Correlation Chart: Jamestown’s Signature Reading
Note: These correlation charts are suggested guidelines only and are aligned to the
Knowledge and Employability English Language Arts Program of Studies 2006.
Jamestown’s Signature Reading—Comprehension
Scope
Identifying Problems and Solutions
Making Predictions/Predicting Outcomes *
Using Summaries to Make Predictions **
Summarizing Nonfiction
Main Ideas *
Following Time Sequence
Signal Words
Level—Teacher Resource Pages—Student
Resource Pages
D – T29, pp. 6–15
I – T33, pp. 82–91
T39, pp. 180–189
E – T32, pp. 58–67
J – T36, pp. 134–141
F – T29, pp. 6–15
K – T37, pp. 154–163
T31, pp. 44–53
– T39, pp. 182–193
G – T33, pp. 80–89
L – T32, pp. 66–77
T36, pp. 138–147
– T35, pp. 124–135
H – T40, pp. 195–205
D – T34, pp. 96–105 * I – T29, pp. 6–17
T35, pp. 108–117 *
T32, pp. 62–71
T38, pp. 154–163 *
T32, pp. 72–81**
T38, pp. 164–171 *
T36, pp. 134–143
E – T29, pp. 6–15 *
J – T33, pp. 88–99
T34, pp. 96–103 *
T35, pp. 112–123
T36, pp. 124–133 *
T39, pp. 184–193
F – T29, pp.16–25
K – T29, pp. 18–27
T34, pp. 94–103
T34, pp. 96–107
G – T35, pp. 108–117
L – T29, pp. 6–13
T38, pp. 160–169
T34, pp. 100–111
H – T29, pp. 6–15
T34, pp. 94–103
T35, pp. 106–115
T39, pp. 186–195
D
I
E – T40, pp. 190–197 * J – T29, pp. 16–23
T34, pp. 100–109
F – T30, pp. 26–33
K
T39, pp. 174–181
L – T33, pp. 90–99
G
T40, pp. 204–211
H
I – T30, pp. 28–39
D – T30, pp. 26–35
T31, pp. 50–59
T35, pp. 118–125
T33, pp. 92–101
T36, pp. 134–141
T34, pp. 102–111
T37, pp. 142–151
T39, pp. 188–197
J – T32, pp. 58–67
E – T29, pp. 16–25
T37, pp. 152–161
T32, pp. 68–75
T33, pp. 76–85
T35, pp. 114–123
Knowledge and Employability Studio
Teacher Workstation
Instructional Planning: Correlation Charts:
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Jamestown’s Signature Reading
English Language Arts:
1/26
Jamestown’s Signature Reading—Comprehension
Scope
Comparing and Contrasting
Comparing Facts and Opinions *
Classifying
Recognizing Topics
Outlining Main Ideas and Supporting
Details
Paraphrasing Main Ideas *
Summarizing Main Ideas **
Identifying Main Ideas +
Level—Teacher Resource Pages—Student
Resource Pages
F – T30, pp. 34–43
K – T30, pp. 28–35
T32, pp. 66–75
T31, pp. 46–55
T33, pp. 76–85
T33, pp. 76–85
T33, pp. 86–95
T39, pp. 194–201
T40, pp. 202–211
G – T36, pp. 128–137
L – T35, pp. 114–123
T39, pp. 190–199
T37, pp. 156–163
T40, pp. 200–207
T38, pp. 178–185
H – T29, pp. 16–25
T32, pp. 58–67
T33, pp. 86–93
D – T33, pp. 76–85
I – T37, pp. 154–163
E – T31, pp. 46–55
J – T35, pp. 124–133 *
T33, pp. 86–95
F – T32, pp. 56–65
K – T39, pp. 194–201
T38, pp. 166–173
G – T33, pp. 90–97
L
H – T36, pp. 136–143
D – T33, pp. 76–85
I
E
J
F – T32, pp. 66–75
K
G
L
H
I – T30, pp. 40–49
D – T29, pp. 16–25
T35, pp. 124–133
T30, pp. 36–45
T36, pp. 144–153
T33, pp. 86–95
T39, pp. 198–205 *
T36, pp. 126–133
T38, pp. 154–163 **
T38, pp. 164–171 **
T39, pp. 172–179 **
T40, pp. 190–199
E – T30, pp. 26–35
J – T30, pp. 24–33
T36, pp. 134–143
T30, pp. 34–43
T38, pp. 164–171
T39, pp. 194–203
F – T33, pp. 86–93
K – T29, pp. 6–17 **
T35, pp. 114–121
T30, pp. 28–35
T30, pp. 36–45 +
T31, pp. 46–55
T32, pp. 58–65
T35, pp. 110–119
T36, pp. 142–153
T38, pp. 174–181
Knowledge and Employability Studio
Teacher Workstation
Instructional Planning: Correlation Charts:
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Jamestown’s Signature Reading
English Language Arts:
2/26
Jamestown’s Signature Reading—Comprehension
Scope
Identifying Causes and Effects
Following Steps in a Process
Identifying Detail
Asking Questions While Reading *
Using Mood and Foreshadowing to Predict
Reading Folktales *
Using Folktale Elements to Make
Predictions
Understanding Folktale Elements **
Drawing Conclusions
About Characters *
Level—Teacher Resource Pages—Student
Resource Pages
G – T31, pp. 48–57
L – T30, pp. 24–31
T34, pp. 98–105
T30, pp. 32–41
T37, pp. 148–157
T36, pp. 146–155
T39, pp. 196–203
H – T30, pp. 38–45
T32, pp. 68–77
T38, pp. 166–175
D – T32, pp. 66–75
I – T35, pp. 114–123
T38, pp. 166–175
E – T38, pp. 156–163
J – T33, pp. 78–87
F – T35, pp. 106–113
K – T32, pp. 66–75
T39, pp. 182–191
T38, pp. 166–173
G – T32, pp. 70–79
L – T30, pp. 24–31
T39, pp. 180–189
T32, pp. 56–65
H – T33, pp. 78–85
T35, pp. 116–125
I – T31, pp. 50–59
D
E – T35, pp. 114–123
J
F – T36, pp. 122–131
K
G – T30, pp. 28–37
L
H
D
I
J – T38, pp. 164–173 *
E
F – T36, pp. 132–141
K
G
L
H
D
I
E
J
F – T37, pp. 142–153
K
T38, pp. 156–165
G
L
H
D
I
E
T39, pp. 182–189 * J
F
T40, pp. 192–201
K
G
T35, pp. 118–127 ** L
H
D – T31, pp. 46–53
T32, pp. 56–65
E – T30, pp. 36–45
T37, pp. 144–153
F
I – T38, pp. 176–187 *
J – T31, pp. 44–55 *
T32, pp. 68–77 *
T36, pp. 142–151*
T38, pp. 174–183 *
K – T35, pp. 120–129
Knowledge and Employability Studio
Teacher Workstation
Instructional Planning: Correlation Charts:
©Alberta Education, Alberta, Canada (www.LearnAlberta.ca)
Jamestown’s Signature Reading
English Language Arts:
3/26
Jamestown’s Signature Reading—Comprehension
Scope
Summarizing Events in a Story
Reading a Description
Mapping a Story’s Plot
Mapping Story Elements *
Recognizing Story Elements **
Mapping the Elements of a Short Story +
Making Inferences
Observing Characters
Level—Teacher Resource Pages—Student
Resource Pages
G – T29, pp. 16–27 *
L – T31, pp. 42–53
T32, pp. 60–69
T33, pp. 78–89
T38, pp. 170–179
T36, pp. 136–145
T38, pp. 166–177
H – T30, pp. 26–37 *
T36, pp. 126–135 *
T37, pp. 144–153 *
D
I
E – T35, pp. 106–113
J
F
K
G – T29, pp. 6–15
L
H – T35, pp. 106–115
T38, pp. 156–165
D
I
E – T39, pp. 172–181
J
F
K
G
L
H
I – T29, pp. 18–27 **
D
T40, pp. 206–215 **
J – T29, pp. 6–15 +
E
F
K
G – T30, pp. 38–47
L – T29, pp. 14–23
T39, pp. 186–195
H – T31, pp. 46–55 *
T39, pp. 176–185 *
D
I
J – T40, pp. 204–213
E
F
K
G
L
H
D
I
E
J
K – T36, pp. 130–141
F
G
L
Knowledge and Employability Studio
Teacher Workstation
Instructional Planning: Correlation Charts:
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Jamestown’s Signature Reading
English Language Arts:
4/26
Jamestown’s Signature Reading—Literary
Scope
Recognizing/Reading a
Mystery
Descriptive Language and
Details
E
F
G
K
L
D
E
Recognizing Details *
G
Recognizing/Reading an
Informational Article
L
D
E
F
G
H
I
J
Level—Teacher Resource Pages—Title—Student
Resource Pages
T29, The Mystery in the Attic, pp. 6–15
T29, The Mystery of the Scythe, pp 16–25
T37, Dracula, Part 2, pp. 142–153
T38, The Midnight Visitor, pp. 170–179
T37, The Homesick Chicken, pp. 154–163
T29, Sarah Tops, pp. 14–23
T30, Dogs Who “Think”, pp. 36–45 *
T29, The Mystery in the Attic, pp. 6–15
T29, The Mystery of the Scythe, pp. 16–25
T39, How the Mountain Gods Came to The People,
pp. 182–189
T32, Lucky to Be Alive, pp. 70–79
T39, The Crane Maiden, pp. 180–189
T33, Neighbors, pp. 90–99 *
T29, Laughter Is Good Medicine, pp. 16–25
T33, What Makes a Bird a Bird?, pp. 76–85
T35, Flash, Crash, Rumble, and Roll, pp. 118–125
T39, The Stars: Lights in the Night Sky, pp. 172–179
T30, Bamboo Can Do!, pp. 26–35
T31, Bridges, pp. 46–55
T35, Hot Air Ballooning, pp. 114–123
T36, Electric Cars, pp. 134–143
T38, Colorblind, pp. 156–163
T40, Climbing the World’s Highest Mountains, pp. 190–197
T30, The Trail of Tears, pp. 26–33
T33, Bungee Jumping: A Leap of Faith, pp. 86–93
T35, Feeling Sleepy?, pp. 114–121
T38, Seed Travel, pp. 166–173
T39, Vegetables, pp. 174–181
T30, How Buildings Take Shape, pp. 28–37
T31, Lights That Guide Ships Home, pp. 48–57
T33, Say What?, pp. 90–97
T37, In the Tiger’s Lair, pp. 148–157
T38, Learning to Disobey, pp. 156–165
T30, Freaky Food, pp. 40–49
T35, Scream, Too! How Roller Coasters Dish Out Thrills
and Chills, pp. 124–133
T37, It Wasn’t Always Called Baseball, pp. 154–163
T30, Do Animals Think?, pp. 24–33
T34, The Printer’s Apprentice, pp. 100–109
T37, The World’s Biggest Ship, pp. 152–161
T38, The Woman Who Loves Bones, pp. 164–173
T39, Dealing With Dirt, pp. 194–203
Knowledge and Employability Studio
Teacher Workstation
Instructional Planning: Correlation Charts:
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Jamestown’s Signature Reading
English Language Arts:
5/26
Jamestown’s Signature Reading—Literary
Scope
K
L
Recognizing/Identifying
Story Elements
D
Recognizing Flashbacks *
E
Recognizing Dynamic and
Static Characters +
Mapping the Elements of a
Short Story ^
F
G
H
I
J
Level—Teacher Resource Pages—Title—Student
Resource Pages
T30, First Gliders, pp. 28–35
T31, Across the Frozen Sea, pp. 46–55
T33, The Impossible Race, pp. 86–95
T36, Elegy for Woodward, pp. 142–153
T38, Animals on the Job, pp. 174–181
T30, Jacques Cousteau: Voice for a “Silent World”,
pp. 24–31
T30, The Middle Ages, pp. 32–41
T36, Emma Lazarus: “Mother of Exiles”, pp. 146–155
T37, The Lady with the Green Skin, pp. 156–163
T33, Petronella, Part 1, pp. 86–95
T34, Petronella, Part 2, pp. 96–105
T38, The Drinking Gourd, Part 2, pp. 164–171
T30, Building Bridges, pp. 36–45
T32, Just a Girl, pp. 58–67
T35, The Big Balloon Race, Part 2, pp. 106–113
T39, How the Mountain Gods Came to The People,
pp. 182–189
T29, Shoeshine Whittaker, pp. 6–15
T31, Two Fat Boys from Venus, pp. 44–53
T35, Dava’s Talent, pp. 106–113
T39, The Magic Bowl, pp. 182–191
T40, Talk, pp. 192–201
T29, Just One of the Guys, pp. 6–15
T30, The Lighthouse Keeper’s Daughter, pp. 38–47
T32, Dancing the Cotton-Eyed Joe, pp. 60–69
T33, The Fitting-in of Kwan Su, pp. 80–89
T35, Arap Sang and the Cranes, pp. 118–127
T36, Jump for Center, pp. 138–147
T38, The Day Grandfather Tickled a Tiger, pp. 160–169
T38, The Midnight Visitor, pp. 170–179
T31, A Greenland Rope Trick, pp. 46–55
T39, The Mammoth, pp. 176–185
T32, The Tale of the Tiger’s Paintbrush, Part 1, pp. 62–71
T33, Sweet Machines, pp. 82–91
T39, A Teenager in Combat: the Katyusha Mikhalova
Story, pp. 188–197 *
T38, Another Cinderella, pp. 176–187 +
T32, Faces in Sports: Jackie Joyner-Kersee, pp. 58–67 *
T32, Dancer, pp. 68–77 +
T33, The Faithful Sister, pp. 78–87
T36, The Story of the Amistad Africans, pp. 134–141
T38, Riding the Raptor, Part 2, pp. 184–193 +
T40, Speed Clean, pp. 204–213 ^
Knowledge and Employability Studio
Teacher Workstation
Instructional Planning: Correlation Charts:
©Alberta Education, Alberta, Canada (www.LearnAlberta.ca)
Jamestown’s Signature Reading
English Language Arts:
6/26
Jamestown’s Signature Reading—Literary
Scope
K
L
Recognizing/Reading a
Biography
D
E
Reading a Biographical
Sketch *
F
G
H
I
J
K
L
Reading a Fantasy Story
D
Fairytale *
E
I
Recognizing/Reading
Historical Fiction
J
D
E
G
J
Level—Teacher Resource Pages—Title—Student
Resource Pages
T29, Solo Flight, Part 1, pp. 6–17
T29, Solo Flight, Part 2, pp. 18–27
T35, from Walking Through the Dark, pp. 120–129
T35, from Walking Through the Dark, pp. 120–129 +
T36, The Storm, pp. 130–141
T39, A Revolutionary Friendship, pp. 194–201
T40, Blessing from America, pp. 202–211 *
T34, Viva New Jersey, pp. 100–111
T36, A Lesson from the Heart, pp. 136–145
T38, EPICAC, pp. 166–177 +
T36, Greg LeMond, pp. 134–141 *
T37, Harriet Tubman, pp. 142–151
T32, L. Frank Baum, Part 1, pp. 68–75
T33, L. Frank Baum, Part 2, pp. 76–85
T32, The Contest, pp. 66–75 *
T33, The Fabulous Miss Bly, pp. 76–85
T36, Elizabeth Blackwell, Pioneer Doctor, pp. 128–137
T39, from First in the Field: Baseball Hero Jackie
Robinson, Part 1, pp. 190–199
T40, from First in the Field: Baseball Hero Jackie
Robinson, Part 2, pp. 200–207
T33, Ruth Handler: Filling a Need, pp. 86–93
T34, The Challenge, pp. 102–111
T39, A Teenager in Combat: the Katyusha Mikhalova
Story, pp. 188–197 *
T32, Faces in Sports: Jackie Joyner-Kersee, pp. 58–67
T40, Blessing from America, pp. 202–211
T32, Levi’s: The Pants That Won the West, pp. 66–77
T35, Wilma Rudolph: Triumph in Rome, pp. 114–123 *
T38, Music’s My Language, pp. 178–185
T33, Petronella, Part 1, pp. 86–95 *
T34, Petronella, Part 2, pp. 96–105 *
T33, The Cowardly Lion, pp. 86–95
T32, The Tale of the Tiger’s Paintbrush, Part 1, pp. 62–71
T32, The Tale of the Tiger’s Paintbrush, Part 2, pp. 72–81
T33, The Faithful Sister, pp. 78–87
T31, Wagon Wheels, pp. 46–53
T38, The Drinking Gourd, Part 1, pp. 154–163
T38, The Drinking Gourd, Part 2, pp. 164–171
T34, The Big Balloon Race, Part 1, pp. 96–103
T30, The Lighthouse Keeper’s Daughter, pp. 38–47
T36, The Story of the Amistad Africans, pp. 134–141
Knowledge and Employability Studio
Teacher Workstation
Instructional Planning: Correlation Charts:
©Alberta Education, Alberta, Canada (www.LearnAlberta.ca)
Jamestown’s Signature Reading
English Language Arts:
7/26
Jamestown’s Signature Reading—Literary
Scope
Recognizing Author’s
Purpose
D
E
F
G
H
I
J
K
L
Reading/Recognizing
Contemporary Fiction
E
F
G
H
I
Level—Teacher Resource Pages—Title—Student
Resource Pages
T29, The Hole in the Road, pp. 6–15
T34, The Big Balloon Race, Part 1, pp. 96–103
T39, Bugs for Dinner, pp. 172–181
T39, How the Mountain Gods Came to The People,
pp. 182–189
T29, Shoeshine Whittaker, pp. 6–15
T36, How to Be a Super Sorter: Five Steps for Managing
the Mess, pp. 122–131
T35, Damon and Pythias, pp. 108–117
T35, Arap Sang and the Cranes, pp. 118–127
T32, The Mysterious Treasure of Oak Island, pp. 58–67
T31, The Quick Little Fellows, pp. 50–59
T32, The Tale of the Tiger’s Paintbrush, Part 1, pp. 62–71
T39, A Visit with Margaret Perry, pp. 198–205
T35, Duffy’s Jacket, pp. 112–123
T39, Dealing With Dirt, pp. 194–203
T30, First Gliders, pp. 28–35
T32, Follow Your Dreams, pp. 58–65
T33, A Piece of Red Calico, pp. 76–85
T38, Zoo’s New Top Banana, pp. 166–173
T30, Jacques Cousteau: Voice for a “Silent World”,
pp. 24–31
T32, The Night the Bed Fell, pp. 56–65
T37, The Lady with the Green Skin, pp. 156–163
T39, Birthday Box, pp. 186–195
T39, Carl Sagan: Prophet of Our Coming of Age,
pp. 196–203
T36, Derby, pp. 124–133
T29, The Big Toe Contest, pp. 16–25
T32, But the Brolly in the Boot, pp. 56–65
T34, Too-Tall Twyla, pp. 94–103
T35, Dava’s Talent, pp. 106–113
T38, When Disaster Strikes…, pp. 156–165
T29, Just One of the Guys, pp. 6–15
T33, The Fitting-in of Kwan Su, pp. 80–89
T36, Jump for Center, pp. 138–147
T29, A Mare Called Lucky, pp. 6–15
T34, Team Darby, Part 1, pp. 94–103
T35, Team Darby, Part 2, pp. 106–115
T29, Just Once, pp. 6–17
T33, Supergrandpa, pp. 92–101
T36, The Clever Thief, pp 134–143
T40, The Dozier Brothers, pp. 206–215
Knowledge and Employability Studio
Teacher Workstation
Instructional Planning: Correlation Charts:
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Jamestown’s Signature Reading
English Language Arts:
8/26
Jamestown’s Signature Reading—Literary
Scope
J
K
L
Point of View *
Narrator +
D
E
F
G
H
I
J
K
L
Recognizing/Reading an
Interview
E
I
K
L
Recognizing Irony
F
J
L
Recognizing Simile *
Level—Teacher Resource Pages—Title—Student
Resource Pages
T29, The Silent Storm, pp. 6–15
T31, from Taking Sides, pp. 44–55
T35, Duffy’s Jacket, pp. 112–123
T38, Riding the Raptor, Part 1, pp. 174–183
T38, Riding the Raptor, Part 2, pp. 184–193
T29, Solo Flight, Part 1, pp. 6–17
T29, Solo Flight, Part 2, pp. 18–27
T32, Sons and Daughters, pp. 66–75
T36, The Storm, pp. 130–141
T29, Priscilla and the Wimps, pp. 6–13
T31, A Habit for the Voyage, pp. 42–53
T30, The Visitor, pp. 26–35 *
T37, Listen to the Drumbeat, pp. 144–153 *
T30, At Last I Kill a Buffalo, pp. 34–43 *
T32, The Contest, pp. 66–75 *
T38, The Midnight Visitor, pp. 170–179 *
T30, Mother and Daughter, pp. 26–37 *+
T36, The Thief’s Story, pp. 126–135 *+
T37, Five Words, pp. 144–153 *+
T30, Survival at Sea, pp. 28–39 *
T34, The Challenge, pp. 102–111 *
T40, The Dozier Brothers, pp. 206–215 +
T30, Concha, pp. 34–43 *
T32, Faces in Sports: Jackie Joyner-Kersee, pp. 58–67 *
T35, The Mysterious Mr. Lincoln, pp. 124–133 *
T38, Riding the Raptor, Part 1, pp. 174–183 *+
T29, Solo Flight, Part 1, pp. 6–17 *+
T30, When Freedom Came, pp. 36–45 *+
T35, The Craft of Writing, pp. 110–119 *
T36, The Storm, pp. 130–141 *
T40, Blessing from America, pp. 202–211 *
T29, Priscilla and the Wimps, pp. 6–13 *+
T35, Wilma Rudolph: Triumph in Rome, pp. 114–123 *
T38, Music’s My Language, pp. 178–185 *
T30, from Cosmos, pp. 204–211
T38, Picturing the World, pp.164–171
T39, A Visit with Margaret Perry, pp. 198–205
T32, Follow Your Dreams, pp. 58–65
T39, Carl Sagan: Prophet of Our Coming of Age,
pp. 196–203
T29, Shoeshine Whittaker, pp. 6–15
T40, Speed Clean, pp. 204–213
T35, Telling Stories, pp. 124–135 *
Knowledge and Employability Studio
Teacher Workstation
Instructional Planning: Correlation Charts:
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Jamestown’s Signature Reading
English Language Arts:
9/26
Jamestown’s Signature Reading—Literary
Scope
Reading Science Fiction
Recognizing/Reading a
Folktale
F
I
K
L
D
F
Reading a How-to Article
G
F
Recognizing an Essay *
Recognizing/Reading
Humor
K
D
Using Context
F
H
I
K
L
F
I
J
D
Dialect *
F
Reading an
Autobiographical Sketch
Exaggeration +
Figurative Language ^
G
H
K
Reading a Play
F
J
Recognizing/Reading a
Short Story *
Reading a Novel Excerpt +
K
L
Level—Teacher Resource Pages—Title—Student
Resource Pages
T31, Two Fat Boys from Venus, pp. 44–53
T29, The Squid, pp. 18–27
T37, The Homesick Chicken, pp. 154–163
T38, EPICAC, pp. 166–177
T39, The Fisherman Who Wanted a Knife, pp. 180–189
T39, The Magic Bowl, pp. 182–191
T40, Talk, pp. 192–201
T39, The Crane Maiden, pp. 180–189
T36, How to Be a Super Sorter: Five Steps for Managing
the Mess, pp. 122–131
T35, The Craft of Writing, pp. 110–119 *
T29, The Hole in the Road, pp. 6–15
T35, The Pudding Like a Night on the Sea, pp. 108–117
T29, The Big Toe Contest, pp. 16–25
T29, The Parcel Post Kid, pp. 16–25
T38, Another Cinderella, pp. 176–187
T33, A Piece of Red Calico, pp. 76–85
T32, The Night the Bed Fell, pp. 56–65
T30, At Last I Kill a Buffalo, pp. 34–43
T30, Survival at Sea, pp. 28–39
T30, Concha, pp. 34–43
T32, Grandaddy’s Place, pp. 56–65 ^
T35, The Pudding Like a Night on the Sea, pp. 108–117 ^
T32, Put the Brolly in the Boot, pp. 56–65
T34, Too-Tall Twyla, pp. 94–103
T38, When Disaster Strikes…, pp. 156–165
T35, Damon and Pythias, pp. 108–117
T29, A Mare Called Lucky, pp. 6–15
T30, Bears, pp. 38–45
T39, Mayday!, pp. 186–195
T30, When Freedom Came, pp. 36–45 *
T33, A Piece of Red Calico, pp. 76–85 +
T34, The Long Carry, pp. 96–107
T39, The Cobra’s Venom, pp. 182–193
T36, Dracula, Part 1, pp. 132–141
T32, Dancer, pp. 68–77
T33, A Retrieved Reformation, pp. 88–99
T36, Passage to Mishima, pp. 142–151
T40, Speed Clean, pp. 204–213 *
T30, When Freedom Came, pp. 36–45 *
T33, A Piece of Red Calico, pp. 76–85 *
T33, This Farm for Sale, pp. 78–89 *
T30, from Cosmos, pp. 204–211 +
Knowledge and Employability Studio
Teacher Workstation
©Alberta Education, Alberta, Canada (www.LearnAlberta.ca)
Instructional Planning: Correlation Charts:
English Language Arts:
Jamestown’s Signature Reading
10/26
Jamestown’s Signature Reading—Literary
Scope
Identifying Mood
F
J
Tone *
Recognizing Theme +
Recognizing
Foreshadowing
L
F
Recognizing Suspense +
G
Surprise Ending *
Reading a Magazine Article D
Recognizing a Newspaper
Article *
G
I
Reading a Legend
Recognizing Myths *
Recognizing Organizational
Patterns in Nonfiction
J
K
D
G
H
I
H
Level—Teacher Resource Pages—Title—Student
Resource Pages
T36, Dracula, Part 1, pp. 132–141
T35, Duffy’s Jacket, pp. 112–123
T38, Riding the Raptor, Part 1, pp. 174–183
T34, Viva New Jersey, pp.100–111 +
T39, Birthday Box, pp. 186–195
T39, Birthday Box, pp. 186–195 *
T37, Dracula, Part 2, pp. 142–153 +
T37, Dracula, Part 2, pp. 142–153
T38, When Disaster Strikes…, pp. 156–165
T38, The Day Grandfather Tickled a Tiger, pp. 160–169 *
T36, On Bicycles, pp. 126–133
T40, All Kinds of Money, pp. 190–199
T29, Charlie Johnson, pp. 16–27
T34, Fire!, pp. 98–105
T35, Amusement-Park Rides, pp. 114–123
T36, What Exercise Can Do for You, pp. 144–153
T29, Alex, the Talking Parrot, pp. 16–23
T38, Zoo’s New Top Banana, pp. 166–173 *
T32, Ostriches, or The Birds Nobody Noticed, pp. 66–75 *
T35, Damon and Pythias, pp. 108–117
T33, Arachne the Spinner, pp. 78–85 *
T38, Turkey Girl, pp. 166–175
T30, Bears, pp. 38–45
T32, The Mysterious Treasure of Oak Island, pp. 58–67
T32, Raining Rocks, pp. 68–77
T33, Ruth Handler: Filling a Need, pp. 86–93
T35, What’s in a Name?, pp. 116–125
T36, Left-handers in a Right-handed World, pp. 136–143
T38, Learning to Disobey, pp. 156–165
T38, Louis Braille and His Dots, pp. 166–175
T40, A Trickle in the Desert, pp. 195–205
Knowledge and Employability Studio
Teacher Workstation
©Alberta Education, Alberta, Canada (www.LearnAlberta.ca)
Instructional Planning: Correlation Charts:
English Language Arts:
Jamestown’s Signature Reading
11/26
Jamestown’s Signature Reading—Vocabulary/Word Study
Scope
Compound Words
Definitions
Knowledge and Employability Studio
Teacher Workstation
©Alberta Education, Alberta, Canada (www.LearnAlberta.ca)
Level—Teacher Resource Pages—Student
Resource Pages
I – T32, pp. 62–71
D – T29, pp. 6–15
T32, pp. 72–81
T29, pp. 16–25
T31, pp. 46–53
T36, pp. 126–133
T36, pp. 134–141
E – T29, pp. 6–15
J – T34, pp. 100–109
T32, pp. 58–67
T36, pp. 142–151
T32, pp. 68–75
T34, pp 96–103
K – T32, pp. 58–65
F – T33, pp. 86–93
T33, pp. 86–95
T35, pp. 106–113
T35, pp. 114–121
T36, pp. 122–131
T38, pp. 166–173
T39, pp. 174–181
G – T31, pp. 48–57
L – T29, pp. 6–13
T30, pp. 24–31
T33, pp. 90–99
H – T29, pp. 16–25
D – T30, pp. 26–35
I – T29, pp. 6–17
T30, pp. 40–49
T33, pp. 92–101
T36, pp. 144–153
T39, pp. 188–197
E – T29, pp. 16–25
J – T30, pp. 34–43
T32, pp. 68–77
T33, pp. 88–99
T38, pp. 164–173
F – T32, pp. 56–65
K – T29, pp. 6–17
T32, pp. 58–65
T38, pp. 166–173
T39, pp. 182–193
T39, pp. 194–201
L – T29, pp. 14–23
G – T33, pp. 80–89
T31, pp. 42–53
T33, pp. 90–97
T39, pp. 196–203
T35, pp. 108–117
T38, pp. 160–169
T38, pp. 170–179
T40, pp. 200–207
H – T29, pp. 16–25
T33, pp. 86–93
T35, pp. 116–125
T36, pp. 126–135
T38, pp. 156–165
Instructional Planning: Correlation Charts:
English Language Arts:
Jamestown’s Signature Reading
12/26
Jamestown’s Signature Reading—Vocabulary/Word Study
Scope
Synonyms */Antonyms +
Multiple-Meaning Words
Knowledge and Employability Studio
Teacher Workstation
©Alberta Education, Alberta, Canada (www.LearnAlberta.ca)
Level—Teacher Resource Pages—Student
Resource Pages
D – T32, pp. 66–75 *+ I – T30, pp. 28–39 +
T33, pp. 76–85 *
T36, pp. 134–143 *+
T34, pp. 96–105 *
T39, pp. 180–189 *
T40, pp. 190–199 *
E – T30, pp. 26–35 *+ J – T29, pp. 16–23 +
T36, pp. 134–143 *
T30, pp. 24–33 *
T38, pp. 164–171 *+
T40, pp. 204–213 *
T39, pp. 182–189 *+
F – T29, pp. 6–15 *+
K – T32, pp. 66–75 *+
T36, pp. 122–131 *
T36, pp. 142–153 *
T37, pp. 142–153 *
T40, pp. 202–211 +
G – T32, pp. 60–69 *+ L – T30, pp. 32–41 *+
T34, pp. 98–105 *+
T35, pp. 114–123 *+
T39, pp. 190–199 *
T36, pp. 146–155 *
T40, pp. 204–211 *+
H – T39, pp. 176–185 +
I – T32, pp. 62–71
D – T29, pp. 6–15
T38, pp. 166–175
T29, pp. 16–25
T38, pp. 176–187
T31, pp. 46–53
T39, pp. 198–205
T35, pp. 108–117
T40, pp. 206–215
T35, pp. 117–125
T36, pp. 126–133
T37, pp. 142–151
T38, pp. 154–163
T38, pp. 164–171
T39, pp. 172–179
T40, pp. 190–199
E – T30, pp. 36–45
J – T29, pp. 6–15
T34, pp. 96–103
T30, pp. 24–33
T40, pp. 190–197
T31, pp. 44–55
T32, pp. 58–67
T32, pp. 68–77
T33, pp. 78–87
T34, pp. 100–109
T35, pp. 112–123
T35, pp. 124–133
T36, pp. 142–151
T37, pp. 152–161
K – T32, pp. 58–65
F – T29, pp. 16–25
T32, pp. 66–75
T30, pp. 26–33
T33, pp. 76–85
T36, pp. 122–131
T35, pp. 120–129
T36, pp. 132–141
T36, pp. 130–141
T37, pp. 154–163
Instructional Planning: Correlation Charts:
English Language Arts:
Jamestown’s Signature Reading
13/26
Jamestown’s Signature Reading—Vocabulary/Word Study
Scope
Using Context
Specialized Vocabulary
Slang *
Colloquialisms +
Knowledge and Employability Studio
Teacher Workstation
©Alberta Education, Alberta, Canada (www.LearnAlberta.ca)
Level—Teacher Resource Pages—Student
Resource Pages
G – T30, pp. 38–47
L – T32, pp. 66–77
T32, pp. 70–79
T33, pp. 78–89
T33, pp. 90–97
T34, pp. 100–111
T35, pp. 114–123
T35, pp. 124–135
T36, pp. 136–145
T37, pp. 156–163
T38, pp. 178–185
H – T31, pp. 46–55
T38, pp. 166–175
T39, pp. 186–195
T40, pp. 195–205
D – T35, pp. 108–117 I – T35, pp. 114–123
T37, pp. 142–151
E – T30, pp. 36–45
J
T36, pp. 124–133
F
K
L – T33, pp. 78–89
G
T39, pp. 196–203
H
I – T33, pp. 82–91
D – T29, pp. 16–25
T34, pp. 102–111
T33, pp. 76–85
T35, pp. 124–133
T35, pp. 117–125
T37, pp. 154–163
T36, pp. 126–133
J – T32, pp. 58–67
E – T31, pp. 46–55
T34, pp. 100–109
T32, pp. 68–75
T36, pp. 142–151
T35, pp. 114–123
T39, pp. 194–203
T38, pp. 156–163
T39, pp. 172–181
T40, pp. 190–197
F – T30, pp. 34–43
K – T30, pp. 28–35
T34, pp. 94–103
T39, pp. 174–181
G – T29, pp. 6–15
L – T29, pp. 6–13 *
T30, pp. 28–37
T38, pp. 166–177 +
T37, pp. 148–157
H – T29, pp. 6–15
T30, pp. 38–45
T32, pp. 68–77
T38, pp. 166–175
Instructional Planning: Correlation Charts:
English Language Arts:
Jamestown’s Signature Reading
14/26
Jamestown’s Signature Reading—Vocabulary/Word Study
Scope
Suffixes *
Prefixes +
Root Words
Foreign Words *
Idioms
Level—Teacher Resource Pages—Student
Resource Pages
D – T30, pp. 36–45 *
I – T29, pp. 18–27 +
T32, pp. 56–65 *
T30, pp. 28–39 *+
T33, pp. 86–95 *
T31, pp. 50–59 *+
T36, pp. 134–141 *
T32, pp. 62–71 *
T38, pp. 154–163 *
T35, pp. 114–123 +
T38, pp. 166–175 *
T38, pp. 176–187 *
T39, pp. 198–205 *
J – T32, pp. 68–77 *
E – T33, pp. 76–85 *
T36, pp. 134–141 *
T33, pp. 86–95 *+
T38, pp. 174–183 *+
T35, pp. 106–113 *
T39, pp. 184–193 *+
T36, pp. 124–133 *+
T39, pp. 194–203 *+
T36, pp. 134–143 +
T40, pp. 204–213 *
T37, pp. 144–153
K – T29, pp. 6–17 *
F – T31, pp. 44–53 *
T29, pp. 6–17 *+
T32, pp. 66–75 *
T29, pp. 18–27 +
T33, pp. 76–85 *
T29, pp. 18–27 *+
T35, pp. 106–113
T30, pp. 36–45 *
T36, pp. 132–141 +
T31, pp. 46–55 +
T38, pp. 156–165 +
T31, pp. 46–55 *+
T39, pp. 182–191 *
T33, pp. 86–95 *
T40, pp. 192–201 *
T34, pp. 96–107 *
T35, pp. 110–119 *
G – T36, pp. 128–137 *+ L – T30, pp. 24–31 *
T39, pp. 180–189 *
T32, pp. 56–65 *
T34, pp. 100–111 *
T35, pp. 114–123 +
T35, pp. 124–135 *+
T39, pp. 186–195 *
H – T30, pp. 38–45 *
T32, pp. 58–67 *+
T33, pp. 78–85 +
T34, pp. 94–103 *
T34, pp. 94–103 *+
T35, pp. 106–115 +
D
I
E – T35, pp. 106–113 J – T39, pp. 184–193
K – T29, pp. 18–27
F
G – T35, pp. 118–127 L
H – T30, pp. 26–37 *
D
I
E
F
G – T29, pp. 16–27
Knowledge and Employability Studio
Teacher Workstation
©Alberta Education, Alberta, Canada (www.LearnAlberta.ca)
J
K
L
Instructional Planning: Correlation Charts:
English Language Arts:
Jamestown’s Signature Reading
15/26
Jamestown’s Signature Reading—Vocabulary/Word Study
Scope
Description Words *
Action Words +
Combining Forms
Level—Teacher Resource Pages—Student
Resource Pages
H
D
E
F
G – T36, pp. 138–147 *+
H
D
E
F
G
H – T36, pp. 136–143
T39, pp. 186–195
Knowledge and Employability Studio
Teacher Workstation
©Alberta Education, Alberta, Canada (www.LearnAlberta.ca)
I
J
K
L
I
J
K – T38, pp. 174–181
T40, pp. 202–211
L
Instructional Planning: Correlation Charts:
English Language Arts:
Jamestown’s Signature Reading
16/26
Jamestown’s Signature Reading—Study/Content Area
Scope
Using Graphic Organizers (Concept Map)
(Table) *
Using Graphic Organizers (Sequence
Chain)
Using Text Features
Using Text Elements *
(Titles and Headings) **
Knowledge and Employability Studio
Teacher Workstation
©Alberta Education, Alberta, Canada (www.LearnAlberta.ca)
Level—Teacher Resource Pages—Student
Resource Pages
D – T29, pp. 16–25
I – T30, pp. 40–49
T30, pp. 36–45
T36, pp. 144–153 *
T39, pp. 180–189
J – T30, pp. 34–43
E – T29, pp. 6–15
T39, pp. 194–203
T30, pp. 26–35
T36, pp. 134–143
T39, pp. 172–181
T39, pp. 182–189
K – T30, pp. 36–45
F
T36, pp. 130–141
G – T31, pp. 48–57
L – T40, pp. 204–211
T35, pp. 118–127
H – T30, pp. 38–45
D – T30, pp. 26–35
I – T30, pp. 28–39
T35, pp. 118–125
T31, pp. 50–59
T36, pp. 134–141
T33, pp. 92–101
E – T30, pp. 16–25
J
T35, pp. 114–123
F – T30, pp. 34–43
K – T33, pp. 76–85
T32, pp. 66–75
T33, pp. 86–95
T36, pp. 122–131
G – T30, pp. 28–37
L – T35, pp. 114–123
T37, pp. 156–163
H – T29, pp. 16–25
I – T29, pp. 6–17
D – T29, pp. 16–25
T30, pp. 40–49
T31, pp. 46–53
T32, pp. 62–71
T35. pp. 108–117
T32, pp. 72–81
T38, pp. 154–163
T36, pp. 134–143
T38, pp. 164–171
T40, pp. 190–199
J – T30, pp. 24–33 **
E – T30, pp. 26–35
T33, pp. 88–99
T35, pp. 106–113
T34, pp. 100–109 **
T36, pp. 124–133
T35, pp. 112–123
T36, pp. 134–143
T38, pp. 164–173
T37, pp. 144–153
T38, pp. 174–183
T38, pp. 164–171
T39, pp. 184–193
T40, pp. 190–197
T39, pp. 194–203 **
Instructional Planning: Correlation Charts:
English Language Arts:
Jamestown’s Signature Reading
17/26
Jamestown’s Signature Reading—Study/Content Area
Scope
Using Graphic Organizers (Character
Wheel)
(Character Map) *
Using Graphic Organizers (Comparison
Chart)
Using Graphic Organizers (Problem–
Solution Frame)
Knowledge and Employability Studio
Teacher Workstation
©Alberta Education, Alberta, Canada (www.LearnAlberta.ca)
Level—Teacher Resource Pages—Student
Resource Pages
K – T29, pp. 6–17
F – T29, pp. 16–25 *
T29, pp. 18–27
T33, pp. 86–93 *
T32, pp. 58–65
T34, pp. 94–103 *
T34, pp. 96–107
T35, pp. 114–121 *
T38, pp. 174–181
T36, pp. 132–141 *
T37, pp. 142–153 *
T38, pp. 156–165 *
T39, pp. 174–181 *
T40, pp. 192–201 *
G – T32, pp. 60–69 *
L – T30, pp. 32–41
T35, pp. 108–117 *
T31, pp. 42–53
T38, pp. 160–169 *
T34, pp. 100–111
T38, pp. 170–179 *
T36, pp. 146–155
T39, pp. 196–203
H – T29, pp. 6–15 *
T34, pp. 94–103 *
T35, pp. 106–115 *
T37, pp. 144–153 *
T38, pp. 156–165 *
T39, pp. 186–195 *
D – T32, pp. 56–65
I – T38, pp. 176–187
E – T30, pp. 36–45
J – T31, pp. 44–55 *
T32, pp. 68–77
T36, pp. 142–151 *
K – T35, pp. 120–129
F
G – T29, pp. 16–27
L – T33, pp. 78–89 *
T36, pp. 136–145 *
T38, pp. 166–177
H – T30, pp. 26–37 *
T36, pp. 126–135
I – T37, pp. 154–163
D
E – T31, pp. 46–55
J – T35, pp. 124–133
T33, pp. 86–95
K – T39, pp. 194–201
F
G
L
H – T36, pp. 136–143
D – T29, pp. 6–15
I – T33, pp. 82–91
T39, pp. 180–189
E – T32, pp. 58–67
J – T36, pp. 134–141
F – T29, pp. 6–15
K – T37, pp. 154–163
T31, pp. 44–53
T39, pp. 182–193
G – T33, pp. 80–89
L – T32, pp. 66–77
T36, pp. 138–147
T35, pp. 124–135
H – T40, pp. 195–205
Instructional Planning: Correlation Charts:
English Language Arts:
Jamestown’s Signature Reading
18/26
Jamestown’s Signature Reading—Study/Content Area
Scope
Using Graphic Organizers (Time Line)
Using Graphic Organizers (Story Map)
(Word Map) *
(Story Elements Map) **
Using Diagrams
Using Graphic Aids (Diagram) *
Venn Diagram +
Using Graphic Organizers (Cause and
Effect Links)
(Cause-and-Effect Chain) *
Using Lists
Using Graphic Organizers (List) *
Using Graphic Aids (List) **
Using Graphic Organizers (Outlines)
Knowledge and Employability Studio
Teacher Workstation
©Alberta Education, Alberta, Canada (www.LearnAlberta.ca)
Level—Teacher Resource Pages—Student
Resource Pages
D – T37, pp. 142–151
I – T34, pp. 102–111
T39, pp. 188–197
E – T32, pp. 68–75
J – T32, pp. 58–67
T33, pp. 76–85
T37, pp. 152–161
F – T33, pp. 76–85
K – T30, pp. 28–35
T31, pp. 46–55
T40, pp. 202–211
G – T36, pp. 128–137
L – T38, pp. 178–185
T39, pp. 190–199
T40, pp. 200–207
H – T33, pp. 86–93
D – T33, pp. 86–95 **
I – T29, pp. 18–27
T34, pp. 96–105 **
T40, pp. 206–215
E – T34, pp. 96–103
J – T29, pp. 6–15
T39, pp. 172–179 *
T40, pp. 204–213
F – T39, pp. 174–181 * K – T30, pp. 36–45
G – T29, pp. 6–15 **
L – T29, pp. 14–23
T30, pp. 38–47**
T39, pp. 186–195
H – T31, pp. 46–55
T39, pp. 176–185
D – T30, pp. 26–35 +
I
T36, pp. 126–133
E – T38, pp. 156–163
J
K – T33, pp. 86–95 *
F
L – T32, pp. 66–77 *
G
H
D – T32, pp. 66–75 *
I – T35, pp. 114–123
T38, pp. 166–175
E – T38, pp. 156–163
J – T33, pp. 78–87 *
F – T35, pp. 106–113 * K – T32, pp. 66–75 *
T39, pp. 182–191 *
T38, pp. 166–173 *
G – T32, pp. 70–79 *
L – T30, pp. 24–31 *
T39, pp. 190–199 *
T32, pp. 56–65 *
H – T33, pp. 78–85 *
T35, pp. 116–125 *
D – T33, pp. 76–85
I
E – T38, pp. 164–171
J – T39, pp. 184–193 **
F – T30, pp. 26–33 *
K
G
L
H
I – T35, pp. 124–133
D
J – T30, pp. 24–33
E
F – T33, pp. 86–93
K – T38, pp. 174–181
T35, pp. 114–121
G – T34, pp. 98–105
L – T30, pp. 32–41
Instructional Planning: Correlation Charts:
English Language Arts:
Jamestown’s Signature Reading
19/26
Jamestown’s Signature Reading—Study/Content Area
Level—Teacher Resource Pages—Student
Resource Pages
H – T32, pp. 68–77
T38, pp. 166–175
Using Graphic Organizers (Features Chart) D – T33, pp. 76–85
I
E
J
Using Graphic Aids (Chart) *
F – T32, pp. 56–65
K – T30, pp. 28–35 *
T38, pp. 166–173
T32, pp. 66–75 *
T39, pp. 182–191
T40, pp. 192–201
G – T33, pp. 90–97
L – T29, pp. 6–13 *
T35, pp. 114–123 *
T36, pp. 136–145 *
T38, pp. 178–185 *
H
Main Idea Table
D – T30, pp. 36–45
I
E
J
Using Graphic Organizers *
K – T36, pp. 142–153 *
F
G – T37, pp. 148–157
L
H
I – T30, pp. 40–49
Organization Patterns: Description
D
T31, pp. 50–59
T31, pp. 50–59 *
Organization Patterns: Sequence *
T35, pp. 114–123 **
T35, pp. 124–133
Organization Patterns: Cause-and-Effect **
T36, pp. 144–153
T37, pp. 154–163 +
Organization Patterns: Compare and
T38, pp. 166–175 **
Contrast +
T39, pp. 188–197 *
T39, pp. 198–205 ++
Organization Patterns: Question-andAnswer ++
J – T29, pp. 16–23
E
T30, pp. 34–43
Organization Patterns: Problem–Solution ^
T32, pp. 58–67 *
T33, pp. 78–87 **
T34, pp. 100–109
T35, pp. 124–133
T35, pp. 124–133 +
T37, pp. 152–161
T37, pp. 152–161 *
T39, pp. 194–203
Scope
Knowledge and Employability Studio
Teacher Workstation
©Alberta Education, Alberta, Canada (www.LearnAlberta.ca)
Instructional Planning: Correlation Charts:
English Language Arts:
Jamestown’s Signature Reading
20/26
Jamestown’s Signature Reading—Study/Content Area
Scope
Knowledge and Employability Studio
Teacher Workstation
©Alberta Education, Alberta, Canada (www.LearnAlberta.ca)
Level—Teacher Resource Pages—Student
Resource Pages
K – T30, pp. 28–35 *
F
T32, pp. 66–75 **
T33, pp. 86–95 *
T35, pp. 110–119
T36, pp. 142–153
T36, pp. 142–153 *
T38, pp. 166–173 **
T38, pp. 174–181
T39, pp. 194–201 +
T39, pp. 194–201 *
T40, pp. 202–211 *
L – T30, pp. 24–31 **
G
T30, pp. 32–41
T32, pp. 66–77 ^
T33, pp. 90–99
T35, pp. 114–123 *
T37, pp. 156–163 *
T37, pp. 156–163
T39, pp. 196–203 ++
H
Instructional Planning: Correlation Charts:
English Language Arts:
Jamestown’s Signature Reading
21/26
Jamestown’s Signature Reading
Themes and Related Stories
Themes
Rescues
Storms
Mysterious happenings
Inventions
Biographies
Sketch *
Level of Resource—Teacher Resource Pages—Title of Story
Student Resource Pages
E T32, Just a Girl, pp. 58–67
T36, Dracula, Part 1, pp. 132–141
F
T37, Dracula, Part 2, pp. 142–153
T38, When Disaster Strikes…, pp. 156–165
H T39, The Mammoth, pp. 176–185
T30, Survival at Sea, pp. 28–39
I
T29, The Silent Storm, pp. 6–15
J
T33, A Retrieved Reformation, pp. 88–99
K T38, Zoo’s New Top Banana, pp. 166–173
T39, The Cobra’s Venom, pp. 182–193
D T35, Flash, Crash, Rumble and Roll, pp. 118–125
G T32, Lucky to Be Alive, pp. 70–79
K T36, The Storm, pp. 130–141
T36, Elegy for Woodward, pp. 142–153
D T33, Petronella, Part 1, pp. 86–95
T34, Petronella, Part 2, pp. 96–105
E T29, The Mystery in the Attic, pp. 6–15
T29, The Mystery of the Scythe, pp. 16–25
T39, The Magic Bowl, pp. 182–191
F
G T38, The Day Grandfather Tickled a Tiger, pp. 160–169
T38, The Midnight Visitor, pp. 170–179
H T29, A Mare Called Lucky, pp. 6–15
T32, The Mysterious Treasure of Oak Island, pp. 58–67
T39, Mayday!, pp. 186–195
T38, Riding the Raptor, Part 1, pp. 174–183
J
T38, Riding the Raptor, Part 2, pp. 184–193
K T29, Solo Flight, Part 1, pp. 6–17
T29, Solo Flight, Part 2, pp. 18–27
T32, Sons and Daughters, pp. 66–75
T31, A Habit for the Voyage, pp. 42–53
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T35, Telling Stories, pp. 124–135
T38, EPICAC, pp. 166–177
H T33, Ruth Handler: Filling a Need, pp. 86–93
T38, Louis Braille and His Dots, pp. 166–175
T31, The Quick Little Fellows, pp. 50–59
I
T32, Levi’s: The Pants That Won the West, pp. 66–77
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D T36, Greg LeMond, pp. 134–141 *
T37, Harriet Tubman, pp. 142–151
E T32, L. Frank Baum, Part 1, pp. 68–75
T33, L. Frank Baum, Part 2, pp. 76–85
T33, The Fabulous Miss Bly, pp. 76–85
F
Knowledge and Employability Studio
Teacher Workstation
©Alberta Education, Alberta, Canada (www.LearnAlberta.ca)
Instructional Planning: Correlation Charts:
English Language Arts:
Jamestown’s Signature Reading
22/26
Jamestown’s Signature Reading
Themes and Related Stories
Themes
First Nations, Metis and/or
Inuit culture
Construction/Architecture
Science and Interests
Explained
Level of Resource—Teacher Resource Pages—Title of Story
Student Resource Pages
G T36, Elizabeth Blackwell, Pioneer Doctor, pp. 128–137
T39, from First in the Field: Baseball Hero Jackie
Robinson, Part 1, pp. 190–199
T40, from First in the Field: Baseball Hero Jackie
Robinson, Part 2, pp. 200–207
T34, The Challenge, pp. 102–111
I
T32, Faces in Sports: Jackie Joyner-Kersee, pp. 58–67
J
T35, The Mysterious Mr. Lincoln, pp. 124–133
K T40, Blessing from America, pp. 202–211
T30, Jacques Cousteau: Voice for a “Silent World”,
L
pp. 24–31
T35, Wilma Rudolph: Triumph in Rome, pp. 114–123
T38, Music’s My Language, pp. 178–185
T30, The Trail of Tears, pp. 26–33
F
T30, At Last I Kill a Buffalo, pp. 34–43
H T31, A Greenland Rope Trick, pp. 46–55
T32, Dancer, pp. 68–77
I
T33, The Faithful Sister, pp. 78–87
E T30, Bamboo Can Do!, pp. 26–35
T30, Building Bridges, pp. 36–45
T31, Bridges, pp. 46–55
G T30, How Buildings Take Shape, pp. 28–37
D T29, Laughter Is Good Medicine, pp. 16–25
T33, What Makes a Bird a Bird?, pp. 76–85
T36, On Bicycles, pp. 126–133
T39, The Stars: Lights in the Night Sky, pp. 172–179
T40, All Kinds of Money, pp. 190–199
E T36, Electric Cars, pp. 134–143
T38, Colorblind, pp. 156–163
T35, Feeling Sleepy?, pp. 114–121
F
T38, Seed Travel, pp. 166–173
G T31, Lights that Guide Ships Home, pp. 48–57
T34, Fire!, pp. 98–105
T37, In the Tiger’s Lair, pp. 148–157
H T30, Bears, pp. 38–45
T32, Raining Rocks, pp. 68–77
T35, What’s in a Name?, pp. 116–125
T36, Left-handers in a Right-handed World, pp. 136–143
T38, Learning to Disobey, pp. 156–165
T40, A Trickle in the Desert, pp. 195–205
T35, Scream, Too! How Roller Coasters Dish Out Thrills
I
and Chills, pp. 124–133
T36, What Exercise Can Do for You, pp. 144–153
T37, It Wasn’t Always Called Baseball, pp. 154–163
T39, Dealing With Dirt, pp. 194–203
J
Knowledge and Employability Studio
Teacher Workstation
©Alberta Education, Alberta, Canada (www.LearnAlberta.ca)
Instructional Planning: Correlation Charts:
English Language Arts:
Jamestown’s Signature Reading
23/26
Jamestown’s Signature Reading
Themes and Related Stories
Themes
Animals
Races
Slavery
Risk Takers
Myth/Folklore/Legends
Careers
Level of Resource—Teacher Resource Pages—Title of Story
Student Resource Pages
T30, The Middle Ages, pp. 32–41
L
T37, The Lady with the Green Skin, pp. 156–163
D T30, The Visitor, pp. 26–35
T30, Dogs Who “Think”, pp. 36–45
G T33, Say What?, pp. 90–97
T29, Alex, the Talking Parrot, pp. 16–23
J
T30, Do Animals Think?, pp. 24–33
K T38, Animals on the Job, pp. 174–181
E T34, The Big Balloon Race, Part 1, pp. 96–103
T35, The Big Balloon Race, Part 2, pp. 106–113
T36, Derby, pp. 124–133
T37, Listen to the Drumbeat, pp. 144–153
K T33, The Impossible Race, pp. 86–95
D T31, Wagon Wheels, pp. 46–53
T38, The Drinking Gourd, Part 1, pp. 154–163
T38, The Drinking Gourd, Part 2, pp. 164–171
T36, The Story of the Amistad Africans, pp. 134–141
J
K T30, When Freedom Came, pp. 36–45
E T35, Hot Air Ballooning, pp. 114–123
T40, Climbing the World’s Highest Mountains, pp. 190–197
T33, Bungee Jumping: A Leap of Faith, pp. 86–93
F
T29, The Squid, pp. 18–27
I
T35, Amusement-Park Rides, pp. 114–123
K T30, First Gliders, pp. 28–35
T31, Across the Frozen Sea, pp. 46–55
T32, Follow Your Dreams, pp. 58–65
D T32, Ostriches, or The Birds Nobody Noticed, pp. 66–75
E T39, How the Mountain Gods Came to The People,
pp. 182–189
T40, Talk, pp. 192–201
F
G T35, Damon and Pythias, pp. 108–117
T35, Arap Sang and the Cranes, pp. 118–127
T39, The Crane Maiden, pp. 180–189
H T33, Arachne the Spinner, pp. 78–85
T32, The Tale of the Tiger’s Paintbrush, Part 1, pp. 62–71
I
T32, The Tale of the Tiger’s Paintbrush, Part 2, pp. 72–81
T38, Turkey Girl, pp. 166–175
D T39, The Fisherman Who Wanted a Knife, pp. 180–189
E T38, Picturing the World, pp. 164–171
T34, The Printer’s Apprentice, pp. 100–109
J
T37, The World’s Biggest Ship, pp. 152–161
T38, The Woman Who Loves Bones, pp. 164–173
K T35, The Craft of Writing, pp. 110–119
T39, A Revolutionary Friendship, pp. 194–201
Knowledge and Employability Studio
Teacher Workstation
©Alberta Education, Alberta, Canada (www.LearnAlberta.ca)
Instructional Planning: Correlation Charts:
English Language Arts:
Jamestown’s Signature Reading
24/26
Jamestown’s Signature Reading
Themes and Related Stories
Themes
Foods
Afro–American culture
Humor
Talented Teens
Relationships and Life’s
Lessons
Level of Resource—Teacher Resource Pages—Title of Story
Student Resource Pages
T36, Emma Lazarus: “Mother of Exiles”, pp. 146–155
L
T39, Carl Sagan: Prophet of Our Coming of Age,
pp. 196–203
T30, from Cosmos, pp. 204–211
E T39, Bugs for Dinner, pp. 172–181
T39, Vegetables, pp. 174–181
T30, Freaky Food, pp. 40–49
I
T39, A Visit with Margaret Perry, pp. 198–205
I
D T29, The Hole in the Road, pp. 6–15
E T33, The Cowardly Lion, pp. 86–95
T29, Shoeshine Whittaker, pp. 6–15
F
T29, The Big Toe Contest, pp. 16–25
T31, Two Fat Boys from Venus, pp. 44–53
G T29, The Parcel Post Kid, pp. 16–25
T40, The Dozier Brothers, pp. 206–215
I
K T37, The Homesick Chicken, pp. 154–163
T32, The Night the Bed Fell, pp. 56–65
L
T32, The Contest, pp. 66–75
F
T34, Too-Tall Twyla, pp. 94–103
T35, Dava’s Talent, pp. 106–113
T36, How to Be a Super Sorter: Five Steps for Managing
the Mess, pp. 122–131
G T29, Just One of the Guys, pp. 6–15
T30, The Lighthouse Keeper’s Daughter, pp. 38–47
T33, The Fitting-in of Kwan Su, pp. 80–89
T36, Jump for Center, pp. 138–147
T39, A Teenager in Combat: the Katyusha Mikhalova
I
Story, pp. 188–197
K T34, The Long Carry, pp. 96–107
T29, Priscilla and the Wimps, pp. 6–13
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T34, Viva New Jersey, pp. 100–111
D T32, Grandaddy’s Place, pp. 56–65
T35, The Pudding Like a Night on the Sea, pp. 108–117
T32, But the Brolly in the Boot, pp. 56–65
F
G T29, Charlie Johnson, pp. 16–27
T32, Dancing the Cotton-Eyed Joe, pp. 60–69
H T30, Mother and Daughter, pp. 26–37
T34, Team Darby, Part 1, pp. 94–103
T35, Team Darby, Part 2, pp. 106–115
T36, The Thief’s Story, pp. 126–135
T37, Five Words, pp. 144–153
Knowledge and Employability Studio
Teacher Workstation
©Alberta Education, Alberta, Canada (www.LearnAlberta.ca)
Instructional Planning: Correlation Charts:
English Language Arts:
Jamestown’s Signature Reading
25/26
Jamestown’s Signature Reading
Themes and Related Stories
Themes
Level of Resource—Teacher Resource Pages—Title of Story
Student Resource Pages
T29, Just Once, pp. 6–17
I
T33, Sweet Machines, pp. 82–91
T33, Supergrandpa, pp. 92–101
T36, The Clever Thief, pp. 134–143
T38, Another Cinderella, pp. 176–187
T30, Concha, pp. 34–43
J
T31, from Taking Sides, pp. 44–55
T35, Duffy’s Jacket, pp. 112–123
T36, Passage to Mishima, pp. 142–151
T40, Speed Clean, pp. 204–213
K T33, A Piece of Red Calico, pp. 76–85
T35, from Walking Through the Dark, pp. 120–129
T29, Sarah Tops, pp. 14–23
L
T33, This Farm for Sale, pp. 78–89
T33, Neighbors, pp. 90–99
T36, A Lesson from the Heart, pp. 136–145
T39, Birthday Box, pp. 186–195
Knowledge and Employability Studio
Teacher Workstation
©Alberta Education, Alberta, Canada (www.LearnAlberta.ca)
Instructional Planning: Correlation Charts:
English Language Arts:
Jamestown’s Signature Reading
26/26