Student literature: Green level - Pro-Ed

Typically for
Grades 6–9
Interactive Magazine
de Publishers
of Harco urt Tra
Radical Radiation! Life in the
Atomic Age informs readers about
radiation and atomic theory and
their positive and negative effects
on society from medical x-rays to
catastrophic bombs in World War II.
h permission
Expository Chapter Book
.
Breakthrough! is a magazine-style collection of articles,
fiction, cartoons, and poems about breakthroughs—in
music, communication, medicine, space, and more.
wit
Cover reprinted
Bo ldprin t and
Timeline imag
es used wit h
permission fro
m Rubicon.
Student Literature: Green Level
Mars Colony is a science fiction
graphic novel that tells the story of the
Changs,
one of 128 families sent to
Mars in the year 2130 to form
the first human colony.
rt Trade Pu
of Harcou
permission
Cover repr
The Window, by Jeanette Ingold,
is the story of a teenage girl
who survives a car accident
that kills her mother and leaves
her blind and alone. Living with
relatives she doesn’t know and
struggling to adjust to life without
her sight are just some of her challenges.
blishers .
Award-Winning Novel
inted with
Timeline
Bo ldprin t and
images used
wit h permiss
ion from Rubic
on.
Graphic Novel
6
TextConnections
Interactive Magazine
Revolution! contains 12 interactive articles including
examinations of the lives of noted individuals
(Nelson Mandela, Elizabeth Eckford, Steve Biko, and
others) who have fought for freedom and equality.
ers .
Trade Publish
ion of Harco urt
wit h permiss
Very Far Away From Anywhere Else,
by celebrated author Ursula K.
LeGuin, follows the course of
two teenagers’ friendship
during their senior year of
high school. This affecting
novel is a coming-of-age
portrayal of young adults
struggling to be true to
themselves and follow their dreams.
Cover reprinted
Award-Winning Novel
Expository Chapter Book
es used wit h
In a Class of Her Own is a historical fiction
graphic novel that also features expository
text about the true story of Ruby Bridges, the
six-year-old girl who made civil rights history
in 1960 as the first African American to
attend an all-white school in New Orleans.
Timeline imag
Graphic Novel
permission fro
m Rubicon.
The Cloning Controversy provides
a brief and accessible introduction
to genetics, as it explores the
controversy surrounding the
possibility of human cloning.
Bo ldprin t and
Cover reprinted
wit h permiss
ion of Harco urt
Trade Publish
ers .
Bo ldprin t and
Timeline imag
es used wit h
permission fro
m Rubicon.
Typically for
Grades 9–12
Student Literature: Magenta Level
progr am Walk through
7
Teacher Materials
Teacher Guide
• At-a-glance “big picture” planning
• Built-in assessment guidelines and resources
• Time-saving lessons, clearly stepped out
• Reproducibles
• Explicit, research-based instruction
“Bell-to-bell” suppor t
provides every thing teachers need!
Additional Support
• Vocabulary Poster with academic
terms needed for school success
• Talking About Text Poster with ways
to discuss the author’s craft
• Whole-class activities on CD-ROM
for whiteboard projection (also
available as transparencies
for overhead projectors)
8
TextConnections
Positive
Ways to Di
the Autho scuss
r’s Craft
The author
Negative
L an
that excite uses sensor y lan
g ua
guage
our five sen
ge
ses), such (words
as...
The author
The langua
uses strong
ge the aut
verbs, like
not
hor use
ver y descrip
This chapte
...
tive. For exa s is dull and
interesting r is full of colorful,
mple...
The author
description
uses a lot
Unit 1: Reading Self and Society
s, such as..
of weak, bor
.
This chapte
ing verbs,
The writing
like...
is full of act
that are diff r is full of vague
ion, such
descrip
icult to visu
as...
alize, suc tions
This author
h as...
This chapte
and unique ’s writing style is
r is boring
esp
orig
. For examp
ecially the
and
inal
part where slow-moving,
le...
...
This paragr
For instan aph is full of clichés
The plot sur
ce...
.
prised me
PLo
when...
Unit 2: Reading Media
t
The plot is
suspensefu
l, like when.
The plot is
The plot is
..
predictab
believable.
le,
like when.
For examp
The plot is
..
le...
The story
dull. For ins
tance...
character has an original (ch
The plot is
aracter vs.
character vs. self, character vs.
not believ
character,
vs. society
able. For exa
) plot con nature,
mple...
The story
flict.
has
The climax
a
cliché (ch
character
of the plo
aracte
t is powerfu
character vs. self, character vs. r vs. character,
l when...
There is a
vs. society
satisfying
) plot con nature,
resolution
flict.
The climax
when...
of the plo
t is disapp
ointing bec
The
resolution
The charac
ause...
Unit 3: Reading engliSh langUage aRtS
is disappoin
Cha
ter is (origin
ting becaus
r aC
al, believabl
e...
The main
e,
t
wel
e
l-ro
r
unded).
interestingcharacter’s conflic
The charac
t is
to me bec
ter is (not
ause...
original, unb
The main
The main
elievable,
grabbing character faces an
flat).
uninteres character’s conflic
complicatio
atte
ting becaus
t is
n when... ntione...
The author
The obstac
character has included ma
are unexcitles the character
ny
motivation
must overco
ing. For exa
s, such as..fascinating
me
mple...
.
I can tell
The charac
a
author des lot about the charac
by any thi ter doesn’t seem
to be
ng ver y com
is dressed, cribes (her or his ter by the way the
action
what other
pelling bec motivated
people say s, the way she or
ause...
Unit 4: Reading Science
he
I can’t tell
about her
ver
or him).
the charac y much about
ter becaus
The setting
e…
Se t
are easy to details (time and
t in
pla
visualize.
g
For instan ce)
ce...
The setting
The
affects the
setting is
difficult to
plot becaus
visualize.
e...
For examp
The setting
le...
to the plo doesn’t seem con
The story
t because...
nected
t he
relationshiseems to have a me
ssa
ps, person
me
al charac ge about (society,
ter). For exa
The main
I don’t rea
mple...
an import character learns
Unit 5: Reading Social StUdieS
is trying tolly get the message
ant lesson
the
communic
when...
ate becaus author
e...
There’s no
character evidence that the
ma
really lea
rns the less in
on. For exa
mple...
Vocabulary
Talking Ab
out
thinkaloud
anticipate
Key Academic Terms
You Need to Know
visualize
statement
priorknowledge
predict
advertisement
inferencequestion
rootword
mainidea
media
persuade
affix
reread
clarifyingquestion
bandwagon
construct
sensorylanguage
plot
narrator
characterization
strongverb
plotconflict
script
character
setting
blocking
science
tableofcontents
atom
electron
scientificmethod
glossary
element
proton
sciencetexts
index
nucleus
neutron
scan
secondarysource
pictograph
transportation
keyconcept
artifact
prehistoric
agriculture
massproduction
primarysource
history
chronological
synthesis
978-1-58059-536-7
978-1-58
059-541-
3
Principles & Practices
• Overview of units, recommended reading lists, and instruction
• Professional resource for both the reading-trained and the
non-reading trained teacher
• Suggestions for classroom management and implementation in
multiple settings
• Assessment resources and guidelines
• Resources to diagnose student needs with guidelines for creating
an instructional plan
• Additional activity ideas, prompts, and projects
Lesson 2.3
Getting Started with
Vocabulary Journals
The teaching
strategies emp
loyed in
TextConnections
strongly support
Language Lea
English
rner
needs. The follo s and students with special
win
supports for thes g tips prov ide additional
e members of
your learning
community.
Support for English
Learners and Students
with Special Needs
TextConnections supports a wide
range of striving adolescent readers,
including ELL students and students with
special needs by providing:
• Lesson adaptations
• Spanish translations of
vocabulary terms
• Word-recognition activities
• General tips for supporting
ELL students
• Models for using reading strategies
in different contexts
• Lesson extensions and activities for
extra support and practice
• Graphic organizers, anticipation guides,
and Likert scales
• Reading passages designed with striving
readers in mind
• Glossaries of key reading terms
UNIT 2, LESSO
N 1.1 (PART 1)
PURPOSE
Step 5 (page 234
)
ELL Students
• Allow lower
proficiency ELL
stud
to do this. Allo
w students with ents more time
limited English
proficiency to
answer only num
10, 11, and 14.
bers 2, 3, 5, 8,
9,
Step 6 (page
234)
Students with
Special Needs
• Some students
with ADHD may
stay ing focused
have difficult y
and
of time. Give stud seated for long periods
ents who appear
fidgety an opp
rest less or
ortunity to mov
e about by hav
them dist ribu
ing
te the magazin
es or journals
can also give
. You
these students
specific tasks,
as erasing the
such
cha lkboard or
white board and
taking dow n the
chart paper or
pieces. This allo
tack ing up new
ws them to mov
being disr upti
e about without
ve.
UNIT 2, LESSO
N 1.3 (PART 2)
Step 4 (page 259
)
ELL Students
• Pair ELL stud
ents with thei
r “pronunciat
buddies.” Hav
ion
e them watch
the faces of thei
buddies and liste
r
n as they read
aloud. Allow the
ELL students
to do two to thre
e paragraphs
the read-aloud,
for
but make cert
ain their buddies
have modeled
it for them first.
UNIT 2, LESSO
N 2.4
Step 9 (page
315)
ELL Students
• Pair ELL stud
ents
reading and ratin with each other to do this
g scale activity
.
In this lesson, students are introduced to the vocabulary-journal process.
This process is a systematic, research-based approach to teaching specific
LESSON EXTEN
SION/CULTURAsuccessfully
academic vocabulary terms that studentsINC
need
participate
L
LUSIOto
N ACTIVITY
ELL Students
in TextConnections, other academic courses,
and other situations they
• Discuss the
different cult ural
will encounter in their lives. Before givingcon
this
see
the
proprieti
cerninglesson,
es section on
volume in othe
r countries. Ask
students when
it is proper to
spea k loudly and Teacher
when it is not.
the vocabulary-journal
process
in
the
Kaplan
TextConnections
For instance,
in a restaurant,
Step 6 (page
doe
s
one
yell
234)
for the waiter
to bring you
ELL Studentsinformation about this
sompowerful
ething?
Handbook for more
approach
to teaching
• If some stud
ents in your clas
s spea k Spanish
as their home
academic vocabulary.
lang uage, incl
ude some
the follo
of
wing magazin
es in your
[start ital, but
do NOT ital com selection:
mas]People en
Espanol, Latina,
Hispanic Mag
azine, Nationa
Geographic en
l
Espanol[end ital]
.
VOCABULARY
UNIT 2, LESSO
N
Term
1.3 (PART 1)
Step 4 (page 250
)
Students with
Special Needs
• When read
ing a passage,
students
spat ial deficits
may become over with visual
the amount of
words on a pag whelmed by
e. To help thes
students, crea
e
te a window by
cutt ing a rectang
in an index card
le
, or prov ide a
ruler for them
use as a “trackin
to
g dev ice” whi
le reading. Th
will help stud
is
ents focus on
the relevant wor
and sentences
ds
whi
information that le blocking out peripheral
can be dist ract
ing.
Spanish Translation (Pronunciation)
think aloud
pensar en voz alta (pen-SAHR en vos AHL-tah)
visualize
visualizar (viz-ew-ahl-ee-SAHR)
preview 2
predict
prever (pray-VAIR)
Tex tCo nne ctio
inference
ns Tea che r Gui
de
predecir (preh-day-SEER)
© 2008 Kapla
n, Inc.
inferencia (in-fair-EN-see-ah)
A ca dem ic MCREL CONTENT STANDARDS
vo
cabuand
lary
in of the reading
Reading Standard 5. Uses the general skills
strategies
T
ex tConnec tion
process
s
includes S pani
Level IV (Grades 9–12)
sh
trunderstand
anslationfis.
gurative, idiomatic, and
• Benchmark 1. Uses context to
technical meanings of terms
• Benchmark 2. Extends general and specialized reading vocabulary
(e.g.,…understands subject-area terminology…)
LESSON/ACTIVITY INSTRUCTIONS
Before Class
Step 1. (20–30 minutes) Place students’ vocabulary journals on their
desks. Post the Kaplan TextConnections Academic
Vocabulary
posterthrough
progr
am Walk
on a wall in your classroom so that it is visible to all students. Make
overhead transparencies of a blank journal entry page from the Kaplan
TextConnections Vocabulary Journal and the Term Understanding Rating
9
Assessment
TextConnections enables teachers to diagnose and monitor student achievement.
• Comprehension Checks quiz students on their understanding of reading passages and related
vocabulary terms; they also allow students to write responses about the texts they have read.
• Oral Reading Fluency Progress Monitoring Graphs allow students to demonstrate their level
of fluency by measuring volume, pace, intonation, word grouping, rate, and accuracy.
• Quickwrites and Writing Projects give students the opportunity
to apply what they have learned through a range of writing tasks;
teachers have various rubrics to evaluate performance.
• Response and Vocabulary Journals enable students
to regularly document independent reading
reflections as well as key vocabulary terms.
Name
Date
Comprehension Check
After reading chapters 7–18 of The Window, answer questions 1–8. Circle the letter of the
correct answer or write your answer on the lines provided.
1.
What is the main idea of this story?
Checks
Com prehension
le-choice
include multip
d and open-ende
questions.
Student s build
aca dem ic voc
abulary
and reflec t on
w hat
they have rea
d using
V ocabulary Jo
urnals.
4. Why does Mandy go to live with her
great aunt and great uncles?
2. How does Mandy change by the end of
the story?
A. Her mother abandoned her, and a
state agency found her relatives.
A. She no longer misses her mother.
B. She decides she is no longer
interested in Ted.
B. Her mother died from the injuries she
received in a car crash.
C. She becomes more open to others,
to her feelings, and to life.
C. Her mother was not well enough to
take care of her anymore.
D. She quits regular high school and
attends a school for the blind.
D. Her mother put her up for adoption,
and her relatives found her.
3. What happened to Mandy’s grandfather,
Paul?
5. What is a plot conflict?
A. He died as a prisoner of war in Korea.
A. the turning point in the story
B. He left Mandy’s grandmother Gwen
and divorced her.
B. the first important event in the story
C. the central problem the main
character faces
C. He joined the Air Force, then never
contacted Gwen again.
D. the point at which the character
solves her problem
D. He was killed in an airplane crash
during the Korean War.
Name
Date
Oral Reading Fluency Assessment
Recording Form: Passage 1
(continued)
207
© 2008 Kaplan, Inc.
03_NA_TC_MS_SG2.indd 207
Passage 1
5/26/09 5:27 PM
UNIT 5: READING SOCIAL STUDIES
Name
Date of Reading
Name of Rater
Title of Passage
Student Rating Scale
VOLUME
PACE
INTONATION
STRONG
IN-BETWEEN
Voice adjusts volume to
match the text’s meaning.
Voice can be heard but
does not always change to
match the text’s meaning.
13
21 Name
There was hope for this little girl, though. Oprah’s grandmother
taught her how to read when she was three. Oprah did well in school.
She even skipped two grades. By 13, she won a scholarship to attend a
better high school.
31
45
59
62
Oprah almost threw away her future, though. As a teenager, she got
into trouble. Her mother sent her to live with her father. He pushed
Oprah to put school first.
74
87
92
Passage 4
She became a good student. And she joined the speech team. Her
speaking skills won her a college scholarship. At 17, she got her first job
at a radio station.
104
118
122
Today, students often take reading and writing tests. These tests
help teachers understand their students’ strengths and how to help
their students improve.
10
20
23
The rest, as they say, is history. Oprah soon became a TV star.
Today, she is one of the most powerful people on TV.
135
146
She’s wealthy, too. She is the world’s richest black person.
156
Not long ago, some Americans had to take a test before they were
allowed to vote. These literacy tests were supposed to measure whether
the person could read and write in English. They were really used,
however, to keep minority citizens from voting. The tests were almost
impossible to pass. Many Americans today would not be able to answer
the types of questions on the tests. For instance, can you name a judge
in your state? Do you know who is the head of the FBI? These tests were
given only to minority voters. Such tests were also given to immigrants
in an attempt to keep unskilled workers from entering the country.
36
47
59
70
82
96
112
124
135
In 1965, congress outlawed literacy tests for voting. Some states
currently have many voters for whom English is not a first language.
These states have helped such voters by printing ballots in languages
other than English. Literacy tests are still, however, a part of the
process of becoming a U.S. citizen.
145
157
168
180
186
WEAK
QUALITATIVE MEASURES
Voice is not loud enough
to be heard, or it cannot
be heard clearly.
Strong
In-Between
Weak
Total Words Read:
PACE
Strong
In-Between
Weak
Errors:
INTONATION
Strong
In-Between
Weak
Correct Words Per
Minute:
WORD
GROUPING
Strong
In-Between
Weak
Accuracy Rate
(Correct/Total):
Teachers and
peers
m onitor fluenc
y
through oral-re
a ding
passages and
fluenc y-skill ru
bric s.
Pace is smooth and
changes to match the text’s
meaning.
Pace is even but does not
always change to match the
text’s meaning.
Pace is too slow or too fast
and does not match the
text’s meaning.
Reading is very expressive.
The boundaries between
sentences are clear.
Reading has some
expression, but there
are unnatural pauses
and incorrect words are
stressed.
Reading lacks or has little
expression, and boundaries
between sentences are not
clear.
Words are often
grouped in correct units.
Reading is smooth and
understandable.
Words are usually grouped
in correct units, but the
reading is choppy.
Words are read one at a
time, slowly, so the reading
is slow and very difficult to
understand.
22
REPRODUCIBLE
Date
Oral Reading Fluency Assessment
Recording Form: Passage 4
READING RATE AND ACCURACY
VOLUME
0101_NA_TC_MS_TG.indd 22
WORD
GROUPING
Oprah Winfrey’s early life was not easy. She was born into a poor
family. Her parents separated soon after her birth.
QUALITATIVE MEASURES
© 2007 Kaplan, Inc.
Strong
In-Between
Weak
Total Words Read:
PACE
Strong
In-Between
Weak
Errors:
INTONATION
Strong
In-Between
Weak
Correct Words Per
Minute:
Strong
In-Between
Weak
Accuracy Rate
(Correct/Total):
5/24/07 12:31:12 PM
WORD
GROUPING
© 2007 Kaplan, Inc.
0101_NA_TC_MS_TG.indd 25
© 2007 Kaplan, Inc.
05_NA_TC_MS_SG.indd 225
10
TextConnections
225
5/31/07 6:53:02 PM
READING RATE AND ACCURACY
VOLUME
REPRODUCIBLE
25
5/24/07 12:31:13 PM