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Focused Reading Intervention Webinar Handouts May 13, 2014

© Teacher Created Materials 21168—Level 3—Teacher’s Guide© Teacher Created Materials 21168—Level 3—Teacher’s Guide© Teacher Created Materials 21168—Level 3—Teacher’s Guide

Table of Contents WelcomeProgram Welcome Letters . . . . . . . . . . . . . . . . . . . 4

ResearchResearch on Reading Intervention . . . . . . . . . . . . 6 The Need for Intervention . . . . . . . . . . . . . . . . 6 Response to Intervention in English

Language Arts . . . . . . . . . . . . . . . . . . . . . . 7 Components of Effective Reading

Interventions . . . . . . . . . . . . . . . . . . . . . . . 9 High-Yield Strategies for Increasing

Student Achievement . . . . . . . . . . . . . . . 10 The Reading/Writing Connection . . . . . . . . . 11 Using Technology to Improve Literacy . . . . . 12 Using Games to Motivate Struggling

Readers . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Best PracticesDeveloping Key Reading Skills . . . . . . . . . . . . . . 16 Word Recognition . . . . . . . . . . . . . . . . . . . . . . 16 Academic Vocabulary . . . . . . . . . . . . . . . . . . . 18 Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Comprehension Strategies for

Informational Texts and Literature . . . . . 20Differentiation . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Differentiation by Specific Needs . . . . . . . . . 24

How to Use This ProductKit Components . . . . . . . . . . . . . . . . . . . . . . . . . . 26Getting Started . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Teaching a Lesson . . . . . . . . . . . . . . . . . . . . . . . . 28Using the Literacy Games . . . . . . . . . . . . . . . . . . 30 How to Organize and Manage Games . . . . . . 30 Playing the Literacy Game Sets . . . . . . . . . . . 31 Playing the Digital Literacy Games . . . . . . . . 34

Using the Digital and Audio Resources . . . . . . . 35

Planning for InterventionPacing Plans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

Correlations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

Reading Level Correlations . . . . . . . . . . . . . . 40

Introduction to Correlations . . . . . . . . . . . . . 43

Standards Correlations . . . . . . . . . . . . . . . . . . 44Series Scope and Sequence . . . . . . . . . . . . . . . . . 47

Lessons Lesson 1: Asking and Answering

Questions: Literature . . . . . . . . . . . . . . . . 51 Lesson 2: Asking and Answering

Questions: Informational Text . . . . . . . . . 59 Lesson 3: Identifying the Central Message . . 67 Lesson 4: Identifying the Main Idea . . . . . . . 75 Lesson 5: Describing Characters . . . . . . . . . . 83 Lesson 6: Describing Relationships

Between Ideas . . . . . . . . . . . . . . . . . . . . . 91 Lesson 7: Using Meaning Clues:

Literature . . . . . . . . . . . . . . . . . . . . . . . . . 99 Lesson 8: Using Meaning Clues:

Informational Text . . . . . . . . . . . . . . . . . 107 Lesson 9: Identifying Story Structure . . . . . 115 Lesson 10: Using Text Features . . . . . . . . . . 123 Lesson 11: Identifying Point of View:

Literature . . . . . . . . . . . . . . . . . . . . . . . 131 Lesson 12: Identifying Point of View:

Informational Text . . . . . . . . . . . . . . . . . 139 Lesson 13: Using Visuals: Literature . . . . . . 147 Lesson 14: Using Visuals:

Informational Texts . . . . . . . . . . . . . . . . 155 Lesson 15: Linking Ideas . . . . . . . . . . . . . . . 163 Lesson 16: Comparing and

Contrasting: Literature . . . . . . . . . . . . . 171 Lesson 17: Comparing and Contrasting:

Informational Text . . . . . . . . . . . . . . . . . 179 Lesson 18: Making Inferences:

Literature . . . . . . . . . . . . . . . . . . . . . . . . 187 Lesson 19: Making Inferences:

Informational Text . . . . . . . . . . . . . . . . . 195 Lesson 20: Making Predictions . . . . . . . . . . 203 Lesson 21: Sequencing . . . . . . . . . . . . . . . . . 211 Lesson 22: Summarizing . . . . . . . . . . . . . . . . 219 Lesson 23: Comparing Characters . . . . . . . . 227 Lesson 24: Describing the Relationship

Between Events . . . . . . . . . . . . . . . . . . . 235 Lesson 25: Identifying Key Details . . . . . . . 243 Lesson 26: Locating Information . . . . . . . . . 251 Lesson 27: Monitoring Comprehension:

Literature . . . . . . . . . . . . . . . . . . . . . . . . 259 Lesson 28: Monitoring Comprehension:

Informational Text . . . . . . . . . . . . . . . . . 267 Lesson 29: Understanding Characters . . . . 275 Lesson 30: Using Key Words . . . . . . . . . . . . 283

AppendicesAppendix A: References Cited . . . . . . . . . . . . . 291Appendix B: Glossary . . . . . . . . . . . . . . . . . . . . . 294Appendix C: Digital and Audio

Resources Chart . . . . . . . . . . . . . . . . . . . 299

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© Teacher Created Materials 21168—Focused Reading Intervention Level 3—Teacher’s Guide

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Learning ObjectivesPhonics and Word Recognition: Identify and know the meaning of the most common derivational suffixes.

Vocabulary: Use a known root word as a clue to the meaning of an unknown word with the same root.

Reading Informational Text: Determine the main idea of a text; recount the key details and explain how they support the main idea.

Writing: Use key details from the text to tell why Lincoln may have worn his hat.

Progress MonitoringThe Student Guided Practice Book pages below can be used to formally and informally assess student understanding of the concepts.

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Identifying the Main Idea

Materials • Student Guided

Practice Book(pages 24–29)

• Lincoln’s Hat (filename: lincolnshat.pdf)

• Audio CD (Track 04)

• Literacy Game Sets

• Digital Literacy Games

• highlighters or crayons

• sticky notes

• chart paper

Skill Overview: Identifying the Main IdeaIdentifying the main idea is a comprehension skill that requires readers to distinguish important, key details from ancillary details. Students are to identify the main idea and find the most important details that strengthen and support the main idea in the text. This continues to strengthen the reading habit of referring back to the text to support their claims. In Lincoln’s Hat, students will ascertain the main idea from examining the essential details in the passage.

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Abraham Lincoln was a big man. He was big in character. He was big in heart. And he was even bigger in height!

Just how big was Lincoln? He was six feet and four inches tall. That is tall even today. But back then most men were about a foot shorter. And Lincoln seemed even taller because of the hat he wore. It was called a stovepipe hat because it was tall and cylindrical like the fat pipes that came out of stoves at that time. Lincoln’s hat made him more than seven feet tall.

The hat wasn’t just for looks. Lincoln used it like a briefcase. He kept letters, bills, and notes stuffed inside his hat. If he forgot something, he just took off his hat

and looked through his papers to help him remember.

Imagine when Lincoln came through a door. People were smaller in those days, so doorways were shorter as well. Lincoln often had to duck to keep his hat from falling off—and all his papers from falling out!

Lincoln’s hat traveled with him nearly everywhere. Once, it even saved his life! Lincoln was riding a horse at night, and a shot rang out. The shooter missed Lincoln but hit his hat instead. Later, on the sad day when Lincoln was shot and killed at Ford’s theater, his hat was found in the theater box. That hat can still be seen at the Smithsonian in Washington, DC today.

Lincoln’s Hat

Identifying the Main Idea (cont.)

Warm-Up Activity min.

Remind students that high-frequency words are the most commonly used words in texts. Recognition of and repeated exposure to these words is essential to fluent reading. Write a sentence for each of the words below, but cover the high-frequency words with sticky notes. Have students guess the word. Write five reasonable guesses. Uncover the first letter or two. Narrow the guess list. Repeat until the students have accurately named the word.

miss seen horse even found

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Word WorkSuffixes min.

1. Explain that we can use the meaning of a suffix to determine the definition of an unknown word that contains that particular suffix. Write -er and -or on the board along with its definition. Explain that this is a suffix that can be added to a root word. Say, “If I add -er to teach, I get a new word teacher. I know that teacher means ‘someone who teaches.’” Ask students to define other -er words such as instructor, batter, and runner.

2. Write the other two suffixes (-ly and -less), their definitions, and examples on the board. Have students turn to their neighbors, identify the suffix in each word, and tell the meaning of it.

Suf� x Meaning Example-er, -or someone who does;

something that does

shooter; instructor

-ly in a ___ way or manner slowly; quickly-less without tireless; ageless

3. Ask students to share the definitions of each word. Provide feedback as needed.

4. Have students complete Part 1 of the Word Work activity sheet (Student Guided Practice Book, page 25) for additional practice with suffixes.

Language and Vocabulary min.

1. Say, “Root words are words that prefixes and suffixes can be added to. When I see a word that I don’t know, I can use the root as a clue to help me find the meaning of the unknown word.”

2. Write the word friendly on the board and underline friend. Say, “I know that a friend is someone who I like and someone who I like to spend time with. If someone is acting friendly, this must mean they are acting like a friend.”

3. Repeat this with words such as hope and hopeful; historic and prehistoric; and view and review and preview.

4. Have students complete Part 2 of the Word Work activity sheet (Student Guided Practice Book, page 25) for additional practice with language and vocabulary.

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1. Tell students, “Today we are going to focus on identifying main ideas in an informational text. We’ll also look for the most important details in the text that support the main idea. Before we start to read, we’re looking for clues.”

2. Have students turn to the passage titled Lincoln’s Hat (Student Guided Practice Book, page 24). You may wish to display the PDF version.

3. Say, “When I first look at a passage, I look at the various parts to help me predict what the main idea might be. I read the title for a clue. Sometimes I have to revisit my prediction, but most of the time, I can get a good idea of what the main idea will be just by looking at the title. I see this passage is titled Lincoln’s Hat. Because I know that President Abraham Lincoln was famous for his hat, I’m thinking the main idea will be about his hat.”

1. Ask students, “What other clues do you look for before you read? What parts of a book hint at the main idea?” Allow students to share possible clues with their group. Move around the room to listen in on student conversations and provide guidance as needed.

2. Have students share with the class some of the clues they look for. (looking at pictures, scanning the text, and looking for bolded or italicized words)

1. Allow students to use all the clues, such as title, pictures, and bolded text, to formulate a prediction. Provide students with the following sentence frame: I predict that the main idea of this passage will be _____, because _____. Ask students to write their predictions for the main idea at the bottom of the passage.

Whole-Group LessonBefore Reading min.

Before reading the passage, supply students with the pronunciation and an explanation of challenging words such as stovepipe, cylindrical, and briefcase. Provide an illustration of each word, and challenge students to describe it well enough for fellow classmates to identify.

Language Support

1. 1. 1. 1. 1. 1. I Do

1. 1. 1. 1. 1. You Do

1. 1. 1. 1. 1. We Do

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1. Guide students in a close read of Lincoln’s Hat (Student Guided Practice Book, page 24). To perform a close read, read and analyze a text as if it were under a microscope.

2. Say, “Today we will be searching for the main idea (what is the passage or paragraph mostly about) and key details as we read.” Begin by reading the title and first paragraph. Say, “When I first read the title, I thought this might be about Abraham Lincoln. I can see that this prediction was correct. As I continue, I’ll look for and highlight key details. These details will help me determine the main idea of the passage. Here, I’ll underline Abraham Lincoln, since this paragraph was about him. Next to the paragraph, I’ll write the topic of the paragraph—Abraham Lincoln.”

3. Continue reading the second paragraph, highlighting key details such as six feet and four inches tall and stovepipe hat. On a sticky note, write the topic of the paragraph and place it next to the paragraph. (Lincoln’s hat)

1. As you read the third paragraph together, ask students to dictate what they think you should highlight and how you should identify the topic of the paragraph. Provide guidance as needed to help students identify key details correctly. (Topic: his hat served a purpose; key details: briefcase, letters, bills, and notes)

2. Remind students of the purpose. Say, “We are looking for key details that support the main idea. What do you think the main idea might be now? Is your prediction the same, or would you like to revise it?”

1. Have students finish reading the text. Remind them to continue highlighting and identifying the topic of each paragraph. Complete the All About the Details activity sheet (Student Guided Practice Book, page 26).

Whole-Group Lesson (cont.)

During Reading min.

1. 1. 1. 1. 1. 1. I Do

1. 1. 1. 1. 1. You Do

1. 1. 1. We Do

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1. Say, “Now that we have read the passage and highlighted important details, we should have a pretty good idea of the main idea of the passage. Let’s look back at the All About the Details activity sheet (Student Guided Practice Book, page 26) we completed. Here we recorded the topic of each paragraph and the key details. These will help us determine and confirm the main idea.”

2. Review the activity sheet and discuss the topic and key details in each paragraph. Say, “When I decide on the main idea, I look at the paragraph topics and the key details. A main idea is supported by strong key details. So I need to decide what these paragraphs have in common.”

1. Ask students to look at their graphic organizers. In pairs, have students discuss what the paragraphs have in common.

2. Come back together as a class and discuss what these paragraphs have in common. They should identify that all the paragraphs are about Abraham Lincoln and that four of the five paragraphs are about his hat. Prompt students to develop a main idea statement. (Lincoln’s hat is important.)

1. Say, “Now I’d like you to think about all the things that we considered when determining the main idea. We looked at the title, we looked at the pictures, and most importantly, we looked at the text for key details. We used all that information to find the main idea. Now, I’d like you to complete Supporting the Main Idea activity sheet (Student Guided Practice Book, page 27). As you complete the activity sheet, be sure to include all the ways you determined the main idea, including the key details and topics in each paragraph.” Note: Depending on time, you may wish to have students complete this during the Differentiated Instruction portion of the lesson.

2. Ask, “Why is identifying the main idea helpful in reading?” Have students share their responses in their groups.

Whole-Group Lesson (cont.)

After Reading min.

1. 1. 1. 1. 1. 1. I Do

1. 1. 1. 1. 1. You Do

1. 1. 1. 1. We Do

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Have students complete a timed reading of the passage. This passage has 243 words. The fluency goal is 114 words per minute. See pages 16–17 of the Assessment Guide for instructions and the fluency rubric.

Assessment Opportunity

Have students complete a timed reading of the passage. This passage has 243 words. The fluency goal is 114 words per minute. See pages 16–17 of the Assessment Guide for instructions and the fluency rubric.


Have students complete a timed reading of the passage. This passage has 243 words. The fluency goal is 114 words per minute. See pages

Assessment for instructions and



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Writing min.

Tell students to think about the passage and why Lincoln wore such a hat. Then, read aloud the prompt from the Written Response activity sheet (Student Guided Practice Book, page 28). You may wish to have students complete the digital version of the writing prompt found on the Digital Resources USB Device.

Fluency Practice min.

Have students read the passage in similarly leveled groups. First, have students read the passage silently on their own. Then, have them read it chorally in their groups. Finally, have each student read independently while fellow group members listen and provide feedback.

Progress Monitoring min.

1. Have students complete the Quick Check activity sheet (Student Guided Practice Book, page 29) to gauge student progress toward mastery of the Learning Objectives.

2. Based on the results of the Quick Check activity sheet and teacher observations during the lesson, organize students into groups and continue with the Differentiated Instruction support and the Literacy Games.

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Literacy Game Sets

Digital Literacy Games

Literacy GamesDivide students into groups. Assign each group to one game. For instructions on how to organize, manage, and play the Literacy Games see pages 30–34.

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Differentiated Instruction min.

While the teacher meets with each group below, the remaining students will play the Literacy Games.

Reteach 1. Review main ideas. Tell students,

“The main idea for a text is the most important idea the text says about the topic. We can determine the main idea by looking at the title, pictures, and most importantly the key details in the text. The key details support the main idea.”

2. Write the main idea on a piece of chart paper. Prompt students to go back to the passage and say, “We looked at each paragraph. We highlighted the key details and wrote down the topic of each paragraph. Let’s find them in the text. Now, let’s list our details and topics under the main idea, so we can see how the details and topics support the main idea.”

Reinforce 1. Reread the passage aloud, or play the

professional recording from the Audio CD.

2. As you read, have students think about the main idea: Lincoln’s hat is important. Stop after each paragraph and discuss how that paragraph supports the main idea.

Extend Learning 1. Think about the passage. Have students brainstorm an additional paragraph

for the passage. Explain to students that the paragraph has to support the main idea of the passage. (Lincoln’s hat is important.)

2. Create a list of possible topics for that paragraph.

supports the main idea.

Extend Learning 1. Think about the passage. Have students brainstorm an additional paragraph

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Table of ContentsTable of ContentsWelcome Letter . . . . . . . . . . . . . . . . . . . . . . 5Lesson 1: Asking and Answering

Questions: Literature Reading Passage . . . . . . . . . . . . . . . . . . . . . . 6 Activity Sheets . . . . . . . . . . . . . . . . . . . . . . . 7

Written Response . . . . . . . . . . . . . . . . . . . . 10 Quick Check . . . . . . . . . . . . . . . . . . . . . . . 11Lesson 2: Asking and Answering

Questions: Informational Text Reading Passage . . . . . . . . . . . . . . . . . . . . . 12 Activity Sheets . . . . . . . . . . . . . . . . . . . . . . 13 Written Response . . . . . . . . . . . . . . . . . . . . 16 Quick Check . . . . . . . . . . . . . . . . . . . . . . . 17Lesson 3: Identifying the Central

Message Reading Passage . . . . . . . . . . . . . . . . . . . . . 18 Activity Sheets . . . . . . . . . . . . . . . . . . . . . . 19 Written Response . . . . . . . . . . . . . . . . . . . . 22 Quick Check . . . . . . . . . . . . . . . . . . . . . . . 23Lesson 4: Identifying the Main Idea Reading Passage . . . . . . . . . . . . . . . . . . . . . 24 Activity Sheets . . . . . . . . . . . . . . . . . . . . . . 25 Written Response . . . . . . . . . . . . . . . . . . . . 28 Quick Check . . . . . . . . . . . . . . . . . . . . . . . 29Lesson 5: Describing Characters Reading Passage . . . . . . . . . . . . . . . . . . . . . 30 Activity Sheets . . . . . . . . . . . . . . . . . . . . . . 31 Written Response . . . . . . . . . . . . . . . . . . . . 34 Quick Check . . . . . . . . . . . . . . . . . . . . . . . 35Lesson 6: Describing Relationships

Between Ideas Reading Passage . . . . . . . . . . . . . . . . . . . . . 36 Activity Sheets . . . . . . . . . . . . . . . . . . . . . . 37 Written Response . . . . . . . . . . . . . . . . . . . . 40 Quick Check . . . . . . . . . . . . . . . . . . . . . . . 41Lesson 7: Using Meaning Clues:

Literature Reading Passage . . . . . . . . . . . . . . . . . . . . . 42 Activity Sheets . . . . . . . . . . . . . . . . . . . . . . 43 Written Response . . . . . . . . . . . . . . . . . . . . 46 Quick Check . . . . . . . . . . . . . . . . . . . . . . . 47Lesson 8: Using Meaning Clues:

Informational Text Reading Passage . . . . . . . . . . . . . . . . . . . . . 48 Activity Sheets . . . . . . . . . . . . . . . . . . . . . . 49 Written Response . . . . . . . . . . . . . . . . . . . . 52 Quick Check . . . . . . . . . . . . . . . . . . . . . . . 53

Lesson 9: Identifying Story Structure Reading Passage . . . . . . . . . . . . . . . . . . . . . 54 Activity Sheets . . . . . . . . . . . . . . . . . . . . . . 55 Written Response . . . . . . . . . . . . . . . . . . . . 58 Quick Check . . . . . . . . . . . . . . . . . . . . . . . 59Lesson 10: Using Text Features Reading Passage . . . . . . . . . . . . . . . . . . . . . 60 Activity Sheets . . . . . . . . . . . . . . . . . . . . . . 61 Written Response . . . . . . . . . . . . . . . . . . . . 64 Quick Check . . . . . . . . . . . . . . . . . . . . . . . 65Lesson 11: Identifying Point of

View: Literature Reading Passage . . . . . . . . . . . . . . . . . . . . . 66 Activity Sheets . . . . . . . . . . . . . . . . . . . . . . 67 Written Response . . . . . . . . . . . . . . . . . . . . 70 Quick Check . . . . . . . . . . . . . . . . . . . . . . . 71Lesson 12: Identifying Point of View:

Informational Text Reading Passage . . . . . . . . . . . . . . . . . . . . . 72 Activity Sheets . . . . . . . . . . . . . . . . . . . . . . 73 Written Response . . . . . . . . . . . . . . . . . . . . 76 Quick Check . . . . . . . . . . . . . . . . . . . . . . . 77Lesson 13: Using Visuals: Literature Reading Passage . . . . . . . . . . . . . . . . . . . . . 78 Activity Sheets . . . . . . . . . . . . . . . . . . . . . . 79 Written Response . . . . . . . . . . . . . . . . . . . . 82 Quick Check . . . . . . . . . . . . . . . . . . . . . . . 83Lesson 14: Using Visuals:

Informational Text Reading Passage . . . . . . . . . . . . . . . . . . . . . 84 Activity Sheets . . . . . . . . . . . . . . . . . . . . . . 85 Written Response . . . . . . . . . . . . . . . . . . . . 88 Quick Check . . . . . . . . . . . . . . . . . . . . . . . 89Lesson 15: Linking Ideas Reading Passage . . . . . . . . . . . . . . . . . . . . . 90 Activity Sheets . . . . . . . . . . . . . . . . . . . . . . 91 Written Response . . . . . . . . . . . . . . . . . . . . 94 Quick Check . . . . . . . . . . . . . . . . . . . . . . . 95Lesson 16: Comparing and Contrasting:

Literature Reading Passage . . . . . . . . . . . . . . . . . . . . . 96 Activity Sheets . . . . . . . . . . . . . . . . . . . . . . 97 Written Response . . . . . . . . . . . . . . . . . . . 100 Quick Check . . . . . . . . . . . . . . . . . . . . . . 101

© Teacher Created Materials 21177—Focused Reading—Student Guided Practice Book3

Table of Contents (cont.)Table of Contents

21177—Focused Reading—Student Guided Practice Book © Teacher Created Materials

Lesson 17: Comparing and Contrasting: Informational Text

Reading Passage . . . . . . . . . . . . . . . . . . . . 102 Activity Sheets . . . . . . . . . . . . . . . . . . . . . 103

Written Response . . . . . . . . . . . . . . . . . . . 106 Quick Check . . . . . . . . . . . . . . . . . . . . . . 107Lesson 18: Making Inferences:

Literature Reading Passage . . . . . . . . . . . . . . . . . . . . 108 Activity Sheets . . . . . . . . . . . . . . . . . . . . . 109 Written Response . . . . . . . . . . . . . . . . . . . 112 Quick Check . . . . . . . . . . . . . . . . . . . . . . 113Lesson 19: Making Inferences:

Informational Text Reading Passage . . . . . . . . . . . . . . . . . . . . 114 Activity Sheets . . . . . . . . . . . . . . . . . . . . . 115 Written Response . . . . . . . . . . . . . . . . . . . 118 Quick Check . . . . . . . . . . . . . . . . . . . . . . 119Lesson 20: Making Predictions Reading Passage . . . . . . . . . . . . . . . . . . . . 120

Activity Sheets . . . . . . . . . . . . . . . . . . . . . 121 Written Response . . . . . . . . . . . . . . . . . . . 124 Quick Check . . . . . . . . . . . . . . . . . . . . . . 125Lesson 21: Sequencing Reading Passage . . . . . . . . . . . . . . . . . . . . 126 Activity Sheets . . . . . . . . . . . . . . . . . . . . . 127 Written Response . . . . . . . . . . . . . . . . . . . 130 Quick Check . . . . . . . . . . . . . . . . . . . . . . 131Lesson 22: Summarizing Reading Passage . . . . . . . . . . . . . . . . . . . . 132 Activity Sheets . . . . . . . . . . . . . . . . . . . . . 133 Written Response . . . . . . . . . . . . . . . . . . . 136 Quick Check . . . . . . . . . . . . . . . . . . . . . . 137Lesson 23: Comparing Characters Reading Passage . . . . . . . . . . . . . . . . . . . . 138 Activity Sheets . . . . . . . . . . . . . . . . . . . . . 139 Written Response . . . . . . . . . . . . . . . . . . . 142 Quick Check . . . . . . . . . . . . . . . . . . . . . . 143Lesson 24: Describing the Relationship

Between Events Reading Passage . . . . . . . . . . . . . . . . . . . . 144 Activity Sheets . . . . . . . . . . . . . . . . . . . . . 145 Written Response . . . . . . . . . . . . . . . . . . . 148 Quick Check . . . . . . . . . . . . . . . . . . . . . . 149

Lesson 25: Identifying Key Details Reading Passage . . . . . . . . . . . . . . . . . . . . 150 Activity Sheets . . . . . . . . . . . . . . . . . . . . . 151 Written Response . . . . . . . . . . . . . . . . . . . 154 Quick Check . . . . . . . . . . . . . . . . . . . . . . 155Lesson 26: Locating Information Reading Passage . . . . . . . . . . . . . . . . . . . . 156 Activity Sheets . . . . . . . . . . . . . . . . . . . . . 157 Written Response . . . . . . . . . . . . . . . . . . . 160 Quick Check . . . . . . . . . . . . . . . . . . . . . . 161Lesson 27: Monitoring Comprehension:

Literature Reading Passage . . . . . . . . . . . . . . . . . . . . 162 Activity Sheets . . . . . . . . . . . . . . . . . . . . . 163 Written Response . . . . . . . . . . . . . . . . . . . 166 Quick Check . . . . . . . . . . . . . . . . . . . . . . 167Lesson 28: Monitoring Comprehension:

Informational Text Reading Passage . . . . . . . . . . . . . . . . . . . . 168 Activity Sheets . . . . . . . . . . . . . . . . . . . . . 169 Written Response . . . . . . . . . . . . . . . . . . . 172 Quick Check . . . . . . . . . . . . . . . . . . . . . . 173Lesson 29: Understanding Characters Reading Passage . . . . . . . . . . . . . . . . . . . . 174 Activity Sheets . . . . . . . . . . . . . . . . . . . . . 175 Written Response . . . . . . . . . . . . . . . . . . . 178 Quick Check . . . . . . . . . . . . . . . . . . . . . . 179Lesson 30: Using Key Words:

Informational Text Reading Passage . . . . . . . . . . . . . . . . . . . . 180 Activity Sheets . . . . . . . . . . . . . . . . . . . . . 181 Written Response . . . . . . . . . . . . . . . . . . . 184 Quick Check . . . . . . . . . . . . . . . . . . . . . . 185Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . 186

4







Lincoln’s Hat


Lesson 4

24







Lincoln’s Hat

B

Name: _________________________________________________ Date: _________________

Word Work Part 1: Suff ixes

Directions: Read the sentences below. Using the suf� x de� nitions, write the de� nition of each underlined word.

Suffix Meaning

-ly in a ___ way or manner

-less without

1 After school, he quickly came home for a snack.

De� nition: ______________________________________________

2 Rock climbers must be fearless when they climb high rocks and boulders.

De� nition: ______________________________________________

Part 2: Language and Vocabulary Directions: Use the de� nitions of the common roots to help de� ne the underlined word in the sentence.

1 I distrust the boy down the street, because he tricked me before!

trust: belief in someone or something

distrust: ________________________________________________

2 The Smithsonian has a lot of memorabilia from Abraham Lincoln’s life.

remember: to bring to mind or think of again

memorabilia: ___________________________________________© Teacher Created Materials 21177—Focused Reading—Student Guided Practice Book

Lesson

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Paragraph 4: Topic __________________________________________

Details _________________________________________

Paragraph 5: Topic __________________________________________

Details _________________________________________

Paragraph 2: Topic __________________________________________

Details _________________________________________

Paragraph 3: Topic __________________________________________

Details _________________________________________

Paragraph 1: Topic __________________________________________

Details _________________________________________

Paragraph 4:

Paragraph 5:

Paragraph 2:

Paragraph 3:

Paragraph 1:

Paragraph 4:

Paragraph 5:

Paragraph 2:

Paragraph 3:

Paragraph 1:

Name: _________________________________________________ Date: _________________

All About the DetailsDirections: You noted key details as you read the passage. You also wrote the topic for each paragraph. Use the chart below to organize your work.


Lesson

4

26

B

Name: _________________________________________________ Date: _________________

Supporting theMain Idea

Directions: Complete the graphic organizer below. Identify the main idea. Then, explain how you found it.

Main Idea

____________________________________________

_________________________________________________________

_____________________________________________________________

______________________________________________________________

___________________________________________________________

______________________________________________________

_______________________________________________

_____________________________________

© Teacher Created Materials 21177—Focused Reading—Student Guided Practice Book

Lesson

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Written ResponseDirections: Tell why you think Lincoln wore a stovepipe hat. Use evidence from the text to explain your response.

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

___________________________________________

___________________________________________

___________________________________________

Name: _________________________________________________ Date: _________________


Lesson

4

28

© Teacher Created Materials 21461—Focused Reading—Assessment Guide© Teacher Created Materials 21461—Focused Reading—Assessment Guide© Teacher Created Materials 21461—Focused Reading—Assessment Guide

Lesson

4

Oral Reading RecordOral Reading Record

Name: ______________________________Date: _________________

Assessor: ___________________________________________________

Identifying theMain Idea

Total Word Count Codes

136 E = errors SC = self-corrections M = meaning S = structure V = visual

CumulativeWord Count Text E SC

Cues UsedE SC

9

19

23

32

41

50

57

67

76

86

94

95

104

113

121

131

136

Abraham Lincoln was a big man. He was big

in character. He was big in heart. And he was

even bigger in height!

Just how big was Lincoln? He was six feet

and four inches tall. That is tall even today.

But back then most men were about a foot

shorter. And Lincoln seemed even taller because

of the hat he wore. It was called a stovepipe

hat because it was tall and cylindrical like the

fat pipes that came out of stoves at that time.

Lincoln’s hat made him more than seven feet

tall.

The hat wasn’t just for looks. Lincoln used it

like a briefcase. He kept letters, bills, and notes

stuffed inside his hat. If he forgot something,

he just took off his hat and looked through his

papers to help him remember.

TOTALS

Error Rate:

Self-Correction Rate:

Accuracy Percentage:

Time:

Abraham Lincoln was a big man. He was big in character. He was big in heart. And he was even bigger in height!Just how big was Lincoln? He was six feet and four inches tall. That is tall even today. But back then most men were about a foot shorter. And Lincoln seemed even taller because of the hat he wore. It was called a stovepipe hat because it was tall and cylindrical like the fat pipes that came out of stoves at that time. Lincoln’s hat made him more than seven feet tall.


and looked through his papers to help him remember.Imagine when Lincoln came through a door. People were smaller in those days, so doorways were shorter as well. Lincoln often had to duck to keep his hat from falling off—and all his papers from falling out!


Lincoln’s Hat

Info

rmatio

nal T

ext

Info

rmatio

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