csr–hs strategies guide...• remind students that they will work with their assigned partner to...

© 2014 The Meadows Center for Educational Risk, The University of Texas at Austin

Teacher Introduction 2 to 3 minutes

The following activities are recommended during this phase: • Have materials ready and organized.• Ensure pairs are in place and prepared for CSR–HS.• Communicate expectations by providing clear, explicit indications of goals for assignments and activities.• Provide explicit instruction for the assignment and activities.

Before Reading 2 to 3 minutes

To prepare students for reading, the following activities are recommended:• Introduce the topic.• Preteach key words and/or proper nouns. • Build background knowledge or connect to students’ prior knowledge (e.g., through pictures, videos, demon-

strations).• Set the purpose for reading.• Have students write key words in their learning logs.

RationaleDevelop skills for enhancing comprehension of infor-mational text by using strategies before, during, and after reading

Standards• Know and use various text features to locate key

facts or information in a text.• Ask and answer questions about key details in a

text.• Identify the main topic and retell key details of a

text.• Ask and answer questions to determine or clarify

the meaning of words and phrases in a text.

PreparationBefore introducing any Collaborative Strategic Reading – High School (CSR–HS) lesson, establish pairs and set expectations:• Pair students with heterogeneous skills and abili-

ties.• Establish expectations for paired work, so that all

students contribute and work cooperatively with one another; set expectations for reading; and set expectations for student engagement.

• Invite students to contribute examples and nonex-amples of expected behavior during CSR–HS work groups.

Student Materials• One per student:

• Text with key words• Learning log• Writing utensil

• One per pair: • Checklist with discussion prompts• CSR–HS graphic• Question stems

Teacher Materials• Lesson plan• Illustration• Timer• Learning log evaluation rubric

CSR–HS STRATEGIES GUIDE


During Reading 10 to 12 minutes

This phase requires students to do the following:• Read the assigned text, stopping when words or phrases do not make sense.• Answer true-or-false questions, which will help you monitor their comprehension.

Monitor as students “fix-up” meaning:• Check whether students identify and record words, phrases, or sentences from the text that they do not under-

stand.• Provide verbal prompts for students who struggle.• Provide examples (i.e., pieces of text you expect to be difficult to comprehend) for students who continue to

struggle.

Monitor as students complete the true/false activity:• Check whether students stop at the predetermined places. • Check whether students answer and briefly discuss the statements.• Check whether students continue reading after discussing a statement.• If a statement is false, help students figure out why.

After Reading 10 to 12 minutes

Students review the important ideas they have learned through two steps:• Generating and discussing questions with their partner• Summarizing what they just read, using a graphic organizer

Monitor as students generate and answer questions:• Remind students to use question stems.• Check whether students share their questions and answers with their partner. • Scaffold difficult questions.• Help students who struggle to create questions by brainstorming with the students or offering question stems.

Monitor as students use the graphic organizer:• Explain how to use clues to identify the most important “who” or “what.”• Check whether students identify the most important information about the “who” or “what.” • Check whether students write two to three sentences about the topic.• Check whether students write individual summaries.

Conduct wrap-up:• Restate the purpose of the day’s reading.• Remind students of what they were able to accomplish during the session.• Provide brief feedback about student performance and behavior during the lesson.

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CSR–HS Comprehension Questions Answer Key

Level Lesson Title Answers

1.0 1 Horses 1. c 2. b 3. c 4. a

2.0 1 George Washington Carver 1. b 2. c 3. b 4. c

2 Sailors in Space 1. b 2. a 3. a 4. c

3 Pioneers 1. c 2. b 3.d 4. a

2.5 1 The Laughing Hyena 1. c 2. b 3. a 4. c

2 P.T. Barnum 1. c 2. b 3. a 4. b

3 A Mexican Tradition 1. c 2. b 3. a 4. a

3.0 1 Exploding Toads Mystery 1. a 2. c 3. b 4. c

2 Invention in a Jail Cell 1. b 2. b 3. c 4. a

3 Fashion Police 1. c 2. a 3. b 4. b

3.5 1 Atlantis–Found? 1. a 2. c 3. b 4. b

2 Prickly Personality 1. c 2. a 3. b 4. c

3 Nettle Eating Challenge 1. c 2. c 3. a 4. c

4.0 1 The Smellier, the Better? 1. c 2. b 3. b 4. a

2 Lynne Cox 1. b 2. c 3. a 4. b

3 An Ancient Ball Game 1. c 2. b 3. b 4. b

4.5 1 Loch Ness Monster 1. b 2. b 3. b 4. a

2 Beethoven 1. c 2. c 3. b 4. a

3 Beetles 1. a 2. b 3. a 4. a

5.0 1 Emperor Penguins 1. a 2. b 3. a 4. c

2 Jersey Shore Shark Attacks 1. c 2. a 3. a 4. c

3 Dr. Martin Luther King Jr. 1. c 2. c 3. a 4. b

5.6 1 Marie Curie 1. b 2. b 3. a 4. b

2 The Sweet Beet 1. c 2. b 3. b 4. b

3 Hammurabi’s Laws 1. b 2. b 3. c 4. c

6.0 1 Watch Your Step 1. a 2. b 3. c 4. b

2 Controversial Custer 1. a 2. b 3. b 4. c

3 History of a Holiday 1. c 2. a 3. b 4. c

7.0 1 King Henry VIII 1. a 2. b 3. b 4. c

2 Radiation 1. b 2. c 3. c 4. c

3 The Eiffel Tower 1. c 2. b 3. a 4. a

8.0 1 Stephen Hawking 1. c 2. c 3. a 4. b

2 Sputnik and the Space Race 1. c 2. b 3. a 4. a

3 The Cloning Controversy 1. c 2. a 3. a 4. b

© 2014 The Meadows Center for Preventing Educational Risk, The University of Texas at Austin

Level 1.0 | Lesson 1

1.0—Lesson 1 Horses


• Tell students that it is time for the reading assignment, using CSR–HS.

• Check that pairs are seated next to one another and have their materials ready.

• Remind students that they will work with their assigned partner to use the before-, during-, and after-reading strategies, followed by a teacher-led wrap-up.

• Tell students that they will read and learn about horses.

• Ask students to have the text, learning log, question stems, writing utensil, and pair checklist in front of them.

• Remind students to refer to the CSR–HS graphic.


• Direct students to today’s text, Horses.

• Tell students to look at the title, any pictures in the text, and the key words: “loads,” “long,” and “hay.”

• Highlight the image of a horse.

• Provide additional pictures, demonstrations, or short videos and ask students to visualize the topic in their mind.

• Explain that horses are big animals with long legs and short ears. Tell students that they will read to learn about horses.

• Tell students that the key words are important to understanding the story. Then, briefly review the key words and their meaning. Have students write the words in their log.

Remind students to complete the first column of the checklist.


• Tell students that they will read Horses (or part of the passage, depending on difficulty level).

• Quickly review the expected student behaviors for “fixing up” meaning:• Students identify and record words, phrases, or sentences they do not understand.• Students fix up the difficult parts through rereading, using a dictionary, and/or discussing in groups. • In their learning logs, students record the meaning of the parts they identified as difficult to understand.

• Quickly review the expected student behaviors for the true/false activity:• Students stop reading at the predetermined place in the text.• Students briefly discuss the true/false statement and record the statement and answer in their learning log. • If an answer is “false,” students discuss why it is false and rewrite the sentence on their log to make it true. • Students continue reading until the next stopping point and respond to the next true/false statement (if any).



• Lesson suggestions:• Fix-ups: “instant,” “flat,” “teeth,” “show horses,” “pull big loads”• Places to stop: After each highlighted sentence• True/false statements:

• Horses eat hay, grass, sugar cubes, and apples. (True.)• Race horses are slow. (False: Race horses are fast.)

Remind students to complete the second column of the checklist.


• Tell students that they will collaborate to write and answer two types of questions, using their sentence stems: • “What,” “where,” or “who” questions• “Why” or “how” questions

• Work through a “why” question with students. For example: Why do people use work horses? (Because they can pull big loads.)

• Have students work together to write and answer a “how” question. For example:• How do race horses run? (Race horses run fast.)• How do horses eat? (They chew with flat teeth.)

• Have students write and answer a third question. Tell students that they can pick from “what,” “where,” or “who.”

• Have students use the graphic organizer on their log to summarize the text:• Students determine and record the most important “who” or “what.” • Students write three details about the “who” or “what.”• Students generate a summary statement of at least three sentences.• Students write the summary individually. Initially, guide students to use their summary sentences to create a

summary statement.

Remind students to complete the third column of the checklist.

Wrap-UpLead a wrap-up of the CSR–HS lesson. The purpose of the wrap-up is to highlight what was accomplished and to fa-cilitate student connections among the day’s reading, other readings, and the real world. Use the following procedure:

• Restate the purpose of the day’s reading: Learning about horses—how they are built (long legs, short ears, flat teeth); what they eat (hay, apples, grass, sugar cubes); and that there are different kinds of horses (some pull heavy loads, others race, some are for show).

• Remind students of what they accomplished: Using CSR–HS, they worked together to read and learn about horses, what they eat, what they do, and what they look like.

• Provide brief feedback about student performance and behavior during the lesson.

• If time allows, to monitor progress or to provide individual tutoring, have students answer the questions that ac-company the reading passage.

• Complete the learning log rubric and plan for additional support and/or instruction to help students reach 100% proficiency.



Story

Horses are big animals. They have long legs. Horses have short ears. They can hear well. Horses have big eyes. They can see well. Horses have flat teeth. They do not eat meat. They eat hay and grass. They eat sugar cubes and apples, too. Horses can do a lot of things. Work horses pull big loads. Race horses run fast. Show horses look pretty. Horses are fun to ride.

Key Words

loads Loads are things that are carried or moved.long If something is long, one end is far from the other.hay Hay is dried grass for farm animals to eat.

Horses

1. What is most of this story about?a. Horses are fun to ride.b. Horses are pretty animals.c. Horses can do a lot of things.

2. What do work horses pull?a. Sugarb. Loadsc. Apples

3. What does the word meat mean in this story?a. Very cleanb. To come togetherc. Food from animals

4. When do horses run fast?a. In a raceb. In a showc. When they pull big loads

Questions



2.0—Lesson 1 George Washington Carver





• Tell students that they will read and learn about George Washington Carver.




• Direct students to today’s text, George Washington Carver.

• Tell students to look at the title, any pictures in the text, and the key words: “awards,” “college,” “earned,” and “peanuts.”

• Highlight the image of George Washington Carver.


• Explain that George Washington Carver invented peanut butter. Tell students that they will read to learn about Carver and the many things he made with plants.




• Tell students that they will read George Washington Carver (or part of the passage, depending on difficulty level).

• Quickly review the expected student behaviors for “fixing up” meaning:• Students identify and record words, phrases, or sentences they do not understand.• Students fix up the difficult parts through rereading, using a dictionary, and/or discussing in pairs. • In their learning logs, students record the meaning of the parts they identified as difficult to understand.




• Lesson suggestions:• Fix-ups: “made flour and candy from sweet potatoes,” “made gum from cotton stalks”• Places to stop: After each highlighted sentence• True/false statements:

• George made only one thing from peanuts. (False: He made more than 300 things from peanuts.)• George studied plants in college. (True.)




• Work through a “why” question with students. For example: Why did George go to college? (To study plants.)

• Have students work together to write and answer a “how” question. For example: How did George learn about plants? (He studied plants in college.)



summary statement.• Students read their summary statement to their partner.



• Restate the purpose of the day’s reading: Learning about George Washington Carver.

• Remind students of what they accomplished: Using CSR–HS, they worked together to read and learn about George Washington Carver, learning a little about his life and the things he created, like peanut butter.






Story

Do you like peanuts? Many things can be made with peanuts. Peanut butter is made with peanuts. Instant coffee, soap, and ink can be made with peanuts, too. One man made more than 300 things with peanuts. His name was George Washington Carver. George was born in 1859. In those days, most African Americans could not go to college. George worked very hard. He earned his way through college. George liked plants. He always wanted to know about plants, so he studied plants in college. He learned many things about plants. He used what he learned to make new things from plants. He made flour and candy from sweet potatoes. He made gum from cotton stalks. George won many awards for his work.

Key Wordsawards Awards are prizes given to people for being very good at something.college A college is a school that people go to after high school.earned You earn things, like money, for working.peanuts Peanuts are nuts that can be eaten.

George Washington Carver

1. What is this story about?a. Peanuts b. George Washington Carver c. Ink d. Inventions

2. How many things did George make with peanuts? a. 4 b. 30 c. 300 d. 1859

3. What did he make candy from?a. Cotton stalksb. Sweet potatoesc. Peanutsd. Plants

4. What did George study in college?a. Peanutsb. Soapc. Plantsd. Ink

Questions



2.0—Lesson 2 Sailors in Space





• Tell students that they will read and learn about sailors in space.




• Direct students to today’s text, Sailors in Space.

• Tell students to look at the title, any pictures in the text, and the key words: “float,” “gravity,” “skills,” and “space.”

• Highlight the image of an astronaut on the moon.


• Explain that some people go into space on spaceships to study the Earth, moon, sun, and stars. These people are called astronauts. Tell students that they will read to learn about what astronauts do.




• Tell students that they will read Sailors in Space (or part of the passage, depending on difficulty level).





• Lesson suggestions:• Fix-ups: “sailor in space,” “gravity,” “they have to be strapped down”• Places to stop: After each highlighted sentence• True/false statements:

• People who go into space are called astronauts. (True.)• There is a lot of gravity in space. (False: There is not much gravity in space.)




• Work through a “why” question with students. For example: Why do astronauts go into space? (To learn about the Earth and the moon.)

• Have students work together to write and answer a “how” question. For example: How do astronauts float when they are in space? (There is very little gravity in space.)






• Restate the purpose of the day’s reading: Learning about astronauts and why they need special skills.

• Remind students of what they accomplished: Using CSR–HS, they worked together to read and learn about astro-nauts and what they do in space.






Story

The word astronaut means “a sailor in space.” So people who go into space are called astronauts. Astronauts are people who work in spaceships. They go into space to learn about the Earth and the moon. They do tests to learn about the sun and the stars. Astronauts need to be good thinkers. Their bodies have to be in good shape, too. Space is not like Earth. There is gravity on Earth. It pulls people to the Earth. There is not much gravity in space. This makes astronauts float when they are in space. So they have to be strapped down. They also have to work in very small areas. Astronauts have special skills.

Key Wordsfloat Things that float drift through the air or on water.gravity Gravity is what makes things fall toward the Earth.skills Skills are things you can do because you practiced.space Space is the place outside of the Earth where there are stars and planets.

Sailors in Space

1. What is this story about?a. Sailorsb. Astronautsc. Spaceshipsd. Gravity

2. What pulls people to the Earth?a. Gravityb. Spaceshipsc. Strapsd. Astronauts

3. Where do astronauts work?a. In spaceb. On sailboatsc. On UFOsd. On Earth

4. How do we learn about the sun and the stars?a. We look at themb. We sail on a shipc. We do testsd. We talk about gravity

Questions



2.0—Lesson 3 Pioneers





• Tell students that they will read and learn about the story of the American pioneers.




• Direct students to today’s text, Pioneers.

• Tell students to look at the title, any pictures in the text, and the key words: “coast,” “crops,” “traders,” and “wag-ons.”

• Highlight the image of pioneers traveling across the country.


• Explain that the pioneers settled the western part of America. Tell students that they will read to learn about the pioneers and how they settled the West.




• Tell students that they will read Pioneers (or part of the passage, depending on difficulty level).





• Lesson suggestions:• Fix-ups: “wild west,” “explorers,” “next wave,” “raised crops”• Places to stop: After each highlighted sentence• True/false statements:

• Pioneers moved west to east. (False. They moved east to west.)• Pioneers raised crops and animals to sell. (True.)




• Work through a “why” question with students. For example: Why did pioneers form a circle with their wagons? (To help keep them safe.)

• Have students work together to write and answer a “how” question. For example: How did the pioneers get enough food to feed their families? (They grew their food.)






• Restate the purpose of the day’s reading: Learning about pioneers.

• Remind students of what they accomplished: Using CSR–HS, they worked together to read and learn about where the pioneers went and how they survived.






Story

A long time ago, most Americans lived near the east coast. The pioneers changed that. They moved from the east to the wild west. The first pioneers were explorers and fur traders. The next wave of pioneers cleared the woods. They grew just enough food to feed their families. The last group of pioneers cleared bigger spaces for farms. They raised crops and animals to sell. The pioneers did not have cars, planes, or trains to take them to the west. They went in wagons. The wagons were covered with cloth. They were pulled by horses. Many times they went in groups. They went in their wagons all day. At night, the pioneers formed a circle with their wagons. This helped keep them safe.

Key Wordscoast A coast is the land near an ocean.crops Crops are plants grown by farmers.traders Traders are people who buy or trade things.wagons Wagons are used to carry people and things; they have four wheels and are pulled by horses.

Pioneers

1. What is this story about?a. Farmersb. Tradersc. Pioneersd. Wagons

2. What did the first pioneers do?a. Raised cropsb. Traded fursc. Sold animalsd. Knocked down trees

3. How did the pioneers get to the west?a. In carsb. In planesc. In trainsd. In wagons

4. How did the pioneers keep safe?a. Formed a circleb. Built a fencec. Traded fursd. Moved west

Questions



2.5—Lesson 1 The Laughing Hyena





• Tell students that they will read and learn about hyenas and their howls.




• Direct students to today’s text, The Laughing Hyena.

• Tell students to look at the title, any pictures in the text, and the key words: “den,” “leader,” “related,” and “young.”

• Highlight the image of hyenas.


• Explain that a hyena’s cry sounds like a howl or a wild laugh. Tell students that they will read to learn about hy-enas and how they live in groups.




• Tell students that they will read The Laughing Hyena (or part of the passage, depending on difficulty level).





• Lesson suggestions:• Fix-ups: “howl or wild laugh,” “garbage collector,” “males might kill the young”• Places to stop: After each highlighted sentence• True/false statements:

• The hyena is a garbage collector. (True.)• The male hyenas are bigger than the mother hyenas. (False. The mothers are bigger than the males.)




• Work through a “why” question with students. For example: Why are hyenas called garbage collectors? (Food left behind by people and animals is a treat for hyenas.)

• Have students work together to write and answer a “how” question. For example: How do mother hyenas pro-tect baby hyenas? (Mother hyenas work hard to keep the males away from the babies in the den.)






• Restate the purpose of the day’s reading: Learning about hyenas and their howls.

• Remind students of what they accomplished: Using CSR–HS, they worked together to read and learn about hy-enas, how they hunt, and how they live together.






Story

Have you ever laughed out loud like a hyena? If you have, you may have scared your friends. The hyena’s cry is loud. It sounds like a howl or wild laugh. Hyenas are related to cats, but their feet look like dogs’ feet. Hyenas are fast and strong. The hyena is a good hunter. It can run 40 miles an hour, which is fast enough to catch a zebra. Also, the hyena is a garbage collector. Food left behind by people and animals is a treat for the hyena. Hyenas work well together. They live in groups called clans. Each clan has a den, which is where the baby hyenas stay. The mother hyenas work hard to keep the males away from the babies in the den. If the mothers do not keep the males away, the males might kill the young. The mothers are bigger than the males. One mother is the leader of the clan.

Key Wordsleader The leader is the one others follow.den A den is a place where some animals live. young Young are babies. related People or animals that are related to each other are in the same family.

The Laughing Hyena

1. What is the main idea of this story?a. A mother hyena is the leader of the clan.b. Hyenas run fast and are good hunters.c. Hyenas howl, hunt, and live together.

2. What does the hyena’s cry sound like?a. An airplaneb. A howl or wild laughc. A cat’s cry

3. What does the word clans mean in this story?a. Large familiesb. Dens of animalsc. Loud howls of animals

4. What is one reason the mother hyenas are able to keep the males away from the babies?a. The mothers howl louder than the males.b. The mothers hunt better than the males.c. The mothers are bigger than the males.

Questions



2.5—Lesson 2 P.T. Barnum





• Tell students that they will read and learn about P.T. Barnum.




• Direct students to today’s text, P.T. Barnum.

• Tell students to look at the title, any pictures in the text, and the key words: “circus,” “clever,” “museum,” and “strange.”

• Highlight the image of Barnum.


• Explain that P.T. Barnum started the most famous circus ever. Tell students that they will read to learn about Bar-num and his museum and circus.




• Tell students that they will read P.T. Barnum (or part of the passage, depending on difficulty level).





• Lesson suggestions:• Fix-ups: “mermaid,” “magician,” “he decided to take a new show to the people”• Places to stop: After each highlighted sentence• True/false statements:

• A mermaid was in his museum. (True.)• He held his circus only in New York. (False. The circus traveled to different cities.)




• Work through a “why” question with students. For example: Why did he open a museum in New York? (He loved to look at strange things.)

• Have students work together to write and answer a “how” question. For example: How did he take his new show to different places? (By moving people and animals on a train.)






• Restate the purpose of the day’s reading: Learning about Barnum and why he was a huge success.

• Remind students of what they accomplished: Using CSR–HS, they worked together to read and learn about Bar-num and how he made his museum and circus so popular.






Story

From the time he was a little boy, P.T. Barnum loved to look at strange things. So he opened a museum in New York. In his museum, he put all the strange things he could find. There was a mermaid. There were magicians and actors. People came from all around to see the things in the museum. Some things were real, but some were not. Barnum was so clever that no one knew what was real and what was fake. The museum was a huge success. But P.T. Barnum was not done. He wished that even more people could see the show. He decided to take a new show to the people. So he loaded lots of people and animals onto a train. It took many cars to move it all. This circus would travel to different cities. The circus people would set up a big tent and put on the show. In the show, there were three rings with something different going on in each one. It was a three-ring circus. Barnum called it “The Greatest Show on Earth.”

Key Wordscircus A circus is a show with clowns, animals, and people doing tricks. strange If something is strange, it is different from what you are used to seeing. clever When people are clever, they are good at thinking. museum A museum is a place that has beautiful, interesting, or unusual things to look at.

P. T. Barnum

1. What is the main idea of this story?a. P.T. Barnum’s circus traveled on a train.b. P.T. Barnum opened a museum in New

York.c. P.T. Barnum made shows filled with

strange things.

2. What was “The Greatest Show on Earth”?a. A train with animalsb. A three-ring circusc. A museum in New York

3. What does the word success mean in this story?a. Something that went wellb. Something that is cleverc. Something that is not real

4. Why did Barnum take the circus to different cities?a. The circus was a huge success.b. He wanted more people to see it.c. He liked to travel.

Questions



2.5—Lesson 3 A Mexican Tradition





• Tell students that they will read and learn about the Mexican tradition of breaking a piñata at parties.




• Direct students to today’s text, A Mexican Tradition.

• Tell students to look at the title, any pictures in the text, and the key words: “claim,” “figure,” “special,” and “tradi-tion.”

• Highlight the image of a piñata.


• Explain that breaking a piñata is a tradition in Mexico. Tell students that they will read to learn about piñatas and how children enjoy breaking them.




• Tell students that they will read A Mexican Tradition (or part of the passage, depending on difficulty level).





• Lesson suggestions:• Fix-ups: “hollow figure,” “blindfold”• Places to stop: After each highlighted sentence• True/false statements:

• Children break piñatas on special days. (True.)• Children try to hit piñatas with their foot. (False. Children try to hit piñatas with a stick.)




• Work through a “why” question with students. For example: Why do people attach piñatas to a rope? (To hang them above children’s heads.)

• Have students work together to write and answer a “how” question. For example:• How do children break a piñata? (They take turns hitting the piñata with a stick.)• How do you make a piñata? (You make a hollow figure and cover it with bright paper. Then, you fill the piñata

with candy and small toys.)






• Restate the purpose of the day’s reading: Learning about piñatas and why breaking them is a fun thing to do at a party.

• Remind students of what they accomplished: Using CSR–HS, they worked together to read and learn about the Mexican tradition of breaking a piñata and how children enjoy it.






Story

Breaking a piñata is a tradition in Mexico. It is a fun thing to do at a party. Children break piñatas on special days like Christmas and birthdays. A piñata is a hollow figure covered with bright paper. It might look like a star. It might look like an animal. People fill a piñata with candy and small toys. Next, they attach it to a rope. Then, they hang it above the children’s heads. The children take turns trying to break it. First, a child puts on a blindfold. Then, the child tries to hit the piñata with a stick. The others watch and sing. Sometimes, the piñata breaks after a few hits. Other times, it takes many hits. When it breaks, the children rush to claim the candy and toys. Breaking a piñata is fun. For a long time, children in Mexico have broken piñatas. Now, children around the world do it, too.

Key Wordsclaim When you claim something, you take it and say it is yours. figure A figure is a shape, form, or outline. special Something that is special is different from the rest. tradition A tradition is something that has been done in a special way for a long time.

A Mexican Tradition

1. What is the main idea of this story?a. Piñatas can take many hits to break.b. Piñatas are filled with candy and small

toys.c. Breaking piñatas is a fun tradition.

2. Why do children rush when the piñata breaks?a. They do not want to get hit by the stick.b. They want to claim the candy and toys.c. They want another turn to hit it.

3. What does the word rush mean in this story?a. Hurryb. Yellc. Take turns

4. Why is it hard for children to hit piñatas?a. The children wear blindfolds.b. Piñatas are very small.c. The sticks are too short.

Questions



3.0—Lesson 1 Exploding Toads Mystery





• Tell students that they will read and learn about a mystery about toads that explode.




• Direct students to today’s text, Exploding Toads Mystery.

• Tell students to look at the title, any pictures in the text, and the key words: “evidence,” “possible,” “scientists,” and “theory.”

• Highlight the image of a toad.


• Explain that hundreds of toads suddenly died in 2005. Tell students that they will read to learn about the mystery of these sudden deaths.




• Tell students that they will read Exploding Toads Mystery (or part of the passage, depending on difficulty level).





• Lesson suggestions:• Fix-ups: “Germany,” “liver,” “pattern,” “crows pecked holes in the toads’ bodies”• Places to stop: After each highlighted sentence• True/false statements:

• Hundreds of toads living near a lake in Germany suddenly died. (True.)• Scientists found a lot of evidence of disease in the toads. (False. They didn’t find any evidence of disease.)




• Work through a “why” question with students. For example: Why did scientists think that crows caused the toads to explode? (Crows like to eat toad livers, so they may have pecked holes in the toads.)

• Have students work together to write and answer a “how” question. For example: How could crows have caused the toads to explode? (Crows could have pecked holes in the toads to get their livers. Toads puff up in response to danger, which could have caused their insides to explode out of the holes.)






• Restate the purpose of the day’s reading: Learning about the sudden death of toads in Germany and a theory about why they puffed up and exploded.

• Remind students of what they accomplished: Using CSR–HS, they worked together to read and learn about the mystery of hundreds of toads exploding and how crows may have pecked the hole found on each of the dead toads’ body.






Story

In April 2005, hundreds of toads living near a lake in Germany suddenly died. They died in a strange way. They puffed up and exploded! In some cases, their insides landed three feet away. What had happened? Scientists looked for evidence of disease, but they didn’t find anything. They also tested the lake water. It seemed fine. One scientist found a hole in each of the dead toads’ bodies. On each body, the hole was in the same spot and about the same size. And each dead toad was missing its liver! What could cause this pattern? The scientist thought it was crows. Crows are smart, and they like eating toad livers. When attacked, toads puff up. Maybe crows pecked holes in the toads’ bodies to get their livers. The toads puffed up. Puffing up caused their insides to explode out of the holes. This theory seemed possible. Still, people had questions. Crows are active in the day, but the toads exploded at night. People reported seeing the toads explode. Did anyone see crows attack them and eat their livers? In the end, many people were left with more questions than answers. The toads stopped exploding as suddenly as they had started.

Key Wordsevidence Evidence is information that helps you believe something. possible Something that is possible could be true or could happen. scientists Scientists are people who study things by using tests and experiments.theory A theory is an idea that tries to explain something.

Exploding Toads Mystery

1. What is the main idea of this story?a. Scientists tried to figure out why toads ex-

ploded.b. Toads puff up and explode when they are

attacked.c. Crows are very smart and like to eat toad

livers.

2. What did scientists find in each dead toad’s body?a. A liverb. A diseasec. A hole

3. What does the word pattern mean in this story?a. A pretty designb. Something that repeatsc. Shapes in a row

4. Why are the exploding toads still a mystery?a. Some scientists thought the cause was

crows.b. Some of the toads’ insides landed three feet

away.c. Scientists could not be sure about the cause.

Questions



3.0—Lesson 2 Invention in a Jail Cell





• Tell students that they will read and learn about how the toothbrush was invented.




• Direct students to today’s text, Invention in a Jail Cell.

• Tell students to look at the title, any pictures in the text, and the key words: “bristles,” “common,” “essential,” and “mass produce.”

• Highlight the image of a toothbrush.


• Explain that the toothbrush was invented in a jail cell. Tell students that they read to learn about the invention.




• Tell students that they will read Invention in a Jail Cell (or part of the passage, depending on difficulty level).





• Lesson suggestions:• Fix-ups: “Englishman,” “sticks with frayed ends,” “bamboo”• Places to stop: After each highlighted sentence• True/false statements:

• William made his first toothbrush with a bone and bristles. (True.)• William was the first person with the idea to make a tool to clean teeth. (False. People since ancient times

had developed tools to clean their teeth.)




• Work through a “why” question with students. For example: Why did William invent the toothbrush? (He wanted a better way to clean his teeth.)

• Have students work together to write and answer a “how” question. For example:• How did William make his toothbrush? (He attached bristles to a bone.)• How did William start to sell toothbrushes? (When he got out of jail, he founded a company.)






• Restate the purpose of the day’s reading: Learning about how William invented the toothbrush in jail.

• Remind students of what they accomplished: Using CSR–HS, they worked together to read and learn about how William invented the toothbrush in a jail cell and later mass produced them.






Story

An Englishman named William Addis sat in jail with a bone and some bristles. Was he trying to make some kind of escape tool? No, he was trying to make a toothbrush. William went to jail in 1770. Back then, toothbrushes were not common. In Europe, most people cleaned their teeth with rags. William wanted a better way to clean his teeth. One night, he saved a bone from his dinner. He also got some bristles from a guard. Then he figured out how to attach the bristles to the bone. Soon he had a toothbrush! William was not the first person with this idea. In ancient times, people used sticks with frayed ends to clean their teeth. Much later, the Chinese made teeth-cleaning tools by attaching pig hairs to bamboo sticks. But William was the first person to mass produce toothbrushes. When he got out of jail, he founded a company and started selling them. Before long, toothbrushes were common around the world. Today, many companies sell them. They come in many colors and varieties. The toothbrush is now an essential tool for people all over the world. Can you imagine your life without one?

Key Wordsbristles Bristles are short, stiff hairs. common If something is common, it is normal or happens a lot. essential Something that is essential is extremely important or necessary. mass produce Something that is mass produced is made in large numbers, often by machines.

Invention in a Jail Cell

1. What is the main idea of this story?a. William Addis made one toothbrush from a

bone and bristles.b. William Addis helped make toothbrushes

common.c. William Addis founded a company when he

got out of jail.

2. How did most people in Europe clean their teeth before the toothbrush?a. With bamboob. With ragsc. With bristles

3. What does the word founded mean in this story?a. Stole from or robbedb. Looked at or noticedc. Set up or started

4. Why did William Addis mass produce toothbrushes?a. He wanted to sell them for money.b. He wanted everybody in jail to have one.c. He wanted them to come in many colors

and varieties.

Questions



3.0—Lesson 3 Fashion Police





• Tell students that they will read and learn about dress codes in 16th century England.




• Direct students to today’s text, Fashion Police.

• Tell students to look at the title, any pictures in the text, and the key words: “arrested,” “codes,” “fabrics,” and “nobles.”

• Highlight the image of people in 16th century England.


• Explain that dress codes in 16th century England were very strict. Tell students that they will read to learn about why these dress codes were enforced.




• Tell students that they will read Fashion Police (or part of the passage, depending on difficulty level).





• Lesson suggestions:• Fix-ups: “16th century England,” “guard the nobles’ status,” “common people”• Places to stop: After each highlighted sentence• True/false statements:

• Everyone could wear purple. (False. Few people could wear purple.)• Rulers thought that nobles should dress better than common people. (True.)




• Work through a “why” question with students. For example: Why did England’s rulers make the dress code laws? (To guard industry and wealth.)

• Have students work together to write and answer a “how” question. For example: How did dress codes guard the nobles’ status? (They stopped common people from buying things they couldn’t afford and dressing better than the nobles.)






• Restate the purpose of the day’s reading: Learning about the dress codes of 16th century England and how people were forced people to follow them.

• Remind students of what they accomplished: Using CSR–HS, they worked together to read and learn about the dress codes in 16th century England and how they helped to guard industry and wealth.






Story

A store owner is walking down the street. Suddenly, he’s arrested. What’s his crime? He’s wearing purple. Such a situation might have happened in 16th century England. Laws there said how people could dress, right down to the buttons! All people could wear wool. All could wear brown. Few could wear silk. Even fewer could wear purple. People who didn’t follow dress codes could be fined or arrested. What was the purpose of these laws? England’s rulers wrote them to help guard industry and wealth. Many fine fabrics came only from faraway lands. Dress codes pushed people to buy fabrics made in England. They also stopped common people from buying things they couldn’t afford. They helped guard the nobles’ status. Rulers didn’t think common people should dress better than nobles. And no one should dress like one of the king’s family! Dress codes were important for a time. But they were hard to enforce. Over time, such laws died out. Purple lovers in England can rest easy —it is now legal to wear the color!

Key Wordsarrested If you are arrested, you are caught and held for breaking the law. codes Codes are systems of laws or sets of rules. fabrics Fabrics are kinds of cloth used to make clothes, curtains, and other goods. nobles In countries with royalty, nobles are people with power or important titles.

Fashion Police

1. What is the main idea of this story?a. Many years ago, fine fabrics did not come

from England.b. Many years ago, a man was arrested for

wearing purple in England.c. Many years ago, England had laws that

said how people could dress.

2. Which of the following could common people wear?a. Woolb. Purplec. Silk

3. What does the word rulers mean in this story?a. Laws people followb. People with powerc. Measuring sticks

4. Who could be fined in 16th century England?a. Nobles wearing brownb. A store owner wearing purplec. Common people wearing wool

Questions



3.5—Lesson 1 Atlantis–Found?





• Tell students that they will read and learn about the island called Atlantis.




• Direct students to today’s text, Atlantis—Found?

• Tell students to look at the title, any pictures in the text, and the key words: “legend,” “structures,” and “ruins.”

• Highlight the image of Atlantis.


• Explain that some people do not believe the stories about Atlantis, an island that is said to have vanished. Tell students that they will read to learn about what happened to make some people believe that the story might be true—that Atlantis really did exist.




• Tell students that they will read Atlantis—Found? (or part of the passage, depending on difficulty level).





• Lesson suggestions:• Fix-ups: “tsunami,” “remnants,” “looked like columns or an old temple”• Places to stop: After each highlighted sentence• True/false statements:

• According to the legend, nothing was left of Atlantis after the tsunami hit. (True.)• In one place, explorers found a huge path made of lava rocks. (False: “Lava rocks” should read, “carved

stones.”)




• Work through a “why” question with students. For example: Why did the pilot’s observation make some people believe that the legend of Atlantis was true? (He noticed a large, rectangular shape on the bottom of the sea. When explorers investigated, they found remains of old buildings.)

• Have students work together to write and answer a “how” question. For example:• How was Atlantis destroyed, according to the legend? (By a tsunami that washed over the island.)• How did the pilot discover the large rectangular shape? (By flying over the ocean near the Bahamas.)






• Restate the purpose of the day’s reading: Learning about the island of Atlantis and how it may have disappeared into the sea.

• Remind students of what they accomplished: Using CSR–HS, they worked together to read and learn about how a pilot and explorers found evidence that Atlantis, thought to be a legend, may have existed after all.

• Provide brief feedback about student performance and behavior during the lesson.• If time allows, to monitor progress or to provide individual tutoring, have students answer the questions that ac-

company the reading passage.• Complete the learning log rubric and plan for additional support and/or instruction to help students reach 100%

proficiency.



Story

For thousands of years, people have been telling the story of Atlantis. They say Atlantis was once an island in the Atlantic Ocean. It had a royal city with beautiful buildings and gardens. The people of this kingdom were wealthy and wise. Then, in one day and one night almost 12,000 years ago, great earthquakes and a huge tsunami destroyed the city. The sea washed over the island. Everything and everybody sank under the waves. People said the story of Atlantis was just a legend. But then something happened that made them think the story might be true. In 1968, a pilot flying over the waters near the Bahama islands noticed a large rectangular shape on the bottom of the sea. When explorers examined the shape, they found stones that looked like the remnants of an old building! Soon, explorers found other mysterious structures nearby. Some of the ruins looked like columns or an old temple. In one place, explorers found a huge path made of carved stones. All of these stones were thousands of years old. Now some people believed that there really was an island of Atlantis. What else, they asked, could these stones be? What do you think?

Key Wordslegend A legend is an old story that may or may not be true.ruins Ruins are the parts of buildings or cities that are left after the rest has been destroyed.structures Structures are things that have been made, like buildings, bridges, or houses.

Atlantis–Found?

1. What is the main idea of this story?a. Explorers found mysterious structures that

some people believe were from Atlantis.b. Atlantis had a royal city with beautiful build-

ings and gardens.c. People said that the story of Atlantis was just

a legend.

2. What did the pilot notice on the bottom of the sea in 1968?a. Columns and an old templeb. A path made of carved stonesc. A large, rectangular shape

3. What does the word tsunami mean in this story?a. Ruins of a cityb. Very large wavec. Great earthquakes

4. What must be true about the water near the Bahamas?a. It must be very cold.b. It must be very clear.c. It must be very old.

Questions



3.5—Lesson 2 Prickly Personality





• Tell students that they will read and learn about a type of cactus called the saguaro.




• Direct students to today’s text, Prickly Personality.

• Tell students to look at the title, any pictures in the text, and the key words: “loner,” “personality,” “prickly,” and “unwelcoming.”

• Highlight the image of cactus on a hillside.


• Explain that the saguaro is a type of cactus. Tell students that they will read to learn about why the saguaro is known to have a prickly “personality.”




• Tell students that they will read Prickly Personality (or part of the passage, depending on difficulty level).





• Lesson suggestions:• Fix-ups: “armlike,” “rare,” “precious,” “spines,” “survive”• Places to stop: After each highlighted sentence• True/false statements:

• The saguaro is so unwelcoming because it has to compete for water. (True.)• Scientists do not understand why the saguaro has a prickly personality. (False. The saguaro needs a prickly

personality to survive in the difficult desert climate.)




• Work through a “why” question with students. For example: Why is water so precious to the saguaro? (Water is rare in the desert, so plants have to compete to get enough to survive.)

• Have students work together to write and answer a “how” question. For example: How does the saguaro take in enough water to survive? (Through roots that cover a large area.)






• Restate the purpose of the day’s reading: Learning about the saguaro’s prickly personality.

• Remind students of what they accomplished: Using CSR–HS, they worked together to read and learn about how the saguaro must be an unwelcoming loner to survive in the harsh desert climate.






Story

Some people say the saguaro is a plant with a personality. This cactus has armlike branches that seem to be making a friendly greeting. But nothing could be further from the truth. If the saguaro could talk, it would probably say, “Go away!” Why is the saguaro so unwelcoming? Water is rare in the desert. The saguaro must hold on to every drop it can get. Visitors are likely competitors for this precious resource. So, the saguaro is a loner. It rarely grows within 30 feet of another saguaro. To take in enough water to live, the saguaro has roots that cover a large area. Two saguaros that live close together become competitors. It may be hard for both of them to get enough water. Using its roots, the saguaro brings water into its huge stem. Here the cactus can store hundreds of gallons of water. Many desert animals would steal this treasure if they could. To keep these thieves away, the saguaro’s skin is covered in sharp spines. In order to survive, the saguaro needs a prickly personality. An especially successful saguaro may live to the age of 200. A cactus this old may be taller than a five-story building!

Key Wordsloner A loner is a person or animal who likes to be alone.personality A personality is the way someone usually acts.prickly Someone who is prickly is easily annoyed.unwelcoming Someone who is unwelcoming is not friendly and does not want visitors.

Prickly Personality

1. What is the main idea of this story?a. The saguaro can store hundreds of gallons of

water.b. The saguaro’s skin is covered in sharp spines.c. The saguaro is unwelcoming so that it can

survive in the desert.

2. Where does the saguaro store water?a. In its stemb. In its rootsc. In its spines

3. What does the word precious mean in this story?a. Common or easy to findb. Important or worth a lotc. Hated

4. Why does the saguaro need to store so many gallons of water?a. Because it grows so tallb. Because its roots cover such a large areac. Because water is rare in the desert

Questions



3.5—Lesson 3 Nettle Eating Challenge





• Tell students that they will read and learn about a tradition in England in which people eat a stinging plant.




• Direct students to today’s text, Nettle Eating Challenge.

• Tell students to look at the title, any pictures in the text, and the key words: “chemicals,” “evolved,” “nettle,” and “saliva.”

• Highlight the image of a nettle plant.


• Explain that the nettle is a plant that can produce painful stings. Tell students that they will read to learn about a tradition in England called the World Stinging Nettle Eating Challenge.




• Tell students that they will read Nettle Eating Challenge (or part of the passage, depending on difficulty level).





• Lesson suggestions:• Fix-ups: “contestants,” “pierce,” “reduce,” “tradition”• Places to stop: After each highlighted sentence• True/false statements:

• The contestant who can finish all of the nettle leaves wins. (False. The person who can eat the most leaves in an hour wins.)

• Whoever vomits is out of the game. (True.)




• Work through a “why” question with students. For example: Why is eating nettle leaves such a painful experi-ence? (Because nettle leaves have spikes that leave burning chemicals behind.)

• Have students work together to write and answer a “how” question. For example: How do contestants try to reduce the pain? (By folding the leaves, placing the leaves in the back of their mouth, and chewing carefully.)






• Restate the purpose of the day’s reading: Learning about a unique tradition in England called the Stinging Nettle Eating Challenge.

• Remind students of what they accomplished: Using CSR–HS, they worked together to read and learn about how people compete by seeing who can eat the most leaves of painful type of plant in an hour.






Story At a festival in England, a man sits at a table. His tongue is black. Green drool hangs from his mouth. Is the man sick? No! He is trying to win the World Stinging Nettle Eating Challenge! In this challenge, contestants eat the leaves of stinging nettle plants. The winner is the person who can eat the most leaves in 1 hour. But contestants need more than just a big appetite to win. They must also be ready to face pain. Nettle leaves are covered in tiny, sharp spines that can pierce skin and leave burning chemicals behind. To reduce pain, contestants fold the leaves into squares and place them in the back of their mouth. They chew carefully, trying to keep their tongue from touching the sharp spines. But eventually, the chemicals spread. The contestants’ tongue turns black, and their saliva turns green! Some drooling is allowed, but a contestant who vomits may be disqualified. How did this strange competition begin? In 1986, two farmers were arguing over who had grown the tallest nettle plants. One farmer put out a challenge. If anyone presented a nettle plant taller than his own, he would eat it. The farmer lost his bet. Over time, this challenge evolved into a yearly tradition.

Key Wordschemicals Chemicals are solid, liquid, or gas substances that can cause a reaction when they enter the

body.evolved Things that have evolved have changed and developed over time, often in a way that made

something better.nettle Nettle is a plant with stems and leaves covered in tiny hairs. The hairs sting when touched.saliva Saliva is the watery liquid made by glands in the mouth.

Nettle Eating Challenge

1. What is the main idea of this story?a. In 1986, two farmers argued over who had

grown the tallest nettle plants.b. Eating nettle plants turns people’s tongue

black and their saliva green.c. People compete in a contest to see who can

eat the most stinging nettle plants.

2. Who might be disqualified from the nettle eating challenge?a. A contestant who droolsb. A contestant with green salivac. A contestant who vomits

3. What does the word tradition mean in this story?a. A custom from the pastb. A thing that is hard to doc. An argument or bet

4. What did the farmer have to do when he lost his bet?a. Grow a taller nettle plantb. Eat a nettle plantc. Enter the World Stinging Nettle Eating Chal-

lenge

Questions



4.0—Lesson 1 The Smellier, the Better?





• Tell students that they will read and learn about a large tropical fruit, the durian, which has a strong smell.




• Direct students to today’s text, The Smellier, the Better?

• Tell students to look at the title, any pictures in the text, and the key words: “durian,” “tropical,” “unique,” and “varieties.”

• Highlight the image of durians.


• Explain that the durian is known for a strong, unique smell. Tell students that they will read to learn about this spiky tropical fruit.




• Tell students that they will read The Smellier, the Better? (or part of the passage, depending on difficulty level).





• Lesson suggestions:• Fix-ups: “Southeast Asia,” “Thailand,” “durians can be used to make chips, shakes, and even ice cream”• Places to stop: After each highlighted sentence• True/false statements:

• The durian has been banned in some places. (True.)• Durians that have no smell are the most popular. (False. Durians that smell the strongest are often quite

popular.)




• Work through a “why” question with students. For example: Why has the durian has been banned in some places in Southeast Asia? (It has a strong, unique smell.)

• Have students work together to write and answer a “how” question. For example:• How do people eat durians? (They can eat the fruit raw or in other forms, like in chips, shakes, or ice cream.)• How did some hotel managers in Thailand react to smelly durians? (They banned durians from their build-

ings.)






• Restate the purpose of the day’s reading: Learning about the durian and how it has sparked many different opin-ions.

• Remind students of what they accomplished: Using CSR–HS, they worked together to read and learn about the durian, why it has been banned from some places, and how people like the durians that smell the strongest.

• Provide brief feedback about student performance and behavior during the lesson.• If time allows, to monitor progress or to provide individual tutoring, have students answer the questions that ac-


proficiency.



Story

The durian is a large tropical fruit that sparks some strong opinions. In many countries in Southeast Asia, the durian is a popular food. Some people in these countries call it the “king of fruits.” Yet the durian has been banned from places in these same areas. Why? The durian has a strong, unique smell. People have compared it to the smell of rotten eggs or stinky cheese. Some have even compared it to smelly socks! In Thailand, some hotel managers have banned durians from their buildings because of the fruit’s odor. However, many people think durians are delicious. They may eat the fruit raw or enjoy it in one of its many other forms. Durians can be used to make chips, shakes, and even ice cream. Thailand even holds a yearly celebration of durians: the World Durian Festival! Different varieties of durians have different smells and tastes. So someone who dislikes one variety may like another. Interestingly, the varieties that smell the strongest are often quite popular. Many people believe that the smellier the durian is, the better it tastes!

Key Wordsdurian A durian is a spiky tropical fruit. People break open the hard outer shell to get to the creamy

fruit inside.tropical Tropical places are near the equator, where the weather is hot and wet.unique Things that are unique are different from all others.varieties Varieties are different kinds.

The Smellier, the Better?

1. What is the main idea of this story?a. Durians can be used to make many kinds of

food.b. Different varieties of durians have different

tastes.c. People have strong feelings about the smell

of durians.

2. What food does the story say that durians can be used to make?a. Cheeseb. Chipsc. Eggs

3. What does the word raw mean in this story?a. Very popularb. Not cookedc. Strong smelling

4. Why have durians been banned in some places?a. Their strong smell may bother some peopleb. Many people find them deliciousc. People have strong opinions about their

unique taste

Questions



4.0—Lesson 2 Lynne Cox





• Tell students that they will read and learn about Lynne Cox, the first person to swim a mile in the frigid waters of Antarctica without a wetsuit.




• Direct students to today’s text, Lynne Cox.

• Tell students to look at the title, any pictures in the text, and the key words: “feat,” “frigid,” “trained,” and “wetsuit.”

• Highlight the image of Lynne Cox.


• Explain that Lynne Cox swam in the frigid waters off the coast of Antarctica. Tell students that they will read to learn about Cox and her Antarctic mile.




• Tell students that they will read Lynne Cox (or part of the passage, depending on difficulty level).





• Lesson suggestions:• Fix-ups: “Antarctica,” “swam more than 3 miles from Alaska to Russia,” “insulated,” “special earplugs made to

protect her eardrums and brain from the icy water”• Places to stop: After each highlighted sentence• True/false statements:

• The waters of Antarctica were warmer than any Lynne had ever been in. (False. The waters were colder than any she had ever been in.)

• It took Lynne 25 minutes to swim the mile. (True.)




• Work through a “why” question with students. For example: Why did Lynne have to take so many precautions? (The waters of Antarctica were colder than any she had ever been in.)

• Have students work together to write and answer a “how” question. For example:• How did Lynne shield her toes from rocks? (She let her nails grow long.)• How did Lynne protect her eardrums and brain from the icy water? (She had special earplugs made.)






• Restate the purpose of the day’s reading: Learning about Lynne Cox and how she became the first person to swim a mile in the frigid waters of Antarctica without a wetsuit.

• Remind students of what they accomplished: Using CSR–HS, they worked together to read and learn about how Lynne Cox trained before swimming a mile in the waters of Antarctica without a wetsuit.






Story Could you swim in the coldest water on Earth? In 2002, Lynne Cox traveled to the frigid waters off the coast of Antarctica. She wanted to swim a mile there—without a wetsuit! Lynne was already a famous coldwater swimmer. In 1987, she swam more than 3 miles from Alaska to Russia. Being in such cold water for so long could cause a person’s heart to stop. How did Lynne survive? Scientists discovered that Lynne’s body fat was very evenly distributed, which kept her insulated. Lynne was also fit, and she stayed focused on her goal. But the waters of Antarctica were colder than any she had ever been in. Lynne had to take many precautions. She trained hard for 2 years. To shield her toes from rocks, she let her nails grow long. To help insulate her head, she let her hair grow long. She even had special earplugs made to protect her eardrums and brain from the icy water. Finally, it was time for Lynne’s Antarctic mile. The ocean was almost cold enough to freeze. When Lynne jumped in, the cold nearly took her breath away. As she swam, she avoided chunks of ice. At one point, penguins swam with her. At last, after 25 minutes, Lynne reached Antarctica! She was the first person to achieve this feat.

Key Wordsfeat A feat is an act that takes strength, skill, or courage to do.frigid Something that is frigid is extremely cold.trained If you trained, you practiced or worked hard to do something well.wetsuit A wetsuit is a tight-fitting piece of clothing made of material that helps people stay warm in

cold water.

Lynne Cox

1. What is the main idea of this story?a. Lynne Cox’s body stayed insulated because her

body fat was very evenly distributed.b. Lynne Cox was the first person to swim a mile in

the frigid waters of Antarctica without a wetsuit.c. Lynne Cox was a famous coldwater swimmer

who swam from Alaska to Russia.

2. How did Lynne protect her eardrums during her coldwater swim?a. She avoided chunks of ice.b. She let her hair grow long.c. She had special earplugs made.

3. What does the word shield mean in this story?a. Protectb. Keep warmc. Train

4. Why did Lynne keep swimming, even though the water was cold?a. Antarctica was not too far away.b. She wanted to reach her goal.c. Penguins started swimming with her.

Questions



4.0—Lesson 3 An Ancient Ball Game





• Tell students that they will read and learn about ulama, one of the oldest team sports in the world.




• Direct students to today’s text, An Ancient Ball Game.

• Tell students to look at the title, any pictures in the text, and the key words: “ancient,” “court,” “fast-paced,” and “sacrificed.”

• Highlight the image of someone playing ulama.


• Explain that ulama is one of the oldest team sports in the world. Tell students that they will read to learn about ulama and its interesting history.




• Tell students that they will read An Ancient Ball Game (or part of the passage, depending on difficulty level).





• Lesson suggestions:• Fix-ups: “torsos,” “Mesoamerica,” “bet property, children, and even their own freedom”• Places to stop: After each highlighted sentence• True/false statements:

• Ulama players try to keep the ball off the ground. (True.)• Winners and losers were sacrificed in the temple. (False. Only the losers were sacrificed.)




• Work through a “why” question with students. For example: Why was ulama so dangerous? (They used a rubber ball about as big and heavy as a bowling ball.)

• Have students work together to write and answer a “how” question. For example: How did ulama players bounce the ball from player to player? (They used their hips and lower torsos.)






• Restate the purpose of the day’s reading: Learning about the ancient ball game ulama.

• Remind students of what they accomplished: Using CSR–HS, they worked together to read and learn about ulama, how it was a very important game thousands of years ago, and how it is still played in a few places today.






Story

In a small town in western Mexico, two teams face off on a long, narrow stone court. They bounce a ball from player to player, using their hips and lower torsos. In this fast-paced game, players must keep the ball off the ground. And they can’t use their hands, feet, or lower legs! The game, called ulama, is played in only a few spots in modern Mexico. Yet it was once a central part of life in Mesoamerica. Some ancient Mexicans would bet property, children, and even their own freedom over the games! In most ancient Mesoamerican towns, the ball court stood next to a temple. Mesoamerican religious writings talk about the game. Indeed, the game was part of some religious ceremonies. Players used a rubber ball about as big and heavy as a bowling ball. They risked fatal injuries to win. Winners earned great honor, and losers could pay a heavy price. Many researchers believe that after religious games, players on the losing team were sacrificed in the temple! Ulama is no longer the deadly sport it once was. Yet today’s players still follow many of the old rules. They still use the same kind of ball and court, too. Researchers believe ulama began at least 3,500 years ago. They think it’s one of the oldest team sports in the world.

Key Wordsancient Things that are ancient are from a very long time ago.court A court is a flat, hard area with markings for playing some kinds of games.fast-paced Something that is fast-paced moves or happens at high speed.sacrificed Something that is sacrificed is killed as an offering or gift to a god.

An Ancient Ball Game

1. What is the main idea of this story?a. Ulama was played on a stone court.b. Ulama players today still follow many of the

old rules.c. Ulama is an ancient team sport with a deadly

past.

2. In ulama, which body part can touch the ball?a. Feetb. Hipsc. Hands

3. What does the word property mean in this story?a. Children and relativesb. Things someone ownsc. Freedom and rights

4. Why did winners of ulama earn great honor?a. Because the ball was very heavyb. Because ulama was very important to an-

cient Mexicansc. Because ulama is a team sport

Questions



4.5—Lesson 1 Loch Ness Monster





• Tell students that they will read and learn stories about the Loch Ness monster, an animal some people believe lives in a large lake in Scotland.




• Direct students to today’s text, Loch Ness Monster.

• Tell students to look at the title, any pictures in the text, and the key words: “claimed,” “depths,” “proof,” and “sightings.”

• Highlight the image of what some people have reported the Loch Ness monster looks like.


• Explain that many people claim to have seen the Loch Ness monster, but there is no scientific proof. Tell students that they will read to learn about reports of sightings of the monster.




• Tell students that they will read Loch Ness Monster (or part of the passage, depending on difficulty level).





• Lesson suggestions:• Fix-ups: “Scotland,” “disturbance,” “snakelike”• Places to stop: After each highlighted sentence• True/false statements:

• There have been several reports of the monster killing people. (False. There have been no such reports.)• People have not been able to get scientific proof that the monster really exists. (True.)




• Work through a “why” question with students. For example: Why is it difficult to search Loch Ness? (It is long, deep, and often muddy.)

• Have students work together to write and answer a “how” question. For example: How have people searched the depths of Loch Ness? (They searched with boats, cameras, and other special equipment.)






• Restate the purpose of the day’s reading: Learning about the Loch Ness monster and how people are still search-ing for it.

• Remind students of what they accomplished: Using CSR–HS, they worked together to read and learn about the Loch Ness monster, why people are not certain of its existence, and how people are still trying to find scientific proof that the monster really exists.






Story

In 1934, a doctor visited Loch Ness, a large lake in Scotland. He claimed that he saw a disturbance in the water. He even had a photograph of what looked like a long, snakelike head above the surface. The doctor’s photograph was one of the earliest pictures of what is known as the Loch Ness monster. Many other people claim to have seen this creature, too. They say it is up to 45 feet long, with a long neck and several humps on its back. Does such a monster really exist? We aren’t certain. But if there is a Loch Ness monster, it doesn’t seem to be very dangerous. There are no reports that it has killed or eaten anyone. Some people don’t believe it is possible for a monster to live in Loch Ness. They say the sightings are really waves, logs, or giant fish. Others want scientific proof that the monster really exists. So they search the depths of Loch Ness with boats, cameras, and other special equipment. So far, they haven’t been able to get this proof. The lake is long, deep, and often muddy, so their search is very difficult. But until people know exactly what lurks beneath the dark, cold waters of Loch Ness, they won’t stop looking.

Key Wordsclaimed Claimed means said something as if it were true.depths Depths are very deep places or parts.proof Proof is anything that can be used to show something is true.sightings Sightings are events in which someone sees something important or unusual.

Loch Ness Monster

1. What is the main idea of this story?a. The Loch Ness monster may be up to 45 feet

long, with several humps on its back.b. People claim to have seen the Loch Ness mon-

ster, but there is no scientific proof that it exists.c. There are no reports that the Loch Ness monster

has killed or eaten anyone.

2. What have people used to search Loch Ness?a. Wavesb. Camerasc. Logs

3. What does the word lurks mean in this story?a. Shines brightlyb. Stays hiddenc. Swims quickly

4. When will we be certain that the Loch Ness monster exists?a. When people have scientific proofb. When people use special equipmentc. When people search the depths of Loch Ness

Questions



4.5—Lesson 2 Beethoven





• Tell students that they will read and learn about the composer Ludwig van Beethoven.




• Direct students to today’s text, Beethoven.

• Tell students to look at the title, any pictures in the text, and the key words: “composed,” “masterpieces,” “promi-nent,” and “symphony.”

• Highlight the image of Beethoven.


• Explain that Beethoven had serious hearing problems but was still a great composer. Tell students that they will read to learn about Beethoven, who is considered one of the most talented composers who ever lived.




• Tell students that they will read Beethoven (or part of the passage, depending on difficulty level).





• Lesson suggestions:• Fix-ups: “pianist,” “ringing and buzzing in his ears,” “devastated”• Places to stop: After each highlighted sentence• True/false statements:

• Beethoven was a well-known pianist and composer. (True.)• Beethoven stopped composing because of serious hearing problems. (False. He continued composing,

even when completely deaf.)




• Work through a “why” question with students. For example: Why did Beethoven not know that the audience was applauding after the first performance of his Ninth Symphony? (He was deaf and not facing the audience.)

• Have students work together to write and answer a “how” question. For example: How did Beethoven learn that the audience was applauding after the first performance of his Ninth Symphony? (Someone on stage turned him around to see the audience.)





Wrap-UpLead a wrap-up of the CSR–HS lesson. The purpose of the wrap-up is to highlight what was accomplished and to fa-cilitate student connections among the day’s reading, other readings, and the real world. Use the following procedure:• Restate the purpose of the day’s reading: Learning about Beethoven, whom many people consider one of the

most talented composers.• Remind students of what they accomplished: Using CSR–HS, they worked together to read and learn about

Beethoven and how he overcame his hearing problems to become a very successful composer.• Provide brief feedback about student performance and behavior during the lesson.• If time allows, to monitor progress or to provide individual tutoring, have students answer the questions that ac-


proficiency.



Story Ludwig van Beethoven began to lose his hearing when he was a young man, but going deaf did not stop him from writing great music. Even today, he is considered one of the most talented composers who ever lived. Beethoven began studying music when he was a child in Europe in the late 1700s. He learned to play four instruments and composed his own music. Many people noticed his remarkable talent. At age 22, Beethoven began to study under a prominent composer. He soon became a well-known pianist and composer himself. After several years, though, he began having hearing problems. He noticed ringing and buzzing in his ears. He visited many doctors, but they had no cure. Gradually, his hearing got worse. Losing his hearing devastated him because he loved music so much. But he was determined to continue composing. By the time Beethoven wrote his Ninth Symphony, he was totally deaf. This symphony’s first performance was a huge triumph. The audience applauded loudly when the music concluded. Beethoven was not facing the audience, so he did not know that they were applauding. Someone on stage turned him around to see everyone clapping. Even though Beethoven never heard some of his masterpieces, people all over the world still enjoy them.

Key Wordscomposed Composed means created a musical work.masterpieces Masterpieces are the best works of a talented artist or musician.prominent Prominent means important or well-known.symphony A symphony is a long piece of music written for an orchestra to play.

Beethoven

1. What is the main idea of this story?a. Beethoven played many instruments and was a

famous pianist.b. Beethoven’s Ninth Symphony was one of his

most popular.c. Beethoven was a talented composer even after

he became deaf.

2. When did people first notice Beethoven was talented?a. When he was a deaf manb. When he wrote his Ninth Symphonyc. When he was a child

3. What does the word gradually mean in this story?a. As expectedb. Slowly over timec. Sadly or unfortunately

4. How did Beethoven know that his Ninth Symphony was a huge triumph?a. Someone turned him around so he could see the

audience applauding.b. Someone told him about it after the perfor-

mance.c. He heard the audience applauding loudly.

Questions



4.5—Lesson 3 Beetles





• Tell students that they will read and learn about beetles, one of the most successful creatures on Earth.




• Direct students to today’s text, Beetles.

• Tell students to look at the title, any pictures in the text, and the key words: “evolved,” “habitats,” “survival,” and “variety.”

• Highlight the image of beetles on a leaf.


• Explain that beetles have survived for millions of years. Tell students that they will read to learn about beetles and why they are among the most successful creatures on Earth.




• Tell students that they will read Beetles (or part of the passage, depending on difficulty level).





• Lesson suggestions:• Fix-ups: “Beetles make up about one-fourth of all the species of animals in the world,” “weevils,” “pollinate”• Places to stop: After each highlighted sentence• True/false statements:

• Beetles have hard shells that can trap air and store moisture. (True.)• Beetles clean the environment by eating flowers. (False. They clean the environment by eating dead ani-

mals, decaying plants, and other waste.)




• Work through a “why” question with students. For example: Why are beetles so successful at survival? (They have evolved over time to make the best of their surroundings.)

• Have students work together to write and answer a “how” question. For example:• How do beetles survive in the desert? (They store moisture in their hard shells.)• How do beetles clean the environment? (They eat dead animals, decaying plants, and other waste.)






• Restate the purpose of the day’s reading: Learning about beetles.

• Remind students of what they accomplished: Using CSR–HS, they worked together to read and learn about beetles’ secrets to survival and how some beetles are helpful to humans and some are destructive.






Story

You may have seen beetles in your garden or basement. But did you know that beetles are among the most successful creatures on Earth? They are everywhere. They live in jungles, in deserts, in caves, and underwater. Some even live on the bodies of other animals. Beetles make up about one-fourth of all the species of animals in the world. As a group, they have survived for millions of years. Why are these small creatures so successful at survival? Beetles evolved over time to make the best of their surroundings. One secret to the survival of the beetle is its hard shell. The shell traps air for a beetle that lives underwater. For a beetle that lives in the desert, the shell stores moisture. A beetle’s shell allows it to live in a variety of habitats, and it also protects the beetle like a suit of armor. Some beetles are destructive. For example, weevils eat nuts, seeds, and plant stalks. They can destroy crops. But other beetles help humans. Many clean the environment by eating dead animals, decaying plants, and other waste. Some even eat weeds! Beetles also pollinate flowers. In fact, scientists believe that beetles helped flowers to multiply and spread during the age of the dinosaurs, which shows just how long beetles have been around.

Key Wordsevolved Evolved means changed and developed over time, often in a way that made something better.habitats Habitats are the places in nature where animals or plants live.survival Survival is the continuation of life or existence.variety A variety is many different kinds.

Beetles

1. What is the main idea of this story?a. Beetles have survived millions of years be-

cause they have evolved.b. Some beetles can be destructive, and others

are helpful.c. A beetle’s hard shell helps it to survive in

many different kinds of surroundings.

2. How does a beetle that lives underwater use its shell?a. To pollinate flowersb. To trap airc. To store moisture

3. What does the word moisture mean in this story?a. Waterb. Pollenc. Food

4. Why can beetles live in so many different environments?a. Because they have hard shellsb. Because they are destructivec. Because there are so many of them

Questions



5.0—Lesson 1 Emperor Penguin





• Tell students that they will read and learn about how emperor penguins make sacrifices for their young.




• Direct students to today’s text, Emperor Penguin.

• Tell students to look at the title, any pictures in the text, and the key words: “breeding ground,” “cycle,” and “incu-bating.”

• Highlight the image of emperor penguins.


• Explain that emperor penguins live in Antarctica. Tell students that they will read to learn about these penguins.




• Tell students that they will read Emperor Penguin (or part of the passage, depending on difficulty level).





• Lesson suggestions:• Fix-ups: “sacrifices,” “huddles,” “exposed,” “survive”• Places to stop: After each highlighted sentence• True/false statements:

• Female penguins are responsible for finding food. (True.)• When the ice melts, it becomes harder to reach the sea. (False. The distance becomes shorter and thus it

becomes easier to get to the sea.)




• Work through a “why” question with students. For example: Why do emperor penguin parents make big sacri-fices? (They make big sacrifices so that their young can survive.)

• Have students work together to write and answer a “how” question. For example: How does a father emperor penguin keep an egg warm? (By balancing the egg on his feet, covering the egg with skin from his belly, and hud-dling with other fathers.)






• Restate the purpose of the day’s reading: Learning about emperor penguins.

• Remind students of what they accomplished: Using CSR–HS, they worked together to read and learn about where emperor penguins live and how male and the female penguins work together and make great sacrifices for their young to survive.






Story

Antarctica’s winter temperatures can dip to 70 degrees below 0 Fahrenheit, and winds can reach speeds of 200 miles an hour. Emperor penguins breed in this bitterly cold environment. For their young to survive, the parents must make big sacrifices. The process begins with a long journey, often more than 60 miles. The emperor penguin travels far from its food source, the sea, to breed on thick ice. The ice needs to be thick enough to hold a large group of penguins. Here, each female finds a mate and lays an egg. Then she travels back to the sea for food. Meanwhile, the father spends the winter incubating the egg. An exposed egg can quickly freeze, so the father balances it on his feet and covers it with a warm flap of skin from his belly. For warmth, he huddles with the other fathers. They take turns standing in the warmer, inside positions of the huddle and the colder, outside spots. About 2 months later, the chick hatches, and the mother returns. By now, the father has gone 4 months without food! During the spring and summer, the parents take turns caring for the chick and traveling to get food. As the ice around the breeding ground begins to melt, the distance to the sea becomes shorter. When the chick grows strong enough, it discovers its home in the sea. Years later, it will be ready to breed. Just like its parents, it will make important sacrifices for the cycle of life to continue.

Key Wordsbreeding ground A breeding ground is a place where animals gather to find a mate or to have babies.cycle A cycle is a set of events that happen over and over again in the same order.incubating Incubating means keeping eggs warm and protecting them, so they will hatch.young Young are babies.

Emperor Penguin

1. What is the main idea of this story?a. Emperor penguins travel great distances and

make big sacrifices to help their young survive.b. The emperor penguins’ breeding ground needs

to be on thick ice far from the open sea.c. Father emperor penguins spend the winter bal-

ancing eggs on their feet to keep the eggs from freezing.

2. What happens as the ice around the breeding ground begins to melt?a. The female emperor penguin lays an egg.b. The distance to the sea becomes shorter.c. Emperor penguins begin the journey to their

breeding ground.

3. What does the word exposed mean in this story?a. Uncoveredb. Hatchedc. Protected

4. Why does the father emperor penguin go so long without food?a. The temperature is 70 degrees below 0.b. He is waiting for the ice to melt.c. He must keep the egg warm until the female

returns.

Questions



5.0—Lesson 2 Jersey Shore Shark Attacks





• Tell students that they will read and learn about shark attacks off the Jersey Shore in 1916.




• Direct students to today’s text, Jersey Shore Shark Attacks.

• Tell students to look at the title, any pictures in the text, and the key words: “disturbing,” “panic,” and “responsible.”

• Highlight the image of a shark.


• Explain that the Jersey Shore shark attacks changed the way that people think about sharks. Tell students that they will read to learn about these shark attacks and the reaction to them.




• Tell students that they will read Jersey Shore Shark Attacks (or part of the passage, depending on difficulty level).





• Lesson suggestions:• Fix-ups: “highly unlikely,” “skeptical,” “gripped,” “intense,” “widespread”• Places to stop: After each highlighted sentence• True/false statements:

• People disagreed with scientists that sharks were probably not responsible for the deadly incidents. (False. Most people still thought that sharks were harmless to humans.)

• When more attacks happened, scientists began to believe that sharks could harm humans. (True.)




• Work through a “why” question with students. For example: Why did people think that another attack was high-ly unlikely? (Because at the time, people thought that sharks were harmless to humans.)

• Have students work together to write and answer a “how” question. For example: How did scientists react to the first two attacks? (Some scientists said there would be no more attacks; others said the incidents weren’t shark attacks at all.)






• Restate the purpose of the day’s reading: Learning about how famous attacks almost 100 years ago led to people understanding that sharks can actually harm people.

• Remind students of what they accomplished: Using CSR–HS, they worked together to read and learn about how the Jersey Shore shark attacks changed the way we think about sharks.






Story

It was the summer of 1916, and many people were vacationing along the Jersey Shore in the eastern United States. Two lifeguards were watching a swimming area there when suddenly a disturbing noise reached their ears. A man in the water was screaming. The lifeguards quickly rowed out to him. The man cried out that he had been bitten by a shark. As the lifeguards drew him into their boat, they noticed that he had lost both legs and was rapidly losing blood. He died before the boat arrived on shore. It was the second shark attack on the Jersey Shore that week. Panic gripped the area, but scientists were skeptical. Some stated that another attack was highly unlikely. Others doubted that sharks had been responsible at all. At that time, most scientists thought that sharks were harmless to humans. In fact, some believed that sharks’ jaws were not even powerful enough to bite through human bone. But over the next few weeks, sharks attacked three more people near the Jersey Shore. Nets went up around swimming areas, and many people refused to enter the water. Shark hunters came to the area, hoping to capture the attackers. Fear of sharks became more widespread and intense than ever. Scientists were starting to change their minds. In time, scientists came to agree that sharks could—and sometimes did—harm humans. For many, the Jersey Shore attacks had changed their understanding of these creatures forever.

Key Wordsdisturbing Disturbing means upsetting, troubling, or causing worry.lifeguards Lifeguards are people who watch swimmers and try to help them if the swimmers have problems.panic Panic is a sudden, strong feeling of fear that can cause a person to stop thinking clearly.responsible If something was responsible for another thing, it caused that thing to happen.

Jersey Shore Shark Attacks

1. What is the main idea of this story?a. The Jersey Shore shark attacks caused panic and

scared people away from swimming areas.b. In 1916, scientists didn’t believe that sharks were

attacking swimmers along the Jersey Shore.c. The Jersey Shore shark attacks changed many

scientists’ ideas about the danger of sharks.

2. What did scientists say after the second attack?a. Another attack was highly unlikely.b. People should refuse to enter the water.c. They had changed their minds about sharks.

3. What does the word drew mean in this story?a. Pulled or took inb. Filled up with waterc. Made a drawing

4. Why did many scientists doubt sharks were responsible for the attacks?a. They thought that nets had been put up around

swimming areas.b. They knew that lifeguards were guarding the

swimming areas.c. They thought that sharks were harmless to

humans.

Questions



5.0—Lesson 3 Dr. Martin Luther King Jr.





• Tell students that they will read and learn about Dr. Martin Luther King Jr.’s role in the civil rights movement.




• Direct students to today’s text, Dr. Martin Luther King Jr.

• Tell students to look at the title, any pictures in the text, and the key words: “boycott,” “discrimination,” “move-ment,” and “rights.”

• Highlight the image of King.


• Explain that Dr. Martin Luther King Jr. is a very important person in the history of the United States. Tell students that they will read to learn about why King was so important.




• Tell students that they will read Dr. Martin Luther King Jr. (or part of the passage, depending on difficulty level).





• Lesson suggestions:• Fix-ups: “communities,” “society,” “required,” “barriers,” “assassin”• Places to stop: After each highlighted sentence• True/false statements:

• Martin Luther King Jr. said that violence was necessary to be free. (False. He believed that black people could win equal rights without violence.)

• Martin Luther King Jr. helped black people win the right to vote. (True.)




• Work through a “why” question with students. For example: Why is Dr. Martin Luther King Jr. considered an im-portant man in history? (Because he was a leader of the movement that ended some discrimination against black people.)

• Have students work together to write and answer a “how” question. For example: How did Dr. King and others protest against discrimination on Montgomery, Alabama, city buses? (By boycotting the buses for more than a year.)






• Restate the purpose of the day’s reading: Learning about why Dr. Martin Luther King Jr. is such an important figure in history.

• Remind students of what they accomplished: Using CSR–HS, they worked together to read and learn about how Dr. Martin Luther King Jr. led a nonviolent movement to end discrimination against black people.






Story

Dr. Martin Luther King Jr. lived during a time when black Americans did not have equal rights. But he had a dream. He dreamed that people of different colors and religions could live together in peace with equality. And he did not believe that violence was necessary to make that dream come true. Dr. King wanted equality for black people, and he did important work toward this goal. He led a movement that ended long-standing discrimination on city buses. In many southern communities, black people were required to sit in the back of the bus. A group in Montgomery, Alabama, felt that if they were not allowed to sit in the front of the bus, they should refuse to ride the buses. So, with Dr. King as their leader, tens of thousands of people quit using buses. This boycott lasted for more than a year. It ended when the U.S. Supreme Court ruled that black citizens could sit anywhere they wanted on the Montgomery buses. Dr. King had helped win a major battle without violence. After this victory, he continued to work peacefully for black people to have the same rights as everyone else in society. He helped remove barriers that prevented black people from registering to vote. And he worked to let black students attend all-white schools. Sadly, Dr. King’s great work was cut short in 1968, when an assassin shot him. But his dream had begun to come true, and no assassin could stop it.

Key Wordsboycott A boycott is when people protest against a person or group by refusing to do business with them.discrimination Discrimination is the act of treating people differently from others for unfair reasons.movement A movement is the activities of many people working together to change their society.rights Rights are things that people should be able to do or have, such as freedom.

Dr. Martin Luther King Jr.

1. What is the main idea of this story?a. Dr. Martin Luther King Jr. helped register black

people to vote.b. Dr. Martin Luther King Jr. was shot by an assassin

in 1968.c. Dr. Martin Luther King Jr. helped black people

gain their rights peacefully.

2. What ended the bus boycott?a. Dr. King led tens of thousands of people.b. A group in Montgomery refused to ride the

buses.c. The Supreme Court ruled that black citizens

could sit anywhere on buses.

3. What do the words long-standing mean in this story?a. Lasting a long timeb. Unable to sit downc. Covering a large area

4. Why did people quit using Montgomery buses?a. They were angry that Dr. King had been shot by

an assassin.b. Black people were not treated fairly on buses.c. People of different colors and religions rode the

buses.

Questions



5.6—Lesson 1 Marie Curie





• Tell students that they will read and learn about Marie Curie, a scientist who made great contributions to the field.




• Direct students to today’s text, Marie Curie.

• Tell students to look at the title, any pictures in the text, and the key words: “element,” “precautions,” “radioactiv-ity,” and “standard.”

• Highlight the image of Marie Curie.


• Explain that Marie Curie was the first woman to receive a Nobel Prize. Tell students that they will read to learn about Curie, a remarkable scientist who made great contributions to her field.




• Tell students that they will read Marie Curie (or part of the passage, depending on difficulty level).





• Lesson suggestions:• Fix-ups: “discovered two new elements called radium and polonium,” “patent,” “minimize”• Places to stop: After each highlighted sentence• True/false statements:

• Marie and her husband were scientists. (True.)• Marie was the first person to receive three Nobel Prizes. (False. She was the first person to receive two

Nobel Prizes.)




• Work through a “why” question with students. For example: Why didn’t the Curies patent their work on radio-activity? (They thought that they should share it to help others.)

• Have students work together to write and answer a “how” question. For example: How did Marie’s work affect her health? (She died from a disease caused by radiation.)






• Restate the purpose of the day’s reading: Learning about Marie Curie and why she was a remarkable scientist.

• Remind students of what they accomplished: Using CSR–HS, they worked together to read and learn about Marie Curie, her work on radioactivity, and how she became the first person to receive two Nobel Prizes.






Story

In 1894, in Paris, an amazing woman and man met for the first time. The woman’s name was Marie Sklodowska, and the man’s name was Pierre Curie. They got married the next year, beginning a partnership that made them both famous. Marie and Pierre Curie were scientists. Marie became interested in radiation, a new area of study. She studied and measured radiation coming from an element called uranium. Pierre joined her in her studies. Soon they discovered two new elements called radium and polonium, which both naturally give off radiation. They introduced the term radioactive to describe substances that give off radiation. The Curies spent years removing a tiny amount of radium from another substance. This difficult work made them known all over the world. Yet they did not patent their work because they thought that, as scientists, they should share it to help others. In 1903, the Curies won a Nobel Prize for their work on radioactivity. The Nobel Prize is an award for the most important achievements in one of several areas, including physics and chemistry. Marie Curie was the first woman ever to receive this highly respected award. Sadly, Pierre died in an accident in 1906, but Marie carried on their work with radium. Her efforts earned her another great honor. In 1911, she won a second Nobel Prize, becoming the first person to receive two Nobel Prizes. Marie died in 1934 from a disease caused by radiation. She had worked closely with radioactive elements for a long time without taking the precautions that became standard later. Indeed, many years passed between the discovery of radioactivity and the world truly understanding the dangers it could present and how to minimize those dangers. Marie Curie was a remarkable scientist who made great contributions to her field. She also gave the world another great scientist in the form of her daughter Irene. Irene and her husband won the Nobel Prize in chemistry in 1935.

Key Wordselement An element is a basic substance that cannot be broken down into different substances.

There are more than 100 basic elements that make up all living and nonliving things.

precautions Precautions are actions taken ahead of time to guard against dangers or mistakes.

radioactivity Radioactivity is the radiation, or energy, given off when an atom’s nucleus breaks up.

standard Standard means meeting accepted guidelines or having the approval of an authority.

Marie Curie



Questions

1. What is the main idea of this story?a. The Curies did not patent their work because they wanted it to be available to everyone.b. Marie Curie was a great scientist who made many contributions to her field.c. After Marie and Pierre Curie met in 1894 in Paris, they soon married and began to work together.

2. What did Marie and Pierre Curie discover?a. They discovered radioactivity in uranium.b. They discovered polonium and radium.c. They discovered the fields of physics and chemistry.

3. What does patent mean in this story?a. To gain the legal right to make somethingb. To be authentic or realc. To be protected from something harmful

4. Why didn’t Marie take precautions when working with radiation?a. She didn’t want to follow the standard safety measures.b. She didn’t fully understand the dangers of working with radiation.c. She wanted to win another Nobel Prize for her work.



5.6—Lesson 2 The Sweet Beet





• Tell students that they will read and learn about the sugar beet, a useful source of sugar.




• Direct students to today’s text, The Sweet Beet.

• Tell students to look at the title, any pictures in the text, and the key words: “by-products,” “extract,” “ingredient,” and “processed.”

• Highlight the image of a sugar beet.


• Explain that the sugar beet produces much of the world’s sugar. Tell students that they will read to learn about the sugar beet, a source of the sugar and several useful products.




• Tell students that they will read The Sweet Beet (or part of the passage, depending on difficulty level).





• Lesson suggestions:• Fix-ups: “tropical,” “sugar beets thrive in both California and North Dakota,” “cosmetics”• Places to stop: After each highlighted sentence• True/false statements:

• Sugar beets are the only source of sugar. (False. Sugar cane remains an important source of sugar.)• Sugar beets start out as a seed smaller than a grain of rice. (True.)




• Work through a “why” question with students. For example: Why are the plant leaves not thrown away? (They are fed to livestock or left on the ground to enrich the soil.)

• Have students work together to write and answer a “how” question. For example: How are the by-products from the sugar beet plant used? (To make feed for livestock, medicines, and cosmetics.)






• Restate the purpose of the day’s reading: Learning about sugar beets and how they are useful in many ways.

• Remind students of what they accomplished: Using CSR–HS, they worked together to read and learn about the production of sugar from sugar beets and how sugar beets can be used to produce useful things even after the sugar is extracted.






Story

Have you ever read ingredient lists on food packaging? Sugar is an ingredient that appears on a wide variety of packages. You probably expect to see it on frosting and fruit drink labels. Sugar’s presence on a number of other labels might surprise you, though. For example, ketchup, mayonnaise, crackers, and peanut butter often contain sugar. Where does this favorite sweetener come from? You may have heard of sugar cane. Sugar cane is a tropical plant that grows in tall stalks. For hundreds of years, sugar cane was the main source of sugar, and it remains an important source. In the late 1700s, though, a German chemist discovered how to extract sugar from another plant—the sugar beet. As time passed, more and more of the sugar produced in the world came from sugar beet plants. Unlike sugar cane, sugar beets grow well in both warm and cold climates. For example, sugar beets thrive in both California and North Dakota, U.S. states with quite different weather conditions. Farmers plant sugar beets in the early spring. The plant starts out as a seed smaller than a grain of rice. A green stem and leaves grow above ground while a white root grows below ground. The white root is the part of the plant called the beet. When it matures, it can weigh up to 5 pounds! About 20 to 30 weeks after planting, the farmers harvest the sugar beets. First, a machine called a topper cuts the leaves off the plants. Next, a sugar beet lifter yanks the roots out of the ground and dumps them into a truck. The sugar beets are then transported to a factory and processed into sugar. After the sugar is extracted, the by-products that remain are used to make other things, including feed for livestock, medicines, and cosmetics! But these products aren’t the only useful things that come from the sugar beet plant. Remember the plant leaves? They are fed to livestock or left on the ground to enrich the soil.

Key Wordsby-products By-products are useful parts that are left over from something that has been made into a

product.

extract Extract means to get something out of a substance by means of a chemical process.

ingredient An ingredient is one of the things a mixture is made of.

processed Processed means prepared or changed by being put through a set of steps.

The Sweet Beet



Questions

1. What is the main idea of this story?a. Sugar beets grow well in both warm and cold climates.b. In the 1700s, a chemist discovered how to extract sugar from sugar beets.c. The sugar beet is a source of sugar and many other useful by-products.

2. In what kind of climate does sugar cane grow?a. Coldb. Tropicalc. Dry

3. What does enrich mean in this story?a. Make something taste sweeterb. Improve somethingc. Make someone wealthier

4. Why might a farmer grow sugar beets rather than sugar cane?a. Sugar can be extracted from the sugar beet at a factory.b. Sugar beets can grow in both warm and cold climates.c. Sugar beets can be harvested in 20 to 30 weeks.



5.6—Lesson 3 Hammurabi’s Laws





• Tell students that they will read and learn about Hammurabi’s laws, one of the earliest known sets of laws.




• Direct students to today’s text, Hammurabi’s Laws.

• Tell students to look at the title, any pictures in the text, and the key words: “civilizations,” “code,” “legal,” and “principles.”

• Highlight the image of a stone carving of Hammurabi.


• Explain that Hammurabi’s laws covered debt, property rights, and punishment for crimes. Tell students that they will read to learn about the laws and how they teach us about the culture and values of ancient Babylon.




• Tell students that they will read Hammurabi’s Laws (or part of the passage, depending on difficulty level).





• Lesson suggestions:• Fix-ups: “city-states,” “Babylon,” “archeologists,” “bringing false charges against others”• Places to stop: After each highlighted sentence• True/false statements:

• Hammurabi’s laws were carved in stone. (True.)• The laws stated that if a patient died during surgery, the doctor had to pay the family. (False. Doctors lost

their hands if a patient died during surgery.)




• Work through a “why” question with students. For example: Why did Hammurabi display the stone inscribed with the laws? (He wanted all citizens to see the laws.)

• Have students work together to write and answer a “how” question. For example: How were murderers pun-ished? (They were sentenced to die.)






• Restate the purpose of the day’s reading: Learning about Hammurabi’s laws and how they teach us about the culture and values of ancient Babylon.

• Remind students of what they accomplished: Using CSR–HS, they worked together to read and learn about the history of Hammurabi’s laws and how the laws worked in ancient Babylon.






Story

What would the world be like if there weren’t any laws? Thousands of years ago, cities, states, and countries didn’t exist. People lived in small groups. There weren’t laws that were written and followed by everyone. But as more and more people lived closer and closer together, city-states formed and, along with them, the need for laws. The city of Babylon was one of these early civilizations. It was also where one of the earliest known sets of laws was written. Archeologists found these laws in 1901 among some ancient ruins. The 282 laws were carved in stone about 4,000 years ago, under the reign of Hammurabi. He displayed the inscribed stone in the city, so that all citizens could see the laws. Many scholars believe it may have been the first public posting of a body of laws. Some of the laws may seem harsh today, but modem legal systems share many of the same principles. Hammurabi’s code of laws covered debts, property rights, and punishment for crimes. It included laws to stop people from bringing false charges against others. It provided some protections for women, too. The law often called for punishment that matched the crime. People who caused another’s death were sentenced to die. People who damaged another’s property had to pay for the damage. One law stated that a doctor would lose his hands if his patient died during surgery. The laws required that people pay their debts. The code also helped those who could not pay their rent after a bad year of farming. Studying Hammurabi’s laws can teach us about the culture and values of ancient Babylon. It is also interesting to see the similarities and differences between that ancient code and the laws we live by today.

Key Wordscivilizations Civilizations are groups of people who have reached advanced stages or ways of living.

code A code is a set or collection of laws.

legal Legal means having to do with laws.

principles Principles are rules, beliefs, or ideas.

Hammurabi’s Laws



Questions

1. What is the main idea of this story?a. Ancient people did not have organized countries or laws.b. Hammurabi’s code was one of the first sets of written laws.c. Hammurabi’s code called for punishment for crime.

2. What happened to people who damaged another’s property?a. They would lose their hands.b. They had to pay for the damage.c. They were sentenced to die.

3. What does body mean in this story?a. The main part of somethingb. A corpsec. A collection

4. Why might people in city-states need laws?a. People in city-states live closer to their rulers.b. People in city-states commit the worst crimes.c. People living close together have a greater chance of conflict.



6.0—Lesson 1 Watch Your Step!





• Tell students that they will read and learn about the stonefish, one of the most venomous fish in the world.




• Direct students to today’s text, Watch Your Step!

• Tell students to look at the title, any pictures in the text, and the key words: “camouflage,” “equipped,” “glands,” and “venomous.”

• Highlight the image of a stonefish.


• Explain that a stonefish looks like a rock. Tell students that they will read to learn about the stonefish and its venomous spines.




• Tell students that they will read Watch Your Step! (or part of the passage, depending on difficulty level).





• Lesson suggestions:• Fix-ups: “resemblance,” “predators and prey alike miss its presence,” “dorsal spines,” “excruciating,” “consolation”• Places to stop: After each highlighted sentence• True/false statements:

• The stonefish can harm both its predators and humans. (True.)• The purpose of the venomous spines is to attack people. (False. The spines protect the stonefish.)




• Work through a “why” question with students. For example: Why is this fish called a stonefish? (Because it looks very much like a stone and stays completely still for long periods of time.)

• Have students work together to write and answer a “how” question. For example:• How does the body react to stonefish venom? (Swelling, bruising, pain, trouble breathing, shock, short-term

paralysis, or even death.)• How does the stonefish catch its food? (It waits motionless; then, when small fish or shrimp get close enough,

the stonefish quickly sucks down the food.)






• Restate the purpose of the day’s reading: Learning about the stonefish and how it is a danger to both humans and its predators.

• Remind students of what they accomplished: Using CSR–HS, they worked together to read and learn about the stonefish, its appearance, its venom, and how it protects itself.






Story

Looking at a stonefish, it’s easy to see that it has an appropriate name. The resemblance is clear. Bumps cover the brown or green skin of the stonefish, and its body is somewhat round and normally about a foot long. In fact, it can be hard to distinguish a stonefish from rocks or coral when seeing it in the shallow reefs it often inhabits. It even stays completely still for long periods of time, increasing the effectiveness of its camouflage. The stonefish’s ability to hide itself so well helps it both offensively and defensively. Though it doesn’t swim well enough to escape sharks and chase down small fish, it is so well disguised that predators and prey alike miss its presence. Predators that don’t notice the stonefish aren’t likely to hurt it, and prey unknowingly approach as the stonefish waits motionless. When a small fish or shrimp gets close enough, the stonefish acts quickly. It opens its mouth and sucks down its meal in a fraction of a second. The stonefish isn’t only a threat to the creatures it eats. It can also harm its predators—and humans. A fish that looks and often acts like a rock may not sound very menacing. Yet the stonefish is one of the most venomous fish in the world. Appearing to be a harmless rock just makes it all the more dangerous. Those who fail to see the stonefish can easily end up victims. A stonefish has 13 dorsal spines, each equipped with two venom glands. Any pressure around or on those sharp spines forces venom out—and generally into whatever they pierce. In people, the venom causes swelling and excruciating pain. The area around the puncture wounds often turns blue. The victim may experience short-term paralysis, have trouble breathing, or go into shock. The stonefish’s venom can even kill a person. The purpose of the stonefish’s venomous spines is purely to protect it. The stonefish will not attack when creatures it cannot eat come near. It might not move much even when touched. Still, that’s no consolation when someone accidently puts a bare foot on one. Thus, those enjoying the coastal beaches and waters of the Indo-Pacific region are wise to heed the warning, “Watch your step!”

Key Wordscamouflage Camouflage is a way of hiding something by making it look like the things around it.

equipped Equipped means having the necessary things to do a certain activity.

glands Glands are parts of the body that make fluids the body uses.

venomous Venomous means filled with a harmful, poison-like substance that can hurt or kill other ani-mals.

Watch Your Step!



Questions

1. What is the main idea of this story? a. The stonefish is well camouflaged and highly venomous.b. Prey unknowingly approach the stonefish as it waits motionless.c. To people, a stonefish’s venom can cause excruciating pain.

2. How many venom glands does each dorsal spine have?a. 13b. 2c. 26

3. What does distinguish mean in this story?a. To look like something elseb. To chase and catchc. To tell one thing apart from another

4. How does a stonefish capture its prey?a. It forces venom into it.b. It sucks it down.c. It chases it down.



6.0—Lesson 2 Controversial Custer





• Tell students that they will read and learn about George Custer and the controversy that seemed to follow him.




• Direct students to today’s text, Controversial Custer.

• Tell students to look at the title, any pictures in the text, and the key words: “aggressive,” “charisma,” “conflicting,” and “controversy.”

• Highlight the image of George Custer.


• Explain that George Custer was a career soldier who led a controversial life. Tell students that they will read to learn about Custer and conflicting opinions of him.




• Tell students that they will read Controversial Custer (or part of the passage, depending on difficulty level).





• Lesson suggestions:• Fix-ups: “anything but a model cadet,” “expulsion,” “culminated”• Places to stop: After each highlighted sentence• True/false statements:

• Most of Custer’s classmates in the U.S. Military Academy loved him. (True.)• Custer was always kind to his soldiers. (False. He forced them to march long distances and threatened to

whip those who disobeyed orders.)




• Work through a “why” question with students. For example: Why did Custer’s classmates at the U.S. Military Academy love him? (Because of his leadership and charisma.)

• Have students work together to write and answer a “how” question. For example:• How did Custer get promoted to general? (He helped the North win several important battles.)• How did Custer die? (He led an attack on a large group of American Indians that outnumbered his own army.)






• Restate the purpose of the day’s reading: Learning about George Custer and why people had conflicting opinions of him.

• Remind students of what they accomplished: Using CSR–HS, they worked together to read and learn about George Custer, his military career, and how his life made him a controversial figure.






Story

Few things remained constant during George Custer’s life. His career as a soldier meant that he was often on the move, traveling from one place to the next. But one thing always seemed to stay with him: controversy. Early in Custer’s life, people had conflicting opinions of him. His teachers at the U.S. Military Academy saw him as anything but a model cadet. He received poor grades and often found himself in trouble. His behavior repeatedly brought him close to expulsion, and he graduated last in his class. Yet the views of Custer’s classmates did not match those of his teachers. His classmates loved him for his leadership and charisma. After Custer graduated from the academy in 1861, he had an eventful military career—one that sparks controversy even today. From one point of view, Custer was a brave American hero. As a soldier in the Union Army during the U.S. Civil War, he fought bravely and took many risks. His aggressive style helped the North win several important battles. Custer’s excellent record caught the attention of military officials. Soon, they promoted him to general at the young age of 23. Many soldiers under his command were very loyal to him and often praised his bravery. In the end, Custer lost his life serving his country. Another position regards Custer as reckless and cruel, more villain than hero. Many people mainly associate him with the expeditions he led against American Indians in the 1870s. In addition, many of Custer’s soldiers on these missions criticized him for his harsh policies and reckless leadership. They reported that Custer forced them to march long distances and threatened to whip those who did not obey his orders. Also, he sometimes attacked without knowing the strength of his opponents. These bold actions culminated in the Battle of Little Bighorn in 1876. Custer led an attack on a large group of American Indians that greatly outnumbered his own army. More than 250 U.S. soldiers died in the battle, including Custer himself. With such clearly opposing ideas, people may be able to agree on only one thing about George Custer: He is controversial.

Key Wordsaggressive Aggressive means forceful, bold, or willing to fight hard for a goal.

charisma Charisma is a charm or a strong personal quality that attracts large numbers of people.

conflicting Conflicting means different or not in agreement.

controversy Controversy is disagreement or debate between different viewpoints.

Controversial Custer



Questions

1. What is the main idea of this story?a. George Custer’s life and career were filled with controversy.b. George Custer was reckless and cruel, more villain than hero.c. George Custer was an American hero who took many risks.

2. Why did Custer almost get expelled from the U.S. Military Academy?a. The views of his classmates did not match those of his teachers.b. He received poor grades and often found himself in trouble.c. Some people regarded him as reckless and cruel.

3. What does promoted mean in this story?a. Attempted to sellb. Raised to a higher rankc. Organized or set up

4. Which word best describes General Custer’s personality?a. Thoughtfulb. Cautiousc. Confident



6.0—Lesson 3 History of a Holiday





• Tell students that they will read and learn about the history of Halloween.




• Direct students to today’s text, History of a Holiday.

• Tell students to look at the title, any pictures in the text, and the key words: “ancient,” “customary,” “merged,” and “traditions.”

• Highlight the image of two carved Halloween pumpkins.


• Explain that Halloween originated from an ancient harvest festival of Celtic people in ancient Ireland. Tell stu-dents that they will read to learn about this harvest festival and how the traditions have changed over the years.




• Tell students that they will read History of a Holiday (or part of the passage, depending on difficulty level).





• Lesson suggestions:• Fix-ups: “Celtic people,” “ward off evil,” “prophesies”• Places to stop: After each highlighted sentence• True/false statements:

• In England, people walked door to door, promising to pray for the souls of people’s dead relatives. (True.)• The traditions of the ancient harvest festival disappeared completely. (False. The ideas and rituals changed

and came together over time to make what we now call Halloween.)




• Work through a “why” question with students. For example: Why did people in England place bowls of food on their doorsteps? (Because they hoped that spirits would leave them alone in return for the gift.)

• Have students work together to write and answer a “how” question. For example: How did the tradition of carv-ing turnips change over time? (Pumpkins replaced turnips.)






• Restate the purpose of the day’s reading: Learning about the history and traditions of Halloween.

• Remind students of what they accomplished: Using CSR–HS, they worked together to read and learn about how ancient traditions and old customs changed and came together over time to make the holiday we recognize as Halloween.






Story

Thousands of years ago, Celtic people in ancient Ireland and surrounding areas marked the end of the harvest and the start of the long, cold winter with a festival. These people believed that at this time of the year, the spirit world came in contact with the world of the living. Around bonfires, they honored the dead, hoped to ward off evil, and made prophecies. This festival was known as Samhain, which roughly means “summer’s end.” Observance probably began each year on the evening of what we now call October 31. As centuries passed and different cultures clashed and merged, many of the original Samhain traditions faded from common practice. Yet the holiday’s ideas and rituals didn’t disappear completely. The days and nights near October 31 remained a time to be mindful of the dead. In many parts of Europe, people took steps to protect themselves from the evil spirits they believed roamed the earth around this time of year. When they left their homes, they wore costumes, so the spirits would mistake them for fellow ghosts. Some people placed bowls of food on their doorsteps in hopes that the spirits would leave them alone in return for the gift. In England, people went “souling.” They walked door to door promising to pray for the souls of people’s dead relatives in exchange for pastries called soul cakes. It was also customary in many places to talk about the dead around October 31. Many people made a point of remembering loved ones who had passed. Others told stories of evil spirits or ghosts. An Irish favorite was the legend of Stingy Jack. This ghost, also called Jack of the Lantern, carried a lantern made from a hollowed-out turnip. Perhaps because of this story, some people began carving out turnips to make their own lanterns. Do parts of these old customs sound familiar? As these traditions changed and came together over time, they helped form a modern holiday celebrated in many parts of the world—Halloween. Costumes, treats on doorsteps, and “souling” probably turned into trick-or-treating. Pumpkins replaced turnips as jack o’lanterns, and talk of ghosts and spirits became mostly just for fun.

Key Wordsancient Ancient means from a very long time ago.

customary Customary means in keeping with the way things are normally or usually done.

merged Merged means came together or united.

traditions Traditions are things that have been done in a special way for a long time.

History of a Holiday



Questions

1. What is the main idea of this story?a. In many places, it was customary to talk about the dead around October 31.b. Celtic people believed that the spirit world came into contact with the world of the living.c. Over time, an ancient Celtic tradition became the modern holiday of Halloween.

2. What did people in England exchange for pastries?a. Prayersb. Giftsc. Soul cakes

3. What does ward off mean in this story?a. Predictb. Keep awayc. Confuse

4. Which tradition was inspired by the legend of Stingy Jack?a. Trick-or-treatingb. Making bonfiresc. Carving pumpkins



7.0—Lesson 1 King Henry VIII





• Tell students that they will read and learn about King Henry VIII, who made a lasting change in England.




• Direct students to today’s text, King Henry VIII.

• Tell students to look at the title, any pictures in the text, and the key words: “beheaded,” “Protestant,” “regime,” and “unprecedented.”

• Highlight the image of King Henry VIII.


• Explain that King Henry VIII, a 16th century English king, brought about one of the biggest changes in England’s history. Tell students that they will read to learn about the king and his impulsive wife changes.




• Tell students that they will read King Henry VIII (or part of the passage, depending on difficulty level).





• Lesson suggestions:• Fix-ups: “infamous,” “anecdotal,” “milestone”• Places to stop: After each highlighted sentence• True/false statements:

• Henry’s offensive habit of discarding wives brought about a major change in England. (True.)• Henry transformed England from a Protestant country into a Catholic country. (False. Henry transformed

England from a Catholic country into a Protestant country.)




• Work through a “why” question with students. For example: Why did Henry break ties with Roman Catholicism? (Because the Church refused to grant Henry the divorce he wanted.)

• Have students work together to write and answer a “how” question. For example:• How did Henry divorce Anne? (Henry formed the Church of England, declared himself supreme head, and

granted himself a divorce.)• How did Henry’s declaration affect England? (England became a Protestant country with a more modern

social structure.)






• Restate the purpose of the day’s reading: Learning about England’s King Henry VIII and why he transformed Eng-land from a Catholic country into a Protestant country.

• Remind students of what they accomplished: Using CSR–HS, they worked together to read and learn about King Henry VIII, his impulsive wife changes, and how his actions led to the English Reformation.






Story

“Divorced, beheaded, died; divorced, beheaded, survived” is a rhyme that helps people remember the fates of six former queens. Who were these queens, and why do people remember them? For centuries, people have been fascinated with these six women for their mutual husband, the infamous 16th century English King Henry VIII. Henry’s six wives are interesting not only because there were so many of them, but also because they testify to the most important aspect of his regime: Henry VIII was a ruler who wasn’t afraid of change. Henry’s six-wife saga began with Catherine of Aragon, who after years of trying, was unable to bear Henry a son. This failure, as Henry saw it, along with Henry’s increasing infatuation with Anne Boleyn, a woman in his court, eventually led Henry to divorce Catherine and marry Anne. Soon, Anne became too grouchy for his taste, and Henry promptly had her beheaded. He went through the rest of his wives quickly, divorcing Anne of Cleves because he found her too ugly and recklessly beheading the 16-year-old Katherine Howard. Henry’s offensive habit of discarding wives may seem merely anecdotal, but it actually brought about a major change in England. During Henry’s first marriage, England was a Catholic country, and divorce was therefore forbidden. When the Church refused to grant Henry the divorce he wanted, he broke ties with Roman Catholicism and formed the Church of England. Henry declared himself supreme head of this church and granted himself a divorce. This unprecedented move made him ruler of both religious and political matters. Henry’s bold declaration was the first step in England’s transformation from a medieval, Catholic country into a Protestant country with a more modern social structure. Provoking this change, which later became known as the English Reformation, was the largest milestone in Henry VIII’s career. It was also one of the biggest changes England has ever seen. Though history probably could have done without a few of Henry’s impulsive wife changes, he nonetheless made a significant and lasting change in England. For that radical step—in addition to his six wives—King Henry VIII will forever be remembered.

Key Wordsbeheaded Beheaded means had one’s head cut off.

Protestant Protestant means relating to Protestantism, one of the Christian religions that protested against the Catholic Church by separating from it and forming a new Christian church.

regime A regime is a government or the group of people ruling a country.

unprecedented Unprecedented means without an earlier example.

King Henry VIII



Questions

1. What is the main idea of this story?a. Henry Vlll is remembered for his six wives and for the radical change he made in England.b. The fates of Henry VIII’s six wives have fascinated people for centuries.c. Henry VIII had an offensive habit of discarding wives by beheading or divorcing them.

2. Which two wives did Henry have beheaded?a. Katherine Howard and Anne of Clevesb. Anne Boleyn and Katherine Howardc. Catherine of Aragon and Anne Boleyn

3. What does bear mean in this story?a. Uncover somethingb. Give birth toc. Endure or withstand

4. What kind of church was the Church of England?a. Medievalb. Roman Catholicc. Protestant



7.0—Lesson 2 Radiation





• Tell students that they will read and learn about radiation, which has many positives and negatives for humans.




• Direct students to today’s text, Radiation.

• Tell students to look at the title, any pictures in the text, and the key words: “charges,” “exposed,” and “particles.”

• Highlight the image of a patient preparing to take a CT scan, which uses radiation to create images of the body.


• Explain that radiation is energy that is found everywhere. Tell students that they will read to learn about radiation and its positives and negatives for humans.




• Tell students that they will read Radiation (or part of the passage, depending on difficulty level).





• Lesson suggestions:• Fix-ups: “people dying on the streets of Hiroshima and Nagasaki,” “vicinity,” “radiation can cause genes to

mutate”• Places to stop: After each highlighted sentence• True/false statements:

• Large doses of radiation are good for our health. (False. Large doses of radiation can be fatal.)• Radiation offers many medical benefits. (True.)




• Work through a “why” question with students. For example: Why do doctors use radiation therapy? (Because it kills some kinds of cancer cells.)

• Have students work together to write and answer a “how” question. For example: How do organisms react to an environment free of background radiation? (They do not grow normally.)






• Restate the purpose of the day’s reading: Learning about radiation and its positives and negatives for humans.

• Remind students of what they accomplished: Using CSR–HS, they worked together to read and learn about radia-tion, its many uses, and how it can both harm and benefit humans.






Story

The word radiation tends to raise alarm. It conjures images of people dying on the streets of Hiroshima and Nagasaki. It reminds people of its potential to cause cancer. People are afraid of nuclear weapons and nuclear accidents. Many are even nervous about the radiation they are exposed to as the result of X-rays taken at the doctor’s or dentist’s office. So what is radiation anyway? Does it deserve its negative reputation? Simply put, radiation is energy, and it is everywhere. Atoms, the building blocks of all things, consist of tiny particles that have positive or negative charges. An atom sometimes needs to release excess energy to reach a balance of these charges. As a result, various levels of radiation exist in the air, in the water, in the soil, in our food, and in our bodies. Cellular phones, microwaves, X-rays, sunshine, radio waves, nuclear power plants, and televisions all give off radiation. People are afraid of radiation for some very good reasons. As with just about anything, too much can he harmful. Extremely large doses of radiation can be fatal. People in the vicinity of a nuclear explosion could be exposed to a very high radiation dose. Radiation can cause genes to mutate, thereby altering characteristics passed to the next generation. Radiation can also lead to the development of cancer. Unfortunately, although we can predict which serious effects radiation is likely to cause at various high levels, we do not know how much radiation is safe. But radiation is not all bad. Radiation offers many medical and dental benefits. We use it to detect problems such as broken bones, cancer, and tooth decay. Radiation therapy kills some kinds of cancer cells. Radiation also makes our lives easier. Among other things, it provides us with effective ways to communicate, entertain ourselves, cook, sterilize food and equipment, and light and heat our homes. Some radiation may even be essential to our health. Studies have shown that organisms living in an environment free of background radiation do not grow normally. With so many positives and negatives, it may be difficult to know what to think about radiation. In the end, radiation is a reality in our world, and because radiation is so powerful, we must be respectful of it and use it wisely and carefully.

Key Wordscharges Charges are the total amounts of electrical energy in things. Charges can be positive or negative.

exposed Exposed means left uncovered, open to danger, or unprotected against the effects of something.

particles Particles are very tiny pieces of matter that are smaller than atoms.

Radiation



Questions

1. What is the main idea of this story?a. We should not be concerned about the radiation to which we are exposed.b. Radiation is found everywhere and has many benefits and negative effects.c. Radiation has a negative reputation because it can do a lot of harm.

2. Which person is most likely to be exposed to too much radiation?a. Someone receiving radiation therapy for cancerb. Someone getting an X-ray at the doctor’s officec. Someone in the vicinity of a nuclear explosion

3. What does excess mean in this story?a. Electricalb. Positivec. Extra

4. Why is radiation everywhere?a. Because radiation is extremely powerfulb. Because nuclear accidents release radiationc. Because atoms sometimes need to release excess energy



7.0—Lesson 3 The Eiffel Tower





• Tell students that they will read and learn about the Eiffel Tower, one of Europe’s most famous landmarks.




• Direct students to today’s text, The Eiffel Tower.

• Tell students to look at the title, any pictures in the text, and the key words: “dominates,” “eminent,” “skyline,” and “skyscrapers.”

• Highlight the image of the Eiffel Tower.


• Explain that the Eiffel Tower in Paris, France, is one of the most famous landmarks in all of Europe. Tell students that they will read to learn about the Eiffel Tower and its history.




• Tell students that they will read The Eiffel Tower (or part of the passage, depending on difficulty level).





• Lesson suggestions:• Fix-ups: “others worried that it would attract lightning,” “riveted,” “dismantle” • Places to stop: After each highlighted sentence• True/false statements:

• When it was built, the Eiffel Tower was the world’s tallest structure. (True.)• When workers started to build the Eiffel Tower, everyone welcomed it. (False. Many people did not like it.)




• Work through a “why” question with students. For example: Why did people not follow the plan to destroy the Eiffel Tower 20 years after the Paris World’s Fair? (No one wanted to destroy such an important landmark.)

• Have students work together to write and answer a “how” question. For example:• How did people from the world of art and literature react when workers started to build the Eiffel Tower?

(They protested the building of the tower by signing a petition.)• How has the Eiffel Tower changed over time? (Features have been added, such as a gift shop, a cafe, observa-

tion decks, new elevators, and a post office.)






• Restate the purpose of the day’s reading: Learning about the Eiffel Tower, which remains one of Europe’s most famous landmarks.

• Remind students of what they accomplished: Using CSR–HS, they worked together to read and learn about the Eiffel Tower, its history, and how it became one of the most famous landmarks in all of Europe.






Story

The Eiffel Tower in Paris, France, is one of the most famous landmarks in all of Europe. Rising to 984 feet, the enormous tower of exposed iron and steel dominates the Paris skyline. When it was built, the Eiffel Tower was the world’s tallest structure. Finally, 40 years later, the Chrysler Building and then the Empire State Building—both in New York City—reached greater heights. The Eiffel Tower had a significant effect on the building of all skyscrapers. Engineer Alexandre Gustave Eiffel, an expert on bridges, designed the tower to demonstrate how steel and iron could be used together to build tall structures. Another design achievement of his was the Statue of Liberty in New York. Many people were displeased with the Eiffel Tower when workers started to build it in 1887. Some said it was too hazardous for the workers to build, others worried that it would attract lightning, and still others thought it was ugly. Numerous individuals from the world of art and literature protested the building of the tower by signing a petition. The tower drew insults regarding its appearance, including some comparing it to a skeleton and others calling it an eyesore. But as the tower grew higher and higher, so did Parisians’ affection for it. The building of the tower was an interesting process. Each section was assembled in a workshop. Eiffel carefully checked everything before it was taken to the site, where four-person teams riveted the sections into place. It was dangerous work, but no one was killed while building this tall tower. The construction of the Eiffel Tower finished just more than 2 years after it began, in time for the Paris World’s Fair in 1889. It cost more than $1 million to build. The plan was to dismantle it 20 years after the fair, but when the time came, no one wanted to destroy such an eminent landmark. Over time, the Eiffel Tower has undergone many changes to make it more welcoming to visitors. Features such as a gift shop and a cafe were added. More observation decks allowed tourists to see enchanting views of Paris. Workers installed new elevators and even built a post office—with its own postmark. The Eiffel Tower remains one of Europe’s most famous landmarks, and millions of people visit it every year.

Key Wordsdominates Dominates means makes up the largest or most noticeable part of something.

eminent Eminent means very well known or famous.

skyline A skyline is the outline that a city’s buildings make when seen from a distance.

skyscrapers Skyscrapers are very tall buildings.

The Eiffel Tower



Questions

1. What is the main idea of this story?a. The Eiffel Tower has undergone many changes to make it more welcoming.b. The Eiffel Tower has dominated the skyline of Paris, France, for more than 100 years.c. The Eiffel Tower, once the world’s tallest structure, became a well-loved Parisian landmark.

2. Why were some people displeased when workers started building the tower?a. They didn’t think steel and iron could be used together.b. They thought it looked like a skeleton.c. They knew it would cost more than $1 million dollars to build.

3. What does dismantle mean in this story?a. Take apartb. Completec. Pay for

4. Why were the iron and steel beams left exposed?a. To show how steel and iron could be used togetherb. To see whether lightning would be attracted to the towerc. To build a very tall but unattractive building



8.0—Lesson 1 Stephen Hawking





• Tell students that they will read and learn about Stephen Hawking, a brilliant and influential physicist.




• Direct students to today’s text, Stephen Hawking.

• Tell students to look at the title, any pictures in the text, and the key words: “structures,” “legend,” and “ruins.”

• Highlight the image of Stephen Hawking.


• Explain that Stephen Hawking made important contributions to science, despite having ALS, a disease of the nervous system that has no cure. Tell students that they will read to learn about Hawking, who came to be known as one of the most brilliant physicists ever.




• Tell students that they will read Stephen Hawking (or part of the passage, depending on difficulty level).





• Lesson suggestions:• Fix-ups: “affliction,” “affects the body’s motor neurons and impairs movement,” “collapsed stars whose inter-

nal gravity does not allow light to escape”• Places to stop: After each highlighted sentence• True/false statements:

• ALS forced Stephen Hawking to use a wheelchair. (True.)• Black holes have zero gravity. (False. Black holes’ internal gravity is so great that it does not allow light to

escape.)




• Work through a “why” question with students. For example: Why does Hawking have to use a wheelchair? (He has ALS, a disease of the nervous system that affects the body’s motor neurons and impairs movement.)

• Have students work together to write and answer a “how” question. For example: How does Hawking commu-nicate? (He communicates through a voice synthesizer, which allows him to select words and then speaks those words aloud.)






• Restate the purpose of the day’s reading: Learning about Stephen Hawking, who is considered one of the most brilliant physicists of all time.

• Remind students of what they accomplished: Using CSR–HS, they worked together to read and learn about Ste-phen Hawking, his disease of the nervous system, and his important contributions as a physicist.






Story

Like the universe itself, Stephen Hawking’s capabilities seem limitless. Though unable to read until the age of 8, Hawking went on to be a leading student at the University of Oxford; and despite his affliction with ALS, or Lou Gehrig’s disease, he earned his place as one of the world’s most renowned physicists. Hawking was born January 8, 1942, exactly 300 years after the death of the famous astronomer Galileo. He admitted to always being clumsy, but he found that physical activity became increasingly awkward during his final year at Oxford. Shortly after graduating, he learned he had ALS, a disease of the nervous system that had no cure. His doctors thought he would die within a few years of being diagnosed. However, Hawking did not die as his doctors predicted. ALS, which affects the body’s motor neurons and impairs movement, forced Hawking to use a wheelchair and prevented him from talking, but it did not prevent him from living his life. His mind, ever curious about the origin and mysteries of the universe, remained strong. Hawking got married, and he and his wife had three children. He was able to communicate with the aid of technology. A special device called a voice synthesizer allowed him to select the words necessary to convey his message, and then it spoke those words aloud. This device helped him to teach at Cambridge University, where he was a senior professor of mathematics, the same chair once held by Isaac Newton. He also made important contributions to science. Among the things that Hawking studied were black holes—collapsed stars whose internal gravity does not allow light to escape. Hawking became a bestselling author, and he was even featured in popular television programs. He played himself on an episode of Star Trek: The Next Generation and was depicted as a character on The Simpsons. Stephen Hawking became known as one of the most brilliant physicists of all time. Many scientists regard him as an intellectual equal of Albert Einstein. Hawking wrote many books about his theories, and he spoke to many people about his studies, his theories of the universe, and his hope for a better future for all people.

Key Wordscontributions Contributions are money, information, or other aid given toward a common purpose.

intellectual Intellectual means having great knowledge or intelligence.

physicists Physicists are scientists who study heat, sound, light, and movement.

renowned Renowned means famous or well-known.

Stephen Hawking



Questions

1. What is the main idea of this story?a. Stephen Hawking became a physicist and bestselling author who was also famous for being on televi-

sion.b. Technology enabled Stephen Hawking to become a respected professor at Cambridge University.c. Stephen Hawking did not let ALS prevent him from becoming a renowned physicist, a professor, an

author, and a parent.

2. When did Hawking’s ALS symptoms first appear?a. After he became a fatherb. During his time at Cambridgec. While he was a student at Oxford

3. What does diagnosed mean in this story?a. Identified as having a diseaseb. Cured of a diseasec. In danger of catching a disease

4. Why is it surprising that Hawking taught at Cambridge?a. He was brilliant.b. He could not talk.c. He was on television.



8.0—Lesson 2 Sputnik and the Space Race





• Tell students that they will read and learn about Sputnik, the Earth’s first artificial satellite.




• Direct students to today’s text, Sputnik and the Space Race.

• Tell students to look at the title, any pictures in the text, and the key words: “exacerbated,” “heightened,” “para-noia,” and “tension.”

• Highlight the image of a model of Sputnik.


• Explain that Sputnik was the Earth’s first artificial satellite. Tell students that they will read to learn about Sputnik and the space race between the Soviet Union and the United States.




• Tell students that they will read Sputnik and the Space Race (or part of the passage, depending on difficulty level).





• Lesson suggestions:• Fix-ups: “artificial satellite,” “elliptical,” “capitalist United States and the communist Soviet Union,” “subside,”

“dissolve”• Places to stop: After each highlighted sentence• True/false statements:

• Many Americans reacted with shock and fear to the Soviets successfully launching Sputnik. (True.)• Russia and the United States never was able to become partners in space exploration. (False. They part-

nered in the International Space Station project.)




• Work through a “why” question with students. For example: Why did the launching of Sputnik add to Cold War paranoia in America? (Many Americans thought that it meant the Soviets could launch military weapons at the United States.)

• Have students work together to write and answer a “how” question. For example: How did the Cold War end? (The Soviet Union dissolved and was divided into many countries.)






• Restate the purpose of the day’s reading: Learning about the satellite Sputnik and its role in the space race.

• Remind students of what they accomplished: Using CSR–HS, they worked together to read and learn about Sputnik, the space race between the Soviet Union and the United States, and how the countries later partnered in space exploration.






Story

When Sputnik, the Earth’s first artificial satellite, orbited the planet on October 4, 1957, the Soviet Union was ecstatic and the United States was devastated. Sputnik, which in Russian means “Earth’s traveling companion,” was the first man-made object in outer space. It was a 184-pound satellite the size of a basketball, and it orbited Earth in an elliptical path at 96-minute intervals. Sputnik made this orbit for several months until it disintegrated upon re-entry into Earth’s atmosphere. On the surface, Sputnik was a scientific accomplishment that advanced space exploration to an exciting new level. A closer look at Sputnik, however, reveals that the satellite was more significant as a symbol of political tension between the United States and the Soviet Union. The Soviets launched Sputnik during the Cold War. The Cold War was a 45-year conflict between the capitalist United States and the communist Soviet Union. These two superpowers did not coexist peacefully, because they each wanted to be the world’s most influential nation. Each nation constantly tried to outdo the other militarily, politically, and technologically. Meanwhile, an organization called the International Council of Scientific Unions declared that July 1957 through December 1958 would be an optimal time to launch an artificial satellite. Both the United States and the Soviet Union strived to be the nation to accomplish this feat. The United States concentrated its efforts on a satellite called Vanguard, and the Soviet Union constructed Sputnik. With Vanguard far from ready, the successful launch of Sputnik in October 1957 sent a wave of shock and fear over the United States. In November, the Soviet Union exacerbated America’s anxiety when it launched Sputnik II, a much bigger satellite that transported a dog named Laika into space. In December, the United States attempted to launch Vanguard. However, the satellite exploded within seconds of takeoff. The space race was under way, and the Soviet Union was winning. The triumphs of the Soviet Union severely heightened Cold War paranoia in America. Americans figured that if the Soviets could launch satellites into space, they could launch military weapons at the United States. Many people saw Sputnik as evidence that the Soviet Union was technologically superior. For a number of Americans, this fear did not subside until the United States became the first nation to put a person on the moon in 1969. The space race continued for many years. The Cold War did not end until 1991, when the Soviet Union dissolved and was divided into many countries, the biggest being Russia. In 1998, Russia and the United States, in conjunction with several other nations, became partners in the International Space Station project. The International Space Station was proof that Russia and the United States could successfully collaborate in space exploration.

Key Wordsexacerbated Exacerbated means made a bad or problematic situation even worse.

heightened Heightened means increased or raised.

paranoia Paranoia is unreasonable fear, suspicion, and mistrust of others .

tension Tension is strain in a relationship or underlying conflict or hostility.

Sputnik and the Space Race



Questions

1. What is the main idea of this story?a. Sputnik was proof that the Soviet Union was technologically superior to the United States.b. Sputnik proved that it was possible to launch artificial satellites into space.c. Sputnik symbolized the conflict between the United States and the Soviet Union during the Cold

War.

2. What heightened Cold War paranoia in the United States?a. A successful moon landingb. Successful launches of two artificial satellitesc. The International Space Station project

3. What does collaborate mean in this story?a. Work togetherb. Start a warc. Launch satellites

4. Why did the launch of Sputnik II exacerbate America’s anxiety?a. It showed that the United States was losing the space race.b. It showed that the International Council of Scientific Unions was right.c. It showed that animals could be taken to space.



8.0—Lesson 3 The Cloning Controversy





• Tell students that they will read and learn about clones, which are exact copies of animals or humans.




• Direct students to today’s text, The Cloning Controversy.

• Tell students to look at the title, any pictures in the text, and the key words: “clones,” “ethical,” “genetic,” and “ma-nipulates.”

• Highlight the image of Dolly, a sheep that was cloned.


• Explain that clones are exact copies of animals or humans. Tell students that they will read to learn about clones and the heated debate about cloning humans.




• Tell students that they will read The Cloning Controversy (or part of the passage, depending on difficulty level).





• Lesson suggestions:• Fix-ups: “amebas,” “reproduce asexually,” “if we clone human beings to possess or lack certain qualities, we

put our natural diversity at risk,” “a child who knows he has the exact genetic make-up of someone else might suffer psychological effects”

• Places to stop: After each highlighted sentence• True/false statements:

• A Scottish scientist produced a clone of an adult sheep named Dolly. (True.)• All people agree that it is ethical to clone animals. (False. Some people think that it is unethical.)




• Work through a “why” question with students. For example: Why do apple farmers use the artificial cloning process of grafting? (To duplicate their best apple trees.)

• Have students work together to write and answer a “how” question. For example: How have many governments reacted to the possibility of human cloning? (They have banned laboratories from experimenting with human cloning.)






• Restate the purpose of the day’s reading: Learning about cloning and why it is at the center of many heated de-bates.

• Remind students of what they accomplished: Using CSR–HS, they worked together to read and learn about what clones are, the process of cloning, and how people argue over whether cloning animals and humans is beneficial.






Story

Clones have always existed in nature. Strawberries and algae are two examples of plants that reproduce by making clones of themselves. Organisms such as bacteria and amebas also reproduce asexually. Identical twins are natural clones of each other. Artificial cloning is not new either. Many types of artificial cloning are widely used and accepted. For example, people with apple orchards often use an artificial cloning process called grafting. Grafting is a technique that allows them to duplicate their best apple trees. Scientists have also gathered important genetic information by cloning tadpoles and mice. Artificial cloning has been a part of science for many years, and for a long time, this practice existed without much conflict. If cloning occurs so often in nature and holds an established place in science, why has this topic generated so much debate throughout the world? In 1997, Scottish scientist Ian Wilmut successfully produced a clone of an adult mammal—a sheep named Dolly. With this feat, he brought the practice of artificial cloning to a new level. Since Dolly, the world has seen many heated debates over the practice of artificial cloning. Dolly’s success inspired scientists to clone goats, cows, cats, and many other animals. People disagree about whether it is ethical to clone animals. People who support this practice feel that it will benefit us. These people believe that cloning the best livestock, for instance, will increase the availability of top-quality foods. They also have hopes of saving endangered species through cloning. People opposed to cloning animals feel that it manipulates nature. They also claim that cloning experiments are cruel to animals, and they defend this argument by citing many cases of animals that suffer or die as a result of cloning. The question of whether to clone humans is an even bigger debate. Cloning is likely to advance science and medicine. Possible applications include saving lives from terminal illness, helping infertile couples have babies, and perhaps eliminating some genetic disorders. Those in favor of cloning believe potential benefits, including those listed above, justify its use. Many of those against cloning think clones will alter the course of human development, which could lead to problems. They believe that if we clone human beings to possess or lack certain qualities, we put our natural diversity at risk. Some people worry that a child who knows he has the exact genetic make-up of someone else might suffer psychological effects. For others, human cloning goes against their religious beliefs. Many governments throughout the world banned laboratories from experimenting with human cloning. Cloning is a complex issue. As with some other scientific issues, it leaves us wondering at what point the cost of technological advancements becomes too high to justify the benefits.

Key Wordsclones Clones are exact copies.

ethical Ethical means moral or right.

genetic Genetic means relating to genes and heredity.

manipulates Manipulates means controls to one’s advantage.

The Cloning Controversy



Questions

1. What is the main idea of this story?a. Many people have ethical concerns about the artificial cloning of animals.b. Human cloning brings exciting possibilities to the world of science.c. Advancements in artificial cloning have created debates about its benefits and its risks.

2. What is one reason some people use to justify cloning?a. It will provide more and better food.b. It will alter the course of human development.c. Natural diversity could be changed or eliminated.

3. What does citing mean in this story?a. Offering something as proofb. Locating something visuallyc. Positioning something in a place

4. Why did Wilmut’s success generate debate?a. Scientists were able to get valuable genetic information.b. Scientists began to clone many animals.c. Scientists knew some organisms reproduce asexually.

csr–hs strategies guide...• remind students that they will work with their assigned partner to...

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