Correlations to Standards and Scope and Sequence Program ... · 10807 (i2397) Exploring Nonfiction...

�© Teacher Created Materials Publishing #10771 (i1935) Exploring Nonfiction, 2nd Ed., Management Level 1

Table of ContentsIntroduction and Research Introduction 4–5 Research 6–12

Correlations to Standards and Scope and Sequence GradeOneCorrelationtoLessons 13–18 ScopeandSequenceforSeries 19–23

Program Overview AbouttheManagementBook 24 AbouttheCards 25–28 AbouttheTransparencies 29 AbouttheTeacher’sGuides 30–32 AbouttheAssessmentBook 33–34 AbouttheStrategiesResourceBook 35–36 AbouttheCD(includedintheManagementBook) 37 PacingPlans 38–39

Best Practices 40–45

Parent Support ReadingintheContentAreas 46 MonitoringComprehension 47 ActivatingandConnectingPriorKnowledge 48 InferringMeaning 49 AskingQuestions 50 DeterminingImportance 51 Visualizing 52 SummarizingandSynthesizing 53

Appendices AppendixA:IndexesforProgram 54–74 Index#1:MatrixofStrategies/Skills 54–55 Index#2:CorrelationofCardsandLessonsbySkill/Strategy 56–61

Index#3:IndexbyCardNumber 62–65 Index#4:ContentStandards 66–69 Index#5:ELL,Vocabulary,andFluencyStandards 70

Index#6:WritingStandards 71 Index#7:CardTopics 72–73

Index#8:ReadingComprehensionTerms 74 AppendixB:FluencyRecordChart 75–76 AppendixC:References 77–79 AppendixD:AdditionalResources 80

� #10771 (i1935) Exploring Nonfiction, 2nd Ed., Management Level 1 © Teacher Created Materials Publishing

Exploring Nonfiction: A Differentiated Content-Area Reading Program teaches nonfiction reading skills and strategies needed to understand and interpret content-area text. This exciting research- and standards-based program provides grade-level and below-grade-level text cards along with differentiated lesson plans to effectively meet the needs of all students in your classroom.

Think of this program as your “passport to comprehension.” You will guide students on a journey through the content areas of science, social studies, language arts, and mathematics as you teach them the skills and strategies they need to comprehend nonfiction text.

This kit consists of 80 informational text cards, including 40 grade-level text cards and 40 below-grade-level text cards; 80 transparencies—one for every card front; a Management book; an Assessment book; a strategies resource book—Successful Strategies for Reading in the Content Areas, 2nd Edition; a Teacher’s Guide for each content area—Science, Social Studies, Language Arts, and Math; and a CD with reproducible materials. The cards are divided into four content areas and incorporate standards-based science, social studies, language arts, and mathematics topics.

Refer to the indexes at the back of this book and the indexes in the individual Teacher’s Guides for national standards correlations to the card topics. Correlated to State Standards in all 50 states!

The fronts of the cards contain a variety of informational text types that students typically encounter within a given content area. These text types are also standards-based and matched to national standards. Each card has been created to teach two specific reading comprehension skills and strategies. There are seven main comprehension strategy categories in Exploring Nonfiction: A Differentiated Content-Area Reading Program.

Within each category are specific standards-based objectives. You will also find the two strategies/objectives tied to each card/lesson at the top of the first page of each lesson plan set. For additional reference, the cards have the two categories printed on the left margin of the card. For example, one card may say “Monitor Comprehension/Activate and Connect” and the lesson objectives for that card might be “establishing a purpose for reading” (Monitor Comprehension) and “using prior knowledge to understand new information” (Activate and Connect). The seven categories of comprehension strategies include:

Each of these main categories contains several subsections of objectives. Refer to the Scope and Sequence for the chart of specific objectives.

Introduction

grade-level card

below-grade-level card

• Monitor Comprehension

• Activate and Connect

• Infer Meaning • Ask Questions

• Determine Importance

• Visualize • Summarize and

Synthesize

10807 (i2397) Exploring Nonfiction • Second Edition Spanish—Level 1 © TIME For Kids■77

Castores en BronxPor Amy Roberts

BRONX, Nueva York—Han pasado más de 200 años para que ocurriera. Los castores salvajes han regresado a la ciudad de Nueva York. Al menos uno de ellos ha construido un hogar. Se halla en medio del río Bronx. El río fluye hacia una parte de la ciudad de Nueva York.

Sólo se ha visto un castor hasta ahora. Se pueden encontrar árboles y ramas masticados a lo largo del río. Esto muestra que un castor ha estado trabajando duro. La casa de los castores, llamada madriguera, mide más o menos 12 pies de ancho. Está hecha de barro

y ramas. La entrada está bajo el agua.

La madriguera se halla a tan sólo unas yardas del zoológico de Bronx. El castor no es del zoológico. Llegó por sí solo. Los científicos del zoológico lo llamaron José.

Los castores antes eran muy comunes en esta área. Los castores incluso aparecen en la bandera de la ciudad de Nueva York. Pero acabaron con ellos hace mucho tiempo. Recientemente la ciudad ha intentado limpiar el río Bronx. Ahora parece que está lo suficientemente limpio para que vivan ahí los castores.

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10807 (i2397) Exploring Nonfiction • Second Edition Spanish—Level 1 © Teacher Created Materials Publishing■7

ConexióndecomprensiónAntes de la lectura

1. ¿Por lo general dónde encuentras animales?

2. Elige un animal que sea tu símbolo. ¿Cual sería? ¿Por qué?

3. ¿Qué es un castor?

Durante la lectura

1. ¿Dónde construyó su madriguera el castor?

2. Describe la madriguera del castor.

3. ¿Por qué era tan difícil encontrar al castor?

Después de la lectura 1. ¿Por qué es una sorpresa

encontrar un castor en la ciudad de Nueva York?

2. ¿Cómo crees que los trabajadores del zoológico sabían que José no pertenecía al zoológico?

3. ¿Estará José a salvo? ¿Le permitirán quedarse? Di por qué.

1. salvajes

2. entrada

3. yardas

4. comunes

Vocabulario

ExtensiónescritaEscribe una carta a tu periódico local. Discute sobre cómo mantener los ríos y los lagos limpios. Usa estas ideas del artículo para apoyar tu opinión.

HabilidadesUn paso más

¿Qué pasa cuando llegas al final de una página? La historia terminó. Pero no has terminado del todo. Los buenos lectores dan un paso más. Piensan en lo que acaban de leer. Piensan en ideas nuevas. ¡Eso es lo que vas a hacer!

Lee la nota informativa acerca del castor. ¿Qué piensas de ella?

Lee las dos últimas oraciones. Piensa en esas ideas. El autor dice que el río está lo suficientemente limpio para que regresen los castores. ¿Qué quiere decir eso acerca de lo sucio que estaba antes el río? ¿Crees que las personas deben cuidar más los ríos para que los animales puedan vivir ahí? Este último paso de la lectura te da algo en qué pensar.

10807 (i2397) Exploring Nonfiction • Second Edition Spanish—Level 1 © TIME For Kids●77

Castores en el BronxPor Amy Roberts

BRONX, Nueva York—Han pasado más de 200 años para que ocurriera. Los castores salvajes han regresado a la ciudad de Nueva York. Al menos uno de ellos ha construido un hogar. Se halla en medio del Río Bronx. El río fluye hacia una parte de la ciudad de NuevaYork.

Sólo se ha visto un castor hasta ahora. Se pueden encontrar árboles y ramas masticados a lo largo del río. Esto muestra que un castor ha estado trabajando duro. La casa de los castores, llamada madriguera, mide más o menos 12 pies de ancho. Está hecha de

barro y ramas. La entrada está bajo el agua.

La madriguera se halla a tan sólo unas yardas del zoológico de Bronx. El castor no es del zoológico. Llegó por sí solo. Los científicos del zoológico lo llamaron José.

Los castores eran muy comunes en esta área. Los castores incluso aparecen en la bandera de la ciudad de Nueva York. Pero acabaron con ellos hace mucho tiempo. Recientemente la ciudad ha intentado limpiar el río Bronx. Ahora parece que está lo suficientemente limpio para que vivan ahí los castores.

Cie

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mie

nd

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sin

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El castor llamado José nadando en el río Bronx.

28 de febrero Sección F

POR LA CIUDAD

Juli

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Mah

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Wil

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10807 (i2397) Exploring Nonfiction • Second Edition Spanish—Level 1 © Teacher Created Materials Publishing●7

ConexióndecomprensiónAntes de la lectura

1. ¿Dónde puedes ver animales?

2. Elige un animal que sea tu símbolo. ¿Cuál sería? ¿Por qué?

3. ¿Qué es un castor?

Durante la lectura

1. ¿Dónde construyó su madriguera el castor?

2. Describe la madriguera del castor.

3. ¿Por qué era tan difícil encontrar al castor?

Después de la lectura 1. ¿Por qué es una sorpresa

encontrar un castor en la ciudad de Nueva York?

2. ¿Cómo crees que los trabajadores del zoológico sabían que José no pertenecía al zoológico?

3. ¿Estará José a salvo? ¿Le permitirán quedarse? Explica tus ideas.

1. salvajes

2. entrada

3. yardas

4. comunes

Vocabulario

ExtensiónescritaEscribe una carta a un periódico. Discute sobre cómo podemos mantener los ríos y los lagos limpios. Usa estas ideas del artículo para apoyar tu opinión.

HabilidadesUn paso más

¿Qué pasa cuando llegas al final de una página? La historia terminó. Pero no has terminado del todo. Los buenos lectores dan un paso más. Piensan en lo que acaban de leer. Piensan en ideas nuevas. ¡Eso es lo que vas a hacer!

Lee la nota informativa acerca del castor. ¿Qué piensas de ella?

Lee las dos últimas oraciones. Piensa en esas ideas. El autor dice que el río está lo suficientemente limpio para que regresen los castores. ¿Qué quiere decir eso acerca de lo sucio que estaba antes el río? ¿Crees que las personas deben cuidar más los ríos para que los animales puedan vivir ahí? Este último paso de la lectura te da algo en qué pensar.

�© Teacher Created Materials Publishing #10771 (i1935) Exploring Nonfiction, 2nd Ed., Management Level 1

The backs of the cards provide discussion questions for before, during, and after reading; skill focus activities; key vocabulary; and a writing extension activity. The coordinating lesson plans contain direct instruction and guided practice lessons that are specific to each card. Multiple strategy lessons are included for each card, with flexible lesson plans.

Differentiated instruction provides strategies for English language learners, above-level students, and below-level students. Academic vocabulary development and fluency strategy practice are also provided with each lesson. Together, these lessons and cards teach the skills and strategies needed to read nonfiction successfully.

This program addresses the needs of all students and integrates a wide variety of learning modalities: listening, reading, speaking, writing, drawing, cooperative learning, role-playing, questioning, experimenting, and more. Exploring Nonfiction: A Differentiated Content-Area Reading Program provides exciting new information for students in a fun reading format. Opportunities for active student response are extremely important to maintain enthusiasm for content learning.

When there is a strong reading interest, comprehension increases. The cards, created with content from TIME For Kids, generate interest and are short enough to keep even reluctant readers engaged. Students are often turned off by reading long textbooks, and therefore never become good nonfiction readers. The cards give students exposure to different content areas in small doses. This unique format keeps the interest level high, while teaching strategies for reading nonfiction text effectively. Additionally, students learn standards-based content area material in the process.

Teachers need to establish a purpose for reading various types of reading material. This program provides that purpose through comprehension lessons in each of the content areas.

The Exploring Nonfiction: A Differentiated Content-Area Reading Program provides a supportive, well-structured environment for reading informational text that is challenging, but not frustrating. The strategies taught in the lessons explain, model, and offer guided practice, as well as independent practice and application to other reading situations.

Introduction (cont.)

Introduction to Lesson

80 #10771 (i1938) Exploring Nonfiction, 2nd Ed., Science Level 1 © Teacher Created Materials Publishing

7Beaver in the Bronx

Objectives7D (Summarize and Synthesize): Students reflect on what has been learned after reading and formulate ideas, opinions, and personal responses to texts.

1D (Monitor Comprehension): Students establish a purpose for reading (e.g., for information, for pleasure, to understand a specific viewpoint).

Materials • transparency of Science Card 7

• overhead projector

• overhead markers

• copies of Science Card 7, one for each student

• chart paper and markers

• index cards

• pictures of a beaver, a beaver dam, and the Bronx River

• newspaper

• drawing materials (Lesson Option A)

• tape or glue (Lesson Option A)

BackgroundWhen students read actively, they are more likely to remember information. They are also more likely to be motivated to read because active reading involves a personal investment in the text. One way in which we read actively is by reflecting on what we have read. Students who reflect on text can formulate responses to that text and can develop opinions and ideas related to the text. Another way in which students can learn to read actively is by establishing a purpose for reading beforehand. When students know why they are reading, they are more likely to focus their reading, so as to accomplish that purpose.

Directions for the Teacher • Before using the card text to teach specific skills and strategies, preteach vocabulary words from

the text to build students’ background knowledge. Use the vocabulary development strategies on the next page for this purpose.

• The two lessons on the following pages each provide instruction for a specific comprehension skill that is related to Science Card 7. The lessons give direct instruction and guided practice for students. Choose one or both of these lessons to teach, depending on the needs of your students. Lesson Option A, on pages 82–85, teaches reflecting on what has been learned, while Lesson Option B, on pages 86–89, teaches establishing a purpose for reading.

• See page 90 for instructional strategies to develop fluency.

• See pages 90–91 for the answer key to the questions on the back of the card.

Introduction to Lesson (cont.)

81© Teacher Created Materials Publishing� #10771 (i1938) Exploring Nonfiction, 2nd Ed., Science Level 1

7Beaver in the Bronx (cont.)

Vocabulary DevelopmentThe following words from the text have been identified as key academic vocabulary words that students need to know to understand the text content. Sample sentences using everyday language are included following the definitions to provide context for these words. This will help students understand the words and how they can be used before reading the card. Choose one or more of the instructional strategies below to preteach the words and build students’ background knowledge.

common (adj.)—seen often: Handball is a common recess game.

entrance (n.)—the way to go into a place: We waited at the entrance to get into the show.

wild (adj.)—not taken care of by people: We saw many wild animals on our hike through the forest.

yards (n.)—distances of three feet, or about the same length as three adult men’s shoes: My bed is about two yards long.

1. Create a chart titled “Beaver in the Bronx.” As you preview the text and guide students through the lesson, write the vocabulary words that students think are most important on the chart. Refer to this chart often to reinforce vocabulary and require that students spell these words correctly in their writing, since they can now easily see the words posted in the room.

2. Give students the opportunity to make a physical connection with the vocabulary words. Have students use facial expressions or act out the words. For example, say to students, “Show me how you make an entrance into your home.”

3. Play a definition-matching game. Write the vocabulary words and a definition or example on index cards. Give one index card to each student. Then ask students to silently walk around the room to find their partners or groups. Have each group share its index cards with the class, and let the class decide if the group is correct.

4. Using one of the strategies described above or in another vocabulary development lesson, teach the following high-utility academic words from the text to help facilitate student discussions and writing activities: area (n.)—a place; lately* (adv.)—recently; middle (n.)—the center; returned (v.)—came back; underwater* (adj.)—having to do with being under the water. *These words appear only on the grade-level card.

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Lesson Option A

#10771 (i1938) Exploring Nonfiction, 2nd Ed., Science Level 1 © Teacher Created Materials Publishing


ModelRead this text aloud to model the thinking process for students. Or, choose to think aloud using your own words. This text has been provided for you as an example and can be modified to fit the needs of your students.

Think Aloud:(Read the first paragraph.) “Wow! I didn’t know beavers could live in a big city like New York City. I saw beavers once at the zoo, but never outside the zoo. I wonder how that beaver found its way into the city. I’m going to read more of the article to find out more about the beavers in New York City.”

Strategy Instruction: Summarize and Synthesizelesson length: approximately 30 minutes • Before teaching one or both of the strategy

lessons provided for this card, preteach the vocabulary and build students’ background knowledge. Use the vocabulary strategies on page 81 for this purpose.

• This lesson gives direct instruction and guided practice in reflecting on what has been learned with Science Card 7. An additional strategy lesson (pages 86–89) using the same text focuses on establishing a purpose for reading. Choose one or both of these lessons to teach, depending on the needs of your students.

• See pages 90–91 for fluency strategies and the answer key to the questions on the back of the card.

Introduce and ExplainHold up a newspaper and tell students they are going to read a newspaper article about beavers. If you think your students may not know what a beaver is, display a picture of a beaver. Tell students that after they read, they are going to get the chance to reflect, or think about, their own ideas and thoughts about the article. Explain that reflecting helps us remember what we read and helps us stay interested in what we’re reading. Tell students that they will practice reflecting on what they learn from this newspaper article today. Display the transparency of Science Card 7.

83© Teacher Created Materials Publishing� #10771 (i1938) Exploring Nonfiction, 2nd Ed., Science Level 1


Guided Practice 1. Display a chart titled “We Think….” Tell

students you will use the chart to keep track of their reflections about this text.

2. Distribute copies of Science Card 7. Have students chorally read the first paragraph. Ask students to imagine where the beaver might have come from. Write some of their responses on the chart. Ask if anyone has any other thoughts about what they just heard, and write one or two of the responses on the chart.

3. Have the students chorally read the next paragraph. Ask students what they think the dam looks like. Have some of them draw their ideas on the chart. Paste or glue a picture of a beaver dam on the chart so that students can see what one looks like.

4. Have the students chorally read the last two paragraphs. Then ask students what they think will happen to the beaver now. Have some students share their thoughts, and write them on the chart.

5. In small groups, have students reread the article and choose three facts that interested them most. Then have students create sentences telling about those facts. The sentences can then be illustrated and posted in the class.

6. In conclusion, discuss the strategy of reflecting. Ask students what they did to reflect on this text (e.g., share ideas with others, write down thoughts, illustrate new information).

Lesson Option A (cont.)

DifferentiationAbove-Level SupportHave students decide whether they would recommend the article to someone else or not. Have them give their reasons for recommending it and then create a paragraph describing their reactions.

English Language SupportPrior to the lesson, post a sheet of chart paper on which you have taped or glued a picture of a beaver and a picture of the Bronx River. Point to the picture of the beaver, and ask students if they know what that animal is. If possible, you may want to pass around several pictures of beavers. Write the word beaver next to the picture and have students repeat it. Tell students that they are going to read an article about a beaver that lives in the Bronx River in New York City.

Below-Level SupportPreread the text to students in a small group. As you read the text, have students underline things that they find interesting. Refer students to their underlined facts as they are discussing the article later during the Guided Practice lesson.

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Guided Practice (cont.)Note: This card shows the grade-level text. Use either or both levels of text for this lesson. Card callouts have been provided to help guide your lesson instruction.



Word Watch: Yards in the third paragraph is a multiple-meaning word. Use the context of this word in the article to figure out which meaning best fits what the author intended.

Students reread the article and select three facts that interested them. Ask students to write sentences about their facts and illustrate their ideas. Discuss the different ways students can reflect on text (e.g., share ideas, ask questions, write thoughts, sketch ideas).

Preview the text—newspaper title, article title, photograph, caption, and boldfaced words. Do the Think Aloud from the lesson. Display a chart titled “We Think…” to record the groups’ reflections as they read.

Read the first paragraph. Reflect on where the beaver might have come from. Record several responses on the group chart.

Read the second paragraph and ask the students to sketch their ideas of what the dam looks like. Put the students’ sketches on the chart along with a real picture of a beaver’s dam.

Read the rest of the article. Ask students what they think will happen to the beaver now. Write several responses on the group chart.

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© Teacher Created Materials Publishing� #10771 (i1938) Exploring Nonfiction, 2nd Ed., Science Level 1


Comprehension ConnectionUse the questions on the back of the card to check student comprehension. Choose either the grade-level text or the below-grade-level text, depending on your students’ reading levels. You may ask questions orally of individual students, small groups, or the whole class. Or, have students write answers to the questions. Use the questions to guide students in the rereading process as they are labeled––before, during, and after reading.

Note: Questions and the skill focus vary on the backs of the cards for the differentiated levels of text. The answers to the questions remain the same for both levels.

After you finish going over the questions, go back and reread the card all the way through, providing a good model of oral reading for students. Be sure to read with appropriate tone and inflection.

Independent Practicelesson length: approximately 30 minutesReinforce the skills taught with this lesson using the strategies on pages 233–256 from the book Successful Strategies for Reading in the Content Areas included with this kit. Choose one or more of the activities from these pages for students to complete as a class, in small groups, with a partner, or individually.

Application/ExtensionReinforce or have students practice reflecting on what has been learned using Science Card 1, Social Studies Card 1, Social Studies Card 7, Language Arts Card 4, Language Arts Card 5, and Math Card 2.

AssessmentRefer to the Assessment book included in this kit. Here you will find specific assessments for the strategy of summarizing and synthesizing, as well as pre- and post-tests for assessing all of the comprehension strategies and skills. Also, have students practice assessments related to this card that match the format of your state’s exam.

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Lesson Option B



ModelRead this text aloud to model the thinking process for students. Or, choose to think aloud using your own words. This text has been provided for you as an example and can be modified to fit the needs of your students.

Think Aloud:“This article is called ‘Beaver in the Bronx.’ The title of a newspaper article often tells us what it is about, so this article is about a beaver. Since it’s a newspaper article, it’s going to give me information or facts, not an opinion. So my purpose for reading this article is to find out facts about this beaver that lives in the Bronx.”

Strategy Instruction: Monitor Comprehensionlesson length: approximately 30 minutes • Before teaching one or both of the strategy

lessons provided for this card, preteach the vocabulary and build students’ background knowledge. Use the vocabulary strategies on page 81 for this purpose.

• This lesson gives direct instruction and guided practice in establishing a purpose for reading with Science Card 7. An additional strategy lesson (pages 82–85) using the same text focuses on reflecting on what has been learned. Choose one or both of these lessons to teach, depending on the needs of your students.

• See pages 90–91 for fluency strategies and the answer key to the questions on the back of the card.

Introduce and ExplainHold up a newspaper, and tell students they are going to be reading a newspaper article about beavers. If you think your students may not be familiar with beavers, you may also want to display a picture of a beaver. Explain that we read different kinds of things for different purposes, or reasons. Point out that we usually read newspaper articles for information. Tell students that when they know their purpose for reading, it is easier to find what they are looking for. Emphasize that having a purpose for reading also keeps us interested in what we read. Tell students that they will identify a purpose for reading this newspaper article. Display the transparency of Science Card 7.

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Lesson Option B (cont.)



Guided Practice 1. Display a chart titled, “We Want to Know….”

Tell students you will use this chart to make a list of their purposes for reading.

2. Distribute copies of Science Card 7. Read the title and first paragraph of the text aloud. Ask each student to think of something he or she hopes to find out in the rest of the article and tell that to a partner. Tell students that what they hope to find out is their purpose for reading. In small groups, have students share what they want to find out.

3. Have groups share their reading purposes with the class. Write those on the chart. Read the purposes aloud, and remind students that those goals are their purposes for reading.

4. Chorally read the rest of the text. Point out and discuss important and interesting information about the beaver.

5. After reading, call students’ attention to the purposes listed on the chart, and identify which purposes were met by this text.

6. To conclude the lesson, ask students to describe how setting a purpose for reading helped them make better sense of this text.

DifferentiationAbove-Level SupportHave students create a television ad for the newspaper article. Have them incorporate their purposes in the ads and present those ads to the class.

English Language SupportBefore beginning the Guided Practice lesson, show students a picture of a beaver and a picture of the Bronx River. Chorally read the first paragraph of the text while you point to the pictures. Ask students to think about things they want to know. Write their answers on a sheet of chart paper titled “I Want to Know.” As you write students’ responses, use a common sentence frame to help students express their goals.

Below-Level SupportPreview the card and strategy in a small group. Point out the picture on the card. Explain that the picture is of a beaver that made its home in a city river. Encourage students to ask questions about the beaver and the text on the card. If needed, use sentence starters to help students articulate their thoughts in complete sentences. Write students’ questions on a sheet of chart paper for use during the Guided Practice lesson.

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Guided Practice (cont.)Note: This card shows the below-grade-level text. Use either or both levels of text for this lesson. Card callouts have been provided to help guide your lesson instruction.



Word Watch: Yards in the third paragraph is a multiple-meaning word. Use the context of this word in the article to figure out which meaning best fits what the author intended.

Students review the group chart with their purposes for reading. Which purposes were met by this text? How does setting a purpose before reading help them make better use of a text?

Preview the text—newspaper title, article title, photograph, caption, and boldfaced words. Do the Think Aloud from the lesson. Prepare a chart titled “We Want to Know…” to record the groups’ purposes for reading.

Read the title and first paragraph. Ask students to think about something they hope to find out in the article. Write their purposes for reading the text on the group chart.

Read the rest of the article, noting both important and interesting information provided about the beaver.

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Comprehension ConnectionUse the questions on the back of the card to check student comprehension. Choose either the grade-level text or the below-grade-level text, depending on your students’ reading levels. You may ask questions orally of individual students, small groups, or the whole class. Or, have students write answers to the questions. Use the questions to guide students in the rereading process as they are labeled––before, during, and after reading.

Note: Questions and the skill focus vary on the backs of the cards for the differentiated levels of text. The answers to the questions remain the same for both levels.

After you finish going over the questions, go back and reread the card all the way through, providing a good model of oral reading for students. Be sure to read with appropriate tone and inflection.

Independent Practicelesson length: approximately 30 minutesReinforce the skills taught with this lesson using the strategies on pages 17–60 from the book Successful Strategies for Reading in the Content Areas included with this kit. Choose one or more of the activities from these pages for students to complete as a class, in small groups, with a partner, or individually.

Application/ExtensionReinforce or have students practice establishing a purpose for reading using Science Card 10, Language Arts Card 1, Language Arts Card 4, and Math Card 1.

AssessmentRefer to the Assessment book included in this kit. Here you will find specific assessments for the strategy of monitoring comprehension, as well as pre- and post-tests for assessing all of the comprehension strategies and skills. Also, have students practice assessments related to this card that match the format of your state’s exam.

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Conclusion to Lesson



FluencyChoose from the following instructional strategies to help students develop fluency:

1. Explain to students that good readers pay attention and remember to read all of the words in a story, so they get all of the information. To practice this, have students work in pairs. Have one member of each pair read the text aloud, while the other follows along. Have the partner who is not reading circle each missed word. When the text is finished, the partners switch roles. When both partners have read the text, they exchange papers for later practice.

2. In small groups, have students prepare the reading as though they were television news reporters. Then have each group present its newscast to the class, making sure that each student gets a chance to read. Encourage students to be as realistic as they can. They may wish to add touches such as, “We interrupt this news broadcast with a special bulletin! After 200 years....”

3. Once every few weeks, have students check their reading rates using the following procedure. You will not use this activity with every card. Set a timer for one minute. Have each student read the passage and make a slash mark after the last word read. Students should then count how many words were read. Next, have students record their word counts on the Fluency Record Chart (see the Management book). Repeat this process daily throughout the week. Students should see an improvement in the number of words read. The first-grade goal is to read 60 words correctly in one minute. It is important to remind students not to speed-read. Practicing reading for fluency means reading with intonation and accuracy and at a normal rate of speed.

The grade-level text contains 167 words. The below-grade-level text contains 154 words.

Answer Key to Card Questions

Before Reading 1. Answers will vary. Possible answer: I usually find wild animals in the country, in a park, or in a zoo.

2. Answers will vary. Possible answer: I might see pigeons, ducks, rats, spiders, and flies.

3. A beaver is a rodent that gnaws wood to make its home in and near rivers and lakes.

During Reading 1. The beaver built its lodge in the middle of the Bronx River.

2. The lodge is 12 feet wide and is made out of mud and sticks. It has an underwater entrance.

3. Most were killed off long ago. (Students may also recognize that wild animals often leave because people take over the space they need or make the animals’ homes too dirty.)

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Notes

Conclusion to Lesson (cont.)



Answer Key to Card Questions (cont.)

After Reading 1. They have not been seen there for 200 years.

2. They probably keep track of all the larger animals that live in the zoo.

3. Answers will vary. Possible answers: Yes, the beaver is safe because people will want to take care of it, so it should stay; No, the beaver is not safe because there are too many people around and too much traffic on the river, so it should be moved to a wild area.

Correlations to Standards and Scope and Sequence Program ... · 10807 (i2397) Exploring Nonfiction...

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