introducing stretch 2 reading: understanding complex text

1 Stretch 2 Reading

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READ 180 Next Generation

Teacher Packet READ 180® Stretch 2 Reading

Introducing Stretch 2 Reading: Understanding Complex Text

Stretch 2 Reading is a collection of grade-level complex, nonfiction texts for READ 180 Next Generation, the world’s most effective system for raising reading achievement. Stretch 2 Reading extends the READ 180 experience by giving students an opportunity to read additional challenging text and practice reading and writing strategies they use daily throughout each READ 180 rBook Workshop. The accompanying instruction for each Stretch 2 text supports careful examination of the meaning and structure of text, and fosters discussion through close reading and evidence-based questioning and writing.

Each Workshop in the READ 180 rBook has a Stretch 2 text. All texts included in Stretch 2 Reading are content-rich literary nonfiction or informational text that will expand students’ knowledge of each Workshop topic.

READ 180® Lexile BandsStage A

Grades 4–6Stage B

Grades 6–8Stage C

Grades 9–12Level 1 200L–450L 200L–450L 200L–450LLevel 2 400L–700L 400L–700L 400L–700LLevel 3 600L–900L 600L–900L 600L–900LLevel 4 n/a 800L–1100L 800L–1200L

Stretch 2 Reading 770L–980L 955L–1155L 1080L–1355L

Using Stretch 2 Reading During an rBook Workshop: Stretch 2 Reading, like the Stretch Texts in RDI 1: Resources for Differentiated Instruction, builds on rBook instruction and content. Both Stretch Texts and Stretch 2 Reading extend the knowledge students have gathered from the first three Readings of the rBook Workshop.

• When do I use Stretch 2 Reading? Use Stretch 2 Reading after students have completed rBook Readings 1, 2, and 3 and completedthe Workshop Reading CheckPoint. Each Reading CheckPoint on the READ 180 Teacher Dashboard refers you to Workshop StretchText lessons for students who are ready for more challenging text.

READ 180® Stretch 2 Reading

2 Stretch 2 Reading

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Teacher Packet

• How should I differentiate instruction using Stretch 2 Reading? Check The GroupinatorTM on the Class Page of your READ 180Teacher Dashboard or use data from your Comprehension Skills Grouping Report to determine which students are ready for achallenge in the rBook Workshop skill. Use rBook Stretch Texts with these students as a scaffold toward Stretch 2. Then, engage allstudents in Stretch 2 in order to promote high-quality discussions about the meaning and structure of challenging text.

READ 180 Workshop 1

WORKSHOP SKILLS AND UNDeRStANDINgS

Writing•Informational

Paragraph

Comprehension•Main Idea and Details•Read for Detail•Analyze

Conventions•Identifying Sentences

and Fragments•Using End Punctuation

Vocabulary/Word Study•Target Words•Synonyms•Antonyms

= Assessed Skill

Reading 1 Reading 2 Reading 3

Multimedia News Article Profile Social Studies Text

At Home in America, p. 8GWhat’s it like for first-generation immigrants to grow up in America? Meet the Ortiz girls—Mayra, Aida, and Monica. All three were born in Brooklyn, New York, but their parents—Sandra and Bautista—are immigrants from the Dominican Republic. Students will see how Sandra and Bautista’s sacrifices are helping their daughters achieve the American Dream.

School Before Soccer, p. 10Soccer teams were begging to get Ghanaian-born immigrant Freddy Adu to play for them, but school came first. Freddy’s mother made sure that he graduated from high school before he turned pro.

Fitting In, p. 12by Jonathan Blum

When Irene Rodriguez came to the U.S. from Mexico, she said good-bye to her grandmother and everything that was familiar. School was a major challenge, but Irene worked hard to succeed.

A New Immigration Boom, p. 16Facts and figures show new immigration trends in the U.S. Immigrants are influencing American culture and politics in major ways—from music and food to voting power and positions in government.

TEXT FEATURE: Reading a Pie Chart, p. 18

450LModerate 1 530LModerate 1

CONTENT AREA: World Geography



450LSimple

stRetch text 21st centuRy liteRacy infoRmative assessment

Interview Technical Text Informational Text

An Interview With Junot Díaz, Winner of the 2008 Pulitzer Prize, RDI Book 1: p. 543by Steve Inskeep

For students who are ready for a more advanced text, access this interview with award-winning author Junot Díaz. The author discusses his experience as an immigrant from the Dominican Republic. Students will learn how Díaz dealt with the transition and came to define his new American identity. Click the link above or enter the keyword on SAM to access pp. 542–545 of RDI Book 1 .

SAM Keyword: Stretch Text W1

Analyze a RegistrationForm, p. 28Understanding registration forms can help youaccurately apply for programs, clubs, college, andjobs. Students will learn how to use registrationforms and set personal or academic goals.

CAREER PATH:Spanish teacher, p. 29Sometimes, a goal that you set for yourself can benefit others. This was the case with Pedro Gonzalez. He decided to be a teacher who makes learning fun. Students will readan interview with Gonzalez to learn about his career as a Spanish teacher.

rSkills Test 1Assess students’ skills and understandings with Sociology, Social Studies, and Biographical articles focusing on immigration in America.

SAM Keywords: rSkills 1a ■

rSkills 1b

CONTENT AREA:Government and Economics


Moderate 2 1000L

8C The New Americans 8D

Anchor Video

Reader and Task

text COMPLexIty Key

QualitativeMeasure

QuantitativeMeasure*

* Lexile® Measure

the New Americans WORKSHOP

1WoRkShop ovERviEWWoRkShop ovERviEW

In these texts, readers discover the struggles and successes of immigrants in America.

The New Americans

the New Americans

Reading Skills & Strategies

Reading Skills & Strategies

www.scholastic.comFor more information, call toll-free 1-877-234-READor visit www.scholastic.com/read180

StageB

Resources For Differentiated Instruction

• Phonemic Awareness, Phonics & Syllabication

• Fluency

• Spelling

• Vocabulary & Word Study

• Comprehension

• Stretch Text

Reading Skills &Strategies

Stretch 2 Student Reading

Stretch 2


3 Stretch 2 Reading

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Teacher Packet

Components: Stretch 2 Reading includes a Student Packet and a Teacher Packet for each rBook Workshop, downloadable from the READ 180 Community.

Each Student Packet contains:

• the Workshop Stretch 2 text

• two writing prompts that covera range of text types

Each Teacher Packet contains:

• an overview of the text that includes the Text Complexity key, rBook Workshopconnections, and academic vocabulary

• five days of whole- and small-group instruction that includes the Stretch 2 text,guiding questions, and strategies for vocabulary support

• two writing prompts that cover a range of text types

• extension reading, research, and projects

The instruction for longer texts focuses on text-based discussion for five days, with writing assigned as homework. The instruction for shorter texts focuses on text-based discussion for four days, with writing instruction on the fifth day.

Student Stretch 2 Packet Teacher Stretch 2 Packet

Stretch 2 Text (approx. 3–6 pages)

Writing Prompts (1 page)

Writing Prompts (1 page)

Extension Activities (1 page)

Overview (1 page)

Whole-/Small-Group Instruction

(approx. 15 pages)


4 Stretch 2 Reading

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Teacher Packet

Text Complexity: The texts selected for inclusion in Stretch 2 Reading provide useful information, exhibit exceptional craft and structure, and contain ideas and language worth analyzing. These texts are highly complex additions to each rBook Workshop, providing students with opportunities to read, analyze, and consider multiple levels of meaning, explicit and implicit purposes, a variety of text structures, sophisticated themes, unfamiliar perspectives and points of view, and use of figurative, ironic, and domain-specific language. Each Stretch 2 text meets both qualitative and quantitative dimensions of the grade band for the READ180 Stage.

Close Reading: The texts included in Stretch 2 Reading are worthy of close reading tasks and require detailed and careful rereading for a deep understanding of the meaning and nuances of each text. During whole group, students will silently read one to four paragraphs of the text. Then, students will follow along as the teacher reads a longer portion of the text aloud. During each day’s small-group rotation, students will reread specific paragraphs in response to four to six text-based questions that require them to analyze levels of meaning or purpose, text structure, and language conventions and clarity. By reading and rereading the texts, and asking and answering questions, students will become confident, fluent readers of complex texts. Sometimes a confident reader can read parts of a text aloud. Rotate among several confident student readers throughout the year, rather than relying on the same one or two students to read the text aloud.

Academic Discussion: The four to six text-based questions posed in each day’s small-group rotation are designed to engage students in academic discussion. Students will refer to evidence from the text as the basis of their responses as well as respond to each other’s ideas. These questions prompt students to make inferences based on careful examination of the text. The instruction includes RED Routines for academic discussion, such as Think (Write)-Pair-Share, Idea Wave, and Numbered Heads, to facilitate a classroom of active and accountable voices.

Vocabulary: Challenging words that appear without context clues to their meaning are underlined, and definitions for these words are provided in the right margin. In addition, several of the text-based questions for each text focus on a high-value academic word, with instruction to guide students to determine the meaning of the word and then make an inference about the content of the text based on the author’s use of that word. Students should be able to determine meanings for most of the words in each text by carefully rereading a portion of the text and considering context clues for the meaning of any unfamiliar word.


5 Stretch 2 Reading

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Teacher Packet

Writing: The texts included in Stretch 2 Reading model the thinking and writing students should aspire to in their own work. The two writing options for each text require students to write to the source, i.e., using evidence from the text to present careful analysis, well-defended claims, and clear information. Rather than providing writing prompts that students can answer from their own experiences, the Stretch 2 Reading prompts expect students to have read and reread the text and select textual evidence in order to formulate an appropriate written response.

By enriching each rBook Workshop with Stretch 2 Reading’s close reading, rereading, discussion, and writing, READ 180 can foster student confidence with complex text and reinforce skills for building and extending their understanding of text. Use Stretch 2 Reading to help students make the connection between comprehending rich text and gaining the knowledge they need to become career and college ready.

introducing stretch 2 reading: understanding complex text

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