boost achievement with explicit reading-for …...part 1: before you read the book: step 1: preview...

Read to Achieve is the first program to help you teach comprehension strategies that adolescent students can successfully apply to content-area classes. It’s specifically tailored to meet the more complex literacy requirements of middle and high school.

Boost Achievement with Explicit Reading-for-Understanding Instruction

Comprehending Narrative Text helps students:• Readconceptuallychallengingtext

effectively• Capturemainidea,keyconcepts,

anddetails• Engageinhigh-quality,opendiscussion

ofreadingcontent• Regulatetheiruseofmultiple

comprehensionstrategies

1

Targeted to Student NeedsThe facts about less skilled readers in middle and high school are well known:

• They often lack the skills or disposition to read and comprehend academic materials

• They are nearly always less fluent readers

• Many have difficulty decoding and understanding multisyllabic words

• They are less familiar with the common meanings of vocabulary words

Strong Instructional GuidanceRead to Achieve offers 75 clear, coherent lessons that help you:

• Provide 45 minutes of intensive instruction each day

• Offer supportive practice in the use of effective comprehension strategies

• Show students how to think deeply about what they are reading

• Engage students in high-quality, continuing discussion of meaning

Research-Based InstructionRead to Achieve incorporates research-based practices that meet the needs of struggling adolescent readers. This highly effective program is centered around:

• Systematic, explicit instruction

• An organized plan of action to build reading fluency

• Ongoing instruction that targets decoding multisyllabic words

• Intensive instruction of word-learning strategies

A Proven Approach to Improving Comprehension

2

Increasestudents’abilitiestothinkaboutandlearnfromnarrativetext.

Ideal for Response to Intervention

3

A Unique Approach to Closing the Gap

• Explicit teaching and modeling of strategies through the use of “Think-Alouds”

• Guided practice as students apply strategies with support from the teacher and other students

• Independent practice using social interaction focused on learning and understanding from text.

• Ongoing integration of comprehension and word-learning strategies across a variety of topics

With Read to Achieve you will:

• Introduce text, ideas, and strategies in new ways

• Break down comprehension instruction into smaller pieces

• Provide more guidance and support when developing new skills

• Take concrete steps to help students apply comprehension strategies to authentic texts

Intensive

InterventionFocused intervention

that accelerates acquisition of literacy and learning strategies

related to curriculum content

Tier II Secondary Intervention

Short-term, strategic instruction that supports classroom approaches by building

mastery of specific reading strategies

Tier I Comprehensive Core

Literacy development within and across content-area courses to make rigorous curriculum

content accessible for all students

Tier III

Powerful Instruction for Tier II and Tier III Intervention

Response to Intervention (RtI) models focus on applying a problem-solving framework to identify and address adolescents who struggle with reading. The RtI framework provides a continuum of effective, efficient instruction that leads to improved academic achievement. Read to Achieve offers comprehensive instruction to address the need for research-based, robust intervention to improve comprehension.

Read to Achieveissupportedbythegrowingscientificresearchbaseonadolescentliteracythatuniformlyrecommendsusingstrong instructionalguidanceto “closethegap.”

Teacher materials are streamlined and available at your fingertips

34 Unit 2 ✦ Resource Planner

Unit 2 Resource Planner

Resources KeyePresentation Transparency Assessment Masters Workbook Anthology

Lesson 1 Lesson 5Lesson 4Lesson 3Lesson 2Skill s and

Strategies

• Identify story structure.



• Use higher-order thinking skills.

• Review story structure.

R ead

ing

Click Unit 2: Lesson 1





Transparency T1Transparency T2Transparency T3Transparency T4Transparency T5Transparency T6

Transparency T1Transparency T2Transparency T3Transparency T4

Transparency T1Transparency T2Transparency T3 Transparency T4

Transparency T1Transparency T2Transparency T3Transparency T4Transparency T7

Transparency T6

Reproduce Unit 2 Fluency page 3

Standardized-Test Answer Key page 44

Reproduce Unit 2 Fluency page 3 and Unit 2 Assessment pages 4 and 5

Unit 2 Assessment Answer Key page 44

timer, blue transparency pen

timer, red transparency penAdditional

resources needed

ePresentation

Assessment Masters

pages 1, 2, 3, 5, 115 pages 1, 3, 5, 10 pages 1, 3, 5, 11, 12 pages 1, 3, 5, 13, 14 pages 15, 115

pages 22–25 pages 26–31 pages 31–36 pages 37–41 pages 6–41

calculators, blue pens

calculators calculators, red pensAdditional

resources needed

Workbook

Anthology

Stud

ent

Reso

urce

s


Transparency

Te a c

her R

esou

r ces

TE_U2_621997.indd 34 11/14/08 9:03:09 AMPDF

Unit 2 • Lesson 1

36 Unit 2 ✦ Lesson 1

Reading Skills and Strategies• Identify story structure.

Vocabulary and Comprehension StrategiesStory Structure: Main Character

35 minutesPART TEACHER SUPPORT

STRONG STUDENT INDEPENDENCEMODERATE

Activity

1. Direct students to Anthology pages 22–25 (fifth excerpt). Show T2. Read any difficult words and definitions to students, and discuss their meanings. Ideas: Careen: To move quickly in an out-of-control way. Emanate: To come out. Exhilaration: A feeling of being very happy and excited. Iditarod: A difficult sled-dog race of more than 1,150 miles from Anchorage to Nome, Alaska. Indiscreet: Unreasonable; uncontrolled. Resolve: A strong determination.

2. Have students read the fifth excerpt silently. Allow up to ten minutes. After reading, discuss the vocabulary words as needed and what students visualized as they read.

NOTE: This lesson requires a review of up to ten vocabulary words. Suggestions of these words and their definitions are provided. Student-friendly definitions should always be used. You may want to survey the excerpt and select and define your own words before beginning the lesson. Write these words on Transparency 2: Vocabulary Overview (T2) before the lesson.

a. Assign student partners.

b. Direct students to Workbook page 1. Show Transparency 1: Character-Analysis Chart (T1) from the previous lessons.

ROUTINE • Analyzing the Main Character

T2

Transparency 2

T1

Transparency 1/Workbook page 1

c. Ask students to discuss character details and then to write the answer in the fifth-excerpt box in the “Character Details” column.

d. Ask students what they wrote. Write on T1. Ideas: Loved dogs; begged to drive dog team alone; drove team on her own when eleven years old and was happy and excited.

e. Ask students to discuss personal connections and then to write the answer in the fifth-excerpt box in the “Personal Connections” column.

f. Ask students what they wrote. Write on T1. Accept reasonable responses. Retain T1 with its written notes for Unit 2, Lesson 2.

g. DISCUSSION: Discuss why Rachael was so excited to drive the sled-dog team on her own.

Activity

Story Structure: Setting

TEACHER SUPPORTSTRONG STUDENT

INDEPENDENCEMODERATE

a. Show Transparency 3: Setting-Analysis Chart (T3) from the previous lessons. Have students copy everything you write on T3.

b. Explain, and write setting details in the fifth-excerpt box in the “Where” column. At Rachael’s father’s place.

c. Explain, and write setting details in the fifth-excerpt box in the “When” column. When Rachael was eleven years old.

d. Explain, and write your personal connections in the fifth-excerpt box in the “Personal Connections” column. Accept reasonable responses. Retain T3 with its written notes for Unit 2, Lesson 2.

e. DISCUSSION: Discuss why the one-mile Kids’ Trail was a good place for Rachael to take out the sled-dog team on her own.

ROUTINE • Analyzing the Setting

1. Direct students to Workbook page 3. Today you’ll add more details and personal connections to the same Setting-Analysis Chart we used in the previous lessons.

T3


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88 Professional Development Guide

APPENDIX C

Training MaterialsRead to Achieve Training: Sample Agenda

Time Topics Covered

8–8:30 A.M. Overview: Purpose, features, and materials

8:30–9:15 A.M. Instructional sequence: Chart, program examples, fiction and nonfiction books

9:15–9:30 A.M. Scope and sequence

9:30–10 A.M. Research base

10–10:15 A.M. Break

10:15 A.M.–Noon Teaching techniques

Noon–12:45 P.M. Lunch

12:45–1:30 P.M. Placement Test

1:30–2:30 P.M. Lesson samples and practice

2:30–2:45 P.M. Break

2:45–4 P.M. Lesson samples and practice (continued)

Program Overview• Purpose

• Features

• Materials

Instructional Sequence• Instructional-Sequence Chart

• Program Examples

• Narrative Units

Scope and Sequence• Two Tracks

Research Base• Vocabulary and Comprehension

Strategies

• Fluency Strategies

• Higher-Order Thinking Skills

Teaching Techniques• Setup and Program Introduction

• Following Routines

• Group and Individual Response

• Corrections

• Mastery and Firming

• Pacing

• Student Motivation and Validation

• Behavior Management

• Differentiated Instruction

• Homework

Placement TestSample Lessons

PowerPoint Training Outline

PDG_AppB_622006.indd 88 11/19/08 10:23:48 AMPDF

Teaching Tutor CD-ROM• Features professional development

advice and classroom vignettes of a master teacher engaging students and orchestrating instruction

ePresentation CD-ROM• Interactive transparencies

allow you to present lessons electronically using available classroom technologies

ePlanner• Everything needed to plan lessons

and view state standards is available anytime with an Internet connection

Prediction

Part 1: Before you read the book:Step 1: Preview the book.Step 2: Make an initial prediction of what you think the book is about.Step 3: Establish your purpose for reading the book.Step 4: Ask yourself what you know about the book’s topic.

Part 2: Before and after you read each excerpt:Step 1: Preview the excerpt.Step 2: Make a prediction of what you think the excerpt is about.Step 3: Verify your prediction.

Step 3: After you read the book:Step 1: Verify your initial prediction.

Question Generation

Part 1: Generate literal questions. Who? What? Where? When? Why? How? Other literal questions:

Part 2: Generate inferential questions. How do you think felt when ? Why would act the way he/she/they acted? How would the story have changed if ? Other inferential questions:

Clarifi cation

Part 1: Reread and adjust reading rate.

Part 2: Decode multipart words.

Part 3: Use word-learning strategies.Step 1: Use context clues.Step 2: Use a glossary.Step 3: Use a dictionary or an online dictionary.

SummarizationPart 1: Retell what happened.

(First, next, then . . . , finally)

Part 2: Develop a gist.Step 1: Whom or what the excerpt was about.Step 2: The most important thing about the whom or what.Step 3: The main idea in twenty words or fewer.

(Begin with This excerpt was about . . . .)

PQCS Strategy T8

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The Right Tools for Any Teaching Style

4

Teacher’s Edition • Detailed lessons and teaching

routines keep instruction on target—and build your confidence as a teacher

• Easy-to-use resource planning pages provide an overview of the skills taught and materials required for each lesson

Transparencies• Allow text and graphic

organizers used during “Think-Alouds” to be displayed on an overhead projector

Professional Development Guide• Offers basic information about how to build

adolescents’ reading skills and valuable guidance to help you manage daily instruction

Assessment Blackline Masters• Help you monitor and evaluate

student progress

Unit 3 ✦ Assessment 7

Show What You Know

Name Date

Voca

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Str

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Points Earned

Points Possible

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Part A: Answer the following questions.

1. What is a main character?

2. What is a setting?

3. What is a plot?

Total:

Part B: Open the Anthology to page 50, and read the first two paragraphs. Then answer the questions.

4. Complete the Character-Analysis Chart. Write four character details and at least one personal connection.

2

2

26

5

Unit 3Assessment

(How does the main character look, act, think, or feel because of events

or other characters?)

Character Details(How does this character relate

to text, self, world?)

Personal Connections

Main Character:

Excerpt 1

Ernest Shackleton

Ideas: Came from big family; quick to join in a fight; loved books and to be alone; loved adventure and ocean.

Accept reasonable responses.

2 pts = Idea: Whom or what the story is mostly about; 1 pt = partially correct; 0 pts = incorrect or no response

2 pts = Idea: Where and when the story takes place; 1 pt = partially correct; 0 pts = incorrect or no response

2 pts = Idea: What is going on in the story, from beginning to end; 1 pt = partially correct; 0 pts = incorrect or no response

1 pt per correct detail; 1 pt = personal connection given; 0 pts per incorrect or no response

007-008_AM_U3_Assess_622004.indd7 7 10/27/08 3:06:09 PM

ISBN: 978-0-07-621999-5MHID: 0-07-621999-2

9 780076 219995

9 0 0 0 0

Thirteen-year-old Brian Robeson is on his way to visit his father when the single-engine plane in which he is flying crashes. Suddenly, Brian finds himself alone in the Canadian wilderness with nothing but a tattered Windbreaker and the hatchet his mother gave him as a present—and the dreadful secret that has been tearing him apart since his parents’ divorce. But now Brian has no time for anger, self-pity, or dispair—it will take all his know-how and determination, and more courage that he knew he possessed, to survive.

For twenty years Gary Paulsen’s award-winning contempory classichas been the survival story with which all others are compared. This new edition, with a reading group guide, will introduce a newgeneration of readers to this page-turning, heart-stopping adventure.

★ “This is a spellbinding account . . . a winner.” —Kirkus Reviews, starred review

★ “Riveting.”—Booklist, starred review

A Newbery Honor Book

An ALA Best Book for Young AdultsAn ALA Notable Children’s Book

A Booklist Editors’ ChoiceA Notable Children’s Book in the Field of Social Studies

Winner of multiple state awards

Includes a reader’s guide for book groups, teachers, and students

SRADirectInstruction.com

SRAonline.com

High-interest text increases motivation to read

Engaging Text Sparks Student Interest

5

Workbook• Multiple practice selections

for each lesson

• Ongoing fluency practice and preparation for standardized assessments

• Graphic organizers to help structure thoughts and ideas

Above and Beyond: A Nonfiction Anthology • Age-appropriate nonfiction text

matches grade-level Lexile Framework®

recommendations• Offers a wide variety of high-interest,

authentic text to engage and motivate struggling readers

– No End in Sight – Trial by Ice – Princess of the Press – Phineas Gage – Lexile Levels range from 700L to 1100L

InUnits14and15teachers choosethetextstudents readfromaselectionof recommendedtitlesorfrom theirownlist!

Name Date

LessonStory-Comp onents Chart4

Unit 2No End in Sight Activity 1

Unit 2 ✦ Lesson 4 ✦ Activity 1 Story-Components Chart 13

Author(s):

Illustrator(s) (if any):

Genre:

Theme:What is the moral of the story?

Mood:How did you feel while you read the story?

Fiction Nonfiction

Perspective:What is t he point of view of the story?

First person Second person Third person

Author’s Purpose:Why did the author(s) write the story?

To persuade To inform To entertain

Book Title

010-015_WB_U2_621998.indd 13 10/1/08 9:58:13 AMPDF

152 Phineas Gage

Phineas is saved by his youth, his iron constitution, and Dr. Harlow’s good nursing. Dr. Harlow will always be modest about his role in saving Phineas. “I dressed him,” Dr. Harlow will say. “God healed him.”

Under the microscope, streptococci bacteria have a distinctive beads-on-a-string appearance. “Strep” bacteria live on nearly everything people touch but are only dangerous if they can penetrate the body’s defenses and overpower the immune system.

142-161_AN_Phineas_622000.indd 152 11/7/08 8:14:43 AM

“Horrible Accident” in Vermont 153

Staphylococci bacteria are the other half of the deadly duo of opportunistic bacteria. Infections by “staph” and “strep” were a leading cause of death before the discovery of antibiotic medicines. Somehow, Phineas’s immune system beat off their attack.

The patient gains strength. Too much strength, in his doctor’s opinion. Dr. Har-low is called out of town for a few days, and when he comes back he fi nds Phineas out of his sickbed. His head still heavily bandaged, Phineas is roaming about Cav-endish in the rain with no coat and thin shoes. He is eating unwisely, refusing nurs-ing advice, and ignoring doctor’s orders. Phineas says he wants to go home to his mother’s house in Lebanon, New Hampshire, twenty miles away. He intends to walk. According to the best medical theories of his day, Dr. Harlow diagnoses an imbalance of bodily “humors.” This theory, which goes back to the ancient Greeks, declares that health is maintained by a balance of four liquids, or humors, in the body—blood, phlegm, yellow bile, and black bile. To bring them into balance, Dr. Harlow prescribes two powerful drugs—an “emetic” to make Phineas throw up and a “purgative,” a powerful laxative, to evacuate his bowels. Phineas is knocked fl at by the medicines and spends the next two weeks in bed, where Dr. Harlow keeps him on a “low,” or bland, diet. His humors may or may not be in balance, but Phineas is resting quietly at last.

142-161_AN_Phineas_622000.indd 153 11/7/08 8:14:55 AM

FromPhineasGage

Novel Study• Students also read the popular,

award-winning novel Hatchet by Gary Paulsen.

Accelerate Independent Comprehension Skills

Read to Achieve addresses challenges faced by adolescent readers by providing:

• Daily reading of appropriate and interest-ing fiction or nonfiction text

• Decoding instruction to help students read multisyllabic words

• A systematic plan of action that improves fluency

• Word-learning strategies to build new vocabulary

• Portable comprehension strategies that can be applied to any narrative text

6

A Unique Instructional Sequence

Carefully scaffolded instruction develops deep understanding and provides the support students need to construct meaning from text.

Strong Teacher Support(Week 1)

The Teacher:• Introduces each new skill or strategy• Presents steps of the strategy• Models use of the target strategy through

“Think-Alouds” • Guides students step-by-step as they

work through steps of the strategy

Students:• Read questions and steps• Copy what the teacher writes during

the “Think-Aloud”

Moderate Teacher Support (Week 2)

The Teacher:• Reviews the strategy one step at a time• Writes student responses at each step

on a transparency • Provides corrective feedback and further

instruction as needed

Students work with a partner as they:• Discuss and write an answer one step

at a time• Report what they wrote at each step

Student Independence(Week 3)

The Teacher:• Monitors student partners• Provides guidance as needed• Elicits responses and gives feedback • Records responses at the end

Students:• Work collaboratively with a partner to

discuss questions and apply the strategy

Review and Application(Week 4)

The Teacher:• Monitors students as they work

on their own• Provides assistance if needed• Records responses at the end

Students:• Apply the strategy on their own• Share their answers with a partner• Share and compare responses

with the group

TheWorkbookissystematicallyphasedoutasstudentsmakethetransitiontoteacher-selectedreadings,notebookpaper,and stickynotes.

Reciprocal-teaching strategies build student autonomy.

• Students work in groups of five.

• Role cards identify each person’s unique role:

– Discussion Leader/Passage Selector

– Predictor/Character Analyzer

– Question Generator

– Clarifier

– Summarizer

• Students use sticky notes to help them prepare for their roles in the discussion.

• The roles in the group switch as the entire selection is read.

Help Students Understand Academic Content

Read to Achieve targetskeycomponentsthatresearchhasshowntobecriticaltothedevelopmentofreadingproficiency:textcomprehension,decoding,vocabulary,andfluency.Essentialtoolsandworkstrategiesare taughttopreparestudentstodigestnarrativetextsindependently.

7

A Complete Skill Set for Improving Comprehension

Comprehension Strategies

Decoding • Use a flexible strategy to decode multipart words• Recognize and understand selection vocabulary

Word-Learning Strategies

• Use context clues• Use glossaries • Use print and online dictionaries• Create graphic organizers to study and retain vocabulary

Fluency • Read and reread to improve rate and accuracy• Read the same text for different purposes• Read silently with a clearly established purpose

Study Skills • Use PQCS: Prediction, Question Generation, Clarification, Summarization• Write detailed notes while reading• Use graphic organizers to track important details and events• Rehearse information learned• Use comprehension strategies flexibly and in combination • Assume role of teacher in helping peers construct meaning from text

Before Reading• Survey beginning, middle,

and end • Make predictions• Activate prior knowledge• Set a purpose for reading• Use text features to navigate

narrative text

During Reading• Recognize story structure

and literary elements• Generate literal and

inferential questions• Use mental imagery• Adjust reading rate, reread,

and read on• Answer text-explicit and

text-implicit questions• Use graphic organizers to

show information and relationships

• Monitor comprehension, and use fix-up strategies

After Reading• Review written notes• Recall important details

and retell in sequence • Summarize main idea• Draw inferences and

conclusions and support with textual evidence

• Identify similarities and differences of characters and events within and across selections

8

Teacher’s Edition Offers Detailed Guidance

Varied Strategies Promote Academic Success

Unit 3 • Lesson 2


Reading Skills and Strategies• Identify story structure.• Use the PQCS strategy: prediction.

Vocabulary and Comprehension StrategiesPQCS Strategy: Prediction



Activity

1. Show Transparency 8: PQCS Strategy (T8).


Transparency 2

Vocabulary OverviewT2

Word Definition

Transparency 8

Prediction




Question Generation



Clarifi cation








PQCS Strategy T8

2. As you know, the PQCS strategy helps you get to know books on a more personal level so you’ll have better understanding. The P stands for “Prediction” in the PQCS strategy. Predictions can be made both before you begin a book and while you read it. What are predictions? Idea: Statements you make about what you think might happen.

a. Read “Prediction” Parts 1–3 to students.• Part 1: Before you read the book:

• Step 1: Preview the book.

• Step 2: Make an initial prediction of what you think the book is about.

• Step 3: Establish your purpose for reading the book.

• Step 4: Ask yourself what you know about the book’s topic.

• Part 2: Before and after you read each excerpt:

• Step 1: Preview the excerpt.

• Step 2: Make a prediction of what you think the excerpt is about.

• Step 3: Verify your prediction.

• Part 3: After you read the book:

• Step 1: Verify your initial prediction.

b. Ask students to read aloud “Prediction” Parts 1–3.

c. Direct to Anthology pages 52–58 (paragraph 1) (second excerpt) and Workbook page 16. Show Transparency 9: Prediction Chart (T9) from the previous lesson. I’ll use the Prediction Chart to make a prediction before I read the second excerpt of Trial by Ice. Have students copy everything you write as you model the think-aloud for T9: Part 2.

Think-Aloud Part 2: First, I need to preview the excerpt. I’ll thumb through the excerpt to get a better idea of what it’s about and think about what I’ve already read. Thumb through Anthology pages 52–58, looking at pictures, reading captions, and making comments about what you see. I don’t need to write anything in the box for Step 1.

ROUTINE • Using the PQCS Strategy: Prediction

3. Today you’ll preview another excerpt of Trial by Ice. You’ll then make another prediction and verify it using the same Prediction Chart you used in the previous lesson.


Prediction ChartT9

Part 1: Before you read the book:Step 1: Preview the book.

Step 2: Make an initial prediction of what you think the book is about.

I think this book is about . . .

Step 3: Establish your purpose for reading the book.

My purpose for reading the book is . . .

Step 4: Ask yourself what you know about the book’s topic.

I know . . .

Part 2: Before and after you read each excerpt:Step 1: Preview

the excerpt.Step 2: Make a prediction of what

you think the excerpt is about.Step 3: Verify your prediction.

Excerpt 1 I think today’s excerpt is about . . . My prediction was

Correct Incorrect


Correct Incorrect


Correct Incorrect


Correct Incorrect


Correct Incorrect


Correct Incorrect


Correct Incorrect


Correct Incorrect

Part 3: After you read the book:

Step 1: Verify your initial prediction.

My initial prediction was

Correct Incorrect

TE_U3_621997.indd 56 11/14/08 9:02:10 AMPDF

Second, I need to make a prediction of what I think the excerpt is about. I can make this prediction based on what I’ve already read and on what I previewed in this second excerpt. I think this excerpt is about Shackleton getting stuck in the ice in Antarctica. In the second-excerpt box for Step 2, I’ll write Shackleton getting stuck in the ice in Antarctica.

Third, I need to verify, or check, my prediction to see if it was correct. I’ll do this after I read the second excerpt. ❖

d. Before you read this excerpt, we’ll review some vocabulary words to help you better understand what you’ll read.

e. Show T2. Read any difficult words and definitions to students, and discuss their meanings. (Explain that a ship is frequently referred to as “she.”) Ideas: Flank: A side of something. Floe: A large, flat piece of ice. Foul: Disgusting. Frontier: Wilderness. Gale: A very strong wind. Glacial: Formed by a glacier. Outcropping: A rock sticking out of the ground. Plague: To cause problems. Plume: A small cloud. Shaly: Covered with shale, a type of rock.

f. Have students read the second excerpt silently. Allow up to ten minutes. After reading, discuss the vocabulary words as needed and what students visualized as they read.

g. Show T9. Have students copy everything you write as you model the think-aloud for T9: Part 3.

Think-Aloud Part 3: Now that I’m finished reading the excerpt, I’ll verify my prediction. My prediction was that I thought this excerpt was about Shackleton getting stuck in the ice in Antarctica. My prediction was correct, so I’ll circle “CORRECT” in the second-excerpt box for Step 3. Retain T9 with its written notes for Unit 3, Lesson 3.

4. When could you use the Prediction Chart? Accept reasonable responses.

5. Why should you use the Prediction Chart? Accept reasonable responses.

Activity

Story Structure: Main Character

1. Direct students to Workbook page 17.




Character-Analysis ChartT1

Character Details(How does the main character look,

act, think, or feel because of events or other characters?)

Personal Connections(How does the character relate to text,

self, world?)

Excerpt 1

Excerpt 2

Excerpt 3

Excerpt 4

Excerpt 5

Excerpt 6

Excerpt 7

Excerpt 8

Main Character:


b. Show Transparency 1: Character-Analysis Chart (T1) from the previous lesson.

c. Ask students to discuss character details and personal connections and then to write in the second-excerpt boxes in the “Character Details” and “Personal Connections” columns. Monitor students. Guide as needed.

d. Ask students what they wrote. Write on T1. Ideas: Character Details: Sailed to Antarctica aboard Discovery; one of first to stand on Antarctic ground; appointed commander of three-man expedition to find route to Pole; had talent commanding men. Personal Connections: Accept reasonable responses. Retain T1 with its written notes for Unit 3, Lesson 3.

e. DISCUSSION: Discuss the rivalry between Scott and Shackleton.


Unit 3 ✦ Lesson 2 57

TE_U3_621997.indd 57 11/14/08 9:02:16 AMPDF

All skills and strategies are practiced in an instructional sequence that progresses from

strong teacher support to student independence.

Reciprocal-teaching strategies

prepare students to monitor their own

comprehension and construct

meaning.

Teacher Think-Alouds offer direct, strong intstructional guidance.

Organizational steps help students focus their attention and support the development of comprehension strategies.

9

Integrated Features Help You Provide Engaging Instruction

Unit 3 • Lesson 2


Reading Skills and Strategies• Identify story structure.• Use the PQCS strategy: prediction.

Vocabulary and Comprehension StrategiesPQCS Strategy: Prediction



Activity

1. Show Transparency 8: PQCS Strategy (T8).


Transparency 2

Vocabulary OverviewT2

Word Definition

Transparency 8

Prediction




Question Generation



Clarifi cation








PQCS Strategy T8

2. As you know, the PQCS strategy helps you get to know books on a more personal level so you’ll have better understanding. The P stands for “Prediction” in the PQCS strategy. Predictions can be made both before you begin a book and while you read it. What are predictions? Idea: Statements you make about what you think might happen.

a. Read “Prediction” Parts 1–3 to students.• Part 1: Before you read the book:

• Step 1: Preview the book.

• Step 2: Make an initial prediction of what you think the book is about.

• Step 3: Establish your purpose for reading the book.

• Step 4: Ask yourself what you know about the book’s topic.

• Part 2: Before and after you read each excerpt:

• Step 1: Preview the excerpt.

• Step 2: Make a prediction of what you think the excerpt is about.

• Step 3: Verify your prediction.

• Part 3: After you read the book:

• Step 1: Verify your initial prediction.

b. Ask students to read aloud “Prediction” Parts 1–3.

c. Direct to Anthology pages 52–58 (paragraph 1) (second excerpt) and Workbook page 16. Show Transparency 9: Prediction Chart (T9) from the previous lesson. I’ll use the Prediction Chart to make a prediction before I read the second excerpt of Trial by Ice. Have students copy everything you write as you model the think-aloud for T9: Part 2.

Think-Aloud Part 2: First, I need to preview the excerpt. I’ll thumb through the excerpt to get a better idea of what it’s about and think about what I’ve already read. Thumb through Anthology pages 52–58, looking at pictures, reading captions, and making comments about what you see. I don’t need to write anything in the box for Step 1.

ROUTINE • Using the PQCS Strategy: Prediction

3. Today you’ll preview another excerpt of Trial by Ice. You’ll then make another prediction and verify it using the same Prediction Chart you used in the previous lesson.


Prediction ChartT9

Part 1: Before you read the book:Step 1: Preview the book.

Step 2: Make an initial prediction of what you think the book is about.

I think this book is about . . .

Step 3: Establish your purpose for reading the book.

My purpose for reading the book is . . .

Step 4: Ask yourself what you know about the book’s topic.

I know . . .

Part 2: Before and after you read each excerpt:Step 1: Preview

the excerpt.Step 2: Make a prediction of what

you think the excerpt is about.Step 3: Verify your prediction.


Correct Incorrect


Correct Incorrect


Correct Incorrect


Correct Incorrect


Correct Incorrect


Correct Incorrect


Correct Incorrect


Correct Incorrect

Part 3: After you read the book:

Step 1: Verify your initial prediction.

My initial prediction was

Correct Incorrect

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Second, I need to make a prediction of what I think the excerpt is about. I can make this prediction based on what I’ve already read and on what I previewed in this second excerpt. I think this excerpt is about Shackleton getting stuck in the ice in Antarctica. In the second-excerpt box for Step 2, I’ll write Shackleton getting stuck in the ice in Antarctica.

Third, I need to verify, or check, my prediction to see if it was correct. I’ll do this after I read the second excerpt. ❖

d. Before you read this excerpt, we’ll review some vocabulary words to help you better understand what you’ll read.

e. Show T2. Read any difficult words and definitions to students, and discuss their meanings. (Explain that a ship is frequently referred to as “she.”) Ideas: Flank: A side of something. Floe: A large, flat piece of ice. Foul: Disgusting. Frontier: Wilderness. Gale: A very strong wind. Glacial: Formed by a glacier. Outcropping: A rock sticking out of the ground. Plague: To cause problems. Plume: A small cloud. Shaly: Covered with shale, a type of rock.

f. Have students read the second excerpt silently. Allow up to ten minutes. After reading, discuss the vocabulary words as needed and what students visualized as they read.

g. Show T9. Have students copy everything you write as you model the think-aloud for T9: Part 3.

Think-Aloud Part 3: Now that I’m finished reading the excerpt, I’ll verify my prediction. My prediction was that I thought this excerpt was about Shackleton getting stuck in the ice in Antarctica. My prediction was correct, so I’ll circle “CORRECT” in the second-excerpt box for Step 3. Retain T9 with its written notes for Unit 3, Lesson 3.

4. When could you use the Prediction Chart? Accept reasonable responses.

5. Why should you use the Prediction Chart? Accept reasonable responses.

Activity

Story Structure: Main Character





Character-Analysis ChartT1

Character Details(How does the main character look,

act, think, or feel because of events or other characters?)

Personal Connections(How does the character relate to text,

self, world?)

Excerpt 1

Excerpt 2

Excerpt 3

Excerpt 4

Excerpt 5

Excerpt 6

Excerpt 7

Excerpt 8

Main Character:


b. Show Transparency 1: Character-Analysis Chart (T1) from the previous lesson.

c. Ask students to discuss character details and personal connections and then to write in the second-excerpt boxes in the “Character Details” and “Personal Connections” columns. Monitor students. Guide as needed.

d. Ask students what they wrote. Write on T1. Ideas: Character Details: Sailed to Antarctica aboard Discovery; one of first to stand on Antarctic ground; appointed commander of three-man expedition to find route to Pole; had talent commanding men. Personal Connections: Accept reasonable responses. Retain T1 with its written notes for Unit 3, Lesson 3.

e. DISCUSSION: Discuss the rivalry between Scott and Shackleton.


Unit 3 ✦ Lesson 2 57

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Graphic organizers help students apply each strategy and internalize the process for comprehending fictional and nonfiction text.

Students become proficient in each strategy before strategies are combined into a multicomponent approach.

The teacher initially models and explains the strategies, but gradually students assume responsibility for implementing them.

The structure of activities encourages student collaboration and moves the process from teacher directed to student directed.

10

Intensive Intervention for Adolescent Readers

Student responsibility for

demonstrating techniques

gradually increases. The teacher supplies

prompts and corrective feedback as needed.

Continued: Unit 3 • Lesson 2

58 Continued: Unit 3 ✦ Lesson 2


b. Show Transparency 4: Plot-Analysis Chart (T4) from the previous lesson.

c. Ask students to discuss the first, next, and finally details and then to write in the second-excerpt box.

d. Ask students what they wrote. Write on T4. Idea: First, Shackleton set sail as crew member on Discovery under Scott; one of first to stand on Antarctic ground. Next, Shackleton went on expedition to find Pole; fought bad weather; earned respect; rivalry with Scott. Finally, men became sick with scurvy; diet changed because of Shackleton. Retain T4 with its written notes for Unit 3, Lesson 3.

e. DISCUSSION: Discuss how a lack of sunlight could affect one’s health.

ROUTINE • Analyzing the Plot

Fluency StrategiesMental ImageryActivity

10 minutesTEACHER SUPPORT

STRONG STUDENT INDEPENDENCEMODERATEPART


a. Have students read the passage silently and use mental imagery. Have students illustrate in their Workbook what they thought about. Monitor students. Guide as needed.

b. Ask students to share what they illustrated.

ROUTINE • Using Mental Imagery

Lesson Wrap-UpConclude lesson with a brief review of reading skills and strategies taught (identify story structure and use the PQCS strategy: prediction).


b. Show Transparency 3: Setting-Analysis Chart (T3) from the previous lesson.

c. Ask students to discuss setting details and personal connections and then to write in the second-excerpt “Where,” “When,” and “Personal Connections” boxes. Monitor students. Guide as needed.

d. Ask students what they wrote. Write on T3. Ideas: Where: England to Antarctica. When: July 1901 to winter 1902. Personal Connections: Accept reasonable responses. Retain T3 with its written notes for Unit 3, Lesson 3.

e. DISCUSSION: Discuss what Antarctica was like.

ROUTINE • Analyzing the Setting

Activity

Story Structure: Setting





Setting-Analysis ChartT3

Setting Details Personal Connections

Where? When? (How does this setting relate to text, self, world?)

Excerpt 1

Excerpt 2

Excerpt 3

Excerpt 4

Excerpt 5

Excerpt 6

Excerpt 7

Excerpt 8

Activity

Story Structure: Plot





Plot-Analysis ChartT4

Events (What happened first, next, finally)

Excerpt 1

Excerpt 2

Excerpt 3

Excerpt 4

Excerpt 5

Excerpt 6

Excerpt 7

Excerpt 8

What was the conflict/problem?

What was the climax/turning point?

What was the resolution/outcome?

Unit 3Trial by Ice

Name Date

LessonFluency Practice: Mental Imagery2

Activity 1

Antarctica: Earth’s Nature ParkThe continent of Antarctica is found at

Earth’s South Pole. Antarctica is large and covered with snow and ice. No native people live on Antarctica, and the continent has no government. Instead, Antarctica belongs to the entire world and is shared by all countries.

Although Antarctica is covered with snow and ice, the land includes mountains, and many lakes exist under the ice. Seals, whales, and penguins are among the animals that live in, or in the water around, Antarctica. It may surprise you to learn that Antarctica is considered a desert. The land receives very little rain, and the definition of a desert is “a hot or cold place that does not receive much rain.” Most of the water in Antarctica is frozen.

In 1959, the countries of the world agreed to share Antarctica They signed the Antarctic

allow scientists from all over the world to study Antarctica.

People who visit or work in Antarctica are careful to preserve the environment. Until the Antarctic Treaty was signed, seals and whales in Antarctica were hunted until they almost became extinct. In addition, hunters and fishermen who visited Antarctica left trash and pollution.

Many scientists who live and work in Antarctica stay in small base camps. These scientists are careful not to disturb the environment. Trash and waste are taken away or treated to minimize harm to the environment.

Most of the people who visit Antarctica are tourists who arrive on cruise ships. These tourists want to see the beautiful scenery

Workbook page 20

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Repeated reading of passages emphasizes the independent use of comprehension strategies. Silent reading is supported by guided oral reading and partner reading for less fluent readers.

Group discussion allows students to share information, explain, and present their knowledge.

Fluency Chart 115

Unit 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

CWPM— Cold

CWPM— Hot

Did I Improve? Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Did I Meet/Exceed Goal Line?

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

= 50th percentile (150 CWPM) = 75th percentile (177 CWPM) = 90th percentile (202 CWPM)

Name

Fluency Chart

290

280

270

260

250

240

230

220

210

200

190

180

170

160

150

140

130

120

110

100

90

80

70

60

50

40

30

20

10

0

300

WB_FluencyChart_621998.indd 115 11/14/08 10:04:34 AMPDF

At the end of a unit• Unit Assessments every 5th lesson show

you what students know and don’t know

• Guidelines help you modify instruction and provide appropriate support so that all students master strategies within the program

At the start of the year• Begin with the

Placement Test to refine instructional groups

At the beginning and end of a unit• Weekly cold and hot

reads track progress toward grade-level oral reading fluency goals

During a lesson• Multiple-choice and

free-response items provide a quick check that guides instruction

Copyright © SRA

/McG

raw-H

ill. Permission is granted to reproduce this page for classroom

use.

84 Professional Development Guide

APPENDIX AAPPENDIX B

Blazing EscapeThe smell of smoke woke Rita. Through her window she saw a strange red

glow in the night sky. Hurrying downstairs, she found her father in the kitchen. “What’s going on?” Rita asked.

“A fire has broken out on White Mountain,” he answered. “Mom has already left to assist the firefighters.”

“Will the fire reach us?” Rita asked. Just saying the words frightened her. She thought of the years her parents had struggled to make Rocky Ridge Stables the best in the area. Every summer, tourists came to rent horses for pack trips and trail rides. If the fire reached Rocky Ridge, all that would be destroyed.

As they talked, a gust of hot, smoky air blew across their faces. Rita’s father jumped up and stared out the open window. “The fire’s headed our way! We’ve got to load the horses into the trailer and take them to the Cherry Hills Stables until we know it’s safe.”

“But, Dad, we can only transport six horses at a time in the trailer,” Rita said.“I know. It will take three trips, so let’s get started now!”When the six horses were loaded, her father said, “I’ll be back in an hour. Try to

keep the others calm while I’m gone.”Rita felt the wind growing stronger, and each gust brought a new shower of

sparks. She realized there was no way her father could get back in time. She and the horses were trapped.

Rita would have to get the horses over Rocky Ridge to the lake on the other side. She ran to the corral and grabbed Cisco’s halter and pulled herself up onto his back. The horses were used to following Cisco on the trail rides, and as Rita urged him through the smoky haze and out the gate, they followed.

The ride up the steep trail to the ridge was dangerous, but soon they reached the top and started down. Flames lit the night, and the lake reflected the glowing red sky. Finally they reached the far side of the lake, and left the fire behind them.

21630354853678197

109124139155159175187204211225241245262277293304320335351

Part IFiction Fluency Passage

Name Class Date

School Tester

Calculations: Number of Words Read CWPM

– Number of Errors ÷ Number of Words Read

CWPM = % Accuracy = %

Word Count

PDG_AppB_622006.indd 84 11/19/08 10:23:46 AMPDF

11

Frequent Assessments Help You Make Smart, Data-Driven Decisions

Unit 1Fluency Name Date

Copyright © SRA

/McG

raw-H

ill. Permission is granted to reproduce this page for classroom

use.

= Cold Timing = Hot TimingCheck box:

2 Unit 1 ✦ Fluency

Total Words Read

Total Errors –

Correct Words per Minute (CWPM) =

41732385265798094

107108120134147156168182195210222236245257271285300305316330333

WordCount

The Feel of MoneyTake out some paper money. How much is it worth? You probably find

out the value by looking at the bill. Many people are blind or cannot see well enough to read paper money.

In the United States, paper bills are the same size and feel exactly the same. This means that people who are blind cannot tell them apart. They must sometimes ask others to tell them how much money they have or are spending.

Some people who are blind use a machine that tells them how much is printed on the bill. The machine is expensive and must always be carried around.

Not all paper money is like ours. Many other countries make paper money that can be “seen” by people who are blind. For example, the paper money of the European Union is printed in various colors and has large numbers. This makes the bills easier to tell apart.

European bills are also various sizes. For example, a bill worth twenty euros would be larger in size than a bill worth ten euros. Large numbers and varying colors allow someone with poor vision to tell bills apart. A person who is blind can tell the value by feeling the size of each bill.

Some people have asked the United States government to change the way it makes money. They believe that people who are blind should not have to depend on others to help them with their money.

Changing paper money will help people who are blind tell how much each bill is worth. For example, the new bills might have raised printing on them that could be “read” by feeling the bills. The new money could have foil placed in different parts of the bill. Or the new bills could simply be different sizes, like European money.

Possible changes to paper money are still being considered. Don’t be surprised if in the future you can tell which bill you are spending without looking at it.

002_AM_U1_Fluency_622004.indd 2 10/27/08 2:54:59 PM

Response to Intervention

Differentiated Instruction

Vocabulary and Comprehension Strategies

Approaching Mastery

• Pair with “at mastery” student to review definitions; have student make test corrections.

• Review definitions until firm (see Teacher’s Edition Unit 1, Lesson 1, Part A: Story Structure); have student make test corrections.

• Assign student to “be the teacher,” partnering with “approaching mastery” or ELL student to review definitions.

• Have student design classroom chart showing story-structure components and their definitions.

• Have student provide oral definitions; provide student immediate oral feedback affirming or correcting. Have student provide oral responses to any other missed items; provide student immediate oral feedback affirming or correcting. Retest missed items.

• Provide index card with definitions; assist with test corrections; retest missed items.

• Provide verbal scaffolding to encourage use of correct definitions; assist student with test corrections; retest missed items.

At Mastery ELL

• Pair with “at mastery” student to review Units 1 and 2 Workbook charts; have student make test corrections.

• Reteach until firm Workbook chart completion (see Teacher’s Edition Units 1 and 2, Part A: Story Structure); have student make test corrections.

• Assign student to “be the teacher,” partnering with “approaching mastery” or ELL student to review Workbook charts.

• Have student complete Workbook charts using book of his or her choice.

• Read Anthology passage (Unit 2 Assessment) to student, guiding as needed; assist with test corrections; retest missed items.

• Use guided interaction to discuss chart completion, including key vocabulary; assist with test corrections; retest missed items.

Poin

ts S

core

d fo

r Par

t A 5 or fewer points = Approaching Mastery

6 points = At Mastery

5 or fewer points = ELL

Poin

ts S

core

d fo

r Par

t B 12 or fewer points = Approaching Mastery

13 or 14 points = At Mastery

12 or fewer points = ELL

Analyze Unit 2

Assessment Results

Unit 2 ✦ Assessment 47

TE_U2_621997.indd 47 11/14/08 9:04:17 AMPDF

boost achievement with explicit reading-for …...part 1: before you read the book: step 1: preview...

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