L.K.5(a)
Set Item Number # of Items List Price
1506878 27 $390.99
Title Guided Reading Category Title Guided Reading Category
Level / Lexile Level / Lexile
A Child's Garden of Verses Literary Texts (Poems) (Read Aloud) Mary Had a Little Lamb Literary Texts (Poems) (Read Aloud)
A World of Colors: Seeing Colors in a Informational Texts (Read Aloud) Mary Wore Her Red Dress and Henry D / NP Picture Books (Read Aloud)
New Way Wore His Green Sneakers
All the Colors of the Rainbow I / 670L Informational Texts (Read Aloud) Matisse: The King of Color 600L Informational Texts (Read Aloud)
And the Dish Ran Away with the Spoon AD200L Picture Books (Read Aloud) My First Colors Informational Texts (Read Aloud)
Brown Bear, Brown Bear, What Do C / AD440L Picture Books (Read Aloud) My Five Senses (E) H Informational Books
You See?
My Many Colored Days Picture Books (Read Aloud)
Chicka Chicka Boom Boom AD530L Picture Books (Read Aloud) Rap a Tap Tap: Here's Bojangles: Think
of That!
Clang! Clang! Beep! Beep!: Listen to F / AD300L Picture Books (Read Aloud)
the City
Picture Books (Read Aloud)
Red Is For Dragon: A Book of Colors J Picture Books (Read Aloud)
Colors! Colores! Picture Books (Read Aloud) Red, Green, Blue: A First Book of Colors Picture Books (Read Aloud)
Comparing Colors G / 70L Informational Texts (Read Aloud) The Real Mother Goose Picture Books (Read Aloud)
Grandmother’s Nursery Rhymes Picture Books (Read Aloud) The Red Book NP Picture Books (Read Aloud)
I Spy Colors in Art Informational Texts (Read Aloud) Colors (Learning With Animals) Informational Texts (Read Aloud)
If Kisses Were Colors Picture Books (Read Aloud) Poetry Speaks to Children Literary Texts (Poems) (Read Aloud)
Itsy Bitsy Spider A Picture Books (Read Aloud) Twinkle, Twinkle, Little Star Literary Texts (Poems) (Read Aloud)
Unit 2
Theme: Tell a Story. 1-2-3
Essential Question: How are the beginning, the middle, and the end of a story different from each other?
Suggested Pacing: 6 weeks
Standards Addressed in Lesson: RL.K.2, RL.K.9, RI.K.1, SL.K.1, SL.K.1(b), W.K.3, L.K.2, L.K.2 (a)
Set Item Number # of Items List Price
1506879 28 $326.99
Title Guided Reading Category Title Guided Reading Category
Level / Lexile Level / Lexile
Ten Apples Up On Top
Anno's Counting Book Picture Books (Read Aloud) Ten Black Dots J Picture Books (Read Aloud)
Ten, Nine, Eight I / AD270L Literary Texts (Stories) (Read Along)
Beatrice's Goat Informational Texts (Read Aloud) The Three Cabritos Picture Books (Read Aloud)
The Three Little Javelinas: Los Tres Literary Texts (Stories) (Read Along)
Can You Count Ten Toes?: Count to 10 in Informational Texts (Read Aloud) Pequenos Jabalies
10 Different Languages The Three Little Pigs
The Three Pigs
Chicka Chicka 1, 2, 3 Picture Books (Read Aloud) The True Story of the Three Little Pigs
The Very Hungry Caterpillar
Goats (Animals That Live on a Farm) G / 400L Informational Texts (Read Aloud) The Year at Maple Hill Farm (E) Literary Texts (Stories) (Read Along)
Three Billy Goats Gruff
Goldilocks and the Three Bears K / AD880L Literary Texts (Stories) (Read Aloud) Three Little Kittens Literary Texts (Stories) (Read Along)
Three Little Wolves and the Big Bad Pig Literary Texts (Stories) (Read Along)
Grandfather Counts Picture Books (Read Aloud) Zin! Zin! Zin! a Violin (E) NP Literary Texts (Stories) (Read Along)
AD570L Literary Texts (Stories) (Read Along)
Horrible Harry Bugs the Three Bears Literary Texts (Stories) (Read Aloud) Informational Texts (Read Aloud)
460L Literary Texts (Stories) (Read Along)
Moja Means One: A Swahili Counting Informational Texts (Read Aloud) 560L Literary Texts (Poems) (Read Aloud)
Book K / 500L Literary Texts (Stories) (Read Along)
E / NP Literary Texts (Poems) (Read Aloud)
One is a Snail, Ten is a Crab: A Counting I Picture Books (Read Aloud) AD700L
by Feet Book AD730L
Our Animal Friends At Maple Hill Farm Informational Texts (Read Aloud)
Pancakes for Breakfast (E) WB / NP Literary Texts (Stories) (Read Aloud)
Pigs M / 720L Informational Texts (Read Aloud)
Pigs (Animals That Live on a Farm) G / 370L Informational Texts (Read Aloud)
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9
Unit 5 KINDERGARTEN
Theme: The Great Big World
Essential Question: Why is it important for writers to describe settings carefully?
Suggested Pacing: 6 weeks
Standards Addressed in Lesson: RL.K.3, RL.K.9, RI.K.9, W.K.6, W.K.8, L.K.2, L.K.2 (d)
Set Item Number # of Items List Price
1506882 30 $304.59
Title Guided Reading Category Title Guided Reading Category
Level / Lexile Level / Lexile
A Story, A Story (E) M / AD590L Picture Books (Read Aloud) National Geographic Beginners World Informational Texts (Read Aloud)
Africa 340L Informational Texts (Read Aloud) Atlas: Updated Edition
Antarctica L Informational Texts (Read Aloud)
Arrow to the Sun: A Pueblo Indian Tale 480L Picture Books (Read Aloud) North America AD530L Informational Texts (Read Aloud)
As the Crow Flies: A First Book of Maps 320L Informational Texts (Read Aloud) Once a Mouse… AD1080L Picture Books (Read Aloud)
Asia Informational Texts (Read Aloud) One Fine Day K / 530L Picture Books (Read Aloud)
Australia P Informational Texts (Read Aloud) Possum Magic AD530L Picture Books (Read Aloud)
Count Your Way Through China Informational Texts (Read Aloud) Rain Player Picture Books (Read Aloud)
Europe J / AD550L Informational Texts (Read Aloud) Shadow 810L Picture Books (Read Aloud)
Eve of the Emperor Penguin O / 800L Picture Books (Read Aloud) Song of the Swallows 790L Picture Books (Read Aloud)
Koala Lou Picture Books (Read Aloud) South America Picture Books (Read Aloud)
Little Red Riding Hood 670L Picture Books (Read Aloud) The Fool of the World and the Flying Ship J Picture Books (Read Aloud)
Lon Po Po: A Red-Riding Hood Story from I The Paper Crane (E) H / NC710L Picture Books (Read Aloud)
China (E) Picture Books (Read Aloud) The Seven Continents P / AD500L Informational Texts (Read Aloud)
Me on the Map Q / 910L The Story of Ferdinand Picture Books (Read Aloud)
Mr. Popper's Penguins (E) Informational Texts (Read Aloud) The Story of Jumping Mouse N Picture Books (Read Aloud)
Picture Books (Read Aloud) Why Mosquitoes Buzz in People's Ears: A
West African Tale Picture Books (Read Aloud)
Unit 6
Theme: Wonders of Nature: Plants, Bugs, and Frogs
Essential Question: How does nature inspire us as readers, writers, and artists?
Suggested Pacing: 6 weeks
Standards Addressed in Lesson: RL.K.10, RI.K.8, RI.K.9, RF.K.4, W.K.6, L.K.4, L.K.4(b)
Set Item Number # of Items List Price
1506883 46 $438.29
Title Guided Reading Category Title Guided Reading Category
Level / Lexile Level / Lexile
Look at a Maple Tree
A Tree Is a Plant (E) AD290L Informational Texts (Read Aloud/Independent) Claude Monet A Informational Texts (Read Aloud/Independent)
A Tree Is Nice 420L Picture Books (Read Aloud) Monet Picture Books (Read Aloud/Independent)
Ant Cities Informational Texts (Read Aloud/Independent) One Morning in Maine P Informational Texts (Read Aloud/Independent)
Cactuses O / 600L Informational Texts (Read Aloud/Independent) Over in the Meadow (E) AD830L Picture Books (Read Aloud)
Days with Frog and Toad H / 560L Picture Books (Read Aloud) Pine Trees Literary Texts (Poems) (Read Aloud)
Earth Day Informational Texts (Read Aloud/Independent) Plants That Eat Animals NP Informational Texts (Read Aloud/Independent)
Exploring Roots K Informational Texts (Read Aloud/Independent) Red-eyed Tree Frog I / 620L Informational Texts (Read Aloud/Independent)
Fireflies J / 710L Picture Books (Read Aloud) Sing Song Informational Texts (Read Aloud)
Follow the Water from Brook to Spiders Are Not Insects K Literary Texts (Poems) (Read Aloud)
Ocean (E) H Informational Texts (Read Aloud) The Carrot Seed I / AD350L Informational Texts (Read Aloud/Independent)
Frogs and Toads and Tadpoles, AD630L The Grouchy Ladybug Picture Books (Read Aloud/Independent)
Too The Reasons for Seasons G / 550L Picture Books (Read Aloud/Independent)
From Caterpillar to Butterfly 600L The Seasons of Arnold's Informational Texts (Read Aloud)
Seed to Plant Apple Tree 560L
From Seed to Pumpkin (E) G / 550L Informational Texts (Read Aloud/Independent) The Tiny Seed M / AD620L
From Tadpole to Frog K / AD490L The Very Clumsy Click Beetle
Hi! Fly Guy (E) Informational Texts (Read Aloud/Independent) The Very Lonely Firefly J / AD580L Informational Texts (Read Aloud)
How a Seed Grows J Informational Texts (Read Aloud/Independent) The Very Quiet Cricket
Insectlopedia 640L Informational Texts (Read Aloud/Independent) There Was An Old Lady Who AD210L Picture Books (Read Aloud/Independent)
It Could Still Be a Flower AD520L Informational Texts (Read Aloud/Independent) Swallowed a Fly Picture Books (Read Aloud/Independent)
It’s a Good Thing There are I / 280L Picture Books (Read Aloud) Time of Wonder Picture Books (Read Aloud/Independent)
Insects J / AD400L Informational Texts (Read Aloud/Independent) Water, Water Everywhere (E) Picture Books (Read Aloud/Independent)
It's Earth Day! M / NP Literary Texts (Poems) (Read Aloud) You Read to Me, I'll Read
Jack and the Beanstalk Informational Texts (Read Aloud/Independent) to You NP Picture Books (Read Aloud/Independent)
Kate and the Beanstalk I I Like Bugs
Living Sunlight: How Plants F / AD520L Informational Texts (Read Aloud/Independent) Picture Books (Read Aloud/Independent)
Bring the Earth to Life 940L Informational Texts (Read Aloud)
AD540L Picture Books (Read Aloud)
Picture Books (Read Aloud) NP Literary Texts (Poems) (Read Aloud)
AD610L Picture Books (Read Aloud)
Informational Texts (Read Aloud/Independent)
Informational Texts (Read Aloud/Independent)
schoolspecialty.com
FIRST GRADE FIRST GRADE
10
COMMON CORE STATE STANDARDS
English Language Arts & Literacy in History/
Social Studies, Science, and Technical Subjects
The following standards offer a focus for instruction in First Grade and help ensure that students gain adequate exposure to
a range of texts and tasks. Rigor is also infused through the requirement that students read increasingly complex texts through
the grades. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or
further develop skills and understandings mastered in preceding grades.
Reading Literature CRAFT AND STRUCTURE
KEY IDEAS AND DETAILS RI.1.4. Ask and answer questions to help determine or clarify
RL.1.1. Ask and answer questions about key details in a text. the meaning of words and phrases in a text.
RL.1.2. Retell stories, including key details, and demonstrate RI.1.5. Know and use various text features (e.g., headings,
understanding of their central message or lesson. tables of contents, glossaries, electronic menus, icons)
to locate key facts or information in a text.
RL.1.3. Describe characters, settings, and major events in a
story, using key details. RI.1.6. Distinguish between information provided by
pictures or other illustrations and information provided by
CRAFT AND STRUCTURE the words in a text.
RL.1.4. Identify words and phrases in stories or poems that
suggest feelings or appeal to the senses. INTEGRATION OF KNOWLEDGE AND IDEAS
RL.1.5. Explain major differences between books that RI.1.7. Use the illustrations and details in a text to describe
tell stories and books that give information, drawing on a wide its key ideas.
reading of a range of text types.
RI.1.8. Identify the reasons an author gives to support points
RL.1.6. Identify who is telling the story at various points in in a text.
a text.
RI.1.9. Identify basic similarities in and differences between
INTEGRATION OF KNOWLEDGE AND IDEAS two texts on the same topic (e.g., in illustrations, descriptions,
RL.1.7. Use illustrations and details in a story to describe its or procedures).
characters, setting, or events.
RANGE OF READING AND LEVEL OF TEXT COMPLEXITY
RL.1.8. (Not applicable to literature)
RI.1.10. With prompting and support, read informational
RL.1.9. Compare and contrast the adventures and experiences texts appropriately complex for grade 1.
of characters in stories.
Reading Foundational Skills
RANGE OF READING AND LEVEL OF TEXT COMPLEXITY
RL.1.10. With prompting and support, read prose and poetry PRINT CONCEPTS
of appropriate complexity for grade 1.
RF.1.1. Demonstrate understanding of the organization and
Reading Informational Texts basic features of print: Recognize the distinguishing features
of a sentence (e.g., first word, capitalization, ending
KEY IDEAS AND DETAILS punctuation).
RI.1.1. Ask and answer questions about key details in a text.
PHONOLOGICAL AWARENESS
RI.1.2. Identify the main topic and retell key details of a text.
RF.1.2. Demonstrate understanding of spoken words,
RI.1.3. Describe the connection between two individuals, syllables, and sounds (phonemes): a. Distinguish long from
events, ideas, or pieces of information in a text. short vowel sounds in spoken single-syllable words; b. Orally
produce single-syllable words by blending sounds (phonemes),
including consonant blends; c. Isolate and pronounce initial,
medial vowel, and final sounds (phonemes) in spoken sin-
gle-syllable words; d. Segment spoken single-syllable words
into their complete sequence of individual sounds (phonemes).
1-877-500-7169
11
PHONICS AND WORD RECOGNITION W.1.9. (Begins in grade 4) FIRST GRADE
RF.1.3. Know and apply grade-level phonics and RANGE OF WRITING
word analysis skills in decoding words: a. Know the spelling- W.1.10. (Begins in grade 3)
sound correspondences for common consonant digraphs
(two letters that represent one sound); b. Decode regularly Speaking and Listening
spelled one-syllable words; c. Know final -e and common
vowel team conventions for representing long vowel sounds; COMPREHENSION AND COLLABORATION
d. Use knowledge that every syllable must have a vowel
sound to determine the number of syllables in a printed SL.1.1. Participate in collaborative conversations with
word; e. Decode two-syllable words following basic patterns diverse partners about grade 1 topics and texts with peers
by breaking the words into syllables; f. Read words with and adults in small and larger groups: a. Follow agreed-upon
inflectional endings; g. Recognize and read grade-appropriate rules for discussions (e.g., listening to others with care, speak-
irregularly spelled words. ing one at a time about the topics and texts under discussion);
b. Build on others’ talk in conversations by responding to
FLUENCY the comments of others through multiple exchanges; c. Ask
questions to clear up any confusion about the topics and
RF.1.4. Read with sufficient accuracy and fluency to support texts under discussion.
comprehension: a. Read grade-level text with purpose and
understanding; b. Read grade-level text orally with accuracy, SL.1.2. Ask and answer questions about key details in a text
appropriate rate, and expression; c. Use context to confirm or read aloud or information presented orally or through other
self-correct word recognition and understanding, rereading media.
as necessary.
SL.1.3. Ask and answer questions about what a speaker says
Writing in order to gather additional information or clarify something
that is not understood.
TEXT TYPES AND PURPOSES
PRESENTATION OF KNOWLEDGE AND IDEAS
W.1.1. Write opinion pieces in which they introduce the topic
or name the book they are writing about, state an opinion, SL.1.4. Describe people, places, things, and events with
supply a reason for the opinion, and provide some sense of relevant details, expressing ideas and feelings clearly.
closure.
SL.1.5. Add drawings or other visual displays to descriptions
W.1.2. Write informative/explanatory texts in which they when appropriate to clarify ideas, thoughts, and feelings.
name a topic, supply some facts about the topic, and provide
some sense of closure. SL.1.6. Produce complete sentences when appropriate to
task and situation.
W.1.3. Write narratives in which they recount two or more
appropriately sequenced events, include some details regarding Language
what happened, use temporal words to signal event order,
and provide some sense of closure. CONVENTIONS OF STANDARD ENGLISH
PRODUCTION AND DISTRIBUTION OF WRITING L.1.1. Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking:
W.1.4. (Begins in grade 3) a. Print all upper- and lowercase letters; b. Use common,
proper, and possessive nouns; c. Use singular and plural
W.1.5. With guidance and support from adults, focus on a nouns with matching verbs in basic sentences (e.g., He hops;
topic, respond to questions and suggestions from peers, and We hop); d. Use personal, possessive, and indefinite pronouns
add details to strengthen writing as needed. (e.g., I, me, my; they, them, their, anyone, everything);
e. Use verbs to convey a sense of past, present, and future
W.1.6. With guidance and support from adults, use a variety (e.g., Yesterday I walked home; Today I walk home; Tomorrow
of digital tools to produce and publish writing, including in I will walk home); f. Use frequently occurring adjectives;
collaboration with peers. g. Use frequently occurring conjunctions (e.g., and, but, or, so,
because); h. Use determiners (e.g., articles, demonstratives);
RESEARCH TO BUILD AND PRESENT KNOWLEDGE i. Use frequently occurring prepositions (e.g., during, beyond,
toward); j. Produce and expand complete simple and
W.1.7. Participate in shared research and writing projects compound declarative, interrogative, imperative, and
(e.g., explore a number of “how-to” books on a given topic exclamatory sentences in response to prompts.
and use them to write a sequence of instructions).
W.1.8. With guidance and support from adults, recall
information from experiences or gather information from
provided sources to answer a question.
CONTINUED ON NEXT PAGE
schoolspecialty.com
12FIRST GRADE
COMMON CORE STATE STANDARDS
English Language Arts & Literacy in History/
Social Studies, Science, and Technical Subjects
CONTINUED FROM PREVIOUS PAGE
L.1.2. Demonstrate command of the conventions of standard L.1.5. With guidance and support from adults, demonstrate
English capitalization, punctuation, and spelling when understanding of figurative language, word relationships and
writing: a. Capitalize dates and names of people; b. Use end nuances in word meanings: a. Sort words into categories
punctuation for sentences; c. Use commas in dates and to (e.g., colors, clothing) to gain a sense of the concepts the
separate single words in a series; d. Use conventional spelling categories represent; b. Define words by category and by one
for words with common spelling patterns and for frequently or more key attributes (e.g., a duck is a bird that swims; a tiger
occurring irregular words; e. Spell untaught words phonetically, is a large cat with stripes); c. Identify real-life connections
drawing on phonemic awareness and spelling conventions. between words and their use (e.g., note places at home that
are cozy); d. Distinguish shades of meaning among verbs
KNOWLEDGE OF LANGUAGE differing in manner (e.g., look, peek, glance, stare, glare, scowl)
and adjectives differing in intensity (e.g., large, gigantic) by
L.1.3. (Begins in grade 2) defining or choosing them or by acting out the meanings.
VOCABULARY ACQUISITION AND USE L.1.6. Use words and phrases acquired through conversations,
reading and being read to, and responding to texts, including
L.1.4. Determine or clarify the meaning of unknown and using frequently occurring conjunctions to signal simple
multiple-meaning words and phrases based on grade 1 reading relationships (e.g., because).
and content, choosing flexibly from an array of strategies:
a. Use sentence-level context as a clue to the meaning of a © Copyright 2010. National Governors Association Center for Best Practices
word or phrase; b. Use frequently occurring affixes as a clue and Council of Chief State School Officers. All rights reserved.
to the meaning of a word; c. Identify frequently occurring
root words (e.g., look) and their inflectional forms (e.g., looks,
looked, looking).
COMMON CORE STATE STANDARDS
Common Core Curriculum Maps –
Suggested Readings
(E) Indicates Common Core State Standards Text Exemplars. ** Original suggested title is out of print and no longer
available. This title is recommended as a substitute by
(EA) Indicates text from an author with other works School Specialty.
identified as exemplars.
COMPLETE FIRST GRADE COMMON CORE LIBRARY bCCoLoloiaEbklslrcvesaaecrrsrtoeyiyootmGnCorlisLanatscdiosblrerureodLaoyreemoysvu.earl
INCLUDING CURRICULUM MAPS, STORAGE BINS, AND ALL RECOMMENDED BOOKS
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COMMON CORE STATE STANDARDS SECOND GRADE
English Language Arts & Literacy in History/
Social Studies, Science, and Technical Subjects
CONTINUED FROM PREVIOUS PAGE
VOCABULARY ACQUISITION AND USE L.2.5. Demonstrate understanding of figurative language,
word relationships and nuances in word meanings: a. Identify
L.2.4. Determine or clarify the meaning of unknown and real-life connections between words and their use (e.g.,
multiple-meaning words and phrases based on grade 2 reading describe foods that are spicy or juicy); b. Distinguish shades
and content, choosing flexibly from an array of strategies: of meaning among closely related verbs (e.g., toss, throw,
a. Use sentence-level context as a clue to the meaning of a hurl) and closely related adjectives (e.g., thin, slender, skinny,
word or phrase; b. Determine the meaning of the new word scrawny); c. l-2-6L.2.6. Use words and phrases acquired
formed when a known prefix is added to a known word through conversations, reading and being read to, and
(e.g., happy/unhappy, tell/retell); c. Use a known root word responding to texts, including using adjectives and adverbs
as a clue to the meaning of an unknown word with the same to describe (e.g., When other kids are happy that makes
root (e.g., addition, additional); d. Use knowledge of the me happy).
meaning of individual words to predict the meaning of
compound words (e.g., birdhouse, lighthouse, housefly; © Copyright 2010. National Governors Association Center for Best Practices
bookshelf, notebook, bookmark); e. Use glossaries and and Council of Chief State School Officers. All rights reserved.
beginning dictionaries, both print and digital, to determine
or clarify the meaning of words and phrases.
COMMON CORE STATE STANDARDS
Common Core Curriculum Maps –
Suggested Readings
(E) Indicates Common Core State Standards Text Exemplars. ** Original suggested title is out of print and no longer
available. This title is recommended as a substitute by
(EA) Indicates text from an author with other works School Specialty.
identified as exemplars.
COMPLETE SECOND GRADE COMMON CORE LIBRARY bCCoLoloiaEbklslrcvesaaecrrsrtoeyiyootmGnCorlisLanatscdiosblrerureodLaoyreemoysvu.earl
IINNCCLLUUDDIINNGGCCUURRRRICICUULLUUMMMMAAPSPSA,NSDTOARLAL GREECBOINMSM, AENNDDEADLBLOROEKCSOMMENDED BOOKS
Set Item Number # of Items List Price FSHRIPEPINEG!
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20SECOND GRADE
COMMON CORE STATE STANDARDS
Common Core Curriculum Maps –Suggested Readings
(E) Indicates Common Core State Standards Text Exemplars. ** Original suggested title is out of print and no longer
(EA) Indicates text from an author with other works available. This title is recommended as a substitute
identified as exemplars. by Classroom Library Company.
Unit 1
Theme: A Season for Chapters
Essential Question: When is language beautiful?
Suggested Pacing: 6 weeks
Standards Addressed in Lesson: RI.2.2, RL.2.4, RL.2.5, SL.2.1, SL.2.2, W.2.7
Set Item Number # of Items List Price
1506892 27 $309.59
Title Guided Reading Category Title Guided Reading Category
Level / Lexile Level / Lexile
Poppleton in Spring
A River of Words: The Story of William Carlos Williams AD820L Informational Texts Poppleton in Winter (E) AD680L Literary Texts (Stories)
Bat Loves the Night (E) M / AD560L Informational Texts Red Leaf, Yellow Leaf 220L Literary Texts (Stories)
Bats: Creatures of the Night (E) Informational Texts Snow Literary Texts (Stories)
Energy From the Sun L / 510L Informational Texts Snowballs G / 300L Literary Texts (Stories)
Every Autumn Comes the Bear I / AD600L Literary Texts (Stories) Snowflake Bentley N / AD830L Literary Texts (Stories)
Henry and Mudge and the Snowman Plan AD410L Literary Texts (Stories) Snowflakes in Photographs Informational Texts
How Do You Know It’s Fall? J / 350L Informational Texts Sunshine Makes the Seasons 800L Informational Texts
How Do You Know It’s Spring? Informational Texts The Little Yellow Leaf 580L Informational Texts
How Do You Know It’s Summer? 310L Informational Texts The Mitten Literary Texts (Stories)
How Do You Know It’s Winter? H / 10L Informational Texts What Do Authors and Illustrators Do? Literary Texts (Stories)
Leaf Man N / 310L Literary Texts (Stories) Why Do Leaves Change Color? Informational Texts
Look How It Changes! Informational Texts The Seasons Informational Texts
Peepers Literary Texts (Stories) Literary Texts (Poems)
Poetry for Young People: Emily Dickinson (E) Literary Texts (Poems)
Unit 2
Theme: The Wild West
Essential Question: How does setting affect a story?
Suggested Pacing: 6 weeks
Standards Addressed in Lesson: RL.2.2, RL.2.9, RI.2.6, W.2.2
Set Item Number # of Items List Price
1506893 33 $347.89
Title Guided Reading Category Title Guided Reading Category
Level / Lexile Level / Lexile
A Boy Called Slow: The True Story of Sitting Bull S / AD690L Literary Texts (Stories) John Henry P Tall Tales
B Is for Buckaroo: A Cowboy Alphabet Informational Texts (Read Aloud) Johnny Appleseed AD310L Tall Tales
Bill Pickett: Rodeo-Ridin' Cowboy 710L Informational Texts (Read Aloud) Justin and the Best Biscuits in the World O / 800L Literary Texts (Stories)
Black Cowboy, Wild Horses M / 380L Informational Texts (Read Aloud) Little Red Cowboy Hat AD580L Literary Texts (Stories)
Buffalo Before Breakfast Literary Texts (Stories) Little Red Riding Hood Literary Texts (Stories)
Cactus Hotel K Informational Texts (Read Aloud) Little Red Riding Hood: A Newfangled Prairie Tale AD510L Literary Texts (Stories)
Cowboys 550L Informational Texts Paul Bunyan T / AD800L Tall Tales
Cowboys and Cowgirls: Yippee-Yay Informational Texts (Read Aloud) Pecos Bill Tall Tales
Cowgirl Kate and Cocoa (E) 400L Literary Texts (Stories) The Cowboy and the Black-Eyed Pea I / 360L Literary Texts (Stories)
Cowgirl Kate and Cocoa: Partners K / 390L Literary Texts (Stories) The Gingerbread Cowboy K Literary Texts (Stories)
Crazy Horse’s Vision Literary Texts (Stories) The Gingerbread Man Literary Texts (Stories)
Ghost Town at Sundown (Magic Tree House M / 350L The Princess and the Pea AD670L Literary Texts (Stories)
Series #10) AD610L Literary Texts (Stories) The Tortoise and the Jackrabbit Literary Texts (Stories)
Gift Horse: A Lakota Story AD890L The Very First Americans IG1040L Informational Texts
Home on the Range Literary Texts (Stories) Toughest Cowboy: Or How the Wild West Was Tamed R / 790L Literary Texts (Stories)
How I Spent My Summer Vacation NP Literary Texts (Poems) Wild Tracks!: A Guide to Nature's Footprints Informational Texts (Read Aloud)
I Want To Be A Cowboy H / 590L Literary Texts (Poems) You Wouldn't Want to Live in a Wild West Town! Informational Texts (Read Aloud)
Informational Texts
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21
Unit 3 SECOND GRADE
Theme: Building Bridges with Unlikely Friends
Essential Question: Why do authors use figurative language?
Suggested Pacing: 6 weeks
Standards Addressed in Lesson: RL.2.3, RL.2.7, RI.2.6, W.2.2, L.2.2, L.2.2 (b), L.2.4, L.2.4 (d)
Set Item Number # of Items List Price
1506894 21 $362.89
Title Guided Reading Category Title Guided Reading Category
Level / Lexile Level / Lexile
Charlotte's Web (E) R / 680L Literary Texts (Stories) (Rd Aloud) Owen & Mzee: The True Story of a R / AD920L Informational Texts
Remarkable Friendship
Four Feet, Two Sandals 620L Literary Texts (Stories) (Rd Aloud) Pop's Bridge AD630L Literary Texts (Stories) (Rd Aloud)
Silent Music AD830L Literary Texts (Stories) (Rd Aloud)
George and Martha: Complete Stories 500L Literary Texts (Stories) Snow in Jerusalem Literary Texts (Stories) (Rd Aloud)
of Two Best Friends Tarra and Bella: Elephant & Dog Who O
Became Best Friends Informational Texts
Henry and Mudge: The First Book (E) 460L Literary Texts (Stories) The Cricket in Times Square (E) L / AD990L
The Day of Ahmed's Secret Literary Texts (Stories) (Rd Aloud)
I Am the Dog I Am the Cat NP Literary Texts (Poems) (Read Aloud) The Fire Cat (E) S / 780L Literary Texts (Stories) (Rd Aloud)
Zen Shorts AD810L Literary Texts (Stories)
If Not for the Cat NP Literary Texts (Poems) (Read Aloud) World's Most Amazing Bridges J / 400L Literary Texts (Stories) (Rd Aloud)
Brooklyn Bridge N / 540L Informational Texts
Mackinac Bridge: The Story of the Literary Texts (Stories) (Rd Aloud) Informational Texts
Five-Mile Poem
My Father's Dragon (E) N Literary Texts (Stories) (Rd Aloud)
One Green Apple O / 450L Literary Texts (Stories) (Rd Aloud)
Owen & Mzee: The Language of 980L Informational Texts
Friendship
Unit 4
Theme: A Long Journey to Freedom
Essential Question: What is challenging about writing a narrative?
Suggested Pacing: 6 weeks
Standards Addressed in Lesson: RL.2.6, RI.2.3, RI.2.9, W.2.1, W.2.3, W.2.6
Set Item Number # of Items List Price
1506895 19 $265.49
Title Guided Reading Category Title Guided Reading Category
Level / Lexile Level / Lexile
A Picture Book of Jesse Owens N / AD930L Informational Texts Moses: When Harriet Tubman Led Her People to Freedom AD660L Informational Texts
A Sweet Smell of Roses Literary Texts (Stories) Poetry for Young People: Langston Hughes Literary Texts (Poems)
Finding Lincoln N / AD650L Literary Texts (Stories) Ruby Bridges Goes to School: My True Story P / 410L Informational Texts
Freedom on the Menu: The Greensboro Sit-Ins Literary Texts (Stories) Sit-In: How Four Friends Stood Up by Sitting Down AD500L Informational Texts
Freedom Summer AD380L Literary Texts (Stories) The Other Side L / AD300L Literary Texts (Stories)
Henry’s Freedom Box: True Story of Underground Railroad NP Informational Texts The Story of Ruby Bridges (E) Informational Texts
Honey I Love and Other Poems Literary Texts (Poems) Rosa Parks Informational Texts
Lincoln: A Photobiography (E) V / 1110L Informational Texts Birmingham, 1963 Informational Texts
Martin Luther King and the March on Washington (E) M / 480L Informational Texts Friend on Freedom River Literary Texts (Stories)
Martin’s Big Words: Life of Dr. Martin Luther King, Jr. Informational Texts
schoolspecialty.com
22SECOND GRADE
COMMON CORE STATE STANDARDS
Common Core Curriculum Maps –Suggested Readings
Unit 5
Theme: Hand-Me-Down Tales from Around the World
Essential Question: How are stories and poems alike? How are they different?
Suggested Pacing: 6 weeks
Standards Addressed in Lesson: RL.2.2, RI.2.7, W.2.3, SL.2.3, SL.2.4
Set Item Number # of Items List Price
1506896 32 $450.59
Title Guided Reading Category Title Guided Reading Category
Level / Lexile Level / Lexile
Bone Button Borscht M Literary Texts (Stories) Stone Soup J / 480L Literary Texts (Stories)
Bread, Bread, Bread K / AD480L Informational Texts Stone Soup (Heather Forest) AD310L Literary Texts (Stories)
Caps for Sale: A Tale of a Peddler Literary Texts (Stories) Stone Soup (Jon Muth) J / 480L Literary Texts (Stories)
Cuckoo : A Mexican Folktale / Cucu: Folklorico NP Stone Soup (Marcia Brown) AD480L Literary Texts (Stories)
Mexicano AD660L Literary Texts (Stories) The Enormous Turnip Literary Texts (Stories)
Houses and Homes R / 840L The Five Chinese Brothers H Literary Texts (Stories) (Rd Aloud)
How I Learned Geography NC1000L Informational Texts The Lost Horse: A Chinese Folktale 710L Literary Texts (Stories) (Rd Aloud)
Hungry Planet: What the World Eats M / AD480L Informational Texts The Pied Piper of Hamelin (E) AD600L Literary Texts (Poems)
If the World Were a Village : Book World's People (E) P / AD720L Informational Texts The Pied Piper's Magic Literary Texts (Stories)
Just So Stories: For Little Children (E) Informational Texts The Real Story of Stone Soup 650L Literary Texts (Stories)
Liang and the Magic Paintbrush NP Literary Texts (Stories) (Rd Aloud) The Thirteen Clocks (E) NC790L Literary Texts (Stories) (Rd Aloud)
Martina the Beautiful Cockroach: A Cuban Folktale Literary Texts (Stories) The Treasure (E) Literary Texts (Stories) (Rd Aloud)
Moon Rope/Un lazo a la luna Literary Texts (Stories) (Rd Aloud) The Village of Round and Square Houses 650L Literary Texts (Stories) (Rd Aloud)
Not One Damsel In Distress: Folktales for Strong Girls Literary Texts (Stories) The Wooden Sword: A Jewish Folktale From AD850L
On the Go Literary Texts (Stories) (Rd Aloud) Afghanistan Literary Texts (Stories)
Poetry for Young People : Robert Louis Stevenson Informational Texts Where In the World? Around the World in 13 Works of Art
Shoes, Shoes, Shoes Literary Texts (Poems) Why the Sky Is Far Away: A Nigerian Folktale Informational Texts
Informational Texts Literary Texts (Stories)
Unit 6
Theme: Taking Care of Ourselves
Essential Question: Why should we support our opinions with reasons?
Suggested Pacing: 6 weeks
Standards Addressed in Lesson: RL.2.4, RL.2.10, SL.2.5, RI.2.8, RI.2.10, W.2.1
Set Item Number # of Items List Price
1506897 37 $426.29
Title Guided Reading Category Title Guided Reading Category
Level / Lexile Level / Lexile
Bones: Our Skeletal System Poetry for Young People: Lewis Carroll
Break It Down: The Digestive System M Informational Texts (Read Aloud) Random House book of Poetry for Children NP Literary Texts (Poems)
Chato's Kitchen M Informational Texts (Read Aloud) Showdown At The Food Pyramid NP Literary Texts (Poems)
Chicken Soup with Rice: A Book of Months M / AD730L Literary Texts (Stories) (Rd Aloud) Strega Nona
Cloudy With a Chance of Meatballs Literary Texts (Poems) Tar Beach Informational Texts (Read Aloud)
Dim Sum for Everyone! F Literary Texts (Stories) The Astounding Nervous System: How Does M Literary Texts (Stories) (Rd Aloud)
Dry Bones S Literary Texts (Stories) My Brain Work? P Literary Texts (Stories)
Eat Your Vegetables! Drink Your Milk! M / AD670L Music The Digestive System
Everybody Bakes Bread M / 690L Informational Texts (Read Aloud) The Digestive System R / NC770L Informational Texts (Read Aloud)
Everybody Cooks Rice Literary Texts (Stories) (Rd Aloud) The Magic School Bus inside the Human Body
Good Enough to Eat: A Kid's Guide to Food Literary Texts (Stories) (Rd Aloud) The Mighty Muscular-Skeletal System L Informational Texts (Read Aloud)
and Nutrition The Nervous System R / 750L Informational Texts (Read Aloud)
Gregory, the Terrible Eater Informational Texts The Skeleton Inside You P / AD520L Literary Texts (Stories) (Rd Aloud)
Guts: Our Digestive System The Sweetest Fig R / IG710L Informational Texts (Read Aloud)
How My Parents Learned to Eat 980L Literary Texts (Stories) Thunder Cake R / 730L Informational Texts (Read Aloud)
How to Make an Apple Pie and See the World M / 450L Informational Texts (Read Aloud) What Happens to a Hamburger? Informational Texts
In the Night Kitchen AD590L Literary Texts (Stories) Where the Sidewalk Ends 600L Literary Texts (Stories) (Read Aloud)
Muscles: Our Muscular System Literary Texts (Stories) Yoko AD530L Literary Texts (Stories)
My Mom Loves Me More Than Sushi T Literary Texts (Stories) Your Digestive System Informational Texts
My Plate and You Informational Texts (Read Aloud) NP Literary Texts (Poems)
700L Literary Texts (Stories) (Rd Aloud) Literary Texts (Stories)
Informational Texts (Read Aloud) Informational Texts
1-877-500-7169
THIRD GRADE 23
COMMON CORE STATE STANDARDS THIRD GRADE
English Language Arts & Literacy in History/
Social Studies, Science, and Technical Subjects
The following standards offer a focus for instruction in Third Grade and help ensure that students gain adequate exposure to
a range of texts and tasks. Rigor is also infused through the requirement that students read increasingly complex texts through
the grades. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or
further develop skills and understandings mastered in preceding grades.
Reading Literature Reading Informational Texts
KEY IDEAS AND DETAILS KEY IDEAS AND DETAILS
RL.3.1. Ask and answer questions to demonstrate understand- RI.3.1. Ask and answer questions to demonstrate understand-
ing of a text, referring explicitly to the text as the basis for the ing of a text, referring explicitly to the text as the basis for the
answers. answers.
RL.3.2. Recount stories, including fables, folktales, and myths RI.3.2. Determine the main idea of a text; recount the key
from diverse cultures; determine the central message, lesson, details and explain how they support the main idea.
or moral and explain how it is conveyed through key details in
the text. RI.3.3. Describe the relationship between a series of historical events,
scientific ideas or concepts, or steps in technical procedures in a text,
RL.3.3. Describe characters in a story (e.g., their traits, motiva- using language that pertains to time, sequence, and cause/effect.
tions, or feelings) and explain how their actions contribute to
the sequence of events. CRAFT AND STRUCTURE
RI.3.4. Determine the meaning of general academic and
CRAFT AND STRUCTURE domain-specific words and phrases in a text relevant to a grade
3 topic or subject area.
RL.3.4. Determine the meaning of words and phrases as they
are used in a text, distinguishing literal from nonliteral lan- RI.3.5. Use text features and search tools (e.g., key words, side-
guage. bars, hyperlinks) to locate information relevant to a given topic
efficiently.
RL.3.5. Refer to parts of stories, dramas, and poems when
writing or speaking about a text, using terms such as chapter, RI.3.6. Distinguish their own point of view from that of the
scene, and stanza; describe how each successive part builds on author of a text.
earlier sections.
RL.3.6. Distinguish their own point of view from that of the INTEGRATION OF KNOWLEDGE AND IDEAS
narrator or those of the characters.
RI.3.7. Use information gained from illustrations (e.g., maps,
INTEGRATION OF KNOWLEDGE AND IDEAS photographs) and the words in a text to demonstrate under-
RL.3.7. Explain how specific aspects of a text’s illustrations con- standing of the text (e.g., where, when, why, and how key
tribute to what is conveyed by the words in a story (e.g., create events occur).
mood, emphasize aspects of a character or setting).
RI.3.8. Describe the logical connection between particular sen-
RL.3.8. (Not applicable to literature) tences and paragraphs in a text (e.g., comparison, cause/ effect,
first/second/third in a sequence).
RL.3.9. Compare and contrast the themes, settings, and plots RI.3.9. Compare and contrast the most important points and
of key details presented in two texts on the same topic.
stories written by the same author about the same or similar
characters (e.g., in books from a series): Range of Reading and RANGE OF READING AND LEVEL OF TEXT COMPLEXITY
Level of Text Complexity RI.3.10. By the end of the year, read and comprehend infor-
mational texts, including history/social studies, science, and
RL.3.10. By the end of the year, read and comprehend litera- technical texts, at the high end of the grades 2–3 text complex-
ture, including stories, dramas, and poetry, at the high end of ity band independently and proficiently.
the grades 2–3 text complexity band independently and profi-
ciently.
CONTINUED ON NEXT PAGE
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29
COMMON CORE STATE STANDARDS EXEMPLARS
Text Exemplar Classroom Libraries
These text exemplars exemplify the level of complexity and quality that the Standards require all students in a given grade band
to engage with. Sets include all text exemplars for a given grade range and storage bins.
** Original suggested title is out of print and no longer available. This title is recommended
as a substitute by Classroom Library Company.
Second–Third Grade
TEXT EXEMPLARS
Set Item Number # of Items List Price
$553.59
1506898 47
Title Title
14 Cows for America Poetry for Young People: Emily Dickinson
A Drop of Water Poetry for Young People: Langston Hughes
A Medieval Feast Poppleton in Winter
Ah, Music! Sarah, Plain and Tall
Amos & Boris Search for Delicious
Bat Loves the Night So You Want to Be President?
Bats: Creatures of the Night Tales From the Odyssey, Part One
Boy, Were We Wrong about Dinosaurs! The Fire Cat
Bud, Not Buddy The Museum Book:
Canto Familiar A Guide to Strange and Wonderful Collections
Charlotte’s Web The Pied Piper of Hamelin
Cowgirl Kate and Cocoa The Raft
Cricket in Times Square The Sign Painter
From Seed to Plant The Stories Julian Tells
Henry and Mudge: The First Book The Storm
If the World Were a Village: A Book about the World’s People The Story of Ruby Bridges
Just So Stories The Thirteen Clocks
Lincoln: A Photobiography The Treasure
Martin Luther King and the March on Washington Throw Your Tooth on the Roof:
Moonshot: The Flight of Apollo 11 Tooth Traditions from Around the World
My Father’s Dragon Tops and Bottoms
Old Possum’s Book of Practical Cats What the World Eats
The Pied Piper of Hamelin Where Do Polar Bears Live?
Poetry for Young People: Edward Lear Wild Tracks!: A Guide to Nature’s Footprints
schoolspecialty.com
FOURTH GRADEFOURTH GRADE
30
COMMON CORE STATE STANDARDS
English Language Arts & Literacy in History/
Social Studies, Science, and Technical Subjects
The following standards offer a focus for instruction in Fourth Grade and help ensure that students gain adequate exposure
to a range of texts and tasks. Rigor is also infused through the requirement that students read increasingly complex texts
through the grades. Students advancing through the grades are expected to meet each year’s grade-specific standards and
retain or further develop skills and understandings mastered in preceding grades.
Reading Literature Reading Informational Texts
KEY IDEAS AND DETAILS KEY IDEAS AND DETAILS
RL.4.1. Refer to details and examples in a text when explaining RI.4.1. Refer to details and examples in a text when explaining
what the text says explicitly and when drawing inferences from what the text says explicitly and when drawing inferences from
the text. the text.
RL.4.2. Determine a theme of a story, drama, or poem from RI.4.2. Determine the main idea of a text and explain how it
details in the text; summarize the text. is supported by key details; summarize the text.
RL.4.3. Describe in depth a character, setting, or event in RI.4.3. Explain events, procedures, ideas, or concepts in a
a story or drama, drawing on specific details in the text historical, scientific, or technical text, including what happened
(e.g., a character’s thoughts, words, or actions). and why, based on specific information in the text.
CRAFT AND STRUCTURE CRAFT AND STRUCTURE
RL.4.4. Determine the meaning of words and phrases as they RI.4.4. Determine the meaning of general academic and
are used in a text, including those that allude to significant domain-specific words or phrases in a text relevant to a grade
characters found in mythology (e.g., Herculean). 4 topic or subject area.
RL.4.5. Explain major differences between poems, drama, and RI.4.5. Describe the overall structure (e.g., chronology,
prose, and refer to the structural elements of poems comparison, cause/effect, problem/solution) of events, ideas,
(e.g., verse, rhythm, meter) and drama (e.g., casts of characters, concepts, or information in a text or part of a text.
settings, descriptions, dialogue, stage directions) when writing
or speaking about a text. RI.4.6. Compare and contrast a firsthand and secondhand
account of the same event or topic; describe the differences
RL.4.6. Compare and contrast the point of view from which in focus and the information provided.
different stories are narrated, including the difference between
first- and third-person narrations. INTEGRATION OF KNOWLEDGE AND IDEAS
INTEGRATION OF KNOWLEDGE AND IDEAS RI.4.7. Interpret information presented visually, orally, or
quantitatively (e.g., in charts, graphs, diagrams, time lines,
RL.4.7. Make connections between the text of a story or animations, or interactive elements on Web pages) and explain
drama and a visual or oral presentation of the text, identifying how the information contributes to an understanding of the
where each version reflects specific descriptions and directions text in which it appears.
in the text.
RI.4.8. Explain how an author uses reasons and evidence to
RL.4.8. (Not applicable to literature) support particular points in a text.
RL.4.9. Compare and contrast the treatment of similar themes RI.4.9. Integrate information from two texts on the
and topics (e.g., opposition of good and evil) and patterns same topic in order to write or speak about the subject
of events (e.g., the quest) in stories, myths, and traditional knowledgeably.
literature from different cultures.
RANGE OF READING AND LEVEL OF TEXT COMPLEXITY
RANGE OF READING AND LEVEL OF TEXT COMPLEXITY
RI.4.10. By the end of year, read and comprehend
RL.4.10. By the end of the year, read and comprehend informational texts, including history/social studies, science,
literature, including stories, dramas, and poetry, in the and technical texts, in the grades 4–5 text complexity band
grades 4–5 text complexity band proficiently, with scaffolding proficiently, with scaffolding as needed at the high end of
as needed at the high end of the range. the range.
1-877-500-7169
31
Reading Foundational Skills PRODUCTION AND DISTRIBUTION OF WRITING FOURTH GRADE
PHONICS AND WORD RECOGNITION W.4.4. Produce clear and coherent writing in which the
development and organization are appropriate to task,
RF.4.3. Know and apply grade-level phonics and word analysis purpose, and audience. (Grade-specific expectations for
skills in decoding words: Use combined knowledge of all writing types are defined in standards 1–3 above.)
letter-sound correspondences, syllabication patterns, and
morphology (e.g., roots and affixes) to read accurately W.4.5. With guidance and support from peers and adults,
unfamiliar multisyllabic words in context and out of context. develop and strengthen writing as needed by planning,
revising, and editing.
FLUENCY
W.4.6. With some guidance and support from adults, use
RF.4.4. Read with sufficient accuracy and fluency to support technology, including the Internet, to produce and publish
comprehension: a. Read grade-level text with purpose and writing as well as to interact and collaborate with others;
understanding; b. Read grade-level prose and poetry orally demonstrate sufficient command of keyboarding skills to
with accuracy, appropriate rate, and expression; c. Use context type a minimum of one page in a single sitting.
to confirm or self-correct word recognition and understanding,
rereading as necessary. RESEARCH TO BUILD AND PRESENT KNOWLEDGE
Writing W.4.7. Conduct short research projects that build knowledge
through investigation of different aspects of a topic.
TEXT TYPES AND PURPOSES
W.4.8. Recall relevant information from experiences or gather
W.4.1. Write opinion pieces on topics or texts, supporting relevant information from print and digital sources; take notes
a point of view with reasons and information: a. Introduce and categorize information, and provide a list of sources.
a topic or text clearly, state an opinion, and create an
organizational structure in which related ideas are grouped W.4.9. Draw evidence from literary or informational texts
to support the writer’s purpose; b. Provide reasons that are to support analysis, reflection, and research: a. Apply grade
supported by facts and details; c. Link opinion and reasons 4 Reading standards to literature (e.g., “Describe in depth
using words and phrases (e.g., for instance, in order to, a character, setting, or event in a story or drama, drawing
in addition); d. Provide a concluding statement or section on specific details in the text [e.g., a character’s thoughts,
related to the opinion presented. words, or actions].”); b. Apply grade 4 Reading standards
to informational texts (e.g., “Explain how an author uses
W.4.2. Write informative/explanatory texts to examine a reasons and evidence to support particular points in a text”).
topic and convey ideas and information clearly: a. Introduce
a topic clearly and group related information in paragraphs RANGE OF WRITING
and sections; include formatting (e.g., headings), illustrations,
and multimedia when useful to aiding comprehension; W.4.10. Write routinely over extended time frames (time for
b. Develop the topic with facts, definitions, concrete details, research, reflection, and revision) and shorter time frames
quotations, or other information and examples related to (a single sitting or a day or two) for a range of discipline-
the topic; c. Link ideas within categories of information using specific tasks, purposes, and audiences.
words and phrases (e.g., another, for example, also, because);
d. Use precise language and domain-specific vocabulary to Speaking and Listening
inform about or explain the topic; e. Provide a concluding
statement or section related to the information or explanation COMPREHENSION AND COLLABORATION
presented.
SL.4.1. Engage effectively in a range of collaborative
W.4.3. Write narratives to develop real or imagined discussions (one-on-one, in groups, and teacher-led) with
experiences or events using effective technique, descriptive diverse partners on grade 4 topics and texts, building on
details, and clear event sequences: a. Orient the reader by others’ ideas and expressing their own clearly: a. Come to
establishing a situation and introducing a narrator and/or discussions prepared, having read or studied required material;
characters; organize an event sequence that unfolds naturally; explicitly draw on that preparation and other information
b. Use dialogue and description to develop experiences and known about the topic to explore ideas under discussion;
events or show the responses of characters to situations; b. Follow agreed-upon rules for discussions and carry out
c. Use a variety of transitional words and phrases to manage assigned roles; c. Pose and respond to specific questions to
the sequence of events; d. Use concrete words and phrases clarify or follow up on information, and make comments
and sensory details to convey experiences and events precisely; that contribute to the discussion and link to the remarks of
e. Provide a conclusion that follows from the narrated others; d. Review the key ideas expressed and explain their
experiences or events. own ideas and understanding in light of the discussion.
CONTINUED ON NEXT PAGE
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FOURTH GRADE32
COMMON CORE STATE STANDARDS
English Language Arts & Literacy in History/
Social Studies, Science, and Technical Subjects
CONTINUED FROM PREVIOUS PAGE
SL.4.2. Paraphrase portions of a text read aloud or information sentence; d. Spell grade-appropriate words correctly, consulting
presented in diverse media and formats, including visually, references as needed.
quantitatively, and orally.
SL.4.3. Identify the reasons and evidence a speaker provides KNOWLEDGE OF LANGUAGE
to support particular points.
L.4.3. Use knowledge of language and its conventions when
PRESENTATION OF KNOWLEDGE AND IDEAS writing, speaking, reading, or listening: a. Choose words and
phrases to convey ideas precisely; b. Choose punctuation for
SL.4.4. Report on a topic or text, tell a story, or recount an effect; c. Differentiate between contexts that call for formal
experience in an organized manner, using appropriate facts English (e.g., presenting ideas) and situations where informal
and relevant, descriptive details to support main ideas or discourse is appropriate (e.g., small-group discussion).
themes; speak clearly at an understandable pace.
SL.4.5. Add audio recordings and visual displays to VOCABULARY ACQUISITION AND USE
presentations when appropriate to enhance the development
of main ideas or themes. L.4.4. Determine or clarify the meaning of unknown and
SL.4.6. Differentiate between contexts that call for formal multiple-meaning words and phrases based on grade 4 reading
English (e.g., presenting ideas) and situations where informal and content, choosing flexibly from a range of strategies:
discourse is appropriate (e.g., small-group discussion); a. Use context (e.g., definitions, examples, or restatements
use formal English when appropriate to task and situation. in text) as a clue to the meaning of a word or phrase;
b. Use common, grade-appropriate Greek and Latin affixes
Language and roots as clues to the meaning of a word (e.g., telegraph,
photograph, autograph); c. Consult reference materials
CONVENTIONS OF STANDARD ENGLISH (e.g., dictionaries, glossaries, thesauruses), both print and
digital, to find the pronunciation and determine or clarify
l-4-1L.4.1. Demonstrate command of the conventions of the precise meaning of key words and phrases.
standard English grammar and usage when writing or L.4.5. Demonstrate understanding of figurative language,
speaking: a. Use relative pronouns (who, whose, whom, which, word relationships, and nuances in word meanings: a. Explain
that) and relative adverbs (where, when, why); b. Form and the meaning of simple similes and metaphors (e.g., as pretty
use the progressive (e.g., I was walking; I am walking; I will be as a picture) in context; b. Recognize and explain the meaning
walking) verb tenses; c. Use modal auxiliaries (e.g., can, may, of common idioms, adages, and proverbs; c. Demonstrate
must) to convey various conditions; d. Order adjectives within understanding of words by relating them to their opposites
sentences according to conventional patterns (e.g., a small red (antonyms) and to words with similar but not identical
bag rather than a red small bag); e. Form and use preposition- meanings (synonyms).
al phrases; f. Produce complete sentences, recognizing and L.4.6. Acquire and use accurately grade-appropriate general
correcting inappropriate fragments and run-ons; g. Correctly academic and domain-specific words and phrases, including
use frequently confused words (e.g., to, too, two; there, their). those that signal precise actions, emotions, or states of being
L.4.2. Demonstrate command of the conventions of standard (e.g., quizzed, whined, stammered) and that are basic to a
English capitalization, punctuation, and spelling when writing: particular topic (e.g., wildlife, conservation, and endangered
a. Use correct capitalization; b. Use commas and quotation when discussing animal preservation).
marks to mark direct speech and quotations from a text; c. Use
a comma before a coordinating conjunction in a compound © Copyright 2010. National Governors Association Center for Best Practices
and Council of Chief State School Officers. All rights reserved.ˇ
COMMON CORE STATE STANDARDS
Common Core Curriculum Maps –Suggested Readings
(E) Indicates Common Core State Standards Text Exemplars. ** Original suggested title is out of print and no longer
available. This title is recommended as a substitute by
(EA) Indicates text from an author with other works School Specialty.
identified as exemplars.
COMPLETE FOURTH GRADE COMMON CORE LIBRARY bCCoLoloiaEbklslrcvesaaecrrsrtoeyiyootmGnCorlisLanatscdiosblrerureodLaoyreemoysvu.earl
IINNCCLLUUDDININGGCCUURRRRICICUULULUMMMMAAPSP,SS,TSOTROARGAEGBEINBSINASN, ADNADLLARLELCROEMCOMMENMDEENDDBEODOBKOS OKS 1-877-500-7169
Set Item Number # of Items List Price FSHRIPEPINEG!
$2749.99
1506906 215
39
Unit 1 FIFTH GRADE
Theme: Playing with Words
Essential Question: Why (and how) do we play with language?
Suggested Pacing: 6 weeks
Standards Addressed in Lesson: RL.3.2, RL.3.3, SL.3.1, SL.3.1 (c), W.3.3, L.3.1, L.3.1 (a)
Set Item Number # of Items List Price
1506915 40 $474.99
Title Guided Reading Category Title Guided Reading Category
Level / Lexile Level / Lexile
A Picture Book of George Washington Carver O Literary Texts (Stories) The Phantom Tollbooth W / 1000L Literary Texts (Stories)
Amelia to Zora: Twenty-Six Women Who Changed the World V / 1040L Informational Texts (Biographies) The Songs of Innocence and of Experience (E) Literary Texts (Poems)
Astonishing Women Artists Informational Texts (Biographies) The Tree Is Older Than You Are 900L Literary Texts (Poems)
Baseball Saved Us AD550L Literary Texts (Stories) We Are the Ship: The Story of Negro League Baseball (E) R / 910L Informational Texts (Biographies)
Carver: A Life in Poems 890L Literary Texts (Poems) What Are You Figuring Now? Story About Benjamin Banneker Literary Texts (Stories)
Casey at the Bat (E) NP Literary Texts (Poems) What’s the Big Idea, Ben Franklin? 830L Literary Texts (Stories)
In a Pickle and Other Funny Idioms L Literary Texts (Stories) Who Was Albert Einstein? O / 810L Informational Texts (Biographies)
In Their Own Words: Thomas Edison 670L Informational Texts (Biographies) Who Was Dr. Seuss? Informational Texts (Biographies)
John Muir: Young Naturalist 890L Informational Texts (Biographies) Who Was Jackie Robinson? 820L Informational Texts (Biographies)
Joyful Noise: Poems for Two Voices (E) NP Literary Texts (Poems) Who Was Louis Armstrong? O / 670L Informational Texts (Biographies)
Magnificent Women in Music Informational Texts (Biographies) Who Was Pablo Picasso? O / 780L Informational Texts (Biographies)
My Teacher Likes to Say S Literary Texts (Stories) Who Was Thomas Alva Edison? N / 700L Informational Texts (Biographies)
Out of Darkness: the Story of Louis Braille NP Informational Texts (Biographies) Who Was William Shakespeare? O / 790L Informational Texts (Biographies)
Poetry for Young People: Robert Louis Stevenson 770L Literary Texts (Poems) A Strong Right Arm: The Story of Mamie "Peanut" Johnson N / 690L Informational Texts (Biographies)
Rachel Carson: Pioneer of Ecology Informational Texts (Biographies) Always Inventing: Photobiography Alexander Graham Bell Informational Texts (Biographies)
Revolting Rhymes Literary Texts (Poems) Kids Pick The Funniest Poems Literary Texts (Poems)
Runny Babbit: A Billy Sook Literary Texts (Poems) The Cat's Pajamas Literary Texts (Stories)
Scholastic Dictionary of Idioms Informational Texts (Reference) Who Was Alexander Graham Bell? Informational Texts (Biographies)
The Disappearing Alphabet Literary Texts (Stories) Stand There! She Shouted Informational Texts (Biographies)
The King Who Rained Literary Texts (Stories) Portraits of Hispanic American Heroes Informational Texts (Biographies)
Unit 2
Theme: Renaissance Thinking
Essential Question: How does creativity change the world?
Suggested Pacing: 6 weeks
Standards Addressed in Lesson: RL.5.9, RI.5.2, RI.5.9, RF.5.4, RF.5.4 (b), W.5.2,
SL.5.1, SL.5.1 (c), SL.5.1 (d), L.5.1, L.5.1 (a), L.5.1 (b)
Set Item Number # of Items List Price
1506942 25 $350.49
Title Guided Reading Category Title Guided Reading Category
Level / Lexile Level / Lexile
About Time: A First Look at Time and Clocks (E) 1200L Informational Texts The Invention of Hugo Cabret W / 820L Literary Texts (Stories)
Fine Print: A Story about Johann Gutenberg S / 880L Literary Texts (Stories) The New Way Things Work X / 1180L Informational Texts
Incredible Women Inventors Informational Texts The Renaissance Informational Texts
Leonardo da Vinci 740L Literary Texts (Stories) Toys!: Amazing Stories behind Some Great Inventions (E) O Informational Texts
Leonardo da Vinci: A NF Companion to Monday Mad Genius 1120L Informational Texts You Wouldn’t Want To Be Mary Queen of Scots 950L Informational Texts
Leonardo: Beautiful Dreamer P / 840L Literary Texts (Stories) Amazing Leonardo da Vinci Inventions: You Build Yourself Q / 780L Informational Texts
Michelangelo U / 660L Informational Texts Shakespeare's Stories for Young Readers Literary Texts (Stories)
Midnight Magic R / 1100L Literary Texts (Stories) The Renaissance Informational Texts
Science in the Renaissance Informational Texts The Renaissance Informational Texts
So You Want to Be an Inventor? 830L Informational Texts Renaissance Medicine Informational Texts
Starry Messenger: Galileo Galilei 730L Literary Texts (Stories) What Color is My World? Lost History Afr-Amer Inventors Informational Texts
The Apprentice Literary Texts (Stories) 1000 Inventions and Discoveries Informational Texts
The Hobbit: Illustrated by Michael Hague Literary Texts (Poems)
schoolspecialty.com
40FIFTH GRADE
COMMON CORE STATE STANDARDS
Common Core Curriculum Maps –Suggested Readings
(E) Indicates Common Core State Standards Text Exemplars. ** Original suggested title is out of print and no longer
(EA) Indicates text from an author with other works available. This title is recommended as a substitute
identified as exemplars. by Classroom Library Company.
Unit 3
Theme: Clues to a Culture
Essential Question: How does literature provide insight into a culture?
Suggested Pacing: 6 weeks
Standards Addressed in Lesson: RL.5.1, RI.5.1, RI.5.7, RF.5.4, RF.5.4 (c), W.5.1, SL.5.3, L.5.1, L.5.1 (c), L.5.1 (d), L.5.4, L.5.4 (c)
Set Item Number # of Items List Price
1506916 24 $310.99
Title Guided Reading Category Title Guided Reading Category
Level / Lexile Level / Lexile
A Boy Called Slow: The True Story of Sitting Bull S / AD690L Literary Texts (Stories) Life on a Pioneer Homestead O Informational Texts
A History of US: First Americans, Prehistory – 1600 (E) Informational Texts Little House on the Prairie Literary Texts (Stories)
A History of US: The New Nation, 1789 – 1850 (E) 900L Informational Texts Raven: A Trickster Tale from the Pacific Northwest K / AD380L Literary Texts (Trickster Tales)
A Pioneer Sampler 580L Informational Texts Sequoyah: The Cherokee Man Who Gave His People Writing O / AD700L Informational Texts
American Indian Trickster Tales 1090L Literary Texts (Trickster Tales) SkySisters Literary Texts (Stories)
Black Frontiers: History Of Afr Amer Heroes In Old West 930L Informational Texts The Birchbark House (E) O Literary Texts (Stories)
Chief Joseph: The Voice For Peace Q / 800L Informational Texts The Island of the Blue Dolphins T Literary Texts (Stories)
Coyote: A Trickster Tale from the American Southwest Q / 800L Literary Texts (Trickster Tales) The Sign of the Beaver V / 1000L Literary Texts (Stories)
If You Lived with the Cherokees Q / 690L Informational Texts Trickster Tales: Forty Folk Stories Around the World Literary Texts (Trickster Tales)
If You Lived with the Sioux Indians Informational Texts Trickster: Native American Tales W / 770L Literary Texts (Trickster Tales)
Julie of the Wolves U Literary Texts (Stories) Walk Two Moons Literary Texts (Stories)
Knots on a Counting Rope 480L Literary Texts (Stories) Who Were the American Pioneers? Informational Texts
Unit 4
Theme: America in Conflict
Essential Question: How are fictionalized characters and real people changed through conflict?
Suggested Pacing: 9 weeks
Standards Addressed in Lesson: RL.5.6, RI.5.3, RI.5.5, RF.5.4, RF.5.4 (a), W.5.3, SL.5.4, L.5.4, L.5.4 (b)
Set Item Number # of Items List Price
1506917 32 $356.89
Title Guided Reading Category Title Guided Reading Category
Level / Lexile Level / Lexile
A History of US: War, Terrible War, 1855 – 1865 G / 850L Informational Texts Lincoln: a Photobiography V / 1110L Informational Texts
A Light in the Storm: The Diary of Amelia Martin T / 790L Literary Texts (Stories) Maritcha: A Nineteenth-Century American Girl 1190L Literary Texts (Stories)
A Picture of Freedom: The Diary of Clotee, a Slave Girl Literary Texts (Stories) On Enemy Soil: the Journal of James Edmond Pease Literary Texts (Stories)
Across Five Aprils Z Literary Texts (Stories) Outrageous Women of Civil War Times V / 960L Informational Texts
Across the Lines W / 1000L Literary Texts (Stories) Promises to the Dead AD680L Literary Texts (Stories)
Ballad of the Civil War Literary Texts (Stories) Selected Poems - Walt Whitman Y / 1060L Literary Texts (Poems)
Bull Run T Literary Texts (Stories) Sojourner Truth: Ain't I A Woman? V / 790L Informational Texts
Dear Austin: Letters from the Underground Railroad Y Literary Texts (Stories) Sweet Clara and the Freedom Quilt Literary Texts (Picture Books)
Escape From Slavery: Five Journeys to Freedom 970L Informational Texts The Boys' War G / 1140L Informational Texts
Follow the Drinking Gourd Q Literary Texts (Picture Books) The Gettysburg Address in Translation Q / 870L Informational Texts (Speech)
How Did Slaves Find a Route to Freedom? AD630L Informational Texts The River Between Us Literary Texts (Stories)
Idylls of the King and a New Selection of Poems S / 800L Literary Texts (Poems) Underground Man Literary Texts (Stories)
If You Lived When There Was Slavery in America Informational Texts When Will This Cruel War Be Over? Literary Texts (Stories)
If You Traveled On The Underground Railroad P / 800L Informational Texts You Wouldn't Want to Be a Civil War Soldier!: A War Informational Texts
Just a Few Words, Mr. Lincoln: Story of Gettysburg Address Q / 720L Literary Texts (Stories) You Wouldn't Want to Be a Worker on Statue of Liberty! Informational Texts
Liberty’s Voice: the Story of Emma Lazarus N / 390L Informational Texts I Survived the Battle of Gettysburg, 1863 Literary Texts (Stories)
AD810L
1-877-500-7169
41
Unit 5 FIFTH GRADE
Theme: Exploration, Real and Imagined
Essential Question: What do people, both real and imagined, learn from exploring their world?
Suggested Pacing: 5 weeks
Standards Addressed in Lesson: RL5.5, RL.5.7, RI.5.8, RF.5.4, W.5.3, W.5.5, SL.5.2, L.5.5
Set Item Number # of Items List Price
1506918 18 $216.29
Title Guided Reading Category Title Guided Reading Category
Level / Lexile Level / Lexile
The Little Prince (E)
Alice in Wonderland (Campfire Graphic Novel) Literary Texts (Stories) The Spider and the Fly 710L Literary Texts (Stories)
The United States of America: State-by-State Guide
Alice’s Adventures in Wonderland (E) Literary Texts (Stories) Who Was Daniel Boone? NP Literary Texts (Poems)
Who Was Ferdinand Magellan?
Camels K Informational Texts Who Was Marco Polo? Informational Texts
Who Was Neil Armstrong?
Desert Mammals M / 900L Informational Texts Women Explorers N / 620L Informational Texts
Lives of the Explorers
Deserts Q Informational Texts N / 710L Informational Texts
Down the Rabbit Hole: An Echo Falls Mystery W Literary Texts (Stories) N / 780L Informational Texts
My Librarian a Camel: How Books are Brought to Children 980L Informational Texts 810L Informational Texts
Salvador Dali P Informational Texts (Biographies) NC1150L Informational Texts
The End of the Beginning: Being Adventures Small Snail O / 620L Literary Texts (Stories) Informational Texts
Unit 6
Theme: Coming of Age
Essential Question: How can literature help us understand what it means to “grow up”?
Suggested Pacing: 6 weeks
Standards Addressed in Lesson: RL.5.3, RI.5.6, RF.5.4, W.5.6, W.5.8, SL.5.5, L.5.3, L.5.3 (a), L.5.3 (b)
Set Item Number # of Items List Price
1506919 33 $422.99
Title Guided Reading Category Title Guided Reading Category
Level / Lexile Level / Lexile
A Long Way from Chicago
A Year Down Yonder V Literary Texts (Stories) The Dust Bowl T / 650L Informational Texts
Blue Willow
Bud, Not Buddy (E) V Literary Texts (Stories) The Great Depression X Informational Texts
Children of Dust Bowl: True Story School Weedpatch Camp
Children of the Great Depression V / 920L Literary Texts (Stories) The Secret Garden (E) Literary Texts (Stories)
Christmas After All: Diary Minnie Swift, Indianapolis, IN
Collected Poetry of Nikki Giovanni: 1968-1998 U Literary Texts (Stories) The Storm in the Barn W / GN430L Literary Texts (Stories)
Gorilla Doctors: Saving Endangered Great Apes
M.C. Higgins, the Great (E) Y / 1120L Informational Texts The Wall: Growing Up Behind the Iron Curtain Y / AD760L Literary Texts (Stories)
Money Sense For Kids
On the Job – Crime Scene Investigator X / 1170L Informational Texts Then Again, Maybe I Won't Literary Texts (Stories)
Out of the Dust
Poetry for Young People: Emily Dickinson Literary Texts (Stories) Tuck Everlasting (E) W / 770L Literary Texts (Stories)
Quest for the Tree Kangaroo: Expedition to Cloud Forest
Rose's Journal: Story of a Girl in the Great Depression Literary Texts (Poems) Walk Two Moons W / 770L Literary Texts (Stories)
The Cat with Yellow Star: Coming of Age in Terezin
910L Informational Texts The Dust Bowl Through the Lens: How Photography Revealed Informational Texts
Literary Texts (Stories) Native American Stories Literary Texts (Stories)
Informational Texts Where the Mountain Meets the Moon (E) T / 810L Literary Texts (Stories)
Q / 760L Informational Texts Animator: The Coolest Jobs on the Planet Informational Texts
X / NP Literary Texts (Stories) Wildlife Photographer: The Coolest Jobs on the Planet Informational Texts
Literary Texts (Poems) Volcanologist: The Coolest Jobs on the Planet Informational Texts
830L Informational Texts Polar Scientist: The Coolest Jobs on the Planet Informational Texts
820L Literary Texts (Stories) Computer Games Designer: The Coolest Jobs on the Planet Informational Texts
T / 800L Literary Texts (Stories)
schoolspecialty.com
EXEMPLARS TEXT EXEMPLARS
42
COMMON CORE STATE STANDARDS
Text Exemplar Classroom Libraries
These text exemplars exemplify the level of complexity and quality that the Standards require all students in a given grade band
to engage with. Sets include all text exemplars for a given grade range and storage bins.
** Original suggested title is out of print and no longer available. This title is recommended
as a substitute by School Specialty.
Fourth–Fifth Grade
TEXT EXEMPLARS # of Items List Price
27 $328.29
Set Item Number
1506913
Title Title
A History of US: First Americans, Prehistory – 1600 (E) Quest for the Tree Kangaroo:
A History of US: The New Nation, 1789 – 1850 (E) An Expedition to the Cloud Forest of New Guinea
A History of US: War, Terrible War, 1855 – 1865 Revolting Rhymes
About Time: A First Look at Time and Clocks Songs of Innocence and of Experience
Alice’s Adventures in Wonderland The Birchbark House
& Through the Looking Glass The Black Stallion
Bud, Not Buddy The Little Prince
Casey at the Bat The Secret Garden
England: The Land Toys!: Amazing Stories behind Some Great Inventions
Horses Tuck Everlasting
M.C. Higgins, the Great Volcanoes
My Librarian is a Camel: How Books are Brought We Are the Ship: The Story of Negro League Baseball
to Children Around the World Where the Mountain Meets the Moon
Poetry for Young People: Carl Sandburg Zlateh the Goat and Other Stories
Poetry for Young People: Emily Dickinson Classroom Library Small Bin
1-877-500-7169
SIXTH GRADE 43
COMMON CORE STATE STANDARDS SIXTH GRADE
English Language Arts & Literacy in History/
Social Studies, Science, and Technical Subjects
The following standards offer a focus for instruction in Sixth Grade and help ensure that students gain adequate exposure to
a range of texts and tasks. Rigor is also infused through the requirement that students read increasingly complex texts through
the grades. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or
further develop skills and understandings mastered in preceding grades.
Reading Literature RI.6.2. Determine a central idea of a text and how it is
conveyed through particular details; provide a summary of
KEY IDEAS AND DETAILS the text distinct from personal opinions or judgments.
RI.6.3. Analyze in detail how a key individual, event,
RL.6.1. Cite textual evidence to support analysis of what the or idea is introduced, illustrated, and elaborated in a text
text says explicitly as well as inferences drawn from the text. (e.g., through examples or anecdotes).
RL.6.2. Determine a theme or central idea of a text and how
it is conveyed through particular details; provide a summary CRAFT AND STRUCTURE
of the text distinct from personal opinions or judgments.
RL.6.3. Describe how a particular story’s or drama’s plot RI.6.4. Determine the meaning of words and phrases as they
unfolds in a series of episodes as well as how the characters are used in a text, including figurative, connotative, and
respond or change as the plot moves toward a resolution. technical meanings.
RI.6.5. Analyze how a particular sentence, paragraph,
CRAFT AND STRUCTURE chapter, or section fits into the overall structure of a text and
contributes to the development of the ideas.
RL.6.4. Determine the meaning of words and phrases as they RI.6.6. Determine an author’s point of view or purpose in a
are used in a text, including figurative and connotative text and explain how it is conveyed in the text.
meanings; analyze the impact of a specific word choice on
meaning and tone. INTEGRATION OF KNOWLEDGE AND IDEAS
RL.6.5. Analyze how a particular sentence, chapter, scene,
or stanza fits into the overall structure of a text and contributes RI.6.7. Integrate information presented in different media or
to the development of the theme, setting, or plot. formats (e.g., visually, quantitatively) as well as in words to
RL.6.6. Explain how an author develops the point of view of develop a coherent understanding of a topic or issue.
the narrator or speaker in a text. RI.6.8. Trace and evaluate the argument and specific claims in
a text, distinguishing claims that are supported by reasons and
INTEGRATION OF KNOWLEDGE AND IDEAS evidence from claims that are not.
RI.6.9. Compare and contrast one author’s presentation of
RL.6.7. Compare and contrast the experience of reading a events with that of another (e.g., a memoir written by and
story, drama, or poem to listening to or viewing an audio, a biography on the same person).
video, or live version of the text, including contrasting what
they “see” and “hear” when reading the text to what they RANGE OF READING AND LEVEL OF TEXT COMPLEXITY
perceive when they listen or watch.
RL.6.8. (Not applicable to literature) RI.6.10. By the end of the year, read and comprehend literary
RL.6.9. Compare and contrast texts in different forms or nonfiction in the grades 6–8 text complexity band proficiently,
genres (e.g., stories and poems; historical novels and fantasy with scaffolding as needed at the high end of the range.
stories) in terms of their approaches to similar themes and
topics. Writing
RANGE OF READING AND LEVEL OF TEXT COMPLEXITY TEXT TYPES AND PURPOSES
RL.6.10. By the end of the year, read and comprehend W.6.1. Write arguments to support claims with clear
literature, including stories, dramas, and poems, in the grades reasons and relevant evidence: a. Introduce claim(s) and
6–8 text complexity band proficiently, with scaffolding as organize the reasons and evidence clearly; b. Support claim(s)
needed at the high end of the range. with clear reasons and relevant evidence, using credible sources
and demonstrating an understanding of the topic or text;
Reading Informational Texts c. Use words, phrases, and clauses to clarify the relationships
among claim(s) and reasons; d. Establish and maintain a formal
KEY IDEAS AND DETAILS style; e. Provide a concluding statement or section that follows
from the argument presented.
RI.6.1. Cite textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text. CONTINUED ON NEXT PAGE
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ssi Catalog 2015
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