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Web Contents

Section 2.1Strategy 1Anticipation Guide Reproducible, 1Anticipation Guide Consumer Education Example, 2Anticipation Guide Driver’s Education (Illinois)

Example, 3Anticipation Guide Health Example, 4Anticipation Guide Social Studies Example, 5

Strategy 2People Search Reproducible, 6People Search History Example, 7People Search Science Example, 8 People Search Math Example, 9People Search Music Example, 10

Strategy 3Problematic Situation Reproducible, 11Problematic Situation History Example, 12Problematic Situation Science Example, 13

Strategy 4Predict-O-Gram Reproducible, 14Predict-O-Gram Literature Example #1, 15Predict-O-Gram Literature Example #2, 16

Strategy 5That Was Then . . . This Is Now Reproducible, 17 That Was Then . . . This Is Now Social Studies Example, 18That Was Then . . . This Is Now Science (Energy Sources)

Example, 19

Section 2.2Strategy 6Autobiography Math Example, 20Autobiography Carpentry Example, 21

Strategy 7Opinionnaire/Questionnaire Science Example #1, 22Opinionnaire/Questionnaire Science Example #2, 23

Strategy 8Sustained Silent Reading (SSR) Log Reproducible, 24

Strategy 9Content Area Picture Books: Language Arts, Mathematics,

Science, the Arts, and Social Studies, 25–28

Section 2.3Strategy 11Creating Sentences Reproducible, 29Creating Sentences Literature Example, 30

Strategy 12Probable Passages Reproducible, 31Probable Passages Social Studies Example, 32

Strategy 13Content Predict-O-Gram Reproducible, 33Content Predict-O-Gram: Social Studies Reproducible, 34Content Predict-O-Gram Social Studies Example, 35Content Predict-O-Gram Government Example, 36Content Predict-O-Gram Literature Example, 37

Strategy 14Poetry Prowess Resources: Language Arts, Mathematics,

Physical Fitness and Health, Social Studies, Science, 38–39

Poetry Prowess Websites: Poetry, Presentation, General Poetry, Social Studies, Science, 40

Section 2.4Strategy 15K-W-L Reproducible, 41K-W-L Industrial Arts Example, 42K-W-L Government Example, 43

Strategy 16The Imposter Art Example, 44The Imposter Chemistry Example, 45 The Imposter Literature Example, 46

Strategy 17DRAW Driver’s Education Example, 47DRAW Math Example, 48DRAW Science Example, 49

Section 3.1Strategy 1Knowledge Rating Scale Reproducible, 1Knowledge Rating Scale Math Example, 2

Strategy 2Exclusion Brainstorming Reproducible, 3Exclusion Brainstorming Science Example, 4

Strategy 3Imagine That! Reproducible, 5

Section 3.2Strategy 4Magic Square Reproducible, 6Magic Square Statistics Example, 7

Strategy 5Graphic Organizer Reproducible, 8

Strategy 6Four Square Reproducible, 9Four Square Literature Example, 10

Strategy 7Word Storm Reproducible, 11Word Storm English Example, 12

Strategy 8Word Web Reproducible, 13Word Web English Example, 14

Section 3.3Strategy 9Semantic Feature Analysis Chart Reproducible, 15Semantic Feature Analysis Reproducible, 16Semantic Feature Analysis Government Example, 17Semantic Feature Analysis Art (Spanish) Example, 18Semantic Feature Analysis Mathematics (Spanish)

Example, 19

Strategy 10Closed Word Sort Reproducible, 20Closed Word Sort Science Example, 21

Strategy 11Magnet Words Reproducible, 22Magnet Words Science Example, 23

Section 3.4Strategy 13Vocabulary Self-Collection Reproducible, 24

Section 3.5Strategy 15Identifying Figurative Language Reproducible, 25Identifying Figurative Language Language Arts

Examples, 26

Strategy 16Sensing Similes and Metaphors Reproducible, 27

Strategy 17Choosing Stronger Connotations Reproducible, 28Choosing Stronger Connotations Language Arts

Examples, 29

Strategy 18Positive or Negative Connotations? Reproducible, 30Positive or Negative Connotations? Language Arts

Examples, 31

Section 4.1Strategy 5Predictions, Definitions, and Connections Reproducible, 1Predictions, Definitions, and Connections Art Example, 2

Strategy 7Word Questioning Reproducible, 3Word Questioning Art Example, 4Word Questioning Geometry Example, 5Word Questioning Government Example, 6Word Questioning Literature Example, 7

Section 4.2Strategy 8Repeated Readings Record Sheet Reproducible, 8–9

Strategy 9Two Questions Reproducible, 10

Strategy 12Foreign Words and Phrases Reproducible, 11Foreign Abbreviations, Words, and Phrases, 12–13

Section 4.3Strategy 16Dictionary Challenge Reproducible, 14

Strategy 19Word Map Reproducible, 15Word Map Literature Example, 16

Section 4.4Strategy 21Word Spine Reproducible, 17Word Tree Reproducible, 18Word Tree Example, 19

Section 5.1Strategy 1Story Impressions Reproducible, 1Story Impressions Poetry Example, 2

Strategy 2Anticipation Guide Reproducible, 3Anticipation Guide Literature Example, 4

Strategy 3Character Quotes Reproducible, 5Character Quotes Literature Example, 6

Section 5.2Strategy 4Biopoem Reproducible, 7Biopoem Poetry Example, 8

Strategy 5Missing Person’s Report Reproducible, 9Missing Person’s Report Literature Example, 10

Strategy 6Attribute Web Reproducible, 11Attribute Web Literature Example #1, 12Attribute Web Literature Example #2, 13

Section 5.3Strategy 7Story Map Reproducible, 14Story Map Literature Example, 15

Strategy 8Conflict-Resolution Paradigm Reproducible, 16Conflict-Resolution Paradigm Literature Example, 17

Strategy 9What’s Your Perspective Reproducible, 18What’s Your Perspective Literature Example, 19

Section 5.4Strategy 10Locating Literary Devices Reproducible, 20Locating Literary Devices Literature Example, 21

Strategy 11Connecting Fact and Historical Fiction Reproducible, 22Connecting Fact and Historical Fiction Literature

Example, 23Historical Literature for Selected Topics, 24–25

Section 6.1Strategy 1Idea Web Assessment Health/Science Example, 1Prereading Plan (PreP) Reproducible, 2Prereading Plan (PreP) Math Example, 3

Strategy 2Anticipation/Reaction Guide Reproducible, 4Anticipation/Reaction Guide Language Arts Example, 5Anticipation/Reaction Guide Social Studies Example, 6

Strategy 3Think, Predict, Read, Connect (TPRC) Reproducible, 7Think, Predict, Read, Connect (TPRC) Social Studies

Example, 8

Strategy 4GIST Reproducible, 9GIST Music Example, 10

Section 6.2Strategy 5Compare-Contrast Graphic Organizer Reproducible, 11Compare-Contrast Graphic Organizer Physical Education

Example, 12Description Graphic Organizer Reproducible, 13Description Graphic Organizer Math Example, 14Sequence Graphic Organizer Reproducible, 15Sequence Graphic Organizer Science Example, 16Cause and Effect Graphic Organizer Reproducible, 17Cause and Effect Graphic Organizer Social Studies

Example, 18Problem and Solution Graphic Organizer Reproducible, 19Problem and Solution Graphic Organizer Consumer

Education Example, 20

Strategy 6Sequence Idea-Map Reproducible, 21Sequence Idea-Map Music Example, 22Description Idea-Map Reproducible, 23Description Idea-Map Literature Example, 24Compare and Contrast Idea-Map Reproducible, 25Compare and Contrast Idea-Map Science Example, 26Cause and Effect Idea-Map Reproducible, 27Cause and Effect Idea-Map Science Example, 28Problem and Solution Idea-Map Reproducible, 29Problem and Solution Idea-Map Business Example, 30

Strategy 7Signal Words Reproducible, 31

Section 6.3Strategy 8It Says—I Say—And So Reproducible, 32It Says—I Say—And So Social Studies Example, 33

Strategy 9ReQuest Reproducible, 34ReQuest Driver’s Education Example, 35

Strategy 10Inference Chart Reproducible, 36Inference Chart Art Example, 37

Strategy 11Three-Level Guide Reproducible, 38Three-Level Guide Literature Example, 39

Section 6.4Strategy 12Questioning the Author (QtA) Reproducible, 40

Strategy 13Question Answer Relationship (QAR) Reproducible, 41

Strategy 14Inquiry Questions (IQs) Reproducible, 42

Section 6.5Strategy 15Connections Chart Reproducible, 43Connections Chart Social Studies Example, 44Connections Chart Technology Example, 45

Strategy 16Share What You Know (SWYK) Reproducible, 46Share What You Know (SWYK) Language Arts

Example, 47

Strategy 17Intra-Act Reproducible, 48Intra-Act Math Example, 49

Section 6.6Strategy 18Text Preview Reproducible, 50–51

Strategy 19In the Feature, but Not in the Text Reproducible, 52

Strategy 20Bar Graph Physical Education Example, 53

Strategy 21Timeline Reproducible, 54Timeline Social Studies Example, 55Timeline School Memories Reproducible, 56

Section 7.1Strategy 1Consider the Source Reproducible, 1Consider the Source Math Example, 2Consider the Source Science Example, 3

Strategy 2Perspective Guide Reproducible, 4Perspective Guide Health Example, 5Perspective Guide Social Studies Example, 6

Strategy 3Ask the Author Reproducible, 7Ask the Author Literature Example, 8Ask the Author Science Example, 9

Strategy 4Determining Authors’ Purposes Reproducible, 10Determining Authors’ Purposes Literature Example, 11Determining Authors’ Purposes Social Studies Example, 12

Section 7.2Strategy 5Discussion Web Reproducible, 13Discussion Web Health Example, 14

Strategy 6Discussion Continuum Reproducible, 15Discussion Continuum Social Studies Example, 16

Strategy 7Options Guide Reproducible, 17Options Guide Science Example, 18

Strategy 8Questioning Editorial Perspectives Reproducible, 19

Section 7.3Strategy 9State-Question-Read-Conclude (SQRC) Reproducible, 20State-Question-Read-Conclude (SQRC) Language Arts

Example, 21

Strategy 10Opinion-Proof Reproducible, 22Opinion-Proof Essay Evaluation Scoring Guide

Reproducible, 23

Strategy 11Support Your Position (SYP) Reproducible, 24Support Your Position (SYP) Science Example, 25

Strategy 12Truman Document Excerpt History Example, 26SOAPS + Claim Reproducible, 27SOAPS + Claim Sentence Frames Reproducible, 28

Section 7.4Strategy 13Reciprocal Teaching Plus Reproducible, 29Reciprocal Teaching Plus Language Arts Example, 30Reciprocal Teaching Plus Math Example, 31

Strategy 14Critical Literacy Response Reproducible, 32Critical Literacy Response Physical Education Example, 33Critical Literacy Response Science Example, 34

Strategy 15Power Graph Reproducible, 35Power Graph Social Studies Example, 36

Strategy 16Looking at Language Reproducible, 37Looking at Language Music Example, 38

Strategy 17Problematizing Texts Reproducible, 39

Strategy 18Taking Social Action Reproducible, 40

Section 8.1Strategy 1Preplan-List-Activate-Evaluate (PLAE) Study Plan

Reproducible, 1Preplan-List-Activate-Evaluate (PLAE) Study Plan Social

Studies Example, 2

Strategy 3Study Skills Self-Assessment Reproducible, 3

Strategy 4Project Journal Reproducible, 4

Section 8.2Strategy 6Textbook Survey Reproducible, 5

Strategy 7Textbook Scavenger Hunt Reproducible, 6Textbook Scavenger Hunt Math Example, 7

Strategy 8THIEVES Reproducible, 8THIEVES Science Example, 9

Section 8.3Strategy 11SCAN and RUN Reproducible, 10

Section 8.4Strategy 14REAP Reproducible, 11REAP Science Example, 12

Section 8.5Strategy 19REST English Example, 13

Strategy 20Cornell Note-Taking Reproducible, 14Cornell Note-Taking Science Example, 15

Strategy 21Power Notes Visual Arts Example, 16

Strategy 22Double Entry Diary Reproducible, 17Double Entry Diary Language Arts Example, 18Double Entry Diary Social Studies Example, 19

2Chapter

Website Content

Section 2.1Strategy 1Anticipation Guide Reproducible, 1Anticipation Guide Consumer Education

Example, 2Anticipation Guide Driver’s Education (Illinois)

Example, 3Anticipation Guide Health Example, 4Anticipation Guide Social Studies Example, 5

Strategy 2People Search Reproducible, 6People Search History Example, 7People Search Science Example, 8 People Search Math Example, 9People Search Music Example, 10

Strategy 3Problematic Situation Reproducible, 11Problematic Situation History Example, 12Problematic Situation Science Example, 13

Strategy 4Predict-O-Gram Reproducible, 14Predict-O-Gram Literature Example #1, 15Predict-O-Gram Literature Example #2, 16

Strategy 5That Was Then . . . This Is Now Reproducible, 17 That Was Then . . . This Is Now Social Studies

Example, 18That Was Then . . . This Is Now Science (Energy

Sources) Example, 19

Section 2.2Strategy 6Autobiography Math Example, 20Autobiography Carpentry Example, 21

Strategy 7Opinionnaire/Questionnaire Science

Example #1, 22Opinionnaire/Questionnaire Science

Example #2, 23

Strategy 8Sustained Silent Reading (SSR) Log

Reproducible, 24

Strategy 9Content Area Picture Books: Language Arts,

Mathematics, Science, the Arts, and Social Studies, 25–28

Section 2.3Strategy 11Creating Sentences Reproducible, 29Creating Sentences Literature Example, 30

Strategy 12Probable Passages Reproducible, 31Probable Passages Social Studies

Example, 32

Strategy 13Content Predict-O-Gram Reproducible, 33Content Predict-O-Gram: Social Studies

Reproducible, 34Content Predict-O-Gram Social Studies

Example, 35Content Predict-O-Gram Government

Example, 36Content Predict-O-Gram Literature

Example, 37

Strategy 14Poetry Prowess Resources: Language Arts,

Mathematics, Physical Fitness and Health, Social Studies, Science, 38–39

Poetry Prowess Websites: Poetry, Presentation, General Poetry, Social Studies, Science, 40

Section 2.4Strategy 15K-W-L Reproducible, 41K-W-L Industrial Arts Example, 42K-W-L Government Example, 43

Strategy 16The Imposter Art Example, 44The Imposter Chemistry Example, 45 The Imposter Literature Example, 46

Strategy 17DRAW Driver’s Education Example, 47DRAW Math Example, 48DRAW Science Example, 49

1

Susan Lenski, Mary Ann Wham, Jerry Johns, & Micki Caskey. Reading and Learning Strategies: Middle Grades through High School (4th ed.). Copyright © 2011 by Kendall Hunt Publishing Company (1-800-247-3458, ext. 4). May be reproduced for noncommercial educational purposes within the guidelines on the copyright page. www.kendallhunt.com/readingresources

Name Date

Section 2.1 / Strategy 1

anticipation guideDirections: Read each statement carefully and place a check mark in front of those statements with which you agree or believe to be true. Be prepared to defend your thinking when we discuss the statements.

1.

2.

3.

4.

5.

6.

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Consumer Education


1. To get a loan from a bank, you may have to pay interest at the time the loan is made.

2. Sometimes banks discount loans.

3. Some banks lend money on a discount basis rather than on an interest basis because they make more money that way.

4. Some loan repayment schedules require increasing payments each month.

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Driver’s Education (Illinois)


1. To apply for a driver’s license the first time, you must provide a photocopy of a birth certificate, Social Security card, and a driver’s education certificate.

2. To receive a driver’s license, you must pass the appropriate exams and pay the appropriate fee.

3. The youngest age at which you can obtain a valid driver’s license is 16.

4. If you are found cheating on any portion of the written exam, you will fail and will not be permitted to retake the written exam for 60 days.

5. You may commit one traffic law violation during the driving portion of the driver’s license exam and pass.

6. Traffic laws help protect everyone who shares the streets and highways.

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Health


1. A sudden change in mood can be caused by drug abuse.

2. Damage can occur to the heart muscle with cocaine use, but no heart attacks will be caused.

3. Good relationships with parents, friends, and authorities increase with drug usage.

4. Bronchitis and hypothermia occur in cocaine users.

5. Illegal behaviors such as stealing may increase with cocaine or illegal drug use.

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Social Studies

anticipation guideDirections: Read each statement carefully and place a check mark in front of those statements with which you agree or believe to be true. Be prepared to defend your decisions when we discuss the statements.

1. People can belong to more than one culture.

2. The United States has the same number of people living per square mile as does Japan.

3. The earth has reached the point where it cannot support an increasingly larger population.

4. Citizens have fewer freedoms in countries with unlimited governments.

5. Cultures are shaped by the history and environment of a region.

6


Name Date


People SearchFind someone who . . . Name

1.

2.

3.

4.

5.

6.

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History



1. is of Native American descent.

2. has visited a state on the west coast.

3. knows someone who has immigrated to the U.S.

4. knows what discrimination means.

5. is friends with someone of another race.

6. has visited another country besides Canada.

7. is friendly to everyone.

8. knows the definition of stereotype.

9. would like to know a person of another race.

10. would like to learn about the diversity of the U.S.

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Science


1. knows the name of the planet closest to the sun.

2. can name the two seasons in which a solstice occurs.

3. knows the name of the scientist who claimed that the sun, not the earth, was the center of the solar system.

4. can name the three main layers of the Earth.

5. knows the name of the galaxy in which our solar system is located.

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Math


1. can figure the perimeter of a square that is 4 cm on each side.

2. knows which metric unit is used to measure volume.

3. knows the prefix that means 1,000.

4. can give the abbreviation for kilogram.

5. knows how many ounces are in a pound.

6. can figure the area of a rectangle that is 12 cm by 8 cm.

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Music


1. can play a stringed instrument.

2. knows the names of the spaces on the treble clef.

3. has performed in a recital.

4. can draw a half note.

5. knows how many lines are on a staff.

6. can state the names of the lines on the bass clef.

7. can name the group of instruments to which a drum belongs.

8. knows the name of a classical music ________________________________________ composer.

9. knows who wrote the Fifth Symphony. ________________________________________

10. can name the four vocal sections in a choir. ________________________________________

11


Name Date


Problematic Situation

What Will You Do?

Problem(s) Solutions/Questions/Concerns

1.

2.

3.

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History


It is the fall of 1960 in the southern part of the United States. In 1954, the Supreme Court ruled that segregation in four states was illegal. African Americans were excited about the ruling and hoped for better education for their children. In some states like Kansas, the ruling caused little trouble. But in Mississippi and Georgia there was resistance and refusal to desegregate. President Eisenhower had to send the National Guard into Little Rock, Arkansas, to allow nine teenagers to attend high school. In 1955, Rosa Parks refused to leave her seat on a Montgomery bus. NAACP leaders organized a boycott of the busses for over a year. Racial unrest continued to increase as African Americans sought to see the end of segregation.

You are a white teacher in 1960. You are new to the city of New Orleans and have been asked to teach at a newly integrated school. When you arrive at the school, you have to walk through a large group of demonstrators and policemen. You discover that you have only one student, a six-year-old African Ameri-can girl. Her name is Ruby Bridges. The previous teacher took all the supplies with her when she left. How will you handle the situation? Will you teach here or try to get another job? How will you react if the other faculty members reject you because your student is African American? How will you relate to this child? How do you think the child will survive all the protests and demonstrations?

What Will You Do?


1.

2.

3.

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Science


You are an advisor to the president of the United States, and you are presently working with him or her to draw up a budget for the next year. Decisions regarding where to budget the money are very difficult because you have to decide whether money is best spent on programs that provide benefits to the country in the future (such as the space program) or provide more immediate benefits to the citizens. On the one hand, you know that NASA needs billions of dollars to continue the development of its space exploration programs. You realize that society will benefit from these programs because of the development of prod-ucts that improve daily living. Although costly, space exploration has led to advances in the areas of technology and medicine. But space travel involving humans can also be very risky, as proven by space shuttle disasters. On the other hand, you also know that more money is needed for education across the country and for disaster relief in many states due to recent hurricanes, floods, tornadoes, droughts, and forest fires. You value the long-term contributions of the space program, but you also want to respond to the more immediate needs of the American people.

What Will You Do?


1.

2.

3.

Budget allocations Space program is expensive and long

term. Health care and education are

higher priorities for many citizens.

Can the space program scope be

restricted and more tightly focused?

Increasing educational achievement will

positively impact society.

14

Name Date


Based on Blachowicz (1986). Susan Lenski, Mary Ann Wham, Jerry Johns, & Micki Caskey. Reading and Learning Strategies: Middle Grades through High School (4th ed.). Copyright © 2011 by Kendall Hunt Publishing Company (1-800-247-3458, ext. 4). May be reproduced for noncommercial educational purposes within the guidelines on the copyright page. www.kendallhunt.com/readingresources

Predict-O-gram

Title

Directions: How do you think these words will be used in the story? Write them in a square on the Predict-O-Gram. You may have more than one word in a square.

Setting Characters Goal or Problem

Action Solution Other Things

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Literature #1

Predict-O-gramSilent World

Title


Kamal pantomimed deaf

allergic woods hiking

finger spelling brush poison oak

gesture Caroline communicate

Mr. Soong anger



woodsbrush

finger spellinghiking

KamalCaroline

Mr. Soong

communicategesture

pantomimed

poison oakdeaf

allergic

anger

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Literature #2

Predict-O-gramThe Oval Portrait

Title


beauty artist young girl

chateau Pedro spirit

Mrs. Radcliffe sleep paint

bride read entranced

paintings portrait candelabrum



17 Name Date

Section 2.1 / Strateg

y 5

Adapted from McLaughlin & Allen (2002). Susan Lenski, Mary Ann Wham, Jerry Johns, & Micki Caskey. Reading and Learning Strategies: Middle Grades through High School (4th ed.). Copyright © 2011 by Kendall Hunt Publishing Company (1-800-247-3458, ext. 4). May be reproduced for noncommercial educational purposes within the guidelines on the copyright page. www.kendallhunt.com/readingresources

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20

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Math

autobiographyexample 1. I have never liked math. I always do just what I need to do to get by. A year ago, however, I became a mechanic at my friend’s garage, and I realized just how much I needed math. Conversions are the most important thing, I think, because a lot of cars coming in are foreign and need metric/standard conversions. If I could teach the class one thing, I would teach the students some of the advanced graphs I have to read to show them the ones we get in class aren’t that bad. This year I hope to learn easier ways to read graphs and convert things faster.

example 2. I’ve never been good at math. I generally earned low marks on my tests although my normal work was good. There have been parts that I excelled in, though, such as fractions and percents. If I could teach this class, I’d mostly work on sales taxes. I can’t tell you how many times I wish I understood those better. THAT is what I want to learn.

example 3. My experiences in math up to this point have been sort of confusing. Up to my junior year I had been horribly confused until I met Mrs. F. and Mrs. S. They helped me learn and grow this year sooo much! They think of new and fun activities to help us learn. Math will help me in the future with expenses, percents, taxes, checks, etc. I do not like all the graphing!! It takes too long. If I were a teacher and I got to teach this class for a day, I would teach percents so when you’re shopping, you can figure out your total when there is sales tax. I hope to learn things that will help me next year in algebra.

example 4. For the first three years of my educational career, I was home schooled. All through elementary school I enjoyed all subjects, including math. When things started getting hard (junior high school and freshman year), I didn’t really put much effort into school, and I hated math. Sophomore year I started to actually try in school and I now feel that I am doing much better.

Do I think that math is important? Yes. Where would we be today without numbers? Nowhere. I think that math is extremely important.

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Carpentry

autobiographyI helped my dad close in our two porches. We had to build the outside walls using studs. Framing the doors and windows was hard because you had to be precise. Then we put plywood on the outside, covered it with wall sheathing, and finished it with vinyl siding. The inside was finished with insulation between the studs, paneling, and moldings. It was easier to use paneling than to put up plasterboard because we didn’t have to do the taping and mudding. It is not perfect, but it is acceptable because we’re not professionals.

This is the part of carpentry that I am interested in—the type of project on the porch I did with my dad. In the future, I want to be able to remodel a house or add on small additions. I know how to use a lot of tools, but I want to see what is out there that might make the job easier and quicker. I also want to see if my dad knew what he was doing.

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Science #1

Opinionnaire/QuestionnaireDirections: Respond to the following questions. You may choose more than one answer to each question.

1. What words best describe the heart?

a pump a marvelous machine

an organ the most important organ

complex the largest organ

2. Which of these statements do you believe to be true?

There are now artificial hearts.

The heart is a muscle.

The heart is about the size of your two fists clenched together.

The heart pumps 5 liters of blood every 30 minutes.

The heart is located in the chest to the left.

3. Which of the following items in each pair are probably best for promoting a healthy heart?

exercise every day eat foods low in salt do not smoke

exercise occasionally eat foods high in salt smoke very little

23

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Science #2

Opinionnaire/QuestionnaireDirections: Respond to the following questions. You may choose more than one answer to each question.

1. Do you personally believe in evolution or creation?

evolution

creation

have not decided yet

don’t really care

2. Until the Scopes Trial in the 1920s, it was not lawful to teach evolution in public schools. Today there is a grassroots movement to teach Intelligent Design (the theory that an intelligent being designed life as we know it today) in the public schools. Do you think we should change the law to allow for the teaching of Intelligent Design in public schools?

yes

no

undecided

3. Do any of the reasons below apply to your reasoning for the above question? If so, check them. You may also provide your own statements in the space provided.

Intelligent Design is a religious idea and our laws say church and state should be kept separate.

It takes more faith to believe in evolution than in Intelligent Design.

Intelligent Design is not based on scientific evidence.

Students should be exposed to Intelligent Design and evolution and then make up their own minds about what they believe.

The theory of the origin of life can accommodate both the scientific theory of evolution and religious beliefs.

My own statements

24


Name Date


Sustained Silent reading (SSr) Log

Title 1

Title 2

Pages Reflections, Links to Your Life, Comments, Date Title Read Questions, Connections to Other Books/Materials

25 Section 2.2 / Strategy 9

Adapted from Carr et al. (2001). Susan Lenski, Mary Ann Wham, Jerry Johns, & Micki Caskey. Reading and Learning Strategies: Middle Grades through High School (4th ed.). Copyright © 2011 by Kendall Hunt Publishing Company (1-800-247-3458, ext. 4). May be reproduced for noncommercial educational purposes within the guidelines on the copyright page. www.kendallhunt.com/readingresources

Content area Picture BooksLanguage ArtsAda, A. F. (1997). Dear Peter Rabbit. New York: Aladdin.Alexander, L. (1992). The fortune tellers. New York: Bantam Doubleday Dell.Base, G. (1992). The sign of the seahorse. New York: Harry Abrams.Brennan-Nelson, D. (2007). My grandma likes to say. Chelsea, MI: Sleeping Bear Press. (idioms)Browne, A. (2006). Silly Billy. Cambridge, MA: Candlewick.Brumbeau, J. (1999). The quilt maker’s gift. Duluth, MN: Pfeifer-Hamilton.Celsi, T. (1992). The fourth little pig. Austin, TX: Steck-Vaughn.Collier, B. (2001). Uptown. New York: Henry Holt.Conrad, P. (1996). The rooster’s gift. New York: HarperCollins.Dragonwagon, C. (1992). Alligator arrived with apples. New York: Aladdin.Engle, M. (2006). The poet slave of Cuba: A biography of Juan Francisco Manzano. New York: Henry Holt.Farris, C. K. (2003). My brother Martin: A sister remembers growing up with the Rev. Dr. Martin Luther King,

Jr. New York: Simon & Schuster Books for Young Readers.Grimes, N. (1999). My man Blue. New York: Scholastic.Heller, R. (1990). Merry-go-round. New York: Grosset & Dunlap.Heller, R. (1991). Up, up and away. New York: Grosset & Dunlap.Heller, R. (1995). Behind the mask. New York: Scholastic.Hepworth, C. (1992). Antics! New York: G. P. Putnam’s Sons.James, S. (1991). Dear Mr. Bluebeny. New York: Aladdin.Johnson, P. (1999). Old Dry Frye. New York: Scholastic.Kuklin, S. (2003). All aboard! A true train story. New York: Scholastic.Lowell, S. (1992). The three little javelinas. New York: Scholastic.Macaulay, D. (1990). Black and white. Boston: Houghton Mifflin.Martin, R. (1992). The rough-face girl. New York: Putnam & Grosset.McDermott, G. (1993). Raven: A trickster’s tale from the Pacific Northwest. New York: Harcourt.Perdomo, W. (2005). Visiting Langston. New York: Henry Holt.Rohmann, E. (1994). Time flies. New York: Scholastic.Scieszka, J. (1989). The true story of the three little pigs. New York: Scholastic.Scieszka, J. (1991). The Frog Prince continued. New York: Puffin.Scieszka, J. (1992). The stinky cheese man. New York: Viking.Scieszka, J. (1994). The book that Jack wrote. New York: Viking.Scieszka, J. (1998). Squids will be squids. New York: Viking.Sheldon, D. (1990). The whales’ song. New York: Puffin.Talbott, H. (1999). O’Sullivan stew. New York: G. P. Putnam’s Sons.Tobias, T. (1998). A world of words. New York: Lothrop, Lee & Shepard.Trivizas, E. (1993). The three little wolves and the big bad pig. New York: Aladdin.Van Allsburg, C. (1984). The mysteries of Harris Burdick. Boston: Houghton Mifflin Books for Children.Viorst, J. (1994). The alphabet from Z to A. New York: Aladdin.Wiesner, D. (1992). Tuesday. New York: Trumpet Club.Willard, N. (1991). Pish, posh, said Hieronymus Bosch. San Diego, CA: Harcourt Brace.Yolen, J. (1987). Owl moon. New York: Philomel Books.

MathematicsDemi. (1997). One grain of rice. New York: Scholastic. (math concepts)Ellis, J. (2004). What’s your angle, Pythagoras? Watertown, MA: Charlesbridge. (geometry)


Content Area Picture Books (continued)


Laskey, K. (1994). The librarian who measured the earth. Boston: Little, Brown Books for Young Readers. (math concepts)

Pinczes, E. J. (1993). One hundred hungry ants. New York: Scholastic. (math concepts)Pinczes, E. J. (1995). A remainder of one. New York: Scholastic. (math concepts)Schwartz, D. M. (1985). How much is a million? New York: Lothrop, Lee & Shepard.Schwartz, D. M. (1994). If you made a million. New York: HarperCollins. (money)Schwartz, D. M. (1999). On beyond a million: An amazing math journey. New York: Doubleday Books for

Young Readers. (number sense)Schwartz, D. M. (2003). Millions to measure. New York: HarperCollins. (measurement)Schwartz, D. M. (2005). If dogs were dinosaurs. New York: Scholastic.Scieszka, J. (1995). Math curse. New York: Viking. (math concepts)

ScienceBase, G. (2004). Uno’s garden. New York: Abrams. (ecology)Cherry, L. (1993). The great kapok tree. San Diego, CA: Harcourt Brace. (ecology)Fridell, R. (2001). The search for poison-dart frogs. New York: Franklin Watts.Hart, T. (1994). Antarctic diary. New York: Macmillan/McGraw-Hill.Heller, R. (1994). How to hide a crocodile. New York: Grosset & Dunlap.Heller, R. (1995). How to hide a parakeet. New York: Grosset & Dunlap.Jenkins, S. (2003). What do you do with a tail like this? Boston: Houghton Mifflin.Keller, L. (2000). Open wide, tooth school inside. New York: Henry Holt. (dental care)Laskey, K. (2003). The man who made time travel. New York: Farrar, Straus & Giroux.Livingston, M. (1991). Sea songs. New York: Scholastic.Martin, J. (1998). Snowflake Bentley. Boston: Houghton Mifflin.Scieszka, J. (2004). Science verse. New York: Viking. (science concepts)Sis, P. (1996). Starry messenger: Galileo Galilei. New York: Farrar, Straus & Giroux.Van Allsburg, C. (1990). Just a dream. Boston: Houghton Mifflin. (ecology)Weisner, D. (1999). Sector 7. New York: Clarion Books.Wick, W. (1997). A drop of water. New York: Scholastic.

ArtsAnderson, M. T. (2001). Handel, who knew what he liked. Cambridge, MA: Candlewick.Bernier-Grand, C. T. (2007). Frida: Viva la vida! Long live life! New York: Marshall Cavendish.Byrd, R. (2003). Leonardo, beautiful dreamer. New York: Dutton Children’s Books.Lewis, J. P. (2006). Black cat bone. The life of blues legend Robert Johnson. Mankato, MN: The Creative

Company.Renbert, W. (2003). Don’t hold me back: My life and art. Chicago: Cricket Books.Ryan, P. M. (2002). When Marian sang: The true recital of Marian Anderson. New York: Scholastic.

Social StudiesBaillie, A. (1994). Rebel. New York: Ticknor & Fields.Bartone, E. (1993). Peppe the lamplighter. New York: Scholastic. (European immigrants)Bouchard, D. (1993). If you’re not from the prairie. Vancouver, BC: Raincoast Books. (geography)Bridges, R. (1999). Through my eyes. New York: Scholastic. (African American, school integration)Bunting, E. (1990). The wall. New York: Clarion. (Vietnam War)




Bunting, E. (1991). Fly away home. New York: Clarion. (the homeless)Bunting, E. (1995). Smoky night. San Diego, CA: Harcourt Brace. (African American, Watts riots)Bunting, E. (1996). Going home. New York: HarperCollins. (Mexican family, farm laborers)Cech, J. (1991). My grandmother’s journey. New York: Bradbury Press. (European immigration)Collier, B. (2001). Martin’s big words: The life of Dr. Martin Luther King, Jr. New York: Sun/Hyperion.Cooney, B. (1996). Eleanor. New York: Puffin. (biography of Eleanor Roosevelt)Cordova, A. (1997). Abuelita’s heart. New York: Simon & Schuster. (Mexican and Native American cultures)Der Manuelian, P. (1991). Hieroglyphs from A to Z. New York: Scholastic. (Egyptian hieroglyphs)Feelings, T. (1995). The middle passage: White ships/black cargo. New York: Dial. (slavery)Gersteinm, M. (2003). The man who walked between the towers. New York: Roaring Brook Press.Giovanni, N. (2005). Rosa. New York: Henry Holt.Goble, P. (1992). Love flute. New York: Bradbury Press. (Native American culture)Goodman, J. E. (2001). A long and uncertain journey: The 27,000-mile voyage of Vasco de Gama. New York:

Mikaya Press.Greenwald, S. (2002). Rosey Cole’s worst ever, best yet tour of New York City. New York: Farrar, Straus &

Giroux.Harness, C. (1992). Three young pilgrims. New York: Aladdin. (the Mayflower)Harness, C. (1998). Ghosts of the White House. New York: Simon & Schuster. (U.S. presidents)Harness, C. (1998). Mark Twain and the queens of the Mississippi. New York: Simon & Schuster.

(steamboat era)Heide, E., & Gilliland, J. (1990). The day of Ahmed’s secret. New York: Scholastic. (North Africa)Hesse, K. (2004). The cats of Krasinski Square. New York: Scholastic. (holocaust)Hoffman, M. (1991). Amazing Grace. New York: Dial Books for Young Readers. (African American)Houston, G. (1992). My great-aunt Arizona. New York: Scholastic. (early 20th century)Howard, E. F. (1991). Aunt Flossie’s hats. New York: Scholastic. (African American)Isadora, R. (1991). At the crossroads. New York: Scholastic. (African American)Johnson, D. B. (2003). Henry climbs a mountain. Boston: Houghton Mifflin. (civil disobedience)Johnson, J. W. (1995). Lift ev’ry voice and sing. New York: Scholastic. (African American culture)Kalman, B. (1998). Colonial times from A to Z. New York: Crabtree. (alphabet reference book)King, M. L., Jr. (1997). I have a dream. New York: Scholastic. (African American)Krensky, S. (1991). Children of the earth and sky. New York: Scholastic. (Native American)Layne, S. L. (1998). Thomas’s sheep and the great geography test. Gretna, LA: Pelican. (geography)Lester, J. (2005). The old African. New York: Dial. (slavery)Lied, K. (1997). Potato. Washington, DC: National Geographic Society. (Depression era)McKissack, P., & McKissack, F. (1994). Christmas in the big house, Christmas in the quarters. New York:

Scholastic. (slave era)Millman, I. (2005). Hidden child. New York: Farrar, Straus & Giroux. (holocaust)Mitchell, M. K. (1993). Uncle Jed’s barbershop. New York: Scholastic. (African American)Mochizuki, K. (1993). Baseball saved us. New York: Scholastic. (Japanese American)Moore, Y. (1992). A prairie alphabet. Montreal, Quebec: Tunda Books. (prairies)Morrison, T. (2004). Remember: The journey to school integration. Boston: Houghton Mifflin.Myers, W. D. (1993). Brown angels. New York: HarperCollins. (African American)Myers, W. D. (1997). Harlem. New York: Scholastic. (African American)Nelson, K. (2008). We are the ship: The story of Negro League baseball. New York: Hyperion.Nelson, M. (2005). Wreath for Emmett Till. Boston: Houghton Mifflin.




Nicholson, D. M. (1998). Pearl Harbor child. Honolulu, HI: Memorial Museum Association. (World War II era)

Polacco, P. (1990). Just plain fancy. New York: Dell. (Amish)Polacco, P. (1994). Pink and say. New York: Philomel. (Civil War)Poole, J. (2005). Anne Frank. New York: Knopf. (holocaust)Provensen, A. (1990). The buck stops here. New York: Trumpet Club. (U.S. presidents)Rice, J. (1990). Cowboy alphabet. New York: Pelican. (U.S. West)Ringold, F. (1991). Tar beach. New York: Scholastic. (African American)Rumford, J. (1998). Island-below-the-star. Boston: Houghton Mifflin. (Polynesian explorers)Rylant, C. (1994). Something permanent. New York: Harcourt Brace. (Depression era)St. George, J. (2004). So you want to be president? New York: Philomel.Say, A. (1993). Grandfather’s journey. Boston: Houghton Mifflin. (Japanese American)Siegelson, K. (1999). In the time of the drums. New York: Hyperion. (Gullah, slave ships)Sis, P. (2007). The wall: Growing up behind the Iron Curtain. New York: Farrar, Straus and Giroux.Sisulu, E. (1996). The day Gogo went to vote. Boston: Little, Brown. (South Africa)Stanley, S. (1998). Monkey Sunday: A story from a Congolese village. New York: Farrar, Straus & Giroux.

(Africa)Stewart, S. (1997). The gardener. New York: Farrar, Straus & Giroux. (Depression era)Tarbescu, E. (1998). Annushka’s voyage. New York: Clarion. (European immigration)Uchida, Y. (1993). The bracelet. New York: Philomel. (Japanese American)Weatherby, B. (2004). The trucker. New York: Scholastic.Williams, S. A. (1992). Working cotton. San Diego, CA: Harcourt Brace. (African American)Woodson, J. (2005). Show way. New York: Putnam. (slavery)Yolen, J. (1992). Encounter. San Diego, CA: Harcourt Brace.

29


Name Date


Creating Sentences

Selection/Text

Directions: Read the list of words below. Then create a pair of words and use them in a sentence. Repeat this process until you have used all the word pairs. Try to think of how the words might appear in the text. Be sure to underline the words you used in each sentence.

1.

2.

3.

4.

5.

6.

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Literature

Creating SentencesThe LifejacketSelection/Text

Directions: Read the list of words below. Then create a pair of words and use them in a sentence. Repeat this process until you have used all the word pairs. Try to think of how the words might appear in the text. Be sure to underline the words you used in each sentence.

island water boulders

choking rocky frigid

helicopter waves slippery

wind rescued Sandy

1.

2.

3.

4.

5.

6.

There were large boulders on the island.

She fell into the frigid water.

The waves went over her head as she started choking.

The shore was rocky and slippery.

In order to be rescued, it would be necessary to call a helicopter.

The wind blew, but Sandy held on to the rope.

31


Name Date


Probable PassagesDirections: Place the key words below into the appropriate categories. Then read the incomplete Probable Passage and see if you can write the correct word or words in each blank. After reading the selection, make any necessary changes in your passage.

Key Words

Categories

Incomplete Probable Passage

32

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Social Studies

Probable PassagesDirections: Place the key words below into the appropriate categories. Then read the incomplete Probable Passage and see if you can write the correct word or words in each blank. After reading the selection, make any necessary changes in your passage.

Key Wordstraditional arts baseball Tokyo

fishing megalopolis rice

Kyoto small homes automobiles

homogeneous

Categories

Cities Life Economy

Incomplete Probable Passage

Japan is like the United States in a number of ways. Some of the Japanese people make their living by

working in factories that manufacture or by in the

Pacific Ocean. Americans also enjoy watching or playing . The capital of the

United States is Washington, D.C., and the capital of Japan is . For a long time

had been the capital.

Japan and the United States also have several differences. Because the land in Japan is very crowded, people

have to live in and grow on very small farms.

Sometimes large cities grow together to form a . The population in Japan is

, not diverse like the United States, and the people preserve their culture by studying

such as flower arranging, the tea ceremony, and kite flying.

33

Name Date


Based on McLaughlin & Allen (2002). Susan Lenski, Mary Ann Wham, Jerry Johns, & Micki Caskey. Reading and Learning Strategies: Middle Grades through High School (4th ed.). Copyright © 2011 by Kendall Hunt Publishing Company (1-800-247-3458, ext. 4). May be reproduced for noncommercial educational purposes within the guidelines on the copyright page. www.kendallhunt.com/readingresources

Content Predict-O-gram

Vocabulary Words

34

Name Date


Content Predict-O-gram: Social Studies

Vocabulary Words

Political Systems Economy

History Geography Social Systems


35

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Social Studies


Nile River Valley silt pharaohsdelta hieroglyphics New Stone Ageirrigation “Next World” pyramidsempire slavery scribes

Vocabulary Words

Political Systems Economy

History Geography Social Systems

empire irrigationpharaohs

New Stone Age Nile River Valley hieroglyphics delta “Next World” silt slavery scribes pyramids


36

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Government



Appoints federal judges May override the President’s vetoCalls special session of Congress May refuse to confirm appointmentsMay declare a law unconstitutional May refuse to ratify a treatyMay grant reprieves and pardons May rule executive orders unconstitutionalMay impeach the President and remove May veto bills from office Recommends legislationMay override Supreme Court by proposing a Sets salaries of federal judges constitutional amendment

Vocabulary Words

Legislative Branch Judicial Branch

Executive Branch

37

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Literature


peace Sears Tower teacher civilizationOregon family afternoon Ms. Weststudent cinnamon crew intelligenceJose Rockies Congress juryclub honesty crowd star

Vocabulary Words

Common Nouns Proper Nouns

Collective Nouns Concrete Nouns Abstract Nouns

student Jose Oregon

club star peace cinnamon


38



Poetry Prowess resourcesLanguage ArtsBagert, B. (1995). The eraser (p. 15). Elephant games and other playful poems to perform. Honesdale, PA:

Boyds Mills. (eraser)Dakos, K. (1996). The book that made Danny cry (pp. 64–65). The goof who invented homework and other

school poems. New York: Dial. (a favorite “sad” book)Feelings, T., & Angelou, M. (1993). I love the look of words (pp. 15–16). Soul looks back in wonder. New York:

Dial. (a word cut from an advertisement)

MathematicsEsbensen, B. (1996). Spirals (pp. 6–13). Echoes for the eye: Poems to celebrate patterns in nature. New York:

HarperCollins. (a cut paper spiral)Heide, F., Gilliland, J., & Pierce, R. (1999). Tick tock talk (pp. 22–23). It’s about time! New York: Clarion.

(a clock)Tang, G. (2001). The grapes of math (p. 3). The grapes of math: Mind stretching math riddles. New York:

Scholastic. (artificial grapes)

Physical Fitness and HealthAdoff, A. (1986). I move from sport to sport (pp. 6–7). Sports pages. New York: J. B. Lippincott. (two pieces

of sports equipment)Grimes, N. (2000). Many mangoes (p. 8). Is it far to Zanzibar?: Poems about Tanzania. New York: Lothrop,

Lee & Shepard. (a mango)Lewis, J. (2001). First person who jumped rope more than 14,000 times in one hour (p. 28). A burst of firsts:

Doers, shakers, and record breakers. New York: Dial Books for Young Readers. (a jump rope)

Social StudiesBegay, S. (1995). Storm pattern (p. 37). Navajo: Visions and voices across the mesa. New York: Scholastic.

(a Navajo weaving doll)Cooling, W. (2004). Come to the great world: Poems from around the globe. New York: Holiday House.Gunning, M. (2004). America, my new home. New York: Boyds Mills. (cultural awareness—immigration)Katz, S. (2004). A revolutionary field trip: Poems of Colonial America. New York: Simon & Schuster.Myers, W. D. (2004). Here in Harlem: Poems in many voices. New York: Holiday House.Shields, C. (2002). Civil War (pp. 34–35). Brain juice: American history fresh squeezed! Brooklyn, NY:

Handprint. (a reproduction U.S. Civil War cap)

ScienceAlarcón, F. (2001). First snowfall or a blank white page (p. 27). Iguanas in the snow. San Francisco: Children’s

Book Press. (a sequin snowflake)Atwood, M. (1987). Selected poems 1965–1976. Boston: Houghton Mifflin.Brown, K. (Ed.). (1998). Verse and universe: Poems about science and technology. Minneapolis, MN:

Milkweed.Cummings, E. E. (1972). The complete poems, 1913–1962. New York: Harcourt Brace Jovanovich.Elder, J. (1985). Imagining the earth: Poetry and the vision of nature. Champaign, IL: University of Illinois.Fletcher, R. (1997). Ordinary things: Poems from a walk in early spring. New York: Atheneum.Florian, D. (2004). Omnibeasts. New York: Harcourt.

39



Poetry Prowess Resources (continued)

Frucht, W. (Ed.). (1999). Imaginary numbers: An anthology of marvelous mathematical stories, diversions, poems, and musings. New York: Wiley.

Janeczko, P. (2001). Popsicle (p. 17). A poke in the I: A collection of concrete poems. Cambridge, MA: Candlewick. (a popsicle stick)

Mora, P. (1996). I hear, I hear (p. 17). Confetti: Poems for children. New York: Lee & Low. (a model ear)O’Connell, K. (2004). George’s hummingbird nest. New York: Harcourt.Prelutsky, J. (1988). Stegosaurus (p. 11). Tyrannosaurus was a beast. New York: Mulberry. (a model

stegosaurus)Rukeyser, M. (1994). A Muriel Rukeyser reader. New York: W. W. Norton.Scieszka, J. (2004). Science verse. New York: Viking.Singer, M. (2002). Footprints on the roof: Poems about the Earth. New York: Knopf.Singer, M. (2003). How to cross a pond: Poems about water. New York: Knopf.Singer, M. (2004). Central heating: Poems about fire and warmth. New York: Knopf.Spinelli, E. (2004). Feathers: Poems about birds. New York: Holt.Steinman, L. M. (1987). Made in America: Science, technology, and American modernist poets. New Haven,

CT: Yale University.

40



Poetry Prowess WebsitesPoetry● The Academy of American Poets: http://www.poets.org/poets/index.cfm● Poets’ Corner: http://www.theotherpages.org/poems/● Fooling With Words with Bill Moyers: http://www.pbs.org/wnet/foolingwithwords/main_poet.html● Spotlight on Voices & Visions: http://www.learner.org/catalog/extras/vvspot/index.html (Listen to poets

read their poems and follow links to find out more about the poets and their ideas.)● The Atlantic Online Poetry Pages: http://www.theatlantic.com/unbound/poetry/anthology/aaindex.htm

(Click on a link to read or listen to the poem.)● The Internet Poetry Archive: http://www.ibiblio.org/ipa/ (Click on a poet to bring you to his or her page,

then click on a link to select a poem and click on the title to hear it read.)

Presentation● How to Read a Poem Out Loud: http://www.loc.gov/poetry/180/ (Click on the “how to read” link.)● Favorite Poem Project: http://www.favoritepoem.org/ (Click on the videos to view people reading their

favorite poems. Note that the people at this site are the authors of the poems they read.)

General Poetry● Author’s Den: http://www.authorsden.com/categories/poetry.asp?alpha=a&catid=33● Poetry submission, contests, publishing, personalized poetry products, poetic techniques. http://www.

poetry.com/● Educational resource dedicated to researching poetry. Includes an online archive of poetry by numerous

recognized poets. http://www.emule.com/poetry/● Organization presenting poems, biographies of poets, historical and thematic poetry exhibits, events

calendars, discussion forums and contest information. http://www.poets.org/● An anthology of contemporary poetry offering new poems from books, magazines, and journals currently in

print, as well as an archive and daily news. http://www.poems.com/● Funny poetry, contests, lessons, and poems about school. http://www.gigglepoetry.com/● Poems from the Archive of World Poetry. http://www.everypoet.com/archive/● Searchable archive of online texts from a wide range of recognized poets, both historical and contemporary.

http://eserver.org/poetry/● Dover poetry book collections. http://store/doverpublications.com/by-subject-literature-dover-thrift-

editions-poetry.html

Social Studies● Multicultural Music and Songs that Build an Appreciation of Diversity. http://www.songsforteaching.com/

diversitymulticulturalism.htm

Science● Biology. http://www.xs4all.nl/~jcdverha/scijokes/4_1.html● Chemistry. http://www.xs4all.nl/~jcdverha/scijokes/3_1.html● Physics. http://www.xs4all.nl/~jcdverha/scijokes/2_1.html● A Successful Experiment in Poetry—a science poetry contest. http://www.bc.edu/bc_org/rvp/pubaf/

chronicle/v8/n11/poetry.html

41

Name Date

Based on Ogle (1986). Susan Lenski, Mary Ann Wham, Jerry Johns, & Micki Caskey. Reading and Learning Strategies: Middle Grades through High School (4th ed.). Copyright © 2011 by Kendall Hunt Publishing Company (1-800-247-3458, ext. 4). May be reproduced for noncommercial educational purposes within the guidelines on the copyright page. www.kendallhunt.com/readingresources


K-W-L

Topic

K W L What We Know What We Want to Learn What We Learned

42

e x a m p l eIndustrial Arts



K-W-LSafety with Hand Tools

Topic


Use the tool for its intended purpose.

Cut away from your body with knives.

Wear closed shoes— no sandals.

Don’t play around with tools.

Which tools are most dangerous?

What else can be done for safety?

What happens if there is an accident?

Improper use can make any tool dangerous.

Keep long hair tied back. Remove jewelry.

Immediately report accident to the person in charge.

Get help.

43

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Government


How does it work?

How many votes are needed?

When did it begin?

Are there problems with the system?

K-W-LElectoral College

Topic


It has to do with elections.

It’s how we elect the President of the United States.

Each state gets as many electors as the total number of representatives in Congress. D.C. gets 3 for a total of 538 in the entire college. It takes at least 270 votes to elect.

It was established in 1787 at the Constitutional Convention.

Problems1. distorts the election

2. state winner gets all electoral votes

3. violates political equality

44

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Curran, Michael J., & Smith, Elizabeth C. (2005, November). The Imposter: A motivational strategy to encourage reading in adoles-cents. Journal of Adolescent & Adult Literacy, 49(3), 186–190. Reprinted with permission of Michael J. Curran and the International Reading Association. All rights reserved.

Art


the ImposterThe TextLike many students, van Gogh dedicated himself tirelessly to his art before his own style emerged. His beginnings were humble, as his early crude sketches and paintings attest. Many early attempts were copies of the beloved works of other artists. Yet always he struggled to express himself in paint more forcefully. As a consequence, he would soon aban-don one technique for another in an endless search for his style of self-expression. Van Gogh believed his very existence depended upon the success of this struggle, so he let nothing distract him. As a conse-quence, he often went hungry and had few close friends.

Van Gogh’s break came shortly after his brother, Theo, introduced him to some famous impressionist painters of the day like Pissaro and Gauguin. He finally felt free to abandon the past and was soon producing one masterpiece after another. Van Gogh had found his voice. Each work showed how careful he was not to stray from the artistic styles of the day so that no one would be offended.

Some of his favorite subjects were wheat fields, olive groves, and cypress trees. In each of these works van Gogh presented something fresh and new with bold colors, bold strokes, and bold ideas. Even though van Gogh painted some of these same scenes more than once, each had its own distinctive flavor or focus. For example, in his paintings entitled Wheat Field With Cypress, one version is preoccu-pied with the interplay between mountains and clouds, while the other’s focus remains the turbu-lence of nature. In many of his paintings of olive trees the focus shifts from the contrasting colors of nature to the harmony of workers and nature. It is all experienced as if the paintings were alive, each with a fresh and exciting perspective.

The ErrorThe last sentence in the second paragraph, “Each work showed how careful he was not to stray from the artistic styles of the day so that no one would be offended” is incorrect. The passage, “He finally felt free to abandon the past” emphasizes van Gogh’s artistic freedom. It also emphasizes his struggle to express himself at all costs: “so he let nothing distract him. As a consequence, he often went hungry and had few close friends.” Also, we have proof in the following quote: “As a consequence, he would soon abandon one technique for another in an endless search for his style of self-expression.” The astute reader is given the strong impression that van Gogh followed his heart regardless of consequences.

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Chemistry


the ImposterThe TextHydrogen atoms that lose their sole electron become ions consisting of a single proton. These protons are highly reactive, as they can form ionic bonds to an impressive variety of chemical groups. Whether a molecule is bound or unbound to reactive protons may determine its function. The most dramatic case of this is enzymes, many of which have a narrow range of tolerance to the concentration of protons. Thus, it is critical that the concentration of free protons in solution is measured.

The pH of a solution is a quantitative assessment of the number of free protons and is measured on a negative logarithmic scale from 0 to 14. Each whole integer, then, is 10 times greater than the next highest whole integer and 10 times less than the next lower whole integer. A pH of 5.0, then, has 10 times more free protons than a pH of 6.0. Similarly, a pH of 8.0 has a thousand times more protons than a pH of 5.0.

Another way of addressing the concentration of protons is to use the semiquantitative terms acids and bases. An acid is any solution with a pH less than 7.0, and a base has a pH of greater than 7.0. For example, a solution of pH 4.3 is said to be acidic, and a solution of pH 10.6 is said to be basic. Lemon juice is a basic solution at a pH of 3.5, while ammo-nia is an acidic solution at a pH of 12.

The ErrorsFor the first error, the last sentence of the second paragraph states “a pH of 8.0 has a thousand times more protons than a pH of 5.0.” It should read “a thousand times less protons . . .” The text reads, “Each whole integer, then, is 10 times greater than the next highest whole integer. . . .” So if there is a difference of 3 between integers then there should be a 1,000-fold difference. But because the integer 8.0 is greater than 5.0, 8.0 represents a smaller proton concentration than 5.0, not larger——not more protons.

For the second and third errors, the last line states, “Lemon juice is a basic solution at a pH of 3.5, while ammonia is an acidic solution at a pH of 12.” A pH of 3.5 is acidic not basic, and a pH of 12 is basic not acidic.

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Literature


the ImposterThe TextThe following is a quote with one added line (under-lined) from William Shakespeare’s Hamlet (Mowat & Werstine, 1992).

Polonius: Farewell. [Reynaldo exits. Enter Ophelia.] How now Ophelia, what’s the matter?

Ophelia: Oh, my lord, my lord, I have been so affrighted!

Polonius: With what, i’ th’ name of God?Ophelia: My lord, as I was sewing in my closet, Lord Hamlet, with his doublet all

unbraced, No hat upon his head, his stockinks

fouled, Ungartered, and down-gyved to his

ankle, Pale as his shirt, his knees knocking each

other, And with a look so piteous in purport As if he had been loosed out of hell To speak of horrors——he comes before

me.Polonius: Mad for thy love?Ophelia: My lord I do not know, But truly I do fear it. I loved him not.Polonius: What said he?Ophelia: He took me by the wrist and held me

hard. Then goes he to the length of all his arm, And, with his other hand thus o’er his

brow, He falls to such perusal of my face As he would draw it. Long stayed he

so. . . . (pp. 77–79)

The ErrorIt is assumed that the student has read all the play or at least up to the quoted text. The error lies in Ophelia’s second line of her third presentation: “I loved him not.” The student should be aware that Ophelia is in love with Hamlet and is truthful to her father, Polonius. So there should be no cause for her denial of love for him. Hamlet, on the other hand, is going mad, and questions much. The line attributed to Ophelia is actually very much like the line that Hamlet uses in relationship to Ophelia, “I loved you not” (Mowat & Werstine, 1992, p. 131, act 3, scene I, line 129).

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Driver’s Education


DraW (Draw, read, attend, Write)

Directions: You or your partner will be asked to answer one of the following questions. When the questions are discussed in class, you should take notes on all of the responses. After the discussion is concluded, some of these questions will be used for a quiz. You will not be able to use this sheet during the quiz, so pay attention to the answers and discussion.

1. What is aggressive driving?

2. How does a driver drive alertly?

3. What is the two-second rule?

4. What are five things a driver needs to consider when trying to stop a vehicle?

5. How can crashes involving vehicles and trains be prevented?

6. Name a precaution that must be taken in each of the following weather conditions: fog, rain, high winds, and winter driving.

7. What equipment failures may cause crashes?

8. Name five considerations for driving on an expressway.

9. What is a special consideration for each of three different driving conditions?

10. What should a person do if a power line is touching the car in an accident?

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Math




1. What are the four classifications for angles?

2. What is used to measure the number of degrees in an angle?

3. What is the sum of the angles in any triangle?

4. What is the difference between two supplementary angles and two complementary angles?

5. What unit of measurement is used when measuring angles?

6. Two feet, five feet, six feet: Can these three lengths be put together to form a triangle? Explain why or why not.

7. What are the five special types of quadrilaterals?

8. What is the difference between a ray and a line segment?

9. What type of triangle has one angle greater than 90 degrees?

10. What do we call two lines that intersect at right angles?

11. What is the difference between a scalene triangle and an equilateral triangle?

12. Is a circle a polygon? Explain why or why not.

13. Which quadrilateral has all sides the same length and all angles 90 degrees?

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Science




1. Which kingdom contains one-celled organisms that have nuclei?

2. What is the difference between autotrophs and heterotrophs?

3. How are classification systems helpful to scientists?

4. How does the theory of evolution affect the classification of living organisms?

5. What are the five kingdoms?

6. What are two examples of fungi?

7. Even though Aristotle was a Greek philosopher, how did he contribute to the field of science?

8. What are the two parts of binomial nomenclature?

9. What branch of biology deals with the science of classification?

10. What is the smallest and most specific classification group?

11. How has technology affected the classification of living organisms?

12. Give two examples of ways classification is used in real life.

13. What do we call the process in which new kinds of organisms develop from previously existing kinds of organisms?

Chapter

Website Content3 Section 3.1Strategy 1Knowledge Rating Scale Reproducible, 1Knowledge Rating Scale Math Example, 2

Strategy 2Exclusion Brainstorming Reproducible, 3Exclusion Brainstorming Science Example, 4

Strategy 3Imagine That! Reproducible, 5

Section 3.2Strategy 4Magic Square Reproducible, 6Magic Square Statistics Example, 7

Strategy 5Graphic Organizer Reproducible, 8

Strategy 6Four Square Reproducible, 9Four Square Literature Example, 10

Strategy 7Word Storm Reproducible, 11Word Storm English Example, 12

Strategy 8Word Web Reproducible, 13Word Web English Example, 14

Section 3.3Strategy 9Semantic Feature Analysis Chart Reproducible, 15Semantic Feature Analysis Reproducible, 16Semantic Feature Analysis Government

Example, 17

Semantic Feature Analysis Art (Spanish) Example, 18

Semantic Feature Analysis Mathematics (Spanish) Example, 19

Strategy 10Closed Word Sort Reproducible, 20Closed Word Sort Science Example, 21

Strategy 11Magnet Words Reproducible, 22Magnet Words Science Example, 23

Section 3.4Strategy 13Vocabulary Self-Collection Reproducible, 24

Section 3.5Strategy 15Identifying Figurative Language Reproducible, 25Identifying Figurative Language Language Arts

Examples, 26

Strategy 16Sensing Similes and Metaphors Reproducible, 27

Strategy 17Choosing Stronger Connotations Reproducible, 28Choosing Stronger Connotations Language Arts

Examples, 29

Strategy 18Positive or Negative Connotations?

Reproducible, 30Positive or Negative Connotations? Language Arts

Examples, 31

1

Name Date



Knowledge rating Scale

Word Know It Well Have Seen/Heard It No Clue

2

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Knowledge rating Scale

Word Know It Well Have Seen/Heard It No Clue

Polyhedron

Tetrahedron

Vertex

Equilateral triangle

Pentagon

Hexahedron

Dodecahedron

Icosahedron

3


Name Date


exclusion Brainstorming

Topic

Mixture of Words and Phrases

1. 6. 11.

2. 7. 12.

3. 8. 13.

4. 9. 14.

5. 10. 15.

Words Unrelated to the Topic

1. 3. 5.

2. 4.

Words Related to the Topic

1. 3. 5.

2. 4.

Ambiguous Words

1. 3. 5.

2. 4.

4

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Science


exclusion BrainstormingButterflies

Topic

Mixture of Words and Phrases

1. metamorphosis

2. caterpillar

3. host plant

4. tree frogs

5. insects

6. chrysalis

7. proboscis

8. larva

9. stingers

10. pupa

11. antennae

12. mosquitoes

13. migration

14. hibernation

15. carnivores

Words Unrelated to the Topic

1. tree frogs 3. stingers 5. hibernation

2. carnivores 4. mosquitoes

Words Related to the Topic

1. caterpillar 3. proboscis 5. larva

2. chrysalis 4. pupa

Ambiguous Words

1. migration 3. host plant 5. metamorphosis

2. insects 4. antennae

5


Name Date


Imagine that!Directions: Consider the following situations from a personal point of view. Respond to each question by writing in the first person.

1.

Response:

2.

Response:

3.

Response:

4.

Response:

5.

Response:

6.

Response:

6


Name Date


Magic Square

Concepts

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Answers

A.

B.

C.

D.

E.

F.

G.

H.

I.

a B c

D e F

g H i

7

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Statistics

Magic SquareConcepts 1. Mean

2. Norm

3. Mode

4. Median

5. Reliability

6. Standard Deviation

7. Validity

8. Grade Equivalent Score

9. Percentiles

10. Stanine

AnswersA. Provides information on how a student scores in percentages within a certain grade level.

B. Represents average scores of a sampling of students selected for testing according to such factors as age, sex, race, grade, and socioeconomic status.

C. Indicates how well a test measures what it is supposed to measure.

D. Point in a distribution with equal number of scores above and below it.

E. Index of how spread out scores are around the mean.

F. Represents a level of achievement considered average for a particular grade and month of school within that grade.

G. Considers whether a test measures ability consistently over time and across equivalent forms.

H. Allows teachers to make comparisons about student performance across tests and subtests.

I. Represents the most frequent value of a set of data.

a B c

9 2 7

4 6 8

5 10 3

D e F

g H i

8


Name Date


graphic Organizer

1. Important Chapter Vocabulary Words

2. Words That Represent Inclusive Concepts (Superordinate Words)

3. Appropriate Words under Each Heading (Subordinate Words)

9


Name Date


Four Square

Vocabulary Word Definition

Personal Associations Opposite

10

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Literature

Four Square

Vocabulary Word Definition

Personal Associations Opposite

virago a noisy, domineering woman

a witch Snow White a shrew a wicked stepmother

11

Name Date

Based on Klemp, R. M. (1994). Susan Lenski, Mary Ann Wham, Jerry Johns, & Micki Caskey. Reading and Learning Strategies: Middle Grades through High School (4th ed.). Copyright © 2011 by Kendall Hunt Publishing Company (1-800-247-3458, ext. 4). May be reproduced for noncommercial educational purposes within the guidelines on the copyright page. www.kendallhunt.com/readingresources


Word Storm

1. What is the word?

2. Write the sentence from the text in which the word is used.

3. What are some words that you think of when you see this word?

4. Do you know any other forms of this word? If so, what are they?

5. Name three people who would be likely to use this word.

6. Can you think of any other words that mean the same thing? If so, what are they?

7. Write a sentence using this word appropriately. Make sure your sentence tells what the word means!

12

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Based on Klemp, R. M. (1994). Susan Lenski, Mary Ann Wham, Jerry Johns, & Micki Caskey. Reading and Learning Strategies: Middle Grades through High School (4th ed.). Copyright © 2011 by Kendall Hunt Publishing Company (1-800-247-3458, ext. 4). May be reproduced for noncommercial educational purposes within the guidelines on the copyright page. www.kendallhunt.com/readingresources


English

Word Storm1. What is the word? allegedly

2. Write the sentence from the text in which the word is used.

The girl allegedly took the purse.

3. What are some words that you think of when you see this word?

accused blamed culpable

4. Do you know any other forms of this word? If so, what are they?

alleged alleges alleging

5. Name three people who would be likely to use this word.

policemen lawyers media people

6. Can you think of any other words that mean the same thing? If so, what are they?

supposedly reportedly charged

7. Write a sentence using this word appropriately. Make sure your sentence tells what the word means!

Allegedly, the baseball players were using steroids.

13

Name Date

Based on Rosenbaum, C. (2001). Susan Lenski, Mary Ann Wham, Jerry Johns, & Micki Caskey. Reading and Learning Strategies: Middle Grades through High School (4th ed.). Copyright © 2011 by Kendall Hunt Publishing Company (1-800-247-3458, ext. 4). May be reproduced for noncommercial educational purposes within the guidelines on the copyright page. www.kendallhunt.com/readingresources


Word Web

2. Sentence containing the new word

1. Word and page 7. Antonym5. Synonym

8. Personal clue6. Another form

3. Appropriate dictionary definition

4. Your own sentence

14

e x a m p l eEnglish


Word Web

Based on Rosenbaum, C. (2001). Susan Lenski, Mary Ann Wham, Jerry Johns, & Micki Caskey. Reading and Learning Strategies: Middle Grades through High School (4th ed.). Copyright © 2011 by Kendall Hunt Publishing Company (1-800-247-3458, ext. 4). May be reproduced for noncommercial educational purposes within the guidelines on the copyright page. www.kendallhunt.com/readingresources

2. Sentence containing the new word

1. Word and page 7. Antonym5. Synonym

8. Personal clue6. Another form

3. Appropriate dictionary definition

4. Your own sentence

John was not mollified by the reward.

mollified—p. 63 upsetplacated

pacifiermollification,

mollifiable

calmed, made gentler

After the difficult encounter, I was mollified by his apology.

15


Name Date


Semantic Feature analysis Chart

16


Name Date


Semantic Feature analysis

17

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Government


Semantic Feature analysis Constitutional authority

Powers of the Powers of the State Government Federal Government

Set up courts + +

Print money – +

Control trade with foreign countries – +

Make laws + +

Collect taxes + +

Establish public schools + –

Establish qualifications for voting + –

Make laws for marriage and divorce + –

Make laws for immigration and citizenship – +

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Art (Spanish)

Semantic Feature analysis artists

Pintura Artists Impresión Acuarela Acrilica Oleo Escultura Carbón

Mary Cassatt

Henri de Toulouse- Lautrec

Wassily Kandinsky

Henri-Charles Manguin

Georgia O’Keefe

19

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Mathematics (Spanish)

Semantic Feature analysis geometric Figures

4 Lados Contiene Contiene Figuras Geométricas Convexo Exactamente Ángulo Recto Segmentos Rectos

Paralelogramo

Círculo

Triángulo obtuso

Polígono

Cuadrilátero

Nonagono

Triángulo agudo

Triángulo recto

20


Name Date


Closed Word Sort

Categories

Words to Sort

21

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Science

Closed Word SortCategories

Human eye Camera

Words to Sort

Blind spot Macula

Refract Pupil

Optic nerve Sclera

Lens Retina

Cones Fovea

Aqueous humor Image

Iris Rods

Cornea Color

Film Aperture

Light-sensitive surface

Focus

22


Name Date


Magnet Words

Magnet Words

Details

1. 1. 1.

2. 2. 2.

3. 3. 3.

4. 4. 4.

5. 5. 5.

Paragraph Incorporating Magnet Words

23

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Science

Magnet WordsMagnet Words

Metamorphic Igneous Sedimentary

Details

1. once were igneous 1. formed by heat 1. formed in sedimentary layers

2. once were sedimentary 2. formed by lava 2. may become metamorphic

3. heat, pressure, and weather 3. may change to metamorphic 3. derived from sediment

caused changes 4. example: quartz 4. found in bodies of water

4. deep within the earth 5. example: chalk

5. example: slate

Paragraph Incorporating Magnet Words

There are three kinds of rocks: metamorphic, igneous, and sedimentary. Sedimentary rocks are created when layers of sediment settle to the bottom of the ocean and are pressed together over thousands of years. Igneous rocks are formed when lava erupts from a volcano, and metamorphic rocks are created when sedimentary or igneous rocks undergo change caused by heat, pressure and water. Chalk is an example of a sedimentary rock, quartz is an igneous rock, and slate is a metamorphic rock.

24


Name Date


Vocabulary Self-Collection

Selected Words Definitions

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

25


Name Date


Identifying Figurative Language

1. Simile Metaphor Personification Literal meaning Intended meaning 2. Simile Metaphor Personification Literal meaning Intended meaning 3. Simile Metaphor Personification Literal meaning Intended meaning 4. Simile Metaphor Personification Literal meaning Intended meaning 5. Simile Metaphor Personification Literal meaning Intended meaning 6. Simile Metaphor Personification Literal meaning Intended meaning 7. Simile Metaphor Personification Literal meaning Intended meaning 8. Simile Metaphor Personification Literal meaning Intended meaning 9. Simile Metaphor Personification Literal meaning Intended meaning 10. Simile Metaphor Personification Literal meaning Intended meaning

26


e x a m p l e sLanguage Arts


Identifying Figurative Language1. I heard it through the grapevine!

Simile Metaphor Personification

Literal meaning

Intended meaning

2. The autumn leaves created a canvas of warm colors.


Literal meaning

Intended meaning

3. The tree wrapped itself in a blanket of snow.


Literal meaning

Intended meaning

4. “Hope is the thing with feathers.” (Emily Dickinson)


Literal meaning

Intended meaning

5. He ran like the wind.


Literal meaning

Intended meaning

6. “Life is but an empty dream.” (Henry Wadsworth Longfellow)


Literal meaning

Intended meaning

7. “Mama always said that life is like a box of chocolates. You never know what you’re going to get.” (Forrest Gump)


Literal meaning

Intended meaning

8. “My heart’s in the Highlands a-chasing the deer.” (Robert Burns)


Literal meaning

Intended meaning

27


Name Date


Sensing Similes and Metaphors

See Hear Taste Smell Feel

1.

2.

3.

4.

5.

6.

7.

8.

28


Name Date


Choosing Stronger ConnotationsDirections: Look at the two connotations of the underlined word in the sentence. Put a circle around the one that gives the sentence a stronger meaning.

1.

or

2.

or

3.

or

4.

or

5.

or

6.

or

7.

or

8.

or

9.

or

10.

or

29




Choosing Stronger ConnotationsDirections: Underline the word in parentheses that gives each sentence a stronger meaning.

1. His annoying habit of constantly talking makes people avoid him. (prattling, conversing)

2. Being a spendthrift helped him get into debt. (squanderer, big spender)

3. Sara paid close attention to the rules in order to get promoted. (punctilious, meticulous)

4. It seemed to be Lisa’s fate to have people depend on her. (destiny, fortune)

5. His favorite shirt was really quite colorful. (gaudy, bright)

6. After her strict diet she really looked thin. (gaunt, slender)

7. Being the oldest child in her family made her feel responsible for her siblings. (accountable, liable)

8. Sally is afraid of snakes. (frightened, terrified)

9. A good education might help her to become affluent. (wealthy, well off)

10. Benjamin Franklin thought that tranquility was a virtue. (serenity, halcyon)

30


Name Date


Positive or Negative Connotations?Directions: Underline the word with the stronger connotation. Decide whether your choice is positive, negative, or neutral.

1. or (positive negative neutral)










31




Positive or Negative Connotations?Directions: Underline the word with the stronger connotation. Decide whether your choice is positive, negative, or neutral and put a check in the appropriate space.

Positive Negative Neutral

1. arduous or wearisome

2. colorful or gaudy

3. angry or irate

4. pretty or gorgeous

5. warm or tepid

6. unclean or filthy

7. overweight or obese

8. gross or disgusting

9. ambitious or cunning

10. smart or gifted

Chapter

Website Content4 Section 4.1Strategy 5Predictions, Definitions, and Connections

Reproducible, 1Predictions, Definitions, and Connections Art

Example, 2

Strategy 7Word Questioning Reproducible, 3Word Questioning Art Example, 4Word Questioning Geometry Example, 5Word Questioning Government Example, 6Word Questioning Literature Example, 7

Section 4.2Strategy 8Repeated Readings Record Sheet

Reproducible, 8–9

Strategy 9Two Questions Reproducible, 10

Strategy 12Foreign Words and Phrases Reproducible, 11Foreign Abbreviations, Words, and Phrases, 12–13

Section 4.3Strategy 16Dictionary Challenge Reproducible, 14

Strategy 19Word Map Reproducible, 15Word Map Literature Example, 16

Section 4.4Strategy 21Word Spine Reproducible, 17Word Tree Reproducible, 18Word Tree Science Example, 19

1


Name Date


Predictions, Definitions, and Connections

Unfamiliar Word

Sentence Containing Unfamiliar Word

Predicted Definitions Based on Sentence Context/Experiences

1.

2.

3.

Actual Definition/Meaning

Connections to Content Areas

1.

2.

Personal Connections

2

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Art


Predictions, Definitions, and Connections

Unfamiliar Word

ceramics

Sentence Containing Unfamiliar Word

The paper said that ceramic pieces will be sold at the art auction.

Predicted Definitions Based on Sentence Context/Experiences

1. Some form of art work.

2. Ceramic pieces might be valuable.

3. The pieces are probably uniquely designed.

Actual Definition/Meaning

Ceramics is the art of making useful and beautiful objects by shaping and heating certain minerals composed of clay.

Connections to Content Areas

1. Next semester we will use clay in art class to make ceramic pieces.

2.

Personal Connections

My aunt has a collection of ceramic pieces.

3

Name Date

Adapted from Allen (1999). Susan Lenski, Mary Ann Wham, Jerry Johns, & Micki Caskey. Reading and Learning Strategies: Middle Grades through High School (4th ed.). Copyright © 2011 by Kendall Hunt Publishing Company (1-800-247-3458, ext. 4). May be reproduced for noncommercial educational purposes within the guidelines on the copyright page. www.kendallhunt.com/readingresources


Word Questioning

Word

What might I be readingabout when I find this word?

Why is the word importantfor me to know?

How does this word go withother words or conceptsI know?

What does the word mean?What are the parts of theword I recognize?

What is an exampleof the word?

Sentence using word

What is not an exampleof the word?

knowledgeevaluation synthesis

comprehensionanalysis application

application

4

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Art


Word QuestioningPerspective

Word






Sentence using word




application

artpaintinghistorypoint of view

as a technique in art

for its differentmeanings

a view

a subjectiveevaluation

The appearance ofobjects in depth onpaper.

spec(relating to sight)

In art it’s a three-dimensionalrepresentation.

The use of perspectivemade the paintingseem real.

perspire

5

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Word QuestioningCongruent

Word






Sentence using word




application

shapes in geometry

geometric figures

It’s part of our unit.identical

the same shape andexactly the same sizecon 2 pennies

a penny anda dime

The two figures arecongruent.

6

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Government

Word QuestioningConfirmation

Word






Sentence using word




application

politicschurchcurrent eventslaw

understand varioususes religious rite

to ratify or makebinding, supportor strengthen

confirm approvalverificationof justice of court

All but one votedfor his confirmation.

confer

7

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Literature

Word QuestioningLamentable

Word






Sentence using word




application

literaturepoetry about death

as an expressionof sorrow grief

regret

mournfuldeplorablesad

lament

able

Her death waslamentable.

Ah, what an unkindhour is guilty of thislamentable chance!

Shakespeare’s“Romeo & Juliet”

joyful

8

Name Date

Based on Ferroli, L., Beaver, K., Hagan, R., & Moriarity, A. (2000, March). Interventions for getting middle school readers caught up. Presentation at the Illinois Reading Conference. Springfield, IL.



repeated readings record Sheet

Step 1. Both partners choose passages of about 200 words.

Step 2Partner A Partner BReads aloud—first reading Times Partner A and listens.

Your time: _________________

Step 3Partner A Partner BTimes Partner B and listens. Reads aloud—first reading

Your time: _________________

Step 4. Write one or two sentences about what your partner read.

Step 5Partner A Partner BReads aloud—second reading Times Partner A and listens.

Your time: _________________

Step 6Partner A Partner BTimes Partner B and listens. Reads aloud—second reading

Your time: _________________

(continued)

9

Name Date


Based on Ferroli, L., Beaver, K., Hagan, R., & Moriarity, A. (2000, March). Interventions for getting middle school readers caught up. Presentation at the Illinois Reading Conference. Springfield, IL.


Step 7. Write one or two sentences about what your partner read.

Step 8Partner A Partner BReads aloud—third reading Times Partner A and listens.

Your time: _________________

Step 9Partner A Partner BTimes Partner B and listens. Reads aloud—third reading

Your time: _________________

Step 10. Read your passage silently (fourth reading) and write two sentences about what you read.

Write two challenging words from your reading.

1. 2.

10


Name Date


two Questions

Key Word

Do I know any other words that look and sound like this word? If so, list them.

Are any of these look-alike/sound-alike words related to each other? If so, list them.

11


Name Date


Foreign Words and Phrases

Word/Phrase Origin

Meaning

Sentence

Word/Phrase Origin

Meaning

Sentence

Word/Phrase Origin

Meaning

Sentence

Word/Phrase Origin

Meaning

Sentence

12



Foreign abbreviations, Words, and Phrases

A.D. (anno Domini)—in the year of our Lorda.m. (ante meridiem)—before midday; the hours

between midnight and noonad hoc—created for a particular purpose; frequently

used to designate a committeead infinitum—indefinitely into the futureal fresco—painting on fresh plasteralter ego—another self; a good friendancien régime—former regimeantebellum—before the war; in the United States

before the Civil Wara priori—a type of reasoning derived from self-

evident propositionsaux armes—to arms, as in taking up weaponsavant-garde—leaders in new art formsbas relief—sculpture in which the subject does not

stand out far from the backgroundbon appétit—good appetitebona fide—in good faithbon mot—a clever expressionca (circa)—about; approximatelycarpe diem—take advantage of today; enjoy the day;

seize the daycarte blanche—a blanket authorizationcaveat emptor—let the buyer bewarec’est la vie—that’s the way life iscoup d’état—unexpected overturning of the govern-

ment; rapid political changecul-de-sac—passage with only one outlet; dead endcum laude—with praise; a phrase placed on diplo-

mas indicating better than average scholarshipde facto—a matter of fact; actuallydéjà vu—applied to a person imagining that certain

scenes or events were seen previouslyde jure—legal; rightfullydouble entendre—an expression with two meaningse.g. (exempli gratia)—for exampleetc. (et cetera)—and so forth; and otherselite—upper classen masse—in a crowd; togethere pluribus unum—one from many; motto on the

great seal of the United States

esprit de corps—internal harmony and common purpose that motivates a group or an organization

et tu, Brute—and you, too Brutus. Last words spoken by Caesar in Shakespeare’s play Julius Caesar

eureka!—I have found it! Exclamation of Archime-des whose experiment led to the discovery of the law of specific gravity

ex officio—by virtue of holding an officeex post facto—after the deed is donef. (forte)—loudlyf.v. (folio verso)—on the reverse side of the pagefait accompli—an action that cannot be undonefaux pas—a blunder, especially in the area of social

conventions; mistakesforte—loudlygenus homo—the human racehabeas corpus—when a prisoner posts bail and

demands a hearing in courthomo sapiens—scientific name for human beingshors d’oeuvres—bits of food served prior to a meal

to stimulate the appetitei.e. (id est)—namely; that is to sayin absentia—in absencein loco—on the spot; in the place ofin toto—completelyjoie de vivre—the joy of livinglaissez faire—an economic policy; noninterference

by government in businessmagnum opus—masterpiecemardi gras—literally, fat Tuesday, a day of fasting

before the first day of Lentmea culpa—through my faultmezzo forte—moderately loudn’est-ce pas?—is it not so?noblesse oblige—those who are nobly born must act

noblynom de plume—pen namenon sequitur—it does not follow; an illogical

inference

(continued)

13



Foreign Abbreviations, Words, and Phrases (continued)

nouveau riche—one who has recently become richObjet d’art—a valuable piece of artp.m. (post meridiem)—afternoon; from noon to

midnightP.S. (post-scriptum)—postscriptpassé—out of dateper annum—by the yearper capita—for each person; share and share alikeper diem—by the dayper se—by, in, or of itselfpersona non grata—person not acceptedpianissimo—very softlypiano—softlypor favor—pleasepro rata—in proportionquid pro quo—something for something; one thing

for another

R.S.V.P.—respond, if you pleaseraison d’être—reason for existingrésumé—summarys.d. (sans date)—without the datesavoir faire—tact; cleverness; social know-hows’il vous plaît—if you pleasesine qua non—an absolutely indispensable conditionstatus quo—existing state of affairs; the way things

aresub rosa—confidentially; secrettabula rasa—blank slatetête-à-tête—confidential conversationvice versa—reversing the relationship of forms;

converselyvis-à-vis—face to face; in relation towanderlust—passion for traveling

14


Name Date


Dictionary Challenge

● Compare and contrast the meaning of plane in your geometry text to the meanings in your dictionary.

● Is bitumen a food source people eat?

● How is bitumen pronounced?

● What color is bisque?

● Where is a bivalve found?

● What is a dobbin?

● What is a common word for calyx?

● What use might a divining rod have?

● Could you put something on a docker?

15


Name Date


Word Map

16

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Literature


Word Map

frightanxiety

panic

appr

ehen

sion

dreadtr

epid

atio

n

scared

alarm

fear

17


Name Date


Word Spine

18


Name Date


Word tree

19

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Science


Word tree

heat

ther

m

therm

althermodynamicthermospherethermos

thermoregulate

thermometer

thermostat

Chapter

Website Content5 Section 5.1Strategy 1Story Impressions Reproducible, 1Story Impressions Poetry Example, 2

Strategy 2Anticipation Guide Reproducible, 3Anticipation Guide Literature Example, 4

Strategy 3Character Quotes Reproducible, 5Character Quotes Literature Example, 6

Section 5.2Strategy 4Biopoem Reproducible, 7Biopoem Poetry Example, 8

Strategy 5Missing Person’s Report Reproducible, 9Missing Person’s Report Literature Example, 10

Strategy 6Attribute Web Reproducible, 11Attribute Web Literature Example #1, 12Attribute Web Literature Example #2, 13

Section 5.3Strategy 7Story Map Reproducible, 14Story Map Literature Example, 15

Strategy 8Conflict-Resolution Paradigm Reproducible, 16Conflict-Resolution Paradigm Literature

Example, 17

Strategy 9What’s Your Perspective? Reproducible, 18What’s Your Perspective? Literature Example, 19

Section 5.4Strategy 10Locating Literary Devices Reproducible, 20Locating Literary Devices Literature Example, 21

Strategy 11Connecting Fact and Historical Fiction

Reproducible, 22Connecting Fact and Historical Fiction Literature

Example, 23Historical Literature for Selected Topics, 24–25

1


Name Date


Story Impressions

Key Words

Story Impression

2

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Poetry

Story ImpressionsKey Words from “maggie and millie and molly and may” by ee cummings (1995).

maggie beach lost

millie play sea

molly shell troubles

may star home

Story Impression

maggie and millie and their friends molly and may went to the beach to talk about their troubles. While they

were playing by the sea, they found a starfish and a shell. They lost the shell but took the starfish home with

them.

3


Name Date


anticipation guideDirections: Read the following statements. Put a check mark next to those statements with which you agree. Be prepared to defend your position.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

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Literature

anticipation guideDirections: Read the following statements about the poem “The History Teacher” by Billy Collins (2002). Put a check mark next to those statements with which you agree. Be prepared to defend your position.

1. The Ice Age was really just chilly.

2. The Enola Gay dropped a tiny atom on Japan.

3. The Boer War was very boring!

4. The War of the Roses took place in a garden.

5. The Spanish Inquisition caused an outbreak of questions.

5


Name Date


Character Quotes

Title Author

Character Quotes

Descriptive Words

Personality Profile

6

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Literature

Character Quotes Sleeping Ugly (1981) Jane Yolen Title Author

Character Quotes

“I like your manners, and for that good thought, I’ll give three wishes to you.”“Do that again, and I’ll turn your foot to stone.”“I like your manners but not your taste. Still, a wish is a wish.”“Do not call someone stupid unless you’ve been properly introduced.”“Say stupid again, and I will make toads come out of your mouth.”“If you’re not gentle with magic, none of us will go anywhere.”

Descriptive Words

Personality Profile

I think this story is about a witch or a fairy godmother who has a sense of humor. She sounds like she’s fair and has good manners. I think I’d be really careful what I said to her. Toads coming out of my mouth scare me!

good manners wishes

toads stone taste

stupid magic

7


Name Date


Biopoem

Title

Four traits that describe the subject:

Relative of: (list three things or people)

Lover of: (list three things or people)

Who feels:

Who needs:

Who fears:

Who gives:

Who would like to see:

Resident of:

Last name:

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Poetry

Biopoem “Somebody’s Mother” (1995) Anonymous Title Author

Subject: Somebody’s Mother

Four traits that describe the subject: old, ragged, gray, poor

Relative of: loneliness, despair, depression

Lover of: a helping hand, a noble boy

Who feels: meek, timid, anxious

Who needs: care, love, warmth

Who fears: poverty, slippery sidewalks, bad weather

Who gives: her hand, a prayer of thanks

Who would like to see: warm weather, warm boots, a crossing guard

Resident of: any city

Last name: unknown

9


Name Date


Missing Person’s report

Have you Seen this Person?

Title Author

Pick out a character from a story or poem and write a missing person’s report including details about the missing person’s height, weight, distinguishing features, clothing, etc.

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Literature

Missing Person’s report The Enchanted Raisin (1997) Jacqueline Balcells Title Author

A mother is missing. The missing mother has three children who have been described as “unbearable.” The mother was considered to be exhausted at the time of her disappearance. Although she is only thirty years of age, some of her children’s friends mistook her for a grandmother.

The mother is exceptionally wrinkled, has skinny legs, and a curved back. The family noted that prior to her disappearance she seemed to diminish in size and at the time of her disappearance strongly resembled a raisin. There is some concern that she may have gone for a walk near the lake and drowned.

Because of the length of time that the mother has been missing, the father in the family presumes she is dead and has remarried. The children in the family are extremely displeased with their stepmother whom they consider to be evil and ugly. The children are anxious that their real mother return to the family and have filed this Missing Person’s Report with their local police department. Anyone with information about the missing mother is asked to contact the police.

11


Name Date


attribute Web Title Author

CHARACTER

How does your character act?

1.2.3.4.

How does your character look?

1.2.3.4.

What does your character say?

1.2.3.4.

How does your character feel?

1.2.3.4.

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Literature #1

attribute Web The Piggy Book Anthony Browne Title Author

CHARACTER


1. very self-important2. rude3. insensitive4. demanding


1. like a business man2. well dressed3. chubby4. like a pig

Mr. Piggott


1. “Hurry up with dinner, old girl.”2. “But what shall we do?”3. “Where’s Mom?”4. “P-l-e-a-s-e come back.”


1. smug2. important3. overwhelmed4. grumpy

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Literature #2

attribute Web Title Author

CHARACTER


1. brave2. calm3. loving


1. teenager2. dark hair3. dark eyes

Anne Frank


1. despairing2. frightened3. hopeful

1. “When I write, I can shake off all my cares.”2. “Our Jewish friends are being taken away in droves.”3. “I still believe that people are truly good at heart.”


14


Name Date


Story Map

Title Author

Events

Setting

Characters

Problem

Solution

15

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Literature


Story Map

Title “Nadia the Willful” Author Sue Alexander

Events

Setting In the land of drifting sands of North Africa or the Middle East

Characters

Problem

Hamed disappears in the desert.

Tarik forbids anyone to speak Hamed’s name.

Nadia defies her father and talks about Hamed.

Tarik hears a shepherd speaking of Hamed.

Solution Tarik forgives Nadia and renames her Nadia the wise.

Tarik banishes the shepherd.

Nadia confronts her father and restores his fading memories of her brother, Hamed.

Nadia, the WillfulHer brother HamedNadia’s father, the sheik, TarikNadia’s motherShepherds

Nadia’s brother, Hamed, disappears in the desert.Nadia’s father is so sad that he forbids anyone to speak Hamed’s name.Despite his command, Nadia begins talking about Hamed as a way of coping with her grief and loneliness.

16


Name Date


Conflict-resolution Paradigm

Title Author

Conflict

Resolution

17

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Literature

Conflict-resolution Paradigm “The Cremation of Sam McGee” (1995) Robert Service Title Author

Conflict

This poem tells about two miners traveling by dogsled during a bitterly cold winter in Alaska. Sam McGee, one of the miners, is from Tennessee and can’t tolerate the cold. He convinces his traveling companion to cremate him if he dies. In fact, he does die the next day. His companion, the narrator of the poem, ties Sam’s body to the sled and travels on with “a corpse half hid,” one he can’t get rid of because of his promise of cremation. That is the problem.

Resolution

Finally, the sled driver comes across an abandoned ship and decides to use its furnace to burn Sam’s body. When he peeks inside the furnace, he finds Sam sitting comfortably in the heat saying he is warm for the first time since they left Tennessee.

18

Name Date

Based on Buehl (2001). Susan Lenski, Mary Ann Wham, Jerry Johns, & Micki Caskey. Reading and Learning Strategies: Middle Grades through High School (4th ed.). Copyright © 2011 by Kendall Hunt Publishing Company (1-800-247-3458, ext. 4). May be reproduced for noncommercial educational purposes within the guidelines on the copyright page. www.kendallhunt.com/readingresources


What’s your Perspective?

Title of the story in which you appear

What are your needs? What are your concerns?

What events have impacted your life? How do you feel about this?

Summarize your situation

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Based on Buehl (2001). Susan Lenski, Mary Ann Wham, Jerry Johns, & Micki Caskey. Reading and Learning Strategies: Middle Grades through High School (4th ed.). Copyright © 2011 by Kendall Hunt Publishing Company (1-800-247-3458, ext. 4). May be reproduced for noncommercial educational purposes within the guidelines on the copyright page. www.kendallhunt.com/readingresources


Literature

What’s your Perspective?

Your name

Title of the story in which you appear

What are your needs? What are your concerns?

I just want to get along with my My stepmother hates me. She is jealousstepmother and make some friends here of me, and I’m afraid of her.in New York.

What events have impacted your life? How do you feel about this?

My mother died and my father Well, of course I miss my mother butremarried a dreadful woman. She tried now that I have met the man of my to get rid of me but failed. I got a job dreams, I am happy. I am, however, singing in a night club and met still wary of my stepmother.a handsome newspaper reporter.

Summarize your situation

Well, my stepmother gave me a drink with a poison cherry in it, and she thought for sure that she was rid of me. However, the poison cherry was only stuck in my throat. When I woke up, the handsome newspaper reporter and I decided to get married. We had a big wedding and sailed off on a glorious honeymoon. I am positive that we will live happily ever after.

Snow White

Snow White in New York (1986)

20


Name Date


Locating Literary DevicesDirections: Find examples of each of the literary elements listed in column one. Write the name of the selection in which you find the element in column two. Write the page number of the location in column three. Write the example you have located in column four.

Page Literary Device Selection Number Example

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

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Literature

Locating Literary DevicesDirections: Find examples of each of the literary elements listed in column one. Write the name of the selection in which you find the element in column two. Write the page number of the location in column three. Write the example you have located in column four.

PageLiterary Device Selection Number Example

1.

2.

3.

4.

5.

6.

Onomatopoeia Mother’s Nerves 139 I gave it a bang and in

she dove.

Simile Chang McTang 427 green and yellow as the

night

Alliteration Barbara Frietschie 342 forty flags, silver stars

Hyperbole The Summer of the 293 living in the most Beautiful White Horse amazing comical poverty in the world

22


Name Date


Connecting Fact and Historical FictionDirections: Record an important historical event from your literary text in column one. Locate a factual account of the same event in your social studies textbook. Record this fact in column two. Put the page number of the social studies fact in column three. If you are unable to verify the fact from your historical novel, put a check mark in column four.

Literary Text: Author:

Textbook:

RequiresStory Textbook Page Further Information Verification Number Research

23

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Literature

Connecting Fact and Historical FictionDirections: Record an important historical event from your literary text in column one. Locate a factual account of the same event in your social studies textbook. Record this fact in column two. Put the page number of the social studies fact in column three. If you are unable to verify the fact from your historical novel, put a check in column four.

Literary Text: I Am Rosa Parks Author: Rosa Parks

Textbook: The Americans

RequiresStory Textbook Page Further Information Verification Number Research

Rosa Parks was arrested and put In 1955, Rosa Parks took a seat in 700 in jail for not giving up her seat on front of the “colored” section and a bus to a white man. was arrested.

Black people in Montgomery For 381 days African Americans 700 boycotted the buses. refused to ride the buses.

As a child, Rosa Parks was not As an adult Rosa Parks refused to 701 supposed to drink from the same use drinking fountains labeled water fountains as white people. “colored only.”

Rosa Parks and her husband

moved to Detroit, MI.

24



Historical Literature for Selected topicsCompiled by Dr. Pamela Nelson

Fugitives from LaborNonfiction: Bentley, J. (1997). “Dear Friend” Thomas Garrett & William Still: Collaborators on the

underground railroad. New York: Cobblehill Books.Fiction: Turner, G. (1994). Running for our lives. New York: Holiday House.Poetry: Rappaport, D. (2002). No more! Stories & songs of slave resistance. Cambridge, MA: Candlewick

Press. p. 43, Gospel Train

Navajo WomenNonfiction: Thomson, P. (1995). Katie Henio: Navajo sheepherder. New York: Cobblehill Books.Fiction: Blood, C., & Link, M. (1990). The goat in the rug. New York: Aladdin Books.Poetry: Begay, S. (1995). Navajo: Visions and voices across the mesa. New York: Scholastic. p. 37,

Storm PatternMaher, R. (2003). Alice Yazzie’s year. Toronto: Tricycle Press.

Lewis & ClarkNonfiction: Blumberg, R. (1987). The incredible journey of Lewis & Clark. New York: Lothrop, Lee, &

Shepard.Blumberg, R. (2004). York’s adventures with Lewis & Clark: An African-American’s part in the Great

Expedition. New York: Harper Collins.Fiction: Smith, R. (1999). The captain’s dog: My journey with the Lewis & Clark tribe. San Diego, CA:

Gulliver Books.Poetry: Shields, C. (2002). Brain juice: American history fresh squeezed! Brooklyn, NY: Handprint Books.

p. 18, Job Available

Wright BrothersNonfiction: Old, W. (2002). To fly: The story of the Wright brothers. New York: Clarion.Fiction: Yolen, J. (2003). My brothers’ flying machine: Wilbur, Orville, and me. New York: Little, Brown.Poetry: Shields, C. (2002). Brain juice: American history fresh squeezed! Brooklyn, NY: Handprint Books.

p. 46, Kitty Hawk

The Great DepressionNonfiction: Cooper, M. (2004). Dust to eat: Drought and depression in the 1930s. New York: Clarion Books.Fiction: Swain, G. (2003). Chig and the second spread: The tallish tale of a small girl. New York: Delacorte

Press.Poetry: Hesse, K. (1997). Out of the dust. New York: Scholastic. p. 220, Thanksgiving List

InternmentNonfiction: Tunnel, M., & Chilcoat, G. (1996). The children of Topaz: The story of a Japanese-American

internment camp. New York: Holiday House.Fiction: Uchida, Y. (1971). Journey to Topaz: A story of the Japanese-American evacuation. Berkeley, CA:

Creative Arts Book Company. Uchida, Y. (1993). The bracelet. New York: Putnam Gossett.

25



Historical Literature for Selected Topics (continued)

Poetry: Meltzer, M. (Ed.). (2003). The hour of freedom: American history in poetry. Honesdale, PA: Boyds Mills Press. pp. 62–63, Response to Executive Order 9066: All Americans of Japanese Descent Must Report to Relocation Centers

Civil RightsNonfiction: Bridges, R. (1999). Through my eyes. New York: Scholastic.Fiction: Curtis, C. (1995). The Watsons go to Birmingham—1963. New York: Delacorte Press.Poetry: Thomas, J. (Ed.). (2003). Linda Brown, you are not alone: The Brown v. Board of Education Decision.

New York: Hyperion. p. 15, Desegregation

Chapter

Website Content6 Section 6.1Strategy 1Idea Web Assessment Health/Science Example, 1Prereading Plan (PreP) Reproducible, 2Prereading Plan (PreP) Math Example, 3

Strategy 2Anticipation/Reaction Guide Reproducible, 4Anticipation/Reaction Guide Language Arts

Example, 5Anticipation/Reaction Guide Social Studies

Example, 6

Strategy 3Think, Predict, Read, Connect (TPRC)

Reproducible, 7Think, Predict, Read, Connect (TPRC) Social

Studies Example, 8

Strategy 4GIST Reproducible, 9GIST Music Example, 10

Section 6.2Strategy 5Compare-Contrast Graphic Organizer

Reproducible, 11Compare-Contrast Graphic Organizer Physical

Education Example, 12Description Graphic Organizer Reproducible, 13Description Graphic Organizer Math Example, 14Sequence Graphic Organizer Reproducible, 15Sequence Graphic Organizer Science Example, 16Cause and Effect Graphic Organizer

Reproducible, 17Cause and Effect Graphic Organizer Social Studies

Example, 18Problem and Solution Graphic Organizer

Reproducible, 19Problem and Solution Graphic Organizer

Consumer Education Example, 20

Strategy 6Sequence Idea-Map Reproducible, 21Sequence Idea-Map Music Example, 22Description Idea-Map Reproducible, 23Description Idea-Map Literature Example, 24Compare and Contrast Idea-Map Reproducible, 25Compare and Contrast Idea-Map Science

Example, 26Cause and Effect Idea-Map Reproducible, 27Cause and Effect Idea-Map Science Example, 28Problem and Solution Idea-Map Reproducible, 29Problem and Solution Idea-Map Business

Example, 30

Strategy 7Signal Words Reproducible, 31

Section 6.3Strategy 8It Says—I Say—And So Reproducible, 32It Says—I Say—And So Social Studies

Example, 33

Strategy 9ReQuest Reproducible, 34ReQuest Driver’s Education Example, 35

Strategy 10Inference Chart Reproducible, 36Inference Chart Art Example, 37

Strategy 11Three-Level Guide Reproducible, 38Three-Level Guide Literature Example, 39

Section 6.4Strategy 12Questioning the Author (QtA) Reproducible, 40

Strategy 13Question Answer Relationship (QAR)

Reproducible, 41

Strategy 14Inquiry Questions (IQs) Reproducible, 42

Section 6.5Strategy 15Connections Chart Reproducible, 43Connections Chart Social Studies Example, 44Connections Chart Technology Example, 45

Strategy 16Share What You Know (SWYK) Reproducible, 46Share What You Know (SWYK) Language Arts

Example, 47

Strategy 17Intra-Act Reproducible, 48Intra-Act Math Example, 49

Section 6.6Strategy 18Text Preview Reproducible, 50–51

Strategy 19In the Feature, but Not in the Text

Reproducible, 52

Strategy 20Bar Graph Physical Education Example, 53

Strategy 21Timeline Reproducible, 54Timeline Social Studies Example, 55Timeline School Memories Reproducible, 56

1

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Health/Science

Idea Web assessment

Definition

Electrolytereplacement

Substance that dissociates into electrically charged ions

Needs to be in fluid form

Charge by ions + or –

No need for healthy people

Need after severe vomiting or diarrhea

During athletic events that cause prolonged sweating

Charge by ions allows cells to use electrolytes to carry electrical impulses to body

Nerve impulses and contract muscles

Water balance

Acid-base balance

During exercise, drink 8 oz. with sodium, potassium, and 14–16g carbohydrates every day

After exercise need sodium, carbohydrates, and fluids. Soup is good.

When to replace

Using electrolytes

How to replace

2


Name Date


Prereading Plan (PreP)

Title or Topic

Associations with the Topic● List whatever comes to mind when you think about this topic.

Reflections on the Associations● What made you think of those associations?● How are the associations related to each other?

Reformulation of Knowledge● Now what do you think about the topic?● Do you have any new ideas about the topic?● How can you change the earlier list?

3

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Math


Prereading Plan (PreP)Geometry of Rainbows

Title or Topic

Associations with the Topic● List whatever comes to mind when you think about this topic.

– Geometric interpretation of reflection of light.- How light travels through water and what that does to the angle of the reflection.- Seeing a double rainbow.

Reflections on the Associations● What made you think of those associations?● How are the associations related to each other?

– We learned how to find the angles of light reflection in class.– In science class we discussed refraction of light, but I don’t know the geometry.– When I see rainbows, I wonder why some are near the horizon and others are not.

Reformulation of Knowledge● Now what do you think about the topic?● Do you have any new ideas about the topic?● How can you change the earlier list?

– Using Fermat’s Principle of least-time can put the Laws of Reflection and Refraction in context.– I’m still wondering about the arc shape.

4


Name Date


anticipation/reaction guideDirections: Before reading the selection, respond to the following statements. Write “yes” in the blank preceding the statement if you agree or “no” in the blank if you disagree. Be prepared to discuss the rationale for your responses. After you read the selection, write “yes” in the blank after the statement if you agree or “no” in the blank if you disagree. Be prepared to discuss your responses.

Before Reading After Reading

1.

2.

3.

4.

5.

6.

5

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Language Arts

anticipation/reaction guideDirections: Before reading the selection, respond to the following statements. Write “yes” in the blank preced-ing the statement if you agree or a “no” in the blank if you disagree. Be prepared to discuss the rationale for your responses. After you read the selection, write “yes” in the blank after the statement if you agree or “no” in the blank if you disagree. Be prepared to discuss your responses.


1.

2.

3.

4.

5.

6.

Southern speech is the largest accent group in the United States.

Valley Girl and Surfer Dude dialects have had no impact on

Standard English.

Black Americans and white Americans speak less alike than they did in

the early 20th century.

Women adopt new pronunciation more quickly than men.

People react to synthetic computerized voices in the same way they react

to human voices.

Spanglish, Chicano English, and Chicano Spanish are the same dialect.

6

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Social Studies

anticipation/reaction guideDirections: Before reading the selection, respond to the following statements. Write “yes” in the blank preced-ing the statement if you agree or a “no” in the blank if you disagree. Be prepared to discuss the rationale for your responses. After you read the selection, write “yes” in the blank after the statement if you agree or “no” in the blank if you disagree. Be prepared to discuss your responses.


1.

2.

3.

4.

5.

6.

Charlemagne’s real name was Charles.

The Franks had been Christians for several centuries before Charlemagne

was born.

The Saxons were more devout Christians than the Franks.

Newspapers existed at the time of Charlemagne.

Only the Pope had more power than Charlemagne.

Charlemagne was the first Western Emperor.

7


Name Date


think, Predict, read, Connect (tPrC)

Topic

Think Predict

Read

Connect

8

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Social Studies


think, Predict, read, Connect (tPrC)Oregon Trail

Topic

Think Predict

Read pp. 193–196 in Social Studies book

Connect

During the 1800s many people died.

They traveled in covered wagons.

They couldn’t take all of their belongings.

It was really dangerous.

They were called pioneers.

I’ve seen covered wagons, and they look really small and uncomfortable.

I can’t imagine walking across the country. I can barely finish a 10-mile hike.

I remember the first time I saw the Rocky Mountains. The pioneers must have been amazed

and maybe scared.

9


Name Date


gISt

1. Summary of first paragraph (25 words or fewer)

2. Summary of second paragraph (25 words or fewer)

3. Summary of third paragraph (25 words or fewer)

4. GIST: Combination of the three summaries

10

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Music

gISt1. Summary of first paragraph (25 words or fewer)

The Classical Period lasted from 1750–1825 and is best known for its form

and the composers Mozart, Haydn, and Beethoven.

2. Summary of second paragraph (25 words or fewer)

The Romantic Period lasted from 1825–the 20th century and used

expressiveness through Chopin, Wagner, and Brahms.

3. Summary of third paragraph (25 words or fewer)

20th Century contemporary classical music is extremely diverse and is known

for Strauss, Mahler, Copland, and Gershwin.

4. GIST: Combination of the three summaries

Through the last 250 years music has changed from being known for its form to

expressiveness to great diversity.

11


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Compare-Contrast graphic Organizer

Topic Topic

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Physical Education


Compare-Contrast graphic Organizer

Soccer

Goalie

kicks

can use head to hit ball

1 point goal

running game

goals

uses a ball

field

uniform

time outs

Tackle

forward pass

helmets

touchdown

field goal

FootballTopic Topic

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Name Date


Description graphic Organizer

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Math

Description graphic Organizer

MMLXI

VICM

IX

LMIV

XXXI

IIIIXXVI

XII

RomanNumerals

15


Name Date


Sequence graphic Organizer

ComparisonWhat is it like?

1

2

3

4

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Science

Sequence graphic Organizer

Organism

Population

Community

Ecosystem

1

2

3

4

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Name Date


Cause and effect graphic Organizer

Causes Effect

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Social Studies


Cause and effect graphic Organizer

Causes Effect

Increase of Nationalism

Japanese attack on

Pearl Harbor

Fascism in Italy

German expansion

Outbreak ofWorld War II

19


Name Date


y 5

Problem and Solution graphic Organizer

Problem Solution Evaluation

20

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21


Name Date


Sequence Idea-Map

Topic:

22

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Music


Sequence Idea-Map

Topic:Jazz History

1900s Ragtime, Blues, New Orleans Jazz

1920s Hot Jazz Chicago Style Jazz

1930s Swing Kansas City Jazz

1940s Be-bop Rhythm and Blues

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Name Date


Description Idea-Map

Topic

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Literature

Description Idea-MapReview of Lord of the Flies

Topic

Describes the thin line between civility and savagery.

Summary of plot

Jack’s group murders another group’s member.

Jack’s group illustrates the need for government.

Lack of discipline led to total savagery.

Appeals to adolescent skepticism

Book is considered a classic.

25


Name Date


Compare and Contrast Idea-Map

Topic Topic

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Science

Compare and Contrast Idea-Map

Topic

Earless Eared

Northern elephant seal Northern fur seal

harbor seal California sea lion

descended from terrestrial mammals descended from bear-like mammals

Topic

Seals Sea Lions

Harbor Seal Northern Elephant Seal Northern Fur SealCA Sea Lion

27


Name Date


Cause and effect Idea-Map

Cause Effect

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Science

Cause and effect Idea-Map

Low pressure Inward spiral

Warm ocean waters Categories 1–5

Water vapor Wind, rain, eye of storm

Wind

Tropical storm

Cause Effect

Weather Pattern Hurricane

29


Name Date


Problem and Solution Idea-Map

Problem Solution

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Business

Problem and Solution Idea-Map

Problem Solution

Inflation Supply-Side Economics

Fall of purchasing power Expand economy

Rise in prices Lower taxes

Increase in money supply

Falling productivity

Decrease in confidence

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Signal Words

Cause-Effect Description Sequence Compare-Contrast Problem-Solution

32


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It Says—I Say—and So

Text

It Says I Say And So

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Social Studies


It Says—I Say—and SoKing Henry VIII

Text

It Says I Say And So

He was the second monarch of the Tudor dynasty, succeeding his father, Henry VII. He is famous for having been married six times.

Notable events during his reign included the break with Rome and the subsequent establishment of the independent Church of England, the dissolution of the monasteries, and the union of England and Wales.

Henry VIII even had a song about him that began, “I’m Henry the VIII I am. . . .” I think his mar-riages have been discussed so much more than other aspects of his life.

The Protestant religion really began to become popular during King Henry’s reign. Henry was King of England in the same time period as the reformation in Germany.

Henry VIII was an important English monarch for many reasons, among them his attitude toward his wives and the intensity he had about continuing the Tudor dynasty.

The rise of Protestantism is linked between Luther’s work that brought the Catholic church’s excesses to light and Henry’s desire to be free from the Catholic church’s rules about marriage. Henry may have also wanted the riches of the monasteries. These events triggered important changes in England.

34


Name Date


reQuest

Text Page Numbers

Teacher Question

Teacher Answer

Teacher Question

Teacher Answer

Teacher Question

Teacher Answer

Text Page Numbers

Student Question

Student Answer

Student Question

Student Answer

Student Question

Student Answer

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Driver’s Education


reQuest

Text Page Numbers

Teacher Question

Teacher Answer

Teacher Question

Teacher Answer

Teacher Question

Teacher Answer

Text Page Numbers

Student Question

Student Answer

Student Question

Student Answer

Student Question

Student Answer

What is the left-hand lane used for on multiple-lane roads?

Overtaking and passing another vehicle

When a school bus traveling toward you is stopped with its red lightsflashing, what should you do?

Stop until the lights are off.

How far should you follow an emergency vehicle?

500 feet

Driver’s Manual 14–15

What is the biggest contributor to collisions?

Failing to see what is happening

What percentage of fatality collisions involve alcohol?

40%

What lane should bicycles ride in?

With the flow of traffic near the right side of the road

Driver’s Manual 17–18

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Inference Chart

Title

Clues from Text My Experiences My Inference

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Art

Inference ChartOil Painting

Title

Clues from Text My Experiences My Inference

Oil painting uses pigment mixed with some kind of oil.

Painting with oil is permanent.

Oil painting is typically done on canvas or wood.

I’ve done some oil painting, but it has been mostly water soluble paint.

You have to get the picture the way you want it before it dries.

I’ve seen some wonderful oil portraits at the museum.

Oil painting takes a great deal of talent because the medium dries and can’t be changed. Oil painting was an expression of the master artists because it gave them the chance to produce art that was realistic.

38


Name Date


three-Level guide

I. Literal LevelCheck the items that specifically show what the author wrote. Be prepared to support your choices.

1.

2.

3.

4.

II. Interpretive LevelCheck the items that show what the author meant. Be prepared to discuss supporting evidence from the text.

1.

2.

3.

4.

III. Applied LevelCheck the items that you agree with and be ready to share examples from the text and your own knowledge to support your responses.

1.

2.

3.

4.

39

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Based on “Mending Wall” by Robert Frost in Literature & language. (1994). Evanston, IL: McDougal, Littell. Susan Lenski, Mary Ann Wham, Jerry Johns, & Micki Caskey. Reading and Learning Strategies: Middle Grades through High School (4th ed.). Copyright © 2011 by Kendall Hunt Publishing Company (1-800-247-3458, ext. 4). May be reproduced for noncommercial educational purposes within the guidelines on the copyright page. www.kendallhunt.com/readingresources


Literature

three-Level guideI. Literal LevelCheck the items that specifically show what the author wrote in the poem. Be prepared to support your choices.

1. During the winter, moisture in the ground freezes and causes the earth to swell under the wall.

2. Hunters damage the wall.

3. The speaker lets his neighbor know when it is time to repair the wall.

4. There is an area along the property line where a wall is not needed.

5. The neighbor believes that the wall is necessary for neighborly harmony.

II. Interpretive LevelCheck the items that show what the author meant in the poem. Be prepared to discuss supporting evidence from the poem.

1. The author doesn’t believe there is any practical need for the wall.

2. It is an easy task to replace the boulders in the wall.

3. The author is able to convince his neighbor that the wall is not necessary.

4. The wall was built a long time ago.

5. The author believes that good fences make good neighbors.

III. Applied LevelCheck the items that you agree with and be ready to share examples from the poem and your own knowledge to support your responses.

1. Hunters should be allowed to trespass onto private property during hunting season.

2. People should have fences enclosing their property because good fences make good neighbors.

3. In an ideal world, there would be no walls.

40

Name Date


Adapted from Beck, I. L., McKeown, M. G., Hamilton, R. L., & Kucan, L. (1997). Questioning the author: An approach for enhancing student engagement with text. Newark, DE: International Reading Association. Susan Lenski, Mary Ann Wham, Jerry Johns, & Micki Caskey. Reading and Learning Strategies: Middle Grades through High School (4th ed.). Copyright © 2011 by Kendall Hunt Publishing Company (1-800-247-3458, ext. 4). May be reproduced for noncommercial educational purposes within the guidelines on the copyright page. www.kendallhunt.com/readingresources

Questioning the author (Qta)Directions: Ask the following questions as you read source texts and select information to write as notes. If you think of additional questions that would be useful to you, write them on the blank lines.

1. What are the authors trying to say here?

2. What are the authors’ messages?

3. What are the authors talking about?

4. Did the authors explain this clearly?

5. Is this passage consistent with other passages?

6. How does this passage connect with previous passages?

7. Do the authors adequately explain things?

8. Why are the authors telling us this now?

9.

10.

11.

12.

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Question answer relationship (Qar)

In the Book QuestionsRight ThereThe question will be similar to a sentence in the text, and the answer will be found in that sentence.

1.

2.

3.

Think and SearchThe answer to the question will be found after reading several sentences or a larger passage.

1.

2.

3.

In Your Head QuestionsAuthor and YouYou will develop an answer using information from the text and your own knowledge.

1.

2.

3.

On Your OwnYour answer will take you beyond the text.

1.

2.

3.

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Inquiry Questions (IQs)

Category Definition Question Starters

Knowledge

Comprehension

Application

Analysis

Synthesis

Evaluation

Recalls data or information.

Understands the meaning, translation, interpolation, and interpretation of instructions and problems. States a problem in one’s own words.

Uses a concept in a new situation or unprompted use of an abstraction. Applies what was learned in the classroom in new situations.

Separates material or concepts into component parts so that the organiza-tional structure may be understood. Distinguishes between facts and inferences.

Builds a structure or pattern from diverse elements. Puts parts together to form a whole, with emphasis on creating a new meaning or structure.

Make judgments about the value of ideas or materials.

define, describe, identify, label, list, match, name, outline, recall, retell, select, state, who, what, when, where

conclude, defend, distinguish, estimate, explain, extend, generalize, give examples, illustrate, infer, interpret, paraphrase, predict, rephrase, rewrite, summarize, translate

apply, change, compute, construct, demonstrate, discover, manipulate, modify, operate, predict, prepare, produce, relate, show, solve, use

analyze, break down, categorize, classify, compare, contrast, deconstruct, diagram, differentiate, discriminate, distinguish, identify, illustrate, infer, outline, relate, select, separate

categorize, combine, compile, compose, create, design, devise, explain, generate, modify, organize, plan, rearrange, reconstruct, relate, reorganize, revise, rewrite, summarize, tell, write

appraise, compare, conclude, contrast, criticize, critique, defend, describe, discriminate, evaluate, explain, interpret, justify, relate, summarize, support

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Connections Chart

Title

Text-to-Self Text-to-Texts Texts-to-World

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Social Studies

Connections Chart“I Have a Dream” speech of Martin Luther King, Jr. http://www.americanrhetoric.com/speeches/Ihaveadream.htm

Title


I’ve heard my parents refer to this speech a lot.

My grandfather marched in some of the protests.

I’ve read in the news that there is a trend toward segregation again.

I’ve seen a picture of drinking fountains that had a sign saying “whites only.”

Martin Luther King, Jr., Biography http://nobelprize.org/peace/laureates/1964/king-bio.html

The Autobiography of Martin Luther King, Jr. Clayborn Carson, 1998 New York: TimeWarner

My social studies book has a section on Dr. Martin Luther King, Jr.

Eyes on the Prize videos

We celebrate King’s birth in January.

We have a street named Martin Luther King Drive in our town.

The NAACP is in the news sometimes.

Rosa Parks died recently, and she was part of the Civil Rights Movement.

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Technology


Connections ChartPowerPoint® for Windows (Spark Charts)

Title


The Spark Chart reminds me of the Cliff Notes I sometimes read about books for English class.

PowerPoint® seems very much like word processing but with cooler screens.

I’ve inputted graphics before.

PowerPoint® section in the Office XP book

The Help Section on Windows Office on my computer

I checked out some PowerPoint® websites too.

My social studies teacher gives PowerPoint® presen-tations on Mondays.

My mom is always working on PowerPoint® presenta-tions for her work at the bank.

All of my friends use PowerPoint® for their reports.

46


Name Date


Share What you Know (SWyK)

Title Pages

This reminds me of . . .

This is how I picture it . . .

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Language Arts

Share What you Know (SWyK) “Paul Revere’s Ride” (Longfellow) 19–29 Title Page Numbers

This reminds me of . . .

As I read this poem, I thought about going to the barn early in the morning when it was dark and feeding the horses. The poem says that Paul Revere rode at midnight, so it must have been dark out. It was April in New England so it could have been cold too. I think about his riding a horse in the cold and dark, galloping through small towns, yelling and waking people up. I’ll bet some of them were angry at his yelling. Some of them must have been scared because it meant that they would go to war. The poem makes me think about what it would be like to ride a horse through a town.

This is how I picture it . . .

48


Name Date


Intra-act

Topic

Statements Name Name Name Name

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Math


Intra-actKnowing math will be useful for you all through your lives.

Topic

Statements Name Name Name Name

We need to know math to balance checkbooks.

Because almost everyone has a calculator and computer, math is irrelevant for our society.

Math is used by everyone most days.

Basic math might be useful but algebra and geometry are not.

Only people who go to college to be engineers need math.

Estimation is a skill that everyone needs to know because calculators can be wrong.

50


Name Date


text Preview

1. Chapter title

2. What do you think this chapter will be about?

Introduction

3. What seems to be the major focus of the chapter according to the introduction?

4. What are the key ideas mentioned in the introduction?

5. Based on the information in the introduction, what do you think you will learn in this chapter?

Why do you think so?

Section Questions (to be completed for each section)

6. What will this section be about? Why do you think so?

7. What ideas do you already have about the subject matter?

(continued)

51


Name Date


Vocabulary in Bold Type

8. Do you already know any of these words? If so, which ones?

9. Do these words give you any clues about the subject of this part of the section?

Graphics

10. What type of information do the graphics provide?

11. Why did the authors include them in the section?

12. What do the graphics tell you about the types of information that will be in the section?

Content Check

13. What important terms should you know and understand after reading this section?

52

Name Date

Adapted from Smolkin & Donovan (2005). Susan Lenski, Mary Ann Wham, Jerry Johns, & Micki Caskey. Reading and Learning Strategies: Middle Grades through High School (4th ed.). Copyright © 2011 by Kendall Hunt Publishing Company (1-800-247-3458, ext. 4). May be reproduced for noncommercial educational purposes within the guidelines on the copyright page. www.kendallhunt.com/readingresources


In the Feature, but Not in the text

Information in the Feature, Information in the Text Information in the Feature but Not in the Text

53

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Physical Education

Bar graphUse the bar graph to answer these questions.

1. How many girls participate in soccer? How many boys?

2. How many girls play tennis? How many boys?

3. In which three sports do girls outnumber boys? and

4. In which two sports do boys outnumber girls? and

5. What is the total number of boys and girls who participate in volleyball?

6. Which sport has the most female participants?

7. Which sport has the fewest male participants?

8. What is the total number of boys who participate in sports?

9. What is the total number of girls who participate in sports?

10. Which sport has the greatest overall participation?

54


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timeline

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Social Studies


timeline

Historical Events

1929

1929Stock MarketCrash

1932Franklin D.RooseveltelectedPresident

1933Hitler becomesleader ofGermany

1935Dust Bowlin theGreat Plains

1936Rooseveltreelected

1939GermanyinvadesPoland

1940Roosevelt isreelected

1941United StatesentersWorld War II

1930 1931 1932 1933 1934 1935 1936 1937 1938 1939 1940 1941

56


Name Date


timeline

School Memories

Kindergarten

2nd Grade

4th Grade

6th Grade

8th Grade

10th Grade

12th Grade

1st Grade

3rd Grade

5th Grade

7th Grade

9th Grade

11th Grade

Chapter

Website Content7 Section 7.1Strategy 1Consider the Source Reproducible, 1Consider the Source Math Example, 2Consider the Source Science Example, 3

Strategy 2Perspective Guide Reproducible, 4Perspective Guide Health Example, 5Perspective Guide Social Studies Example, 6

Strategy 3Ask the Author Reproducible, 7Ask the Author Literature Example, 8Ask the Author Science Example, 9

Strategy 4Determining Authors’ Purposes Reproducible, 10Determining Authors’ Purposes Literature

Example, 11Determining Authors’ Purposes Social Studies

Example, 12

Section 7.2Strategy 5Discussion Web Reproducible, 13Discussion Web Health Example, 14

Strategy 6Discussion Continuum Reproducible, 15Discussion Continuum Social Studies

Example, 16

Strategy 7Options Guide Reproducible, 17Options Guide Science Example, 18

Strategy 8Questioning Editorial Perspectives

Reproducible, 19

Section 7.3Strategy 9State-Question-Read-Conclude (SQRC)

Reproducible, 20State-Question-Read-Conclude (SQRC) Language

Arts Example, 21

Strategy 10Opinion-Proof Reproducible, 22Opinion-Proof Essay Evaluation Scoring

Guide Reproducible, 23

Strategy 11Support Your Position (SYP) Reproducible, 24Support Your Position (SYP) Science Example, 25

Strategy 12Truman Document Excerpt History Example, 26SOAPS + Claim Reproducible, 27SOAPS + Claim Sentence Frames

Reproducible, 28

Section 7.4Strategy 13Reciprocal Teaching Plus Reproducible, 29Reciprocal Teaching Plus Language Arts

Example, 30Reciprocal Teaching Plus Math Example, 31

Strategy 14Critical Literacy Response Reproducible, 32Critical Literacy Response Physical Education

Example, 33Critical Literacy Response Science Example, 34

Strategy 15Power Graph Reproducible, 35Power Graph Social Studies Example, 36

Strategy 16Looking at Language Reproducible, 37Looking at Language Music Example, 38

Strategy 17Problematizing Texts Reproducible, 39

Strategy 18Taking Social Action Reproducible, 40

1


Name Date


Consider the Source

Title

1. What is the date of publication?

2. How does the date of publication make a difference for this topic?

3. Was the text written by one author, a team of authors, or a committee?

4. What are the authors’ qualifications?

5. How qualified are the authors in your estimation?

6. Will the authors’ qualifications make a difference in the way you read this text?

7. What do you think are the authors’ purposes for writing this text?

2

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Math

Consider the SourceReal World of Algebra: Understanding the Power of Mathematics

Title

1. What is the date of publication? 2005


I don’t think algebra changes much over the years but the examples in the book arecurrent and that’s good.


One author


The author has a college degree but he doesn’t say whether it’s in mathematics. He’s also a teacher of middle school gifted students.


I think a teacher would be qualified to write this book because it’s for students. Since he teaches middle school students, the book is perfect for me. It might seem too juvenile for a high school student.


Well, the author is a teacher but teachers don’t know everything. I’ll believe him just like I believe my teacher knowing that there could be mistakes.

7. What are the authors’ purposes for writing this text?

There are all kinds of cute pictures and cool ideas in this book. I think the author is trying to make algebra fun for students.

3

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Science

Consider the SourceBiochemistry (3rd ed.)

Title

1. What is the date of publication? 2005


It’s important in biochemistry to have a book that has current information.


The book was written by a team of three authors.


All three authors have Ph.D.s and are professors of biochemistry at universities.


I think the authors are totally qualified to write a textbook. If they don’t know all there is to know about biochemistry, I don’t know who would.


Absolutely! I won’t have to think that this book is out of date or suspect. I will rely very heavily on the book’s authenticity.

7. What do you think are the authors’ purposes for writing this text?

It seems like they’re sharing what they know with students. I think their purpose is to inform us and maybe for them to get famous since so many students buy their book.

4


Name Date


Perspective guideDirections: Write an A for the first source and a B for the second source on the blanks before the quotations or ideas from the texts.

Source A

Source B

1.

2.

3.

4.

5.

6.

7.

8.

5

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Health


Source A Allan, C. B., & Lutz, W. (2000). Life without bread: How a low-carbohydrate diet can save your life. Los Angeles: Keats.

Source B Raz, O. (2005). The bread for life diet: The high-on-carbohydrate weight-loss plan. New York: Stewart, Tabori & Chang.

1. Carbohydrates contribute to many dietary-related diseases.

2. Every carbohydrate your body needs can be made from either fat or protein.

3. You should eat bread and lots of it.

4. The way to a balanced diet is through simple foods.

5. Eating carbohydrates raises the good serotonin levels in your body.

6. You can eat as much fat and protein as you want and still lose weight.

7. Women should eat 12 slices of light bread and men should eat 16 slices every day.

8. Low-carbohydrate nutrition has been around for centuries.

Answers:Source A: 1, 2, 6, 8Source B: 3, 4, 5, 7

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Social Studies



Source A Palestinian Textbooks Teach Anti-Israel Hate http://www.camera.org/index.asp?x_article=94&x_context=2

Source B Palestinian Textbooks: Where is all the ‘incitement’? http://www.palestinemonitor.org/new_web/palestinian_textbooks_incitement.htm

1. Ninth graders study from official textbooks that assert “treachery and disloyalty are character traits of the Jews and therefore one should beware of them.”

2. It turns out that the original allegations were based on Egyptian or Jordanian textbooks and incorrect translations.

3. There are gaps in the presentation of both Palestinian and Israeli history, but they are a good starting point nonetheless.

4. Jihad and martyrdom are glorified as the means of liberating “Palestine,” and children’s poems contain calls to war and bloodletting.

5. “Palestine” replaces Israel on all maps in Palestinian textbooks, and Israeli towns and cities are designated Palestinian locales.

6. The biggest constraint, in the words of a Palestinian parent, is that Israeli tanks and soldiers are shooting in the streets outside while teachers are trying to promote peace in the classroom.

7. The European Union has issued a statement that the new textbooks are free of inciting content and the allegations were unfounded.

8. Sixth graders read of a young boy growing up with “the love of Jihad flowing through his veins and filling every fiber of his being.”

Answers:Source A: 1, 4, 5, 8Source B: 2, 3, 6, 7

7


Name Date


ask the author

Title Author

Directions: Read the following scenario and answer the questions that follow.

Scenario

Questions

1.

2.

3.

Responses to Questions

8

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Literature


ask the author The Lion, the Witch and the Wardrobe C. S. Lewis Title Author


ScenarioLucy is the first of the four children to enter the wardrobe in the Professor’s house and to enter Narnia. Edmund was next, and soon Peter and Susan followed. The children met the Great Lion, Aslan, and joined a battle to free Narnia.

Questions

1. Why did you have the youngest girl go through the wardrobe first?

2. What reasons did you have for making the leader of Narnia a lion?

3. What is the significance of giving the children the power to free Narnia?

4. In what ways is the Professor important in the story?

Responses to Questions

1. Lucy was the youngest child in the family and was more capable of believing in the mystical powers of Narnia.

2. Aslan was a lion because he was king of Narnia and lions are thought to be “king” of their environment.

3. Children have powers that adults don’t have, especially the power to believe.

4. The Professor is the absent, ineffectual adult.

9

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Science

ask the author Genes & DNA R. Walker Title Author


ScenarioA great number of animal species become extinct every day. Some scientists estimate that number to be around 100 species. Many other animals are endangered. More than one fourth of all plant species are endangered. Each animal and plant has its own unique DNA.

Questions

1. Can DNA help save endangered species by saving a cell from a species in case the species becomes extinct?

2. Is it possible to clone new animals from the cells of extinct animals?

3. Are there any differences between plant and animal DNA that could save them?

4. Why are so many animals and plants becoming extinct?

Response to Questions

DNA might be useful in the future to clone animals from the saved cells of endangered species. It all depends whether cloning becomes ethically acceptable and whether science continues to experiment with cloning techniques.

10


Name Date


Determining authors’ Purposes

Title Author

Revealing Details

●

●

●

●

●

●

Inferences of Authors’ Purposes

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Literature


Determining authors’ Purposes The Sisterhood of the Traveling Pants A. Brashares Title Author

Revealing Details

● Brashares has quotations before each chapter.● She writes about four friends who trade a pair of jeans.● The book has letters from the friends to each other.● One of the friends is the narrator.


Brashares wants to show how young women can have lasting relationships with each other.

Brashares believes in the importance of friendships and wants to share that idea.

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Social Studies


Determining authors’ Purposes A Time for Freedom L. Cheney Title Author

Revealing Details

● She’s the wife of a politician.● She writes that facts are necessary for understanding.● The book is a list of facts.● There are four entries before 1492.● The book ends with the destruction of the World Trade Center on September 11, 2001 and

then a quote from George W. Bush.


Mrs. Cheney wants to promote learning facts rather than the nuances of events.

Mrs. Cheney is promoting a traditional way of learning history.

Mrs. Cheney wants students to learn dates and facts.

13 Name Date


y 5

Based on Alvermann, D. (1992). The discussion web: A graphic aid for learning across the curriculum. The Reading Teacher, 45, 92–99. Susan Lenski, Mary Ann Wham, Jerry Johns, & Micki Caskey. Reading and Learning Strategies: Middle Grades through High School (4th ed.). Copyright © 2011 by Kendall Hunt Publishing Company (1-800-247-3458, ext. 4). May be reproduced for noncommercial educational purposes within the guidelines on the copyright page. www.kendallhunt.com/readingresources

Discussion Web

Question

Reasons Reasons

No Yes

Conclusion

14

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15


Name Date


y 6

Discussion Continuum

Statement Statement

16

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17


Name Date


Options guide

Scenario

Questions

18

e x a m p l e



Science

Options guideDirections: After reading a section about trees vs. people, read the scenario and answer the following questions.

ScenarioAn old growth forest in the Pacific Northwest has been marked for clear cutting. The forest consists of some of the world’s oldest and largest coniferous trees providing a habitat for over 600 species of wildlife. Environmen-talists are arguing that this particular forest should be preserved. There is, however, a great demand for wood products in America and elsewhere. Timber workers want to provide lumber and save their jobs by cutting down the trees.

Questions1. What are some of the options open to decision makers?

2. What are the possible results for each option?

a. How successful would each option be?

b. What would the loggers say?

c. What would the environmentalists say?

19


Name Date


Questioning editorial Perspectives

1. What is the title of the editorial?

2. What is the issue in this editorial?

3. What stance on the issue is represented?

4. What specific evidence is given to support this side of the issue?

5. Is there any evidence apparent in this editorial to suggest another viewpoint? If so, please explain.

6. Does the writer show a bias? Are there any particular words or patterns of writing used to accomplish this? If so, what are they?

20

Name Date

Based on Sakta, C. G. (1998/1999). SQRC: A strategy for guiding reading and higher level thinking. Journal of Adolescent & Adult Literacy, 42, 265–269. Susan Lenski, Mary Ann Wham, Jerry Johns, & Micki Caskey. Reading and Learning Strategies: Middle Grades through High School (4th ed.). Copyright © 2011 by Kendall Hunt Publishing Company (1-800-247-3458, ext. 4). May be reproduced for noncommercial educational purposes within the guidelines on the copyright page. www.kendallhunt.com/readingresources


State-Question-read-Conclude (SQrC)

Statement

Question

Facts that support my position statement

Facts that refute my position statement

Conclusion

21

e x a m p l e

Based on Sakta, C. G. (1998/1999). SQRC: A strategy for guiding reading and higher level thinking. Journal of Adolescent & Adult Literacy, 42, 265–269. Susan Lenski, Mary Ann Wham, Jerry Johns, & Micki Caskey. Reading and Learning Strategies: Middle Grades through High School (4th ed.). Copyright © 2011 by Kendall Hunt Publishing Company (1-800-247-3458, ext. 4). May be reproduced for noncommercial educational purposes within the guidelines on the copyright page. www.kendallhunt.com/readingresources


Language Arts

State-Question-read-Conclude (SQrC)

Statement William Shakespeare of Stratford-on-Avon was the Shakespeare of London who wrote the plays.

Question Was Shakespeare from Stratford the well-known playwright?

Facts that support my position statement

1. Shakespeare was born in 1564 in Stratford according to the records.

2. It was not unusual at that time to have multiple spellings of one’s name.

3. Shakespeare was an actor in London before beginning to write his plays.

4. Shakespeare registered most of his plays.

Facts that refute my position statement

1. William Shakespeare did not have an education.

2. The number of words used in Shakespeare’s plays is over 17,000. Too many for just one writer.

3. William Shakespeare couldn’t have the knowledge of science, law, and history evidenced in the plays.

4. Shakespeare’s father and daughter were illiterate and some think he was also illiterate.

Conclusion

Shakespeare was a genius and wrote the plays attributed to him.

22


Name Date


Opinion-Proof

Opinion Statement

Evidence

Supporting Evidence

Evidence That Does Not Support the Topic

23

Name Date

Based on Unrau, N. J. (1997). Thoughtful teachers, thoughtful learners: A guide to helping adolescents think critically. Scarborough, Ontario: Pippin. Susan Lenski, Mary Ann Wham, Jerry Johns, & Micki Caskey. Reading and Learning Strategies: Middle Grades through High School (4th ed.). Copyright © 2011 by Kendall Hunt Publishing Company (1-800-247-3458, ext. 4). May be reproduced for noncommercial educational purposes within the guidelines on the copyright page. www.kendallhunt.com/readingresources


Opinion-Proof essay evaluation Scoring guide

1. Sophistication of Argument——Scope, Depth, and Clarity

Shallow Comprehensive

1 2 3 4 5 6 7 8 9 10

2. Effectiveness of Supporting Claims

Weak Effective

1 2 3 4 5 6 7 8 9 10

3. Effectiveness of Evidence

Weak Effective

1 2 3 4 5 6 7 8 9 10

4. Effectiveness of Counter-arguments

Weak Effective

1 2 3 4 5 6 7 8 9 10

5. Coherence of Argument

Disordered Cohesive

1 2 3 4 5 6 7 8 9 10

6. Organization

Rudimentary Clear

1 2 3 4 5 6 7 8 9 10

24


Name Date


Support your Position (SyP)

Title

Position Statement

Evidence from Personal Experience Evidence from the Text

25

e x a m p l e



Science

Support your Position (SyP)Life Cycle of Salmon

Title

Position Statement

Dams should be removed in order to protect endangered salmon.

Evidence from Personal Experience Evidence from the Text

Wild salmon are losing ground to farm-raised Salmon are endangered in many areas of the salmon. country.

Wild salmon, as an entrée, is hard to find on Dams keep salmon from swimming to their menus anymore. breeding grounds.

My uncle saw the destruction of the salmon Fish ladders were built next to dams for salmon when the dams were built. Thousands of to use to jump the dams. salmon died.

I saw a television program about how fish The electricity generated by the dams can also ladders were used and why they were not be generated by windmills. working for the salmon.

My grandfather is a salmon fisherman, and he The types of dams that were built are said that the salmon run has been really low now outdated. these last few years.

26

e x a m p l eHistory


truman Document excerptU.S.: The Truman Doctrine calls for the United States to become the World’s Police, 1947. President Truman.1

“The United States has received from the Greek government an urgent appeal for financial and economic assistance. [. . .] that assistance is imperative if Greece is to survive as a free nation. [. . .]

One of the primary objectives of the foreign policy of the United States is the creation of conditions in which we and other nations will be able to work out a way of life free from coercion. This was a fundamental issue in the war with Germany and Japan. [. . .]

The peoples of a number of countries of the world have recently had totalitarian regimes forced upon them against their will. The Government of the United States has made frequent protests against coercion and intimi-dation, in violation of the Yalta agreement [by the USSR] in Poland, Rumania, Bulgaria, and a number of other countries. [. . .]

I believe that it must be the policy of the United States to support free peoples who are resisting attempted subjugation by armed minorities or by outside pressures. I believe that we must assist free peoples to work out their own destinies in their own way.”

1 Hoffman, Major Problems in American History Volume II: Since 1865, pp. 285–286. Susan Lenski, Mary Ann Wham, Jerry Johns, & Micki Caskey. Reading and Learning Strategies: Middle Grades through High School (4th ed.). Copyright © 2011 by Kendall Hunt Publishing Company (1-800-247-3458, ext. 4). May be reproduced for noncommercial educational purposes within the guidelines on the copyright page. www.kendallhunt.com/readingresources

27


Name Date

SOaPS + Claim

Speaker

Occasion

Audience

Purpose

Significance

Claim


y 12

28


Name Date


y 12

SOaPS + Claim Sentence Frames

Questions to Ask Response Sentence Frames

Speaker Who is the author? Why should we believe what the author The author of this document is . is saying?

Occasion What are the time and place for which the document was created? The author developed this document at this time and place: .

Audience Who is the main audience? Why does the author want to communicate with this The author wants to read this document. audience?

Purpose Why did the author create this document? What message is the author trying to get The author’s purposes are

across?

Significance In what ways is this document important? What conclusions can a reader draw about This document is important because

the reasons the document was written?

Claim What is the author trying to prove? The author wants to show that

29


Name Date


reciprocal teaching Plus

Title

Predicting Clarifying Questioning Summarizing Critiquing

30

e x a m p l e



Language Arts

reciprocal teaching PlusMiddlesex

Title


The book will be about a young girl in England.

The main character will have gender issues.

Mt. Olympus

hermaphrodite

Where is Mt. Olympus and why did the book begin there?

What is a hermaphrodite and is it the same as a trans-gendered person?

The setting is mainly in Michigan. The main character’s parents emigrated from Mt. Olympus which was in Greece.

A hermaphro-dite is both genders rather than one at a time.

I know the book won a Pulitzer Prize, but I wonder whether Greek Americans find it objectionable.

The book tells the story from the hermaphro-dite’s point of view. There wasn’t too much from other stances.

31

e x a m p l e



Math

reciprocal teaching PlusPrecalculus Mathematics: Functions & Graphs

Title


Polynomial inequalities will contain whole numbers.

Inequalities will not use equal signs.

Polynomial

>, <

What is a polynomial?

Which one means greater than?

2 × 2 is an example of a polynomial

> is greater than

< is less than

This book begins with a review of basic terms which assumes that some students are not ready for precalculus.

This book is over a decade old and the examples seem dated.

32

Name Date

Adapted from Vasquez (2003). Susan Lenski, Mary Ann Wham, Jerry Johns, & Micki Caskey. Reading and Learning Strategies: Middle Grades through High School (4th ed.). Copyright © 2011 by Kendall Hunt Publishing Company (1-800-247-3458, ext. 4). May be reproduced for noncommercial educational purposes within the guidelines on the copyright page. www.kendallhunt.com/readingresources


Critical Literacy response

Title

Why do you think people should or should What questions would you like to ask the author not read this book? of this book?

What surprised you about this book? Write an experience from your own life that connects with this book.

Write a statement from someone whose Write a statement from a perspective not worldview is represented in this book. represented in this book.

33

e x a m p l ePhysical Education



Critical Literacy responseConditioning for Outdoor Fitness

Title




People who want to know how to get in shape for different sports should read this book. This book is really useful for people who want to develop a training program.

Are there any differences in your recommendations for women?

Do you think free weights or weight machines work best?

I was surprised that the conditioning exercises included balance. I was trying to improve my climbing

ability but needed to develop a training program. I worked on it by myself and wasn’t very successful.

This book is essential for keeping fit during winter months. It’s easy to lose muscle tone when you’re not participating in your sport. Developing a targeted conditioning program is great.

There’s no need to be specific about a training program. To stay in shape, all you need to do is walk or do some yoga. The rest is a waste of time.

34

e x a m p l e



Science

Critical Literacy responseKeeping Bees

Title




This is a great book for people thinking of keeping bees as a hobby or a business. It’s not so great for students who are researching bees. There aren’t many diagrams or pictures.

How did you get interested in bees? Did you find them fascinating when you were in school?

How many times have you been stung?

I was amazed at the details of the hives. I had no idea hives were so complex. I helped my aunt collect honey from

her hives. She has an orchard and keeps bees too.

Keeping bees is the kind of work that keeps you outdoors and enjoying nature. Working with insects is one way to learn about the natural world. Bees are fascinating insects.

Bees are a nuisance. They buzz around my head, land on the top of my soda can, and sting without reason. I wish there were no bees in the world.

35

Name Date

Based on Johnson & Freedman (2005). Susan Lenski, Mary Ann Wham, Jerry Johns, & Micki Caskey. Reading and Learning Strategies: Middle Grades through High School (4th ed.). Copyright © 2011 by Kendall Hunt Publishing Company (1-800-247-3458, ext. 4). May be reproduced for noncommercial educational purposes within the guidelines on the copyright page. www.kendallhunt.com/readingresources


Power graph

Title

36

e x a m p l e

Based on Johnson & Freedman (2005). Susan Lenski, Mary Ann Wham, Jerry Johns, & Micki Caskey. Reading and Learning Strategies: Middle Grades through High School (4th ed.). Copyright © 2011 by Kendall Hunt Publishing Company (1-800-247-3458, ext. 4). May be reproduced for noncommercial educational purposes within the guidelines on the copyright page. www.kendallhunt.com/readingresources


Social Studies

Power graphU. S. War of Independence

Topic

Power Graph

VeryPowerful

1

(B)

(L)

(R)

2 3 4 5

NotPowerful

British (B)Colonists (R) RebelsColonists (L) Loyalists

37


Name Date


Looking at Language

Title

Gender References

Male Female

Generalizations

38

e x a m p l e


Music


Looking at LanguageOrchestras

Topic

Gender References

Male Female

Generalizations

Although there have been more opportunities for women to play in symphonies, they still tend to play instruments historically played by women.

cello violin

conductor piano

drums vocalist

bass harp

viola French horn

trumpet flute

trombone 1st chair

39


Name Date


Problematizing texts

1. How does the author represent different groups in the text?

2. How are meanings assigned to certain figures?

3. How does the author try to convince readers to accept his or her premise?

4. How are meanings assigned to events in the text?

5. What are the purposes of the text?

6. Whose interests are served by the dissemination of this text? Whose interests are not served?

7. What view of the world is put forth by the ideas in this text? What views are not?

8. What are other possible constructions of the world?

9. What is included in this text?

10. What is missing from this text?

11. What does this text tell us about our culture?

12. How might we rewrite this text to deal with the gaps and silences?

40


Name Date


taking Social action

Issues about the Topic

1.

2.

3.

4.

5.

Questions to Ask

1.

2.

3.

Possible Projects

1.

2.

3.

Chapter

Website Content8 Section 8.1Strategy 1Preplan-List-Activate-Evaluate (PLAE) Study

Plan Reproducible, 1Preplan-List-Activate-Evaluate (PLAE) Study

Plan Social Studies Example, 2

Strategy 3Study Skills Self-Assessment Reproducible, 3

Strategy 4Project Journal Reproducible, 4

Section 8.2Strategy 6Textbook Survey Reproducible, 5

Strategy 7Textbook Scavenger Hunt Reproducible, 6Textbook Scavenger Hunt Math Example, 7

Strategy 8THIEVES Reproducible, 8THIEVES Science Example, 9

Section 8.3Strategy 11SCAN and RUN Reproducible, 10

Section 8.4Strategy 14Read-Encode-Annotate-Ponder (REAP)

Reproducible, 11Read-Encode-Annotate-Ponder (REAP) Science

Example, 12

Section 8.5Strategy 19Record-Edit-Synthesize-Think (REST) English

Example, 13

Strategy 20Cornell Note-Taking Reproducible, 14Cornell Note-Taking Science Example, 15

Strategy 21Power Notes Visual Arts Example, 16

Strategy 22Double Entry Diary Reproducible, 17Double Entry Diary Language Arts Example, 18Double Entry Diary Social Studies Example, 19

1

Name Date


Based on Nist, S. L., & Simpson, M. L. (1989). PLAE, a validated study strategy. Journal of Reading, 33, 182–186. Susan Lenski, Mary Ann Wham, Jerry Johns, & Micki Caskey. Reading and Learning Strategies: Middle Grades through High School (4th ed.). Copyright © 2011 by Kendall Hunt Publishing Company (1-800-247-3458, ext. 4). May be reproduced for noncommercial educational purposes within the guidelines on the copyright page. www.kendallhunt.com/readingresources

Preplan-List-activate-evaluate (PLae) Study Plan

Preplan Preplan or define study tasks and goals.

List List or select strategies to accomplish study tasks and meet study goals.

Activate Activate or implement the study plan using appropriate strategies.

Evaluate Evaluate the effectiveness of the study plan.

2

e x a m p l e

Based on Nist, S. L., & Simpson, M. L. (1989). PLAE, a validated study strategy. Journal of Reading, 33, 182–186. Susan Lenski, Mary Ann Wham, Jerry Johns, & Micki Caskey. Reading and Learning Strategies: Middle Grades through High School (4th ed.). Copyright © 2011 by Kendall Hunt Publishing Company (1-800-247-3458, ext. 4). May be reproduced for noncommercial educational purposes within the guidelines on the copyright page. www.kendallhunt.com/readingresources


Social Studies

Preplan-List-activate-evaluate (PLae) Study Plan

P—Preplan or define study tasks and goals.L—List or select strategies to accomplish study tasks and meet study goals.A—Activate or implement the study plan using appropriate strategies.E—Evaluate the effectiveness of the study plan.

Study GoalFor social studies, you will learn about the Civil Rights Movement in the United States. You will gather infor-mation about social conditions that prompted the Movement and describe the Movement’s major events. Then, you will examine current events articles for evidence about the status of underrepresented groups in the United States. To demonstrate your understanding, you will write an essay about the antecedents of the current civil rights efforts.

Study Tasks● Scan the Civil Rights Era chapter looking for information about conditions in the United States that led to

the Civil Rights Movement.● Take notes on the major events of the Civil Rights Movement.● Read current events articles related to civil rights.● Compose an essay about the connection between past and present civil rights efforts.

Study Plan● Read the Civil Rights Era chapter.● Identify the social conditions during the Civil Rights Era.● List the major events of the Civil Rights Movement.● Read current events articles about civil rights.● Identify connections between current and past civil rights efforts.● Write a first draft of an essay that connects the past and present civil rights efforts.● Revise the draft into a final essay about the foundation of current civil rights efforts.

Activate● Direct students to put the civil rights study plan into action.● Check with students daily about their progress with their study plan.

Evaluate● Upon completion of the essay, ask students to evaluate the effectiveness of their study plan.● Prompt students to determine whether their study plan helped them to succeed.● Ask students to determine the reasons why their study plan was or was not effective and what they would

change in the future.

3

Name Date

Based on Davis, S. J. (1990). Applying content study skills in co-listed reading classrooms. Journal of Reading, 33, 277–281. Susan Lenski, Mary Ann Wham, Jerry Johns, & Micki Caskey. Reading and Learning Strategies: Middle Grades through High School (4th ed.). Copyright © 2011 by Kendall Hunt Publishing Company (1-800-247-3458, ext. 4). May be reproduced for noncommercial educational purposes within the guidelines on the copyright page. www.kendallhunt.com/readingresources


Study Skills Self-assessment Always Sometimes Never

1. I read material more than once if I don’t understand 5 4 3 2 1 it the first time.

2. I try to identify the most important points as I read. 5 4 3 2 1

3. I preview reading assignments before reading. 5 4 3 2 1

4. I concentrate when I study. 5 4 3 2 1

5. I study with a friend when I think it will help. 5 4 3 2 1

6. I try to “overlearn” material as I study. 5 4 3 2 1

7. I take notes that help me when I study. 5 4 3 2 1

8. I study in an environment that is conducive to learning. 5 4 3 2 1

9. I set goals for each study time. 5 4 3 2 1

10. I underline or take notes as I study. 5 4 3 2 1

4


Name Date


Project Journal

Class Period

Students’ Names

Assignment

Tasks to Accomplish Person in Charge

Tasks Accomplished Date

Comments on Progress

5


Name Date


textbook Survey

1. Name some of the parts of a textbook that can help you as a reader.

2. Describe how you would use the index.

3. Describe what is listed in the table of contents.

4. If you wanted to look up a word you did not know, where would you look?

5. When you look through the chapters in this book, what features in the chapters make reading easier?

6. If the chapters contain graphs and charts, how are they used?

7. What are the purposes of the headings and subtitles in the chapters?

8. Before reading a chapter in the book, what could you do to make the chapter easier to understand?

9. Do you think this book is friendly or unfriendly? Why?

10. What else can you share about this textbook?

6

Name Date



textbook Scavenger HuntDirections: Complete the scavenger hunt using your textbook. Include page numbers or other descriptive information about where you located the information.

1. Check the index.

What page describes [topic of your choice]?

Describe (or draw) the [topic of your choice].

2. Survey the table of contents.

Which chapter focuses on [topic of your choice]?

Approximately how many pages is this chapter?

What is the topic of the next chapter?

3. Look at the [another reference feature].

Where would you find [topic of your choice]?

What is the purpose of the [reference feature]?

Is there another way to find this information?

4. Examine the inside covers of your text.

What resources did you find?

Why are these resources located here?

5. Survey the chapters.

What features [begin or conclude] every chapter?

How could you use these features?

6. Look at the features at the [beginning or end] of the book.

What is the topic of [feature]?

What is the topic of [feature]?

Why are these features included?

7

e x a m p l e


Based on Larson, R. E., Hostetler, R. B., & Edwards, B. E. (1997). Precalculus with limits: A graphing approach. Boston: Houghton Mifflin. Susan Lenski, Mary Ann Wham, Jerry Johns, & Micki Caskey. Reading and Learning Strategies: Middle Grades through High School (4th ed.). Copyright © 2011 by Kendall Hunt Publishing Company (1-800-247-3458, ext. 4). May be reproduced for noncom-mercial educational purposes within the guidelines on the copyright page. www.kendallhunt.com/readingresources

Math

textbook Scavenger HuntDirections: Complete the scavenger hunt using your textbook. Include page numbers or other descriptive information about where you located the information.

1. Check the index to find ellipses.

What page describes the major and minor axes of an ellipse? p. 763 Draw an ellipse that includes the major and minor axes:

2. Survey the table of contents.

Which chapter focuses on trigonometric functions? Chapter 4 Approximately how many pages is this chapter 100 pages What is the topic of the next chapter? Analytic Trigonometry

3. Look at the index of applications.

Where would you find information on bridge design? p. 467 What is the topic heading in this index? Construction Applications Would you also find bridge design in the general index? No

4. Examine the inside back cover of your text.

What resources did you find? Geometry Formulas and Trigonometric Functions Why are these resources located here? For quick access

5. Survey the chapters.

What three features conclude every chapter? Focus on Concepts Review Exercises Chapter Project How could you use these features Review the concepts Do the exercises

6. Look at the features at the end of the book.

What is the topic of Appendix A? Think about the Proof Programs What is the topic of Appendix B? Programs Why is Appendix B included? To program calculators What pages include answers exercises, concepts, and tests? A53–A189

8

Name Date


Adapted from Manz, S. L. (2002). A strategy for previewing textbooks: Teaching readers to become THIEVES. The Reading Teacher, 55, 434–435. Susan Lenski, Mary Ann Wham, Jerry Johns, & Micki Caskey. Reading and Learning Strategies: Middle Grades through High School (4th ed.). Copyright © 2011 by Kendall Hunt Publishing Company (1-800-247-3458, ext. 4). May be reproduced for noncommercial educational purposes within the guidelines on the copyright page. www.kendallhunt.com/readingresources

tHieveS

TitleWhat is the title?What do I know about this topic?How does this topic connect with the other chapters?Does the title express a point of view?What do I think I will be reading about?

HeadingsWhat does this heading let me know I will be reading about?What is the topic of the paragraph beneath the heading?How can I turn this heading into a question that may be answered by the content?

IntroductionIs there an opening, perhaps italicized?Does the first paragraph introduce the chapter?What does the introduction let me know I will be reading about?Do I already know anything about this content?

Every First Sentence in a ParagraphRead the first sentence of each paragraph.What do I think this chapter is about?

Visuals and VocabularyAre there photographs, drawings, maps, charts, or graphs?What can I learn from these visuals?How do captions help me to understand the meaning?Is there a list of key vocabulary terms and definitions?Are there important words in boldface type throughout the chapter?Do I know what these words mean?Can I tell the meaning of these words by reading the sentences?

End-of-Chapter QuestionsWhat do the questions ask?What information do these questions earmark as important?What information do I learn from the questions?Keep the end-of-chapter questions in mind and note where the pertinent information is located in the text.

SummaryRead the entire summary.What do I understand and recall about the topics in the summary?

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Adapted from Manz, S. L. (2002). A strategy for previewing textbooks: Teaching readers to become THIEVES. The Reading Teacher, 55, 434–435. Content adapted from Biology: The dynamics of life [Online student edition]. (Glencoe/McGraw-Hill, 2004). Susan Lenski, Mary Ann Wham, Jerry Johns, & Micki Caskey. Reading and Learning Strategies: Middle Grades through High School (4th ed.). Copyright © 2011 by Kendall Hunt Publishing Company (1-800-247-3458, ext. 4). May be reproduced for noncommercial educational purposes within the guidelines on the copyright page. www.kendallhunt.com/readingresources

Science

tHieveSTitleA View of the CellCells are basic units of living things.Connects with the chemistry of living organisms chapter.No viewpoint is expressed.I will read about kinds of cells.

HeadingsThe discovery of cells. Light microscopes. What led to the discovery of cells?The cell covering. Maintaining a balance. How does the plasma membrane help the cell?Structure of cells. Cellular boundaries. What are the structures of a cell?

IntroductionThe opening includes two sections: What You’ll Learn and Why It’s ImportantThese list the chapter objectives. I already know some of the cell structures.

Every First Sentence in a ParagraphThe chapter is about cells.It tells how cells were discovered using light microscopes.It says how scientists learned more about them using electron microscopes.It explains the cell membrane.The chapter is about the cell, cell structures, and their functions.

Visuals and VocabularyThe chapter includes photographs and diagrams of cells. The visuals help me to know how cells look.Each section includes a review and new vocabulary words with definitions.Key words are bolded. I know most of them. Some I can figure out from the sentence, and I can look up the others in the vocabulary sections.

End-of-Chapter QuestionsThe end of the chapter has questions about vocabulary and key concepts.There are multiple choice and open-ended questions to answer.

SummaryBefore the chapter questions is a study guide. It lists all the key concepts and important vocabulary. I already know that microscopes let scientists study cells, that the cells have membranes to control what enters/exits the cell, and cells have a nucleus and other parts.

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From Salembier, G. B. (1999). SCAN and RUN: A reading comprehension strategy that works. Journal of Adolescent & Adult Literacy, 42, 386–394. Susan Lenski, Mary Ann Wham, Jerry Johns, & Micki Caskey. Reading and Learning Strategies: Middle Grades through High School (4th ed.). Copyright © 2011 by Kendall Hunt Publishing Company (1-800-247-3458, ext. 4). May be reproduced for noncommercial educational purposes within the guidelines on the copyright page. www.kendallhunt.com/readingresources

SCaN and rUN

Survey the headings and turn them into questions.

Capture the captions and visuals.

Attack boldface words.

Note and read all of the chapter questions.

Read and adjust speed as needed.

Use word identification skills such as sounding out, looking for other word clues in the sentence, or breaking the word into parts.

Notice and check parts you don’t understand and reread or read on.

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read-encode-annotate-Ponder (reaP)

Summary Annotation

Thesis Annotation

Critical Annotation

Question Annotation

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Based on Johnson, G. B., & Raven, P. H. (2004). Biology. New York: Holt, Rinehart & Winston. Susan Lenski, Mary Ann Wham, Jerry Johns, & Micki Caskey. Reading and Learning Strategies: Middle Grades through High School (4th ed.). Copyright © 2011 by Kendall Hunt Publishing Company (1-800-247-3458, ext. 4). May be reproduced for noncommercial educational purposes within the guidelines on the copyright page. www.kendallhunt.com/readingresources


Science

read-encode-annotate-Ponder (reaP)Asthma is a chronic condition in which the bronchioles of the lungs become inflamed due to their sensitivity to certain stimuli in the air. The bronchial walls tighten and extra mucus is produced, which causes the airways to narrow. In severe asthma attacks, the alveoli can swell enough to rupture. Stressful situations and strenuous exercise may trigger an asthma attack. Left untreated, asthma can be deadly. Fortunately, prescribed inhalant medicines can help to stop an asthma attack by expanding the bronchioles. People of all ages can have asthma.

Summary Annotation

Thesis Annotation

Critical Annotation

Question Annotation

Asthma is a lung condition caused by the inflammation of the bronchioles.

Asthma attacks can be serious, so treatment is important.

Asthma attacks can be serious, so treatment is important. I think that people with asthma need to avoid stressful situations, to exercise in moderation, and to have regular medical check-ups.

I thought that certain foods might also trigger an asthma attack. Are there foods that people with asthma should avoid?

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English


record-edit-Synthesize-think (reSt)

Topic and Notes to Yourself Notes from Lecture and Class Discussion

Check textbook for examples. The subject of a verb is in the nominative case.

Check notes for pronouns in nominative case. A predicate nominative is in the nominative case.

That doesn’t sound right. I guess I’m used to the An objective form of a pronoun is often used in the sentence, “It’s me.” sentence, “It’s me.” Although that is now acceptable in speech, when writing you should use, “It is I.”

I need to review indirect objects. The direct object and the indirect object of a verb are in the objective case.

I’m glad I learned the prepositions last year. The object of a preposition is in the objective case.

Summary and Main Ideas

Standard English has rules that are often ignored in speech. In this lesson, I learned when to use different cases of pronouns. Pronouns used as subjects and as predicate nominatives are in the nominative case. Pronouns used as objects are in the objective case.

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Adapted from Pauk (1974). How to study in college. Boston: Houghton Mifflin. Susan Lenski, Mary Ann Wham, Jerry Johns, & Micki Caskey. Reading and Learning Strategies: Middle Grades through High School (4th ed.). Copyright © 2011 by Kendall Hunt Publishing Company (1-800-247-3458, ext. 4). May be reproduced for noncommercial educational purposes within the guidelines on the copyright page. www.kendallhunt.com/readingresources

Cornell Note-taking

Key Concepts Notes from Reading

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Based on Johnson, G. B., & Raven, P. H. (2004). Biology. New York: Holt, Rinehart & Winston. Susan Lenski, Mary Ann Wham, Jerry Johns, & Micki Caskey. Reading and Learning Strategies: Middle Grades through High School (4th ed.). Copyright © 2011 by Kendall Hunt Publishing Company (1-800-247-3458, ext. 4). May be reproduced for noncommercial educational purposes within the guidelines on the copyright page. www.kendallhunt.com/readingresources

Cornell Note-taking

Key Concepts Notes from Reading

Population A group of organisms from the same species living in the same area.

Population size The number of individuals in a population.

Population density The number of individuals who live in a specified area.

Dispersion Ways that individuals are arranged in a population. These include random, even, or clumped.

Population model A model of population that shows the characteristics of the real population.

Exponential growth The rate of population growth stays the same and the population grows steadily. A J curve is characteristic of exponential growth.

Logistic growth The rate of the population growth is limited by density-dependent factors. An S curve is characteristic of logistic growth.

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Visual Arts

Power Notes1. Drawing 2. Chalk 2. Charcoal 2. Pastel 2. Pen and Ink 2. Pencil1. Painting 2. Acrylic 2. Fresco 2. Oil 2. Tempera 2. Watercolor 3. Wash 3. Gouache1. Print Making 2. Intaglio 2. Planographic 3. Lithograph 2. Relief 3. Linoleum 3. Woodblock 2. Stencil1. Sculpture 2. Carving 3. Ivory 3. Stone 3. Wood 2. Cast or Mold 2. Mobile 2. Model

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Adapted from Tovani, C. (2000). I read it, but I don’t get it: Comprehension strategies for adolescent readers. Portland, ME: Stenhouse. Susan Lenski, Mary Ann Wham, Jerry Johns, & Micki Caskey. Reading and Learning Strategies: Middle Grades through High School (4th ed.). Copyright © 2011 by Kendall Hunt Publishing Company (1-800-247-3458, ext. 4). May be reproduced for noncommercial educational purposes within the guidelines on the copyright page. www.kendallhunt.com/readingresources

Double entry Diary

Direct Quote and Page Number Response

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From Stratton, A. (2004). Chanda’s secrets. New York: Annick Press. Susan Lenski, Mary Ann Wham, Jerry Johns, & Micki Caskey. Reading and Learning Strategies: Middle Grades through High School (4th ed.). Copyright © 2011 by Kendall Hunt Publishing Company (1-800-247-3458, ext. 4). May be reproduced for noncommercial educational purposes within the guidelines on the copyright page. www.kendallhunt.com/readingresources


Language Arts

Double entry Diary

Direct Quote and Page Number This reminds me of . . .

At first I was homesick. I missed playing with my How I felt when I left Florida. I missed my aunt cousins. I also missed the country and the big sky: and missed the beautiful sunsets along the Gulf the way the sun grew fat when I went to bed, coast. sinking below the horizon like a giant flaming orange. (p. 10)

Mama caught the look in my eye. “Save your When my mother would tell me not to “sweat the anger to fight injustice. Forgive the rest,” she small stuff.” She was trying to help me to see whispered, stroking my cheek. “Remember that what was important in life. everyone has problems.” (p. 31)

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From Hart, G. (2005). James Monroe. New York: Times Books/Henry Holt. Susan Lenski, Mary Ann Wham, Jerry Johns, & Micki Caskey. Reading and Learning Strategies: Middle Grades through High School (4th ed.). Copyright © 2011 by Kendall Hunt Publishing Company (1-800-247-3458, ext. 4). May be reproduced for noncommercial educational purposes within the guidelines on the copyright page. www.kendallhunt.com/readingresources


Social Studies

Double entry Diary

Direct Quote and Page Number This reminds me of . . .

. . . Monroe viewed the future of the young Defending the nation was on the minds of U.S. republic through the lens of what today we leaders in the late 1700s. would call defense or national security. (p. 3)

Among political leaders during this period James Monroe shows he has the ability to think (1780–1785), Monroe was on the forefront of nationally. A few decades later, he becomes those who viewed things nationally, rather than President of the United States. merely as citizens of individual states. Early on, he demonstrated the national security prism through which he was to view great events. (p. 13)

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