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RESEARCH LABS

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RESEARCH LABS

© 2007 by American Reading Company®

Student’s Name: ________________________________________

Date Complete1. Draft Book: Decide what will go on each page

of your book. Label each page with a post-it to prevent major mistakes.

2. Plan Location of Words: Decide how the text will relate to the illustrations. Will the words be at the bottom? In dialogue bubbles? In the middle with illustrations for borders? Look for good ideas in other books.

3. Plan What Goes on Each Page: Divide your fi nal draft into pages. Plan what illustrations, charts, ordiagramswillgooneachpage.Makesurethegraphics refl ect the content on that page.

4. Select Style for Illustrations & Graphics: Study the graphics and artwork in other books. What style do you like? How will you use illustrations to contribute to your focus or purpose?

5. Complete Illustrations & Graphics: Draw your picturesanddesignyourgraphics.Makesureyourillustrations show the real environment of your main character or topic. This may involve more research.

6. Write the Text: Type or write your piece and put it into the book.

7. Complete Special Text Features: Design and write your special sections. Use other authors’ workasmodels(e.g.,titlepage,dedication,glossary,abouttheauthor).

8. About the Author Page: Consider including your photograph on your “About the Author” page.

#4 PublishingResearch-Based Writing


Student’s Name: ________________________________________

Date Complete1. Draft Book: Decide what will go on each page

of your book. Label each page with a post-it to prevent major mistakes.

2. Plan Location of Words: Decide how the text will relate to the illustrations. Will the words be at the bottom? In dialogue bubbles? In the middle with illustrations for borders? Look for good ideas in other books.

3. Plan What Goes on Each Page: Divide your fi nal draft into pages. Plan what illustrations, charts, ordiagramswillgooneachpage.Makesurethegraphics refl ect the content on that page.

4. Select Style for Illustrations & Graphics: Study the graphics and artwork in other books. What style do you like? How will you use illustrations to contribute to your focus or purpose?

5. Complete Illustrations & Graphics: Draw your picturesanddesignyourgraphics.Makesureyourillustrations show the real environment of your main character or topic. This may involve more research.

6. Write the Text: Type or write your piece and put it into the book.

7. Complete Special Text Features: Design and write your special sections. Use other authors’ workasmodels(e.g.,titlepage,dedication,glossary,abouttheauthor).

8. About the Author Page: Consider including your photograph on your “About the Author” page.

#4 PublishingResearch-Based Writing


Student’s Name: ________________________________________

Step 1: Read over your fi nal draft and edit for the conventions below.

Step 2: Ask your writing coach to edit it for you.

Author Coach

Sentences

There are no sentence fragments.

There are no run-on sentences.

Spelling

Every word is spelled correctly.

Homophones have been double checked.

Punctuation

Everysentenceendswithanendmark(.?!).

Words in lists are separated by commas.

Direct quotations are set up correctly.

Apostrophes are used correctly.

Capital letters

Every sentence begins with a capital letter.

Every major word in a title begins with a capital letter.

The proper name of any person, place, or thing begins with a capital letter.

“I” is capitalized.

Paragraphs

Paragraphs are set off with special spacing.

Word Usage

First, second, or third person narrator is consistent.

Verbs agree with nouns and pronouns.

#3 EditingResearch-Based Writing


Student’s Name: ________________________________________

Step 1: Read over your fi nal draft and edit for the conventions below.

Step 2: Ask your writing coach to edit it for you.

Author Coach

Sentences

There are no sentence fragments.

There are no run-on sentences.

Spelling

Every word is spelled correctly.

Homophones have been double checked.

Punctuation

Everysentenceendswithanendmark(.?!).

Words in lists are separated by commas.

Direct quotations are set up correctly.

Apostrophes are used correctly.

Capital letters

Every sentence begins with a capital letter.

Every major word in a title begins with a capital letter.

The proper name of any person, place, or thing begins with a capital letter.

“I” is capitalized.

Paragraphs

Paragraphs are set off with special spacing.

Word Usage

First, second, or third person narrator is consistent.

Verbs agree with nouns and pronouns.

#3 EditingResearch-Based Writing


Student’s Name: ________________________________________

Date Complete1. Focus: Read your fi rst draft out loud to yourself.

Remove anything that doesn’t contribute to your purpose. Add more to your writing where necessary.

Ask yourself: Is there anything that distracts from the main point without making the piece better?

2. Content: You may discover gaps in your research. Go back and look for whatever information you still need to complete your piece.

Ask yourself: What content is missing that might make this piece better?

3. Organization: Read your story out loud to a partner to see if it makes sense. Add transition words, topic sentences, or conclusions as needed to help the reader follow your writing.

Ask yourself: Do all the parts of my piece make sense together? Do I help the reader understand the work?

4. Style: Read good examples of the kind of writing you are doing. Find an author whose style you like. Rewrite your writing so that it sounds the way you want it to sound. Read it out loud and keep reworking it until you love it. Use descriptive and content-rich vocabulary.

Ask yourself: Am I proud of the way the language sounds?

#2 RevisingResearch-Based Writing


Student’s Name: ________________________________________

Date Complete1. Focus: Read your fi rst draft out loud to yourself.

Remove anything that doesn’t contribute to your purpose. Add more to your writing where necessary.

Ask yourself: Is there anything that distracts from the main point without making the piece better?

2. Content: You may discover gaps in your research. Go back and look for whatever information you still need to complete your piece.

Ask yourself: What content is missing that might make this piece better?

3. Organization: Read your story out loud to a partner to see if it makes sense. Add transition words, topic sentences, or conclusions as needed to help the reader follow your writing.

Ask yourself: Do all the parts of my piece make sense together? Do I help the reader understand the work?

4. Style: Read good examples of the kind of writing you are doing. Find an author whose style you like. Rewrite your writing so that it sounds the way you want it to sound. Read it out loud and keep reworking it until you love it. Use descriptive and content-rich vocabulary.

Ask yourself: Am I proud of the way the language sounds?

#2 RevisingResearch-Based Writing


Student’s Name: ________________________________________

#1 DraftingResearch-Based Writing

DateComplete

1. Final Project Organizers: Complete your Final Project Organizer.

2. Draft Book: Create a draft book by stapling blank pages in the same size and shape as your fi nished book. Use this paper book to design and write your draft copy.

3. Models: Look through examples of informational research-based books to see how they are organized: cover, title page, dedication, table of contents, text, illustrations, glossary, captions, etc. Look for good ideas.

4. Author’s Purpose: Decide on your purpose for writing the book. Do you want to teach, entertain, or infl uence your readers?

5. Point of View: Decide on how you will narrate the book: fi rst person, second person, or third person. What will the mood or tone of voice be? What kind of writing style will you use? Read through other books to see how other authors have handled these questions.


Student’s Name: ________________________________________

#1 DraftingResearch-Based Writing

DateComplete

1. Final Project Organizers: Complete your Final Project Organizer.

2. Draft Book: Create a draft book by stapling blank pages in the same size and shape as your fi nished book. Use this paper book to design and write your draft copy.

3. Models: Look through examples of informational research-based books to see how they are organized: cover, title page, dedication, table of contents, text, illustrations, glossary, captions, etc. Look for good ideas.

4. Author’s Purpose: Decide on your purpose for writing the book. Do you want to teach, entertain, or infl uence your readers?

5. Point of View: Decide on how you will narrate the book: fi rst person, second person, or third person. What will the mood or tone of voice be? What kind of writing style will you use? Read through other books to see how other authors have handled these questions.

*154399*

Research Labs

Blank Books forStudent Publishing (30)

Instructional Framework(Includes Daily Lesson Plans)

4 Writing Skills Cards (30 each)

1616 Week 1: Day 1

Grade-Level Instruction: Main Idea1. Establish Today’s Learning Goal

By the end of class today, given a short passage to read, each of you will be able to identify an author’s topic. You’ll also be able to identify key details and use them to determine his/her main idea, tell whether it is an opinion or an informational summary, and tell whether the main idea is directly stated or implied.

2. DefinitionsDefine Key Vocabulary, Concepts, and Thought Processes Required by CCSS RI.2.

Informational Text: Fact-based text written to inform the reader about a subject.Fact: A piece of information that actually exists or happened.Opinion: Someone’s personal belief or judgment. Topic: The subject of the text. The “who, what, or where” the text is about.Key Detail: A detail that is significant/important because it helps to convey/support/prove a main idea.Main Idea: There are two kinds of main ideas in informational text. 1. Opinion 2. Informational SummaryLocating the main idea: The main idea can either be stated or implied.

College & Career Anchor Standard: Reading #2

Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

Informational:2nd: Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.

3rd: Determine the main idea of a text; recount the key details and explain how they support the main idea.

4th: Determine the main idea of a text and explain how it is supported by key details; summarize the text.

5th: Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

6th: Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

Reading #1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from text.

Reading #3 Analyze how and why individuals, events, and ideas develop and interact over time.

Reading #4 Interpret words and phrases as they are used in text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

Reading #10 Read and comprehend complex literary and informational texts independently and proficiently.

1.1 Main Idea

Categorical FrameworkIdentifying Main Ideas

Stated ImpliedAuthor’s opinion or messageAuthor’s summary of information

CCSS RI.2 Practice Rubric1 pt The topic of this passage is _____.1 pt The key details in the text are _____.

1 pt Therefore, I think the main idea of this passage is _____.

Introduction100BC Intensive

Reading Intervention

Informational Read-Aloud

Grade-Level Instruction

Research Reading

Research Writing

Literature Read-Aloud

5-15 min 20-40 min 0-15 min 15-30 min 20-40 min 20-40 min 0-30 min

Graphic Organizers for Student Research (Included in Teacher Handbook)

Theme Folders (30)

100 Themed Informational Texts

Final Project Organizer OverviewUse this form as a reminder of the different kinds of information you need to explore. Take notes on the full-page Final Project Organizer

provided for each category.

Physical Characteristics Causes Time Stages Water Cycle Prediction Measurement Human Impact Environmental

Impact

Define the characteristics of this weather

system.

Explain how it is caused.

When is it most likely to

happen?

Explain its stages (beginning, middle, and

end).

What is its role in the

water cycle?

Tell the ways it is

predicted.

Tell the ways it is measured and recorded.

Describe how it affects humans.

Describe how it affects the

environment.

Name:

© 2009 by A

merican Reading Com

pany®

Final Project Organizer®

Weather System:

© 2010 by American Reading Company™

Reader: _____________________________ Room: ___________

Choose an animal to research.

Research Questions:

1. What does it look like? How do its physical characteristics help it

survive?

2. How does it act? How does its behavior help it survive?

3. What kind of animal is it and how do you know?

4. How does it change throughout its life?

5. Where does it live?

6. What does it eat? What

likes to eat it?

7. Is this animal

endangered? What

are the threats to its

survival?

AnimalsWild and Endangered

RESE

ARCH

LABS

*137511*

Primary Research Card

Theme Research Cards (30)

10 Grade-Level Anchor Titles


Inquiry-Based Learning Model and Thematic Leveled Text Sets that Support Science-Content Mastery for All Students

RESEARCH LABS

Executive Summary

Science RESEARCH LABS support STEM initiatives, integrating the Common Core State Standards with the Next Generation Science Standards. Social Studies RESEARCH LABS integrate critical thinking with geography, economics, and history content in a multi-source, multi-perspective framework that emphasizes the histories of underrepresented groups.

The RESEARCH LABS® Instructional Framework ensures that every teacher implements the 3 Instructional Shifts of the Common Core while addressing rich content. Teachers use exemplary complex texts to provide rigorous grade-level instruction that infuses the ELA and content standards. Leveled libraries of informational text and a carefully structured project-based learning format provide the differentiated support needed to ensure the success of all students.

Students, equipped with high-interest texts at their independent reading levels and the support of graphic organizers to help them focus on the theme’s key concepts, learn how to read, write, and research like detectives and become experts on a topic of their choice. Every day of RESEARCH LABS® is designed to support student agency, as students take ownership of their learning.

RESEARCH LABS

* Grade range shown is for students currently in or fi nishing the grades indicated. Represents text sets available at each level.

Grade* Kindergarten 1 2 3 4 5 6 7 8 9 & 10 11 & 12 Anchor Titles by Grade

Theme Color Level 1-3Y 1G 2G 1B 2B 1R 2R Wt Bk Or Pu 1Br 2Br Si Gl 1 2-3 4-5 6-8 HS

Life Science

Bugs 1–8

Dinosaurs 3–8

Ecosystems 3+

Human Body 4–8

Marine Life 2–8

Wild & Endangered Animals 1–5

Animal Adaptations 4+

Earth & Space ScienceEnvironmental Studies 4+

Geology 4+

Space 4+

Weather 2+

World History

Ancient Civilizations 6+

Medieval Civilizations 6+

Age of Exploration 6+

The Arts 5+

Sports & Society 3+

American History

Native Americans 5+

Colonial American Era 5+

American Revolution 5+

Creating a Nation 4

Westward Expansion 5+

Civil War Era 5+

Industrial Era 5+

World War II 6+

Civil Rights Era 5+

Immigration 5+

Economics 5+

World Geography & Cultures

Africa 5+

Asia 5+

Latin America 5+

Spanish Themes

Animales salvajes 1–8

Ecosistemas 3–8

El tiempo 2–5

Available RESEARCH LABS Themes


Over the past 15 years, American Reading Company has compiled a comprehensive, state-of-the-art, 95,000-title database, working with over 220 school and trade publishers in both the English and Spanish markets. Each year, ARC reviews thousands of new titles. We select from that the best 5,000 to level and add to our database. Using this database, our expert librarians have built classroom libraries and/or thematic text sets for more than 3,450 schools in 580 districts.

Classroom Libraries

Thematic Leveled Text Sets

With its extensive book database, ARC is able to offer thematic leveled text sets for over 50 different science, social studies, and language arts themes, culling together the best titles for each from the hundreds of publishers with which we partner. Each theme is available in a range of reading levels, ensuring success for students with varying levels of achievement in a given classroom. While each student is reading books that fit his/her reading level and interests, all are building deep knowledge on the same theme.

Putting the right combination of leveled libraries in each classroom can:

• Support the Instructional Shifts of the Common Core by increasing access to informational texts and complex texts;

• Foster and strengthen science (STEM) and historical literacy;

• Prepare students for the demands of Next Generation Assessments by providing regular practice with integrating multiple texts on a particular topic.

RESEARCH LABS

PreK 1 2 3 4 5 6 7 8 9 &10 11& 12Kindergarten

RTM 1G 2G 1B 2B 1R 2R Wt Bk Or Pu 1Br Si Gl2Br1-3Y

®

Copyright © 2010 by American Reading Company®

®

I can:Listen to 500 books.Follow a story from page to page, left to right.Listen to a book with a group.Talk about what I see in the pictures.Talk about things that happen in the book.Make up my own story from the pictures.Pretend read and retell the story.Point to where the words are on the page.Choose to sit and “read” a book during free time.Read at home every day.Sing the alphabet song.

I can talk about the pictures and the story:

• Make connections to my own life “Oh, look! He looks just like my teacher!”

• Make predictions “I know! She’s going to help the puppy!”

• Ask Questions “What do spiders eat?”

Reader: Room:

Read To MeReading Readiness

x*160114*


®

1G: Skills Card

Active Reading Habits1. Read 1G Power Words at Flash Speed. 2. When you come to a word you don’t know, make its

first letter sound. 3. Look at the pictures for clues. 4. Say one word for each written word.5. Stop if something doesn’t look right, sound right, or

make sense, and try again.6. Reread when I’m stuck.7. Tell someone what the book was about: main topic

and key details.8. Hear words that do and do not rhyme (cat/fat; cat/

dog).9. Read by myself for 15 minutes without getting tired.10. Read at home for at least 30 minutes every night.

Make the first letter sound for all consonants.

b c c* df g g* hj k l mn p q rs t v wx y z

* soft sound

Reader: Room:

*160055* Copyright © 2010 by American Reading Company®

®

2G: Skills CardActive Reading Habits1. Read 2G Power Words at Flash Speed. 2. When you come to a word you don’t know, use its first two

letter sounds as a clue.3. Use the pictures for clues.4. Stop and try again if something doesn’t look right, sound

right, or make sense.5. Reread when stuck.6. Tell someone what the book was about: main topic and

key details.7. Retell a story someone reads to you.8. Say words that rhyme, some with blends (fat/flat). 9. Read by myself for 15 minutes without getting tired.10. Read at home for at least 30 minutes every night.

Use the first two letters to start a word.

br cr dr fr gr prtr wr bl cl fl glpl sl sc sk sm snsp st sw twch sh th wh

Contractions can’t didn’t couldn’t it’s I’ll we’redon’t wasn’t shouldn’t he’s we’ll you’rewon’t aren’t wouldn’t she’s you’ll they’re

Number Words

one two three four five sixseven eight nine ten zero

Reader: Room:

*160056*Copyright © 2010 by American Reading Company®

®

Active Reading Habits1. Cover parts of one-syllable words to find chunks you know.2. Think of a word that looks the same and rhymes (If a∙m

is”am”, then h∙a∙m is “ham.”)3. Use final “e” rule to figure out new words (us/use).4. Use long vowel teams to figure out new words (eat, air, pie,

toe, glue).5. Use “r” chunks to figure out new words (ar, er, ir, or, ur). 6. Use blends at the end of words (desk/wish).7. Stop and try again when something doesn’t look right,

sound right, or make sense.8. When I get stuck, I say “blank,” read on, and come back to

fill in the tricky word.9. Retell the important events in a story in the correct order.10. Tell what the book was about: main topic and key details.11. Read by myself for 15 minutes without getting tired using a

whisper voice.12. Read at home for at least 30 minutes every night.

Use words I know to fi gure out new words. Use fi nal “e” rule.my by fl y hop hopethis miss kiss plan planelike bike Mike cut cutewill fi ll still pet Peteout shout about Tim time

Use “r” chunks.-ar -er -ir -or -urcar her girl for purple

1B: Skills CardReader: Room:


2B: Skills CardActive Reading Habits

1. Figureouttwo-syllablewordsbuiltfrombasicchunks.2. Readcompoundwords(something,everybody).3. Readwordswiththeseendings(-ed,-er,-ing,-es,-y,-le,

-est).4. Usedoubleconsonantrule(hoping/hopping).5. Stopandtryagainwhensomethingdoesn’tlookright,sound

right,ormakesense.6. UsewhatIknowtofigureoutwhatIdon’tknow.7. Readwithjustmylipsmovingorinawhispervoice.8. Readfor15minuteswithoutgettingtired.9. Readathomeforatleast30minuteseverynight.10.Readfiction,nonfiction,andpoetry.

Comprehension: Support all answers with evidence from the text.1. Isthisfictionorinformational?Howdoyouknow?2. Answerwhy, how, andwhat if questions.3. Whatconnectionscanyoumaketoyourownlife?4. Doyouthinkthisisagoodbook?Whyorwhynot?

Reader: Room:________

®

Literature Informational Text5. Retell the story in correct

sequence.6. Tell 3 things about

the main character. Compare him/her to other characters.

7. What is the problem and how is it solved?

8. What is the setting, time and place?

9. What is the most important part of the story? Why?

10. Do you think this is a good story? Why or why not?

11. Tell the main idea and details that support it.

12. Give one fact you learned from the pictures and one fact you learned from the words.

13. What is the one thing the author wants you to remember from this book? How do you know?

14. What text features does your book have for finding information quickly? Show how you can use them.

*160058*


® 1R: Skills CardActive Reading Habits1. Figure out three-syllable words built from basic chunks (won-der-

ful).2. Use three-letter blends (splash/catch).3. Figure out two-syllable words with long vowels (Ruby, even).4. Read words with these endings (-y, -ly, -ier, -iest)5. Use all vowel combinations to read new words (ew, oy, oi, ou).6. Stop and try again when something doesn’t look right, sound right,

or make sense.7. Read comfortably and with expression, using punctuation.8. Read silently for 30 minutes without getting tired.9. Read at home for at least 30 minutes every night.10. Read fiction, nonfiction, poetry, fables, and folktales.

Comprehension: Support answers with evidence from the text.1. Is this fiction or informational? How do you know?2. Answer how, why, and what if questions.3. What connections can you make to your own life?4. What information do the pictures add to this book?5. What did the author do well in writing this book?

Reader: Room:

Literature6. Retell the story in 3 sentences:

In the beginning... In the middle... In the end...

7. Describe the main characters. How do they react to events in the story?

8. Describe the setting, where and when the story takes place.

9. Read a good part out loud, using different voices for different characters.

10. What is the lesson or moral of this story? How do you know?

Informational Text11. Tell the main idea and details

that support it:• Whole text• One paragraph

12. What did you learn from your reading?

13. What questions do you have?14. What text features does

your book have for finding information quickly? Show how you can use them.

15. Why do you think the author wrote this book? What was the most important thing s/he wanted us to learn?


®

Active Reading Habits1. Figure out 3- and 4-syllable words familiar from everyday speech,

including names.2. Try different sounds for the letters or chunks in a new word until you

recognize the word.3. Use prefixes and suffixes to figure out words (un-, re-, mis-, -ful,

-able, -tion, -ly, -ier, -iest).4. Stop and self-correct when something doesn’t look right, sound

right, or make sense.5. Finish at least one 2R chapter book every week.6. Visualize as you read books with few or no illustrations.7. Read fluently and with expression, using punctuation.8. Read silently for at least 30 minutes without getting tired. 9. Read at home for at least 30 minutes every night.10. Read fiction, nonfiction, poetry, plays, fables, and folktales.

Comprehension: Support answers with evidence from the text.1. Is this fiction or informational? How do you know?2. Answer why, how, and what if questions.3. What connections can you make to your own life?4. What did the author do well in writing this book?







Informational Text10. Tell the main idea and

details that support it.11. What text features does



13. What was fact and what was opinion? How do you know?

14. What questions do you have?

2R: Skills CardReader: Room:


®

Reader: Room:

Wt: Skills Card

Comprehension Provide specific information from the text for each of your answers.

Literature Informational Text1. Describe the setting (time and place)

and compare it to other stories .

2. Describe the characters and how their traits influence the unfolding of events in the story.

3. Retell the key events of the plot in chronological sequence.

4. Identify the narrator. Is the story told in 1st or 3rd person?

5. Describe the central problem and explain how it is resolved.

6. What is the central message, lesson, or moral? How did the author convey it?

7. How is your point of view on the theme or conflict different or the same as the narrator’s or the characters’?

8. Find an example of figurative language and explain what it means.

9. What is the main idea and how do you know?

10. What key facts or ideas support the main idea?

11. Does the author state any opinions? What is the author’s point of view? How do you know? How is yours different?

12. What questions would you ask the author?

13. Show how you can use text features to locate information in the text.

14. Explain how the author organizes the information (time sequence, steps in a procedure, pro/con compare/contrast, cause/effect).

Range of Reading and Level of Text Complexity1. Finish a chapter book every week.

2. Read an hour a day, including 30 minutes at home.

3. Read something you like from each of these genres:• Traditional tales (fables, folktales, myths)• Poetry and drama• Contemporary fiction and other stories• Informational text (science, history/social studies)

*160061*

VocabularyFind a word you don’t know and would like to learn. Use the context to figure out what it probably means. Think of a word or phrase that could take its place in the book without changing the meaning. Check the meaning in a dictionary. Use the word in a sentence. Learn it.


®

Bk: Skills CardComprehensionProvide specific information from the text for each of your answers.Literature Informational Text1. Using specific details from the text,

describe in depth:

• a major character.• a minor character.• the narrator (1st or 3rd person).• the setting (time, place,

historical era).• a key event.


3. What is the theme of the text? How do you know?

4. What other things have you read with a similar theme? How does this compare?

5. Identify an example of figurative language (e.g., simile or metaphor). Describe its meaning and effect.

6. What form (genre) of literature is this? How do you know? Describe its basic structural elements.

7. Tell the author’s main idea in one sentence.

8. List the key facts and ideas that support the author’s main idea.

9. Summarize the information presented. Tell exactly what happened and why. Use specific information from the text.

10. What do you think is your author’s opinion or perspective on this material? How is it different from yours?

11. How did the author organize the information (e.g., chronological order, compare/contrast, pro/con, cause/effect, problem/solution, exposition)?

12. Was this a firsthand or secondhand account? How do you know?

13. Explain one of the graphic features in the text (charts, graphs, diagrams, time lines, maps, tables) and describe how the information adds to the rest of the text.


Range of Reading1. Complete a chapter book each week.

2. Get hooked on a series or author and go on a reading binge.

3. Read for an hour a day, including 30 minutes at home without anyone reminding you.

4. Read biography, contemporary fiction, traditional tales, poetry, drama, science, and history.

5. Read silently, faster than you can talk, but with good understanding.

Reader: Room:

*160062*


®

ComprehensionProvide specific information from the text for each of your answers.

Literature Informational Text1. From what genre is this text? What

else have you read in this genre or by this author? How does this compare? Describe how the narrator’s or speaker’s point of view influences how events are described.

2. Identify and describe the following literary elements in the text:• Plot (conflict and resolution)• Setting (time of day or year,

historical era, place, situation)• Characters (traits, roles, similarities,

major and minor)• Narrator (1st/3rd)

3. Compare each of the above with those of another text.

4. What is the theme (meaning, message, moral, lesson, view, or comment on life) of the text? Use details from the text to support your conclusion.• Which 3 scenes were most

important and how do they connect to each other?

5. Select two characters or events. Compare and contrast them. Use specific details from the text.

6. Identify an example of figurative language (e.g., metaphor, simile, personification, idiom, adage) and describe its effect.

7. From what field of study is this text? What did you already know about this subject?

8. What are two or more main ideas in the text? State each of them in one sentence.

9. What reasons and evidence does the author give to support each of these main ideas?

10. How does the author organize the information (e.g., compare/contrast, pro/con, cause/effect, chronological sequence)?

11. Compare the organizational structure above with another text.

12. What is the author’s opinion or point of view on the material? How does it differ from yours?

13. Select two individuals, events, ideas or concepts and explain how they are related.

14. Interpret one of the graphic features in the text (charts, maps, illustrations, diagrams, timelines, tables) and explain how the information adds to the rest of the text.

Or: Skills Card


2. Discover a new genre and become an expert in it (science fiction, historical fiction, adventure/survival/biography)



Reader: Room:

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Comprehension: Provide specific information from the text for each of your answers.

Literature Informational Text1. Identify the genre of this text. What

are the key elements of this genre? What other books have you read in this genre, or by the same author?

2. Describe how the plot unfolds in a series of episodes towards a resolution. Include how the characters change along the way.

3. Determine the theme or central idea of the text. Use details from the text to support your thinking. How does this reflect the genre?

4. Identify an example of figurative language and discuss its impact on meaning and tone.

5. Select a key sentence, chapter, scene or stanza and describe how it fits into the overall structure of the text. How does it affect theme or plot?

6. Discuss how the author develops the point of view, or perspective, of the narrator in the text.

7. Compare and contrast this text with another one you’ve read about the same topic or theme in a different genre.


9. Provide an objective summary of the text in one sentence.

10. Determine a central idea of the text and explain how it is supported by key details.

11. Analyze in detail how a key idea, event, or person is introduced, described, and developed in the text.

12. Select a key word, sentence, paragraph, chapter, or section and describe how it fits into the overall structure of the text and helps develop the central idea.

13. Trace the author’s argument. Which claims are supported with valid reasons and evidence? Which are not?

14. Determine the author’s point of view or purpose for writing and how it is conveyed.

15. Compare and contrast two authors’ presentations of the same topic.

Pu: Skills Card


2. Read at least 1 full length chapter book in each of these genres: historical fiction, biography, science fiction, fantasy, contemporary fiction.

3. Choose a topic in science or history to explore. Become an expert on it.

4. Find a poet you particularly like. Become an expert on his/her work.


Reader: Room:


®

Literature Informational Text1. Identify the genre of this text.

Compare this book to other books in the same genre. Is the author’s use of the key elements of the genre typical or atypical? Why?

2. Determine the theme. Discuss how the theme is developed by the author from the beginning to the end of the text.

3. Analyze the effect of the setting on one of the characters and/or the events as they unfold.

4. Find an example of figurative language. Describe its effect on meaning and mood.

5. Discuss the author’s choice of key characters. What roles did each play? What points of view or perspectives did each hold? Why was each chosen? Which is closest to yours? Why?

6. Does the author refer to any real people, geographical locations, or historical events in this text? How and why are they used? In what ways does s/he alter them for the purpose of the text? Are these choices effective?

7. Determine two central ideas and explain how the author develops them over the course of the text.

8. Do individuals shape ideas and events, or do ideas and events shape individuals? Use the information in this text to support your position.

9. Analyze the structure the author chose for organizing the ideas presented: compare/contrast, cause/effect, pro/con, chronological, sequential, logic, problem/solution, other.

10. Describe an author’s basic argument, point of view, or purpose for writing. How are other positions presented? What is your position on this topic?

11. Evaluate the author’s case. Are the facts and reasoning valid, sufficient, and relevant? Has it influenced your thinking on the subject? How?

1Br: Skills Card


Range of Reading1. Complete a chapter book every other week.

2. Read at least 1 full-length chapter book in each of these genres: historical fiction, biography, science fiction, fantasy, contemporary fiction.




Reader: Room:


®

ComprehensionProvide specific information from the text for each of your answers.Literature Informational Text1. Who is the author of this text and

what do you know about him/her? What can you infer?

2. Determine the theme. Discuss how the theme is developed by the author through his/her choice of characters, setting, and plot.

3. Speculate on the author’s position on this theme and purpose for writing and how it might be related to what you know about the background of the author.

4. What is the most important moment/incident in the development of the main character? Why is this moment so important?


6. Discuss the author’s choice of key characters. Why was each chosen? What roles did each play? What points of view or perspectives did each hold? Which was probably closest to the author’s? Which is closest to yours? Why?

7. What recurring theme, story event, or character from texts of the past (myths, traditional stories, or religious works) did you find in this work?

8. Who is the author of this text and what do you know about him/her? What can you infer?

9. Determine the central idea of the text and explain how the author uses supporting ideas and evidence to lay out his/her argument or exposition.

10. Based on this central idea, speculate on the author’s point of view or purpose for writing and how it might be related to what you know about the background of the author.


12. Identify the paragraph and the sentence that, in your opinion, are the most important ones in the text. Explain what makes them crucial to the development of the argument or concept.

13. How does the author handle conflicting positions or evidence? Does this treatment of other viewpoints help or hurt the persuasiveness of his/her argument?



Range of Reading1. Complete a chapter book every other week.2. Read at least 1 full-length chapter book in each of these genres: historical fiction,

science fiction, fantasy, contemporary fiction, biography, autobiography, memoir.3. Choose a topic in science or history to explore. Become an expert on it.

2Br: Skills CardReader: Room:


®

Reader: Room: VocabularyFind a word you don’t know and would like to learn. Use the context to figure out what it probably means. Think of a word or phrase that could take its place in the book without changing the meaning. Check the meaning in a dictionary. Use the word in a sentence. Learn it.

Literary AnalysisKey Questions for Literature Key Questions for Informational Text

Cen

tral

Id

eas What is the theme? How does it

develop from the beginning to the end of this text?

What is the main idea or central argument? How does it develop from the beginning to the end of this text?

Key

Det

ails

What elements of the text best support your argument that this is the theme of the text?Describe the following literary elements in the text, using evidence from the text. Explain how each contributes to your argument for the central theme: • Plot (main events, conflict, rising

action, climax, falling action, resolution)

• Characters (motivations of major and minor characters, complex characters)

• Setting (time, day, year, historical period, place, situation)

What is the central conflict and how does it relate to the theme? How is it resolved? Why?Which character in this book is most conflicted? Why? How does this internal conflict advance the plot or develop the theme?

What elements of the text best support your argument that this is the main idea of the text?What reasoning does the author use to support the central argument? Is it valid? Is any of it fallacious?What evidence does he/she give to support it? Is it relevant and sufficient?Which of the author’s claims have good supporting evidence? Which don’t? Why?Is there evidence used that doesn’t actually support the claim?Has s/he convinced you? Why or why not? What evidence would have made a stronger argument?

Use

of L

angu

age

Describe the way this author uses language. What kinds of words/phrases does he/she use? Why?What is the effect of his/her language choices on text meaning, sense of time and place, and tone?Which words/phrases struck you as important, unusual, or interesting? Why?How does the author’s use of language relate to the central theme?

Describe the way this author uses language. What kinds of words/phrases does he/she use? Why?What if the effect of his/her language choices on text meaning, sense of time and place, and tone?Which words/phrases struck you as important, unusual, or interesting? Why?How does the author’s use of language relate to the central argument?

Si: Skills Card

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Literary AnalysisKey Questions for Literature

Key Questions for Informational Text

Social/Political/Historical Context

Cen

tral

Idea

s

What is the theme? How does it develop from the beginning to the end of this text?


Who is the author of this text and what do you know about him/her? What can you infer from the text?

When was this text written?

How might the themes or central ideas of the text reflect the issues of the era/culture in which it was written?

Key

Det

ails

What elements of the text best support your argument that this is the theme of the text?

Describe the following literary elements in the text. Explain how each contributes to your argument for the central theme: • Plot (main events,

conflict, rising action, climax, falling action, resolution)



What elements of the text best support your argument that this is the main idea of the text?

What reasoning and evidence does the author use to support the central argument? Is it valid? Relevant? Sufficient? Is any of it fallacious?

Has s/he convinced you? Why or why not? What evidence would have made a stronger argument?

How do you think the elements/details of the text reflect the era/culture in which it was written?

In what ways did the author’s choice of words contribute to his/her purpose for writing?

Use

of L

angu

age

Describe the way this author uses language. What kinds of words/phrases does he/she use? Why?What effect do his/her language choices have on text meaning, sense of time and place, and tone?Which words/phrases struck you as important, unusual, or interesting? Why?How does the author’s use of language relate to the central theme or argument?

How do you think the language of the text reflects the era/culture in which it was written?

Gl: Skills CardReader: Room:


®

Reader: Room: Active Reading HabitsListen to books read aloud. “Read” by myself.Read at home every night. Tell someone what the book was about.

1-3Y: Skills Card

*177007*

I can get my mouth ready for:

b c df g hj k l

m n pr s tv w z

1Y Listen to and remember the pattern in Yellow books. Use the pattern and pictures to read the rest of the book.

2YPoint to each word as I read. Use the spaces to separate words.Try again if what I say doesn’t match the number of words.

3YMake the sound of the first letter of the new word on the page, check the picture, then say something that matches both.

®

PreK 1 2 3 4 5 6 7 8 9 &10 11& 12Kindergarten

RTM 1G 2G 1B 2B 1R 2R Wt Bk Or Pu 1Br Si Gl2Br1-3Y

®


®

I can:Listen to 500 books.Follow a story from page to page, left to right.Listen to a book with a group.Talk about what I see in the pictures.Talk about things that happen in the book.Make up my own story from the pictures.Pretend read and retell the story.Point to where the words are on the page.Choose to sit and “read” a book during free time.Read at home every day.Sing the alphabet song.

I can talk about the pictures and the story:

• Make connections to my own life “Oh, look! He looks just like my teacher!”

• Make predictions “I know! She’s going to help the puppy!”

• Ask Questions “What do spiders eat?”

Reader: Room:

Read To MeReading Readiness

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®

1G: Skills Card

Active Reading Habits1. Read 1G Power Words at Flash Speed. 2. When you come to a word you don’t know, make its

first letter sound. 3. Look at the pictures for clues. 4. Say one word for each written word.5. Stop if something doesn’t look right, sound right, or

make sense, and try again.6. Reread when I’m stuck.7. Tell someone what the book was about: main topic

and key details.8. Hear words that do and do not rhyme (cat/fat; cat/

dog).9. Read by myself for 15 minutes without getting tired.10. Read at home for at least 30 minutes every night.

Make the first letter sound for all consonants.

b c c* df g g* hj k l mn p q rs t v wx y z

* soft sound

Reader: Room:

*160055* Copyright © 2010 by American Reading Company®

®

2G: Skills CardActive Reading Habits1. Read 2G Power Words at Flash Speed. 2. When you come to a word you don’t know, use its first two

letter sounds as a clue.3. Use the pictures for clues.4. Stop and try again if something doesn’t look right, sound

right, or make sense.5. Reread when stuck.6. Tell someone what the book was about: main topic and

key details.7. Retell a story someone reads to you.8. Say words that rhyme, some with blends (fat/flat). 9. Read by myself for 15 minutes without getting tired.10. Read at home for at least 30 minutes every night.

Use the first two letters to start a word.

br cr dr fr gr prtr wr bl cl fl glpl sl sc sk sm snsp st sw twch sh th wh

Contractions can’t didn’t couldn’t it’s I’ll we’redon’t wasn’t shouldn’t he’s we’ll you’rewon’t aren’t wouldn’t she’s you’ll they’re

Number Words

one two three four five sixseven eight nine ten zero

Reader: Room:


®

Active Reading Habits1. Cover parts of one-syllable words to find chunks you know.2. Think of a word that looks the same and rhymes (If a∙m

is”am”, then h∙a∙m is “ham.”)3. Use final “e” rule to figure out new words (us/use).4. Use long vowel teams to figure out new words (eat, air, pie,

toe, glue).5. Use “r” chunks to figure out new words (ar, er, ir, or, ur). 6. Use blends at the end of words (desk/wish).7. Stop and try again when something doesn’t look right,

sound right, or make sense.8. When I get stuck, I say “blank,” read on, and come back to

fill in the tricky word.9. Retell the important events in a story in the correct order.10. Tell what the book was about: main topic and key details.11. Read by myself for 15 minutes without getting tired using a

whisper voice.12. Read at home for at least 30 minutes every night.

Use words I know to fi gure out new words. Use fi nal “e” rule.my by fl y hop hopethis miss kiss plan planelike bike Mike cut cutewill fi ll still pet Peteout shout about Tim time

Use “r” chunks.-ar -er -ir -or -urcar her girl for purple

1B: Skills CardReader: Room:


2B: Skills CardActive Reading Habits

1. Figureouttwo-syllablewordsbuiltfrombasicchunks.2. Readcompoundwords(something,everybody).3. Readwordswiththeseendings(-ed,-er,-ing,-es,-y,-le,

-est).4. Usedoubleconsonantrule(hoping/hopping).5. Stopandtryagainwhensomethingdoesn’tlookright,sound

right,ormakesense.6. UsewhatIknowtofigureoutwhatIdon’tknow.7. Readwithjustmylipsmovingorinawhispervoice.8. Readfor15minuteswithoutgettingtired.9. Readathomeforatleast30minuteseverynight.10.Readfiction,nonfiction,andpoetry.

Comprehension: Support all answers with evidence from the text.1. Isthisfictionorinformational?Howdoyouknow?2. Answerwhy, how, andwhat if questions.3. Whatconnectionscanyoumaketoyourownlife?4. Doyouthinkthisisagoodbook?Whyorwhynot?

Reader: Room:________

®

Literature Informational Text5. Retell the story in correct

sequence.6. Tell 3 things about

the main character. Compare him/her to other characters.

7. What is the problem and how is it solved?

8. What is the setting, time and place?

9. What is the most important part of the story? Why?

10. Do you think this is a good story? Why or why not?

11. Tell the main idea and details that support it.

12. Give one fact you learned from the pictures and one fact you learned from the words.

13. What is the one thing the author wants you to remember from this book? How do you know?

14. What text features does your book have for finding information quickly? Show how you can use them.

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® 1R: Skills CardActive Reading Habits1. Figure out three-syllable words built from basic chunks (won-der-

ful).2. Use three-letter blends (splash/catch).3. Figure out two-syllable words with long vowels (Ruby, even).4. Read words with these endings (-y, -ly, -ier, -iest)5. Use all vowel combinations to read new words (ew, oy, oi, ou).6. Stop and try again when something doesn’t look right, sound right,

or make sense.7. Read comfortably and with expression, using punctuation.8. Read silently for 30 minutes without getting tired.9. Read at home for at least 30 minutes every night.10. Read fiction, nonfiction, poetry, fables, and folktales.

Comprehension: Support answers with evidence from the text.1. Is this fiction or informational? How do you know?2. Answer how, why, and what if questions.3. What connections can you make to your own life?4. What information do the pictures add to this book?5. What did the author do well in writing this book?

Reader: Room:







Informational Text11. Tell the main idea and details

that support it:• Whole text• One paragraph


13. What questions do you have?14. What text features does


15. Why do you think the author wrote this book? What was the most important thing s/he wanted us to learn?


®

Active Reading Habits1. Figure out 3- and 4-syllable words familiar from everyday speech,

including names.2. Try different sounds for the letters or chunks in a new word until you

recognize the word.3. Use prefixes and suffixes to figure out words (un-, re-, mis-, -ful,

-able, -tion, -ly, -ier, -iest).4. Stop and self-correct when something doesn’t look right, sound

right, or make sense.5. Finish at least one 2R chapter book every week.6. Visualize as you read books with few or no illustrations.7. Read fluently and with expression, using punctuation.8. Read silently for at least 30 minutes without getting tired. 9. Read at home for at least 30 minutes every night.10. Read fiction, nonfiction, poetry, plays, fables, and folktales.

Comprehension: Support answers with evidence from the text.1. Is this fiction or informational? How do you know?2. Answer why, how, and what if questions.3. What connections can you make to your own life?4. What did the author do well in writing this book?







Informational Text10. Tell the main idea and

details that support it.11. What text features does



13. What was fact and what was opinion? How do you know?

14. What questions do you have?

2R: Skills CardReader: Room:


®

Reader: Room:

Wt: Skills Card

Comprehension Provide specific information from the text for each of your answers.

Literature Informational Text1. Describe the setting (time and place)

and compare it to other stories .

2. Describe the characters and how their traits influence the unfolding of events in the story.


4. Identify the narrator. Is the story told in 1st or 3rd person?

5. Describe the central problem and explain how it is resolved.

6. What is the central message, lesson, or moral? How did the author convey it?

7. How is your point of view on the theme or conflict different or the same as the narrator’s or the characters’?

8. Find an example of figurative language and explain what it means.

9. What is the main idea and how do you know?

10. What key facts or ideas support the main idea?

11. Does the author state any opinions? What is the author’s point of view? How do you know? How is yours different?

12. What questions would you ask the author?

13. Show how you can use text features to locate information in the text.

14. Explain how the author organizes the information (time sequence, steps in a procedure, pro/con compare/contrast, cause/effect).

Range of Reading and Level of Text Complexity1. Finish a chapter book every week.

2. Read an hour a day, including 30 minutes at home.

3. Read something you like from each of these genres:• Traditional tales (fables, folktales, myths)• Poetry and drama• Contemporary fiction and other stories• Informational text (science, history/social studies)

*160061*



®

Bk: Skills CardComprehensionProvide specific information from the text for each of your answers.Literature Informational Text1. Using specific details from the text,

describe in depth:

• a major character.• a minor character.• the narrator (1st or 3rd person).• the setting (time, place,

historical era).• a key event.


3. What is the theme of the text? How do you know?

4. What other things have you read with a similar theme? How does this compare?

5. Identify an example of figurative language (e.g., simile or metaphor). Describe its meaning and effect.

6. What form (genre) of literature is this? How do you know? Describe its basic structural elements.

7. Tell the author’s main idea in one sentence.

8. List the key facts and ideas that support the author’s main idea.

9. Summarize the information presented. Tell exactly what happened and why. Use specific information from the text.

10. What do you think is your author’s opinion or perspective on this material? How is it different from yours?

11. How did the author organize the information (e.g., chronological order, compare/contrast, pro/con, cause/effect, problem/solution, exposition)?

12. Was this a firsthand or secondhand account? How do you know?

13. Explain one of the graphic features in the text (charts, graphs, diagrams, time lines, maps, tables) and describe how the information adds to the rest of the text.



2. Get hooked on a series or author and go on a reading binge.


4. Read biography, contemporary fiction, traditional tales, poetry, drama, science, and history.

5. Read silently, faster than you can talk, but with good understanding.

Reader: Room:

*160062*


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Literature Informational Text1. From what genre is this text? What

else have you read in this genre or by this author? How does this compare? Describe how the narrator’s or speaker’s point of view influences how events are described.

2. Identify and describe the following literary elements in the text:• Plot (conflict and resolution)• Setting (time of day or year,

historical era, place, situation)• Characters (traits, roles, similarities,

major and minor)• Narrator (1st/3rd)

3. Compare each of the above with those of another text.

4. What is the theme (meaning, message, moral, lesson, view, or comment on life) of the text? Use details from the text to support your conclusion.• Which 3 scenes were most

important and how do they connect to each other?

5. Select two characters or events. Compare and contrast them. Use specific details from the text.

6. Identify an example of figurative language (e.g., metaphor, simile, personification, idiom, adage) and describe its effect.


8. What are two or more main ideas in the text? State each of them in one sentence.

9. What reasons and evidence does the author give to support each of these main ideas?

10. How does the author organize the information (e.g., compare/contrast, pro/con, cause/effect, chronological sequence)?

11. Compare the organizational structure above with another text.

12. What is the author’s opinion or point of view on the material? How does it differ from yours?

13. Select two individuals, events, ideas or concepts and explain how they are related.

14. Interpret one of the graphic features in the text (charts, maps, illustrations, diagrams, timelines, tables) and explain how the information adds to the rest of the text.

Or: Skills Card


2. Discover a new genre and become an expert in it (science fiction, historical fiction, adventure/survival/biography)



Reader: Room:

*160063*


®

Comprehension: Provide specific information from the text for each of your answers.

Literature Informational Text1. Identify the genre of this text. What

are the key elements of this genre? What other books have you read in this genre, or by the same author?

2. Describe how the plot unfolds in a series of episodes towards a resolution. Include how the characters change along the way.

3. Determine the theme or central idea of the text. Use details from the text to support your thinking. How does this reflect the genre?

4. Identify an example of figurative language and discuss its impact on meaning and tone.

5. Select a key sentence, chapter, scene or stanza and describe how it fits into the overall structure of the text. How does it affect theme or plot?

6. Discuss how the author develops the point of view, or perspective, of the narrator in the text.

7. Compare and contrast this text with another one you’ve read about the same topic or theme in a different genre.


9. Provide an objective summary of the text in one sentence.

10. Determine a central idea of the text and explain how it is supported by key details.

11. Analyze in detail how a key idea, event, or person is introduced, described, and developed in the text.

12. Select a key word, sentence, paragraph, chapter, or section and describe how it fits into the overall structure of the text and helps develop the central idea.

13. Trace the author’s argument. Which claims are supported with valid reasons and evidence? Which are not?

14. Determine the author’s point of view or purpose for writing and how it is conveyed.

15. Compare and contrast two authors’ presentations of the same topic.

Pu: Skills Card


2. Read at least 1 full length chapter book in each of these genres: historical fiction, biography, science fiction, fantasy, contemporary fiction.




Reader: Room:


®

Literature Informational Text1. Identify the genre of this text.

Compare this book to other books in the same genre. Is the author’s use of the key elements of the genre typical or atypical? Why?

2. Determine the theme. Discuss how the theme is developed by the author from the beginning to the end of the text.

3. Analyze the effect of the setting on one of the characters and/or the events as they unfold.


5. Discuss the author’s choice of key characters. What roles did each play? What points of view or perspectives did each hold? Why was each chosen? Which is closest to yours? Why?

6. Does the author refer to any real people, geographical locations, or historical events in this text? How and why are they used? In what ways does s/he alter them for the purpose of the text? Are these choices effective?

7. Determine two central ideas and explain how the author develops them over the course of the text.


9. Analyze the structure the author chose for organizing the ideas presented: compare/contrast, cause/effect, pro/con, chronological, sequential, logic, problem/solution, other.

10. Describe an author’s basic argument, point of view, or purpose for writing. How are other positions presented? What is your position on this topic?


1Br: Skills Card


Range of Reading1. Complete a chapter book every other week.

2. Read at least 1 full-length chapter book in each of these genres: historical fiction, biography, science fiction, fantasy, contemporary fiction.




Reader: Room:


®

ComprehensionProvide specific information from the text for each of your answers.Literature Informational Text1. Who is the author of this text and

what do you know about him/her? What can you infer?

2. Determine the theme. Discuss how the theme is developed by the author through his/her choice of characters, setting, and plot.

3. Speculate on the author’s position on this theme and purpose for writing and how it might be related to what you know about the background of the author.

4. What is the most important moment/incident in the development of the main character? Why is this moment so important?


6. Discuss the author’s choice of key characters. Why was each chosen? What roles did each play? What points of view or perspectives did each hold? Which was probably closest to the author’s? Which is closest to yours? Why?

7. What recurring theme, story event, or character from texts of the past (myths, traditional stories, or religious works) did you find in this work?

8. Who is the author of this text and what do you know about him/her? What can you infer?

9. Determine the central idea of the text and explain how the author uses supporting ideas and evidence to lay out his/her argument or exposition.

10. Based on this central idea, speculate on the author’s point of view or purpose for writing and how it might be related to what you know about the background of the author.


12. Identify the paragraph and the sentence that, in your opinion, are the most important ones in the text. Explain what makes them crucial to the development of the argument or concept.

13. How does the author handle conflicting positions or evidence? Does this treatment of other viewpoints help or hurt the persuasiveness of his/her argument?



Range of Reading1. Complete a chapter book every other week.2. Read at least 1 full-length chapter book in each of these genres: historical fiction,

science fiction, fantasy, contemporary fiction, biography, autobiography, memoir.3. Choose a topic in science or history to explore. Become an expert on it.

2Br: Skills CardReader: Room:


®

Reader: Room: VocabularyFind a word you don’t know and would like to learn. Use the context to figure out what it probably means. Think of a word or phrase that could take its place in the book without changing the meaning. Check the meaning in a dictionary. Use the word in a sentence. Learn it.

Literary AnalysisKey Questions for Literature Key Questions for Informational Text

Cen

tral

Id

eas What is the theme? How does it

develop from the beginning to the end of this text?


Key

Det

ails

What elements of the text best support your argument that this is the theme of the text?Describe the following literary elements in the text, using evidence from the text. Explain how each contributes to your argument for the central theme: • Plot (main events, conflict, rising

action, climax, falling action, resolution)



What is the central conflict and how does it relate to the theme? How is it resolved? Why?Which character in this book is most conflicted? Why? How does this internal conflict advance the plot or develop the theme?

What elements of the text best support your argument that this is the main idea of the text?What reasoning does the author use to support the central argument? Is it valid? Is any of it fallacious?What evidence does he/she give to support it? Is it relevant and sufficient?Which of the author’s claims have good supporting evidence? Which don’t? Why?Is there evidence used that doesn’t actually support the claim?Has s/he convinced you? Why or why not? What evidence would have made a stronger argument?

Use

of L

angu

age

Describe the way this author uses language. What kinds of words/phrases does he/she use? Why?What is the effect of his/her language choices on text meaning, sense of time and place, and tone?Which words/phrases struck you as important, unusual, or interesting? Why?How does the author’s use of language relate to the central theme?

Describe the way this author uses language. What kinds of words/phrases does he/she use? Why?What if the effect of his/her language choices on text meaning, sense of time and place, and tone?Which words/phrases struck you as important, unusual, or interesting? Why?How does the author’s use of language relate to the central argument?

Si: Skills Card

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Literary AnalysisKey Questions for Literature

Key Questions for Informational Text

Social/Political/Historical Context

Cen

tral

Idea

s

What is the theme? How does it develop from the beginning to the end of this text?


Who is the author of this text and what do you know about him/her? What can you infer from the text?

When was this text written?

How might the themes or central ideas of the text reflect the issues of the era/culture in which it was written?

Key

Det

ails

What elements of the text best support your argument that this is the theme of the text?

Describe the following literary elements in the text. Explain how each contributes to your argument for the central theme: • Plot (main events,

conflict, rising action, climax, falling action, resolution)



What elements of the text best support your argument that this is the main idea of the text?

What reasoning and evidence does the author use to support the central argument? Is it valid? Relevant? Sufficient? Is any of it fallacious?

Has s/he convinced you? Why or why not? What evidence would have made a stronger argument?

How do you think the elements/details of the text reflect the era/culture in which it was written?

In what ways did the author’s choice of words contribute to his/her purpose for writing?

Use

of L

angu

age

Describe the way this author uses language. What kinds of words/phrases does he/she use? Why?What effect do his/her language choices have on text meaning, sense of time and place, and tone?Which words/phrases struck you as important, unusual, or interesting? Why?How does the author’s use of language relate to the central theme or argument?

How do you think the language of the text reflects the era/culture in which it was written?

Gl: Skills CardReader: Room:


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Reader: Room: Active Reading HabitsListen to books read aloud. “Read” by myself.Read at home every night. Tell someone what the book was about.

1-3Y: Skills Card

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I can get my mouth ready for:

b c df g hj k l

m n pr s tv w z

1Y Listen to and remember the pattern in Yellow books. Use the pattern and pictures to read the rest of the book.

2YPoint to each word as I read. Use the spaces to separate words.Try again if what I say doesn’t match the number of words.

3YMake the sound of the first letter of the new word on the page, check the picture, then say something that matches both.

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READING LEVEL IS DETERMINED BY:

• Quantitative Measures (where available)

• Qualitative Measures

• Reader and Task Considerations


Common Core State Standards-Based Leveling System

Every ARC book wears a brightly colored sticker indicating its reading grade level, or placement within the Common Core State Standards (CCSS) Bands of Text Complexity. In other words, each book has been “sized” along a grade-level continuum. Every title is hand-leveled by at least two independent levelers, each following the guidelines for text complexity analysis as described in Appendix A of the Common Core State Standards.

The sizing begins with a Lexile or other quantitative measure (where available), but also includes a careful evaluation of the skills and strategies (CCSS) a reader will need in order to read/understand that book. Rather than searching through a sea of spines for a book that “looks” good, students can immediately find titles that fit them. Leveled text sets ensure access to books at the reading level of each student, including students who are significantly behind or just learning to speak English.

RESEARCH LABS

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American Reading Company has been on a mission since 1998 to find books that reflect African Americans, Latino Americans, Asian Americans, and North American Indians. ARC supports small independent publishers and authors working on this mission. ARC libraries include virtually every good book in print for children, with a special focus on books about historically underrepresented people.

Every student will find him-/herself and his/her family represented in each of the baskets of books, to the extent they are available from American publishers. ARC regularly provides classroom libraries for reservation schools, the American Legacy Magazine African American History Mobile Truck Exhibit, Alma Flor Ada Latino Heritage Collections, Core Knowledge Curriculum Supplementary Collections, and Expeditionary Learning Core Materials, as well as text sets and classroom libraries for hundreds of districts of every kind across the country.

Multicultural Collections Provide Access, Equity, and Safe Learning Environments for All Students and Families

American Reading Company goes to great lengths to reflect multiple perspectives in all of our text sets. To the extent possible, each Social Studies collection emphasizes the experiences of all African Americans, Asian Americans, North American Indians, and Latinos, as well as people of all classes and both genders.

RESEARCH LABS


Professional Development

ARC Coaches support district and school leaders as they learn to organize all stakeholders around critical evidence of student learning. Additionally, ARC Coaches work with teachers in their own classrooms as they learn to integrate the Common Core State Standards into their daily practice.

All ARC professional development is structured around a gradual release model, starting out with a workshop, moving into grade group meetings, and/or “fishbowl” demonstration lessons, and finally into 1:1 support and status checks, as needed.

Teachers increase their instructional effectiveness as they implement the CCSS 3 Instructional Shifts and learn to integrate the Common Core State Standards into their daily classroom practice.

ARC offers RESEARCH LABS® Professional Development sessions to support teachers as they become acquainted with the 3 Shifts, project-based learning, and backward-design using core curriculum content standards and best practices for research reading and writing.

Additional support days are available in the form of teacher coaching visits and detailed Research Labs workshops. All of this is focused on showing teachers how to make their students successful readers, writers, and consumers of informational texts.

RESEARCH LABS

Teacher Edition

Student Edition

Available Themes

2nd/3rd Grade: • Weather and Climate• Insects and Arachnids

4th/5th Grade: • Ecosystems• Animal Adaptations

Text-Dependent Questions and Academic Vocabulary Work/Close ReadingHave students prepare an answer to each question with their partner and be ready for a cold call.

Basic Comprehension ANSWER

1. What animal is this paragraph mainly about? Everyone point to the right answer. OK, draw a box around it with your pencil.

Vervet monkeys

2. How many other animals are mentioned? Circle each of these the first time they are mentioned. Three: Leopard, eagle, snake

3. Why are these animals included in this article about vervet monkeys?

Predators/enemies of vervet monkeys

4. What three calls/signals does the monkey make? Underline them.

Woof, woof, woof; ha-ha-ha; chut, chut, chut

5. Pretend you are a vervet monkey. You are happily eating. All of a sudden you hear “ha-ha-ha.” What do you do? Why? Point to where it says that in the text.

Stick close to the tree trunk so the eagle can’t get me.

6. Why do the monkeys need three different signals? What would happen if they only had one loud call for every danger?

What would happen if they always ran to the top of the trees? (The eagles would get them.)

What would happen if they always clung to the trunks? (The snakes or leopards could get them.)

What would happen if they hid at the bottom of the trees? (The leopards would get them.)

They have three different predators, and each one needs a very different response.Leopard: Climb to top of tree where leopard can’t go.Eagle: Stick close to tree trunk where eagle can’t fly.Snake: Stand up on hind legs and watch the ground where snakes are.

7. Underline scamper. What is another word for scamper? Which of the two animals mentioned in this article couldn’t scamper? Why not? Stand up if you think a snake can scamper. An eagle? A leopard? Why?

Scamper means to run quickly and lightly. Eagle and snake (no legs)

8. How does a vervet monkey use information received from its senses to signal others and defend itself?

Monkeys use their eyes to see, ears to hear to gather information, and voice box to signal danger.

Warning: Enemies Are NearText Dependent QuestionsResearch Question #1: Describe the animal’s behavior

and explain how these adaptations help it survive.

58 Research Question #1: Behavior

PARCC Model Framework CCSS-R Alignment With Research Question #1 Lesson

1.

Reflect on meanings of individual words, phrases, sentences, and paragraphs.

4

TechnicalQ # 7: What is another word for scamper? Which of the two animals mentioned in this article couldn’t scamper? Why not?

Academic

2.Consider the order in which sentences and paragraphs unfold.

5

3.Analyze the development of ideas over the course of the text.

3

4.

Decide on the meaning of the text as a whole, including main idea, key details, author’s purpose/point of view.

2

Q # 1: What animal is this paragraph mainly about? Everyone point to the right answer. OK, draw a box around it with your pencil.

State the main idea. Quote three key details. Explain how the details support the main idea.

5.

Assess how author’s purpose shapes the content and style of the text.

6

6.

Compare and synthesize ideas across multiple texts and with information previously acquired.

9

7.Evaluate how text expands or challenges previous knowledge.

8

8.

Conduct research to build and present knowledge through integration, comparison, and synthesis of ideas.

9 Research: Read to find out how your animal signals danger.

Students read and re-read deliberately, citing evidence as they... (CCSS 1)

Warning: Enemies Are NearClose, Analytic Reading: PARCC Model FrameworkResearch Question #1: Describe the animal’s behavior

and explain how these adaptations help it survive.

Research Question #1: Behavior 59


Exemplar Text Packets

• PARCC-ready exemplar passages in the appropriate text-complexity band, including both quantitative, qualitative, and reader and task analysis for each text.

• Model close reading lessons integrate the CCSS and the NGSS into the PARCC framework, providing teachers with examples of rigorous tasks with built-in scaff olded support for students at a range of reading levels.

• Lessons include both close reading of individual texts and practice integrating multiple texts on one topic.

• Developed to address one coherent unit of core science concepts (e.g., animal adaptations) using both the science practices and content of the Next Generation Science Standards.

• Student packets provide physical copies of all texts to each students for practice with marking up text in the process of close reading.

• Permissions and copyright of all articles managed by ARC.

Optional Component: Exemplar Text Packets

RESEARCH LABS

“Reading gets you into college. Writing gets you out.” —Dr. Alfred Tatum


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GRAND TOTAL

The charts below will help to determine the total cost for all classrooms.

Cost Summary 2013-2014Proposal for RESEARCH LABS

Proposed Items Grade QuantityPrice

Per ($) Total

Science or Social Studies Classroom Module for 30 students

Science or Social Studies Section Sets for 30 students

(Includes: blank books; Research, Writing, and Effective Reading Skills Cards; Student folders)

Additional Instructional Frameworks

RESEARCH LABS Professional Development (5-day module)

RESEARCH LABS are Also Available As:

RESEARCH LABS Mini Module for 30 Students

(Includes: 5-Anchor titles; 100 leveled titles; Research, Writing, and Effective Reading Skills Cards)

RESEARCH LABS Express After School for 15 Students

(Includes: Student folders and blank books; 100 leveled titles; Research and Writing Skills Cards)

SUBTOTAL

RESEARCH LABS Components

Proposed Items Grade Quantity Price Per ($) Total

Student Edition (30-999)

Student Edition (1000+)

Teacher Edition

SUBTOTAL

Optional Components: Exemplar Text Packets

each

each

RESEARCH LABS

Approval

Execution of this contract becomes effective upon our receipt of this proposal, and/or your company purchase order, bearing the signature of an authorized purchasing agent. Thank you for selecting American Reading Company.

Returns

You may return new, unopened items (except custom products) sold and fulfi lled by American Reading Company within 30 days of delivery for an exchange. We’ll also pay the return shipping costs if the return is a result of our error (you received an incorrect or defective item, etc.).

If you need to exchange an item, please contact our Customer Concerns Department at [email protected] or (866) 810-2665.

Professional Development

American Reading Company limits all workshops to a maximum of 25 participants (20 teachers and 5 support staff). If more than 25 people attend the workshop, your signature below indicates your agreement to pay $350 for each additional participant. Professional development training cannot be cancelled or changed within 15 days of the event date. Customers that cancel professional development events within that timeframe will be billed for the cancelled event.

Signature:

Title:

Date:

Approved Amount:

Please note: Prices are valid 60 days from date of proposal.

RESEARCH LABS - American Reading · Tag e eae aae ae eee Page 3 Inquiry-Based Learning Model and...

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