Level C - PBworks

Level C

Program Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Conducting Guided Reading Sessions . . . . . . . . . . . . . . . . . . 6

Assessing Progress . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Developing Reading Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

© Hampton-Brown

Avenues Leveled Book Teacher’s Guide page 2 of 20 Level C Introduction© Hampton-Brown

Hampton-BrownP.O. Box 223220Carmel, California 939221–800–333–3510www.hampton-brown.com

ISBN 0-7362-2597-8

Copyright © Hampton-Brown

All rights reserved.

Teachers are authorized to download and reproduce the materials contained in the Leveled Book Teacher’s Guide in limited quantities and solely for use in their own classrooms.

Other than as authorized above, no part of the Leveled Book Teacher’s Guide may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or by an information storage and retrieval system, without permission in writing from the publisher.

AcknowledgmentsHampton-Brown extends special thanks to the following individuals and companies that contributed to the creation of the Teacher’s Guides.

Development Team Editorial: Renee Biermann, Susan Buntrock, Julie Cason, Esther Kim Choi, Phillip Kennedy, Julie Larson, Dawn Liseth, Daphne Liu, Sheron Long, Melissa Moore, Elizabeth Sengel, Honor Teoudoussia, Barbara Wood, Hudson Publishing Associates

Design and Production: Christy Caldwell, Terry Harmon, Kelly Rabenold, Debbie Saxton, Curtis Spitler, Kim Svetich-Will, JR Walker, Marcia J. Bateman Walker


Avenues Leveled BooksAvenues Leveled Books are designed to create the language-literacy link. Students leverage the background and vocabulary they developed with the Avenues Literature Anthology to read the Leveled Books successfully.

There are two Leveled Books for each unit in Avenues Levels B–F:

These books are at a beginning reading level for students just starting to read in English.

These books approximate the level of the reading selections in the Avenues Literature Anthology.

Avenues Leveled Books provide strong picture-text support and overlap with unit themes and vocabulary—context that English learners and struggling readers need to succeed.

Avenues Leveled Book FinderIn addition to the Avenues Leveled Books, the Avenues Leveled Book Finder links hundreds of popular leveled books and your preferred leveling system to themes and content topics in Avenues.

The Leveled Book Finder provides leveling criteria for these reading systems:

• DRA • Early Intervention

• Fountas and Pinnell • Lexile

Make informed judgments using whichever leveling system you prefer.

10

11

1. Make a tall building.

2. Put a picture of your face

in one of the windows.

3. Put your building with

your classmates’

buildings.

Make a City Picture Frame

U1.UL.p010-011.V7a b.q

Unit 1Unit 1

Cities


To access the Avenues Leveled Book Finder and the Leveled Book Teacher’s Guide Directory:

1. Go to www.hampton-brown.com.

2. Click on the eTools button.

3. Choose eTools for Teaching.

4. Select the eTool you want.

(Registration is free, but required.)

Program Overview

Avenues Leveled Book Finder Search Results

The Avenues Leveled Book Finder allows you to select from a wide range of books correlated to Avenues topics:

• Search by theme/topic, leveling system, or publisher name.

• Access hundreds of titles from many publishers.

• Download lessons and masters for each of the Avenues Leveled Books.


Pacing PlanLeveled Books complement the reading selections in the Avenues Literature Anthology.

• Reading selections in the anthology are authentic literature. With instruction from the teacher, they provide a rich opportunity for students to build academic language and skills.

• The Avenues Leveled Books are designed for students to experience reading success. Students read Avenues Leveled Books after they have developed background, vocabulary, and skills from reading the selection in the anthology.

• Use the Leveled Book Finder to search for more books —at many reading levels —related to the unit content topic.

Program Overview

Week Monday Tuesday Wednesday Thursday Friday

1Unit Launch BIG BOOK:

Preview and Share

BIG BOOK: Read and Build Comprehension

BIG BOOK: Reread

BIG BOOK: Build Vocabulary and Develop Language

2SELECTION 1: Oral Language Development and Key Vocabulary

SELECTION 1: Preview

SELECTION 1: Read

SELECTION 1: Read

SELECTION 1: Respond

3SELECTION 1:Reread and Teach Skills in Context

SELECTION 1: Reread and Teach Skills in Context

SELECTION 1: Content Connections

Read Leveled Books

SELECTION 1: Content Connections and Teach Skills in Context

4SELECTION 2: Oral Language Development and Key Vocabulary

SELECTION 2: Preview

SELECTION 2: Read

SELECTION 2: Respond

SELECTION 2: Reread and Teach Skills in Context

5SELECTION 2: Reread and Teach Skills in Context

SELECTION 2: Content Connections

Read Leveled Books

SELECTION 2: Content Connections and Teach Skills in Context

Unit Wrap-Up

Unit Progress Tests


What Is Guided Reading?Avenues Leveled Books are ideal for guided reading. Guided reading is a step on the path to independent reading. It is a way to teach students to read and to support them as they read. During a guided reading session, you work with a small group of students who are reading at approximately the same level. The students read the same Leveled Book.

To guide them, you:

model how a good reader reads

present reading strategies at point of use

monitor students while they read, with special attention to reading strategies

provide more challenging texts as reading abilities grow.

How to Conduct a Session1 First, preview the book:

• Defi ne key vocabulary in context.

• Introduce and model a reading strategy as you preview.

2 Next, monitor students as they read silently or to a partner:

• Choose a student to read aloud quietly. You can do so by tapping a student on the hand.

• Briefl y intervene to coach, especially on the use of self-monitoring strategies. The rest of the students continue reading silently.

• Move on to another student.

3 Finally, monitor comprehension and extend the reading:

• Work with students to graphically organize the facts or story elements in the book.

• Have students extend their learning by creating a product—a poster, a written response, etc.

• Use the optional Comprehension/Critical Thinking Skill Lessons to teach or reinforce skills in the context of the Leveled Book.


Conducting Guided Reading Sessions

In This Guided Reading Lesson: Skill Lessons:Background and

Vocabulary Read the Book Respond to the Book

Comprehension/Critical Thinking

In this realistic fiction book,the narrator describes

activities, people, and sights during a family trip to a big city—San Francisco. The text has a humorous, surpriseending that many childrenwill relate to. 16 pages, 198 words

Avenues Level C Unit 1 page 1 of 8 Guided Reading© Hampton-Brown

Leveling SystemsAvenues: BeginningDRA: 8Fountas and Pinnell: DLexile: BR

City Words:airportbuildingcityhilljetlights

City Activities:buyeatlunchplayshopwork

Use Visualse Visu

Travel Stories:Trip Books

City Clusters:City Detail Display

Make Comparisons (PDF)

Draw Conclusions (PDF)

Level C Unit 1 Guided Reading Lesson

Summary points out important text features that may support or challenge readers

Use the leveling system you prefer

Download skill lessons—a lesson for every tested Comprehension/ Critical Thinking skill in Avenues

Key Vocabulary grouped into meaningful categories that build on and extend the vocabulary from the Avenues Literature Anthology

* Titles were leveled by Hampton-Brown using the Fountas and Pinnell Guided Reading Leveling System™ created by authors Irene C. Fountas and Gay Su Pinnell. Neither Irene C. Fountas, Gay Su Pinnell, nor Heinemann endorse the guided reading level assigned by Hampton-Brown to the Avenues Leveled Books.

*



A Great Day in the City

Build BackgroundCity Mural Have children draw and cut out pictures of citybuildings, such as stores, apartment buildings, skyscrapers, andmovie theaters. Draw a road on the butcher paper, and paste the buildings along the road. Then have children cut out picturesof people and vehicles to add to the scene. Label the drawings.

Build VocabularyIn the City Use the pictures in the book and drawings onthe chalkboard to show each of the city words. Identify eachitem and have children echo the words. Then use each word in a sentence, such as: There are buildings in the city. Repeat thesentence and have children supply the word as you point toeach picture: There are in the city. Then invite childrento create their own sentences using the city words.

Act It Out! Display word cards for the city activities and introduce each word. Organize the word cards into thesegroups: lunch/eat, shop/buy, and work/play. Pantomime scenes for each word group, using simple props. For example, hold up a sandwich and say: I’m hungry. I will eat lunch. Invite children to point to the words eat and t lunch.

Continue with scenes for the remaining word groups and have children identify those words. Then invite them to act out their own scenes.


Key Vocabularybuyeatlunchplayshopwork

Key Vocabularyairportbuildingcityhilljetlights

Materials• butcher paper• drawing paper• art supplies

A hands-on activity builds background for the book’s main topic or theme

Key Vocabulary is introduced with visuals, modeling, pantomime, and other support




Use Visuals

1 Preview the BookCover This book is realistic fiction. It tells about somethingrthat could really happen—a trip. Here’s a city . A city hasmany buildings , like houses, churches, schools, apartments,stores, and offices.

Pages 2–3 Let’s read page 3 together. I wonder what a jet is. I can use the pictures to find out. Here’s a picture of anairplane wing. A jet must be an airplane.

Pages 4–5 The jet lands at the airport . Jets from all overthe world fly to the airport. These people just got off a jet.They’re carrying suitcases, or bags, with clothing inside.

Pages 6–7 These people are riding up and down hills inthe city. That must be fun. Hills are like little mountains. This says Quick, Mom, quick! Who do you think is telling the story?(a child) Who else is on the trip? (Mom) The exclamation markshows that the child is excited.

Pages 8–9 How can I tell what these pages are about?That’s right, I can use the pictures. I see food. These are thingsto eat . The child wants to eat lunch in the city. Lunch is themeal you eat in the middle of the day.

Pages 10–11 People pay money to buy things in a shop .These shops sell gifts. People give gifts as presents.

Pages 12–13 Some people in the city work , like this man with a yellow hat. Other people play , like these men playinga game.

Pages 14–16 What time of day is it? (night) Lights areon in the buildings. Let’s turn the page. Who’s this? (the child telling the story) She had a busy day. She’s so tired thatshe speaks slowly—that’s what these dots show. Read thesentence. She doesn’t finish her sentence because she fallsasleep: z-z-z-z-z-z.

Introduce and Model

Apply


One strategy is introduced with each Leveled Book



Key Vocabulary is highlighted and previewed in context

Script is provided for a page-by-page preview




2 Read the BookIndependent Reading Have children read the booksilently or to a partner. Observe as each child reads aloud.

• Use the Good Reader Guide on pages 7 and 8 to coach children as they read.

• Spotlight Strategy: Use Visuals Children may experience comprehension breakdowns when the topic switches everytwo pages (pages 4, 6, 8, 10, 12, 14). Remind these childrento use visuals to help them understand different aspects of the city.

3 Respond to the BookTravel Stories Have children imagine they go on a daytrip. Ask questions to stimulate their thoughts:

� Where do you go?

� How do you get there?

� What do you do?

� What do you see?

� Who do you go with?

� What is great about your day?

Have children create a book about their trip. They canillustrate and label a page for each question. Then havethem share their trip books.

City Clusters Display a Cluster. In the center circle writeCity. In the outer circles write things to eat, things to buy,and people. Assign these topics to partners. Have themlook at pages 8 –9 for things to eat, 10–11 for things tobuy, and 12–13 for people. They can fill in their part of thecluster by drawing what they see and writing words whenpossible. Share all the information with the group. Volunteerscan add more details orally.

Materials• Cluster from

Picture It! BigBook, page 3

Materials• drawing paper• art supplies



Coaching tips are provided with every lesson

Students reflect on and extend the reading

A graphic organizer activity helps students demonstrate comprehension of the text




Answers will vary. Sample response:


Picture It! Big Book, page 3

City

things to eat

things to buy

people

artist

children

shoes

gifts

hot dogs

popcorn

Graphic organizers help students demonstrate comprehension

Sample responses help you guide students



The Picture It! Big Book has 24 write-on/wipe-off graphic organizers


The Running RecordA running record is a tool used to assess student reading behavior. Use a running record to:

• help match students with texts at their reading level

• group students for guided reading

• determine what kind of support students need to become more effective readers.

A running record form—with text from the Leveled Book—is included with every Guided Reading Lesson.

Take a Running RecordChoose a Leveled Book that the student has read once or twice, or a book that you think is close to the student’s reading level. Then follow these steps with each student:

1 Observe as the student reads aloud. Your role is to observe rather than intervene. If a student is stuck and needs help, provide it in a neutral way. For instance, say, “Try reading that again.”

2 During reading, make notes about the student’s specifi c reading performance. (See Running Record Notation and sample running record on the following pages.)

3 After reading, refl ect on the student’s overall performance. Calculate accuracy rate, check the appropriate boxes in Assess Fluency and Assess Strategy Use, and take notes about what kind of coaching to provide the student during the next session.


Running Record NotationThis chart shows how to record reading behavior. With practice, you will become more profi cient at recording while students read. If you fall behind, have the student pause while you catch up.

When a student … The teacher … Notation

reads accurately marks a check for each word read correctlytext

substitutes a word writes the word the student said above the actual word in the text

substitute text

fails to read a word crosses out the word text

needs to be told a word

tells the word and marks a “T” above it T text

inserts a word that is not in the text

inserts a caret and writes the word the student inserted

extra word text text

repeats a word* marks “√” then an “R” above the word repeated

Rtext

repeats a phrase or sentence*

writes an “R” and a line pointing back to where the student returned R

repeats a word more than once*

uses a number to indicate how many times a word is repeated R 2

self-corrects* writes “SC” following the student’s corrected attempt

substitute SC text

* Repetitions and self-corrections do not count as errors.

Assessing Progress


Assessing Progress

Level C Unit 1 Running Record

Name Grade Date

from A Great Day in the City

page

Avenues Level C Unit 1 page 6 of 8© Hampton-Brown

Calculate Accuracy Rate

( 107 words –total errors

) ÷ 107 words = %

Determine Instructional Needs

If Accuracy Rate Is Then Have Studentbelow 90% read a lower-level textbetween 90–94% continue at this level95–100% read a higher-level text

Student needs more coaching in

_________________________________________________________________

_________________________________________________________________

Take a Running RecordNumber

ofErrors

Numberof Self-

Corrections

2 Look at this big city! Look at all the buildings.

3 Go, jet, go! Take us to the city.

4 Look at this airport. Look at all the people coming.

Look at all the people going.

5 Come on, Mom, come on! Let’s get the bags and

go into the city.

6 Look at all the hills in this very pretty city. Hills go

up, and hills go down all around this city.

7 Quick, Mom, quick! Let’s ride up and down and all

around the city.

8 Look at all the things to eat. Did you ever smell so

many smells?

9 Wait, Mom, wait! Let’s eat lunch right here in

the city.Total Total

Assess Fluency

Student reads withappropriate:

expressionintonationattention topunctuationratephrasing

Assess Strategy Use

Self-Monitors:asks questionsclarifi esparaphrasesuses visualsconfi rms wordmeaninguses punctuation cluesuses signal words

Self-Corrects:asks questionsrereadsreads onsearches for new cluesadjusts reading ratetranslatesreduces amount read

7 93

correct use of exclamationand question marks.

Lupe 2 Oct. 7

1

1

1

1

2

1

1

7 1

jot SC

R

R

all

light

Needs to be told a word

Repeats a word

Inserts a word

Repeats a phrase

Fails to read a word

Substitutes a word


Make Instructional DecisionsUse the accuracy rate to help determine what level of text is appropriate for the student. This information, combined with observation of reading fl uency and strategy use, help you determine how well a student can read independently.

95% to 100% If a student’s accuracy rate is above 94 percent, the text is too easy. It will not provide enough challenge or opportunity for growth.

Below 90% If a student’s accuracy rate is below 90 percent, the text is too hard. It is likely to discourage readers.

90% to 94% If a student’s accuracy rate is between 90 and 94 percent, the text is just right. It provides enough challenge, but not too much.

Refl ect on the student’s overall reading fl uency and on the use of reading strategies.

Reading Fluency If the student needs more support in reading fl uency, use the reading fl uency activities in Avenues (see Day 5 after every reading selection) to help the student increase his or her reading fl uency.

Reading Strategies If the student needs to strengthen his or her reading strategies, teach the Self-Monitoring Strategy lessons in Avenues (see Teach Skills in Context with every reading selection) and coach the student during guided reading sessions.

How often you take running records depends on students’ reading levels. Take running records frequently with beginning readers. For more fl uent readers, take fewer running records.

Beginning Readers: every 2 to 4 weeks, or with every Leveled Book (twice per unit)

On-Level Readers: every 4–6 weeks

More Fluent Readers: every 6–8 weeks

Assessing Progress


Develop or reteach Comprehension/Critical Thinking skills during guided reading sessions. There is one Skill Lesson for each Comprehension/Critical Thinking skill tested in Avenues. To determine which lessons to use with your students, you can use one of two methods.

Teach Skills in Context You may wish to use the Skill Lessons with all students who are reading a Leveled Book. To see which skills are appropriate for the book, look on page 1 of every Guided Reading Lesson.

Reteach Tested Skills You may instead wish to only teach skills with which students need help. In these instances, group students by skill—not by Leveled Book—and conduct the Skill Lesson. Follow these steps:

1 Administer the Avenues Unit Progress Test.

2 Score the tests.

3 Record the test results on the Class Profi le.

4 Use the Class Profi le to determine which students have not yet mastered which skills. (See page 17.)

5 Group those students and use the Skill Lessons to reteach the skills.


2fUnit 1 | The Big City

Unit 1 • Class Profile Date

HighFrequency

WordsKey Words Nouns

MakeComparisions

DrawConclusions

DIRECTIONS Use the Unit 1 Student Profiles to complete this chart. In each row, write the child’s name, fillin the bubble for the test form taken, and mark a minus sign (_) for any skill not yet mastered. Then groupchildren and use the reteaching ideas and practice exercises to help children reach mastery.

PB 6, 9, 17 PB 8, 16 EAYC 325, 326 PB 13 PB 14–15

TESTED SKILLS

RETEACHING RESOURCES

PRACTICE EXERCISES

B I A

B I A

B I A

B I A

B I A

B I A

B I A

B I A

B I A

B I A

B I A

B I A

B I A

B I A

B I A

B I A

B I A

B I A

B I A

B I A

B I A

B I A

Student Name Test Form

KEY: AH: Assessment HandbookLB TG: Leveled Books Teacher’s Guide

EAYC: English at Your Command!PB: Practice Book

AH T38

AH T41–T42

EAYC 246–247,250

LB TGAH T39–T40 LB TG

Aguayo, LupeBlackfoot, CharlieGarcía, Mindy –Hayashi, GinaJones, Stella –Kim, Jinhee –Kumar, AmirLee, Ho-YoungLee, MingLópez, DonLu, FrancineMárquez, Manuel –Méndez, ClaudioOrtiz, HectorPark, AnnaPérez, LukePutin, Irena –Reese, MayaReyes, KatieRíos, JuanSingri, BarbieYee, Robert –

Six students have not yet mastered the skill

Oct. 9

Use the Skill Lesson in the Leveled Book Teacher’s Guide (LB TG) to reteach the skill

Developing Reading Skills

Level C Unit 1 Class Profi le



Comprehension / Critical Thinking

ReteachModel a comparison with the orange and the grapefruit.Say: An orange and a grapefruit are the same in some ways. They are both round. They are both fruits.

Pass around the orange and the grapefruit. Have students explore the fruits with their senses. Ask: How are an orangeand a grapefruit the same?

Then display and discuss this chart:

AlikeBoth are juicy.

Different

Comparisons

Write students’ observations in the first column.

Point to the second column and say: An orange and agrapefruit are different, too. They are different colors. Theyhave different tastes. Record these differences in the chart.Invite students to find other differences and record them.

Say: We compared an orange and a grapefruit. We talkedabout how they are alike and how they are different.

Point out that signal words such as alike, both, and also cantell how things are the same. Explain that some signal words,such as but, unlike, and however, tell how things are different.

Practice with a GroupHave a roundtable discussion. Ask students to compare:a pen and a crayon, a notebook and a picture book, and a stapler and a paper clip. Students can take turns telling how the two items are alike and different. Encourage them to use signal words.

Apply In:

Leveled Book: AGreat Day in the City

Leveled Book: Sing aSong of People

Materials• orange and

grapefruit (or 2other fruits)

Materials• pen and crayon• notebook and

picture book• stapler and paper

clip

Level C Unit 1 Skill Lesson


Skill Lessons use experiential methods, such as demonstrations, role-plays, and activities, to help students grasp what may be an abstract concept

Interactive lessons encourage students to practice the skill verbally, before applying it while reading



Comparisons

ApplyDistribute copies of the Comparisons Bookmark. Explain thatchildren should refer to the Bookmark as they read. Then form groups.

� Beginning Readers read silently or aloud with a partner.

� More Fluent Readers read silently.

After reading, bring groups together to make comparisons between items in the stories. Use the Multi-Level Strategiesto support children at all proficiency levels.

Have children who read A GreatDay in the Citymake comparisonsbetween the city inthe book and where

li H hyou live. Have thempoint to buildingsand places thatare the same as and different fromwhere you live.

Ask children whoread Sing a Song of People: How dopeople get aroundin this city? How dopeople get around

h li ?where we live?Tell or show me how this city is likewhere we live. Howis it different?

Have children whoread Sing a Songof People comparelife in the book and life where you live,using signal words.F lFor example: P lPeopletake the bus in thebook. People in ourtown also take thebus.

Record children’s ideas in a T chart like this:

Alike Different

Have partners use signal words to restate the comparisons.

CLOSE AND ASSESSAsk children how to make comparisons. (tell what is the same andwhat is different) Then have children name some signal words. (both, also, but, etc.)

Level C Unit 1 Skill Lesson

Students apply the skill to text at their level

Multi-Level Strategies help you assess students’ ability to use the skill during reading

Close and Assess helps you assess students’ understanding of the skill

ies of the Comparisons Bookmark. Explain thathildren should refer to the Bookmark as they read. Then

Avenues Level C Unit 1

page 3 of 3

© Hampton-Brown

ComparisonsComparisons showhow things are:• the same• different

The outside circles show what is different.

The middle shows what is the same.

Bothfruit

Applesred Orangesorange




Bothfruit





Bothfruit



A bookmark helps students understand and remember to apply the skill during reading


Level CUnit Avenues Tested Skill

Skill Tested onUnit Progress Test Reteach Skill Using Leveled Books

1

Make Comparisons A Great Day in the City

Sing a Song of People

Draw Conclusions A Great Day in the City

Sing a Song of People

2

Relate Problem and Solution Blackline Master Passage

Relate Main Idea and Details Farmer’s Market

Farming

3Identify Sequence The Little Ant

Analyze Story Elements (characters, plot)

The Little Ant

4

Analyze Story Elements (characters, setting)

What a Week!

Relate Cause and Effect What a Week!

Distinguish Literary Forms and Purposes

What a Week!

Chinese New Year

5Classify

A Hole Is a Great Home

Hide and Seek

Relate Goal and Outcome Blackline Master Passage

6

Analyze Story Elements (characters, plot)

Blackline Master Passage

Context Clues Let’s Hear It for Ears!

Relate Main Idea and Details Let’s Hear It for Ears!


Level C - PBworks

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