discover the key to literacy success - nelson · discover the key to literacy success ... “in my...

DISCOVER THE KEY

TO LITERACY SUCCESS

Written by internationally-acclaimed

author, Jill Eggleton!

Grades K–6

Written by Internationally-acclaimed Author, Jill Eggleton!

“

“

2Jill Eggleton walks through 5-day Shared Reading lesson plan

See Key Links in Action!

Go online to watch professional development videos on how to:

• Lead engaging Shared Reading in your classroom

• Organize and implement effective Guided and Independent Reading sessions

www.nelson.com/keylinkspd

I developed this series as a result of observing the pressures and time limitations in today’s classrooms. Key Links provides teachers with explicit guidance on every page, in every book, which ensures that all the necessary skills are covered at the appropriate stage.

I believe it is essential that students are exposed to a variety of approaches and that is why Key Links was

developed for Shared, Guided and Independent Reading, as well as Small-Group Independent Reading. Through all these approaches there is an underlying theme—to involve readers in thinking and talking about how and why they read, and making links to what and how they write.

Key Links is a toolbox for not only the teaching of reading but as students become fl uent readers, exposing them to the strategies writers use to craft a variety of different texts, connecting reading and writing to support literacy acquisition.

Series Author—Jill Eggleton

The Key Links Approach

3

SHARED READING• Engage students with magical, rhythmical language

• Save time with embedded 5-day lesson plan

• Build comprehension, vocabulary, and fl uency skills

• Respond and make connections to build comprehension

SMALL-GROUP INDEPENDENT READING

• Practise and apply comprehension strategies, and develop and practise oral language skills

• Built on the reciprocal teaching model that focuses on predicting, clarifying, questioning, and summarizing

GUIDED AND INDEPENDENT READING• Build a strong literacy foundation with small-group reading instruction

• Use the before, during, and after reading suggestions to build comprehension and reading for meaning

• Develop higher-order thinking skills and reinforce comprehension and writing skills with after-reading activities

Shared Reader

Guided and Independent Reading Little Books

Small-Group Independent Reading Little Books

Baboon's Nest, Kindergarten Shared Reader

EXPLICIT FIVE-DAY PLAN FOR SHARED READERS

The story is read every day but each day has its own specifi c focus.

Day 1: The teacher reads the book aloud to students and focuses on comprehension

Day 2: Students are encouraged to join in the reading—rhythmical text helps students learn the fl ow of language and the teacher focuses on vocabulary

Day 3: Teachers provide explicit instruction on fl uency during the third reading of the book

Day 4: The whole class reads the text aloud with the teacher and focuses on phonics and phonemic awareness

Day 5: Students make connections to the story and work in cooperative groups

Shared Reading GRADES K–3

Exciting, Read-Aloud 11.75” x 15.25” Shared Readers are fun for the whole class! Patterned

rhythmical, rhyming text helps students learn and practise listening and speaking skills, and

develop a rich oral vocabulary.

4

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GRADE 2

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For pricing information please visit www.nelson.com/keylinks 5

212 LEVELLED READERS 101 fi ction, 111 nonfi ction

TEACHER TOOLS BINDER Includes a comprehensive Program Overview

Assessment Guide

Implementation Guide for each level, and Benchmark Books and Benchmark Cards

EMERGENT Magenta 20 Titles

EARLY Red 24 Titles

EARLY Yellow 24 Titles

EARLY Blue 24 Titles

EARLY Green 24 Titles

FLUENCY Orange 12 Titles

FLUENCY Turquoise 12 Titles

FLUENCY Purple 12 Titles

FLUENCY Gold 12 Titles

FLUENCY Silver 12 Titles

FLUENCY Emerald 12 Titles

FLUENCY Ruby 12 Titles

FLUENCY Sapphire 12 Titles

The Levels of Key Links Literacy

Guided and Independent Reading GRADES K–6

The fi ction selections feature vibrant illustrations and recurring characters to engage all

readers. Documentary-style nonfi ction selections feature outstanding photography and

include graphic organizers, maps, visual summaries, and more!

“ In my guided reading approach, it is all about comprehension and unpacking the text. It is about digging deeper into the content so that we can encourage ‘life-time’ readers, not ‘school-time’ readers.” Series Author—Jill Eggleton

6

Key Links Complete Packages: A convenient, easy-to-carry storage box with Teacher Tools included!

Enhance your students’ literacy experience using the detailed

prompts in each Little Book that provide explicit teacher

guidance for before, during, and after reading activities.

Saves you time in the classroom

Explicit support for guided reading and take-home reading

Encourages critical thinking and comprehension

Discover the Power of the Teacher Support Panel

7

Pages from Tricky Tiger, Magenta Level

SEE HOW IT WORKS

On this man’s land in the rain forest, there was a nest. In that nest, there was a Harpy Eagle chick.

This was a chick for Alex and Ruth.

6

Pages 6–7 from Harpy Eagle Chick, Key Links Literacy Blue

DISCOVER HOW THETEACHER SUPPORT PANEL WORKS

Saves you time Provides suggested activities and questions on every page so you don’t have to

Embedded support for guided reading and take-home reading Offers activities for before, during, and after reading

Encourage critical thinking and comprehension Questions and activities build comprehension and higher-order thinking skills

8

DISCOVER HOW THETEACHER SUPPORT PANEL WORKS

Saves you time Provides suggested activities and questions on every page so you don’t have to

Embedded support for guided reading and take-home reading Offers activities for before, during, and after reading

Encourage critical thinking and comprehension Questions and activities build comprehension and higher-order thinking skills

PREVIEWThe man in the smaller photograph has land in the rain forest. What do you see in the larger photograph? How would you describe the chick? The chick will soon be

Ruth need to put the GPS on it before it can. Why do you think that they need to do this?

VIEWRead the page. Read the words that tell you where the chick is.

REVIEWMake a circle

around the word that has an apostrophe. Make a circle around the apostrophe. The apostrophe is here because the land belongs to the man.

7

PREVIEW

provides “before

reading”

suggestions

VIEW provides

“during reading”

suggestions

PREVIEW and VIEW elements begin to combine as texts increase in complexity and students require less assistance in building the scaffolding.

REVIEW provides

“after reading”

suggestions

9

FOCUS: Describing

Partner Talk GOING SOLO ACTIVITY

Choose an insect that you know about.

Talk to your partner about how it might be cooked or prepared so that it would be good to eat.

Use the five senses so that your partner can imagine what it might be like to eat.

As you listen to your partner explain why this insect would be good to eat, think about whether he or she has made eating the insect attractive, even if you don’t agree with it.

FOCUS: Writing a Description

Going Solo

Now write about that insect. Describe how it might feel and taste so that readers want to eat it.

Use the five senses, particularly taste and feeling, so that readers can experience what it might be like.

You might want to reread the descriptions of insects in the book to give you some idea about what to write.

Find some descriptions of insects in a book.

Make a list of the words the author has used to describe the insects.

Make a list of the senses the author has used to describe the insects.

Insect:

Descriptive words: Senses used:

TIPWriting

comes alive when the

picture that you paint for your reader is

more than just what can be seen.

18 19

Sample Activities at the Fluency Level

After Reading ActivitiesAfter Reading Activities at the end of every book focus

on discussion, comprehension,

and writing.

Reinforce comprehension strategies and writing skills

Includes group and independent activities

Allow students to extend and demonstrate their learning

7

65

43

21

Retell the storyRetell the story

16

Story Sequence

16

Sample Activities at the Emergent and Early Levels

10

PROGRAM OVERVIEW• Provides research and background information

for Key Links Literacy

IMPLEMENTATION GUIDE• Provides overview of skills and strategies for every colour level

• Includes lesson plans for every selection

Speak Like Us

Name

Date

A tension graph shows conflict in the plot of the story.

Make a plot tension graph for Speak Like Us.

GOING SOLO

–15

16–1

77

©A

bra

ms

Lea

rnin

g T

ren

ds.

Pe

rmiss

ion

is g

ran

ted

to

rep

rod

uc

e t

his

pa

ge

for c

lass

roo

m u

se.

Grandma Reanie’s Rockers

Name

Date

Choose another narrative story. Find some examples of

where the senses, strong verbs, or specific nouns are used.

Descriptive Sentence:Evidence of:




GOING SOLO

T

ASSESSMENT AND EVALUATION TOOLS• Management tools include reading, diagnostic, and

summative support

• Benchmark Books and Cards provide sight unseen reading passages to assess students’ reading level and progress

Teacher Tools

Summary

Octopus makes a friend by saving a fish from danger.

High-Frequency Words

after, but, came, can’t, has, have, his, out, saw,

very, was

Focus Words: after, came, can’t, very

Phonemic Awareness and Phonics

Letter t Phoneme / er/

Blends bl-, fr-

Fluency Changing voice for different characters

Using punctuation (quotation marks, question

mark, exclamation point), bold type, and

illustrative text as clues to reading with expression

Word Study

Contraction can’t

Antonym can

Prefix octo- Meaning of after

Comprehension

Applying prior Expressing an

knowledge opinion

Making inferences Asking questions

Predicting Critical thinking

Making connections Identifying sequence

Identifying cause Retelling

and effect

Small-Group Reading Instruction

After introducing the book, follow the PREVIEW,

VIEW, and REVIEW suggestions provided in the

focus panels of the Leveled Reader. Refer to the

inside front cover for more detailed directions.

Partner Talk

Follow the suggestions provided in the focus panels

for partner work. These activities give all students the

opportunity to speak and participate in discussion.

Differentiating Instruction

In Spanish, the verb to have, tener, is used to

express hunger and other sensations. I am hungry

in Spanish is Tengo hambre, or literally, I have

hunger. Explain to students the difference in

expressing hunger, and have them practice the

English formation by asking them to tell a story

in which they and others are hungry at a fiesta or

party.

Additional Support for Readers

After completing the PREVIEW, VIEW, and

REVIEW suggestions, ask students to turn to

page 16 and use the story frame to retell and

discuss the story. Some students may need more

prompting. You can ask questions such as: Why

might Spotty Fish not like Octopus at first? How does

Octopus save Spotty Fish? What might have happened

had Octopus fought the shark? Would you be friends

with Octopus? Why or why not?

Responding to the Text

In Octopus Is a Friend, an octopus makes a friend.

Reinforce the theme of friendship by having students

discuss how they feel when people are kind to them.

Then, extend the activity by having students think of

something they could do for someone who could use

a little kindness. Have them draw what they could do

and then write about their drawing. Ask volunteers to

share their ideas.

22

Octopus Is a Friend

Word Count 136

Guided Reading Level E

DRA 6–8

TEACHING FOCUS

INSTRUCTIONAL SUPPORT

ELL

Fiction

Octopus Is a Friend

NEW FOR LEVELS SILVER–SAPPHIRE• Blackline Masters support Going Solo

independent after-reading activities from each Little Book

11

Magenta EMERGENT LEVEL

Look at the long legs .

2

Long legs

No legs

flamingo

snake

What do you notice about this

you know that have

PREVIEW

VIEW

What do the words long legs both

What other word on

Read the sentence.

REVIEW

How do you

3

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12 GRL: Guided Reading Level DRA: Developmental Reading Assessment

Orange FLUENCY LEVEL

The Vulture Flies Early in the morning, the vulture sits on a rocky ledge and waits.

The sun moves up in the sky, but the vulture still waits.

It waits until the rocks and the earth heat up. Then it leaps off the ledge. The hot air that comes up from the earth helps it to fl y.

The sun makes the earth hot.The wind pushes the hot air up the cliff.

sun

wind

hot air

hot air

PREVIEW/VIEWWhat do you think the vulture is doing?Read the heading.What do you think you will learn?Look at the diagram.What does it show you?Read the caption.Clarify the word .Read the page with a partner. Use the punctuation to help you read with expression.

Were there any words you didn t know the meaning of or how to say? Clarify the words

.What do you think would happen if the vulture didn t wait?Continue PREVIEW/VIEW on pages 7-17.

WRITING REVIEWInformational reports include .Find two important facts on this page.Turn to WRITING REVIEW on page 17.

you

Facts

k theh

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2

3

PREVIEW/ VIEWWhat do you think Mel is doing? How has the illustrator shown what Mel is thinking?Read the page to yourself.Were there any words you of or how to say? What

you do not know?

that tell you.What do you think Mel will do with the wallet? What do you think she should do with it?Continue PREVIEW/VIEW on pages 5-17.

WRITING REVIEW

begin with an introduction. The reader:

(the characters)Where and when the story takes place (the setting)

introduction.Turn to WRITING REVIEW on page 11.

WRITERS TOOL BOX

NarrativeIntroduction

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8

9

PREVIEW/ VIEWWhat do you think has happened? What makes you think that? Were you right about what you thought Uncle Al wanted to do? How does the illustrator show you how Uncle Al is feeling?

Read the page to yourself.

know the meaning of or how to say?Clarify monstrous and churning. Have you seen anything churning? What was it? What did it look like? What other word could have been used instead of monstrous? Were your predictions about what would happen next correct? Why or why not?

What picture do you see in your head when you read, “It tossed him up into the air like a rag doll”? What might be a consequence of Uncle Al being sucked into the churning water?Do you think Uncle Al should have tried to surf? Why do you think that?

Cause What Uncle Al What happens does. because of this. He tries to surf when he ?

Continue PREVIEW/VIEW on pages 11-17.

READING REVIEW

How do you know a word is a noun, a verb, or an adjective?Turn to WRITING REVIEW on page 3.

WRITING REVIEWFind the simile. What two things are compared?Turn to WRITING REVIEW on page 11.

Similea comparison

between 2 things using

like or as

WRITERS TOOL BOX

Find: an adjective

a verba noun

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PHOTOGRAPHER’S DIARY

July 23

I got this photo of the reef just before the near DISASTER!

The closest I got to seeing the frogfish and pipefish was on these stamps.10

11

PREVIEW/ VIEWLook at the photographs and read the captions.Clarify disaster and creatures.What do you think the disaster could be? Do you think they have seen the Komodo dragon yet? Why do you think that? What do you think they have done on this day?

Read the page to yourself. Were there any words you

of or how to say?Were your predictions about what they did on this day correct? Why or why not?What else have you learned about Komodo Island from this page?Why do you think the of the photos he wanted?Continue PREVIEW/VIEW on pages 13-17.

READING REVIEW

Write the word ghost. Underline the silent letter.Find the compound words. How can you use the two words in each compound meaning?Turn to READING REVIEW on page 13.

silent letters compound

words

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The Eye of a FlyUnder the lens of a microscope, a fly’s eye looks like two halves of a basketball glued to each side of its head. Like a basketball, there are little raised patterns all over the surface of the eyes. There is row after row of tiny dots. These tiny dots are actually little eyes and a fly’s eye has thousands of them.

For a fly, looking down from the ceiling must be like having a wall of tiny television screens. The fly sees the room as a patchwork of small images. It can see what lies in front, and also what is above its head. It can see things from the left and from the right — all at the same time.That’s why it can easily spot the movement of the hand and the swatter, and dart to safety before it’s too late.

4

5

PREVIEW/ VIEWRead this page to yourself. Did you guess that the author was going to answer the rhetorical question at the bottom of the previous page?

Clarify: lens, microscope, glued, patchwork, dart to safetyWhat interested you most it interested you to your partner. What did the author do to make it interesting? Imagine if you had eyes

your life? Discuss this with your partner—think about both the advantages and the disadvantages of having eyes like this.Continue with PREVIEW/VIEW to page 17.

WRITING REVIEWWhen an author

begin each sentence, the writing is more interesting for the reader. Reread this beginnings. How many

remember to do this in your own writing? Turn to WRITING REVIEW on page 7.

TOOL BOX

beginnings

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Sylvie and I grabbed our bags and headed for the music room. Macy, Tamsin, and their friends were loitering outside the door.

“Hey Kirsty,” said Macy. “Are you on SmileBook yet?” A teasing look flashed across her eyes. I shrugged my shoulders. The other girls exchanged glances. The same mocking look. “You have to be at least thirteen to be on that,” said Sylvie. “My Dad told me.” Macy rolled her eyes at Sylvie and ignored her. “Well, are you?” she insisted, moving close to me. “Not yet,” I blushed. “But I might join if I feel like it.”

“Don’t tell your parents,” said Macy. “Just lie about your age on the form. It’s real simple, and then you can send me a buddy request. You can be like my four hundredth buddy.” “Sure,” I said.

“No problem.”

Sylvie just shook her head.

2

3

Buddy Request PREVIEW/ VIEWThink about the title of this book. What is a phobia? What is technophobia? What do you think the book will be about?

Read this page to yourself. Are there any words you or how to say?The author has set up a

viewpoints about using a social network.Find the words and phrases that show you how people are feeling without actually telling the reader. Act out

and phrases with your partner.Which characters think it

Kirsty believe? How do you know?As you read this book, think about why the author wrote it.

is a

guess what the author thinks about using technology. Continue with PREVIEW/VIEW to page 17.

REVIEW DIGGING DEEPER

When you read, you use This helps you to understand and enjoy the worked out how people felt probably with your own life and

.Turn to REVIEW on page 5.

MAKING

Technophobia, Emerald Nonfi ction Levelled Reader

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Armed with a clipboard, Jacob ordered us outside. “First event,” he said with a wink,“the

Jacob searched on the ground for a rock and handed it to her. “What do I do?” asked Ali.

rock in the cow patty. SPLAT!” Jacob grinned. “You’re kidding, right?” said Ali, wrinkling her face. Jacob shook his head.

could see and, pinching her nose with one hand, she softly dropped her stone into it. Jacob wrote down her score. “Five,” he announced. Then it was my turn. I found a large stone and a big direct hit. Jacob seemed impressed. “Not bad,” he said. “7.5. Now watch this.” Jacob found the biggest stone he could, raised it to his shoulder, and took aim. “Urrgh!” he

Olympic shot-putter.

6

7

PREVIEW/ VIEW

Cow Patty Splat

armed, ordered, missile, took aim

PREVIEW/VIEW

REVIEW

strong verbs

TOOL BOX

verbs

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NONFICTION 6-PACKS

FICTION 6-PACKS

Food futurologists believe that meat might soon become a luxury and that instead of a meat patty in a hamburger, there could be a bug or two. They say insects are full of important things that people need in their diet to keep healthy.Eating insects is also good for the environment. It doesn’t cost as much to raise insects as it does to raise large livestock. Large livestock need huge areas of land and they are expensive to feed and keep. Insects don’t need as much food or water and they certainly don’t need as much space. No forests would need to be cut down when a thousand bugs can be grown in a small box without any fertilizers. Insects can live on scraps of food that are thrown away. People throw away about one-third of their food as scraps, and insects could live on that.

Insects also use more of what they eat to grow because they are cold-blooded.

Why Become a Bug Eater?

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PREVIEW/ VIEWRead this page to yourself.Clarify: luxury, proteins, livestock, fertilizers, cold-blooded, good source, vitamins, minerals

thing to do. Which reason do you think is the most logical? Why do you think that?Why might meat become a luxury food?Do you think the author put

insects? Give reasons for your thinking.

environment? Do you think this is a good reason for people to eat insects?Why is it useful for insects

this page is mostly about.PREVIEW/VIEW to page 17.

REVIEW DIGGING DEEPER

When you told

the comprehension strategy of summarizing.

remember the main ideas.Turn to REVIEW on page 13.

Food for Thought, Sapphire Nonfi ction Levelled Reader

BUNDLES


The Levels of Key Links Small-Group Independent Readers

12 Titles Orange GRL: H–J

12 Titles Turquoise GRL: H–L

12 Titles Purple GRL: L–N

12 Titles Gold GRL: M–O

Small-Group Independent Reading GRADES 2–3

One student, one colour, and one leader per spread. Peer groups each pick a coloured icon, and each of the six two-page spreads allows a different student to be the leader and guide the lesson.

48 LEVELLED LITTLE BOOKS

36 nonfi ction, 12 fi ction

Focus on high-yield comprehension strategies: predicting, clarifying, questioning, and summarizing

Peer-learning based on reciprocal teaching and gradual release of responsibility

Student-directed groups free the teacher to work with other students

Bees in Trouble, Gold Nonfi ction Levelled Reader

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Students work together to practice and apply comprehension strategies while they

develop and practice oral language skills.

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ISBN-10: 0-17-669785-3ISBN-13: 978-0-17-669785-3

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