Unit 1.1 Reading Intervention Fluency Passages...fluency workb!k . Day One . Part 1: Silent read...
Transcript of Unit 1.1 Reading Intervention Fluency Passages...fluency workb!k . Day One . Part 1: Silent read...
stariStrategic Adolescent Reading Intervention
1. Baseball Nation p. 5
2. Dealing with Stereotypes p. 10
3. Bullying: A Real Problem p. 15
4. A Victim’s Story p. 20
5. Girl-on-Girl Violence p. 25
6. Relational Aggression p. 30
7. Vandalism p. 35
8. Peer Pressure p. 40
9. Tattling or Reporting? p. 45
10. Teasing: Friendly or Mean? p. 50
Unit 1.1
Fluency Passages Level B
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SERP Institute, 2014-2020
Fluency chart
Level Passage title First read WPM
Last read WPM
Practice What’s Your Birth Order?
B Baseball Nation
B Dealing with Stereotypes
B Bullying: A Real Problem
B A Victim’s Story
B Girl-on-Girl Violence
B Relational Aggression
B Vandalism
B Peer Pressure
B Tattling or Reporting?
B Teasing: Friendly or Mean?
Reading rate goal: _______ WPM!
Developing fluency
SERP Institute, 2014-2020 STARI Unit 1.1 • Fluency B
p. 2
Working with the fluency workb!k
Day One Part 1: Silent read
Part 2: First timed read
Set timer to one minute.
Say “ready, set, go” and start timer. Start reading out loud at a good pace.
Tell partner to stop when timer goes off.
Mark the last word with //
Help partner figure out words per minute (WPM).
Record words per minute (WPM) at top of page.
Listen to partner read to end of passage.
Finish reading passage out loud.
Now switch roles and repeat!
Part 3: Comprehension and discu"ion
Part 4: Phrase-cued reading
Listen to your partner. Read passage out loud in phrases to your partner.
Now switch roles and repeat!
Partner 2
Share one interesting sentence with your partner.
Partner 1
Write answers.
Partner 2
Partner 1
Read your passage silently.
Record WPM on your fluency chart.
Read fluency passage questions.
SERP Institute, 2014-2020 STARI Unit 1.1 • Fluency B
p. 3
Part 1: Tricky phrases and words
Listen to your partner. Read tricky phrases and words out loud to your partner.
Now switch roles and repeat!
Part 2: Last read
Set timer to one minute.
Say “ready, set, go” and start timer. Start reading out loud at a good pace.
Tell partner to stop when timer goes off.
Mark the last word with //
Help partner figure out words per minute (WPM).
Record words per minute (WPM) at top of page.
Listen to partner read to end of passage.
Finish reading passage out loud.
Now switch roles and repeat!
Part 3: Comprehension and discu"ion
Record WPM on your fluency chart.
Read fluency passage questions.
Share and talk over answers with your partner.
Partner 2
Both partners complete decoding activity.
Partner 1
Write detailed answers.
Partner 2 Partner 1
Day Two
SERP Institute, 2014-2020 STARI Unit 1.1 • Fluency B
p. 4
Day One Baseba# Nation
Part 1: Silent read
Find out about a Nation of loyal fans. Read silently.
It was the sixth inning. Slugger David Ortiz from the Red Sox had hit a towering home
run. The crowd went crazy with excitement. But wait a minute. They weren’t in Boston.
This baseball game was being played in Florida! Who were all those Red Sox fans who
were cheering?
Welcome to Red Sox Nation. Fans of the team can be found all over the U.S. Even in
the home of the Tampa Bay Rays, Sox fans fill many seats. Looking around the park,
you can see almost as many red shirts as shirts of Tampa blue.
Fans can even be found in Alaska. Here, 3,000 miles from Boston, is the Far From
Fenway Fan Club. Maria is a member. “I come from a Red Sox family,” she says. “We
pay a lot to be able to stream all their games.”
If you’re like Maria in Alaska, you don’t have a local MLB team to root for. All over
the South, people tune in to Atlanta Braves games. In Nevada, there are no hometown
MLB teams. Baseball fans cheer for San Diego. There are other surprises, too. The
Yankees are big in North Carolina and Florida. That’s hundreds of miles from the
Yankees’ home in the Bronx.
Teena is 12. She lives in Dallas. She has never been to Fenway. Still, she wears her
pink Sox cap with pride. “My brother loves the Rangers. I hate them!” she says. “Go
Sox!”
SERP Institute, 2014-2020 STARI Unit 1.1 • Fluency B
Pa"age 1 p. 5
Day One // one minute
Baseba# Nation Part 2: First timed read WPM ___________
Part 3: Comprehension and discu"ion
It was the sixth inning. Slugger David Ortiz from the Red Sox had hit a towering home
run. The crowd went crazy with excitement. But wait a minute. They weren’t in Boston.
This baseball game was being played in Florida! Who were all those Red Sox fans who
were cheering? 50
Welcome to Red Sox Nation. Fans of the team can be found all over the U.S. Even in 69
the home of the Tampa Bay Rays, Sox fans fill many seats. Looking around the park, 85
you can see almost as many red shirts as shirts of Tampa blue. 98
Fans can even be found in Alaska. Here, 3,000 miles from Boston, is the Far From 114
Fenway Fan Club. Maria is a member. “I come from a Red Sox family,” she says. “We 131
pay a lot to be able to stream all their games.” 142
If you’re like Maria in Alaska, you don’t have a local MLB team to root for. All over 160
the South, people tune in to Atlanta Braves games. In Nevada, there are no hometown 175
MLB teams. Baseball fans cheer for San Diego. There are other surprises, too. The 189
Yankees are big in North Carolina and Florida. That’s hundreds of miles from the 203
Yankees’ home in the Bronx. 208
Teena is 12. She lives in Dallas. She has never been to Fenway. Still, she wears her 225
pink Sox cap with pride. “My brother loves the Rangers. I hate them!” she says. “Go 241
Sox!” 242
What is Red Sox Nation? ______________________________________________
___________________________________________________________________
Where is the Far From Fenway Fan Club located?
___________________________________________________________________
SERP Institute, 2014-2020 STARI Unit 1.1 • Fluency B
Pa"age 1 p. 6
Day One Baseba# Nation
Part 4: Phrase-cued reading
Read the passage out loud in phrases to your partner.
Pause at each / mark for a phrase.
Also pause at each // mark that shows the end of a sentence.
I read the passage in phrases out loud to my partner.
It was the sixth inning. // Slugger David Ortiz from the Red Sox / had hit a towering home run. // The crowd went crazy with excitement. // But wait a minute. // They weren’t in Boston. // This baseball game was being played in Florida! // Who were all those Red Sox fans / who were cheering? //
Welcome to Red Sox Nation. // Fans of the team can be found all over the U.S. // Even in the home of the Tampa Bay Rays, / Sox fans fill many seats. // Looking around the park, / you can see almost as many red shirts / as shirts of Tampa blue. //
Fans can even be found in Alaska. // Here, / 3,000 miles from Boston, / is the Far From Fenway Fan Club. // Maria is a member. // “I come from a Red Sox family,” / she says. // “We pay a lot / to be able to stream all their games.” //
If you’re like Maria in Alaska, / you don’t have a local MLB team to root for. // All over the South, / people listen to Atlanta Braves games. // In Nevada, / there are no hometown MLB teams. // Baseball fans cheer for San Diego. // There are other surprises, / too. // The Yankees are big in North Carolina / and Florida. // That’s hundreds of miles / from the Yankees’ home in the Bronx. //
Teena is 12. // She lives in Dallas. // She has never been to Fenway. // Still, / she wears her pink Sox cap with pride. // “My brother loves the Rangers. // I hate them!” / she says. // “Go Sox!” //
SERP Institute, 2014-2020 STARI Unit 1.1 • Fluency B
Pa"age 1 p. 7
Day Two Baseba# Nation Part 1: Tricky phrases and words
Read these phrases and words out loud to your partner.
Slugger David Ortiz from the Red Sox
Even in the home of the Tampa Bay Rays
you don’t have a local MLB team to root for
The Yankees are big in North Carolina
Ortiz or | TEEZ
Tampa TAM | puh
Alaska uh | LASS | kuh
Nevada nuh | VAD | uh
San Diego SAN dee | AY | goh
Bronx BRONKS
Decoding practice:
Circle the base words in the longer words below. Remember, a base word shows the core meaning of a longer word. The base word includes no word endings or prefixes. The first one has been done for you.
s ixth s lugger towering
exci tement hometown
SERP Institute, 2014-2020 STARI Unit 1.1 • Fluency B
Pa"age 1 p. 8
Day Two // one minute
Baseba# Nation Part 2: Last read WPM ___________
Part 3: Comprehension and discu"ion
Can you be a true fan if your team is from somewhere else? ______________
Why or why not? _____________________________________________________
Check in with your partner.
We feel the same way about this.
We feel differently about this.
It was the sixth inning. Slugger David Ortiz from the Red Sox had hit a towering home
run. The crowd went crazy with excitement. But wait a minute. They weren’t in Boston.
This baseball game was being played in Florida! Who were all those Red Sox fans who
were cheering? 50
Welcome to Red Sox Nation. Fans of the team can be found all over the U.S. Even in 69
the home of the Tampa Bay Rays, Sox fans fill many seats. Looking around the park, 85
you can see almost as many red shirts as shirts of Tampa blue. 98
Fans can even be found in Alaska. Here, 3,000 miles from Boston, is the Far From 114
Fenway Fan Club. Maria is a member. “I come from a Red Sox family,” she says. “We 131
pay a lot to be able to stream all their games.” 142
If you’re like Maria in Alaska, you don’t have a local MLB team to root for. All over 160
the South, people tune in to Atlanta Braves games. In Nevada, there are no hometown 175
MLB teams. Baseball fans cheer for San Diego. There are other surprises, too. The 189
Yankees are big in North Carolina and Florida. That’s hundreds of miles from the 203
Yankees’ home in the Bronx. 208
Teena is 12. She lives in Dallas. She has never been to Fenway. Still, she wears her 225
pink Sox cap with pride. “My brother loves the Rangers. I hate them!” she says. “Go 241
Sox!” 242
SERP Institute, 2014-2020 STARI Unit 1.1 • Fluency B
Pa"age 1 p. 9
Day One Dealing with Stereotypes
Part 1: Silent read
Do people judge you based on your race? Read silently.
Nicole, Kim, and Sara are talking about race.
Nicole is concerned about racial stereotypes. “At my school, if you are Black, peopleact surprised when you get good grades. Last week my teacher was handing back essays. A White student passed me the paper. You could tell she was shocked at my A grade. I try not to overreact. But it’s slowly wearing me down,” she says. Studentsalso expect her to dress a certain way and like certain music. “I hate rap,” Nicole says. “But my White friends are always saying, ‘Listen, you’ll like this.’”
A racial stereotype is a race-based judgment. It means expecting people will act a certain way based on their race. “Latinos are good dancers.” “African Americans can’t swim.” These are both racial stereotypes.
Kim, an Asian student, also has a problem with stereotypes. Other students expect her to be good at math. Actually, math is her weakest subject. “People take one look at me and think I am a math whiz,” she says. “They couldn’t be more wrong.” Kim feels bad about not living up to the stereotype. “I feel like I’m not smart enough or good enough,” she says. Kim even tries not wearing her glasses. “The glasses justmake me look more like a nerd!”
Sara, a Latina student, says stereotypes can keep people apart. She thinks studentsshould get to know each other. To do this, they need to get past racial stereotypes.
SERP Institute, 2014-2020 STARI Unit 1.1 • Fluency B
Pa"age 2 p. 10
Day One // one minute
Dealing with Stereotypes Part 2: First timed read WPM ___________
Part 3: Comprehension and discu"ion
Nicole, Kim, and Sara are talking about race.
Nicole is concerned about racial stereotypes. “At my school, if you are Black, peopleact surprised when you get good grades. Last week my teacher was handing back essays. A White student passed me the paper. You could tell she was shocked at my 52A grade. I try not to overreact. But it’s slowly wearing me down,” she says. Students 68also expect her to dress a certain way and like certain music. “I hate rap,” Nicole 84says. “But my White friends are always saying, ‘Listen, you’ll like this.’” 96
A racial stereotype is a race-based judgment. It means expecting people will act a 111certain way based on their race. “Latinos are good dancers.” “African Americans can’t 124swim.” These are both racial stereotypes. 130
Kim, an Asian student, also has a problem with stereotypes. Other students expect 143her to be good at math. Actually, math is her weakest subject. “People take one look 159at me and think I am a math whiz,” she says. “They couldn’t be more wrong.” Kim 176feels bad about not living up to the stereotype. “I feel like I’m not smart enough or 193good enough,” she says. Kim even tries not wearing her glasses. “The glasses just 207make me look more like a nerd!” 214
Sara, a Latina student, says stereotypes can keep people apart. She thinks students 227should get to know each other. To do this, they need to get past racial stereotypes. 243
What is a racial stereotype?
___________________________________________________________________
What’s the problem with racial stereotypes?
___________________________________________________________________
___________________________________________________________________
SERP Institute, 2014-2020 STARI Unit 1.1 • Fluency B
Pa"age 2 p. 11
Day One Dealing with Stereotypes
Part 4: Phrase-cued reading
Read the passage out loud in phrases to your partner.
Pause at each / mark for a phrase.
Also pause at each // mark that shows the end of a sentence.
I read the passage in phrases out loud to my partner.
Nicole, / Kim, / and Sara / are talking about race. //
Nicole is concerned about racial stereotypes. // “At my school, / if you are Black, / people act surprised when you get good grades. // Last week / my teacher was handing back essays. // A White student passed me the paper. // You could tell she was shocked at my A grade. // I try not to overreact. // But it’s slowly wearing me down,” / she says. // Students also expect her to dress a certain way / and like certain music. // “I hate rap,” / Nicole says. // “But my White friends are always saying, / ‘Listen, / you’ll like this.’” //
A racial stereotype is a race-based judgment. // It means expecting people will act a certain way / based on their race. // “Latinos are good dancers.” // “African Americans can’t swim.” // These are both racial stereotypes. //
Kim, / an Asian student, / also has a problem with stereotypes. // Other students expect her to be good at math. // Actually, / math is her weakest subject. // “People take one look at me and think I am a math whiz,” / she says. // “They couldn’t be more wrong.” // Kim feels bad about not living up to the stereotype. // “I feel like I’m not smart enough / or good enough,” / she says. // Kim even tries not wearing her glasses. // “The glasses just make me look more like a nerd!” //
Sara, / a Latina student, / says stereotypes can keep people apart. // She thinks students should get to know each other. // To do this, / they need to get past racial stereotypes. //
SERP Institute, 2014-2020 STARI Unit 1.1 • Fluency B
Pa"age 2 p. 12
Day Two Dealing with Stereotypes Part 1: Tricky phrases and words
Read these phrases and words out loud to your partner.
I try not to overreact
A racial stereotype is a race-based judgment
It means expecting people will act a certain way
math is her weakest subject
says stereotypes can keep people apart
they need to get past racial stereotypes
concerned kuhn | SERND
stereotypes STAIR | ee | oh | typs
certain SIR | tin
judgment JUHJ | mehnt
Decoding practice:
Circle the base words in the longer words below. Remember, a base word is a smaller word within a longer word, with no endings or other word parts added.
racial Asian weakest
wearing judgment concerned
SERP Institute, 2014-2020 STARI Unit 1.1 • Fluency B
Pa"age 2 p. 13
Day Two // one minute
Dealing with Stereotypes Part 2: Last read WPM ___________
Part 3: Comprehension and discu"ion
Has someone ever used a stereotype to judge you? What happened? How did
you feel? __________________________________________________________
___________________________________________________________________
Share with your partner. Has your partner had an experience like this?
___________________________________________________________________
Nicole, Kim, and Sara are talking about race.
Nicole is concerned about racial stereotypes. “At my school, if you are Black, peopleact surprised when you get good grades. Last week my teacher was handing back essays. A White student passed me the paper. You could tell she was shocked at my 52A grade. I try not to overreact. But it’s slowly wearing me down,” she says. Students 68also expect her to dress a certain way and like certain music. “I hate rap,” Nicole 84says. “But my White friends are always saying, ‘Listen, you’ll like this.’” 96
A racial stereotype is a race-based judgment. It means expecting people will act a 111certain way based on their race. “Latinos are good dancers.” “African Americans can’t 124swim.” These are both racial stereotypes. 130
Kim, an Asian student, also has a problem with stereotypes. Other students expect 143her to be good at math. Actually, math is her weakest subject. “People take one look 159at me and think I am a math whiz,” she says. “They couldn’t be more wrong.” Kim 176feels bad about not living up to the stereotype. “I feel like I’m not smart enough or 193good enough,” she says. Kim even tries not wearing her glasses. “The glasses just 207make me look more like a nerd!” 214
Sara, a Latina student, says stereotypes can keep people apart. She thinks students 227should get to know each other. To do this, they need to get past racial stereotypes. 243
SERP Institute, 2014-2020 STARI Unit 1.1 • Fluency B
Pa"age 2 p. 14
Day One Bu#ying: A Real Problem
Part 1: Silent read
How can bullying be stopped? Read silently.
In fifth grade, Mike had plenty of friends. But when he entered middle school, the trouble started. Other kids began to bully him. They spread rumors about Mike. When he walked down the hallway, students shot rubber bands at him. “The message was just go away,” he said. “Don’t even try to talk to us.” Mike didn’t know why he became a target. The bullying even became physical. Kids pushed himin the lunch line.
Mike is one of thousands of students who get bullied each day. Bullying is mean oraggressive behavior that gets repeated. Bullying reaches a peak in the teenage years.Some students bully to feel powerful. Others bully to be part of a group. Sometimesbullies are put down or abused at home. They may use bullying to feel more confident.
When bullies are teasing or hurting a victim, there often are bystanders. They may be laughing or watching silently. Some bystanders feel power when someone else gets hurt. Or perhaps they are afraid. After all, if you stick up for the victim, you may become a target yourself.
School anti-bullying programs try to help students understand bullies. They give an overview of what bullying looks like and how it can be stopped. Bystanders can be important in stopping bullying. A bystander can undercut a bully by refusing to laughor watch. “The community can take away the bully’s power,” one teacher says.
SERP Institute, 2014-2020 STARI Unit 1.1 • Fluency B
Pa"age 3 p. 15
Day One // one minute
Bu#ying: A Real Problem Part 2: First timed read WPM ___________
Part 3: Comprehension and discu"ion
What is bullying?
___________________________________________________________________
What can bystanders do to stop bullying?
___________________________________________________________________
___________________________________________________________________
In fifth grade, Mike had plenty of friends. But when he entered middle school, the trouble started. Other kids began to bully him. They spread rumors about Mike. When he walked down the hallway, students shot rubber bands at him. “The message was just go away,” he said. “Don’t even try to talk to us.” Mike didn’t 57know why he became a target. The bullying even became physical. Kids pushed him 71in the lunch line. 75
Mike is one of thousands of students who get bullied each day. Bullying is mean or 91aggressive behavior that gets repeated. Bullying reaches a peak in the teenage years. 104Some students bully to feel powerful. Others bully to be part of a group. Sometimes 119bullies are put down or abused at home. They may use bullying to feel more 134confident. 135
When bullies are teasing or hurting a victim, there often are bystanders. They may 149be laughing or watching silently. Some bystanders feel power when someone else 161gets hurt. Or perhaps they are afraid. After all, if you stick up for the victim, you 178may become a target yourself. 183
School anti-bullying programs try to help students understand bullies. They 194give an overview of what bullying looks like and how it can be stopped. Bystanders can 210be important in stopping bullying. A bystander can undercut a bully by refusing to laugh 225or watch. “The community can take away the bully’s power,” one teacher says. 238
SERP Institute, 2014-2020 STARI Unit 1.1 • Fluency B
Pa"age 3 p. 16
Day One Bu#ying: A Real Problem
Part 4: Phrase-cued reading
Read the passage out loud in phrases to your partner.
Pause at each / mark for a phrase.
Also pause at each // mark that shows the end of a sentence.
I read the passage in phrases out loud to my partner.
In fifth grade, / Mike had plenty of friends. // But when he entered middle school, / the trouble started. // Other kids began to bully him. // They spread rumors about Mike. // When he walked down the hallway, / students shot rubber bands at him. // “The message was / just go away,” / he said. // “Don’t even try to talk to us.” // Mike didn’t know / why he became a target. // The bullying even became physical. // Kids pushed him / in the lunch line. //
Mike is one of thousands of students / who get bullied each day. // Bullying / is mean or aggressive behavior / that gets repeated. // Bullying reaches a peak in the teenage years. // Some students bully to feel powerful. // Others bully to be part of a group. // Sometimes bullies are put down / or abused / at home. // They may use bullying to feel more confident. //
When bullies are teasing or hurting a victim, / there often are bystanders. // They may be laughing / or watching silently. // Some bystanders feel power when someone else gets hurt. // Or / perhaps they are afraid. // After all, / if you stick up for the victim, / you may become a target yourself. //
School anti-bullying programs / try to help students understand bullies. // They give an overview of what bullying looks like / and how it can be stopped. // Bystanders can be important in stopping bullying. // A bystander can undercut a bully / by refusing to laugh / or watch. // “The community can take away the bully’s power,” / one teacher says. //
SERP Institute, 2014-2020 STARI Unit 1.1 • Fluency B
Pa"age 3 p. 17
Day Two Bu#ying: A Real Problem Part 1: Tricky phrases and words
Read these phrases and words out loud to your partner.
The bullying even became physical
is mean or aggressive behavior
When bullies are teasing or hurting a victim
School anti-bullying programs
They give an overview of what bullying looks like
A bystander can undercut a bully
trouble TRUH | buhl
spread SPRED
message MES | ij
physical FIZ | ih | kul
aggressive uh | GRESS | iv
confident KON | fih | dent
community kuh | MYOO | nih | tee
Decoding practice:
Circle the two base words in the compounds below. The first one is done for you.
someone hallway teenage
bystanders overview undercut
SERP Institute, 2014-2020 STARI Unit 1.1 • Fluency B
Pa"age 3 p. 18
Day Two // one minute
Bu#ying: A Real Problem Part 2: Last read WPM ___________
Part 3: Comprehension and discu"ion
Have you ever seen a student bully another student? How did you respond?
___________________________________________________________________
___________________________________________________________________
Ask your partner about a time when bullying happened. What did your partner
say or do? _________________________________________________________
___________________________________________________________________
In fifth grade, Mike had plenty of friends. But when he entered middle school, the trouble started. Other kids began to bully him. They spread rumors about Mike. When he walked down the hallway, students shot rubber bands at him. “The message was just go away,” he said. “Don’t even try to talk to us.” Mike didn’t 57know why he became a target. The bullying even became physical. Kids pushed him 71in the lunch line. 75
Mike is one of thousands of students who get bullied each day. Bullying is mean or 91aggressive behavior that gets repeated. Bullying reaches a peak in the teenage years. 104Some students bully to feel powerful. Others bully to be part of a group. Sometimes 119bullies are put down or abused at home. They may use bullying to feel more 134confident. 135
When bullies are teasing or hurting a victim, there often are bystanders. They may 149be laughing or watching silently. Some bystanders feel power when someone else 161gets hurt. Or perhaps they are afraid. After all, if you stick up for the victim, you 178may become a target yourself. 183
School anti-bullying programs try to help students understand bullies. They 194give an overview of what bullying looks like and how it can be stopped. Bystanders can 210be important in stopping bullying. A bystander can undercut a bully by refusing to laugh 225or watch. “The community can take away the bully’s power,” one teacher says. 238
SERP Institute, 2014-2020 STARI Unit 1.1 • Fluency B
Pa"age 3 p. 19
Day One A Victim’s Story
Part 1: Silent read
What happens to victims of bullying? Read silently.
Jason Beltran was bullied for years. “I was punched, pushed, and tripped,” he remembers. “Classmates called me every name in the book.” Today, Jason is a peer advocate at his middle school. He works to stop bullying.
For Jason, the worst part was not being hit. What hurt the most was being ignored by classmates. He remembers being the only person at his lunch table. In gym, he was the only one without a partner. In science class, when students did labs, Jason workedalone.
Bullying is serious. Like Jason Beltran, victims can be hurt through words or actions.Victims are at risk for depression, low grades, and other problems. Bullies are also atrisk. They are more likely to abuse drugs and drop out. Experts say that bullying isoften in the background in cases of teen suicide. Memories of bullying can harm people their entire lives.
Talking about bullying in the classroom can help. Hearing victims’ stories can makestudents less likely to target others. Students also need to know what is and what isnot acceptable.
Jason has learned that most bullies don’t mean to really hurt people. Sometimes they are just bored and want something to do. Or they may be going along with their friends. Whatever the reasons, bullying is serious. When Jason presents at school, he gives that message. “It doesn’t have to be this way,” he says.
SERP Institute, 2014-2020 STARI Unit 1.1 • Fluency B
Pa"age 4 p. 20
Day One // one minute
A Victim’s Story Part 2: First timed read WPM ___________
Part 3: Comprehension and discu"ion
Jason Beltran was bullied for years. “I was punched, pushed, and tripped,” he remembers. “Classmates called me every name in the book.” Today, Jason is a peer advocate at his middle school. He works to stop bullying.
For Jason, the worst part was not being hit. What hurt the most was being ignored by 54classmates. He remembers being the only person at his lunch table. In gym, he was 69the only one without a partner. In science class, when students did labs, Jason worked 84alone. 85
Bullying is serious. Like Jason Beltran, victims can be hurt through words or actions. 99Victims are at risk for depression, low grades, and other problems. Bullies are also at 114risk. They are more likely to abuse drugs and drop out. Experts say that bullying is 130often in the background in cases of teen suicide. Memories of bullying can harm 144people their entire lives. 148
Talking about bullying in the classroom can help. Hearing victims’ stories can make 161students less likely to target others. Students also need to know what is and what is 177not acceptable. 179
Jason has learned that most bullies don’t mean to really hurt people. Sometimes they 193are just bored and want something to do. Or they may be going along with their friends. 210Whatever the reasons, bullying is serious. When Jason presents at school, he gives that 224message. “It doesn’t have to be this way,” he says. 234
What can happen to the victims of bullying? _____________________________
___________________________________________________________________
For Jason, what was the worst part of being bullied? ______________________
___________________________________________________________________
SERP Institute, 2014-2020 STARI Unit 1.1 • Fluency B
Pa"age 4 p. 21
Day One A Victim’s Story
Part 4: Phrase-cued reading
Read the passage out loud in phrases to your partner.
Pause at each / mark for a phrase.
Also pause at each // mark that shows the end of a sentence.
I read the passage in phrases out loud to my partner.
Jason Beltran was bullied for years. // “I was punched, / pushed, / and tripped,” / he remembers. // “Classmates called me every name in the book.” // Today, / Jason is a peer advocate at his middle school. // He works to stop bullying. //
For Jason, / the worst part was not being hit. // What hurt the most / was being ignored by classmates. // He remembers being the only person at his lunch table. // In gym, / he was the only one without a partner. // In science class, / when students did labs, / Jason worked alone. //
Bullying is serious. // Like Jason Beltran, / victims can be hurt through words / or actions. // Victims are at risk for depression, / low grades, / and other problems. // Bullies are also at risk. // They are more likely to abuse drugs / and drop out. // Experts say that bullying is often in the background / in cases of teen suicide. // Memories of bullying / can harm people their entire lives. //
Talking about bullying in the classroom can help. // Hearing victims’ stories / can make students less likely to target others. // Students also need to know what is / and what is not / acceptable. //
Jason has learned / that most bullies don’t mean to really hurt people. // Sometimes they are just bored / and want something to do. // Or they may be going along with their friends. // Whatever the reasons, / bullying is serious. // When Jason presents at school, / he gives that message. // “It doesn’t have to be this way,” / he says. //
SERP Institute, 2014-2020 STARI Unit 1.1 • Fluency B
Pa"age 4 p. 22
Day Two A Victim’s Story Part 1: Tricky phrases and words
Read these phrases and words out loud to your partner.
Classmates called me every name in the book
Jason is a peer advocate at his middle school
was being ignored by classmates
Experts say that bullying is often in the background
advocate AD | vuh | kit
depression dih | PRESH | un
abuse uh | BYOOZ
suicide SOO | ih | seyed
acceptable ak | SEP | tuh | buhl
Decoding practice:
Circle the two base words in the compounds below. The first one is done for you.
what ever classroom
background sometimes
SERP Institute, 2014-2020 STARI Unit 1.1 • Fluency B
Pa"age 4 p. 23
Day Two // one minute
A Victim’s Story Part 2: Last read WPM ___________
Part 3: Comprehension and discu"ion
Jason Beltran was bullied for years. “I was punched, pushed, and tripped,” he remembers. “Classmates called me every name in the book.” Today, Jason is a peer advocate at his middle school. He works to stop bullying.
For Jason, the worst part was not being hit. What hurt the most was being ignored by 54classmates. He remembers being the only person at his lunch table. In gym, he was 69the only one without a partner. In science class, when students did labs, Jason worked 84alone. 85
Bullying is serious. Like Jason Beltran, victims can be hurt through words or actions. 99Victims are at risk for depression, low grades, and other problems. Bullies are also at 114risk. They are more likely to abuse drugs and drop out. Experts say that bullying is 130often in the background in cases of teen suicide. Memories of bullying can harm 144people their entire lives. 148
Talking about bullying in the classroom can help. Hearing victims’ stories can make 161students less likely to target others. Students also need to know what is and what is 177not acceptable. 179
Jason has learned that most bullies don’t mean to really hurt people. Sometimes they 193are just bored and want something to do. Or they may be going along with their friends. 210Whatever the reasons, bullying is serious. When Jason presents at school, he gives that 224message. “It doesn’t have to be this way,” he says. 234
What advice would you give to kids like Jason who are bullied at school?
___________________________________________________________________
___________________________________________________________________
Check with your partner. What is your partner’s advice to kids like Jason?
___________________________________________________________________
SERP Institute, 2014-2020 STARI Unit 1.1 • Fluency B
Pa"age 4 p. 24
Day One Girl-on-Girl Violence
Part 1: Silent read
Are girls fighting more? Read silently.
Two girls face each other in their school’s locker room. They give each other hatefullooks. Suddenly, one girl attacks. Fists fly. The girls screech, kick, and grab each other’s long hair. There’s a brutal punch. Soon, one girl is on her back, her head slammingagainst the floor. Her name is Kelly, and she is just 13 years old.
A friend of Kelly’s attacker made a video of the fight and posted it online. A parent who watched the video says, “I was disgusted. Girls today are outrageous!”
Some people say that girl-on-girl violence has become a big problem. People used tobelieve that girls and boys fought in different ways. Girls spread rumors and excludedeach other. Boys fought with their fists. Stories like Kelly’s suggest that this ischanging. Statistics tell us that today, more girls are arrested for assault. More girls alsocarry weapons. In one recent incident in Boston, a girl slashed another with a razor.The victim needed 100 stitches.
What’s behind the rise in girl-on-girl violence? Experts point to violent TV, changinggender roles, and poor parenting.
However, other people say that girl-on-girl violence is not a meaningful trend. After all, girls still fight and carry weapons less often than boys. Police and schools may be just responding more to girls’ fights. Are today’s girls more violent? Or are a fewviolent incidents giving people the wrong idea?
SERP Institute, 2014-2020 STARI Unit 1.1 • Fluency B
Pa"age 5 p. 25
Day One // one minute
Girl-on-Girl Violence Part 2: First timed read WPM ___________
Part 3: Comprehension and discu"ion
Two girls face each other in their school’s locker room. They give each other hatefullooks. Suddenly, one girl attacks. Fists fly. The girls screech, kick, and grab each other’s long hair. There’s a brutal punch. Soon, one girl is on her back, her head slammingagainst the floor. Her name is Kelly, and she is just 13 years old. 60
A friend of Kelly’s attacker made a video of the fight and posted it online. A parent 77who watched the video says, “I was disgusted. Girls today are outrageous!” 89
Some people say that girl-on-girl violence has become a big problem. People used to 105believe that girls and boys fought in different ways. Girls spread rumors and excluded 119each other. Boys fought with their fists. Stories like Kelly’s suggest that this is 133changing. Statistics tell us that today, more girls are arrested for assault. More girls also 148carry weapons. In one recent incident in Boston, a girl slashed another with a razor. 163The victim needed 100 stitches. 168
What’s behind the rise in girl-on-girl violence? Experts point to violent TV, changing 183gender roles, and poor parenting. 188
However, other people say that girl-on-girl violence is not a meaningful trend. After 203all, girls still fight and carry weapons less often than boys. Police and schools may 218be just responding more to girls’ fights. Are today’s girls more violent? Or are a few 234violent incidents giving people the wrong idea? 241
What are some people saying about girls and violence?
___________________________________________________________________
___________________________________________________________________
What do statistics tell us about girls and fighting?
___________________________________________________________________
SERP Institute, 2014-2020 STARI Unit 1.1 • Fluency B
Pa"age 5 p. 26
Day One Girl-on-Girl Violence
Part 4: Phrase-cued reading
Read the passage out loud in phrases to your partner.
Pause at each / mark for a phrase.
Also pause at each // mark that shows the end of a sentence.
I read the passage in phrases out loud to my partner.
Two girls face each other / in their school’s locker room. // They give each other hateful looks. // Suddenly, / one girl attacks. // Fists fly. // The girls screech, / kick, / and grab each other’s long hair. // There’s a brutal punch. // Soon, / one girl is on her back, / her head slamming against the floor. // Her name is Kelly, / and she is just 13 years old. //
A friend of Kelly’s attacker made a video of the fight / and posted it online. // A parent who watched the video says, / “I was disgusted. // Girls today are outrageous!” //
Some people say that girl-on-girl violence has become a big problem. // People used to believe that girls and boys fought in different ways. // Girls spread rumors / and excluded each other. // Boys fought with their fists. // Stories like Kelly’s suggest that this is changing. // Statistics tell us that today, / more girls are arrested for assault. // More girls also carry weapons. // In one recent incident in Boston, / a girl slashed another with a razor. // The victim needed 100 stitches. //
What’s behind the rise / in girl-on-girl violence? // Experts point to violent TV, / changing gender roles, / and poor parenting. //
However, / other people say that girl-on-girl violence is not a meaningful trend. // After all, / girls still fight / and carry weapons / less often than boys. // Police and schools may be just responding more to girls’ fights. // Are today’s girls more violent? // Or are a few violent incidents giving people the wrong idea? //
SERP Institute, 2014-2020 STARI Unit 1.1 • Fluency B
Pa"age 5 p. 27
Day Two Girl-on-Girl Violence Part 1: Tricky phrases and words
Read these phrases and words out loud to your partner.
Girls spread rumors
and excluded each other
Statistics tell us that today
more girls are arrested for assault
In one recent incident in Boston
a girl slashed another with a razor
changing gender roles
fought FAWT
excluded eks | KLOO | did
assault uh | SAWLT
weapons WEP | uhnz
incident IN | sih | dent
gender JEN | der
Decoding practice:
Circle the base words in the longer words below. Remember, a base word is a smaller word within a longer word, with no endings or other word parts added.
locker hateful slamming
attacker parenting meaningful
SERP Institute, 2014-2020 STARI Unit 1.1 • Fluency B
Pa"age 5 p. 28
Day Two // one minute
Girl-on-Girl Violence Part 2: Last read WPM ___________
Part 3: Comprehension and discu"ion
Based on your own experience, do you think girls are more violent than they
used to be? Why do you think that? _____________________________________
___________________________________________________________________
Share your answer with your partner. Does your partner agree or disagree?
___________________________________________________________________
Two girls face each other in their school’s locker room. They give each other hatefullooks. Suddenly, one girl attacks. Fists fly. The girls screech, kick, and grab each other’s long hair. There’s a brutal punch. Soon, one girl is on her back, her head slammingagainst the floor. Her name is Kelly, and she is just 13 years old. 60
A friend of Kelly’s attacker made a video of the fight and posted it online. A parent 77who watched the video says, “I was disgusted. Girls today are outrageous!” 89
Some people say that girl-on-girl violence has become a big problem. People used to 105believe that girls and boys fought in different ways. Girls spread rumors and excluded 119each other. Boys fought with their fists. Stories like Kelly’s suggest that this is 133changing. Statistics tell us that today, more girls are arrested for assault. More girls also 148carry weapons. In one recent incident in Boston, a girl slashed another with a razor. 163The victim needed 100 stitches. 168
What’s behind the rise in girl-on-girl violence? Experts point to violent TV, changing 183gender roles, and poor parenting. 188
However, other people say that girl-on-girl violence is not a meaningful trend. After 203all, girls still fight and carry weapons less often than boys. Police and schools may 218be just responding more to girls’ fights. Are today’s girls more violent? Or are a few 234violent incidents giving people the wrong idea? 241
SERP Institute, 2014-2020 STARI Unit 1.1 • Fluency B
Pa"age 5 p. 29
Day One Relational A$re"ion
Part 1: Silent read
What is relational aggression? Read silently.
Jess was a popular seventh grader. One night she saw a text message that her best friendhad sent. “I was thinking it might be a joke or plans for something fun.” But instead, Jess’s friend was dropping her. The next day in school, nobody would sit with Jess atlunch. People laughed in a mean way when she made a tiny mistake in math class. “Itwas like a switch had flipped,” Jess said.
This was an act of relational aggression. Relational aggression is a kind of non-physical bullying. It can include spreading gossip, jumping up from a lunch table when a certain person sits down, or excluding someone from conversations orparties. Name-calling and backstabbing are also relational aggression. Some studentscall it “outcasting.”
Girls are more likely to use relational aggression, but boys can bully this way, too.Experts disagree about the causes. Sometimes, these bullies have low self-esteem. They may target others to raise their own status. However, they may also be people with healthy egos who bully to stay popular.
With relational aggression, just a few words can do real emotional damage. However,just a few supportive words can help, too. After Jess lost her best friend, she had to ride the bus on her own. One day, another group of seventh graders invited her to sit with them.
“I still remember that,” Jess says.
SERP Institute, 2014-2020 STARI Unit 1.1 • Fluency B
Pa"age 6 p. 30
Day One // one minute
Relational A$re"ion Part 2: First timed read WPM ___________
Part 3: Comprehension and discu"ion
Jess was a popular seventh grader. One night she saw a text message that her best friendhad sent. “I was thinking it might be a joke or plans for something fun.” But instead, Jess’s friend was dropping her. The next day in school, nobody would sit with Jess at 50lunch. People laughed in a mean way when she made a tiny mistake in math class. “It 67was like a switch had flipped,” Jess said. 75
This was an act of relational aggression. Relational aggression is a kind of 88non-physical bullying. It can include spreading gossip, jumping up from a lunch 101table when a certain person sits down, or excluding someone from conversations or 114parties. Name-calling and backstabbing are also relational aggression. Some students 125call it “outcasting.” 128
Girls are more likely to use relational aggression, but boys can bully this way, too. 143Experts disagree about the causes. Sometimes, these bullies have low self-esteem. 155They may target others to raise their own status. However, they may also be people 170with healthy egos who bully to stay popular. 178
With relational aggression, just a few words can do real emotional damage. However, 191just a few supportive words can help, too. After Jess lost her best friend, she had to ride 209the bus on her own. One day, another group of seventh graders invited her to sit with 226them. 227
“I still remember that,” Jess says. 233
What is relational aggression?
___________________________________________________________________
What is outcasting?
___________________________________________________________________
SERP Institute, 2014-2020 STARI Unit 1.1 • Fluency B
Pa"age 6 p. 31
Day One Relational A$re"ion
Part 4: Phrase-cued reading
Read the passage out loud in phrases to your partner.
Pause at each / mark for a phrase.
Also pause at each // mark that shows the end of a sentence.
I read the passage in phrases out loud to my partner.
Jess was a popular seventh grader. // One night she saw a text message / that her best friend had sent. // “I was thinking it might be a joke / or plans for something fun.” // But instead, / Jess’s friend was dropping her. // The next day in school, / nobody would sit with Jess at lunch. // People laughed in a mean way / when she made a tiny mistake in math class. // “It was like a switch had flipped,” / Jess said. //
This was an act of relational aggression. // Relational aggression is a kind of non-physical bullying. // It can include spreading gossip, / jumping up from a lunch table when a certain person sits down, / or excluding someone from conversations / or parties. // Name-calling and backstabbing are also relational aggression. // Some students call it “outcasting.” //
Girls are more likely to use relational aggression, / but boys can bully this way, / too. // Experts disagree about the causes. // Sometimes, / these bullies have low self-esteem. // They may target others / to raise their own status. // However, / they may also be people with healthy egos / who bully to stay popular. //
With relational aggression, / just a few words can do real / emotional damage. // However, / just a few supportive words can help, / too. // After Jess lost her best friend, / she had to ride the bus on her own. // One day, / another group of seventh graders invited her to sit with them. //
“I still remember that,” / Jess says. //
SERP Institute, 2014-2020 STARI Unit 1.1 • Fluency B
Pa"age 6 p. 32
Day Two Relational A$re"ion Part 1: Tricky phrases and words
Read these phrases and words out loud to your partner.
Relational aggression is a kind of non-physical bullying
or excluding someone from conversations
Name-calling and backstabbing are also relational aggression
Experts disagree about the causes
they may also be people with healthy egos
relational rih | LAY | shuhn | uhl
aggression uh | GRESH | uhn
excluding eks | KLOO | ding
status STAY | tuhs or STAH | tuhs
egos EE | gohz
Decoding practice:
Circle the base words in the longer words below. Remember, a base word is a smaller word within a longer word, with no endings or other word parts added.
seventh supportive excluding
emotional healthy disagree
SERP Institute, 2014-2020 STARI Unit 1.1 • Fluency B
Pa"age 6 p. 33
Day Two // one minute
Relational A$re"ion Part 2: Last read WPM ___________
Part 3: Comprehension and discu"ion
In your experience, what is most hurtful? Name-calling? Backstabbing? Spreading gossip? Something else? Give reasons for your answer.
___________________________________________________________________
___________________________________________________________________
Check with your partner. Does your partner have a different opinion?
___________________________________________________________________
Jess was a popular seventh grader. One night she saw a Facebook message that her best friend had sent. “I was thinking it might be a joke or plans for something fun.” But instead, Jess’s friend was dropping her. The next day in school, nobody would sit with Jess at 50lunch. People laughed in a mean way when she made a tiny mistake in math class. “It 67was like a switch had flipped,” Jess said. 75
This was an act of relational aggression. Relational aggression is a kind of 88non-physical bullying. It can include spreading gossip, jumping up from a lunch 101table when a certain person sits down, or excluding someone from conversations or 114parties. Name-calling and backstabbing are also relational aggression. Some students 125call it “outcasting.” 128
Girls are more likely to use relational aggression, but boys can bully this way, too. 143Experts disagree about the causes. Sometimes, these bullies have low self-esteem. 155They may target others to raise their own status. However, they may also be people 170with healthy egos who bully to stay popular. 178
With relational aggression, just a few words can do real emotional damage. However, 191just a few supportive words can help, too. After Jess lost her best friend, she had to ride 209the bus on her own. One day, another group of seventh graders invited her to sit with 226them. 227
“I still remember that,” Jess says. 233
SERP Institute, 2014-2020 STARI Unit 1.1 • Fluency B
Pa"age 6 p. 34
Day One Vandalism
Part 1: Silent read
Why do some teens get involved in vandalism? Read silently.
One night in Florida, two beams of light appeared in a dark school building. Soon, twoboys began to scatter books and paper across classroom floors. They poured soda onthe ground. They smeared walls. They flooded the science lab. Meanwhile, the school’s alarm company had called the police. Police spotted two teenagers outside inthe schoolyard. After a chase, the boys were caught and arrested. They were chargedwith vandalism.
Vandalism means destroying or damaging someone else’s property. Vandals mightsmash car windows, push over mailboxes, throw eggs, or set fires. They might scribble their names on a wall, or leave other graffiti.
The two boys in Florida were 13 and 14 years old. Police estimate the damage theycaused at about $5,000. This was bad news for the boys. When vandals cause damageabove $400, they can be charged with a felony. Felonies can be punished by more thana year in prison.
Sometimes vandals act on their own. More typically, however, vandalism is a groupactivity. Teens dare each other to do things they would not do on their own.
Acts of vandalism can start small. But often, especially when a group is involved, theactions snowball. Some students in New York City broke into their school for a seniorparty. Soon, some students were trashing equipment. Others spray-painted the footballfield. All of the students were banned from their prom. Some people said the punishmentwas too light. “Vandalism is a crime,” said one parent, “and there should be real consequences.”
SERP Institute, 2014-2020 STARI Unit 1.1 • Fluency B
Pa"age 7 p. 35
Day One // one minute
Vandalism Part 2: First timed read WPM ___________
Part 3: Comprehension and discu"ion
One night in Florida, two beams of light appeared in a dark school building. Soon, twoboys began to scatter books and paper across classroom floors. They poured soda onthe ground. They smeared walls. They flooded the science lab. Meanwhile, the school’s alarm company had called the police. Police spotted two teenagers outside in 55the schoolyard. After a chase, the boys were caught and arrested. They were charged 69with vandalism. 71
Vandalism means destroying or damaging someone else’s property. Vandals might 81smash car windows, push over mailboxes, throw eggs, or set fires. They might 94scribble their names on a wall, or leave other graffiti. 104
The two boys in Florida were 13 and 14 years old. Police estimate the damage they 120caused at about $5,000. This was bad news for the boys. When vandals cause damage 136above $400, they can be charged with a felony. Felonies can be punished by more than 153a year in prison. 157
Sometimes vandals act on their own. More typically, however, vandalism is a group 170activity. Teens dare each other to do things they would not do on their own. 185
Acts of vandalism can start small. But often, especially when a group is involved, the 200actions snowball. Some students in New York City broke into their school for a senior 215party. Soon, some students were trashing equipment. Others spray-painted the football 227field. All of the students were banned from their prom. Some people said the punishment 242was too light. “Vandalism is a crime,” said one parent, “and there should be real 257consequences.” 258
What is vandalism?
___________________________________________________________________
If a vandal causes damage above $400, what can happen?
___________________________________________________________________
SERP Institute, 2014-2020 STARI Unit 1.1 • Fluency B
Pa"age 7 p. 36
Day One Vandalism
Part 4: Phrase-cued reading
Read the passage out loud in phrases to your partner.
Pause at each / mark for a phrase.
Also pause at each // mark that shows the end of a sentence.
I read the passage in phrases out loud to my partner.
One night in Florida, / two beams of light appeared in a dark school building. // Soon, / two boys began to scatter books and paper / across classroom floors. // They poured soda on the ground. // They smeared walls. // They flooded the science lab. // Meanwhile, / the school’s alarm company had called the police. // Police spotted two teenagers outside in the schoolyard. // After a chase, / the boys were caught / and arrested. // They were charged with vandalism. //
Vandalism means destroying / or damaging / someone else’s property. // Vandals might smash car windows, / push over mailboxes, / throw eggs, / or set fires. // They might scribble their names on a wall, / or leave other graffiti. //
The two boys in Florida were 13 / and 14 / years old. // Police estimate the damage they caused / at about $5,000. // This was bad news for the boys. // When vandals cause damage above $400, / they can be charged with a felony. // Felonies can be punished / by more than a year in prison. //
Sometimes vandals act on their own. // More typically, / however, / vandalism is a group activity. // Teens dare each other to do things they would not do on their own. //
Acts of vandalism can start small. // But often, / especially when a group is involved, / the actions snowball. // Some students in New York City / broke into their school / for a senior party. // Soon, / some students were trashing equipment. // Others spray-painted the football field. // All of the students were banned from their prom. // Some people said the punishment was too light. // “Vandalism is a crime,” / said one parent, / “and there should be real consequences.” //
SERP Institute, 2014-2020 STARI Unit 1.1 • Fluency B
Pa"age 7 p. 37
Day Two Vandalism Part 1: Tricky phrases and words
Read these phrases and words out loud to your partner.
They smeared walls
Police estimate the damage they caused
Felonies can be punished
and there should be real consequences
building BIL | ding
vandalism VAN | duhl | izm
graffiti gruh | FEE | tee
felony FEL | uh | nee
consequences KON | sih | kwen | siz
Decoding practice:
Complete these words from the passage that start with a consonant blend.
sch________
sc_________
sm_________
sm_________
sn_________
st__________
If you don’t know the word already:
a) Underline and say the single sounds in the blend.
b) Say the sounds out loud as a blend.
c) What sounds are in the rest of the word?
d) Say and write the whole word.
SERP Institute, 2014-2020 STARI Unit 1.1 • Fluency B
Pa"age 7 p. 38
Day Two // one minute
Vandalism Part 2: Last read WPM ___________
Part 3: Comprehension and discu"ion
Do you see the effects of vandalism in your community? How do you feel
about it? __________________________________________________________
What does your partner think?
__________________________________________________________________
One night in Florida, two beams of light appeared in a dark school building. Soon, twoboys began to scatter books and paper across classroom floors. They poured soda onthe ground. They smeared walls. They flooded the science lab. Meanwhile, the school’s alarm company had called the police. Police spotted two teenagers outside in 55the schoolyard. After a chase, the boys were caught and arrested. They were charged 69with vandalism. 71
Vandalism means destroying or damaging someone else’s property. Vandals might 81smash car windows, push over mailboxes, throw eggs, or set fires. They might 94scribble their names on a wall, or leave other graffiti. 104
The two boys in Florida were 13 and 14 years old. Police estimate the damage they 120caused at about $5,000. This was bad news for the boys. When vandals cause damage 136above $400, they can be charged with a felony. Felonies can be punished by more than 153a year in prison. 157
Sometimes vandals act on their own. More typically, however, vandalism is a group 170activity. Teens dare each other to do things they would not do on their own. 185
Acts of vandalism can start small. But often, especially when a group is involved, the 200actions snowball. Some students in New York City broke into their school for a senior 215party. Soon, some students were trashing equipment. Others spray-painted the football 227field. All of the students were banned from their prom. Some people said the punishment 242was too light. “Vandalism is a crime,” said one parent, “and there should be real 257consequences.” 258
SERP Institute, 2014-2020 STARI Unit 1.1 • Fluency B
Pa"age 7 p. 39
Day One P%r Pre"ure
Part 1: Silent read
Is peer pressure a bad thing or a good thing? Read silently.
Inez is on her school soccer team. After the scrimmage, she sprawls on the bench withher friends. They wait for a ride home. “Team party this weekend!” Dee says. “Mybrother will buy us some 40s. Inez, you have to come!” Inez doesn’t drink, and shedoesn’t want to. But she doesn’t know what to say. She doesn’t want her friends to think she’s a baby.
Inez is feeling peer pressure. This means she is feeling pushed to make a decision bysomeone her own age. When peers pressure someone to do something, they might useinsults. They might threaten to reject the person. Or they might argue that what they’redoing is okay. Peer pressure can make teens do things they normally would not do.
Peer pressure can also be unspoken. People of all ages feel pressure to talk, act, or dress like people whom they admire. Students might wear a brand of snazzy sneakers to look like a well-known athlete. Adults might dream of owning an SUV model thatcelebrities drive.
Peer pressure can also be positive. If a student has studious peers, she might feelpressure to do her homework. Members of a team can put pressure on each other toattend practice and train hard. Choosing to be around the right peers is a smart strategy. It can help us feel positive, rather than negative, peer pressure.
SERP Institute, 2014-2020 STARI Unit 1.1 • Fluency B
Pa"age 8 p. 40
Day One // one minute
P%r Pre"ure Part 2: First timed read WPM ___________
Part 3: Comprehension and discu"ion
Inez is on her school soccer team. After the scrimmage, she sprawls on the bench withher friends. They wait for a ride home. “Team party this weekend!” Dee says. “Mybrother will buy us some 40s. Inez, you have to come!” Inez doesn’t drink, and shedoesn’t want to. But she doesn’t know what to say. She doesn’t want her friends to 64think she’s a baby. 68
Inez is feeling peer pressure. This means she is feeling pushed to make a decision by 84someone her own age. When peers pressure someone to do something, they might use 98insults. They might threaten to reject the person. Or they might argue that what they’re 113doing is okay. Peer pressure can make teens do things they normally would not do. 128
Peer pressure can also be unspoken. People of all ages feel pressure to talk, act, or 144dress like people whom they admire. Students might wear a brand of snazzy sneakers 158to look like a well-known athlete. Adults might dream of owning an SUV model that 174celebrities drive. 176
Peer pressure can also be positive. If a student has studious peers, she might feel 191pressure to do her homework. Members of a team can put pressure on each other to 207attend practice and train hard. Choosing to be around the right peers is a smart 222strategy. It can help us feel positive, rather than negative, peer pressure. 234
What is peer pressure?
___________________________________________________________________
___________________________________________________________________
How can peer pressure be positive?
___________________________________________________________________
___________________________________________________________________
SERP Institute, 2014-2020 STARI Unit 1.1 • Fluency B
Pa"age 8 p. 41
Day One P%r Pre"ure
Part 4: Phrase-cued reading
Read the passage out loud in phrases to your partner.
Pause at each / mark for a phrase.
Also pause at each // mark that shows the end of a sentence.
I read the passage in phrases out loud to my partner.
Inez is on her school soccer team. // After the scrimmage, / she sprawls on the bench with her friends. // They wait for a ride home. // “Team party this weekend!” / Dee says. // “My brother will buy us some 40s. // Inez, / you have to come!” // Inez doesn’t drink, / and she doesn’t want to. // But she doesn’t know what to say. // She doesn’t want her friends to think she’s a baby. //
Inez is feeling peer pressure. // This means she is feeling pushed to make a decision / by someone her own age. // When peers pressure someone to do something, / they might use insults. // They might threaten to reject the person. // Or they might argue that what they’re doing is okay. // Peer pressure can make teens do things they normally would not do. //
Peer pressure can also be unspoken. // People of all ages feel pressure to talk, / act, / or dress / like people whom they admire. // Students might wear a brand of snazzy sneakers / to look like a well-known athlete. // Adults might dream of owning an SUV model that celebrities drive. //
Peer pressure can also be positive. // If a student has studious peers, / she might feel pressure to do her homework. // Members of a team can put pressure on each other / to attend practice and train hard. // Choosing to be around the right peers / is a smart strategy. // It can help us feel positive, / rather than negative, / peer pressure. //
SERP Institute, 2014-2020 STARI Unit 1.1 • Fluency B
Pa"age 8 p. 42
Day Two P%r Pre"ure Part 1: Tricky phrases and words
Read these phrases and words out loud to your partner.
After the scrimmage
They might threaten to reject the person
to look like a well-known athlete
If a student has studious peers
Inez ee | NEZ
pressure PREH | shur
decision dih | SIH | zhun
unspoken uhn | SPOH | kuhn
celebrities suh | LEH | brih | teez
Decoding practice:
Complete these words from the passage that start with a consonant blend.
scr________
spr_________
fr_________
br_________
pr_________
thr_________
If you don’t know the word already:
a) Underline and say the single sounds in the blend.
b) Say the sounds out loud as a blend.
c) What sounds are in the rest of the word?
d) Say and write the whole word.
SERP Institute, 2014-2020 STARI Unit 1.1 • Fluency B
Pa"age 8 p. 43
Day Two // one minute
P%r Pre"ure Part 2: Last read WPM ___________
Part 3: Comprehension and discu"ion
Inez is on her school soccer team. After the scrimmage, she sprawls on the bench withher friends. They wait for a ride home. “Team party this weekend!” Dee says. “Mybrother will buy us some 40s. Inez, you have to come!” Inez doesn’t drink, and shedoesn’t want to. But she doesn’t know what to say. She doesn’t want her friends to 64think she’s a baby. 68
Inez is feeling peer pressure. This means she is feeling pushed to make a decision by 84someone her own age. When peers pressure someone to do something, they might use 98insults. They might threaten to reject the person. Or they might argue that what they’re 113doing is okay. Peer pressure can make teens do things they normally would not do. 128
Peer pressure can also be unspoken. People of all ages feel pressure to talk, act, or 144dress like people whom they admire. Students might wear a brand of snazzy sneakers 158to look like a well-known athlete. Adults might dream of owning an SUV model that 174celebrities drive. 176
Peer pressure can also be positive. If a student has studious peers, she might feel 191pressure to do her homework. Members of a team can put pressure on each other to 207attend practice and train hard. Choosing to be around the right peers is a smart 222strategy. It can help us feel positive, rather than negative, peer pressure. 234
Can you think of a time when you felt peer pressure? Was it positive or
negative? What did you feel pressured to do? ____________________________
___________________________________________________________________
Share your experience with your partner. What kind of peer pressure has your
partner experienced? _________________________________________________
___________________________________________________________________
SERP Institute, 2014-2020 STARI Unit 1.1 • Fluency B
Pa"age 8 p. 44
Day One Ta&ling or Reporting?
Part 1: Silent read
Why won’t teens tell when something bad is happening? Read silently.
Parents and teachers often tell children, “Don’t tattle.” They want children to reportdangerous behavior, of course. But they also want kids to learn to solve their ownproblems. Children can’t thrive if adults are always stepping in. But small children often run to an adult when they see the rules being broken.
As children get older, the opposite problem develops. Peers become the prime focus.Adults become less important. Many teens hesitate to share problems with adults. They stop believing adults can help. They also may feel that “snitching” is bad. As aresult, bullying and acts of violence go unreported. Some teens would rather be blamed than tell on the real culprits. A culture of “no tattling” means bullies can dowhat they want.
Violence prevention experts say communities must come together. When bullying is a problem at school, students cannot stop it on their own. Adults cannot stop it on their own. Both groups need to trust each other. Students need to report unsafe behavior. It’s critical that adults act when they hear about threats or bullying.
However, many communities lack this healthy trust. “Most kids say to us that theywill never tell a teacher or parent. Kids believe telling won’t change anything,” saysone bullying expert. “In most schools, students keep quiet. They have to feel that anadult is going to be able to help.”
SERP Institute, 2014-2020 STARI Unit 1.1 • Fluency B
Pa"age 9 p. 45
Day One // one minute
Ta&ling or Reporting? Part 2: First timed read WPM ___________
Part 3: Comprehension and discu"ion
Parents and teachers often tell children, “Don’t tattle.” They want children to reportdangerous behavior, of course. But they also want kids to learn to solve their ownproblems. Children can’t thrive if adults are always stepping in. But small children often run to an adult when they see the rules being broken. 53
As children get older, the opposite problem develops. Peers become the prime focus. 66Adults become less important. Many teens hesitate to share problems with adults. 78They stop believing adults can help. They also may feel that “snitching” is bad. As a 94result, bullying and acts of violence go unreported. Some teens would rather be 107blamed than tell on the real culprits. A culture of “no tattling” means bullies can do 123what they want. 126
Violence prevention experts say communities must come together. When bullying is 137a problem at school, students cannot stop it on their own. Adults cannot stop it on 153their own. Both groups need to trust each other. Students need to report unsafe 167behavior. It’s critical that adults act when they hear about threats or bullying. 180
However, many communities lack this healthy trust. “Most kids say to us that they 194will never tell a teacher or parent. Kids believe telling won’t change anything,” says 208one bullying expert. “In most schools, students keep quiet. They have to feel that an 223adult is going to be able to help.” 231
How do attitudes about tattling change as children get older?
___________________________________________________________________
___________________________________________________________________
What is one reason that students don’t tell adults about bullies?
___________________________________________________________________
___________________________________________________________________
SERP Institute, 2014-2020 STARI Unit 1.1 • Fluency B
Pa"age 9 p. 46
Day One Ta&ling or Reporting?
Part 4: Phrase-cued reading
Read the passage out loud in phrases to your partner.
Pause at each / mark for a phrase.
Also pause at each // mark that shows the end of a sentence.
I read the passage in phrases out loud to my partner.
Parents and teachers often tell children, / “Don’t tattle.” // They want children to report dangerous behavior, / of course. // But they also want kids / to learn to solve their own problems. // Children can’t thrive / if adults are always stepping in. // But small children often run to an adult / when they see rules being broken. //
As children get older, / the opposite problem develops. // Peers become the prime focus. // Adults become less important. // Many teens hesitate to share problems with adults. // They stop believing adults can help. // They also may feel that “snitching” / is bad. // As a result, / bullying / and acts of violence / go unreported. // Some teens would rather be blamed / than tell on the real culprits. // A culture of “no tattling” / means bullies can do what they want. //
Violence prevention experts / say communities must come together. // When bullying is a problem at school, / students cannot stop it on their own. // Adults cannot stop it on their own. // Both groups need to trust each other. // Students need to report unsafe behavior. // It’s critical that adults act / when they hear about threats / or bullying. //
However, / many communities lack this healthy trust. // “Most kids say to us / that they will never tell a teacher or parent. // Kids believe telling won’t change anything,” / says one bullying expert. // “In most schools, / students keep quiet. // They have to feel / that an adult is going to be able to help.” //
SERP Institute, 2014-2020 STARI Unit 1.1 • Fluency B
Pa"age 9 p. 47
Day Two Ta&ling or Reporting? Part 1: Tricky phrases and words
Read these phrases and words out loud to your partner.
They want children to report dangerous behavior
the opposite problem develops
Many teens hesitate to share problems with adults
It’s critical that adults act
hesitate HEZ | ih | tayt
unreported uhn | rih | POR | tid
culprits KUHL | prits
culture KUHL | chur
prevention prih | VEN | shuhn
communities kuh | MYOO | nih | teez
Decoding practice:
Complete these words from the passage that start with a consonant blend.
thr________
pr_________
tr_________
sn_________
pr_________
bl_________
If you don’t know the word already:
a) Underline and say the single sounds in the blend.
b) Say the sounds out loud as a blend.
c) What sounds are in the rest of the word?
d) Say and write the whole word.
SERP Institute, 2014-2020 STARI Unit 1.1 • Fluency B
Pa"age 9 p. 48
Day Two // one minute
Ta&ling or Reporting? Part 2: Last read WPM ___________
Part 3: Comprehension and discu"ion
Parents and teachers often tell children, “Don’t tattle.” They want children to reportdangerous behavior, of course. But they also want kids to learn to solve their ownproblems. Children can’t thrive if adults are always stepping in. But small children often run to an adult when they see the rules being broken. 53
As children get older, the opposite problem develops. Peers become the prime focus. 66Adults become less important. Many teens hesitate to share problems with adults. 78They stop believing adults can help. They also may feel that “snitching” is bad. As a 94result, bullying and acts of violence go unreported. Some teens would rather be 107blamed than tell on the real culprits. A culture of “no tattling” means bullies can do 123what they want. 126
Violence prevention experts say communities must come together. When bullying is 137a problem at school, students cannot stop it on their own. Adults cannot stop it on 153their own. Both groups need to trust each other. Students need to report unsafe 167behavior. It’s critical that adults act when they hear about threats or bullying. 180
However, many communities lack this healthy trust. “Most kids say to us that they 194will never tell a teacher or parent. Kids believe telling won’t change anything,” says 208one bullying expert. “In most schools, students keep quiet. They have to feel that an 223adult is going to be able to help.” 231
If you saw a peer being hurt by another peer, would you ever tell an adult?
Why or why not? ____________________________________________________
__________________________________________________________________
Check in with your partner. Would they ever tell an adult? Why or why not?
__________________________________________________________________
SERP Institute, 2014-2020 STARI Unit 1.1 • Fluency B
Pa"age 9 p. 49
Day One Teasing: Friendly or Mean?
Part 1: Silent read
Is teasing fun or cruel? Read silently.
The track team has finished their drills. Gina is the first one to finish the mile. “Youwin again, girl!” Troya yells. “Those long legs are definitely helping you out!” Ginasmiles at her friend’s words. She feels good about being tall and speedy.
The next day, Gina is working on a problem in math class. Suddenly, Tyler calls out, “Hey, down in front! We can’t see over Gina the Giant!” Gina blushes and slumpsdown low in her seat, embarrassed.
After school, Rachel and Gina walk home together. Rachel pulls out a pack ofcigarettes and offers one to Gina, but Gina refuses. “What are you, too good to smoke?” Rachel comments. “Are you afraid your mother might see you?”
In all three scenarios, Gina was being teased. Teasing is making a joke aboutsomeone. Teasing often focuses on someone’s appearance or behavior. One expertsays there are three kinds of teasing: friendly, mean, and taunting. When Troya teased Gina about being tall, this was friendly teasing. Friendly teasing is playful and makes a person feel accepted for who they are. Mean or hurtful teasing, likeTyler’s comment, is intended to make a person feel bad. Taunting, like Rachel’s comments about smoking, can pressure someone to do something dangerous or stupid.
Ultimately, only the person being teased can decide whether teasing is friendly orhurtful. Only the person being teased knows for sure how it makes them feel inside.
SERP Institute, 2014-2020 STARI Unit 1.1 • Fluency B
Pa"age 10 p. 50
Day One // one minute
Teasing: Friendly or Mean? Part 2: First timed read WPM ___________
Part 3: Comprehension and discu"ion
The track team has finished their drills. Gina is the first one to finish the mile. “Youwin again, girl!” Troya yells. “Those long legs are definitely helping you out!” Ginasmiles at her friend’s words. She feels good about being tall and speedy.
The next day, Gina is working on a problem in math class. Suddenly, Tyler calls out, 60“Hey, down in front! We can’t see over Gina the Giant!” Gina blushes and slumps 75down low in her seat, embarrassed. 81
After school, Rachel and Gina walk home together. Rachel pulls out a pack of 95cigarettes and offers one to Gina, but Gina refuses. “What are you, too good to 110smoke?” Rachel comments. “Are you afraid your mother might see you?” 121
In all three scenarios, Gina was being teased. Teasing is making a joke about 135someone. Teasing often focuses on someone’s appearance or behavior. One expert 146says there are three kinds of teasing: friendly, mean, and taunting. When Troya 159teased Gina about being tall, this was friendly teasing. Friendly teasing is playful 172and makes a person feel accepted for who they are. Mean or hurtful teasing, like 187Tyler’s comment, is intended to make a person feel bad. Taunting, like Rachel’s 200comments about smoking, can pressure someone to do something dangerous or 211stupid. 212
Ultimately, only the person being teased can decide whether teasing is friendly or 225hurtful. Only the person being teased knows for sure how it makes them feel inside. 240
What is teasing?
___________________________________________________________________
How can you tell if teasing is friendly or hurtful?
___________________________________________________________________
___________________________________________________________________
SERP Institute, 2014-2020 STARI Unit 1.1 • Fluency B
Pa"age 10 p. 51
Day One Teasing: Friendly or Mean?
Part 4: Phrase-cued reading
Read the passage out loud in phrases to your partner.
Pause at each / mark for a phrase.
Also pause at each // mark that shows the end of a sentence.
I read the passage in phrases out loud to my partner.
The track team has finished their drills. // Gina is the first one to finish the mile. // “You win again, / girl!” / Troya yells. // “Those long legs are definitely helping you out!” // Gina smiles at her friend’s words. // She feels good about being tall and speedy. //
The next day, / Gina is working on a problem in math class. // Suddenly, / Tyler calls out, / “Hey, / down in front! // We can’t see over Gina the Giant!” // Gina blushes / and slumps down low in her seat, / embarrassed. //
After school, / Rachel and Gina walk home together. // Rachel pulls out a pack of cigarettes / and offers one to Gina, / but Gina refuses. // “What are you, / too good to smoke?” / Rachel comments. // “Are you afraid your mother might see you?” //
In all three scenarios, / Gina was being teased. // Teasing is making a joke about someone. // Teasing often focuses on someone’s appearance / or behavior. // One expert says there are three kinds of teasing: / friendly, / mean, / and taunting. // When Troya teased Gina about being tall, / this was friendly teasing. // Friendly teasing is playful / and makes a person feel accepted for who they are. // Mean or hurtful teasing, / like Tyler’s comment, / is intended to make a person feel bad. // Taunting, / like Rachel’s comments about smoking, / can pressure someone to do something dangerous / or stupid. //
Ultimately, / only the person being teased can decide whether teasing is friendly / or hurtful. // Only the person being teased knows for sure / how it makes them feel inside. //
SERP Institute, 2014-2020 STARI Unit 1.1 • Fluency B
Pa"age 10 p. 52
Day Two Teasing: Friendly or Mean? Part 1: Tricky phrases and words
Read these phrases and words out loud to your partner.
and slumps down low in her seat
In all three scenarios
can pressure someone to do something dangerous
Teasing often focuses on someone’s appearance
is intended to make a person feel bad
like Rachel’s comments about smoking
definitely DEF | ih | nit | lee
embarrassed em | BAIR | est
cigarettes SIG | uh | rets
scenarios sih | NAHR | ee | ohz
appearance uh | PEER | uhnss
behavior bee | HAY | vyur
ultimately UL | tih | mit | lee
Decoding practice:
Complete these words from the passage that start with a consonant blend.
tr________
Tr_________
dr_________
bl_________
If you don’t know the word already:
a) Underline and say the single sounds in the blend.
b) Say the sounds out loud as a blend.
c) What sounds are in the rest of the word?
d) Say and write the whole word.
SERP Institute, 2014-2020 STARI Unit 1.1 • Fluency B
Pa"age 10 p. 53
Day Two // one minute
Teasing: Friendly or Mean? Part 2: Last read WPM ___________
Part 3: Comprehension and discu"ion
Can you explain the difference between teasing in a friendly way and teasing
in a mean way? _____________________________________________________
___________________________________________________________________
Share your answer with your partner. What does your partner think?
___________________________________________________________________
The track team has finished their drills. Gina is the first one to finish the mile. “Youwin again, girl!” Troya yells. “Those long legs are definitely helping you out!” Ginasmiles at her friend’s words. She feels good about being tall and speedy.
The next day, Gina is working on a problem in math class. Suddenly, Tyler calls out, 60“Hey, down in front! We can’t see over Gina the Giant!” Gina blushes and slumps 75down low in her seat, embarrassed. 81
After school, Rachel and Gina walk home together. Rachel pulls out a pack of 95cigarettes and offers one to Gina, but Gina refuses. “What are you, too good to 110smoke?” Rachel comments. “Are you afraid your mother might see you?” 121
In all three scenarios, Gina was being teased. Teasing is making a joke about 135someone. Teasing often focuses on someone’s appearance or behavior. One expert 146says there are three kinds of teasing: friendly, mean, and taunting. When Troya 159teased Gina about being tall, this was friendly teasing. Friendly teasing is playful 172and makes a person feel accepted for who they are. Mean or hurtful teasing, like 187Tyler’s comment, is intended to make a person feel bad. Taunting, like Rachel’s 200comments about smoking, can pressure someone to do something dangerous or 211stupid. 212
Ultimately, only the person being teased can decide whether teasing is friendly or 225hurtful. Only the person being teased knows for sure how it makes them feel inside. 240
SERP Institute, 2014-2020 STARI Unit 1.1 • Fluency B
Pa"age 10 p. 54