A Correlation of
Scott Foresman
Calle de la lectura
Grade 3, ©2011
To
Grade 3, ©2014
A Correlation of Scott Foresman Calle de la Lectura, ©2011, Grade 3
to ReadyGEN ©2014, Grade 3
Introduction
This document demonstrates how Calle de la Lectura, ©2011 content aligns to ReadyGEN,
©2014. Correlation page references are to the Calle de la Lectura Teacher’s Edition and are cited by
grade, unit and volume.
Scott Foresman Calle de la Lectura is a comprehensive reading program for Kindergarten through
Grade Six that is built on solid research and prioritizes instruction for the five core areas of reading
instruction for every grade: Phonemic Awareness, Phonics, Fluency, Vocabulary and Text
Comprehension.
Student Material
Libro del estudiante (Student Edition)
The student edition features high-quality, authentic literature organized around units that develop
grade-level science and history/social science concepts. Each unit focuses on concept development to
connect learning. Students explore one aspect of the unit concept each week, building deep and
transferable understanding. Each week paired selections strengthen understanding in science and
social studies. They also focus on genre and on new literacies for 21st century skill development.
Four reading selections per week at grades 2.2-6 emphasize comprehension, vocabulary, and writing
skills and offer opportunities for cross-textual reading in content areas. Envision It! and Words!
provide additional practice with target skills and strategies in a visual format.
Teacher’s Materials
Mi biblioteca para la enseñanza (My Teaching Library Package)
The cohesive design of this teacher resource library helps teachers deliver instruction in five critical
areas: phonemic awareness, phonics, vocabulary, comprehension, and fluency. Lessons support
modeling, guided practice, and a teacher’s own teaching routine. The 13-volume set is stored in a
convenient case that includes, the First Stop on Reading Street Teacher’s Edition, which explains the
Calle de la Lectura research base, outlines the program’s scope and sequence, presents instruction
routines for many skill strands, and provides helpful classroom management routines. A timemanagement aid and a built–in professional development feature are designed for teachers of all
experience levels. All Teacher’s Resources are on DVD-ROM and online.
ReadyGEN is a comprehensive, K-5 literacy curriculum of topically-related text sets and routinesbased instruction. ReadyGEN is being created with the goal of equipping all teachers and students
with the tools and practices necessary to meet the new expectations of the Common Core Standards
and the Publisher’s Criteria. Lessons are designed on the principles of the gradual release of
responsibility framework with the goal of building independent readers and writers. At the heart of
ReadyGEN is a reciprocity between reading and writing to promote student thinking and understanding
through citation of text-based evidence. Students are taught to carefully analyze and synthesize
sources, write to sources, and defend claims.
Calle de la Lectura Reference Key
3.6.2
Grade 3
Unit 6
Volume 2
2
A Correlation of Scott Foresman Calle de la Lectura, ©2011, Grade 3
to ReadyGEN ©2014, Grade 3
Table of Contents
Unit 1, Observing the World Around Us ........................................................... 4
Unit 2, Connecting Character, Culture, and Community .......................................... 9
Unit 3, Seeking Explanations ................................................................................ 14
Unit 4, Becoming an Active Citizen ....................................................................... 19
Calle de la Lectura Reference Key
3.6.2
Grade 3
Unit 6
Volume 2
3
A Correlation of Scott Foresman Calle de la Lectura, ©2011, Grade 3
to ReadyGEN ©2014, Grade 3
Scott Foresman
Calle de la Lectura, ©2011
Grade 3
ReadyGEN, ©2014
Grade 3
Unit 1, Observing the World Around Us
MODULE A
PBA Description
Task: Narrating Our World
The following material will help students
In The Case of the Gasping Garbage, the complete the Performance-Based
Assessment:
characters of Doyle and Fossey impact the
sequence of events by using their
Personal Narrative, 3.1.2: DE11–DE20;
observations to solve problems. Students
3.5.1: 227e–227f, 237d–237e, 248–249,
will observe or imagine a busy area (the
249a–249c, 253d–253e, 253p–253q
library, cafeteria, playground, etc.),
just as the characters did in The Case of
the Gasping Garbage, and think about
the kinds of characters they would find
there.
Anchor and Supporting Texts
Anchor Text (Trade Book): Literary Text
The Case of the Gasping Garbage by
Michele Torrey 460L
Supporting Text (Text Collection):
Literary Text
Thunder Cake by Patricia Polacco 630L
Supporting Text (Text Collection):
Literary Text
“Location, Location, Location” from The
Lemonade War
by Jacqueline Davies 630L
Poetry
“Rhyme” by Elizabeth Coatsworth
“Magnifying Glass” by Valerie Worth
“Brother” by Mary Ann Hoberman
The main characters in the following
selections learn about the world around
them through observation.
Los discos de mi abuela (realistic fiction
about a boy learning about culture from his
grandmother’s records)
3.1.1: 190a–221q
Me encantan los Saturdays y los
domingos (realistic fiction about a girl who
visits her English-speaking grandparents on
Saturday and her Spanish-speaking
grandparents on Sundays)
3.1.1: 222a–253q
Adiós, Shin Dang Dong 382 (Realistic
fiction about a girl leaving the place she
was born)
3.1.1: 254a–287q
Calle de la Lectura Reference Key
3.6.2
Grade 3
Unit 6
Volume 2
4
A Correlation of Scott Foresman Calle de la Lectura, ©2011, Grade 3
to ReadyGEN ©2014, Grade 3
Scott Foresman
Calle de la Lectura, ©2011
Grade 3
ReadyGEN, ©2014
Grade 3
Goals
Readers will be able to show how a
character’s motivations affect the sequence
of events of a story. RL.3.3
Writers will be able to use characters’
dialogue, feelings, and sensory details to
explain the sequence of events in a story
and lead to a solution. W.3.3.b
Learners will explore content to show how
close observation helps to understand and
know characters and actions.
Readers
Literary Elements: Character, Setting and
Theme, 3.1.1: 24a, 24−25, 38e, 34−35,
35a, 37a, 38e, 39a, 41a, 42−43, 43a, 47a,
53a, 77a, 102−103, 103a, 110−111, 111a;
Character, 3.1.2: 171a, 177a, 179a
Writers
Writing Mini-Lesson: Sequence, 175d–
175e; Realistic Fiction, 3.1.2: 165e−165f,
175d−175e, 187a−187c, 193d−193e,
193p−193q
Learners
Literary Elements: Character, Setting and
Theme, 3.1.1: 24a, 24−25, 38e, 34−35,
35a, 37a, 38e, 39a, 41a, 42−43, 43a, 47a,
53a, 77a, 102−103, 103a, 110−111, 111a
Big Idea
Close Observation
Problem Solving
Change Over Time
Pregunta de la semana ¿Cómo sabes
que una solución es buena? (How do
you know if a solution is a good
solution?), 3.2.1: 232a, 232j, 232–233,
238a, 248a, 260a, 265f
Pregunta de la semana ¿Cuándo se
debe buscar una solución? (When is it
time to find a solution?), 3.2.1: 266a,
266j, 266–267, 272a, 282a, 294a, 299f
Calle de la Lectura Reference Key
3.6.2
Grade 3
Unit 6
Volume 2
5
A Correlation of Scott Foresman Calle de la Lectura, ©2011, Grade 3
to ReadyGEN ©2014, Grade 3
Scott Foresman
Calle de la Lectura, ©2011
Grade 3
ReadyGEN, ©2014
Grade 3
Enduring Understandings
Readers understand characters’
motivations and actions in stories. RL.3.3
Writers understand that characters’
actions impact the sequence of events in a
story. W.3.3
Learners explore content to understand
that close observation helps to identify
problems and find solutions.
Readers
Literary Elements: Character, Setting and
Plot, 3.3.1: 408a, 408−409, 415a,
416−417, 417a, 418e, 422−423, 423a,
425a, 437h, 437l−437m; Questions About
Character, 3.6.1: 411a, 421a; 3.6.2: 509a,
526−527
Writers
Writing Mini-Lesson: Sequence , 175d–
175e; Personal Narrative and details,
3.5.1: 227e−227f, 237d−237e, 249a−249c,
253d−253e, 253p−253q
Learners
Resolve Problems, 3.2.1: 200j, 200–
201, 205b, 206a, 226a, 231f, 232j,
238a, 248a, 260a, 265f, 266j, 272a,
282a, 299f; 3.2.2: 300j, 306a, 334j,
340a, 350a, 358a
Hablar del concerto: ¿Cómo se han
adaptado las plantas y los animals pra
resolver problemas? (How have plants
and animals adapted to solve
problems?), 3.2.2: RI 48–RI 57
MODULE B
PBA Description
Task: In the News!
Students will write an informative/
explanatory news article on one living
thing. The topics will be selected by the
students.
¡EXTRA! ¡EXTRA! Noticias fantásticas
de Bosque Escondido (Fairy tale told as a
series of newspaper articles), 3.3.2: 358g–
361a
News Article, 3.3.2: 473e−473f,
485d−485e, 495b−495c, 501d−501e,
501p−501q
Calle de la Lectura Reference Key
3.6.2
Grade 3
Unit 6
Volume 2
6
A Correlation of Scott Foresman Calle de la Lectura, ©2011, Grade 3
to ReadyGEN ©2014, Grade 3
Scott Foresman
Calle de la Lectura, ©2011
Grade 3
ReadyGEN, ©2014
Grade 3
Anchor and Supporting Texts
Anchor Text (Trade Book): Informational
Text
At the Root of It by Robert Newell 690L
Supporting Text (Trade Book):
Informational Text
Let’s Classify Organisms by Kelli Hicks
860L
Supporting Text (Text Collection):
Informational Text
The Moon Seems to Change by Franklin
M. Branley 470L
Poetry
“Roots” by Douglas Florian
“Under the Microscope” by Lee Bennett
Hopkins
“Summer Full Moon” by James Kirkup
“The Moon is a White Cat” from Hungary
El pingüino polluelo (Expository text
about a penguin chick)
3.2.1: 200a–231q
Nidos de pájaro asombrosos
(Expository text about amazing bird
nests)
3.2.2: 334a–363q
Plumas y cantos (Expository essay about
birds)
3.3.1: 438a–467q
El más caliente, el más frio, el más
alto, el más hondo (Expository text about
extreme places in nature)
3.4.1: 54a–85q
Goals
Readers will be able to identify
comparisons, contrasts, and changes over
time by closely reading sentences,
paragraphs, and text features across texts
about the same topic. RI.3.9
Readers
Research and Inquiry, 3.1.1: 47d, 79d,
115d; 3.2.1: 223d, 257d, 291d; 3.2.2:
327d, 355d; 3.4.2: 141d, 173d; 3.5.1:
213d, 247d, 281d; 3.6.2: 487d, 521d
Writers will be able to use research-based
facts and text features to convey main
ideas and details about a topic that
changes over time. W.3.8
Writers
Research and Inquiry: Synthesize, 3.1.1:
55b, 89b, 121b, 3.1.2: 159b, 193b; 3.2.1:
231b, 265b, 299b; 3.6.2: 493b, 531b
Learners explore content to use
observational skills to understand how
things change over time.
Learners
Nidos de pájaro asombrosos
(Amazing bird nests), 3.2.2: 334a–
363q
Hablar del concepto: ¿Qué aprendemos
al investigarla naturaleza? (What can
we learn about nature by
investigating?), 3.3.1: 438j–438–439,
444a, 452a, 462a, 467f
Calle de la Lectura Reference Key
3.6.2
Grade 3
Unit 6
Volume 2
7
A Correlation of Scott Foresman Calle de la Lectura, ©2011, Grade 3
to ReadyGEN ©2014, Grade 3
Scott Foresman
Calle de la Lectura, ©2011
Grade 3
ReadyGEN, ©2014
Grade 3
Big Idea
Observing Change Over Time
Close Observation
Nidos de pájaro asombrosos
(Amazing bird nests), 3.2.2: 334a–
363q
Leer y Comprender: Enseñanza
diferenciada (Differentiated Instruction:
Students describe photographs of
nature), 3.2.2: 351a
Enduring Understandings
Readers understand main ideas by
looking closely at the facts and details used
to support them. RI.3.2
Writers understand how to convey
information about main ideas and details
through text features and illustrations.
W.3.2
Learners explore content to understand
how close observation can explain how and
why things in the world change over time.
Readers
Main Idea, 3.2.1: 210−211, 211a, 213a,
215a, 227a, 229a, 295a; 3.2.2: 344−345,
345a, 349a, 352−353, 353a, 354−355,
355a; 3.4.1: 66−67, 67a, 69a, 75a; 3.5.1:
250−251, 251a
Writers
News Article, 3.3.2: 473e−473f,
485d−485e, 495b−495c, 501d−501e,
501p−501q; Research Report, 3.6.2:
DE11–DE20
Learners
Hablar del concerto: ¿Cómo se han
adaptado las plantas y los animals pra
resolver problemas? (How have plants
and animals adapted to solve
problems?), 3.2.2: 350a–350b, RI 48–
RI 57
Calle de la Lectura Reference Key
3.6.2
Grade 3
Unit 6
Volume 2
8
A Correlation of Scott Foresman Calle de la Lectura, ©2011, Grade 3
to ReadyGEN ©2014, Grade 3
Scott Foresman
Calle de la Lectura, ©2011
Grade 3
ReadyGEN, ©2014
Grade 3
Unit 2, Connecting Character, Culture, and Community
MODULE A
PBA Description
Task: Miss Agnes Returns
The following material will help students
complete the Performance–Based
In September when everyone returned
Assessment:
from fish camp, Miss Agnes was in her
cabin. Everyone was happy.
Students will use what they have learned
Imaginative story, 3.4.1: 59e–59f, 69d–
about character to write a next scene in
69e, 78–79, 79a–79c, 85d–85e, 85p–85q
the book. They can act it out with partners
ficción, 3.3.1: 375e–375f, 387d–387e,
or create a visual element to complement
396–397, 397a–397c, 403d–403e, 403p–
the scene, showing their knowledge of
403q; Realistic fiction, 3.1.2: 165e–165f,
character.
175d–175e, 186–187, 187a–187c, 193d–
193e, 193p–193q
Anchor and Supporting Texts
Anchor Text (Trade Book): Literary Text
The Year of Miss Agnes by Kirkpatrick
Hill 790L
Supporting Text (Text Collection):
Informational Text
The Athabascans: Old Ways and New
Ways by Ron Fridell 770L
Supporting Text (Text Collection):
Literary Text
The Frog Princess: A Tlingit Legend
from Alaska retold by Eric A. Kimmel 630L
Poetry
“Arctic Sun” by Eileen Spinelli
“Ptarmigan” by Eileen Spinelli
“Caribou” by Eileen Spinelli
Calle de la Lectura Reference Key
3.6.2
Grade 3
Unit 6
Volume 2
9
Tómalo y corre (Native American myth)
3.3.1: 428–435
"¡Vuela, águila, vuela! (African folktale)
3.4.2: 150a–183q
Bagels de jalapeños (realistic fiction
about a neighborhood bakery)
3.5.2: 288a–319q
A Correlation of Scott Foresman Calle de la Lectura, ©2011, Grade 3
to ReadyGEN ©2014, Grade 3
Scott Foresman
Calle de la Lectura, ©2011
Grade 3
ReadyGEN, ©2014
Grade 3
Goals
Readers will use text-based evidence to
draw conclusions about the characters in
literary texts. RL.3.1
Writers will use dialogue and action to
create a narrative with a central message.
W.3.3
Learners will recognize that people have
rich cultural heritage and traditions.
Readers
Characters, 3.1.1: 24a, 24–25, 34–35,
38e, 39a, 41a, 43a, 47a, 53a, 55h, 551–
55m, 77a, 102–103, 105a, 110–111, 111a,
DL8–DL9, 3.1.2: 170–171, 177a, 179a,
R110–R111, R113, R115, 3.2.1: 255a
Writers
Fable, 3.1.1: 61e–61f, 71d–71e, 80–81,
81a–81c, 89d–89e, 89p–89q; Fairy tale,
3.2.1: 237e–237f, 247d–247e, 258–259,
259a–259c, 265d–265e, 265p–265q
Learners
Pregunta de la semana: ¿Cómo influye
la cultura en la música que
escuchamos? (What influence does
culture have on the music we listen to),
3.5.1: 190a, 190j, 190–191, 196a,
206a, 216a, 221f
Pregunta de la semana: ¿En qué se
parecen y se diferencian las culturas?
(How are cultures alike and different),
3.5.1: 222a, 222j, 222–223, 228a,
238a, 250a, 253f
Big Idea
Relationships
Community
Culture
Adiós, Shin Dang Dong 382 (realistic
fiction about a girl leaving the place she
was born), 3.5.1: 254a–287q
Las comunidades celebran sus culturas
(textbook passage about communities
celebrating their cultures), 3.5.1: 250–251
Calle de la Lectura Reference Key
3.6.2
Grade 3
Unit 6
Volume 2
10
A Correlation of Scott Foresman Calle de la Lectura, ©2011, Grade 3
to ReadyGEN ©2014, Grade 3
Scott Foresman
Calle de la Lectura, ©2011
Grade 3
ReadyGEN, ©2014
Grade 3
Enduring Understandings
Readers understand that a character
contributes to a sequence of events.
RL.3.3
Writers understand that a central
message is conveyed thought the actions
of a character. W.3.3
Learners understand that relationships
within a community are affected by culture
and community.
Readers
Characters, 3.3.1: 408a, 408–409, 415a,
416–417, 417a, 418e, 422–423, 423a,
425a, 429a, 431a, 433a, 435a, 437h,
4371–437m, DL10–DL11, 3.3.2: 478–479,
482–483, 484–485, 485a, 3.4.1: 80g,
3.4.2: 171a, 3.5.1: 245a, 3.6.1: 411a,
3.6.2: 509a, 526–527
Writers
Realistic Fiction, 3.1.2: 165e–165f, 175d–
175e, 186–187, 187a–187c, 193d–193e,
193p–193q; Historical Fiction, 3.6.2:
499e–499f, 511d–511e, 522–523, 523a–
523c, 531d–531e, 531p–531q
Learners
Pregunta de la semana: ¿En qué se
parecen y se diferencian las culturas?
(How are cultures alike and different),
3.5.1: 222a, 222j, 222–223, 228a,
238a, 250a, 253f
MODULE B
PBA Description
Task: Community Compare and Contrast
What is a Community? from A to Z
highlights different kinds of communities
and discusses how the physical features of
their location impact their way of life.
Students will use what they have learned to
compare and contrast the ways of life of
two communities.
Calle de la Lectura Reference Key
3.6.2
Grade 3
Unit 6
Volume 2
11
The following material will help students
complete the Performance–Based
Assessment:
Sones de Borinquen (expository text
about the geographical and cultural roots of
Puerto Rican music), 3.5.1: 216–219
Compare and contrast writing, 3.3.2:
507e–507f, 517d–517e, 530–531, 531a–
531c, 537d–537e, 537p–537q
A Correlation of Scott Foresman Calle de la Lectura, ©2011, Grade 3
to ReadyGEN ©2014, Grade 3
Scott Foresman
Calle de la Lectura, ©2011
Grade 3
ReadyGEN, ©2014
Grade 3
Anchor and Supporting Texts
Anchor Text (Trade Book): Informational
Text
What is a Community? from A to Z
by Bobbie Kalman IG680L
Supporting Text (Trade Book): Literary
Text
Around Our Way on Neighbors’ Day
by Tameka Fryer Brown AD630L
Supporting Text (Text Collection):
Informational Text
City Homes by Nicola Barber NC760L
Poetry
“Living Above Good Fortune” by Janet S.
Wong
“Walking Home from School” by Ann
Whitford Paul
Goals
Readers will use evidence to identify the
main idea and key details of a text. RI.3.1
Writers will write informative texts to
examine a topic and express ideas and
information clearly. W.3.2
Learners will recognize that families,
schools, and communities differ from place
to place around the world.
Me encantan los Saturdays y los
domingos (realistic fiction about a girl who
visits her English-speaking grandparents on
Saturday and her Spanish-speaking
grandparents on Sundays)
3.1.1: 222a–253q
Las comunidades celebran sus culturas
(textbook passage about communities
celebrating their cultures)
3.5.1: 250–251
Comidas de México, una mezcla
deliciosa (expository text exploring the
types and origins of Mexican cuisine)
3.5.2: 314–317
Readers
Main idea and details, 3.2.1: 210−211,
211a, 213a, 215a, 227a, 229a, 295a,
3.2.2: 344−345, 345a, 349a, 352−353,
353a, 354−355, 355a, 3.4.1: 66−67, 67a,
69a, 75a, 3.5.1: 250−251, 251a
Writers
Periodical article/report/history, 3.2.2:
DE11–DE20, 3.3.2: 473e–473f, 485d–
485e, 494–495, 495a–495c, 501d–501e,
501p–501q
Learners
Pregunta de la semana: ¿Por qué es
difícil adaptarse a otra cultura? (Why is
it hard to adapt to another culture?),
3.5.1: 254a, 254j, 254–255, 260a,
272a, 287f
Calle de la Lectura Reference Key
3.6.2
Grade 3
Unit 6
Volume 2
12
A Correlation of Scott Foresman Calle de la Lectura, ©2011, Grade 3
to ReadyGEN ©2014, Grade 3
Scott Foresman
Calle de la Lectura, ©2011
Grade 3
ReadyGEN, ©2014
Grade 3
Big Idea
Relationships
Community
Culture
¿Qué sucede cuando se combinan estilos de
vida diferent? (What happens when two
ways of life come together?), 3.5.2: RI1–
RI60
Me encantan los Saturdays y los
domingos (realistic fiction about a girl who
visits her English-speaking grandparents on
Saturday and her Spanish-speaking
grandparents on Sundays), 3.1.1: 222a–
253q
Enduring Understandings
Readers understand that photographs,
illustrations, and captions help us master
concepts in informational text. RI.3.7
Writers understand that ideas are clearly
presented through the structure and
features of texts. W.3.2
Learners understand that there are
similarities and differences in communities
around the world.
Readers
Graphic sources/text features, 3.1.1: 33a,
106a, 3.2.1: 219a, 226g, 257c, 3.2.2:
327c, 3.3.1: 442a, 442−443, 467h,
467l−467m, 3.3.2: 525a, 3.4.1: 26d, 31a,
40−41, 41a, 66−67, 67a, 68−69, 69a, 70e,
73a, 74−75, 75a, 76−77, 77a, 85h, 85j,
85l−85m, 3.5.1: 216−217, 247c, 281c,
3.5.2: 319a, 357a, 3.6.1: 387c, 390g,
390−391, 421c, 434a, 436d, 442−443,
443a, 450−451, 451a, 453a, 459h,
459l−459m, 3.6.2: 485a
Writers
Compare and contrast writing, 3.3.2:
507e–507f, 517d–517e, 530–531, 531a–
531c, 537d–537e, 537p–537q; Cause and
effect & Problem and Solution Writing,
DE11–DE20
Learners
Las comunidades celebran sus culturas
(textbook passage about communities
celebrating their cultures), 3.5.1: 250–251
Calle de la Lectura Reference Key
3.6.2
Grade 3
Unit 6
Volume 2
13
A Correlation of Scott Foresman Calle de la Lectura, ©2011, Grade 3
to ReadyGEN ©2014, Grade 3
Scott Foresman
Calle de la Lectura, ©2011
Grade 3
ReadyGEN, ©2014
Grade 3
Unit 3, Seeking Explanations
MODULE A
PBA Description
Task: The Power of Story
What is the benefit of stories as a way to
explain things or allay fears? Students will
write to support their opinion about this
topic using text examples from Storm in
the Night and Knots on a Counting
Rope.
Anchor and Supporting Texts
Anchor Text (Trade Book): Literary Text
Storm in the Night by Mary Stolz 550L
Supporting Text (Text Collection):
Literary Text
Knots on a Counting Rope by Bill Martin
Jr. 540L
Supporting Text (Text Collection):
Literary Text
Paul Bunyan adapted by Stephen Krensky
790L
Poetry
“Storm” by Adrien Stoutenberg
“The Wind” by James Reeves
“Where Would You Be?” by Karla Kuskin
Goals
Readers will recount stories including
character actions and how they contribute
to the sequence. RL.3.2
Writers will support a point of view with
reasons and evidence.
W.3.1
Learners will become aware of how people
use stories to explain the world or combat
fear.
The following material will help students
complete the Performance–Based
Assessment:
Book Review, 3.5.2: 325e–325f, 339d–
339e, 352–353, 353a–353c, 359d–359e
Tómalo y corre (Myth), 3.3.1: 428–435
¿Y yo? (fable about a boy that wants
knowledge)
3.1.1: 56a–89q
De dónde le viene el caparazón a
Tortuga del Desierto (pourquoi tale about
the desert turtle)
3.1.1: 82–87
Atlántida: La leyenda de una ciudad
perdida (legend about the lost city of
Atlantis)
3.6.2: 494q–531q
Readers
Character, 3.3.1: 408a, 408−409, 415a,
416−417, 417a, 418e, 422−423, 423a,
425a, 437h, 437l−437m, 3.3.2: 478–479,
482–483, 484–485, 485a; 3.4.1: 171a;
3.6.2: 509a, 526−527
Writers
Book Review, 3.5.2: 325e–325f, 339d–
339e, 352–353, 353a–353c, 359d–359e;
Persuasive Text, 3.4.1: 25e–25f, 35d–35e,
44–45, 45a–45c, 53d–53e, 53p–53q
Learners
Atlántida: La leyenda de una ciudad
perdida (legend about the lost city of
Atlantis), 3.6.2: 494q–531q
Tómalo y corre (Myth), 3.3.1: 428–435
Calle de la Lectura Reference Key
3.6.2
Grade 3
Unit 6
Volume 2
14
A Correlation of Scott Foresman Calle de la Lectura, ©2011, Grade 3
to ReadyGEN ©2014, Grade 3
Scott Foresman
Calle de la Lectura, ©2011
Grade 3
ReadyGEN, ©2014
Grade 3
Big Idea
Generations
Oral Histories
Los discos de mi abuela (realistic fiction
about a boy learning about culture from his
grandmother’s records), 3.1.1: 190a–221q
Me encantan los Saturdays y los
domingos (realistic fiction about a girl who
visits her English-speaking grandparents on
Saturday and her Spanish-speaking
grandparents on Sundays), 3.1.1: 222a–
253q
Enduring Understandings
Readers understand that stories help us
explain the world to each other and
through generations, through central
message, moral, and theme. RL.3.2
Writers understand that opinion writing
supports a point of view with reasons.
W.3.1
Learners understand that oral histories
transmit experience, explanations, and
wisdom for generations.
Readers
Theme, 3.1.1: 24a, 44−45, 45a, 55h, 55l–
55m, 70–71, 71a, 76–77, 113a; 3.6.2:
464a, 464–465, 475a, 478e, 478–479,
484–485, 487a, 493h, 493i–493m
Writers
Persuasive Text, 3.4.1: 25e–25f, 35d–35e,
44–45, 45a–45c, 53d–53e, 53p–53q;
Letter to the Editor, 3.5.1: 195e–195f,
205d–205e, 214–215, 215a–215c, 221d–
221e, 221p–221q
Learners
Los discos de mi abuela (realistic fiction
about a boy learning about culture from his
grandmother’s records),3.1.1: 190a–221q
Me encantan los Saturdays y los
domingos (realistic fiction about a girl who
visits her English-speaking grandparents on
Saturday and her Spanish-speaking
grandparents on Sundays), 3.1.1: 222a–
253q
Calle de la Lectura Reference Key
3.6.2
Grade 3
Unit 6
Volume 2
15
A Correlation of Scott Foresman Calle de la Lectura, ©2011, Grade 3
to ReadyGEN ©2014, Grade 3
Scott Foresman
Calle de la Lectura, ©2011
Grade 3
ReadyGEN, ©2014
Grade 3
MODULE B
PBA Description
Task: News Report
Students will use what they have learned
from Weather and Living Through a
Natural Disaster to create an engaging
news report recounting an experience that
demonstrates an understanding of the
relationship between human beings and the
weather/climate/Earth using relevant,
descriptive details and visual displays that
emphasize and enhance details and facts.
Anchor and Supporting Texts
Anchor Text (Trade Book): Informational
Text Weather by Seymour Simon AD1020L
Supporting Text (Text Collection):
Literary Text
On the Same Day in March: A Tour of
the World’s Weather
by Marilyn Singer AD540L
Supporting Text (Trade Book):
Informational Text Living Through a
Natural Disaster by Eve Recht 940L
Resources
Temperature chart showing Fahrenheit and
Celsius
Photographs and text about tools for
measuring weather
Poetry
“Weather” by Anonymous
“Tornado Season” by Adrien Stoutenberg
Calle de la Lectura Reference Key
3.6.2
Grade 3
Unit 6
Volume 2
16
The following material will help students
complete the Performance–Based
Assessment:
Periodical article/report/history, 3.2.2:
DE11–DE20, 3.3.2: 473e–473f, 485d–
485e, 494–495, 495a–495c, 501d–501e,
501p–501q
Por qué conservar el agua (21st Century
Skills: Search Engine), 3.3.2: 532–535
¡Empujemos el cielo! (dramatic
adaptation of a Native American tale)
3.3.1: 404a–437q
Por qué conservar el agua (21st Century
Skills: Search Engine)
3.3.2: 532–535
Junto a un cacto: Lechuzas,
murciélagos y ratas canguro (narrative
nonfiction about desert environments)
3.3.2: 502a–537q
A Correlation of Scott Foresman Calle de la Lectura, ©2011, Grade 3
to ReadyGEN ©2014, Grade 3
Scott Foresman
Calle de la Lectura, ©2011
Grade 3
ReadyGEN, ©2014
Grade 3
Goals
Readers will ask and answer questions
about a topic, using informational texts to
determine main ideas and details that
describe scientific concepts, using language
that pertains to time, sequence, and
cause/effect. RI.3.2, RI.3.3
Writers will write informative/explanatory
texts to examine a topic and convey ideas
through facts, definitions, details, and
illustrations in order to share information
with an audience. W.3.2
Writers
Description, 3.1.2: 127e–127f, 139d–139e,
152–153, 153a–153c, 159d–159e, 159p–
159q; Research Report, 3.6.2: DE11–DE20
Learners will explore reasons explaining
how and why things occur in nature.
Learners
El más caliente, el más frío, el más
alto, el más hondo (expository text about
nature’s extremes), 3.4.1: 54a–85q
Big Idea
Interactions
Climates
¿Cuáles son las conexiones entre los
seres humanos y la naturaleza? (How
are people and nature connected?), 3.3.2:
RI1–RI60
Junto a un cacto: Lechuzas,
murciélagos y ratas canguro (narrative
nonfiction about desert environments),
3.3.2: 510–527
Calle de la Lectura Reference Key
3.6.2
Grade 3
Unit 6
Readers
Main Idea and Details, 3.5.1: 226a, 226–
227, 232–233, 233a, 238e, 244–245,
245a, 247a, 251a, 253h, 253l–253m;
Cause and Effect, 3.3.2: 506a, 506−507,
512−513, 513a, 518e, 520−521, 521a,
524−525, 525a, 529a, 533a, 537h,
537l−537m
Volume 2
17
A Correlation of Scott Foresman Calle de la Lectura, ©2011, Grade 3
to ReadyGEN ©2014, Grade 3
Scott Foresman
Calle de la Lectura, ©2011
Grade 3
ReadyGEN, ©2014
Grade 3
Enduring Understandings
Readers will understand how to seek
answers to research questions about a
topic, using informational texts that
describe how and why things occur in
nature. RI.3.3
Readers
Research and Inquiry: Navigate/Search:
3.1.1: 37b, 71b, 105b; 3.3.1: 387b, 417b,
451b; 3.6.1: 381b, 411b, 445b
Writers understand that related
information goes together when presenting a
topic, with facts, definitions, and details.
W.3.2
Learners will understand scientific
reasons for how and why things occur in
nature.
Learners
¿Cómo pasa la vida de una pasa?
(expository text about raisins), 3.3.1: 378–
393
Junto a un cacto: Lechuzas,
murciélagos y ratas canguro (narrative
nonfiction about desert environments),
3.3.2: 510–527
Calle de la Lectura Reference Key
3.6.2
Grade 3
Unit 6
Volume 2
Writers
Autobiography, 3.4.2: 121e–121f, 131d–
131e, 142–143, 143a–143c, 149d–149e,
149p–149q; Research Report, 3.6.2:
DE11–DE20; Research and Inquiry:
Synthesize, 3.1.1: 55b, 89b, 121b; 3.1.2:
159b, 193b; 3.2.1: 231b, 265b, 299b,
3.2.2: 333b, 363b
18
A Correlation of Scott Foresman Calle de la Lectura, ©2011, Grade 3
to ReadyGEN ©2014, Grade 3
Scott Foresman
Calle de la Lectura, ©2011
Grade 3
ReadyGEN, ©2014
Grade 3
Unit 4, Becoming an Active Citizen
MODULE A
PBA Description
Task: Interviewing Active Citizens
Students will identify an active citizen in
their family, school, or local community to
interview about taking action and making
change. Students will develop questions to
ask during the interview, take an audio
recording of the interview to
reference/transcribe, and state an opinion
about the impact their active citizen has
had on the community.
Anchor and Supporting Texts
Anchor Text (Trade Book): Literary Text
Brave Girl by Michelle Markel AD760L
Supporting Text (Text Collection):
Literary Text
Back of the Bus by Aaron Reynolds 720L
Supporting Text (Trade Book): Literary
Text
The Ride: The Legend of Betsy Dowdy
by Kitty Griffin AD510L
Resources
“Rosa Parks: Hero of Our Time” by
Garnet Wilson Jackson
Poetry
“Brother Against Brother” by Patricia J.
Murphy “The Little Black-Eyed Rebel” by
Will Carleton “Dare” by Laura Purdie Salas
Calle de la Lectura Reference Key
3.6.2
Grade 3
Unit 6
Volume 2
19
The following material will help students
complete the Performance–Based
Assessment:
Biography, 3.4.1: 91e–91f, 99d–99e, 110–
111, 111a–111c, 115d–115e, 115p–115q;
Forum for discussion, 3.6.1: DE1–DE10
El hombre que inventó el básquetbol
(biography about the man who invented
basketball), 3.4.1: 20a–53q
Pregunta de la semana: ¿Qué significa
liberar a alguien? (What does it mean to
grant freedom to someone?), 3.6.1:
394a, 394j, 400a, 412a, 424a, 429f
Feliz cumpleaños, Sr. Kang
(realistic fiction about an immigrant’s
experience of freedom)
3.6.1: 394a–429q
Pregunta de la semana: ¿Por qué es
importante la libertad de expresión?
(Why is freedom of expression
important?), 3.6.1: 430a, 430j, 430–
431, 436a, 446a, 456a, 459f
Pregunta de la semana: ¿Por qué es
importante para la libertad tener reglas
y leyes? (Why are rules and laws
important to freedom?), 3.6.2: 460a,
460j, 460–461, 466a, 478a, 490a, 493f
A Correlation of Scott Foresman Calle de la Lectura, ©2011, Grade 3
to ReadyGEN ©2014, Grade 3
Scott Foresman
Calle de la Lectura, ©2011
Grade 3
ReadyGEN, ©2014
Grade 3
Goals
Readers will analyze the characters,
theme, setting, and plot in stories they
read. RL.3.3
Readers
Literary Elements, 3.1.1: 24a, 24−25, 38e,
34−35, 35a, 37a, 38e, 39a, 41a, 42−43,
43a, 47a, 53a, 77a, 102−103, 103a,
110−111, 111a; 3.1.2: 171a, 177a, 179a
Writers will examine character, plot, and
setting to develop an understanding of
theme. W.3.10
Writers
Book Review, 3.5.2: 325e–325f, 339d–
339e, 352–353, 353a–353c, 359d–359e
Learners will identify qualities of active
citizenship.
Learners
Érase una vez una Constitución
(expository text about the Constitution),
3.6.1: 424–427
Pregunta de la semana: ¿Por qué es
importante la libertad de expresión?
(Why is freedom of expression
important?), 3.6.1: 430a, 430j, 430–
431, 436a, 446a, 456a, 459f
Big Idea
Courage
Feliz cumpleaños, Sr. Kang (Realistic
fiction about setting a pet bird free),
3.6.2: 394a–429q
Paredes que hablan: Arte para todos
(Photo Essay on the importance of freedom
of expression), 6.3.1: 430a–459q
Calle de la Lectura Reference Key
3.6.2
Grade 3
Unit 6
Volume 2
20
A Correlation of Scott Foresman Calle de la Lectura, ©2011, Grade 3
to ReadyGEN ©2014, Grade 3
Scott Foresman
Calle de la Lectura, ©2011
Grade 3
ReadyGEN, ©2014
Grade 3
Enduring Understandings
Readers understand that characters’ roles
influence the events, plot, and theme in a
story. RL.3.3
Writers understand that characters’
actions can reveal big ideas of a text.
W.3.10
Learners understand that active citizens
can be agents for positive change when
they stand up for what they believe in.
MODULE B
PBA Description
Task: How Our Government Works!
Students will research and take notes on
how our government works. Students will
use their research to form an opinion about
why our government works well and will
then create a presentation including their
findings and opinions.
Readers
Character, 3.3.1: 408a, 408−409, 415a,
416−417, 417a, 418e, 422−423, 423a,
425a, 437h, 437l−437m, 3.3.2: 478–479,
482–483, 484–485, 485a; 3.4.1: 171a;
3.6.2: 509a, 526−527
Writers
Book Review, 3.5.2: 325e–325f, 339d–
339e, 352–353, 353a–353c, 359d–359e
Learners
Feliz cumpleaños, Sr. Kang (Realistic
fiction about setting a pet bird free),
3.6.2: 394a–429q
Érase una vez una Constitución
(expository text about the Constitution),
3.6.1: 424–427
The following material will help students
complete the Performance–Based
Assessment:
Persuasive Essay, 3.5.2: DE11–DE20;
Problem-Solution Essay, 3.4.2: DE11–
DE20; Oral Report, 3.3.2: 537a
Érase una vez una Constitución
(expository text about the Constitution),
3.6.1: 424–427
Calle de la Lectura Reference Key
3.6.2
Grade 3
Unit 6
Volume 2
21
A Correlation of Scott Foresman Calle de la Lectura, ©2011, Grade 3
to ReadyGEN ©2014, Grade 3
Scott Foresman
Calle de la Lectura, ©2011
Grade 3
ReadyGEN, ©2014
Grade 3
Anchor and Supporting Texts
Anchor Text (Trade Book): Literary Text
What Is a Government? by Logan Everett
and
Simon Adams 950L
Supporting Text (Text Collection):
Informational Text
Who Really Created Democracy? by
Amie Jane Leavitt 640L
Supporting Text (Text Collection):
Informational Text
A More Perfect Union: The Story of Our
Constitution
by Betsy and Giulio Maestro AD850L
Poetry
“Where?” by Eleanor Roosevelt
“America” by Samuel Francis Smith
”Washington, D.C.” by Rebecca Kai
Dotlich
Goals
Readers will use details in the text to
determine the main idea.
RI.3.2
Writers will examine different sources to
conduct short research. W.3.8
Learners will know that the process of
selecting leaders, solving problems, and
making decisions across governments in
nations and communities around the world
differs.
La historia de la Estatua de la Libertad
(narrative nonfiction about the Statue of
Liberty)
3.6.1: 366a–393q
Una nación de inmigrantes (textbook
passage about the history of immigration)
3.6.1: 390–391
Érase una vez una Constitución
(expository text about the Constitution)
3.6.1: 424–427
Readers
Main Idea, 3.2.1: 204, 204a, 204–205,
210–211, 211a, 231a, 216e, 218–219,
223a, 229a, 231h, 231l–231m, 276–277,
278–279, 284–285, 288–289, 289a; 3.5.1:
226a, 226–227, 232–233, 233a, 238e,
244–245, 245a, 247a, 251a, 253h, 253l–
253m
Writers
Research Report: 3.6.1: DE1–DE10;
Research and Inquiry: Synthesize, 3.1.1:
55b, 89b, 121b; 3.1.2: 159b, 193b; 3.2.1:
231b, 265b, 299b, 3.2.2: 333b, 363b;
3.3.1: 403b, 437b, 467b; 3.3.2: 501b,
537b
Learners
Érase una vez una Constitución
(expository text about the Constitution),
3.6.1: 424–427
Pregunta de la semana: ¿Por qué es
importante para la libertad tener reglas y
leyes? (Why are rules and laws important
to freedom?), 3.6.2: 460a, 460j, 460–461,
466a, 478a, 490a, 493f
Calle de la Lectura Reference Key
3.6.2
Grade 3
Unit 6
Volume 2
22
A Correlation of Scott Foresman Calle de la Lectura, ©2011, Grade 3
to ReadyGEN ©2014, Grade 3
Scott Foresman
Calle de la Lectura, ©2011
Grade 3
ReadyGEN, ©2014
Grade 3
Big Idea
Governments
Érase una vez una Constitución
(expository text about the Constitution),
3.6.1: 424–427
Pregunta d la semana: ¿Qué significa a
alguien? (What does it mean to grant
freedom to someone?), 3.6.1: 394a, 394j,
394–395, 400a, 412a, 424a, 429f
Pregunta de la semana: ¿Por qué es
importante para la libertad tener reglas y
leyes? (Why are rules and laws important
to freedom?), 3.6.2: 460 a, 460j, 460–461,
466a, 478a, 490a, 493f
Enduring Understandings
Readers understand that texts contain a
main idea and details to support it. RI.3.2
Writers understand using different
sources enhances their writing. W.3.8
Learners will understand that types of
governments in nations around the world
have different structures and varied
processes.
Readers
Main Idea, 3.2.1: 210−211, 211a, 213a,
215a, 227a, 229a, 295a; 3.2.2: 344−345,
345a, 349a, 352−353, 353a, 354−355,
355a; 3.4.1: 66−67, 67a, 69a, 75a; 3.5.1:
250−251, 251a
Writers
Research Report: 3.6.1: DE1–DE10;
Research and Inquiry: Synthesize, 3.4.1:
53b, 85b, 115b; 3.4.2: 149b, 183b;
3.5.1: 221b, 253b, 287b, 3.5.2: 319b,
359b; 3.6.1: 393b, 429b, 459b, 3.6.2:
493b, 531b
Learners
Érase una vez una Constitución
(expository text about the Constitution),
3.6.1: 424–427
Pregunta de la semana: ¿Por qué es
importante para la libertad tener reglas y
leyes? (Why are rules and laws important
to freedom?), 3.6.2: 460 a, 460j, 460–461,
466a, 478a, 490a, 493f
Calle de la Lectura Reference Key
3.6.2
Grade 3
Unit 6
Volume 2
23