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Teacher Guide with Reproducible Student Pages and Checkpoint Assessments

Foundational skills, reading literature, reading informational text, writing, and language

Targeted, scaffolded lessons

Multiple entry and exit points

Gradual release of responsibility model

Ongoing progress monitoring

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SAM: 9780328894581ADV: 9780328899630

Sample Pages

Enclosed Flip Over for Level E

Sampler Table of ContentsProgram Overview Page 4

Lesson Overview Page 6

Skills Overview Page 12

Intervention and Your Students Planning 5

Adapting to Students’ Needs Page 27

Building Language Page 28

Building Fluency Page 29

Building a Home-School Connection Page 32

Understanding the Research Base Page 33

Part 1: Foundational Skills Level B Long Vowels and Silent E Page 35

Student Reproducible Pages Page 39

Long Vowel Patterns Page 43


Vowel Teams Page 51


Checkpoint Assessment on Page 59

Phonics and Word Recognition

Part 2: Reading, Writing, and Language Level B Identify Main Topic and Details Page 61


Connect Information in a Text Page 71


Checkpoint Assessment on Page 81 Reading Informational Text

TABLE OF CONTENTSPrOgrAm OvErviEw .............................................. T2

LESSON OvErviEwTeacher Pages ............................................................. T4Student Pages ............................................................ T6read Passages and Build vocabulary .......................... T7Formative Assessment ................................................ T8

SkiLLS OvErviEwFoundational Skills .................................................... T10reading Literature Skills ........................................... T19reading informational Text Skills .............................. T20writing Skills ............................................................. T21Language Skills .......................................................... T22

iNTErvENTiON ANd YOur STudENTSPlanning .................................................................... T23Pacing ........................................................................ T24Adapting to Students’ Needs ..................................... T25Building Language ..................................................... T26Building Fluency ........................................................ T27Building a Home-School Connection .......................... T30understanding the research Base ............................. T31

Part 1: Foundational Skills Lessons ....................T33

Part 2: Reading, Writing, and Language Lessons ..............................................T205

ReadyUp! Intervention • Table of Contents T • 1

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FOUNDATIONAL SKILLS

PART

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READING, WRITING, AND LANGUAGE

PART

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PROGRAM OVERVIEW

ReadyUp! Intervention Program Overview

Targeted, Flexible InterventionReadyUp! Intervention is designed to help teachers target and address students’ intervention needs, whether they require minor remediation or intensive instruction.

Targeted Intervention Every lesson is based on Common Core State Standards. Teachers can use the Table of Contents (p. iii) or Skills Trace (p. T10) to quickly find the lessons that correspond to particular grade-level standards or the broader skill concepts their students struggle to master. The program offers flexibility through multiple entry and exit points to accommodate students’ differing intervention needs and rates of mastery.

Scaffolded Instruction Lessons are scaffolded in one of two ways, depending on the nature of the skills addressed.

• Discrete skills are scaffolded into small, manageable minilessons for thorough coverage and focused practice.

• Broader skills progress from easier minilessons to harder minilessons, offering a range of entry points for students as well as scaffolded practice to help them develop understanding and demonstrate proficiency.

Data-Driven Assessment Two levels of assessment checks—after discrete minilessons and after a series of related lessons—allow teachers to quickly monitor students’ progress throughout the program.

Comprehensive Intervention Coverage in Two PartsReadyUp! Intervention offers lessons that cover the spectrum of students’ intervention needs, from foundational skills to reading literature, reading informational text, writing, and language.

T•2 ReadyUp!InterventionLevelB

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Lesson 1 Follow Words in Sentences

Liz has a brother named Jon.Jon likes to climb trees.Liz also likes to climb trees.Both Liz and Jon like bees.

Liz and Ann are sisters.They like to play.Liz likes bees.Ann does not!

LEVEL A • PRACTICE AND ASSESS

Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.S • 35 Print Concepts

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2. Bees make honey.

3. Liz likes to eat honey.

Honey can be good for you.

Bees live in hives.




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Before the Storm

Liz went outside to put her toys away.Then Liz felt water.She jumped.She ran to the house as the rain came.

LEFT RIGHT

LEVEL A • MODEL AND TEACH


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INTRODuCE Explain that language is spoken and written. Tell students that they can learn how to read written language by following words from left to right, top to bottom, and page by page.

MODEL Ask students to watch your finger move along the text as you read the passage from Student Page S33. Move your finger from left to right, just beneath each word. At the end of a line, move your finger back to the left and down to the next line to continue modeling.

Before the Storm

Liz went outside to put her toys away. Then Liz felt water. She jumped. She ran to the house as the rain came.

LEFT RIGHTRead left to right.

TEACH After you read the passage once, move your finger under the first line of text again. My finger moves from left to right. We read from left to right. Then read the passage again and move your finger under each word as you read. My finger moves down after the end of a line. When we read, we read from left to right and from top to bottom. When you reach the bottom of a page, go to the top left of the next page. Demonstrate these movements again. Emphasize the process by using different books in the classroom.

RF.K.1.a Follow words from left to right, top to bottom, and page by page.

RF.K.1.b Recognize that spoken words are represented in written language by specific sequences of letters.

ObjECTIvES:• Recognize that

spoken words are written in groups of letters.

• Understand that English print is read left to right, top to bottom, and page by page.

Print Concepts T • 33

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PRACTICE 2 Remind students that words are made up of letters and that we read words from left to right. Write or display the following sample paragraph from Student Page S35:


Point to the first word in the first sample sentence. I start reading words from the left. Where should I go to continue reading? Pause for students to respond. Yes, I should read from left to right. Where should I go when I get to the end of a line? Yes, I should go to the next line below it, starting at the left.

Ask volunteers to point out the direction in which each sentence should be read. Have students draw an arrow to indicate the correct direction.

MONITOR PROGRESS Distribute the following passage from Student Page S35 and ask: In which direction do you read the passage? Draw an arrow under each line to show how you read the passage.


IF… students have difficulty with directionality, THEN… model the correct process by rereading each sample sentence and moving your finger under each word as you read. Have students repeat the sentence after you, using their finger to show directionality as they say the words with you.

REMIND STUDENTS THAT …• spoken words are

written in groups of letters.

• text is read from left to right and top to bottom.


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PRACTICE 1 Tell students you are going to show them how to find word in a sentence. Write out or display the following sample sentence from Student Page S34:

Bees live in hives.

Explain that a word is a group of letters and that in a written sentence words are separated by spaces. Say: Bees is the first word. Live is the second word. Bees and live are separated by a space. Now point out the other words in this sentence. Pause for students to point out each word. Offer corrective feedback as needed.

Next, tell students you will help them read words in a sentence. You found the words in the sentence. To read the sentence, I read each word, starting on the left. I read each word until I get to the last word on the right.

Write or display the following sample sentences from Student Page S34:

1. Bees like flowers.2. Bees make honey.3. Liz likes to eat honey.

Have volunteers circle the words in the sentences and then draw arrows under the sentences to show in which direction the sentences should be read.

MONITOR PROGRESS Have students look at the following sentence from Student Page S34:


Have students circle the words in the sentence. Then ask them to draw an arrow to show in which direction the sentence should be read.

IF… students have difficulty identifying words, THEN… model the correct response by circling each word in the sentence.


represented by groups of letters.

• text is read from left to right.

T • 34 Print Concepts


LEVEL A • READ

DIRECTIONS Follow along as your teacher reads aloud the title and passage, “Living in the Desert.” Look at the illustrations.

Living in the DesertDeserts are very dry places. The

Sonoran Desert in the United States can get very hot during the day. But it can become very cold at night.

Deserts are very hard places to live. Water is hard to find. Some plants such as cactuses can store water, or hold it to use later. Animals get water from their food. For example, kangaroo rats never need to drink water. They get all the water they need from the seeds they find on the desert floor.

Kangaroo rats and pocket mice build homes underground. This helps keep them cool during the hot days. It also protects them from snakes. At night, these little animals come out of their homes to look for food.

Lesson 47 Understand Illustrations in a Text

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Reading Informational Text T • 277

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RI.K.7 With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).

See also L.K.5.b

ObjECTIvES:• Describe illustrations.

• Link illustrations to a text.

• Explain how illustrations clarify a text.

INTRODUCE Say: You know that authors write words. Many texts you see also have pictures. Sometimes, the author makes the pictures. Other times, an illustrator draws pictures to go with the author’s text.

MODEL Display or distribute Student Page S279. Have students study the illustration as you read aloud the text.


TEACH Ask: What do you see in this picture? Encourage students to point out every detail, including the texture of the earth, the background, and the appearance of the animals. Where is the mouse? Point to the words homes underground and say: You can see that the illustration shows the mouse’s underground home. Point to the words mice and snakes as you read each one. Where do you see snakes in the picture? Point out that the illustration shows animals mentioned in the text.

Say: The text says the underground home protects mice from snakes. What details in the illustration help show you that the mouse’s home helps protect it from snakes? Guide students to suggest that the snakes might be looking for a mouse to eat, but the mouse is hidden in its underground home. The picture helps you understand that a snake hunts other animals for food, so the mouse needs a home that hides and protects it.

BUILD VOCABULARY

Use AntonymsSay: Words that mean the opposite of each other are antonyms. What is the antonym of up? (down)

Direct students to look at the first paragraph. Read aloud sentences containing antonyms. “The Sonoran Desert in the United States can get very hot during the day. but it can become very cold at night.” What pair of antonyms do you hear? (hot, cold)

Have students discuss antonym pairs that they know or find antonyms for words in the passage.



LEVEL A • READ


Living in the Desert, continued

The diamondback rattlesnake spends much of the day resting. It lives under rocks or other places to get out of the sun. Sometimes it even steals the underground nests of other animals! The rattlesnake will eat a mouse if it catches one.

Rattlesnakes can also sense the heat of other animals. This helps the snakes find food. It also helps them slither away from animals that want to attack them.

The gray fox is another animal that lives in the desert. Like other desert animals, the gray fox does most of its hunting at night.

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T • 278 Reading Informational Text



Some plants such as cactuses can store water, or hold it to use later.

The gray fox is another animal that lives in the desert.


Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.S • 281 Reading Informational Text

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The diamondback rattlesnake spends much of the day resting. It lives under rocks or other places to get out of the sun.




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PROGRAM OVERVIEW

Teacher Pages

Teacher Pages

Student Pages

Student Pages

Key Elements of Reading Intervention LessonsPart 1: Foundational Skills Focus The first part of ReadyUp! Intervention focuses on the Common Core State Standards (CCSS) Foundational Skills and provides in-depth instruction, practice, and assessment in Print Concepts, Phonological Awareness, Phonics and Word Recognition, and Fluency (including comprehension, oral reading, and vocabulary).

Part 2: Reading, Writing, and Language Focus The second part of ReadyUp! Intervention focuses on the Common Core State Standards for Reading Literature, Reading Informational Text, Writing, and Language.

ReadyUp! Intervention Level B T • 3

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54

level a • MODel aND TeaCH


INTrODuCe Explain that language is spoken and written. Tell students that they can learn how to read written language by following words from left to right, top to bottom, and page by page.

MODel Ask students to watch your finger move along the text as you read the passage from Student Page S33. Move your finger from left to right, just beneath each word. At the end of a line, move your finger back to the left and down to the next line to continue modeling.

Before the Storm

Liz went outside to put her toys away. Then Liz felt water. She jumped. She ran to the house as the rain came.

LEFT RIGHTRead left to right.

TeaCH After you read the passage once, move your finger under the first line of text again. My finger moves from left to right. We read from left to right. Then read the passage again and move your finger under each word as you read. My finger moves down after the end of a line. When we read, we read from left to right and from top to bottom. When you reach the bottom of a page, go to the top left of the next page. Demonstrate these movements again. Emphasize the process by using different books in the classroom.

RF.K.1.a Follow words from left to right, top to bottom, and page by page.

RF.K.1.b Recognize that spoken words are represented in written language by specific sequences of letters.

ObjEcTivES:•Recognize that

spoken words are written in groups of letters.

•Understand that English print is read left to right, top to bottom, and page by page.

Print concepts T•33

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LESSON OVERVIEW

Lesson Overview

Teacher PagesFormat and Features Lessons follow an easy-to-use, consistent format, yet they are designed to be flexible. Each lesson offers multiple entry points, guided practice, independent practice, and progress monitoring to ensure mastery.

Model and Teach The first page of each lesson sets key objectives based on the common core State Standards. The Model and Teach page introduces the skill or concept through a reading context. The model, combined with intensive skill instruction across the subsequent lesson pages, reinforces students’ understanding of key skills both in isolation and in context, helping students transfer skill knowledge to developing reading and writing proficiency. in other words, the Model and Teach page sets the stage, and the three pages of practice scaffold the teaching of the skills that have been introduced.

Introduce section identifies and defines the skill.

Model section and passage help teachers model the skill in context.

Teach section allows teachers to explain, expand on, and clarify the initial skill instruction.



6 7















LESSON OVERVIEW

Practice and Assess Each lesson includes Practice and Assess pages that follow a gradual release of responsibility model to scaffold learning. Most lessons include three Practice and Assess pages that either increase in difficulty or teach different aspects of a complex skill. Routines, activities, and assessment (Monitor Progress and Independent Practice) are included at point of use within each lesson.

Guided practice helps students develop skills.

Routines, passages, and examples are included at point of use.

Monitor Progress helps teachers quickly assess student proficiency and determine next steps.



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Before the Storm

Liz went outside to put her toys away.Then Liz felt water.She jumped.She ran to the house as the rain came.

LEFT RIGHT



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LESSON OVERVIEW

Student PagesProjectable and Printable Pages The models, passages, examples, and graphic organizers on Teacher Lesson Pages are also included as student-facing pages. Student Pages can be projected digitally for group work. They can also be printed so students have their own copies for reading and writing.

Model and Teach Each Model and Teach passage also appears as a Student Page. Students can follow along as the teacher reads the passage aloud, noting how the focused skill is introduced in context. As students gain reading proficiency, they can use the passages for repeated readings as well as for comprehension practice.

Practice and Assess Practice and Assess passages, examples, and graphic organizers also appear as Student Pages. Students use these pages—whether displayed for the group or as individual handouts—to practice the skills and demonstrate independent mastery.

Student Pages allow students to follow along, read, and annotate the model passage.

Student Pages allow students to engage in the lesson through a variety of whole-group, small-group, and individual work that supports learning.

T • 6 ReadyUp! Intervention Level B


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level B • Read

Lesson 39 Describe Characters, Settings, and Major Events

A Camping Adventure, continued

The dogs sniffed the air again. They ran here and there. At last they started to walk downhill. They knew the camp was by a river. Maybe the river would be at the bottom of the hill.

They walked and they walked. The sun was bright. The sky was blue. But the dogs did not care. They wanted to get back to the camp.

Benny barked. “Left or right?” Jack did not know. But the path on the left

was bigger, so the dogs went left.The day got hot. The trees got taller. Benny

and Jack saw some mud. Jack barked. He thought the mud meant that they were getting close to the river. He hoped so. Both of them needed a drink of water!

Now it was Benny’s turn to bark. “The river!” Together they ran down the path. There were ducks. There were fish. First, they drank. Then they looked around.

Jack barked. He could see the camp on the other side. “All we need to do is to swim across!”

So they did. They shook the water out of their fur and ran to the tent. Their people were glad to see them. And they were just in time for lunch.

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T • 220 Reading Literature

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level B • Read

dIReCTIONS Follow along as your teacher reads aloud the story. Listen for information about the characters, setting, and major events.

A Camping Adventure

The woods were pretty. Benny could see the tall trees. Jack could smell the flowers.

Benny and Jack were dogs. Benny was big. Jack was small. They were on a camping trip with their family. They were on a walk, just the two of them.

The path went left. Then it went right. It passed by a big tree stump. It went up a hill and beside a creek.

“The woods are great,” thought Jack. “But it’s probably time to turn around. We don’t want to be late for lunch!”

Benny stopped. He sniffed the air. He smelled something. Was it their boy, Don? He sniffed again. No. It was something else.

Now Jack barked. It was a warning. “Look out for the bear!” it said.

A bear! Benny did not wait. He ran as fast as he could. So did Jack. They ran up a hill and past a big rock. At first they could hear the bear running, too. But the bear could not catch up to them. When they stopped to rest, the bear was gone. Now the dogs could relax.

Benny and Jack looked around. They sniffed the air. They smelled the dirt. None of it looked familiar. None of it smelled familiar.

“Uh-oh,” Jack thought. “We’re lost!” “Which way is camp?” Jack asked.Benny did not know.

Lesson 39 Describe Characters, Settings, and Major Events

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Reading Literature T • 219

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level B • MOdel aNd TeaCH

RI.1.1 Ask and answer questions about key details in a text.

RI.1.2 Identify the main topic and retell key details of a text.

See also L.1.4.a

OBJECTIVES:• Ask and answer

questions about the main topic of a text.

• Ask and answer questions about key details in a text.

• Retell the text’s main topic and key details.

Introduce Guide students to the understanding that the main topic of a text is what that text is all about. Ask: If I want to know the main topic of what I am reading, what do I want to know about it? (what person, place, or thing the text is about) Tell students that today they are going to learn how to tell about the main topic of the texts they read, using important details they find in in the texts.

Model Have students view the picture and subheadings, then display or distribute Student Page S241. Ask students what they think the text will be about. Then read it aloud.

The Truth About Koalas

What Do Koalas Look Like?Some people think koalas are bears, but this

is not true! Koalas are from the same family as the wombat. They look a lot like wombats. Koalas can be brown or grey. They have large black noses and thick fur. They have claws for climbing trees.

teach Reread the title of the text aloud. Underline the word Koalas. This text must be all about koalas, just like the title says. Then point to the word Truth. In this text, what is one thing you learn that isn’t true about koalas? Guide students to answer that koalas are not bears. Underline the text that says this. Explain that this small, important part of the text is called a detail. Then work together with students to identify other important details in the selection.

BUILD VOCABULARY

Context CluesPoint out the word marsupial on Teacher Page T239.

Ask: Sometimes difficult words are explained right in the text. How can I use context clues, or words and sentences around the word, to understand what marsupial means?

Say: In the next sentence it says what a marsupial is. It says that a marsupial is “an animal with a pouch.”

Direct students to use the same strategy to determine the meaning of the word joey.

Lesson 42 Identify Main Topic and Key Details

detail


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leSSon oVerVIeW

read Passages and Build Vocabularyread Passages All Reading Literature and Reading Informational Text close reading lessons are preceded by a two-page reading passage. Teachers can read these passages aloud and give students copies to follow along or read and reread on their own. The Read passages offer a variety of brief texts on engaging, grade-appropriate literary, science and technology, and social studies topics, and they give students opportunities to apply close reading skills. Students are encouraged to annotate their copies of the passages as they analyze details and interact with the text and illustrations.

Build Vocabulary In all Reading Literature and Reading Informational Text close reading lessons, the Model and Teach section includes a brief Build Vocabulary feature. The feature gives students targeted practice with strategies to help determine the meaning of words and phrases in context. After a Think Aloud, students demonstrate how to determine the meaning of a new word or phrase in context by applying the strategy on their own.

Read passages help students engage with longer texts to practice close reading.

Build Vocabulary features introduce vocabulary strategies, model the strategy, and have students apply it independently.



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LESSON OVERVIEW

Formative AssessmentMonitor Progress and Checkpoint Assessments Ongoing formative assessment guides intervention and ensures that struggling readers master the skills they need to learn without spending time on the skills they already know. Within the ReadyUp! Intervention program, formative assessment opportunities are quick, efficient, and data-driven. Formative assessment occurs within each Practice minilesson (Monitor Progress and Independent Practice) and after a series of related lessons within a strand (Checkpoint Assessments). For effective assessment, use these steps.

1. Identify individual intervention needs. Without intervention focused precisely on each student’s needs, the gap between students performing at and below level often increases with each grade.

• For the youngest students or those struggling with discrete skills, teachers may be able to clearly identify weaknesses. Teachers use the Checkpoint Assessments to determine precise gaps in skills development and to ensure that intervention is focused and effective.

• For students with broad gaps in multiple skill areas or those who are performing well below grade level, teachers are advised to use a research-based diagnostic assessment tool, such as Pearson’s DRA®2, to accurately determine students’ full reading-intervention needs.

2. Monitor progress quickly and frequently. As teachers work through intervention lessons with students, they use the Monitor Progress activities to check students’ progress and determine whether each student should advance or whether reteaching is needed. If students continuously struggle with the Monitor Progress and Independent Practice formative assessments, teachers can adjust the pace of the intervention (see p. T24).

3. Check that students are retaining and developing knowledge. Teachers use the Checkpoint Assessments to guide pacing and determine intervention entry and exit points.

• As students develop skills across multiple lessons, teachers use the Checkpoint Assessments to ensure that students have retained the skills and can apply them in new and diverse contexts. Checkpoint Assessment data help teachers determine when to review skills, adjust instruction and pacing as needed, and gauge intervention exit points.

• For any level and intensity of intervention, the Checkpoint Assessments offer a quick way to determine key skills proficiency.



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LEVEL B • CHECKPOINT

ASSESS MASTERY Use this Checkpoint to assess students’ mastery of long vowels and the silent e rule, long vowel patterns, and vowel teams.

ADMINISTER THE TEST Administer the Checkpoint orally to each student. For each item, model the process as described, and then have the student use the process to respond to your prompts. Record responses on the scoring chart on the next page.

1. Long Vowels and the Silent e Rule (Lesson 23) MODEL: Repeat the word with the long vowel sound. For example, if I say tape and tap, then you would repeat the word tape.

ASSESS: fire, fir hat, hate kit, kite

cub, cube hot, hole hug, huge

2. Long Vowel Patterns (Lesson 24) MODEL: Repeat the word that makes the long vowel sound /ē/, /ō/, or /ī/ with only one letter.

ASSESS: coal, sold he, heat find, file

3. Long Vowel Patterns (Lesson 24) MODEL: Repeat the word that makes the long vowel sound /ē/ or /ī/ with the letter y.

ASSESS: my, mine shine, shy cream, candy party, peel

4. Vowel Teams (Lesson 25) MODEL: Repeat the word with the long vowel sound /ē/ spelled with ee or ea.

ASSESS: ee: she, seen heel, he ea: be, beat seat, see

5. Vowel Teams (Lesson 25) MODEL: Repeat the word with the long vowel sound /ā/ spelled ai, or point to the word with the long vowel sound /ō/ spelled oa.

ASSESS: ai: hay, hail sail, say oa: boat, bow so, soak

ASSESSMENT Phonics and Word RecognitionLESSONS 23–25

RF.1.3.c Know final -e and common vowel team conventions for representing long vowel sounds. RF.1.3.b Decode regularly spelled one-syllable words.

Phonics and Word Recognition T • 149

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SCORING

SKILL/LESSON STANDARD SCORE

1. Long Vowels and the Silent e Rule (Lesson 23) fire, fir (fire)hat, hate (hate)kit, kite (kite)cub, cube (cube)hot, hole (hole)hug, huge (huge)

RF.1.3.c Know final -e and common vowel team conventions for representing long vowel sounds.

_____ / 6

2. Long Vowel Patterns (Lesson 24) coal, sold (sold)he, heat (he)find, file (find)

RF.1.3.b Decode regularly spelled one-syllable words.

_____ / 3

3. Long Vowel Patterns (Lesson 24) my, mine (my)shine, shy (shy)cream, candy (candy)party, peel (party)

_____ / 4

4. Vowel Teams (Lesson 25)ee: she, seen (seen) ee: heel, he (heel)ea: be, beat (beat)ea: seat, see (seat)

_____ / 4

5. Vowel Teams (Lesson 25)ai: hay, hail (hail)ai: sail, say (sail)oa: boat, bow (boat)oa: so, soak (soak)

_____ / 4

An overall score of 80% correct is typically considered mastery. Use your judgment and your individual students’ needs as well to determine skill mastery.

IF…you determine that students have not demonstrated sufficient mastery of one or more skills,THEN…review the skill(s), going back to the lessons to reteach and scaffold as needed.

T • 150 Phonics and Word Recognition


LESSON OVERVIEW

Monitor Progress Monitor Progress assessment occurs after each minilesson. The final minilesson culminates in Independent Practice, in which students demonstrate what they have learned independently.

Checkpoint Assessments Two-page Checkpoint Assessments occur after similar lessons within a strand. Assessment instructions, scoring, and remediation options are included with each Checkpoint Assessment.

IF…/THEN… directives guide intervention based on Monitor Progress results.

Scoring instructions help teachers assess students’ mastery of skills and shape future instruction.

Short, targeted assessments determine students’ proficiency across multiple lessons of instruction.



10 11

SKILLS OVERVIEW

Skills OverviewFoundational Skills TraceIn Part 1, the ReadyUp! Reading Intervention program provides a clear sequence of discrete lessons that cover the full range of CCSS Foundational Skills critical to reading success. Students’ intervention needs vary widely. Many students require differing levels of intervention in particular skill areas, and teachers may need to reteach or introduce skills that are typically taught well below a student’s current grade level.

The Foundational Skills Trace shows when concepts are introduced in the program as well as how they develop and expand across grades. At a glance, teachers can see the prerequisite skills students need to learn prior to addressing grade-level standards. Teachers can then determine entry points and customize an intervention path to focus on skills a student has not yet mastered, while avoiding reteaching skills the student may already know.

The CCSS strands vary by grade level. Use a student’s current grade-level proficiency to begin determining intervention needs. Then use the CCSS strands to determine main areas for foundational skills intervention, and identify skills and skill concepts requiring review or in-depth instruction. Students struggling with phonics and fluency may require intervention in basic Print Concepts and Phonological Awareness (Grade K and Grade 1 skills, in Levels A and B) to substantively improve their literacy. Use the skills trace on the next few pages to identify grade-level expectations for foundational skills and to gauge grade-level proficiency.

LEVEL

FOUNDATIONAL SKILLS STRAND

Level A (Grade K)

Level B (Grade 1)

Level C (Grade 2)

Level D (Grade 3)

Level E (Grade 4)

Level F (Grade 5)

Print Concepts • •

Phonological Awareness • •

Phonics and Word Recognition • • • • • •

Fluency • • • • • •



12 13

SKILLS OVERVIEW

Focus on Decoding Follow each horizontal skill concept band to the left to determine prerequisite skills. For example, if a student struggles with Lesson 1, Understand Sentences, for Level B Print Concepts, begin intervention instruction with Level A Print Concepts, Lesson 2, or, if needed, with Level A, Lesson 1.

Levels A–B (Grades K–1) Print Concepts and Phonological Awareness

StRAnD AnD tOPIC LEVEL A (GRADE K) LEVEL B (GRADE 1)

Print Concepts

Features of Print L1 Follow Words in Sentences

L2 Understand Words and Sentences

L1 Understand Sentences

Alphabetic Code

L3 Learn the Letters in the Alphabet 1

L4 Learn the Letters in the Alphabet 2

Phonological Awareness

Rhyme L5 Identify Rhyme in Words

L6 Produce Rhyme in Words

Syllables L7 Blend and Count Syllables in Spoken Words

L8 Segment and Count Syllables in Spoken Words

Onset and Rime L9 Blend Onset and Rime

L10 Segment Onset and Rime

Initial, Final, and Medial Sounds

L11 Identify Same and Different Initial Sounds

L12 Identify Same and Different Final Sounds

L13 Identify Same and Different Medial Sounds

L14 Isolate Initial, Final, and Medial Sounds

L8 Isolate Initial, Final, and Medial Sounds in Single-Syllable Words

Adding, Substituting, and Changing Phonemes

L15 Add Initial Phonemes

L16 Add Final Phonemes

L17 Delete or Change Initial Phonemes

L18 Delete or Change Final Phonemes

L19 Change Medial Phonemes

Blending and Segmenting

L20 Blend Two to Three Phonemes into Words

L9 Segment and Blend Sounds

L10 Blend and Segment Three- and Four-Phoneme Words

L11 Blend, Segment, and Count Five or More Phonemes

L12R-Controlled Vowels

L13 Consonant Digraphs

Short Vowel Sounds

L2 Identify Short a, i, and o

L3 Identify Short e and u

Long Vowel Sounds

L4 Identify Long a, i, and o

L5 Identify Long e and u

L6 Review Short and Long Vowel Sounds

L7 Distinguish Short and Long Vowel Sounds

More Vowel Sounds

L14 Diphthongs and Variants

L15 Schwa / / Sound

All Print Concepts and Phonological Awareness skills are covered in Levels A and B (Grades K and 1).



12 13

SKILLS OVERVIEW

Level A (Grade K)Phonics and Word Recognition and Fluency

StRAnd And tOPIc LEVEL A (GRAdE K) StRAnd

And tOPIc LEVEL B (GRAdE 1)

Phonics and Word Recognition Phonics and Word Recognition

Consonants: Sounds and Graphemes

L21 Connect Sounds and Letters: Consonants 1



L24 Spelling: Soft Consonant Sounds


L16 Common Consonant Digraphs 1•/sh/ sh•/th/ th•/f/ ph, gh

L17 Common Consonant Digraphs 2•/ch/ ch•/ch/ tch•/wh/ wh

L18 Common Consonant Digraphs 3•/j/ dge•/ng/ ng, /ngk/ nk •/k/ ck

L19 Common Consonant Digraphs 4•/n/ kn•/r/ wr•/m/ mb

Vowels: Sounds and Graphemes (Short Vowels)

L25 Short a L26 Short i L27 Short o L28 Short e L29 Short u Vowels: Sounds and Graphemes (Short Vowels)

Vowels: Sounds and Graphemes (long Vowels)

L30 Long a, i, and o L31 Long e and u Vowels: Sounds and Graphemes (long Vowels)

L23 Long Vowels and the Silent e Rule

L24 Long Vowel Patterns • Long e, o, and i (Spelled

e, o, i)• Long i (Spelled y)• Long e (Spelled y)

L25 Vowel Teams • Long e (Spelled ee, ea)• Long a (Spelled ai)• Long o (Spelled oa)

Vowels: Sounds and Graphemes (Vowel teams and patterns)


High-Frequency Words

L32 High-Frequency Words 1 L33 High-Frequency Words 2 L34 High-Frequency Words 3 L35 Similarly Spelled Words High-Frequency Words

L30 Irregular Spellings• Sound /d/ (Spelled ld)• Sound /k/ (Spelled lk)• Sound /w/ (Spelled o)

Decoding (Segmenting and Blending)


L20 Decode Regularly Spelled VC and CVC Words

L21 Decode Words: Initial Blends• Initial l and r Blends• Initial s Blends•Three-Letter Initial s Blends

L22 Decode Words: Final Blends• nd, nt, mp, ft• lt, ld, lp•sk, sp, st

Syllable patterns Syllable patterns L26 Understand Syllables•Count Syllables•Closed Syllables•Open Syllables

L27 Syllable Patterns•VC/CV•V/CV•VC/V

L28 Syllable Patterns:R-Controlled Vowels

prefixes, Suffixes, and Inflectional Endings


L29 Inflectional Endings•-s, -es•-ed•-ing

Irregular Spellings Irregular Spellings

Fluency Fluency

Comprehension L36 Activate Prior Knowledge L37 Make Predictions About Text

L38 Understand Read-Aloud, Echo-Read, and Choral-Read Text

Comprehension L31 Determine Genre and Purpose

Oral Reading (Accuracy and Rate)


L32 Read Accurately L33 Read with Appropriate Rate

Oral Reading (Expression)


L34 Read with Appropriate Expression

Vocabulary (References)


L35 Use a Dictionary and Glossary

Vocabulary (Context Clues)


L36 Use Context Clues: Definition

Vocabulary (More Strategies)




14 15

SKILLS OVERVIEW

Level B (Grade 1) Phonics and Word Recognition and Fluency

StRand and tOPIc LEVEL a (GRadE K) StRand

and tOPIc LEVEL B (GRadE 1)






L24 Spelling: Soft Consonant Sounds


L16 Common Consonant Digraphs 1•/sh/ sh•/th/ th•/f/ ph, gh

L17 Common Consonant Digraphs 2•/ch/ ch•/ch/ tch•/wh/ wh

L18 Common Consonant Digraphs 3•/j/ dge•/ng/ ng, /ngk/ nk •/k/ ck

L19 Common Consonant Digraphs 4•/n/ kn•/r/ wr•/m/ mb


L25 Short a L26 Short i L27 Short o L28 Short e L29 Short u Vowels: Sounds and Graphemes (Short Vowels)


L30 Long a, i, and o L31 Long e and u Vowels: Sounds and Graphemes (long Vowels)

L23 Long Vowels and the Silent e Rule

L24 Long Vowel Patterns • Long e, o, and i (Spelled

e, o, i)• Long i (Spelled y)• Long e (Spelled y)

L25 Vowel Teams • Long e (Spelled ee, ea)• Long a (Spelled ai)• Long o (Spelled oa)




L32 High-Frequency Words 1 L33 High-Frequency Words 2 L34 High-Frequency Words 3 L35 Similarly Spelled Words High-Frequency Words

L30 Irregular Spellings• Sound /d/ (Spelled ld)• Sound /k/ (Spelled lk)• Sound /w/ (Spelled o)



L20 Decode Regularly Spelled VC and CVC Words

L21 Decode Words: Initial Blends• Initial l and r Blends• Initial s Blends•Three-Letter Initial s Blends

L22 Decode Words: Final Blends• nd, nt, mp, ft• lt, ld, lp•sk, sp, st

Syllable patterns Syllable patterns L26 Understand Syllables•Count Syllables•Closed Syllables•Open Syllables

L27 Syllable Patterns•VC/CV•V/CV•VC/V

L28 Syllable Patterns:R-Controlled Vowels



L29 Inflectional Endings•-s, -es•-ed•-ing

Irregular Spellings Irregular Spellings

Fluency Fluency

Comprehension L36 Activate Prior Knowledge L37 Make Predictions About Text

L38 Understand Read-Aloud, Echo-Read, and Choral-Read Text

Comprehension L31 Determine Genre and Purpose



L32 Read Accurately L33 Read with Appropriate Rate






L35 Use a Dictionary and Glossary



L36 Use Context Clues: Definition





14 15

SKILLS OVERVIEW

Level C (Grade 2) Phonics and Word Recognition and Fluency

StRand and tOPIC LEVEL C (GRadE 2) StRand

and tOPIC LEVEL d (GRadE 3)







L1 Distinguish Short and Long Vowels

L2 More Vowel Teams 1• Long a (Spelled ay)• Long i (Spelled ie, igh)• Long o (Spelled ow)



L3 More Vowel Teams 2• Short e (Spelled ea)• Sound /oo / (Spelled oo)• Long e (Spelled ie, ey)

L4 Vowel Patterns with /oo–/• Sound /oo–/ (Spelled oo)• Sound /oo–/ (Spelled ew)• Sound /oo–/ (Spelled ue, ui)

L5 Vowel Patterns with /aw/

L6 Vowel Diphthongs Vowels: Sounds and Graphemes (Vowel teams and patterns)





L3 Decode Multisyllable Words L4 Decode Compound Words •Compounds• More Compounds• Compounds with Longer

Word Parts

Syllable patterns L7 Syllable Patterns• Syllable Types•C + -le•VCCCV

L8 Syllable Patterns: Long Vowels•CVVC •V/V •VVCV

Syllable patterns


L9 Decode Words with Prefixes

L10 Decode Words with Suffixes


L1 Understand Prefixes and Suffixes• Isolate Prefixes • Isolate Suffixes• Determine Meaning of

Affixes

L2 Decode Words with Latin Suffixes•-able• -er, -or, -ist•-ment, -ty, -ity

Irregular Spellings L11 Inconsistent Spellings• Schwa Sound / / in First

Syllable• Schwa Sound / / in Second

Syllable• /f/ ff, /l/ ll, /s/ ss

L12 Irregular Spellings•Spelling Pattern ough /uf/ • Spelling Patterns gn /n/

and mn /m/ • Spelling Patterns st /s/

and rh /r/

Irregular Spellings L5 Irregular Spellings: Endings• Ending -ed, -ing: Double

Final Consonant• Endings -er, -est• Endings -ed, -ing: Drop

Final e

L6 Plurals•Plural -s•Plural -es• Plural f or fe to v

L7 More Endings and Plurals• Ending -es: Spelling Change

y to i• Ending -ed: Spelling

Change y to i• Irregular Plurals

L8 Contractions• Contractions n’t, ’m• Contractions ’s, ’d• Contractions ’re, ’ve, ’ll

L9 Possessives and Abbreviations• Singular Possessives• Plural Possessives•Abbreviations

Fluency Fluency

Comprehension L13 Make and Confirm Predictions

Comprehension L10 Activate Prior Knowledge L11 Ask and Answer Questions L12 Retell and Summarize


L14 Read Accurately with Appropriate Rate

L15 Use Punctuation Cues for Appropriate Phrasing











L17 Use Context Clues: Synonyms and Antonyms


L16 Use Context Clues: Examples


L18 Understand Multiple- Meaning Words


L17 Determine Meaning of Unfamiliar Words

L18 Understand Homographs



16 17

SKILLS OVERVIEW

Level D (Grade 3) Phonics and Word Recognition and Fluency

StRanD anD tOPIc LEVEL c (GRaDE 2) StRanD

anD tOPIc LEVEL D (GRaDE 3)







L1 Distinguish Short and Long Vowels

L2 More Vowel Teams 1• Long a (Spelled ay)• Long i (Spelled ie, igh)• Long o (Spelled ow)



L3 More Vowel Teams 2• Short e (Spelled ea)• Sound /oo / (Spelled oo)• Long e (Spelled ie, ey)

L4 Vowel Patterns with /oo–/• Sound /oo–/ (Spelled oo)• Sound /oo–/ (Spelled ew)• Sound /oo–/ (Spelled ue, ui)

L5 Vowel Patterns with /aw/

L6 Vowel Diphthongs Vowels: Sounds and Graphemes (Vowel teams and patterns)





L3 Decode Multisyllable Words L4 Decode Compound Words •Compounds• More Compounds• Compounds with Longer

Word Parts

Syllable patterns L7 Syllable Patterns• Syllable Types•C + -le•VCCCV

L8 Syllable Patterns: Long Vowels•CVVC •V/V •VVCV

Syllable patterns


L9 Decode Words with Prefixes

L10 Decode Words with Suffixes


L1 Understand Prefixes and Suffixes• Isolate Prefixes • Isolate Suffixes• Determine Meaning of

Affixes

L2 Decode Words with Latin Suffixes•-able• -er, -or, -ist•-ment, -ty, -ity

Irregular Spellings L11 Inconsistent Spellings• Schwa Sound / / in First

Syllable• Schwa Sound / / in Second

Syllable• /f/ ff, /l/ ll, /s/ ss

L12 Irregular Spellings•Spelling Pattern ough /uf/ • Spelling Patterns gn /n/

and mn /m/ • Spelling Patterns st /s/

and rh /r/

Irregular Spellings L5 Irregular Spellings: Endings• Ending -ed, -ing: Double

Final Consonant• Endings -er, -est• Endings -ed, -ing: Drop

Final e

L6 Plurals•Plural -s•Plural -es• Plural f or fe to v

L7 More Endings and Plurals• Ending -es: Spelling Change

y to i• Ending -ed: Spelling

Change y to i• Irregular Plurals

L8 Contractions• Contractions n’t, ’m• Contractions ’s, ’d• Contractions ’re, ’ve, ’ll

L9 Possessives and Abbreviations• Singular Possessives• Plural Possessives•Abbreviations

Fluency Fluency

Comprehension L13 Make and Confirm Predictions

Comprehension L10 Activate Prior Knowledge L11 Ask and Answer Questions L12 Retell and Summarize














L17 Use Context Clues: Synonyms and Antonyms


L16 Use Context Clues: Examples


L18 Understand Multiple- Meaning Words


L17 Determine Meaning of Unfamiliar Words

L18 Understand Homographs



16 17

SKILLS OVERVIEW

Focus on Fluency and Comprehension Use each horizontal skill concept band to the left to determine prerequisite skills. Grade-level standards for students at Level E (Grade 4) and Level F (Grade 5) shift from decoding text to fluently reading and comprehending text. If students need intervention with print concepts, sound-letter correspondences, or basic phonics concepts, see references to skills in Levels A–D (Grades K–3) to guide instruction.

Level E (Grade 4) Phonics and Word Recognition and Fluency

StRand and tOPIC LEVEL E (GRadE 4)


Decoding L1 Decode Compound Words

L2 Decode Words Using Roots

Fluency

Comprehension (Purpose and Understanding)

* See Part 2 (Reading, Writing, and Language)

Comprehension (Literature)

Comprehension (Informational Text)

Comprehension (Vocabulary/Meaning)


L3 Accuracy and Rate

Oral Reading (Appropriate Phrasing/Punctuation Cues)

L4 Appropriate Phrasing and Punctuation Cues

Oral Reading (Expression and Intonation)

L5 Expression and Intonation

Overall Fluency


L6 Use Context Clues 1 L7 Use Context Clues 2 L8 Use Context Clues 3 L9 Understand Multiple-Meaning Words

Vocabulary (Word Relationships)

L10 Understand Synonyms L11 Understand Antonyms

Vocabulary (Greek and Latin Affixes and Roots)

Vocabulary (Affixes and Roots)

L12 Understand Prefixes un-, dis-, mis-

L13 Understand Prefixes pre-, re-

L14 Understand Suffixes -ful, -less




18 19

SKILLS OVERVIEW

Level F (Grade 5)Phonics and Word Recognition and Fluency

StRand and tOPIc LEVEL F (GRadE 5)


Decoding L3 Decode Words Using Greek and Latin Roots

L4 Decode Multisyllabic Words

Fluency

Comprehension (Purpose and Understanding)

* See Part 2 (Reading, Writing, and Language)

Comprehension (Literature)

Comprehension (Informational Text)

Comprehension (Vocabulary/Meaning)


L3 Accuracy and Rate

Oral Reading (Appropriate Phrasing/Punctuation Cues)

L4 Appropriate Phrasing and Punctuation Cues

Oral Reading (Expression and Intonation)

L5 Expression and Intonation

Overall Fluency L6 Fluency 1 L7 Fluency 2


Vocabulary (Word Relationships)

Vocabulary (Greek and Latin Affixes and Roots)

L8 Understand Greek and Latin Prefixes

L9 Understand Greek and Latin Suffixes

L10 Understand Greek and Latin Roots

Vocabulary (Affixes and Roots)

L11 Understand Suffixes -ly, -al

L12 Understand Suffixes -able, -ive; -ous, -ish

L13 Understand Suffixes -ness, -ion


L14 Use a Dictionary, Glossary, and Thesaurus



18 19

SKILLS OVERVIEW

Reading, Writing, and Language Skills TraceIn ReadyUp! Intervention, Part 1: Foundational Skills lessons focus on the fundamental elements of decoding. In Part 2: Reading, Writing, and Language, intervention lessons focus on a deeper analysis of both literary and informational texts and on writing and language. The Part 2 skills are intended to be taught initially alongside and then as a continuation of the reading foundational skills as students move from basic decoding toward deeper understanding of text.

Reading Literature and Informational Texts As students master decoding, they move toward an increasingly sophisticated skill level in reading analysis, writing, and language development. These skills move in a continuum across the grade levels in CCSS, and ReadyUp! follows that depth and breadth from level to level. Use the Skills Trace on the following pages to identify prerequisite skills for each reading standard within a strand to adjust intervention to meet students’ current needs and goals.

Writing Intervention lessons for writing target the skills and concepts that offer the greatest payoff for struggling students. Students focus on the basics of understanding writing tasks and processes, including research and technology. Each Practice and Assess page within the lessons tailors the instruction to one of the three main modes (opinion, informative/explanatory, or narrative), so students understand how to apply the skills across writing genres. Use the Skills Trace to target key topics for writing intervention or remediation as well as to gauge students’ progress.

Language Intervention lessons for language development similarly target skills and concepts that prove hardest to master and/or are most crucial for struggling students. Students can immediately transfer these targeted skills to other real-life writing tasks both in and out of school.

Vocabulary The CCSS address both vocabulary acquisition and use as students determine word meanings, acquire new words, and use these new words in their own speaking and writing. In ReadyUp! Intervention, students acquire vocabulary skills through in-depth, stand-alone lessons throughout the strands. In addition, students apply vocabulary strategies as they access frequent point-of-use Build Vocabulary features in the Part 2 Reading lessons.



20 21

SKILLS OVERVIEW

Reading Literature Skills Trace

STRand and TOpIc LESSOnS BY LEVEL

LEVEL a (GRADE K)

LEVEL B(GRADE 1)

LEVEL c (GRADE 2)

LEVEL d (GRADE 3)

LEVEL E (GRADE 4)

LEVEL F (GRADE 5)

LEVEL G (GRADE 6)

Key Ideas and details

RL.1 L39 Ask and Answer Questions

L37 Ask and Answer Questions About a Story

L19 Ask and Answer Questions About a Text

L19 Ask and Answer Questions About a Text

L15 Make Inferences

L15 Draw Conclusions

L1 Cite Text Evidence

RL.2 L40 Retell Stories L38 Retell Stories L20 Recount Stories

L20 Determine Central Message or Moral

L16 Determine Theme

L16 Determine Theme

L2 Determine Theme

RL.3 L39 Describe Characters, Settings, and Major Events

L21 Describe Characters

L21 Describe Characters

L17 Understand Character

L17 Compare and Contrast Characters, Setting, and Events

L3 Understand Development in a NarrativeL18 Understand

Plot

L19 Understand Setting

craft and Structure

RL.4 L40 Identify the Meaning of Words

L22 Describe the Meaning of Words and Phrases

L22 Distinguish Between Literal and Nonliteral Language

L20 Recognize Idioms, Adages, Proverbs, and Allusions

L18 Interpret Figurative Language

L4 Determine Connotation, Denotation, and Tone

RL.5 L41 Recognize Types of Texts

L23 Learn Story Structure

L23 Describe Structure in Literature

L21 Compare and Contrast Structure and Point of View

L19 Analyze Structure in Literature

L5 Analyze Narrative Structure

RL.6 L42 Identify the Role of Storytellers

L41 Analyze Characters’ Experiences

L24 Compare Characters’ Points of View

L24 Distinguish Between Points of View

L20 Describe Point of View

L6 Explain Point of View

Integration of Knowledge and Ideas

RL.7 L43 Understand Illustrations in a Story

L25 Use Information from Illustrations

L25 Interpret Illustrations

L21 Analyze Visual Elements in Literature

L7 Compare and Contrast Experiences of a Text

RL.9 L26 Compare and Contrast Two Versions of a Story

L26 Compare and Contrast in Literature

L22 Compare and Contrast Literature





20 21

SKILLS OVERVIEW

Reading Informational Text Skills Trace


LEVEL a (GRADE K)

LEVEL B(GRADE 1)

LEVEL c (GRADE 2)

LEVEL d (GRADE 3)

LEVEL E (GRADE 4)

LEVEL F (GRADE 5)

LEVEL G (GRADE 6)

Key Ideas and details

RI.1RI.2

L44 Identify Main Topic and Key Details

L42 Identify Main Topic and Key Details

L27 Identify Main Ideas

L27 Find the Main Idea

L23 Determine the Main Idea and Details

L23 Determine Multiple Main Ideas

L9 Determine Central Ideas

RI.3 L43 Connect Information in a Text

L28 Describe Relationships Between Ideas

L28 Describe the Relationship Between Ideas

L24 Explain Ideas from Informational Texts

L24 Understand Cause-Effect Relationships

L10 Analyze Development of Ideas

L25 Understand Compare-Contrast Relationships

craft and Structure

RI.4 L45 Define Unfamiliar Words

L29 Understand Academic and Domain-Specific Words

L29 Understand Academic and Domain-Specific Words

L25 Learn Academic and Domain-Specific Words

L26 Understand Domain-Specific Vocabulary

L11 Determine the Meaning of Words and Phrases

RI.5 L30 Use Text Features

L30 Use Text Features

L26 Describe Text Structure

L27 Compare Structure in Two Texts

L12 Analyze Structure

RI.6 L46 Examine the Presentation of Information

L31 Identify Main Purpose

L31 Understand Point of View

L27 Compare and Contrast Accounts

L28 Analyze Multiple Accounts

L13 Determine Author’s Point of View and Purpose

Integration of Knowledge and Ideas

RI.7 L47 Understand Illustrations in a Text

L44 Understand Illustrations

L32 Examine Images in a Text

L32 Use Illustrations to Understand a Text

L28 Interpret Visual, Oral, and Quantitative Information

L14 Integrate Information

RI.8 L45 Determine Reasons

L33 Describe Points and Supporting Reasons

L33 Describe Logical Connections Between Sentences and Paragraphs

L29 Analyze Author’s Reasons and Evidence



RI.9 L48 Compare Texts

L46 Compare Two Texts



L30 Compare and Contrast Two Texts

L30 Draw Evidence and Integrate Information

L16 Compare and Contrast Texts



22 23

SKILLS OVERVIEW

Writing Skills Trace


LEVEL a (GRADE K)

LEVEL B(GRADE 1)

LEVEL c (GRADE 2)

LEVEL d (GRADE 3)

LEVEL E (GRADE 4)

LEVEL F (GRADE 5)

LEVEL G (GRADE 6)

plan and develop Writing

W.4W.5

L49 Ask and Answer Questions About a Prompt

L47 Use a Prompt to Identify a Writing Topic

L35 Analyze a Prompt

L31 Analyze a Writing Prompt

L31 Plan Response to a Prompt

L17 Analyze and Plan Before Writing

L35 Write Clear Sentences

L36 Plan and Draft a Piece of Writing

L32 Create Coherent Paragraphs

L32 Use Clear Organization

L18 Produce Clear, Coherent Writing

Research W.6W.7W.8

L50 Use a Topic to Recall and Gather Information

L48 Recall and Gather Information About a Topic

L36 Collaborate on Planning and Developing Writing

L33 Research a Topic

L33 Paraphrase Sources

L19 Quote and Paraphrase from Sources

L37 Gather Information on a Topic

L37 Research a Writing Assignment

L20 Use Technology in Writing

Strengthen and Revise Writing

W.5 L51 Add Details to Writing

L49 Add Specific Details to Support Ideas

L34 Strengthen Opening and Concluding Statements

L21 Revise and Rewrite Drafts

L38 Revise and Focus Paragraphs

L38 Revise Organization in a Piece of Writing

L34 Link Ideas with Transitions

L35 Revise, Edit, and Rewrite

L39 Edit and Publish Writing

L39 Revise Language in a Piece of Writing

L35 Revise Sentences for Clarity and Precision

Detailed instruction on and practice with main writing modes (W.1, W.2, and W.3) are covered within most lessons.



22 23

SKILLS OVERVIEW

Language Skills Trace


LEVEL a (GRADE K)

LEVEL B(GRADE 1)

LEVEL c (GRADE 2)

LEVEL d (GRADE 3)

LEVEL E (GRADE 4)

LEVEL F (GRADE 5)

LEVEL G (GRADE 6)

Grammar and Usage

L.1 L52 Understand Nouns, Verbs, and Prepositions

L50 Use Subject-Verb Agreement

L40 Understand Nouns, Verbs, and Agreement

L40 Understand Subject-Verb and Pronoun-Antecedent Agreement

L36 Use Progressive Tense Verbs and Modals

L36 Use Correct Verb Tense

L22 Use Pronouns Correctly

L41 Understand Coordinating and Subordinating Conjunctions

L37 Use Frequently Confused Words Correctly

capitalization, punctuation and Spelling

L.2 L53 Capitalize and Punctuate Sentences

L51 Produce and Expand Sentences

L41 Use Contractions and Possessives

L38 Punctuate Quotations and Direct Speech

L37 Use Commas Correctly

L52 Understand Spelling Patterns

L42 Use Conventional Spellings and Suffixes

Language and craft

L.3 L42 Use Formal and Informal English

L38 Expand, Combine, and Reduce Sentences for Style and Effect

L23 Vary Sentence Patterns for Meaning Style, and Effect

Word Relationships

L.5 L54 Sort Words into Categories

L24 Use Word Relationships



24 25

INTERVENTION aNd YOUR STUdENTS

Intervention and Your Students

ReadyUp! Intervention includes the common threads of effective reading intervention programs: a focus on planning, pacing, and adapting to students’ needs; supportive activities to build language, fluency, and home-school connections; and a current research base on proven intervention philosophy and practice.

Planning ReadyUp! Intervention offers a consistent lesson format to make instruction, practice, and assessment during intervention clear and easy to use. Student models, activities, routines, and assessments are provided at point of use and follow a gradual-release model. The pace of the lessons is naturally dependent on the needs of each student. The chart below provides a suggested pacing for lessons, many of which might typically take about one week.

Weekly Lesson Plan

DAY 1

MOdEL

aNd T

EaCH

INTROdUCE(“I do”)

•Introducegeneralconceptorskilltostudents.

MOdEL(“I do”)

•Identifytheskillincontext,throughanannotatedreadingmodel.•Reinforcethatthefoundationalskillsareintrinsictooverallreadingfluency.•Modelfluencythroughregularread-alouds.•Giverepeatedpracticewithdecodable,developmentallyappropriatetext.

TEaCH(“I do”)

•Explaintheskillincontext.•Teachtheskillexplicitly.

DAY 2

PRaC

TICE

aNd a

SSES

S

PRaCTICE 1 (“We do”)

•Guidepracticeofthemostbasicaspectsoftheskillthroughreteachingandroutines.

•DisplayordistributeStudentPagestogivestudentsguidedpractice.

MONITOR PROGRESS(“We do”)

•Assessstudents’progress.•Revieworreteachasneeded.

DAY 3 PRaCTICE 2(“We do”)

•Guidepracticeofintermediateaspectsoftheskillthroughreteachingandroutines.


MONITOR PROGRESS(“We do”)

•Assessstudents’progress.•Revieworreteachasneeded.

DAY 4 PRaCTICE 3(“We do”)

•Guidepracticeofthemostdifficultaspectsoftheskillthroughreteachingandroutines.


INdEPENdENT PRaCTICE(“You do”)

•Assessstudents’independentprogress.•Revieworreteachasneeded.•Moveontonextlesson.



24 25


Pacing ReadyUp! Intervention is intended to be used in addition to the core curriculum and may be used in a variety of ways. The lesson format is consistent but adaptive and easy to implement. It can be flexibly used both for students needing brief, targeted intervention for particular skills and for students requiring broader and more intensive intervention across strands and even across multiple grade levels. Teachers can focus on intervention lessons that complement and reinforce grade-level instruction taught in their core curriculum. Alternatively, they may focus on reviewing (or introducing) prerequisite skills from earlier grades needed for students to approach and achieve grade-level reading expectations.

Customizing Intervention Models Teachers can adapt the program in ways that best fit the intervention needs of their students, adjusting for the percentage of students in class requiring intervention and the resources available in their classroom, school, and district. The models below offer several ways to use ReadyUp! Intervention.

Intervention Models•One-on-one intervention•Small groups (outside of class)•Small groups (in class)

Leve

l of

Int

erve

ntio

n Nee

ded

LOW

H

IGH One-on-One Extensive

Intervention (classroom teacher)

One-on-One Intervention (literacy specialists/aides)

Small Groups (groups organized by intervention needs of students)

Small Groups (in class to reteach/review core instruction)

Small Groups (before or after class to reteach/review core instruction)

Number of Students Requiring Intervention LOW HIGH



26 27


adapting to Students’ NeedsReadyUp! Intervention follows a consistent format, but the sequence and number of lessons in the program are not prescriptive. Intervention should be quick and efficient, targeted to the skills and concepts that are proving barriers to grade-level reading proficiency. If a straightforward concept is introduced and quickly mastered in a session or two, teachers should move on. On the other hand, some lessons may require several sessions for instruction, modeling, and to practice skills before students will show mastery. The number of sessions, their duration, and the intervention model used should be tailored to students’ needs. For example, students needing intensive intervention may require 30-minute daily sessions for instruction, practice and progress monitoring. For students needing minimal intervention, two to three 30-minute small-group sessions may be enough to teach the concept and provide sufficient guided practice and assessment.

Customizing Intervention As students’ proficiency improves, teachers may wish to have students focus on only the second or third minilesson after concepts are taught and modeled. The goal is to make intervention as quick and efficient as possible. Pacing should be adapted as students’ skill level increases.

Intensive Intervention•30-minute sessions of daily instruction one-on-one or in small groups

Moderate Intervention•30-minute sessions, 2–3 times/week, one-on-one or in small groups

Minimal Intervention•30-minute sessions, 2–3 times/week, stations in class• 30-minute sessions, 2–3 times/week, in small groups, to preteach

or reteach

IF… students continue to struggle, THEN… adjust pacing by

1. determining gaps in knowledge and teaching prerequisite skills. 2. increasing number of sessions per week.3. decreasing the number of students in sessions.

IF… students improve quickly, THEN… adjust pacing by

1. using the Checkpoint Assessments to gauge student mastery, teaching entire lessons only if needed.

2. decreasing the number of sessions per week.3. increasing the number of students in sessions.

ReadyUp!InterventionLevelB T•25


26 27


Building LanguageA sound knowledge of how language works is critical to reading and writing. Familiarizing students with word-building activities can help them recognize and pronounce words, decode words in text, and improve spelling and writing.

Word-Building activities Word building helps students develop an understanding of the alphabetic principle and reinforces a generative understanding of words and language as students create and manipulate words. Word-building practice has been shown to help students shift from partial alphabet decoding to full alphabetic decoding,1 which in turn leads to improvements in word recognition.2

Word building involves creating simple cards or tiles to build words. The teacher instructs students to form a particular word using the cards. The teacher then has students add, delete, or replace a letter, such as changing the initial t in tap to an m, forming the new word, map. Students focus on changing the initial, final, and medial letters (or phonemes, such as ch). After each word is “built,” the teacher and students read the word aloud, with the teacher offering corrective feedback as needed. As students’ phonological awareness and phonics knowledge increases, they are able to build increasingly sophisticated words, as well as sort words by their features, expanding their understanding from letters and phonemes to words and their morphemes, affixes, and inflected endings. The process helps students transfer knowledge between decoding (reading) and encoding (spelling and writing) to reinforce understanding in both areas. For additional word-building activities and ideas for the classroom, see Patricia Cunningham’s series, Making Words.

t a p

m a p

m o p

p o p

p o t

p i t

i t

Elkonin Boxes and letter tiles help students create words and manipulate them to create new words.

1. Ehri, Linnea C. 2005. “Learning to Read Words: Theory, Findings, and Issues.” Scientific Studies of Reading 9 (2): 167–188.

2. McCandliss, Bruce, Isabel Beck, Rebecca Sandak, and Charles Perfetti. 2003. “Focusing Attention on Decoding for Children with Poor Reading Skills: Design and Preliminary Tests of the World Building Intervention.” Scientific Studies of Reading 7: 75–104.



28 29


Building FluencyReading fluency is inextricably linked to reading comprehension. As students develop fluency, or automaticity with decoding, they are able to focus more attention on comprehension, or understanding the meaning of a text. Repeated readings of the same text help students develop automaticity, and this technique is emphasized throughout ReadyUp! Intervention. As teachers gauge students’ fluency, they should keep in mind that comprehension is the true goal of automaticity in decoding and proficiency in oral reading.

Mastering Full alphabet decoding To develop fluency, students must first develop full alphabetic knowledge and be proficient in full alphabet decoding. Students who use only the first and last parts of a word to identify it are using partial alphabetic decoding. Students who only partially decode may seem to read fluently and quickly at first, but they will struggle as texts become more complex and include more unfamiliar words (and fewer visual cues). Students who partially decode should be encouraged to slow down and fully decode each word, focusing on improving accuracy as opposed to rate. As students achieve full alphabetic decoding, their rate will improve as well.

Miscue analysis Once students are capable of independently reading passages, teachers can use miscue analysis to diagnose students’ reading proficiency. To perform a miscue analysis, give the student an unfamiliar passage to read aloud. As the student reads, mark the following types of errors on your own copy of the passage. Log students’ miscues to determine areas in which they need additional review and support.

too

was/saw

Miscue Explanation Example analysis

correction Student corrects error without prompting.

I even saw a fox! Self correcting is a good strategy, but check that the student is not reading too quickly.

omission Student leaves out a word(s).

I saw a bat fly and a kangaroo jump. Check that the student is not reading too quickly. Omission may also signal that sight-word recognition is weak.

insertion Student inserts a word(s) that isn’t in the text.

We went to the zoo.

I saw a bat fly and a kangaroo jump.

The student may be reading too quickly. Check that insertions do not detract from meaning.



28 29


Miscue Explanation Example analysis

repetition Student repeats a word or section of text.

I saw a bat fly and a kangaroo jump. Repetition of a word or phrase often means the student is struggling to comprehend meaning.

reversal Student reverses order of the print (e.g., saying “of” instead of “for”).

I heard a duck quack. Check for reversals that change the meaning. The student may need to slow down.

substitution Student reads a different word from the one in the text.

We went to the zoo.The student may not understand the word. Check whether the substituted word is logical or simply a guess. Focus on full alphabet decoding.

How to Measure Fluency Reading passages are differentiated to cover a range of reading levels within a classroom.

LEVEL/GRadE MINILESSON WCPM

A (Grade K) N/A N/A

B (Grade 1) 1 Choral read

B (Grade 1) 2 20–35

B (Grade 1) 3 35–50

C (Grade 2) 1 50–65

C (Grade 2) 2 65–80

C (Grade 2) 3 80–95

D (Grade 3) 1 70–85

D (Grade 3) 2 85–100

D (Grade 3) 3 100–115

E (Grades 4) 1 95–105

E (Grades 4) 2 105–115

E (Grades 4) 3 115–125

F (Grade 5) 1 110–120

F (Grade 5) 2 120–130

F (Grade 5) 3 130–140

Adapted from Hasbrouck, Jan, and Gerald Tindal. 2005. “Oral Reading Fluency: 90 Years of Measurement.” Web. 3 August 2015. http://eric.ed.gov/?id=ED531458.

Teachers can use the following routine with students individually or in student pairs. It is important to emphasize that learning to read fluently takes practice and that doing repeated readings and keeping track of reading times helps students see how their reading improves with practice. The goal of fluency practice is not to read fast, but to read accurately, at an appropriate rate, and with expression. Automaticity with print enables students to devote more mental energy to comprehension.

want



30 31


1. Introduce Timed Repeated Readings Tell students that today they will read a passage multiple times. Each time they read, they (or you) will keep track of how many words they read correctly in one minute. Say that you will time their reading for one minute. They will underline any words they don’t know as they read. When the time is up, students will draw a line after the last word they read.

2. Measure Fluency After one minute, tell students that it is time to figure out how many words they read correctly. Show them how to use the numbers at the right of the passage to identify the total number of words they read. Then have them count the words they underlined. To figure out how many words they read correctly, tell students to take the total number of words they read and subtract the number of underlined words. For example, if their total is 65 words and they underlined 5 words, they will subtract 5 from 65. That means they read 60 words correct per minute (60 WCPM). Have students read the same selection three times and record their best score on their charts.

3. Track Progress Use the chart below to track fluency and especially to show students how repeated readings and practice in general improves their scores.

Fluency Progress Chart

Name ________________________________

115

110

105

100

95

90

85

80

75

70

65

60

55

50

45

40

35

30

25

20

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

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30 31


Before the Storm Liz went outside to put her toys away.Then Liz felt water.She jumped.She ran to the house as the rain came.LEFT

RIGHT


Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.

S • 33 Print Concepts

RG16_ReadyUP_LevA_PC_SP_L01.indd 33

04/08/15 10:14 AM




PRACTICE 1 Tell students you are going to show them how to find word in a

sentence. Write out or display the following sample sentence from Student

Page S34:

Bees live in hives.

Explain that a word is a group of letters and that in a written sentence words

are separated by spaces. Say: Bees is the first word. Live is the second word.

Bees and live are separated by a space. Now point out the other words in this

sentence. Pause for students to point out each word. Offer corrective feedback

as needed.

Next, tell students you will help them read words in a sentence. You found the

words in the sentence. To read the sentence, I read each word, starting on the

left. I read each word until I get to the last word on the right.

Write or display the following sample sentences from Student Page S34:

1. Bees like flowers.

2. Bees make honey.

3. Liz likes to eat honey.

Have volunteers circle the words in the sentences and then draw arrows under

the sentences to show in which direction the sentences should be read.

MONITOR PROgRESS Have students look at the following sentence from

Student Page S34:


Have students circle the words in the sentence. Then ask them to draw an

arrow to show in which direction the sentence should be read.

IF… students have difficulty identifying words,

THEN… model the correct response by circling each word in the sentence.

REmINd STudENTS

THaT …• spoken words are

represented by

groups of letters.

• text is read from left

to right.


PRACTICE 2 Remind students that words are made up of letters and that we

read words from left to right. Write or display the following sample paragraph

from Student Page S35:

Liz and Ann are sisters.

They like to play.

Liz likes bees.

Ann does not!

Point to the first word in the first sample sentence. I start reading words from

the left. Where should I go to continue reading? Pause for students to respond.

Yes, I should read from left to right. Where should I go when I get to the end

of a line? Yes, I should go to the next line below it, starting at the left.

ask volunteers to point out the direction in which each sentence should be

read. Have students draw an arrow to indicate the correct direction.

MONITOR PROgRESS distribute the following passage from Student

Page S35 and ask: In which direction do you read the passage? draw an arrow

under each line to show how you read the passage.

Liz has a brother named Jon.

Jon likes to climb trees.

Liz also likes to climb trees.

Both Liz and Jon like bees.

IF… students have difficulty with directionality,

THEN… model the correct process by rereading each sample sentence and

moving your finger under each word as you read. Have students repeat the

sentence after you, using their finger to show directionality as they say the

words with you.

REmINd STudENTS

THaT …• spoken words are

written in groups

of letters.

• text is read from left

to right and top to

bottom.

T • 34 Print Concepts


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21/08/15 9:51 PM


LEVEL A • READ



RI.K.7 With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).

See also L.K.5.b

OBJECTIVES:• Describe illustrations.• Link illustrations to

a text.

• Explain how illustrations clarify a text.

Living in the Desert, continued

The diamondback rattlesnake spends much of the day resting. It lives under rocks or other places to get out of the sun. Sometimes it even steals the underground nests of other animals! The rattlesnake will eat a mouse if it catches one. Rattlesnakes can also sense the heat of other animals. This helps the snakes find food. It also helps them slither away from animals that want to attack them. The gray fox is another animal that lives in the desert. Like other desert animals, the gray fox does most of its hunting at night.

INTRODUCE Say: You know that authors write words. Many texts you see also have pictures. Sometimes, the author makes the pictures. Other times, an illustrator draws pictures to go with the author’s text.MODEL Display or distribute Student Page S279. Have students study the illustration as you read aloud the text.


TEACH Ask: What do you see in this picture? Encourage students to point out every detail, including the texture of the earth, the background, and the appearance of the animals. Where is the mouse? Point to the words homes underground and say: You can see that the illustration shows the mouse’s underground home. Point to the words mice and snakes as you read each one. Where do you see snakes in the picture? Point out that the illustration shows animals mentioned in the text.

Say: The text says the underground home protects mice from snakes. What details in the illustration help show you that the mouse’s home helps protect it from snakes? Guide students to suggest that the snakes might be looking for a mouse to eat, but the mouse is hidden in its underground home. The picture helps you understand that a snake hunts other animals for food, so the mouse needs a home that hides and protects it.

BUILD VOCABULARYUse AntonymsSay: Words that mean the opposite of each other are antonyms. What is the antonym of up? (down)

Direct students to look at the first paragraph. Read aloud sentences containing antonyms. “The Sonoran Desert in the United States can get very hot during the day. But it can become very cold at night.” What pair of antonyms do you hear? (hot, cold)

Have students discuss antonym pairs that they know or find antonyms for words in the passage.

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Reading Informational Text T • 279RG16_ReadyUP_LevA_RI_TG_L47.indd 278-279

29/08/15 9:01 AM

ASSESSMENT Reading Informational Text

LESSONS 46–48

ASSESS MASTERY Use this Checkpoint to assess students’ mastery of the

Level A Reading standards listed here.

ADMINISTER THE TEST Administer the Checkpoint orally to each student.

Distribute copies of the following page. Read aloud the passages as students

follow along. Then read aloud questions 1–4 below and have students respond.

Check their answers using the Scoring chart.

1. Who is the author of the text about tomatoes? What reason does the

author give for starting tomato plants indoors?

2. Which text does the illustration go with? How can you tell?

3. Which topic is in both texts: planting seeds, beans, or tomatoes?

4. What is different about the planting time in the two texts?

SCORING

SKILL/LESSON STANDARD ANSWER SCORING

1. Examine the

Presentation of

Information

(Lesson 46)

RI.K.6, RI.K.8

Indra Seth; In spring,

it is still too cold for

gardening outdoors.

_____ / 2

2. Understand

Illustrations

(Lesson 47)

RI.K.7 the text about beans;

it shows plants in

rows of soil outdoors

_____ / 2

3. Compare Two

Texts (Lesson 48)

RI.K.9 planting seeds _____ / 1

4. Compare Two

Texts (Lesson 48)

RI.K.9 In the bean text, the

planting time is when

the ground is warm.

In the tomato text,

the planting time is

when the ground is

still too cold for a

garden.

_____ / 1

An overall score of 80% is typically considered mastery. Use your judgment and

your individual students’ needs as well to determine skill mastery.

IF… you determine that students have not demonstrated sufficient mastery of

one or more skills,

THEN… review needed skills, going back to the lessons to reteach and scaffold

as needed.

RI.K.6 Name the

author and illustrator

of a text and define

the role of each in

presenting the ideas or

information in a text.

RI.K.7 With

prompting and

support, describe the

relationship between

illustrations and the

text in which they

appear (e.g., what

person, place, thing,

or idea in the text an

illustration depicts).

RI.K.8 With

prompting and support,

identify the reasons an

author gives to support

points in a text.

RI.K.9 With

prompting and support,

identify basic similarities

in and differences

between two texts

on the same topic

(e.g., in illustrations,

descriptions, or

procedures).

LEVEL A • CHECKPOINT


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03/08/15 11:52 AM

INTERVENTION AND YOUR STUDENTS

Building a Home-School ConnectionSuccessful intervention is dependent on regular communication between teachers and students’ parents or guardians. Sharing learning goals and expectations as well as any potential concerns is critical. Through clear, consistent, and regular communication, teachers can outline how they are working with students in class and what additional intervention instruction will address gaps in learning. They can share which techniques are most effective with each student and offer suggestions for how to expand learning gains to engage students outside the classroom. When teachers share clear expectations and regular progress updates, parents and guardians can better reinforce their student’s learning while also offering their own questions and observations to guide further instruction. Shared knowledge is empowering—it gives parents and guardians more leverage as advocates for and contributors to their student’s learning, both in recognizing and addressing concerns and in developing curious, enthusiastic, and motivated learners.



32 33


Understanding the Research BaseEffective, targeted intervention is research based in best-practices instruction. The more teachers understand the reasons for particular skills and strategies, the more effective they can be in facilitating student mastery of critical learning goals.

Developing a Research-Based Approach According to the Common Core State Standards, “no set of grade-specific standards can fully reflect the great variety in abilities, needs, learning rates, and achievement levels of students in any given classroom.” Instead of being an isolated measure of grade-level proficiency, standards should be used as markers along the path to college and career readiness. The way students learn to read and develop critical thinking skills depends on many different factors, including age, primary language, cultural heritage, and experiences (FirstSchool 2014). To address the needs of all students, a curriculum must be flexible. The skill sequence should be progressive but integrated, with each grade’s skills building on previous grade-level instruction. The sequence for each grade makes connections and prerequisites among skills clear, within and across grades, to make scaffolding and targeted intervention appropriately flexible and efficient.

To facilitate skills mastery, research supports a gradual release of responsibility. Teachers model first, and then they guide practice. Eventually students work in groups and then independently (Frey and Fisher 2011). This approach matches the common “I do it,” “We do it,” “You do it together,” and “You do it alone” model for lessons (Fisher and Frey 2014).

Teaching Skills in Context Engaging and motivating context allows for effective reading instruction (Shanahan et al. 2010). When a skill is presented in context, students know exactly why they need to practice that particular skill and how that skill fits into general reading proficiency. Context, therefore, gives students a real-world example of the skill in practice and motivates students to engage in the lesson. All lessons in the program include a model passage or stimulus to anchor the lesson. This modeling reinforces the fact that literacy skills are in service to mastery of real-world texts and tasks.

Using Formative Assessment to Guide Intervention Instruction Teachers use assessment to set goals for students, monitor progress toward those goals, give feedback on that progress, and adjust teaching as needed (Allal 2010). By observing how students respond to this ongoing formative assessment, teachers can adjust or focus activities in each lesson. Research shows that effective formative assessment strives to answer the questions Where am I going? Where am I now? and Where to next? (Frey and Fisher 2011). By answering these questions, students know exactly why they are being assessed, what skills they need to address to improve, and what skills they will need for future classroom work.



32 33


Understanding the Research Base: Bibliography

Allal, Linda. 2010. “Assessment and the Regulation of Learning.” Penelope Peterson, Eva Baker, and Barry McGaw (Eds.), International Encyclopedia of Education Vol. 3 (3rd ed.), 348–352. Oxford: Elsevier.

California Department of Education. 2014. ELA/ELD Framework. Sacramento, California: California Department of Education. Ch. 1, 33–34; Ch. 3, 39–40; Ch. 4; Ch. 5; Ch. 12, 16.

FirstSchool: Transforming PreK–3rd Grade for African American, Latino, and Low-Income Children. Ed. Ritchie, Sharon, and Laura Gutmann. 2014. New York: Teachers College Press.

Fisher, Douglas, and Nancy Frey. 2014. Better Learning Through Structured Teaching: A Framework for the Gradual Release of Responsibility (Second Ed). Alexandria, VA: ASCD.

Frey, Nancy, and Douglas Fisher. 2011. The Formative Assessment Action Plan: Practical Steps to More Successful Teaching and Learning. Alexandria, VA: ASCD.

Hudson, Roxanne. 2011. “Fluency Problems: When, Why, and How to Intervene.” Rollanda E. O’Connor and Patricia F. Vadasy (Eds.), Handbook of Reading Interventions, 169–197. New York: Guilford.

National Association for the Education of Young Children. 2009. Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth Through Age 8. Washington, D.C.: National Association for the Education of Young Children. 5-6.

National Governors Association Center for Best Practices and Council of Chief State School Officers. 2010. Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects. Washington, DC: Authors. 6.

Shanahan, Timothy, K. Callison, C. Carriere, N. K. Duke, P. D. Pearson, C. Schatschneider, and J. Torgesen. 2010. Improving Reading Comprehension in Kindergarten Through 3rd Grade: A Practice Guide (NCEE 2010-4038). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.



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level b • MODel AND TeACH

Lesson 23 Long Vowels and the Silent e Rule



OBJECTIVES:• Introduce the

concept of the long vowel sound and silent e rule for single-syllable VC words that end in e.

• Introduce segmenting and blending a_e patterns.

•Apply the silent e rule to reading and writing spelling correspondences for single-syllable VCe words.

INTRODUCe Remind students they have learned words with short vowel sounds (e.g., cap and can). Today we will learn words with these vowel sounds: /ā/, /ī/, /ē/, /ō/, and /ū/. These vowel sounds have the same sound as their letter names. For example, listen for a in these words. Cape. Cane.

MODel Display “I Had a Cap” from Student Page S137. Read the passage, pointing to each word as you read. Cap. Cape. /k/ /ă/ /p/. /k/ /ā/ /p/. How did e give the child a cape? The final letter e changed the short a sound to the long a sound. Write the letters in the blanks to complete cap. Say cap, drawing out the sounds. Write the letters in the blanks to complete cape. Say cape, drawing out the sounds. Circle each relevant letter and word as you explain: When we see the letter e at the end of a word after a consonant, the first vowel in the word sounds like the letter’s name. Cape. /k/ /ā/ /p/.

I Had a Cap

I had a cap. I had a can. Then e gave me a cape and cane!

_ a _

_ a _

_ a _ e

_ a _ e

TeACH We have learned that e at the end of a word after a consonant makes the first vowel in the word a long vowel. Now, we will say and write /k//ă//n/ and /k//ā//n/. Hold your marker over the blank for letter c in can. Ask students what letter you should write. Prompt and repeat for the letter n in can. Now I will say the word and then we will say it together. /k/. /ă/. /n/. Say it with me: /k/ /ă/ /n/. Repeat with cane. After saying cane, circle the silent e and repeat the rule.

Phonics and Word Recognition T•137

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34 35

LEVEL B • PRACTICE AND ASSESS


REMIND STUDENTS THAT…• they can say a long

vowel sound because it is the same as the letter name.

• they can apply the silent e rule to words spelled a_e and i_e.

PRACTICE 1: Long a and Long i (Spelled a_e, i_e) Use the following routine to help students recognize long a and long i sounds.

Routine1. Review. Write the word cape. Cover the final e. The

final letter e is gone. Now the word does not have a long a sound. What is this word now? /K/. /ă/. /p/. Say it with me: /k//ă//p/. Reveal the e. /k//ā//p/.

2. Introduce new long a words.

Display and refer to Student Page S138. Point to a_e at the top of the first chart. Many words use the sound /ā/ when there is the letter a, a consonant, and then the letter e. Introduce the word cake. /K/. /ā/. /k/. Listen for the /ā/ sound. Say it with me: /ā/. /k//ā//k/. Cake.

3. Practice long a words. Fill in the chart as you draw out the sounds for the word cake. Say it with me: /k//ā//k/. Cake. Introduce and practice safe and game.

Repeat the routine with i_e and the words kite, bike, and f ire.

a_e a_e a_ecake

c a k e safe

s a f e game

g a m e

i_e i_e i_ekite

k i t e bike

b i k efire

f i r e

MONITOR PROGRESS Point to a_e on Student Page S138. Say the a_e words, and ask the student to point to and say each word. Repeat with i_e.

a_e i_ecake kitesafe bike

game fire

IF… students cannot identify a word, THEN… say the word, drawing out the /ā/ or /ī/ sound as you run your finger under the related letters.


RG16_ReadyUP_LevB_PW_TG_L23.indd 138 23/06/15 4:00 PM

36 37





• they can apply the silent e rule to words spelled o_e and e_e.

PRACTICE 2: Long o and Long e (Spelled o_e, e_e) Use the following routine to help students recognize long o and long e sounds.

Routine1. Introduce the long o

sound spelled o_e.Display and refer to Student Page S139. Point to o_e at the top of the first chart. Many words use the sound /ō/ when there is the letter o, a consonant, and then the letter e. Ask students to name the picture of the bone. Then point to the word bone. Listen for the /ō/ sound. /B/. /ō/. /n/.

2. Model the long o sound spelled o_e.

Circle the letters o and e in bone and blend the word slowly. /B/. /ō/. /n/. Have students repeat the word as you point to it.

3. Practice the long o sound spelled o_e.

Fill in the chart for the word bone as you draw out the sounds in bone. Say it with me: /b/. /ō/. /n/. Repeat the process with the words rope and nose.

Repeat the routine with e_e and the words Zeke, Pete, and Eve.

o_e o_e o_ebone

b o n e rope

r o p e nose

n o s e

e_e e_e e_eZeke

Z e k e Pete

P e t e Eve

E v e

MONITOR PROGRESS Point to o_e on Student Page S139. Tell the student you will say an o_e word. Say the word and ask the student to point to and say the word. Repeat with e_e.

o_e e_ebone Zeke

rope Pete

nose Eve

IF… students cannot identify a word, THEN… say the word, drawing out the long vowel sound as you run your finger under the related letters.



36 37





• they can apply the silent e rule to words spelled u_e.

PRACTICE 3: Long u (Spelled u_e) Use the following routine to help students recognize the long u sound.

Routine1. Introduce the long u

sound spelled u_e.Display and refer to Student Page S140. Many words use the sound /ū/ when there is the letter u, a consonant, and then the letter e. Point to the word mule and to the picture of the mule. Listen for the long u sound. /M/. /ū/. /l/. Mule.

2. Practice the /ū/ sound spelled u_e.

Point to the word mule. Write the missing letters on the chart as you draw out the sounds. Say it with me: /m/. /ū/. /l/. Mule. Repeat the process with the words cube and cute.

u_e u_e u_emule

_ u _ e cube _u_e

cute _ u _ e

To further students’ learning, provide word cards of introduced words and additional /ū/ words (e.g., huge, use). Have students decode the words as a group with you, or in small groups independently.

INDEPENDENT PRACTICE Point to u_e on Student Page S140. Tell the student you will say a u_e word. Say the word and ask the student to point to and say the word.

u_emulecubecute

IF… students cannot identify a word, THEN… say the word, drawing out the /ū/ sound as you run your finger under the related letters.



38 39

Lesson 23

Long V

owels and the S

ilent e Rule

a

a

a e

a e

I Had a C

ap

I had a cap. I had a can.Then e gave m

e a cape and cane!

LEVEL B • MODEL AN

D TEACH

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ducation, Inc., or its affiliates. All R

ights Reserved.

S • 137 Phonics and Word Recognition

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38 39

a_e

i_e

cake

kite

safe

bike

gam

efir

e

i__e

i__e

i__e

kite

__

i__e

bike

__

i__e

fire

__

i__e

a__e

a__e

a__e

cake

__

a__e

sa

fe

__a_

_e

gam

e __

a__e

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Lesson 23

Long V

owels and the S

ilent e Rule

o_ee_e

boneZeke

ropeP

ete

noseE

ve

e__ee__e

e__eZeke

__e__eP

ete __e__e

Eve

E__e

o__eo__e

o__ebone

__o__e rope

__o__enose

__o__e


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ights Reserved.


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40 41

Les

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23

Lon

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s an

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u_e

mul

e

cube

cute

u__e

u__e

u__e

mul

e __

u__e

cu

be

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_ecu

te

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level b • MODel AND TeACH

Lesson 24 Long Vowel Patterns



OBJECTIVE:•Learn spelling

correspondences for long vowel VCe words spelled e, o, i, and y.

INTRODUCe Remind students that long vowel sounds sound like the letter name. Remind students they have learned to recognize and say words with long vowel sounds in words with a silent final e. Today we will learn to recognize words with these long vowel sounds—/ē/, /ō/, and /ī/—that are spelled differently.

MODel Display Student Page S141. Read aloud the first two sentences in the passage. Point to the word she, read it aloud, and have students repeat after you. Point to the letter e. She is a word with a long e sound that is spelled differently from the word Pete.

Hi!

She is a young girl.Pete is a cold boy.The young girl says hi to the cold boy.The boy is too cold to say hi back!

e o i

she cold hi

TeACH Direct students’ attention to the chart and run your finger under relevant letters and words as you read it aloud. Draw out and blend the sounds. Say the long e sound with me: /ē/. Say the word with me: /Sh//ē/. Point to the drawing of snowflakes falling. Is it warm outside? No! It is cold. /K/. /ō/. /ld/. Cold uses a long o sound, but it is spelled differently from bone. Say the long o sound with me: /ō/. Now say the word with me: /c//ō//ld/. Point to the word hi in the last column. Hi uses a long i sound, but it is spelled differently from kite. Say the long i sound with me: /ī/. Now say the word with me: /h//ī/.

Phonics and Word Recognition T•141

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42 43





• they can say the /ē/, /ō/, and /ī/ sounds.

• they can say words with these sounds.

PRACTICE 1: Long e, o, and i (Spelled e, o, i) Use the following routine to help students recognize long e, o, and i sounds spelled e, o, and i.

Routine

1. Review a familiar long Display a word card for she from Student e word. Page S142. The e in /sh/ /ē/ says its letter

name: /ē/. Say it with me: /ē/. /Sh/. /ē/. Many words use the letter e to make this sound.

2. Introduce and practice Point to e at the top of the first chart onnew long e words. Student Page S142. The e in the word me

includes the sound of its letter name: /ē/. Say the word with me: /m//ē/. Use the same procedure to introduce he and we.

Use the routine to review the word cold and introduce new long o words from column two of the chart.

Then repeat the routine with the word hi and introduce new long i words from column three of the chart.

e o ime most findhe told kindwe go mindshe cold hi

MONITOR PROGRESS Point to e on Student Page S142. Tell the student you will say a word with the /ē/ sound. Say a word and ask the student to point to and say the word. Repeat with at least two long e words. Repeat for long o and i words.

e we he me she

o go cold told most

i mind hi find kind

IF… students cannot identify a word, THEN… say the word, drawing out the long vowel sound as you run your finger under the related letters.



44 45




• they can say the /ī/ sound.

• they can say words with this sound that use the letter i.

PRACTICE 2: Long i (Spelled y) Use the following routine to help students recognize words with the long vowel i sound spelled y.

Routine

1. Review the long i sound. Write the word hi. This is a word we know. Say it with me: /h//ī/. The last sound in this word is the sound of the letter i. Many words use this sound. Today we will learn words with the /ī/ sound that are spelled differently.

2. Introduce a word with long Display a word card for sky from Studenti spelled with y. Page S143. /sk/. /ī/. Say it with me: /sk//ī/.

The last sound in this word is the sound of the letter i. In this word, the letter y is used to make the /ī/ sound. Many words use the letter y to make the /ī/ sound.

3. Introduce and practice Point to the picture on Student Pagenew long i words spelled S143 that is associated with fly. Follow with a y. Step 2 to introduce and practice fly.

Repeat for why and try.

fly why try sky

MONITOR PROGRESS Read the sentence from Student Page S143. Tell the student you will say a word with the sound of the letter i that is spelled with a y. In random order, say a long i word in the sentence. Ask the student to point to the word in the sentence and say the word. Repeat the steps for all long vowel i words spelled with a y in the sentence. (Alternative: Point to a word. Ask the student to say the word.)

Why try to fly in the sky?

IF… students cannot identify a word, THEN… say the word, drawing out the long i sound as you run your finger under the related letter.




44 45





• they can say the /ē/ sound.

• they can say words with this sound that use the letter e.

PRACTICE 3: Long e (Spelled y) Use the following routine to help students recognize words with the long vowel e sound spelled y.

Routine

1. Review the long e sound. Display a word card for she. Draw out and blend the sounds as indicated. This is a word we know. /sh/. /ē/. Say it with me: /sh//ē/. The last sound in this word is the sound of the letter e. Many words use this sound. Today we will learn words with the long e sound that are spelled differently.

2. Introduce a word with long Display a word card for lady.e spelled with y. /l//ā/. /d/. /ē/. Say it with me: /l//ā//d//ē/. Say

the last sound with me: /ē/. In this word, the letter y is used to make the /ē/ sound. Many words use the letter y to make the /ē/ sound.

3. Practice new long e words Display Student Page S144. Point to silly.spelled with a y. Follow Step 2 to introduce and practice silly. Repeat for baby and happy.

lady silly baby happy

INDEPENDENT PRACTICE Read the sentence from Student Page S144. Tell the student you will say a word with the sound of the letter e that is spelled with a y. In random order, say a long e word in the sentence. Ask the student to point to the word in the sentence and say the word. Repeat the steps for all long vowel e words spelled with a y in the sentence.

I saw a happy baby with a silly lady.

IF… students cannot identify a word, THEN… say the word, drawing out the long e sound as you run your finger under the related letter.



46 47

e o

i

shecold

hi

Hi!

She is a young girl.

Pete is a cold boy.

The young girl says hi to the cold boy.The boy is too cold to say hi back!

Lesson 24

Long V

owel P

atterns


D TEACH

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ights Reserved.



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Pat

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s

eo

i

me

mos

tfin

d

he

told

kind

we

gom

ind

she

cold

hi

e w

e he

m

e sh

e

o go

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m

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flyw

hytry

sky

Why try to fly in the sky?

Lesson 24

Long V

owel P

atterns


Copyright ©

Pearson E


ights Reserved.



48 49

lady

silly

baby

happ

y

I saw

a h

appy

bab

y w

ith a

sill

y la

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LEVEL B • MODEL AND TEACH

Lesson 25 Vowel Teams



OBJECTIVE:• Introduce spelling

correspondences for long vowel teams spelled ee, ea, ai, and oa.

INTRODUCE Remind students that long vowel sounds say the letter name. Remind students they have learned to recognize and say words with long vowel sounds that use different letters to make the same sound. For example, we learned the words Pete and me. Both words use the /ē/ sound. Hold up word cards for Pete and me. These words both have the long e sound. Pete has the letter t followed by a silent e. Me has the long e sound at the end of the word. Today we will learn to recognize words with these long vowel sounds—/ē/, /ā/, and /ō/—that are spelled differently from other words we have learned.

MODEL Display, point to, and read “The Bee” from Student Page S145. In many words the letters ee make the /ē/ sound. Hold up a letter card with ee. I see these letters in this word: /b/. /ē/. Draw out the sound. Run your fingers under the letters as you say the sound. /b/. /ē/. Now listen carefully as I say the word: /b//ē/.

The Bee

The bee can eat and sleep in the tree. He can stay all day, in the sun or the rain. He can float like a boat in the sea.

TEACH We have learned that the letters ee can say the name of the letter e. Say the sound with me: /ē/. I will say each word and then we will say it together. Say the /ē/ sound before you say each word. Run your fingers under the letters ee as you say the word. Begin with bee: /ē/. Now say the word with me: /b//ē/. Use the same steps to introduce and practice sleep and tree. Read the first sentence again, drawing out the sounds. Then repeat the process with the other words that have vowel teams ea (eat), ai (rain), and oa (float).



50 51



REMIND STUDENTS THAT…• they can say words

that use different letters to make the /ē/ sound.

• they can say words that use ee and ea to make the /ē/ sound.

PRACTICE 1: Long e (Spelled ee, ea) Use the following routine to help students recognize words with long e spelled ee, ea.

Routine

1. Review a familiar long e word Write bee. The e in /b/ /ē/ says its letter spelled ee. name: /ē/. Say it with me: /ē/. /B/. /ē/.

Many words use the letter e to make this sound. Say the word and repeat it with students. Display Student Page S146. Read the ee poem. Draw your finger under each long e sound as you read. In this poem, the letters ee say the letter name. I will read the sentence again and underline the words with the long e sound. Then we will say each word together.

2. Introduce and practice new Display Student Page S146. Read the ee words with the long e poem. Draw your finger under each long sound spelled ee. e sound as you read. In this poem, the

letters ee say the letter name. I will read the sentence again and underline the words with the long e sound. Then we will say each word together.

Then repeat the routine to introduce and practice ea words.

eeKeep a seed.Plant it deep.Grow a treeFor a bee!

eaSneak to the seaTo beat the heat!Sit on a seat.Have a bite to eat!

MONITOR PROGRESS Display the following words from Student Page S146. Say a word. Ask the student to point to and say the word.

sea tree deep heat beekeep seat seed beat eat

IF… students cannot identify a word, THEN… say the word, drawing out the long e sound as you run your finger under the related letters.



52 53


REMIND STUDENTS THAT…• they can say the long

vowel sound /ā/.

• they can identify words that use the /ā/ sound spelled ai.

PRACTICE 2: Long a (Spelled ai) Use the following routine to help students recognize words with long a spelled ai.

Routine

1. Review long a words. Write the word cape. This is a familiar word: /k/. /ā/. /p/. Say it with me: /k/ /ā/ /p/. This is a word with a long a sound that has a silent e at the end of the word. Today we will learn words with the /ā/ sound that are spelled differently.

2. Introduce and model Write or display the letters ai. Point long a words spelled ai. to the letters and say the sound. Ask students

to say the sound with you. In many words, the letters ai make the /ā/ sound. Write the word mail. In mail, the letters ai make the long a sound. Run your fingers under the letters as you draw out the sounds in the word: /m/. /ā/. /l/. Say it with me: /m//ā//l/. Mail.

3. Practice words with Display Student Page S147. Read the poem. the long a sound I will underline the words with the long a spelled ai. sound. Then we will say each word together.

aiA snailon a pailin the rainwaits forits mail.

MONITOR PROGRESS Display the following words from Student Page S147. Say a word. Ask the student to point to and say the word. Repeat for at least three words.

mail rain snailnail pail wait

IF… students cannot identify a word, THEN… say the word, drawing out the long a sound as you run your finger under the related letters.




52 53



REMIND STUDENTS THAT…• they can say the long

vowel sound /ō/.

• they can identify words that use the /ō/ sound spelled oa.

PRACTICE 3: Long o (Spelled oa) Use the following routine to help students recognize words with long o spelled oa.

Routine

1. Practice a long o word. Write the word bone. This is a familiar word: /b/. /ō/. /n/. Say it with me: /b//ō//n/. This is a word with the long o sound that has a silent e at the end of the word. Today we will learn words with the /ō/ sound that are spelled differently.

2. Introduce and model Write the letters oa. Point to the letters long o words spelled oa. and say the sound. Ask students to say the

sound with you. In many words, the letters oa make the /ō/ sound. Write the word boat. In /b/ /ō/ /t/, the letters oa make the /ō/ sound. Run your fingers under the letters as you draw out each sound in the word: /b/. /ō/. /t/. Say it with me: /b//ō//t/. Boat.

3. Practice new words Display Student Page S148. Read the poem. with the long o sound I will read the poem again slowly. I will spelled oa. underline the words with the /ō/ sound. Then

we will say each /ō/ word together.

oaA goatwho ate toastliked to floaton a boat.

INDEPENDENT PRACTICE Display the following words from Student Page S148. Say a word. Ask the student to point to and say the word. Repeat for at least three words.

float soap goat toast boat

IF… students cannot identify a word, THEN… say the word, drawing out the /ō/ sound as you run your finger under the related letters.



54 55

The Bee

The bee can eat and sleep in the tree. H

e can stay all day, in the sun or the rain.H

e can float like a boat in the sea.

Lesson 25

Vow

el Teams


D TEACH

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54 55

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ee Kee

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For

a be

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ea Sne

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the

sea

To b

eat t

he h

eat!

Sit

on a

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t.H

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a bi

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!

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aiA snail

on a pail in the rainw

aits for its m

ail.

mail

rain

snail

nail

pail

wait

Lesson 25

Vow

el Teams

Lesson 25

Vow

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oa A g

oat

who

ate

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float

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boat

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ASSESS MASTERY Use this Checkpoint to assess students’ mastery of long vowels and the silent e rule, long vowel patterns, and vowel teams.

ADMINISTER THE TEST Administer the Checkpoint orally to each student. For each item, model the process as described, and then have the student use the process to respond to your prompts. Record responses on the scoring chart on the next page.

1. Long Vowels and the Silent e Rule (Lesson 23) MODEL: Repeat the word with the long vowel sound. For example, if I say tape and tap, then you would repeat the word tape.

ASSESS: fire, fir hat, hate kit, kite

cub, cube hot, hole hug, huge

2. Long Vowel Patterns (Lesson 24) MODEL: Repeat the word that makes the long vowel sound /ē/, /ō/, or /ī/ with only one letter.

ASSESS: coal, sold he, heat find, file

3. Long Vowel Patterns (Lesson 24) MODEL: Repeat the word that makes the long vowel sound /ē/ or /ī/ with the letter y.

ASSESS: my, mine shine, shy cream, candy party, peel

4. Vowel Teams (Lesson 25) MODEL: Repeat the word with the long vowel sound /ē/ spelled with ee or ea.

ASSESS: ee: she, seen heel, he ea: be, beat seat, see

5. Vowel Teams (Lesson 25) MODEL: Repeat the word with the long vowel sound /ā/ spelled ai, or point to the word with the long vowel sound /ō/ spelled oa.

ASSESS: ai: hay, hail sail, say oa: boat, bow so, soak


RF.1.3.c Know final -e and common vowel team conventions for representing long vowel sounds. RF.1.3.b Decode regularly spelled one-syllable words.



58 59



SCORING

SKILL/LESSON STANDARD SCORE

1. Long Vowels and the Silent e Rule (Lesson 23) fire, fir (fire)hat, hate (hate)kit, kite (kite)cub, cube (cube)hot, hole (hole)hug, huge (huge)


_____ / 6

2. Long Vowel Patterns (Lesson 24) coal, sold (sold)he, heat (he)find, file (find)


_____ / 3

3. Long Vowel Patterns (Lesson 24) my, mine (my)shine, shy (shy)cream, candy (candy)party, peel (party)

_____ / 4

4. Vowel Teams (Lesson 25)ee: she, seen (seen) ee: heel, he (heel)ea: be, beat (beat)ea: seat, see (seat)

_____ / 4

5. Vowel Teams (Lesson 25)ai: hay, hail (hail)ai: sail, say (sail)oa: boat, bow (boat)oa: so, soak (soak)

_____ / 4


IF…you determine that students have not demonstrated sufficient mastery of one or more skills,THEN…review the skill(s), going back to the lessons to reteach and scaffold as needed.



60 61

LEVEL B • READ

DiREctions Follow along as your teacher reads “The Truth About Koalas” aloud. Look at the subtitles in bold and view the picture.




What Makes Koalas So Special?A koala is a marsupial. A marsupial is an

animal with a pouch. Koala mothers have a pouch to carry their young. The pouch keeps the growing koala warm and safe. A baby koala is called a joey.

When a joey is born, it is tiny. It can’t see. It has no fur. It is about the size of a jellybean! The joey crawls into its mother’s pouch to stay safe. It stays in the pouch for the next six months.

Lesson 42 Identify Main Topic and Key DetailsC

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LEVEL B • READ

The Truth About Koalas, continued

What Is a Koala’s Life Like?Koalas eat tree leaves. They have to eat

leaves all the time to stay healthy. This takes a lot of energy. When koalas are not eating, they are sleeping. Some koalas sleep twenty hours a day.


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level B • MODel AND TeACH


RI.1.2 Identify the main topic and retell key details of a text.

See also L.1.4.a

OBJECTIVES:•Ask and answer

questions about the main topic of a text.

•Ask and answer questions about key details in a text.

•Retell the text’s main topic and key details.

Introduce Guide students to the understanding that the main topic of a text is what that text is all about. Ask: If I want to know the main topic of what I am reading, what do I want to know about it? (what person, place, or thing the text is about) Tell students that today they are going to learn how to tell about the main topic of the texts they read, using important details they find in in the texts.

Model Have students view the picture and subheadings, then display or distribute Student Page S241. Ask students what they think the text will be about. Then read it aloud.




teach Reread the title of the text aloud. Underline the word Koalas. This text must be all about koalas, just like the title says. Then point to the word Truth. In this text, what is one thing you learn that isn’t true about koalas? Guide students to answer that koalas are not bears. Underline the text that says this. Explain that this small, important part of the text is called a detail. Then work together with students to identify other important details in the selection.

BUILD VOCABULARY

Context CluesPoint out the word marsupial on Teacher Page T239.

Ask: Sometimes difficult words are explained right in the text. How can I use context clues, or words and sentences around the word, to understand what marsupial means?

Say: In the next sentence it says what a marsupial is. It says that a marsupial is “an animal with a pouch.”

Direct students to use the same strategy to determine the meaning of the word joey.


detail

ReadingInformationalText T•241


62 63


PRACTICE 1: Ask and Answer Questions About the Main Topic Explain that the main topic of a text is what the key details will tell about. To determine the main topic, readers can figure out what most of the details are related to. Display or pass out Student Page S242. Say: First you will determine what this text is about, or what its main topic is.


What Do Koalas Look Like?What Makes Koalas So Special?What Is a Koala’s Life Like?

Have students use a Web graphic organizer. Invite students to identify the main topic based on the title, headings, and picture. Write koalas in the center circle. Say: Headings tell what the sections of a text are about. The writer uses questions as headings. They are all questions about the main topic. You can use information, or details, in the text to answer those questions. Write one heading in each circle connected to the center circle.

Have students write details in the outer circles of the graphic organizer. Point out that the details do not all connect with each other, but that all the details connect to the main topic of the passage.

MONITOR PROgRESS Have students generate and answer a question about the text’s main topic.

IF… students struggle to identify the text’s main topic, THEN… provide sentence frames such as these: A word that appears in the title and in the headings is _______. The first section is about _______, the second section is about _______, and the third section is about _______. The picture shows a _______.

REMIND STUDENTS THAT…• the smaller, important

parts of the text are called details.

• the details in the text help tell about the main topic.


T•242 ReadingInformationalText


64 65


REMIND STUDENTS THAT…• small bits of

information in a text are called details.

• the main topic of a text is what that text is all about.

PRACTICE 2: Ask and Answer Questions About Key Details Display the passage from Student Page S243. Point to the heading, or title of this section. Ask: What kinds of details do you think you will find in this text based on the heading, or title of this section? Affirm that there will probably be details about what makes koalas special. Tell students to listen for these details as you read aloud.

What Makes Koalas So Special?A koala is a marsupial. A marsupial is an

animal with a pouch. Koala mothers have a pouch to carry their young. The pouch keeps the growing koala warm and safe. A baby koala is called a joey.

Point to the word marsupial in the first sentence. Ask students to read the sentence aloud. That seems like an important detail. What questions could you ask about marsupials? Guide students to generate questions using who, what, when, where, why, and how. What does the text say makes marsupials special? Ask students to point out details about the marsupial’s pouch in the text. Can we use those details to answer any of our questions?

MONITOR PROgRESS Ask students to review Student Page S243 and tell what other details the writer includes to explain why a koala is special.

IF… students are unable to identify key details and/or explain why they are important to the rest of the text, THEN… Ask: What words do you see repeated in the paragraph? What information in the paragraph answers the question What makes koalas so special? Pause for student responses and offer guidance as needed.




64 65


REMIND STUDENTS THAT…• the important details

in a text support the text’s main topic.

• identifying the details in a text can help them understand the text’s main topic.

PRACTICE 3: Retell Main Topic and Key Details Explain to students that they have had practice determining a text’s main topic and identifying the details in a text. Tell students they will practice retelling the main topic and details to show that they understand what they are reading. Display or distribute Student Page S244. Read the title and text aloud.

What Is a Koala’s Life Like?Koalas eat tree leaves. They have to eat

leaves all the time to stay healthy. This takes a lot of energy. When koalas are not eating, they are sleeping. Some koalas sleep twenty hours a day.

Remind students that identifying the details in the text will help them determine the text’s main topic, or what the text is all about.

Have students reread what you have just read quietly with a partner, and work together to create a list of the paragraph’s important details, or what they learn. Say: As you think about what details are important, consider the questions the author has answered about the topic, such as What do koalas eat? and Why do they sleep all the time?

INDEPENDENT PRACTICE Ask students to review “The Truth About Koalas” and state the text’s main topic and list key details.

IF… students have trouble retelling the main topic and key details, THEN… have students work in pairs to ask and answer questions using words and phrases from the passage. Guide students in using the key details that make up the questions and answers to identify the main topic.




66 67

Lesson 42

Identify Main Topic and K

ey Details


D TEACH

Copyright ©

Pearson E


ights Reserved.

The Truth About K

oalas

What D

o Koalas Look Like?

Som

e people think koalas are bears, but this is not true! Koalas

are from the sam

e family as the w

ombat. They look a lot like

wom

bats. Koalas can be brow

n or grey. They have large black noses and thick fur. They have claw

s for climbing trees.

S • 241 Reading Informational Text

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Lesson 42

Identify Main Topic and K

ey Details


Copyright ©

Pearson E


ights Reserved.

What M

akes Koalas S

o Special?

A koala is a m

arsupial. A m

arsupial is an animal w

ith a pouch. K

oala mothers have a pouch to carry their young. The pouch

keeps the growing koala w

arm and safe. A

baby koala is called a joey.



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Wha

t Is

a K

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’s L

ife L

ike?

Koa

las

eat t

ree

leav

es. T

hey

have

to e

at le

aves

all

the

time

to s

tay

heal

thy.

Thi

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kes

a lo

t of e

nerg

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hen

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Som

e ko

alas

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rs a

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.

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LEVEL B • READ

DiREctions Look at the passage and the illustration. Follow along as your teacher reads aloud “How the Wright Brothers Learned to Fly.”

How the Wright Brothers Learned to Fly

One hundred and twenty years ago, airplanes were a just a dream. People dreamed of being able to fly like birds. Some were not sure that flying was possible. They had ideas about how to fly but none of them worked. Then the Wright brothers came along.

Orville and Wilbur Wright were not only brothers. They were friends, and they both loved birds. They spent a lot of time watching birds in action. They dreamed of discovering the birds’ secret of flight. They wanted to build a machine that could fly.

Lesson 43 Connect Information in a TextC

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70 71

LEVEL B • READ

How the Wright Brothers Learned to Fly, continued

At first, Orville and Wilbur only made bicycles. They were good at it. Learning to make bicycles taught them all kinds of important things. It taught them how gears work. It also taught them important new ideas about motion. It gave them ideas about how to fly.

Building bicycles gave the brothers ideas about how to build the first airplane. But birds gave them the best idea. The brothers saw that when birds fly into the wind, the wind lifts them into the air. They saw how birds change the shape of their wings to fly faster or in another direction. This gave the brothers an idea. They built an airplane with wings that could catch the wind and change shape. The idea worked! The Wright brothers’ airplane made its first flight on December 17, 1903.

Lesson 43 Connect Information in a Text

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level B • MODel AND TeACH

RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text.

RI.1.5 Know and use various text features (e.g., headings, tables of content, glossaries, electronic menus, icons) to locate key facts or information in a text.

See also L.1.4.b

OBJECTIVES:•Use text features to

find information.

•Gather important information.

•Describe the connection between pieces of information.

Introduce Remind students that facts in a text are connected. Say: When you read, think about what you learn. Try to remember the most important information and how pieces of information are connected.

Model Display or distribute Student Page S247. Ask students what information they think they will find based on the illustration and title. Then ask students to listen for ideas as you read the passage aloud.

How the Wright Brothers Learned to Fly

One hundred and twenty years ago, airplanes were just a dream. People dreamed of being able to fly like birds. Some were not sure that flying was possible. They had ideas about how to fly but none of them worked. Then the Wright brothers came along.

teach Point out the different parts of the text—the title of the text, the illustration, and the text itself. Ask students to tell what information can be found in each part of the text. What did you learn from the title of this text? What does the illustration show? What does the writer tell about in this paragraph? Affirm the information students correctly identify and write it on the board.

Once the list is complete, review it with students. Remind them that when they read, it’s important to think about how the information they find is connected. The title tells me this text will be about how the Wright Brothers learned to fly. The text says that lots of people wanted to fly like birds. The picture shows people looking at flying birds. What is the connection between these things? Guide students to explain that all the parts of the text are related to flight, the Wright brothers are in the title, the text, and the illustration, and that the Wright brothers learned to fly like birds do.

BUILD VOCABULARY

Use SuffixesPoint out ideas in paragraph 1.

Say: When you want to say there is more than one of something, add an s at the end of a word. Adding an s means there is more than one. That makes the word plural.

If I put my finger over the s in ideas, I have the word idea. That’s one idea. Adding an s makes the word plural, or more than one idea.

Direct students to identify other plural words. (airplanes, brothers, birds)


title

text

illustration



72 73


PRACTICE 1: Use Text Features to Find Information Display or distribute Student Page S248.

Orville and Wilbur Wright were not only brothers. They were friends, and they both loved birds. They spent a lot of time watching birds in action. They dreamed of discovering the birds’ secret of flight. They wanted to build a machine that could fly.

Point out that the paragraph tells the reader about the Wright Brothers and how they both loved watching birds. Ask: What else do you see that can help you understand the text? What information can you get from the picture? Guide students to note that the picture shows two people. What can you say about how the people are dressed? (They are wearing suits and old-fashioned hats.) What are they doing? (They watch a bird in flight. One points to it, as if they are studying and discussing the bird’s flight.) What are they holding? (Both men have bicycles.)

MONITOR PROGRESS Discuss the image in more detail. Ask: What else do you see in this picture? Prompt students to consider the identity and relationship of the people shown. Students should also recognize that the picture shows an outdoor landscape, with large rolling fields in the background.

IF… students have trouble identifying the information in the picture, THEN… guide students to “read” the picture from left to right, top to bottom. What is in the top left corner? (a flying bird, far in the distance) What is shown in the top half of the picture? (the sky, flying birds, distant fields)


REMIND STUDENTS THAT…• they can look at all

parts of the text, including the title and pictures, when gathering information.

• it is important to think about how the information in a text is connected.



74 75


REMIND STUDENTS THAT…• readers gather

information as they read.

• they can gather information from all parts of the text and illustrations.

• some details are more important than others.

PRACTICE 2: Gather Important Information Say: Some details are more important than others in a text. Important details are related to the topic of the text and directly support the writer’s main ideas. You will learn how to focus on the most important information in the text. Display or distribute copies of Student Page S249. Read the text aloud.

At first, Orville and Wilbur only made bicycles. They were good at it. Learning to make bicycles taught them all kinds of important things. It taught them how gears work. It also taught them important new ideas about motion. It gave them ideas about how to fly.

Ask: How can you tell what information is important? Explain that information is important if it helps readers better understand what the text is all about. Remind students that this text is all about how the Wright brothers learned to fly. This section of text gives information about how the brothers built bicycles. That is important because building bicycles helped them understand how to fly.

MONITOR PROGRESS Review Student Page S249. Ask: What is the topic of this text? What information in this paragraph is about that topic? How do you know?

IF… students struggle to correctly identify important information or to explain their choices, THEN… refer students to the title of text and review what the text is all about. Ask students to underline any information that is about the Wright brothers, learning, or flying.




74 75


PRACTICE 3: Describe Connections Between Information Display or distribute copies of Student Page S250 and read it aloud. Ask students to listen for important information.

1. Building bicycles gave the brothers ideas about how to build an airplane.

2. But birds gave them the best idea.

3. The brothers saw that when birds fly into the wind, the wind lifts them into the air.

4. They saw how birds change the shape of their wings to fly faster or in another direction.

5. This gave the brothers an idea.

6. They built an airplane with wings that could catch the wind and change shape.

7. The idea worked!

8. The Wright brothers’ airplane made its first flight on December 17, 1903.

Say: According to the information in the text, two things gave the brothers ideas about flying. What are they? Affirm that building bicycles and watching birds helped the brothers learn to fly. Point out that you are making a connection between pieces of information from this text to answer the question. How would you explain the connection between these two pieces of information to someone else? Affirm that you could explain by saying both experiences helped the brothers discover the secret of flight.

INDEPENDENT PRACTICE Direct students to items 3 and 4. Have students echo-read the lines with you. Ask individual students to identify information they can connect and explain how it connects.

IF… students struggle to explaining how the information is connected, THEN… have students restate the main topic of the text—how the Wright brothers learned to fly, and discuss how each piece of information relates to that topic.


REMIND STUDENTS THAT…• important information

in a text directly supports the writer’s main ideas.

• connections between pieces of information help readers better understand a topic.



76 77

Lesson 43

Connect Inform

ation in a Text


D TEACH

Copyright ©

Pearson E


ights Reserved.

How

the Wright B

rothers Learned to Fly

One hundred and tw

enty years ago, airplanes were just a

dream. P

eople dreamed of being able to fly like birds. S

ome w

ere not sure that flying w

as possible. They had ideas about how to fly

but none of them w

orked. Then the Wright brothers cam

e along.



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th

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Lesson 43

Connect Inform

ation in a Text


Copyright ©

Pearson E


ights Reserved.

At first, O

rville and Wilbur only m

ade bicycles. They were

good at it. Learning to make bicycles taught them

all kinds of im

portant things. It taught them how

gears work. It also taught

them im

portant new ideas about m

otion. It gave them ideas

about how to fly.


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1. B

uild

ing

bicy

cles

gav

e th

e br

othe

rs id

eas

abou

t how

to b

uild

an

airp

lane

.

2. B

ut b

irds

gave

them

the

best

idea

.

3. T

he b

roth

ers

saw

that

whe

n bi

rds

fly in

to th

e w

ind,

the

win

d lif

ts

them

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4. T

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ange

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ion.

5. T

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gave

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hers

an

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6. T

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built

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with

win

gs th

at c

ould

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ch th

e w

ind

and

chan

ge s

hape

.

7. T

he id

ea w

orke

d!

8. T

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right

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190

3.

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ASSESSMENT Reading Informational TextLESSONS 42–43


RI.1.2 Identify the main topic and retell key details of a text

RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text.

RI.1.5 Know and use various text features (e.g., headings, tables of content, glossaries, electronic menus, icons) to locate key facts or information in a text.

ASSESS MASTERY Use this Checkpoint to assess students’ mastery of the Level B Reading standards listed here.

ADMINISTER THE TEST Administer the Checkpoint orally to each student.

1. Read aloud the story on the following page.2. Read questions 1–3 and have students respond. Check their answers using

the Scoring chart.

SCORING


1. Identify Main Topic and Key Details(Lesson 42)

RI.1.1 RI.1.2

Main Topic: Cheetahs

Key Details: Fastest animal on Earth, has excellent eyesight, quietest big cat

_____ / 4

2. Connect Information in a Text(Lesson 43)

RI.1.5 Title tells important fact.

Picture shows what a cheetah looks like.

Text gives facts about the cheetah.

_____ / 6

3. Connect Information in a Text(Lesson 43)

RI.1.3 The title helps support the fact in the text that cheetahs are one of the fastest animals on Earth.

_____ / 1

An overall score of 80% is typically considered mastery. Use your judgment and your individual students’ needs as well to determine skill mastery.

IF… you determine that students have not demonstrated sufficient mastery of one or more skills,THEN… review needed skills, going back to the lessons to reteach and scaffold as needed.


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The Fastest Cat on the Block What has pointy ears and a spotted yellow coat? What purrs but doesn’t roar? What can run faster than a car driving through your town? It’s the fastest cat on the block. A cheetah! The cheetah is one of the fastest animals on Earth. It can run as fast as 70 miles per hour. That’s the speed cars drive on the highway! Speed isn’t all there is to this amazing cat. Cheetahs have excellent eyesight, too. If you had eyes like a cheetah, you would be able to see the lines on a football from four football fields away! The cheetah is also one of the quietest big cats. They are the only big cat that can’t roar. But like house cats, cheetahs can purr. Just like our cats at home, cheetahs like to purr when they are happy.

1. What are the main topic and key details of this text?2. What are the parts of this text? What information did

you learn from each part?3. What information in the first paragraph relates to the

title? How is the information connected?

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82

Level B Ends Here.Flip Over for Level E.

82

Level B Ends Here.Flip Over for Level E.

LeveLE

Teacher Guide with Reproducible Student Pages and Checkpoint Assessments

Foundational skills, reading literature, reading informational text, writing, and language

Targeted, scaffolded lessons

Multiple entry and exit points

Gradual release of responsibility model

Ongoing progress monitoring

ReadyUp_Intervention_LevE_FC.indd 1 25/08/15 4:57 PM

Sample Pages

Enclosed Flip Over for Level B

136

SAM: 9780328894581ADV: 9780328899630

Sampler Table of ContentsPart 1: Foundational Skills Level E Part 1: Foundational Skills Level E

Understand Prefixes un-, dis-, mis- Page 3


Understand Prefixes pre-, re- Page 11


Understand Suffixes -ful, -less Page 19


Checkpoint Assessment on Fluency: Vocabulary Page 27

Part 2: Reading, Writing, and Language Level E Analyze Author’s Reasons and Evidence Page 29


Compare and Contrast Two Texts Page 39


Checkpoint Assessment on Reading Informational Text Page 49

TABLE OF CONTENTSPROGRAM OVERVIEW .............................................. T2

LESSON OVERVIEWTeacher Pages ............................................................. T4Student Pages ............................................................ T6Read Passages and Build Vocabulary .......................... T7Formative Assessment ................................................ T8

SKILLS OVERVIEWFoundational Skills .................................................... T10Reading Literature Skills ........................................... T19Reading Informational Text Skills .............................. T20Writing Skills ............................................................. T21Language Skills .......................................................... T22

INTERVENTION AND YOUR STUDENTSPlanning .................................................................... T23Pacing ........................................................................ T24Adapting to Students’ Needs ..................................... T25Building Language ..................................................... T26Building Fluency ........................................................ T27Building a Home-School Connection .......................... T30Understanding the Research Base ............................. T31

Part 1: Foundational Skills Lessons ....................T33

Part 2: Reading, Writing, and Language Lessons ...............................................T97

ReadyUp! Intervention • Table of Contents T • 1

RG16_ReadyUP_LevE_FMTOC.indd 1 06/08/15 9:31 PM

PRACTICE 1 Remind students that the prefixes un-, dis-, and mis- mean “not” and “the opposite of.” Help students recall that dis- can also mean “reverse” and mis- can also mean “wrong” or “incorrect.” Explain that students have to use surrounding words and other context clues to determine what meaning is being conveyed in a particular word that contains the prefix un-, dis-, or mis-.

Display Student Page S84. Explain that students will read each sentence and look for a word with a prefix in it. Then they will underline the word and circle the prefix.

Model completing the activity by reading aloud the first sentence. Underline the word unhappy. What are the two parts of this word? (un- and happy) Have students read aloud the word as you run your hand under each part. Which part is the prefix? (un-) Circle un-. What meaning does un- add to the word happy? (both “not” and “the opposite of”) Then have students work in groups to complete the rest of the activity.

1. Nate is unhappy that it is raining.2. Paige disconnected the laptop cord.3. Our parents warned that if we misbehaved, we would be grounded.4. Ian was unafraid of trying a new sport.5. “It actually worked!” he said in disbelief.6. The new rules are meant to guard against misdeeds.

Review answers with students. Discuss which meanings the prefixes add to the words.

MOnITOR PROgREss Display the following chart from Student Page S84 and have students write each underlined word from sentences 1–6 under the correct prefix. Then have students explain the meaning of each word.

un- dis- mis-

unhappy disconnected misbehaved

unafraid disbelief misdeeds

IF… students have difficulty defining words, THEN… review the prefixes un-, dis-, and mis- and their meanings by using each word in a sentence. Write the sentence, then isolate the word with the prefix and cover the prefix. Ask students to define the base word and add the prefix’s meaning based on the sentence. Offer corrective feedback as needed.

REMIND STUDENTS THAT…• they must evaluate

each word that contains the prefix un-, dis-, or mis- to figure out which meaning of the prefix is intended.

Lesson 12 Understand Prefixes un-, dis-, mis-

level e • PRACTICe AND ASSeSS

T•84 Fluency:Vocabulary

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3 4

level e • MODel AND TeACH

Introduce Remind students that a prefix is a word part that comes at the beginning of a word and that a prefix changes the meaning of a word. Say: Today we will learn about the prefixes un-, dis-, and mis-. All three prefixes mean “not” and “the opposite of.” In addition, dis- means “reverse” and mis- means “wrong” or “incorrect.”

Model Display or share copies of the passage “The Audition” from Student Page S83, and read it aloud.

The Audition

Kai’s school was holding auditions for Chorale, a special choir that performed at school and community events. Kai loved to sing, but she was worried that she would be so nervous that she would be unable to sing a note.

“I really dislike tryouts,” Kai told her best friend, Susie.

“I know,” said Susie, who was also auditioning for Chorale. “I’m really nervous! I hope I haven’t misjudged my singing ability!”

One by one, the students who were auditioning—including Kai and Susie—took the stage and sang. Afterward, the girls talked about their auditions and waited.

Finally, the judges posted the results. Both Kai and Susie would be in Chorale!

teAcH Point to and say the word unable. Say: Un- is a prefix. Cover un- and ask: What word do you see? (able) To read a word with a prefix, read the parts separately and then together: un, able, unable. Explain that in the word unable, the prefix un- lends the special meaning “not.” Repeat the process with the words dislike and misjudged. Explain that in the word dislike, the prefix dis- means “the opposite of” and that in the word misjudge, the prefix mis- means “wrong.”

Emphasize that each of the three prefixes has several different meanings. Point out that students will have to evaluate words with those prefixes to discover which meaning is intended.

L.4.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.

ObjECTIvES:•Determine the

meanings of words with the prefix un-.

•Determine the meanings of words with the prefix dis-.

•Determine the meanings of words with the prefix mis-.


Prefix dis-: “the opposite of like”

Prefix mis-: “judged wrongly”

Prefix un-: “not able”

Fluency:Vocabulary T•83


3 4

PRACTICE 3 Ask volunteers to define the prefixes un-, dis-, and mis- for the class. Offer corrective feedback as needed. Remind students that a prefix changes the meaning of the base word. Display Student Page S86. Read aloud the first example. Model adding the prefix to the base word, writing the new word and the base word on the lines, and then writing a sentence using the new word. Have students complete the rest of the activity independently.

1. dis + orderDisorder means “the opposite of order.”Sample Answer: I don’t like disorder, so I keep my room neat.

2. un + coverUncover means “the opposite of cover.”Sample Answer: Will you uncover the grill so we can cook the burgers?

3. mis + copyMiscopy means “copied incorrectly.”Sample Answer: Don’t miscopy the assignment from the board.

4. dis + approveDisapprove means “to not approve.”Sample Answer: We disapprove of his actions.

5. un + luckyUnlucky means “the opposite of lucky.”Sample Answer: I felt unlucky because I lost my homework.

6. mis + handleMishandle means “handled incorrectly.”Sample Answer: I don’t want to mishandle the situation.

After the activity, discuss the correct answers and have volunteers read their sentences aloud. Offer corrective feedback as needed.

IndEPEndEnT PRACTICE Have students work independently to write a paragraph of at least five sentences. Emphasize that the paragraph must include at least two words with the un- prefix, two words with the dis- prefix, and two words with the mis- prefix.

IF… students have difficulty writing a paragraph that includes words with the un-, dis-, and mis- prefixes,THEN… have partners brainstorm words with those prefixes. Then help students use the words they brainstormed to think of a situation or story about which they could write a paragraph.

REMIND STuDENTS THAT…• the prefix un- means

“not” and “the opposite of.”

• the prefix dis- means “not,” “the opposite of,” and “reverse.”

• the prefix mis- means “not,” “the opposite of,” and “wrong or incorrect.”

• they must evaluate each word that contains the prefix un-, dis-, or mis- to figure out which meaning of the prefix is intended.





5 6

Remind students that…• the prefix un- means

“not” and “the opposite of.”

• the prefix dis- means “not,” “the opposite of,” and “reverse.”

• the prefix mis- means “not,” “the opposite of,” and “wrong or incorrect.”

• they must evaluate each word that contains the prefix un-, dis-, or mis- to figure out which meaning of the prefix is intended.



PRACTICe 2 discuss the prefixes un-, dis-, and mis- and their meanings with students. then display student Page s85. Read aloud the first example. model adding the prefix to the base word, writing the new word on the line, choosing the correct definition, and then writing the definition in the box next to the word. have students work with a partner to complete the rest of the exercises.

1. mis + pronouncemispronounce to say incorrectly

2. dis + respectdisrespect lack of respect

3. un + awareunaware to not be aware of something

4. dis + provedisprove to show something is not true

5. mis + filemisfile to file in the wrong place

6. un + packunpack

to take things out of a suitcase or other container

MONITOR PROgReSS display the following prefixes and base words: dis + agree, un + lock, un + pin, mis + place, un + block, and dis + trust. have students add the prefix to the base word, write the new word, and then write the word’s meaning. after students have completed the activity, discuss the new words.

iF… students have difficulty figuring out the meaning of the new words, then… have students define the base word and then add the prefix meaning to the word. ask: how does the prefix change the meaning of the base word? Offer corrective feedback as needed.


RG16_ReadyUP_LevE_FL_TG_L12.indd 85 7/25/15 9:24 AM

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Les

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12

Und

erst

and

Pre

fixe

s un

-, di

s-, m

is-

1. N

ate

is u

nhap

py t

hat

it is

rai

ning

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Pai

ge d

isco

nnec

ted

the

lapt

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ur p

aren

ts w

arne

d th

at if

we

mis

beha

ved,

we

wou

ld b

e gr

ound

ed.

4. I

an w

as u

nafr

aid

of t

ryin

g a

new

spo

rt.

5. “

It a

ctua

lly w

orke

d!”

he s

aid

in d

isbe

lief.

6. T

he n

ew r

ules

are

mea

nt t

o gu

ard

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nst

mis

deed

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un-

dis-

mis

-

RG16_ReadyUP_LevE_FL_SP_L12.indd 8427/06/15 8:54 PM

7 8

Lesson 12

Understand P

refixes un-, dis-, mis-

Copyright ©

Pearson E


ights Reserved.

S • 83 Fluency: Vocabulary

LEVEL E • MODEL AN

D TEACH

The A

uditio

n

Kai’s school w

as holding auditions for Chorale, a special choir that perform

ed at school and com

munity events. K

ai loved to sing, but she was w

orried that she would be so

nervous that she would be unable to sing a note.

“I really dislike tryouts,” Kai told her best friend, Susie.

“I know,” said Susie, w

ho was also auditioning for C

horale. “I’m really nervous! I

hope I haven’t misjudged m

y singing ability!” O

ne by one, the students who w

ere auditioning—including K

ai and Susie—took the

stage and sang. Afterw

ard, the girls talked about their auditions and waited.

Finally, the judges posted the results. Both K

ai and Susie would be in C

horale!

RG16_ReadyUP_LevE_FL_SP_L12.indd 8327/06/15 8:54 PM7 8

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-, di

s-, m

is-

1. d

is +

ord

er

____

____

___

mea

ns “

the

oppo

site

of

____

____

___.

” __

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

2. u

n +

cove

r __

____

____

_ m

eans

“th

e op

posi

te o

f __

____

____

_.”

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

__

3. m

is +

cop

y __

____

____

_ m

eans

“co

pied

___

____

____

.”

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

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4. d

is +

app

rove

__

____

____

_ m

eans

“to

not

___

____

____

.”

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

__

5. u

n +

luck

y __

____

____

_ m

eans

“th

e op

posi

te o

f __

____

____

_.”

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

__

6. m

is +

han

dle

____

____

___

mea

ns “

hand

led

____

____

___.

” __

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____


9 10

LEVEL E • PRACTICE AND ASSESS

Copyright ©

Pearson E


ights Reserved.


Lesson 12

Understand P

refixes un-, dis-, mis-

1. mis + pronounce

______________

2. dis + respect

______________

3. un + aware

______________

4. dis + prove

______________

5. mis + file

______________

6. un + pack

______________

lack of respect

to show som

ething is not true

to say incorrectly

to take things out of a suitcase or other container

to not be aware of som

ething

to file in the wrong place

RG16_ReadyUP_LevE_FL_SP_L12.indd 8527/06/15 8:54 PM9 10

PRACTICE 1 Remind students that the prefix pre- means “before” or “in advance” and the prefix re- means “again.”

Display Student Page S88. Explain that students will read each sentence and look for a word with a prefix in it. Then they will underline the word and circle the prefix.

Model completing the activity by reading aloud the first sentence. Underline the word preheat. What are the two parts of this word? (pre- and heat) Have students read aloud the word as you run your hand under each part. Which part is the prefix? (pre-) Circle pre-. What meaning does pre- add to the word heat? (“before”) Then have students work in groups to complete the rest of the activity.

1. I preheat the oven before I put the cookies in.2. Kevin decided to rename the family dog.3. I asked my uncle to retell a story about my father.4. Chloe preset the coffeemaker for 7 a.m.5. Wes said he will reuse those cardboard boxes.6. You have to prepay for gas at the gas pump.

Review answers with students. Discuss the definitions of the underlined words.

MOnITOR PROgREss Display the following chart from Student Page S88 and have students write each underlined word from sentences 1–6 under the correct prefix. Then have students explain the meaning of each word.

pre- re-

preheat rename

preset retell

prepay reuse

IF… students have difficulty defining words, THEN… review the prefixes pre- and re- and their meanings by using each word in a sentence. Write the sentence and then isolate the word with the prefix and cover the prefix. Ask students to define the base word and then add the prefix’s meaning to the definition. Offer corrective feedback as needed.

REMIND STUDENTS THAT…• they can use prefixes

to help determine word meaning.

Lesson 13 Understand Prefixes pre-, re-




11 12



OBJECTIVES:•Determine the

meanings of words with the prefix pre-.

•Determine the meanings of words with the prefix re-.

Introduce Remind students that a prefix is a word part that comes at the beginning of a word and changes the meaning of the word. Today you will learn more prefixes. The prefix pre- means “before” or “in advance.” The prefix re- means “again.”

Model Display or share copies of the passage “A New Home” from Student Page S87, and read it aloud.

A New Home

“Look!” Nolan’s mother said excitedly, pointing out the window. “It’s our new house!” Nolan sighed as his father parked the car. Last month, his parents had told him that they were going to relocate to California. Nolan was afraid it was going to be difficult for him to readjust because he had left his best friend and his soccer team behind in Colorado.

Nolan yawned as he exited the car; his family had risen predawn for the long drive. His parents went in the front door, but Nolan stayed on the porch, feeling down.

Just then, a boy approached. He had a soccer ball tucked under one arm. “Hi, I’m Amare,” he said. “Are you moving in? Do you play soccer?”

“Yes, we are,” Nolan said. “And I do play soccer!”Nolan spent the afternoon playing soccer with

Amare and some other boys. When he got home, as a precaution, his mother asked him to take off his muddy shoes before he came in. Nolan didn’t mind; he was happy. California was looking better all the time!

teAcH Point to and say the word relocate. Say: Re- is a prefix that means “again.” Cover re- and ask: What word do you see? (locate) Locate is the base word of relocate. Someone who relocates “locates again.” Repeat the process with the word readjust.

Next, point out the word predawn. Cover pre- and have students identify the base word. (dawn) Dawn is the base word of predawn. Predawn is the time before dawn.

Emphasize that in this lesson students will practice using the prefixes pre- and re- to determine word meaning.

Prefix re-: “locating again”

Prefix re-: “adjusting again”

Prefix pre-: “before dawn”

Prefix pre-: “a safety measure taken in advance”




11 12

PRACTICE 3 Ask volunteers to define the prefixes pre- and re- for the class. Offer corrective feedback as needed. Remind students that a prefix changes the meaning of the base word.

Display Student Page S90. Read aloud the first sentence. Model choosing the correct word to complete the sentence. Then ask: What does reread mean? (read again) Write read again on the line after the sentence. Have students work independently to complete the rest of the sentences and define each word.

determine mature affirm readassign phrase attach historic

1. I had to reread the essay to completely understand it. read again2. Too much sun can cause premature skin damage. in advance of normal time3. Liza used a roll of tape to reattach her posters to the wall. attach again4. Can you please rephrase the question? phrase again5. Today Sue learned about prehistoric animals, such as dinosaurs. before history6. Before I go shopping, I predetermine how much money I can spend. determine before7. Our teacher likes to preassign the upcoming week’s homework. assign before8. We asked our parents to reaffirm the dates of our summer vacation. affirm again

After the activity, discuss the correct answers and have volunteers read their definitions. Offer corrective feedback as needed.

IndEPEndEnT PRACTICE Have students work independently to write a paragraph that includes at least five pre- or re- words they learned in the lesson. Invite students to share their paragraphs with the class. Review and discuss students’ use of words with prefixes.

IF… students have difficulty writing a paragraph that includes pre- and re- words, THEN… help them recall some of the pre- and re- words they learned in this lesson. Have students choose one word, take notes on everything they associate with the word, and use their notes to brainstorm an idea for their paragraphs.

REMIND STuDENTS THAT…• they can use prefixes






13 14



Remind students that…• they can use prefixes


PRACTICe 2 discuss the prefixes pre- and re- and their meanings with students. then display student Page s89. Read aloud the first sentence. model choosing pre- or re- to complete the word that follows the blank. the city predates the Civil War. that means it was built before the Civil War. have students work with a partner to complete the rest of the sentences.

1. This city predates the Civil War.2. Now the rabbit will reappear in the hat.3. Alex tried not to prejudge the man next door.4. I like watching the previews before a movie.5. Joe broke Bill’s video game and has to replace it.6. Jess tried to rediscover the cave using an old map.7. After the soccer game, the coaches set a rematch for next week.8. The school has to reorder paper for the printers.9. That horse-drawn wagon is from a preindustrial time.

When partners have finished the activity, review the answers and discuss the meanings of the words with pre- or re- prefixes.

MONITOR PROgReSS display the following sentences from student Page s89. have students read the sentences and fill in the missing prefix (pre- or re-) or the missing part of the meaning. When students have finished, review the answers and discuss the words’ meanings.

1. Repack means “pack again.”2. Prerecord means “record before.”3. Reapply means “apply again.”4. Precut means “cut in advance.”5. Preassign means “assign in advance.”6. Reactivate means “activate again.”

iF… students have difficulty choosing the correct prefix or meaning, then… ask students time-related questions to help them clarify the meanings of the prefixes: When would you repack? (after you had already packed once) When would you precut something? (before an activity)



13 14

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fixe

s pr

e-, r

e-

1. I

pre

heat

the

ove

n be

fore

I p

ut t

he c

ooki

es in

.2.

Kev

in d

ecid

ed t

o re

nam

e th

e fa

mily

dog

. 3.

I a

sked

my

uncl

e to

ret

ell a

sto

ry a

bout

my

fath

er.

4. C

hloe

pre

set

the

coff

eem

aker

for

7 a.

m.

5. W

es s

aid

he w

ill r

euse

tho

se c

ardb

oard

box

es.

6. Y

ou h

ave

to p

repa

y fo

r ga

s at

the

gas

pum

p.

pre-

re-


15 16

Lesson 13

Understand P

refixes pre-, re-

Copyright ©

Pearson E


ights Reserved.



D TEACH

A N

ew

Hom

e

“Look!” N

olan’s mother said excitedly, pointing out the w

indow. “It’s our new

house!” N

olan sighed as his father parked the car. Last m

onth, his parents had told him that

they were going to relocate to C

alifornia. Nolan w

as afraid it was going to be difficult for

him to readjust because he had left his best friend and his soccer team

behind in Colorado.

Nolan yaw

ned as he exited the car; his family had risen predaw

n for the long drive. H

is parents went in the front door, but N

olan stayed on the porch, feeling down.

Just then, a boy approached. He had a soccer ball tucked under one arm

. “Hi, I’m

A

mare,” he said. “A

re you moving in? D

o you play soccer?”“Y

es, we are,” N

olan said. “And I do play soccer!”

Nolan spent the afternoon playing soccer w

ith Am

are and some other boys. W

hen he got hom

e, as a precaution, his mother asked him

to take off his muddy shoes before he

came in. N

olan didn’t mind; he w

as happy. California w

as looking better all the time!


15 16

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Und

erst

and

Pre

fixe

s pr

e-, r

e-

dete

rmin

e

m

atur

e

af

firm

re

adas

sign

ph

rase

a

ttac

h

hi

stor

ic

1. h

ad t

o re

___

____

____

the

essa

y to

com

plet

ely

unde

rsta

nd it

. __

____

____

____

____

____

____

____

____

____

____

__

2. T

oo m

uch

sun

can

caus

e pr

e ___

____

____

skin

dam

age.

__

____

____

____

____

____

____

____

____

____

____

__

3. L

iza

used

a r

oll o

f ta

pe t

o re

___

____

____

her

pos

ters

to

the

wal

l. __

____

____

____

____

____

____

____

____

____

____

__

4. C

an y

ou p

leas

e re

___

____

____

the

ques

tion

?

____

____

____

____

____

____

____

____

____

____

____

5. T

oday

Sue

lear

ned

abou

t pr

e ___

____

____

ani

mal

s, s

uch

as d

inos

aurs

. __

____

____

____

____

____

____

____

____

____

____

__

6. B

efor

e I

go s

hopp

ing,

I p

re _

____

____

__ h

ow m

uch

mon

ey I

can

spe

nd.

____

____

____

____

____

____

____

____

____

____

____

7. O

ur t

each

er li

kes

to p

re _

____

____

__ th

e up

com

ing

wee

k’s

hom

ewor

k.

____

____

____

____

____

____

____

____

____

____

____

8. W

e as

ked

our

pare

nts

to r

e ___

____

____

the

date

s of

our

sum

mer

vac

atio

n.

____

____

____

____

____

____

____

____

____

____

____

RG16_ReadyUP_LevE_FL_SP_L13.indd 907/25/15 8:30 AM

17 18


Copyright ©

Pearson E


ights Reserved.


Lesson 13

Understand P

refixes pre-, re-

1. This city ___________ dates the C

ivil War.

2. Now

the rabbit will ___________ appear in the hat.

3. Alex tried not to ___________ judge the m

an next door.

4. I like watching the ___________ view

s before a movie.

5. Joe broke Bill’s video gam

e and has to ___________ place it.

6. Jess tried to ___________ discover the cave using an old map.

7. After the soccer gam

e, the coaches set a ___________ match for next w

eek.

8. The school has to ___________ order paper for the printers.

9. That horse-draw

n wagon is from

a ___________ industrial time.

1. Repack m

eans “pack ___________.”

2. Prerecord m

eans “record ___________.”

3. Reapply m

eans “apply ___________.”

4. Precut m

eans “cut ___________.”

5. ___________ assign means “assign in advance.”

6. ___________ activate means “activate again.”


17 18


Lesson 14 Understand Suffixes -ful, -less

PRACTICE 1 Remind students that the suffix -ful means “full of” or “having a lot” and the suffix -less means “without.”

Display Student Page S92. Explain to students that they will read each sentence and look for a word with the suffix -ful or -less. Then they will underline the word and circle its base word.

Model completing the activity by reading the first sentence aloud. Underline the word useless. Say: This word has the suffix -less. If I cover -less, I see the word use. Circle use. Use is the base word. Blend the word. Have students read the word with you.

Scaffold the activity by reading aloud the next sentence and underlining the word useful. What are the two parts of this word? (use and -ful) Have students blend the word. Which part is the base word? (use) Circle use.

What is the base word of the underlined words in the first and second sentences? (use) Explain that the suffixes -ful and -less often can be blended with the same base word to create words with opposite meanings, such as useless and useful. Have students work in groups to complete the exercise.

1. The useless broken toy sat on the shelf. 2. That book was useful when I was researching my report. 3. Be careful with that box of glasses! 4. Sam was careless and broke the cup. 5. Thanks for being so helpful today. 6. Baby birds are helpless. 7. Jon felt joyless and sad. 8. The graduation party was a joyful occasion. 9. David felt thankful for the wonderful gift.10. Doing laundry is a thankless job.

Review answers with students. Discuss the definitions of the underlined words.

monIToR PRogREss Have students read each of the following words from Student Page S92 and identify the base word in it. Then have them use the word in a sentence to show that they understand its meaning.

useless careful helpful joyless thankfuluseful careless helpless joyful thankless

IF… students have difficulty identifying the base words, THEN… cover the suffix in each word and ask students to read the word they see.

REMIND STUDENTS THAT…• they can use suffixes




19 20



OBJECTIVES:•Determine the

meanings of words with the suffix -ful.

•Determine the meanings of words with the suffix -less.


INTRODUCE Remind students that they have learned about prefixes, word parts that come at the beginning of words. Today, you will learn about suffixes, which are word parts that come at the end of words. Both prefixes and suffixes change the meanings of words. Explain that the suffix -ful means “full of” or “having a lot of,” while the suffix -less means “without.”

MODEL Display or share copies of the passage “A Day to Give Thanks” from Student Page S91, and read it aloud.

A Day to Give Thanks

Pausing in her work, Abbie looked around the classroom, observing as her classmates helped decorate the room for their Thanksgiving presentation. Oh, it was wonderful to see everyone so excited and happy! Her teacher walked into the room with an armful of books.

“All right, class, here are some books that detail the history of the holiday,” she said.

Abbie paged through one of the books. The Pilgrims certainly had endured many hardships, she thought. When they arrived in the land that would one day be America, they had faced the endless work of building a town and planting crops, at a time when many of them were sick. I would imagine that many of the Pilgrims felt hopeless, Abbie thought. Luckily for them, the Native Americans who lived in the area took pity on them and helped them survive.

“Gather around, everyone,” her teacher said. “Let’s begin to plan our presentation.” Abbie brought the book with her. She could see that it would be useful!

TEACH Point to and say the word wonderful. Say: The suffix -ful means “full of” or “having a lot of.” Cover -ful and ask: What word do you see? (wonder) Wonder is the base word of wonderful. When something is wonderful, it is “full of wonder” or, in other words, a very good thing. Use a similar process to introduce the suffix -less. Help students blend each of the four shaded words and determine their meanings.

Emphasize that in this lesson students will practice using the suffixes -ful and -less to determine word meaning.

suffix -ful: “full of wonder”

suffix -less: “without end”

suffix -less: “without hope”

suffix -ful: “full of an amount that can be carried in one’s arms”



19 20




PRACTICE 3 Ask volunteers to define the suffixes -ful and -less for the class. Offer corrective feedback as needed. Remind students that a suffix changes the meaning of the base word.

Display Student Page S94. Read aloud the first sentence. Model choosing the word flavor, adding -ful to it, and writing it in the blank to complete the sentence. Then say: Juan loved every bite of the flavorful meal. What does that mean? (The meal was full of flavor.) Tell students that they will use each base word twice, once with -ful and once with -less. Have students work independently to complete the exercise.

tear purpose thought doubt flavor

1. Juan loved every bite of the flavorful meal. 2. Most people are affected by sad movies, but I am almost always

tearless when I watch them. 3. Rita was doubtful that forgetful Rachel would return her book. 4. Jack was thoughtful and called Ella on her birthday. 5. Hannah’s walk was purposeful as she completed her paper route. 6. That dry cake was the most flavorless cake I have ever eaten! 7. Wen-Li was tearful when she fell and twisted her ankle. 8. The class would doubtless be very happy if there was a snow day. 9. It was thoughtless of you to not take your sister’s feelings into

consideration.10. Jim’s stroll through the park seemed purposeless since he didn’t

appear to be going anywhere in particular.

IndEPEndEnT PRACTICE Have students brainstorm or use a search engine to find more pairs of words that have the same base word and either a -ful or -less suffix (e.g., shameful and shameless). Have students write sentences for each pair of words. Instruct them to circle the suffix in each -ful or -less word.

IF… students have difficulty using the word pairs they identified in sentences, THEN… first have them determine the meaning of the base word. Then have them explain how this meaning changes when the suffix -ful or -less is added.




21 22





PRACTICE 2 Discuss the suffixes -ful and -less and their meanings with students. Then display Student Page S93. Read aloud the first sentence. Model choosing -less to complete the word that precedes the blank. Then say: The snake looked scary but was really harmless. What does that mean? (The snake won’t hurt anyone.) Have students work with a partner to complete the exercise.

1. The snake looked scary but was really harmless. 2. Jim likes doing mindless things such as watching the clouds. 3. The powerful king told everyone what to do. 4. Please be mindful of the signs so we do not get lost. 5. Amy felt restless and uneasy. 6. Too much sun is harmful to some plants. 7. The child was hopeful that he would get dessert after dinner. 8. That clumsy dancer is completely graceless. 9. I was fearful when I told my mother what really happened to the

broken vase.10. His promise was meaningless, because we knew he never kept

his word.

When partners have finished the activity, review the answers and discuss the meanings of the words with -ful or -less suffixes.

monIToR PRogREss Have students review the sentences from Student Page S93 and identify the -ful and -less words that have the same base word (harmless and harmful and mindless and mindful). Ask students to explain how the meanings of the words are opposite. Then have students identify the opposite meaning of each -ful and -less word in the remaining six sentences. Have students work with a partner to write sentences for the words powerless, restful, hopeless, graceful, fearless, and meaningful.

IF… students have difficulty understanding how a base word with a -ful suffix has the opposite meaning of the same word with a -less suffix, THEN… ask students to define powerful. Does someone who is powerful have power or lack power? (has power) What is the opposite of having power? (not having power) That is the definition of powerless. Repeat with the other words.



21 22

LEVE

L E

• PR

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ND A

SSES

S

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S •

92 F

luen

cy: V

ocab

ular

y

Les

son

14

Und

erst

and

Suf

fixe

s -f

ul, -

less

1. T

he u

sele

ss b

roke

n to

y sa

t on

the

she

lf.

2. T

hat

book

was

use

ful w

hen

I w

as r

esea

rchi

ng m

y re

port

. 3.

Be

care

ful w

ith

that

box

of

glas

ses!

4.

Sam

was

car

eles

s an

d br

oke

the

cup.

5.

Tha

nks

for

bein

g so

hel

pful

tod

ay.

6. B

aby

bird

s ar

e he

lple

ss.

7. J

on f

elt

joyl

ess

and

sad.

8.

The

gra

duat

ion

part

y w

as a

joy

ful o

ccas

ion.

9.

Dav

id f

elt

than

kful

for

the

won

derf

ul g

ift.

10

. Doi

ng la

undr

y is

a t

hank

less

job

.

usel

ess

care

ful

help

ful

joyl

ess

than

kful

us

eful

ca

rele

ss

help

less

jo

yful

th

ankl

ess


23 24

Lesson 14

Understand S

uffixes -ful, -less

Copyright ©

Pearson E


ights Reserved.



D TEACH

A D

ay to G

ive T

han

ks

Pausing in her work, A

bbie looked around the classroom, observing as her classm

ates helped decorate the room

for their Thanksgiving presentation. O

h, it was w

onderful to see everyone so excited and happy! H

er teacher walked into the room

with an arm

ful of books. “A

ll right, class, here are some books that detail the history of the holiday,” she said.

Abbie paged through one of the books. T

he Pilgrims certainly had endured m

any hardships, she thought. W

hen they arrived in the land that would one day be A

merica, they

had faced the endless work of building a tow

n and planting crops, at a time w

hen many of

them w

ere sick. I would im

agine that many of the Pilgrim

s felt hopeless, Abbie thought.

Luckily for them

, the Native A

mericans w

ho lived in the area took pity on them and helped

them survive.“G

ather around, everyone,” her teacher said. “Let’s begin to plan our presentation.”

Abbie brought the book w

ith her. She could see that it would be useful!


23 24

LEVE

L E

• PR

ACTI

CE A

ND A

SSES

S

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S •

94 F

luen

cy: V

ocab

ular

y

Les

son

14

Und

erst

and

Suf

fixe

s -f

ul, -

less

tear

pu

rpos

e

th

ough

t

do

ubt

flav

or

1. J

uan

love

d ev

ery

bite

of

the

____

____

mea

l.2.

Mos

t pe

ople

are

aff

ecte

d by

sad

mov

ies,

but

I a

m a

lmos

t al

way

s __

____

__ w

hen

I w

atch

the

m.

3. R

ita

was

___

____

_ th

at fo

rget

ful R

ache

l wou

ld r

etur

n he

r bo

ok.

4. J

ack

was

___

____

_ an

d ca

lled

Ella

on

her

birt

hday

.5.

Han

nah’

s w

alk

was

___

____

_ as

she

com

plet

ed h

er p

aper

rou

te.

6. T

hat

dry

cake

was

the

mos

t __

____

__ c

ake

I ha

ve e

ver

eate

n!7.

Wen

-Li w

as _

____

___

whe

n sh

e fe

ll an

d tw

iste

d he

r an

kle.

8. T

he c

lass

wou

ld _

____

___

be v

ery

happ

y if

the

re w

as a

sno

w d

ay.

9. I

t w

as _

____

___

of y

ou t

o no

t ta

ke y

our

sist

er’s

fee

lings

into

con

side

rati

on.

10. J

im’s

str

oll t

hrou

gh t

he p

ark

seem

ed _

____

___

sinc

e he

did

n’t

appe

ar t

o be

goi

ng

anyw

here

in p

arti

cula

r.


25 26


Copyright ©

Pearson E


ights Reserved.


Lesson 14

Understand S

uffixes -ful, -less

1. The snake looked scary but w

as really harm ________.

2. Jim likes doing m

ind ________ things such as watching the clouds.

3. The pow

er ________ king told everyone what to do.

4. Please be m

ind ________ of the signs so we do not get lost.

5. Am

y felt rest ________ and uneasy.

6. Too much sun is harm

________ to some plants.

7. The child w

as hope ________ that he would get dessert after dinner.

8. That clum

sy dancer is completely grace ________.

9. I was fear ________ w

hen I told my m

other what really happened to the

broken vase.

10. His prom

ise was m

eaning ________, because we knew

he never kept his word.


25 26

LEVEL E • CHECKPOINT

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ASSESSMENT Fluency: VocabularyLESSONS 12–14

Computer Crash

“Oh, I can’t believe this is happening!” Dylan groaned. “I think my computer is crashing!” Brigit leaned over and studied his monitor, which showed lines of text scrolling rapidly by, followed by random pop-ups. Suddenly, the text _____appeared, and the screen went utterly blank. For a second, Dylan and Brigit just stared at each other, completely dismayed.

“This is a disaster!” Dylan howled. “Our science reports are due tomorrow, and Ms. Watkins doesn’t accept late assignments. What am I going to do?”

“I think you should _____boot it,” Brigit advised. “You know what Ms. Watkins always says: ‘Before you attempt any other intervention, power down and power up again.’”

Dylan shook his head, but he followed her instructions. “This computer is worth_____,” he sighed. “I’d have better luck with an old-fashioned typewriter.” He bent over and _____buckled the strap on his backpack, rummaging inside for his notes.

“Hey, we should be thank_____ that Ms. Watkins is giving us so much class time in the media center,” Brigit countered. “I don’t know if I would have completed my report on time without it.”

“You’re right,” Dylan acknowledged. “It’s just that I’ve made one _____step after another with this project, and I’m ready to get it off my plate.”

“Well, it’s not like we’re applying for admission to college or something,” Brigit consoled him. “This is just one _____test project, and you better do some organizing before the official test project.”

“Good idea!” Dylan said, laughing.

Affix Bank

un- mis- re- -less

dis- pre- -ful

T • 96 Fluency: Vocabulary

RG16_ReadyUP_LevE_FL_CP_L12-L14.indd 96 27/06/15 9:47 PM

27 28


ASSESSMENT Fluency: VocabularyLESSONS 12–14


ASSESS MASTERY Use this Checkpoint to assess students’ understanding of the prefixes un-, dis-, mis-, pre-, and re- and the suffixes -ful and -less.

ADMINISTER THE TEST Administer the Checkpoint to each student. Give each student a copy of the next page. Instruct students as follows: Read the paragraph. In each blank, write the prefix or suffix that correctly completes the word. Choose the prefixes and suffixes from the Affix Bank. You will use each prefix and suffix only once.

SCORING

SKILL/LESSON ANSWER SCORE

1. Prefix dis- (Lesson 12) disappeared _____ / 1

2. Prefix re- (Lesson 13) reboot _____ / 1

3. Suffix -less (Lesson 14) worthless _____ / 1

4. Prefix un- (Lesson 12) unbuckled _____ / 1

5. Suffix -ful (Lesson 14) thankful _____ / 1

6. Prefix mis- (Lesson 12) misstep _____ / 1

7. Prefix pre- (Lesson 13) pretest _____ / 1


IF… you determine that students have not demonstrated sufficient mastery of one or more skills, THEN… review the skill(s), going back to the lessons to reteach and scaffold as needed.

Fluency: Vocabulary T • 95

RG16_ReadyUP_LevE_FL_CP_L12-L14.indd 95 7/25/15 8:07 AM

27 28

level e • ReAD

Lesson 29 Analyze Author’s Reasons and Evidence

Take a Hike!, continued

4 Now you might argue that you have to exercise to get healthy, but that is not true. You can improve your health simply by becoming more active. Doing aerobic activities, such as walking, biking, and stair climbing, will strengthen your cardiovascular system. By temporarily increasing your heart rate, these activities also get your heart to pump more oxygen to your brain, making your thinking sharper. They also burn off stress as well as calories, helping you to feel lighter and look trimmer. In fact, the American Diabetes Association says that just walking is a great way to get fit.

5 Make regular physical activity part of your lifestyle. Your body will be fitter. Your mind will be sharper. Your health will be better. What have you got to lose?

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RG16_ReadyUP_LevE_RI_TG_L29.indd 196 28/08/15 10:03 PM

29 30

DIRECTIONS Read the following text. Think about the author’s point and whether that point is well supported by reasons and evidence in the text.

Take a Hike!by Ed Rodriguez

1 Numerous studies support the idea that people should exercise every day for at least thirty minutes to stay fit and healthy. Most people claim that they are too busy to exercise regularly. Their days are already bursting with commitments on their rapidly vanishing time. Chores, homework, and social obligations stack up until there is no time left in the day. What is the solution? Don’t even try to schedule exercise. Instead, just make regular physical activity—say, an hour a day—part of your lifestyle. Being active is more pleasant than exercising, easier to fit into your day, and just as likely to make you a healthier person.

2 You will find that being active for an hour a day is much more pleasant than exercising for only half that time. Activity is simply doing something active, such as walking. A walk can be relaxing—even rejuvenating. Exercise is hard and exhausting: push-ups, sit-ups, weight lifting, running as fast as you can. Wouldn’t you rather do something pleasant for an hour than something strenuous—even if it is only for 30 minutes?

3 Activity is also easier to fit into your day than exercising. You do not need to go someplace, change your clothes, or shower afterwards. You can just walk a longer route to your bus stop or, better yet, ride a bicycle. When you get to your destination, take the stairs instead of the elevator. Many cities have made cycling easy by providing bikes for people to rent and ride one way and then just leave at a bike rack for someone else to use. Many cities have also made cycling safer by installing bike lanes. On the weekends, you could get involved in a community garden or neighborhood improvement project instead of lounging in front of the television.


level e • ReAD

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RG16_ReadyUP_LevE_RI_TG_L29.indd 195 27/08/15 9:27 AM

29 30


PRACTICE 1: Identify an Author’s Point Say: Practice identifying an author’s point by doing that in the next paragraph of the same persuasive text, “Take a Hike!”. After all, although there is usually only one main point or opinion for the entire text, each paragraph usually focuses on a smaller point or reason that supports the author’s main point or opinion. Display or distribute Student Page S198.

2 You will find that being active for an hour a day is much more pleasant than exercising for only half that time. Activity is simply doing something active, such as walking. A walk can be relaxing—even rejuvenating. Exercise is hard and exhausting: push-ups, sit-ups, weight lifting, running as fast as you can. Wouldn’t you rather do something pleasant for an hour than something strenuous—even if it is only for 30 minutes?

Remind students how to identify the main point or opinion of a persuasive text. Say: When you look for the main point, you look for what the text is mostly about. Explain that in a body paragraph of a persuasive essay, students should look for a restatement of a reason to support the main point or opinion. This is often presented as a topic sentence. If it is not, they should examine the content of the paragraph to determine what it supports.

Point out the first sentence in the excerpt: “You will find that being active for an hour a day is much more pleasant than exercising for only half that time.” What does this sentence provide? Guide students to realize that this paragraph supports the first reason the author gives to support his opinion. If students struggle to realize that, reread the last sentence of paragraph 1 from the model on Teacher Page T195, emphasizing the phrase “Being active is more pleasant than exercising.”

MONITOR PROGRESS Have students work in small groups to discuss how they might identify the author’s point in this paragraph if the topic sentence were absent. Have a representative from each group share his or her group’s ideas with the class. Then have students identify the author’s main point in the second paragraph.

IF… students struggle to identify that the content of the paragraph contrasts the relaxing nature of activity with the strenuous nature of exercise to show that being active is more pleasant than exercising. THEN… remind students that all supporting details should support the main point of the paragraph.

REmIND STuDENTS THAT…•persuasive texts

have a main point or opinion.

•most persuasive paragraphs include reasons and evidence to support the main point or opinion.




31 32



INTRODUCe Remind students that authors write with a purpose in mind: to inform, entertain, or persuade. Write inform, entertain, and persuade on the board and prompt a discussion of which familiar texts fall into each of those categories. Guide students to understand that “Take a Hike!” is an example of a persuasive text. Say: Consider the purpose of this persuasive text. What main point does the author want to convince you of here? What reasons does the author give to get you to take his advice? As you read, you will look for restatements of these reasons and the evidence the author gives to support each of them. You will also evaluate how effective the author’s reasons and evidence are at convincing you.

MODel Display or distribute Student Page S197. After students read it, draw their attention to the author’s main point—or, in this case, his recommendation—and supporting reasons.

Take a Hike!

1 Numerous studies support the idea that people should exercise every day for at least thirty minutes to stay fit and healthy. Most people claim that they are too busy to exercise regularly. Their days are already bursting with commitments on their rapidly vanishing time. Chores, homework, and social obligations stack up until there is no time left in the day. What is the solution? Don’t even try to schedule exercise. Instead, just make regular physical activity part of your lifestyle. Being active is more pleasant than exercising, easier to fit into your day, and just as likely to make you a healthier person.

TeACH Remind students that the purpose of a persuasive text is to convince readers to think or act a certain way. Say: When you read a persuasive text, the first thing to do is identify the author’s main point, opinion, or recommendation. Then look for reasons and evidence in the text that support that point. Note that the author starts this paragraph with a fact about exercise. Say: Sometimes the author’s point is stated directly. Other times it must be inferred. In the first sentence, the author states, “Numerous studies support the idea that people should exercise every day for at least thirty minutes to stay fit and healthy.” Next the author anticipates his readers’ objections to trying to schedule that much exercise daily. Then he offers a solution: “Instead, just make regular physical activity—say, an hour a day—part of your lifestyle.” Because that solution is stated as a command, you can infer that it is a main point.

Next explain that authors support their points with reasons and evidence. Ask: What reasons support the idea that being active for an hour a day is better than trying to fit in thirty minutes of exercise daily? Guide students to identify reasons such as being active is more pleasant than exercising, easier to fit into your day, and just as likely to make you a healthier person.

RI.4.8 Explain how an author uses reasons and evidence to support particular points in a text. See also L.4.6

OBJECTIVES:• Identify author’s point

in a text.

• Identify reasons and supporting evidence.

•Evaluate how effectively reasons and evidence support points.

BUILD VOCABULARY

Use Academic VocabularyPoint out exhausting in paragraph 2.

Say: Some words, such as exhausting, signal a precise emotion or state of being. Identify other examples that signal a precise emotion or state of being, such as relaxing or surprised.

Have students work in pairs and take turns sharing a sentence of their own that contains a word that signals a precise action, emotion, or state of being. Have students share their sentences with the class. List on the board the academic words they choose.

Reading Informational Text T•197


31 32



Remind students that…• they can identify an

author’s point in a text.

• they can identify reasons and supporting evidence in a text.

• they can evaluate how effectively reasons and evidence support points.

PRACTICE 3: Evaluate Reasons and Evidence say: Look more closely at a reason and its supporting evidence to see how effectively the evidence supports that reason. display or distribute student Page s200.

4 Now you might argue that you have to exercise to get healthy, but that is not true. You can improve your health simply by becoming more active. Doing aerobic activities, such as walking, biking, and stair climbing, will strengthen your cardiovascular system. By temporarily increasing your heart rate, these activities also get your heart to pump more oxygen to your brain, making your thinking sharper. They also burn off stress as well as calories, helping you to feel lighter and look trimmer. In fact, the American Diabetes Association says that just walking is a great way to get fit.

say: to be convincing, supporting evidence must be logical or come from a reliable source and be relevant to the point it is meant to support. You need to examine each piece of evidence to make sure it is reliable and relevant to the reason it is meant to back up. Write reliable and relevant on the board. say: First, note the reason the author gives here: You can improve your health simply by becoming more active. Point to that sentence in the paragraph and have students write it in the center oval of the web on student Page s200. then ask: What pieces of evidence does the author provide to back up this reason? (sample response: doing aerobic activities . . . will strengthen your cardiovascular system. these activities get your heart to pump more oxygen to your brain. they burn off stress. they burn off calories.)

direct students to put each of these pieces of evidence in a separate outer oval, adding ovals as needed. ask: is each piece of evidence logical or from a reliable source? (yes) does each piece of evidence back up the idea that you can improve your health by becoming more active? (yes) Finally, is there enough evidence given to adequately support this reason? (yes)

INDEPENDENT PRACTICE On a separate sheet of paper, have students complete a web about the text as a whole using a web like the one on student Page s200. have them write the author’s main point or recommendation in the center oval and reasons in the outer ovals. then, underneath each reason, have them list the evidence provided to support it. tell them to check each reason for reliability and relevance. next have them look at the evidence supplied to support each reason to decide if there is enough to be convincing. Finally, have students share their evaluations in a paragraph.

iF… students have difficulty evaluating the evidence, then… model examining a piece of evidence to see whether it is reliable and relevant.



33 34


PRACTICE 2: Identify and Examine Reasons and Supporting Evidence Say: You know that the author’s main point is that you should make regular physical activity—say, an hour a day—part of your lifestyle. You have also identified the main reasons he provides to convince you to adopt his recommendation. So now let’s look at the evidence he provides to support his second reason: Activity is easier to fit into your day than exercising. Display or distribute Student Page S199.

3 Activity is also easier to fit into your day than exercising. You do not need to go someplace, change your clothes, or shower afterwards. You can just walk a longer route to your bus stop or, better yet, ride a bicycle. When you get to your destination, take the stairs instead of the elevator. Many cities have made cycling easy by providing bikes for people to rent and ride one way and then just leave at a bike rack for someone else to use. Many cities have also made cycling safer by installing bike lanes. On the weekends, you could get involved in a community garden or neighborhood improvement project instead of lounging in front of the television.

Point out that authors use evidence to support their reasons. Explain that supporting evidence may include facts, statistics, examples, expert opinions, and other details from reliable and believable sources. Have students identify the examples of the activities the author lists in paragraph 2. Ask: Are all of the details in this paragraph reliable and credible? (yes) Do all of the details in this paragraph support the point that it is easier to get activity into a busy day than it is to exercise? (no) The statement “Many cities have also made cycling safer by installing bike lanes” does not support that point. To be truly supportive, evidence must also be relevant to—that is, directly relate to—the point it is supposed to back up. The fact that cycling may be safer in some cities does not support the point that fitting cycling into your day is easier than exercising.

MONITOR PROGRESS Have students work in small groups to identify evidence the author gives to support the reason “You can improve your health simply by becoming more active” stated in paragraph 4.

IF… students struggle to identify specific examples that support the author’s point in the text, THEN… reread the fourth paragraph of the excerpt with students. Point out one example and have students identify other examples in the text.


REMIND STuDENTS THAT…• they can identify an

author’s point in a text.

• authors support a point with reasons and evidence.

• they can identify reasons and supporting evidence in a text.



33 34

Les

son

29

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hor’

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nd E

vide

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• PR

ACTI

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ND A

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S

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ved.

2

You

will

find

that

bei

ng a

ctiv

e fo

r an

hou

r a

day

is m

uch

mor

e pl

easa

nt th

an

exer

cisi

ng f

or o

nly

half

that

tim

e. A

ctiv

ity is

sim

ply

doin

g so

met

hing

act

ive,

suc

h as

wal

king

. A w

alk

can

be r

elax

ing—

even

rej

uven

atin

g. E

xerc

ise

is h

ard

and

exha

ustin

g: p

ush-

ups,

sit

ups,

wei

ght l

iftin

g, r

unni

ng a

s fa

st a

s yo

u ca

n. W

ould

n’t

you

rath

er d

o so

met

hing

ple

asan

t for

an

hour

than

som

ethi

ng s

tren

uous

—ev

en if

it

is o

nly

for

30 m

inut

es?

S •

198

Read

ing

Info

rmat

iona

l Tex

t

RG16_ReadyUP_LevE_RI_SP_L29.indd 19820/08/15 2:24 PM

35 36

Lesson 29

Analyze A

uthor’s Reasons and E

vidence

LeveL E • MODEL AN

D TEACH

Copyright ©

Pearson E


ights Reserved.

Take a Hike!

1

Num

erous studies support the idea that people should exercise every day for at least thirty m

inutes to stay fit and healthy. Most people claim

that they are too busy to exercise regularly. T

heir days are already bursting with com

mitm

ents on their rapidly vanishing tim

e. Chores, hom

ework, and social obligations stack

up until there is no time left in the day. W

hat is the solution? Don’t even try

to schedule exercise. Instead, just make regular physical activity part of your

lifestyle. Being active is m

ore pleasant than exercising, easier to fit into your day, and just as likely to m

ake you a healthier person.


RG16_ReadyUP_LevE_RI_SP_L29.indd 19727/08/15 8:18 AM

35 36

Les

son

29

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S

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4

Now

you

mig

ht a

rgue

that

you

hav

e to

exe

rcis

e to

get

hea

lthy,

but

that

is

not t

rue.

You

can

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g m

ore

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ae

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uch

as w

alki

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ikin

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nd s

tair

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, will

str

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your

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ascu

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y te

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ly in

crea

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you

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hey

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S •

200

Read

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Info

rmat

iona

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t


37 38

Lesson 29

Analyze A

uthor’s Reasons and E

vidence


Copyright ©

Pearson E


ights Reserved.

3

Activity is also easier to fit into your day than exercising. Y

ou do not need to go som

eplace, change your clothes, or shower afterw

ards. You can just w

alk a longer route to your bus stop or, better yet, ride a bicycle. W

hen you get to your destination, take the stairs instead of the elevator. M

any cities have made cycling

easy by providing bikes for people to rent and ride one way and then just leave at

a bike rack for someone else to use. M

any cities have also made cycling safer by

installing bike lanes. On the w

eekends, you could get involved in a comm

unity garden or neighborhood im

provement project instead of lounging in front of the

television.4

N

ow you m

ight argue that you have to exercise to get healthy, but that’s not true. Y

ou can improve your health sim

ply by becoming m

ore active. Doing

aerobic activities, such as walking, biking, and stair clim

bing, will strengthen

your cardiovascular system. B

y temporarily increasing your heart rate, these

activities also get your heart to pump m

ore oxygen to your brain, making your

thinking sharper. They also burn off stress as w

ell as calories, helping you to feel lighter and look trim

mer. In fact, the A

merican D

iabetes Association says that just

walking is a great w

ay to get fit.



37 38

Life in the Deep Ocean1 Oceans have different layers, or zones. The upper parts of the

ocean have a wide variety of life forms. Many different plants, animals, and tiny creatures too small to see live in the top layer where the sunlight warms the water. On the other hand, the deepest part of the ocean is a cold, dark place. Few people have been there. It is a difficult place to visit. Even if someone could get there, it would be hard to see anything in the cold, black water. Yet there is still life in this dark zone.

2 Plants and animals in the deepest parts of the ocean look different than plants and animals in a coral reef. For example, instead of having bright red, yellow, blue, pink, and orange colors, many of the fish that live deep down are transparent or black. This makes them hard for predators to see. What a predator cannot see, it cannot eat. Dark colors help keep deep ocean animals safe.

3 Yet, there is some light in the dark zone. However, it doesn’t come from the sun. Some animals in the dark zone can make their own light. Tiny bacteria glow in the darkest water. Some predators use these tiny glowing spots to find food. The light brings small fish close, and then, snap! The predator catches and eats the curious fish. Other animals use the light as protection. Glowing spots make the shape of the fish hard to see. That means predators have a harder time catching them.

4 Many fish in the deep ocean have huge mouths. This helps them catch and swallow their food. They also have stomachs that can stretch to hold a huge meal. Some fish in the dark zone can eat fish that are even larger than they are. This comes in handy when meals are far apart. Large mouths and large stomachs help fish survive in a place where food can be scarce.

5 As time goes on, scientists are able to learn more about the deep ocean. Even though it is too cold and dark for people to explore, many different kinds of animals call it home.

level e • ReAD

Lesson 30 Compare and Contrast Two Texts

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level e • ReAD


DIReCTIONS Read the following two texts. Think about the main ideas in the texts and ways they are similar and different.

Life in a Coral Reef1 Coral reefs are sometimes called the “rain forests of the

oceans.” Much like rain forests, they are home to a large variety of living things. Plants, worms, fish, and the coral themselves rely on coral reefs. The word biodiversity refers to a wide range of life forms living in the same place. Coral reefs have biodiversity because they provide both food and shelter.

2 A coral reef looks like it is made out of rocks. However, what appear to be rocks are actually living organisms that build on top of the remains of tiny animals. Coral animals have a hard skeleton. Some corals grow their skeletons on the outside of their bodies! Some sea creatures will eat the soft tissue of coral if they get the chance, which is one reason some sea creatures live in or around coral reefs.

3 Reefs grow their own protection. Coral can be damaged by certain types of seaweed. But animals that live in the reef eat the seaweed plants before they can cause much damage. For this reason, many animals make their home inside the reef. They like to stay close to the seaweed that is their food.

4 Sunlight filters down through the shallow, clear water of coral reefs. Light is another reason so many animals and plants live in the reef. Many of the sea creatures in the coral reef get their energy from sunlight.

5 Tiny organisms called algae also live inside the reef. They live inside the coral animals. These algae are so small that you could not see them without special equipment. They use sunlight to make sugar and use the sugar for energy. Coral animals use some this energy to live. In turn, the coral animals give the tiny algae a home. In this way, the different kinds of life support each other.

6 People have learned even more about coral reefs and the wide variety of life found in them. We know that different creatures help each other stay alive. They give each other a place to live. They protect each other, but they also eat each other. Life in a coral reef is rich and exciting but not always safe.

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PRACTICE 1: Determine Main Ideas in Multiple Texts Display or distribute Student Page S204.

Life in a Coral Reef

1 Coral reefs are sometimes called the “rain forests of the oceans.” Much like rain forests, they are home to a large variety of living things. Plants worms, fish, and the coral themselves rely on coral reefs. The word biodiversity refers to a wide range of life forms living in the same place. Coral reefs have biodiversity because they provide both food and shelter.

Life in the Deep Ocean

1 Oceans have different layers, or zones. The upper parts of the ocean have a wide variety of life forms. Many different plants, animals, and tiny creatures too small to see live in the top layer where the sunlight warms the water. On the other hand, the deepest part of the ocean is a cold, dark place. Few people have been there. It is a difficult place to visit. Even if someone could get there, it would be hard to see anything in the cold, black water. Yet there is still life in this dark zone.

Explain that sometimes a main idea is directly stated in a text. Other times a main idea must be inferred. Ask: Do these paragraphs state the main idea directly? (yes) Remind students that main ideas are supported by key details. Ask students to first identify the topic, or what each text is about. Then have them ask, What is the author saying about the topic? Use this same questioning to identify the main idea of both texts. Point out that an entire text will have a main idea, and paragraphs within the text will have narrower main ideas that support the overall main idea.

MonIToR PRogREss Display or distribute Teacher Pages T201–T202. Have students identify the words, phrases, or sentences in paragraph 2 of each text that most helped them identify the main idea of the paragraph.

IF… students struggle to identify main ideas in multiple texts,THEN… guide them to identify the specific topic of each text. (coral reefs, ocean bottom) Then ask: What does the author say about each topic? Work through the passage sentence by sentence, paraphrasing what the author is saying about the topic.

REmIND STUDENTS THAT…• they can determine

the main idea of multiple informational texts.

• they can determine the main idea in specific paragraphs or the text as a whole.




41 42


RI.4.9 Compare and contrast the most important points and key details presented in two texts on the same topic. See also L.4.6

ObjeCtives:•Determine main ideas

in multiple texts.

•Analyze author’s use of structure and word choice.

• identify similarities and differences.

INTRODUCE explain that texts can provide different information, even if they focus on the same topic. say: Readers compare and contrast texts to see how they are alike and different. the main ideas, words, and organization of texts are all ways they can be alike or different.

MODEL Display or distribute student Page s203. After students read it, draw their attention to ways the texts are alike and different.


1 Coral reefs are sometimes called the “rain forests of the oceans.” Much like rain forests, they are home to a large variety of living things. Plants, worms, fish, and the coral themselves rely on coral reefs. The word biodiversity refers to a wide range of life forms living in the same place. Coral reefs have biodiversity because they provide both food and shelter.



TEACH say: to learn about an informational text, i look for the main idea. the main idea is what a text is mostly about. try to state the main idea in one sentence. if necessary, provide sentence frames, such as The author says ____ about the topic “ocean life.”

then draw students’ attention to differences in the texts. say: both texts are generally about ocean life. but the texts focus on different places in the ocean: coral reef vs. ocean bottom. Guide students to see that the topics may be different, but the main ideas are similar: There are many kinds of ocean life to be found there.

Help students see the process used in comparing and contrasting. First, they carefully read both texts. then they look for similarities (similar topics). Finally, they look for differences (different places in the ocean). students can continue to compare and contrast other elements of the texts, such as the structure and word choice.

BUILD VOCABULARY

Use Domain-Specific Vocabulary Point out biodiversity in paragraph 1 of “Life in a Coral Reef.”

say: special words about a topic, such as biodiversity, are called domain-specific words. explain how identifying a word as domain-specific can help readers understand related words and better understand a text on a specific topic. Point out that the sentence with biodiversity says that the word refers to different life forms. this tells me that biodiversity is a science word, and it has to do with the topic of living things. this word is related to other words about living things, such as coral reefs, rain forests, and variety.

Have students identify other relevant domain-specific vocabulary in the texts.


Reading informational text T•203


41 42


PRACTICE 3: Compare and Contrast Texts Display or distribute Student Page S206.


6 People have learned even more about coral reefs and the wide variety of life found in them. We know that different creatures help each other stay alive. They give each other a place to live. They protect each other, but they also eat each other. Life in a coral reef is rich and exciting but not always safe.


5 As time goes on, scientists are able to learn more about the deep ocean. Even though it is too cold and dark for people to explore, many different kinds of animals call it home.

Point out to students that comparing and contrasting is a way to understand a subject (such as the ocean) better as well as a way to understand different but related texts in deeper detail.

Use a two-circle Venn diagram and guide students to note the similarities and differences between the two excerpts. Ask students to list the topic, how each text is organized, and domain-specific words from each text. Guide students to see that the concepts of the ocean and many creatures are shared in both texts. However, the first text is about coral reefs and the second about the deep ocean.

IndEPEndEnT PRACTICE Distribute Teacher Pages T201–T202. Have individual students compare and contrast the two texts in their entirety. Their writing should compare and contrast the following features, including at least one similarity and two differences:•Main idea of each text•Two or more supporting details for each main idea•Domain-specific words used•Description of text structures in both texts

IF… students cannot complete the independent practice,THEN… review the lesson, and guide them to take notes on each text, using and revisiting graphic organizers as necessary.

REMIND STUDENTS THAT…• they can determine

main ideas in multiple texts.

• they can analyze author’s craft (structure and word choice) in multiple texts.

• they can compare and contrast texts on the same topic.




43 44


PRACTICE 2: Analyze Author’s Craft Review familiar text structures with students, such as sequence of events, steps in a process, cause-effect, problem-solution, description-example, and compare-contrast. Display or distribute Student Page S205.


2 A coral reef looks like it is made out of rocks. However, what appear to be rocks are actually living organisms that build on top of the remains of tiny animals. Coral animals have a hard skeleton. Some corals grow their skeletons on the outside of their bodies! Some sea creatures will eat the soft tissue of coral if they get the chance, which is one reason some sea creatures live in or around coral reefs.



Explain that authors use particular text structures to show relationships among ideas. Say: Notice the phrase “which is one reason” in “Life in a Coral Reef.” This phrase signals cause-effect text structure. In the excerpt from “Life in the Deep Ocean,” the signal words and phrases such as “On the other hand” and “Yet” show contrast. This paragraph is organized to compare and contrast different zones in the ocean.

Distribute Teacher Pages T201–T202. Have students provide other examples of specific word choices in the texts. Help students focus on domain-specific terms, such as skeletons and predators. Focus students also on the comparisons and precise descriptive words that help readers understand the topic.

monIToR PRogREss For one or both texts on Teacher Pages T201–T202, have students work in small groups to identify words that signal text structure. Then ask them to find related domain-specific words.

IF… students struggle to analyze structure and word choice,THEN… review text structures and signal words, as well as how precise word choice helps authors provide specific and vivid information on a topic.

REmIND STuDENTS THaT …• they can determine

main ideas in multiple texts.

• they can analyze author’s craft (structure and word choice).




43 44

LEVE

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• PR

ACTI

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ND A

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S

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Read

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45 46

Lesson 30

Com

pare and Contrast Tw

o Texts

Copyright ©

Pearson E


ights Reserved.


LeveL E • MODEL AN

D TEACH

Life in a C

oral Reef

1

Coral reefs are som

etimes called the “rain forests of the oceans.” M

uch like rain forests, they are hom

e to a large variety of living things. Plants, worm

s, fish, and the coral them

selves rely on coral reefs. The w

ord biodiversity refers to a w

ide range of life forms living in the sam

e place. Coral reefs have biodiversity

because they provide both food and shelter.

Life in the D

eep Ocean

1

Oceans have different layers, or zones. T

he upper parts of the ocean have a w

ide variety of life forms. M

any different plants, animals, and tiny creatures too

small to see live in the top layer w

here the sunlight warm

s the water. O

n the other hand, the deepest part of the ocean is a cold, dark place. Few

people have been there. It is a difficult place to visit. E

ven if someone could get there, it w

ould be hard to see anything in the cold, black w

ater. Yet there is still life in this

dark zone.

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LEVE

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ND A

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arn

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re, m

any

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f an

imal

s ca

ll it

hom

e.


47 48


Copyright ©

Pearson E


ights Reserved.


Lesson 30

Com

pare and Contrast Tw

o Texts

Life in a C

oral Reef

2

A coral reef looks like it is m

ade out of rocks. How

ever, what appear to

be rocks are actually living organisms that build on top of the rem

ains of tiny anim

als. Coral anim

als have a hard skeleton. Some corals grow

their skeletons on the outside of their bodies! Som

e sea creatures will eat the soft tissue of coral

if they get the chance, which is one reason som

e sea creatures live in or around coral reefs.

Life in the D

eep Ocean

1

Oceans have different layers, or zones. T

he upper parts of the ocean have a w

ide variety of life forms. M

any different plants, animals, and tiny creatures too

small to see live in the top layer w

here the sunlight warm

s the water. O

n the other hand, the deepest part of the ocean is a cold, dark place. Few

people have been there. It is a difficult place to visit. E

ven if someone could get there, it w

ould be hard to see anything in the cold, black w

ater. Yet there is still life in this dark zone.


47 48


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Slow Food1 Some people rush through meals. A person in a hurry to do

something else might gulp down some food, alone and without paying much attention. But eating more slowly is better for your health in several ways.

2 When you eat slowly, you chew your food more. This helps your digestion. Eating slowly can also help you stay at a healthier weight. Fast eaters eat more than slow eaters. Eating slowly lets you stop when your brain lets you know you are full.

3 Also, eating is not just about survival. A meal on the table is usually more balanced than something you can eat on the run. In addition, eating slowly with family and friends gives you the time to enjoy your food as well as the company.

Eating Together1 People are social creatures. One of the ways people socialize

is by taking meals together. Sitting down with family or friends for breakfast, lunch, or dinner gives everyone a chance to share what is happening in their lives. It is a way to support those you love and feel their support at the same time. This can improve one’s state of mind.

2 Next time you think of grabbing a bite, invite someone to join you. You can turn a meal into a social occasion and satisfy two needs at the same time.

1. What is the author’s main point, or opinion, in “Slow Food”?2. Which reasons and evidence does the author include in “Slow Food”?3. What is the author’s main point in “Eating Together”?4. Which reasons and evidence does the author include in “Eating Together”?5. How are the texts similar? Identify two ways.6. How are the texts different? Identify two ways.


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RI.4.8 Explain how an author uses reasons and evidence to support particular points in a text.

RI.4.9 Compare and contrast the most important points and key details presented in two texts on the same topic.

ASSESS MASTERY Use this Checkpoint to assess students’ mastery of the Level E Reading standards listed here.

ADMINISTER THE TEST Administer the Checkpoint orally to each student. 1. Read aloud the passages on the following page.2. Read questions 1–6 and have students respond. Check their answers using

the Scoring chart.

SCORING


1. Analyze Author’s Reasons and Evidence (Lesson 29)

RI.4.8Eating slowly is good for your health.

_____ / 1


RI.4.8

Chewing more helps digestion. Eating slowly can help people stay at a healthier weight.

_____ / 1


RI.4.8Eating meals with family and friends is a good idea.

_____ / 1


RI.4.8

Eating with someone is a chance to support and communicate, which can improve one's state of mind.

_____ / 1

5. Compare and Contrast Two Texts (Lesson 30)

RI.4.9

Both are persuasive texts. Both say that eating with others is better than eating alone.

_____ / 1

6. Compare and Contrast Two Texts (Lesson 30)

RI.4.9

Only the first text suggests eating slowly is good for you. Only the second text says people communicate and support each other when they share meals.

_____ / 1

An overall score of 80% is typically considered mastery. Use your judgment and your individual students’ needs as well to determine skill mastery.

IF… you determine that students have not demonstrated sufficient mastery of one or more skills, THEN… review needed skills, going back to the lessons to reteach and scaffold as needed.


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Level E Ends Here.Flip Over for Level B.

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