LR5 below level

Introduction Scott Foresman Reading Street provides over 600 leveled readers that help children become better readers and build a lifelong love of reading The Reading Street leveled readers are engaging texts that help children practice critical reading skills and strategies They also provide opportunities to build vocabulary, understand concepts, and develop reading fluency The leveled readers were developed to be age-appropriate and appealing to children at each grade level The leveled readers consist of engaging texts in a variety of genres, including fantasy, folk tales, realistic fiction, historical fiction, and narrative and expository nonfiction To better address real-life reading skills that children will encounter in testing situations and beyond, a higher percentage of nonfiction texts is provided at each grade USING THE LEVELED READERS You can use the leveled readers to meet the diverse needs of your children Consider using the readers to practice critical skills and strategies build fluency build vocabulary and concepts build background for the main selections in the student book provide a variety of reading experiences, e.g., shared, group, individual, take-home, readers’ theater The Reading Street leveled readers are leveled according to Guided Reading criteria by experts trained in Guided Reading The Guided Reading levels increase in difficulty within a grade level and across grade levels In addition to leveling according to Guided Reading criteria, the instruction provided in the Leveled Reader Teaching Guide is compatible with Guided Reading instruction An instructional routine is provided for each leveled reader This routine is most effective when working with individual children or small groups MANAGING THE CLASSROOM When using the leveled readers with individuals or small groups, you’ll want to keep the other children engaged in meaningful, independent learning tasks Establishing independent work stations throughout the classroom and child routines for these work stations can help you manage the rest of the class while you work with individuals or small groups Possible work stations include Listening, Phonics, Vocabulary, Independent Reading, and Cross-Curricular For classroom management, create a work board that lists the work stations and which children should be at each station Provide instructions at each station that detail the tasks to be accomplished Update the board and alert children when they should rotate to a new station For additional support for managing your classroom, see the Reading Street Centers Survival Kit © Pearson Education • • • • • GUIDED READING APPROACH 16911_FM_G5 Introduction 1/11/06 2:47:14 PM USING THE LEVELED READER TEACHING G UIDE The Leveled Reader Teaching Guide provides an instruction plan for each leveled reader based on the same instructional routine The Introduction includes suggestions for creating interest in the text by discussing the title and author, building background, and previewing the book and its features INTRODUCE THE BOOK Before students begin reading the book, have them set purposes for reading and discuss how they can use the reading strategy as they read Determine how you want students in a particular group to read the text, softly or silently, to a specific point or the entire text Then use the Comprehension Questions to provide support as needed and to assess comprehension READ THE BOOK The Reader Response questions provide opportunities for students to demonstrate their understanding of the text, the target comprehension skill, and vocabulary The Response Options require students to revisit the text to respond to what they’ve read and to move beyond the text to explore related content REVISIT THE BOOK The Skill Work box provides instruction and practice for the target skill and strategy and selection vocabulary Instruction for an alternate comprehension skill allows teachers to provide additional skill instruction and practice for students SKILL WORK USING THE GRAPHIC ORGANIZERS Use the assessment forms that begin on page to make notes about your students’ reading skills, use of reading strategies, and general reading behaviors (pp 6–7) Provides directions for measuring a student’s fluency, based on words correct per minute (wcpm), and reading accuracy using a running record MEASURE FLUENT READING (p 8) Allows you to note the regularity with which students demonstrate their understanding and use of reading skills and strategies OBSERVATION CHECKLIST (p 9) Helps students identify their own areas of strength and areas where they need further work This form (About My Reading) encourages them to list steps they can take to become better readers and to set goals as readers Suggest that students share their self-assessment notes with their families so that family members can work with them more effectively to practice their reading skills and strategies at home STUDENT SELF-ASSESSMENT READING STRATEGY ASSESSMENT (p 10) Provides criteria for evaluating each student’s proficiency as a strategic reader PROGRESS REPORT (p 11) Provides a means to track a student’s book-reading progress over a period of time by noting the level at which a student reads and his or her accuracy at that level Reading the chart from left to right gives you a visual model of how quickly a student is making the transition from one level to the next Share these reports with parents or guardians to help them see how their child’s reading is progressing © Pearson Education Graphic organizers in blackline-master format can be found on pages 132–152 These can be used as overhead transparencies or as student worksheets ASSESSING PERFORMANCE Introduction 16911_FM_G5 5 1/11/06 2:47:16 PM Measure Fluent Reading Taking a Running Record A running record is an assessment of a student’s oral reading accuracy and oral reading fluency Reading accuracy is based on the number of words read correctly Reading fluency is based on the reading rate (the number of words correct per minute) and the degree to which a student reads with a “natural flow.” How to Measure Reading Accuracy Choose a grade-level text of about 80 to 120 words that is unfamiliar to the student Make a copy of the text for yourself Make a copy for the student or have the student read aloud from a book Give the student the text and have the student read aloud (You may wish to record the student's reading for later evaluation.) On your copy of the text, mark any miscues or errors the student makes while reading See the running record sample on page 7, which shows how to identify and mark miscues Count the total number of words in the text and the total number of errors made by the student Note: If a student makes the same error more than once, such as mispronouncing the same word multiple times, count it as one error Self-corrections not count as actual errors Use the following formula to calculate the percentage score, or accuracy rate: Total Number of Words – Total Number of Errors x 100 = percentage score Total Number of Words Interpreting the Results • A student who reads 95–100% of the words correctly is reading at an independent level and may need more challenging text • A student who reads 90–94% of the words correctly is reading at an instructional level and will likely benefit from guided instruction • A student who reads 89% or fewer of the words correctly is reading at a frustrational level and may benefit most from targeted instruction with lower-level texts and intervention How to Measure Reading Rate (WCPM) Follow Steps 1–3 above Note the exact times when the student begins and finishes reading Use the following formula to calculate the number of words correct per minute (WCPM): Interpreting the Results By the end of the year, a fifth-grader should be reading approximately 130–140 WCPM 16911_FM_G5 © Pearson Education Total Number of Words Read Correctly x 60 = words correct per minute Total Number of Seconds Measure Fluent Reading 1/11/06 2:47:17 PM Running Record Sample Running Record Sample Notations Accurate Reading The student reads a word correctly ✓ ✓ ✓ ✓ ✓ ✓ ✓ Did you know that every day in ✓ ✓ ✓ ✓ ✓ ✓ cities across the United States, students ✓ ✓ ✓ ✓ ✓ ✓ just like you are helping others? ✓ ✓ H ✓ ✓ ✓ ✓ ✓ ✓ In New York City, seventy-six ✓ ✓ ✓ ✓ ✓ ✓ students from Harlem teamed up with ✓ ✓ ✓ ✓ ✓ four Olympic athletes to transform ✓ ✓ ✓ ✓ ✓ ✓ a run-down park into a playground ✓ ✓ ✓ ✓ featuring a daffodil garden © Pearson Education ✓ every ✓ ✓ ✓ The student hesitates over a word, and the teacher provides the word Wait several seconds before telling the student what the word is ✓ Each year in Louisiana, a young ✓ ✓ ✓ ✓ ✓ ✓ student and her younger brother have ✓ ✓ ✓ ✓ ✓ gone around collecting stuffed animals ✓the ✓ ✓ ✓ ✓ ✓ ✓ for children who live in a homeless ✓ shelter ✓ Hesitation ✓ ✓ And each year in Indiana, a young ✓ ✓ ✓ ✓ ✓ student has gone around collecting sc ✓ ✓ ✓ ✓ ✓ hundreds of bundles of baby clothes ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ and other baby items In the fall she ✓ ✓ ✓ ✓ ✓ ✓ ✓ delivers them to a home for mothers /tug/ ✓ ✓ ✓ ✓ who are having tough times Insertion The student inserts words or parts of words that are not in the text Omission The student omits words or word parts Substitution The student substitutes words or parts of words for the words in the text Self-correction The student reads a word incorrectly but then corrects the error Do not count self-corrections as actual errors However, noting self-corrections will help you identify words the student finds difficult Mispronunciation/Misreading The student pronounces or reads a word incorrectly —From Using Special Talents On-Level Reader 5.2.1 Running Record Results Total Number of Words: 107 Number of Errors: Reading Accuracy 114 – x 100 = 95.327 = 95% 114 Reading Time: 51 seconds Accuracy Percentage Score: 95% Reading Rate—WCPM 102 x 60 = 120 = 120 words 51 correct per minute Reading Rate: 120 WCPM Running Record Sample 16911_FM_G5 7 1/11/06 2:47:19 PM Observation Checklist Student’s Name Behaviors Observed Date Always (Proficient) Usually (Fluent) Sometimes (Developing) Rarely (Novice) Reading Strategies and Skills Uses prior knowledge and preview to understand what book is about Makes predictions and checks them while reading Uses context clues to figure out meanings of new words Uses phonics and syllabication to decode words Self-corrects while reading Reads at an appropriate reading rate Reads with appropriate intonation and stress Uses fix-up strategies Identifies story elements: character, setting, plot, theme Summarizes plot or main ideas accurately Uses target comprehension skill to understand the text better Responds thoughtfully about the text Reading Behaviors and Attitudes Enjoys listening to stories Chooses reading as a free-time activity Reads with sustained interest and attention Participates in discussion about books © Pearson Education General Comments 16911_FM_G5 Observation Checklist 1/11/06 2:47:22 PM About My Reading Name Date Compared with earlier in the year, I am enjoying reading more less about the same When I read now, I understand more than I used to about the same as I used to One thing that has helped me with my reading is ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– One thing that could make me a better reader is ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– Here is one selection or book that I really enjoyed reading: ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– Here are some reasons why I liked it: ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– © Pearson Education ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– About My Reading 16911_FM_G5 9 1/11/06 2:47:23 PM Building Background Comments: Not sh ow Emerg ing Devel oping Profic ie Teacher _ nt Date Student _ ing tr ait Reading Strategy Assessment Previews Asks questions Predicts Activates prior knowledge Sets own purposes for reading Other: Comprehension Comments: Retells/summarizes Questions, evaluates ideas Relates to self/other texts Paraphrases Rereads/reads ahead for meaning Visualizes Uses decoding strategies Uses vocabulary strategies Understands key ideas of a text Other: Fluency Comments: Adjusts reading rate Reads for accuracy Uses expression Other: Connections Comments: Relates text to self Relates text to text Relates text to world Other: Self-Assessment Is aware of: Strengths Comments: Needs Improvement/achievement Maintains logs, records, portfolio Works with others Shares ideas and materials Other: 10 16911_FM_G5 10 © Pearson Education Sets and implements learning goals Reading Strategy Assessment 1/11/06 2:47:23 PM Progress Report Student’s Name At the top of the chart, record the book title, its grade/unit/week (for example, 1.2.3), and the student’s accuracy percentage See page for measuring fluency, calculating accuracy and reading rates At the bottom of the chart, record the date you took the running record In the middle of the chart, make an X in the box across from the level of the student’s reading— frustrational level (below 89% accuracy), instructional level (90–94% accuracy), or independent level (95–100% accuracy) Record the reading rate (WCPM) in the next row Book Title Grade/Unit/Week Reading Accuracy Percentage L E V EL Frustrational (89% or below) Instructional (90–94%) Independent (95% or above) © Pearson Education Reading Rate (WCPM) Date Progress Report 16911_FM_G5 11 11 1/11/06 2:47:24 PM 5.1.1 The Spelling Bee SUMMARY The story is about Kate, a fifth grader with dyslexia After being tested and diagnosed, Kate had to give up going to camp with her friends over the summer, and instead worked on improving her reading Her effort paid off when she excelled at the school spelling bee assignment expanded procedures worshipped INTRODUCE THE BOOK INTRODUCE THE TITLE AND AUTHOR Discuss with students the title and the author of The Spelling Bee Based on the title, ask students what kind of information they think this book will provide If students know what a spelling bee is, ask them to share what they know Ask why the author might have given the book this title BUILD BACKGROUND Ask students if they’ve ever been frustrated or had a hard time with something How did they feel? How did they handle this challenge? Did they come up with a plan to make things better? How well did it work? Discuss with students the meaning of the word courageous How might courage help us when we face challenges? PREVIEW/USE TEXT FEATURES Invite students to look at the pictures in the book Ask: Who is the main character? Have students look on pages 12–13 Ask: What is the main character doing? Why does she seem sad? Have students look through to the end of the book Ask them how they think this story will end 12 READ THE BOOK SET PURPOSE Have students set a purpose for reading The Spelling Bee You may guide students by suggesting that they think about questions they have about the main character or about the title itself STRATEGY SUPPORT: PRIOR KNOWLEDGE LESSON VOCABULARY acquainted essential guaranteed reputation CHARACTER AND PLOT PRIOR KNOWLEDGE As students read the book, encourage them to connect the text to their own lives For example, after reading page 3, you may say: “This reminds me of a time I got in trouble for talking in class.” Making these connections can help students better understand the characters in a story and their motivations COMPREHENSION QUESTIONS PAGES 3–7 What did you learn about Kate’s character through her interactions with Mr Harper? (She’s a chatterbox; she has trouble following rules; she wants to try hard; she’s worked hard this year.) PAGES 12–13 How did you feel when you read about Kate having to stay home from camp? (felt bad that Kate couldn’t be with her friends) PAGE 16 Think about challenges in your own life How does this help you understand what Kate was going through? (Possible response: Students may suggest, that like Kate, they’ve felt frustrated, nervous, excited.) PAGE 19 What you think the climax, or high point, of the story is? The resolution, or outcome? (Climax: When Kate is asked to spell “pneumonia.” Resolution: After the first round when Kate feels that she can anything she puts her mind to.) To help reinforce comprehension, invite students to retell the story in their own words The Spelling Bee 16911_LRD_TG_012-013 12 12/28/05 12:47:35 PM REVISIT THE BOOK READER RESPONSE He is strict but caring; contributed by emphasizing that Kate can overcome her reading difficulties if she didn’t become distracted Know: Dyslexia is a disorder that causes people to have difficulty reading; Want to know: Possible response: Whether scientists are working to find a cure for it Assign is a verb; assignment is a noun Assign means “to give as a share; allot,” while assignment means “something assigned.” Sentences will vary Possible responses: Kate will well, because of all her hard work Or: Her dyslexia may cause her to lose EXTEND UNDERSTANDING Tell students that when a story starts in the present and then looks back to something that happened previously, it is called a flashback Ask students what happens on page Ask students where the flashback sequence ends (Page 16) What did students learn in the flashback that helped them understand more about Kate and her challenges? RESPONSE OPTIONS WRITING AND SPEAKING Use the vocabulary words from the book and hold a class spelling bee Afterward, have students write how they felt about the experience Were they nervous performing in front of the class? WORD WORK Look up the word essential in the dictionary What is its base? Have students look at the definition of essence (The qualities of a thing that give it its identity; indispensable properties.) Ask students to think about things that are essential to them Are these things part of their essence, or identity? How? Skill Work TEACH/REVIEW VOCABULARY Review the vocabulary words with students Have them write the words and underline the base word in each word except essential Ask students how the meaning of the word essential is similar to the concept of a base word TARGET SKILL AND STRATEGY CHARACTER AND PLOT Remind students that the plot is the pattern of events in the story As they read the story, have them create story maps to track the events in the story Make sure students understand that there is a shift in time, or flashback, that begins on page PRIOR KNOWLEDGE Remind students that prior knowledge is what they already know about a topic Tell students that when they read a story, they can think about how it connects to their lives to help them understand more about the characters and the plot Have students brainstorm and write down notes about challenges that they, friends, or characters in other books have faced Invite students to share their findings ADDITIONAL SKILL INSTRUCTION GRAPHIC SOURCES Remind students that graphic sources can include charts, maps, drawings, posters, and diagrams They can be used to help their understanding of the character and the plot As students read, have them create two character webs, one for Kate and one for Mr Harper SOCIAL STUDIES CONNECTION Watch a portion of the documentary movie, Spellbound, to learn more about the national spelling bee and how contestants prepare for the challenge The Spelling Bee 16911_LRD_TG_012-013 13 13 12/28/05 12:47:36 PM © Pearson Education Both Venn Diagram 144 Venn Diagram 16924_LRD_BM_132-152 144 3/20/06 8:45:20 AM Compare and Contrast Topics Different © Pearson Education Alike Compare and Contrast 16924_LRD_BM_132-152 145 145 1/12/06 1:29:04 PM Cause and Effect Effects Why did it happen? What happened? Why did it happen? What happened? Why did it happen? What happened? 146 © Pearson Education Causes Cause and Effect 16924_LRD_BM_132-152 146 1/12/06 1:29:04 PM Problem and Solution Problem Attempts to Solve the Problem © Pearson Education Solution Problem and Solution 16924_LRD_BM_132-152 147 147 1/12/06 1:29:04 PM © Pearson Education Date Time Line 148 Time Line 16924_LRD_BM_132-152 148 1/12/06 1:29:05 PM Steps in a Process Process Step Step Step © Pearson Education Step Step Steps in a Process 16924_LRD_BM_132-152 149 149 1/12/06 1:29:05 PM © Pearson Education © Pearson Education Three-Column Chart 150 Three-Column Chart 16924_LRD_BM_132-152 150 1/12/06 1:29:05 PM Four-Column Chart © Pearson Education Four-Column Chart 16924_LRD_BM_132-152 151 151 1/12/06 1:29:05 PM © Pearson Education Five-Column Chart 152 Five-Column Chart 16924_LRD_BM_132-152 152 1/12/06 1:29:06 PM Answer Key Leveled Reader Practice Pages The Spelling Bee p 14 Stuk’s Village p 23 Vocabulary CHARACTER AND PLOT Possible responses given Kate, Mr Harper, Kate’s mom We meet Kate who is a chatterbox Kate is nervous and excited about the spelling bee Kate has dyslexia and has to work hard to improve her reading Kate isn’t sure she can spell the first spelling word Kate successfully spells the word and feels she can conquer any challenge The Spelling Bee p 15 Vocabulary necessary; essential friendly; acquainted adored; worshipped project; assignment good opinion; reputation processes; procedures made sure; guaranteed stretched; expanded 9–10 Sentences will vary Storm Danger! p 18 CAUSE AND EFFECT Possible responses given Causes: warm humid air meets cool, dry air strong updraft can lift and carry objects Effects: lift cars into the air tear trees out of the ground pull roofs from houses send glass flying send wood flying Storm Danger! p 19 Vocabulary resourceful lullaby veins devastation pitch Paragraphs will vary 10 thieving branded veins constructed daintily Stuk’s Village p 22 SETTING AND THEME Possible responses given the village of Shisholop There would be easier, more modern ways to make crafts and get food Trading is important to the whole village Yes The setting is at a time and place where Native Americans didn’t have modern conveniences, so they had to trade to survive Leveled Reader Practice Pages 16911_LRD_BM_153-158 153 kelp gnawed shellfish ravine sinew Summaries will vary 10 headland lair ravine sinew gnawed The Chicago American Giants p 26 SEQUENCE Possible responses given to get you involved with the story and to get you interested in learning more facts about the history of the game Before becoming manager, he played baseball for more than twenty years Baseball was integrated and black players could play on major league teams Jackie Robinson joins the Brooklyn Dodgers B The Chicago American Giants p 27 Vocabulary unique weakness fastball mocking confidence windup outfield 8–10 Sentences will vary Immigrant Children in New York City p 30 CAUSE AND EFFECT Their families were poor and needed help It gave them opportunities for better jobs and a better life They had a safe, fun place to play a better life, freedom, an education There were a large number of children who immigrated to America Immigrant Children in New York City p 31 Vocabulary peddler hustled advice circumstances luxury newcomer advised elbow immigrants 19–20 Sentences will vary 10 11 12 13 14 15 16 17 18 elbow hustled advice circumstances luxury newcomer immigrants peddler advised Answer Key 153 3/20/06 8:48:38 AM Juan’s Journey p 34 Endangered Animals p 46 COMPARE AND CONTRAST FACT AND OPINION Possible responses given What Juan Wants: to stay in one place; to have a big house for his parents; to have a big house next to his parents; to buy his parents a new red car; (circled) a dog What Juan Has: a life where he moves around; lives in a tent, trailer, or small houses; old station wagon; (circled) gets a dog Juan’s Journey p 35 Vocabulary cocoon, emerge, disrespect, migrant, sketched, unscrewed, caterpillar 1–7 Sentences will vary Peter and Eve p 38 Endangered Animals p 47 Vocabulary AUTHOR’S PURPOSE Possible response: She wants the reader to imagine the sacrifices that Peter’s family, and maybe other families, had to make to survive the war Possible responses: She is uncomfortable repeating the salute to Hitler; she bows her head during the presentation by the councilmen; she has a cousin and knows other people who helped Jews Possible responses: The food eaten by German soldiers is often spoiled; the fighting is terrible; soldiers don’t often get to visit families back home Possible response: She doesn’t want anyone to overhear her say bad things about the Nazis Not all people agree with her, and she might be punished for her opinions c a e d b 10 11–13 Sentences will vary refugee diplomat representative refugee representative China: Now and Then p 42 COMPARE AND CONTRAST emperors / communist not elect their officials paper cutting, painting, writing poetry / going to the Peking Opera / go to the movies hunting, horseback riding / archery / soccer, basketball, swimming / diving They are designed for transportation, not for sport They have a rack behind the seat for carrying things In Chinese, each word is a picture In English, words are made up of letters China: Now and Then p 43 Vocabulary sacred gratitude procession behavior distribution 154 Answer Key 16911_LRD_BM_153-158 154 contribute investigation environment enthusiastic conservation 11–15 Sentences will vary 10 help guarding excited setting examination Paul Revere’s Midnight Ride p 50 SEQUENCE Revere woke Adams and Hancock Adams and Hancock decided to go to Boston Revere met with William Dawes Dawes and Revere started their trip to Concord Dr Prescott met Dawes and Revere on their way Paul Revere’s Midnight Ride p 51 Vocabulary Peter and Eve p 39 Vocabulary Possible responses given Statements of Fact: A law called the Endangered Species Act protects endangered and threatened species Under the Endangered Species Act, endangered species of animals are listed by the government Some people’s jobs or businesses are affected because of the Endangered Species Act Statements of Opinion: The Endangered Species Act is one of the most important laws in America Saving endangered species is worth the sacrifice astonished benefactor recommend traditions Responses will vary fate—an event that seems meant to happen fearless—not afraid; brave glimmer—shine with a faint light lingers—lasts; stays around or near magnified—made to appear larger somber—solemn or serious; sad steed—horse or other riding animal Possible response given It was Paul Revere’s fate to end up riding his way into the history books He took his responsibility to help our nation with a somber attitude, realizing that the glimmer of liberty rested partly on his shoulders With a fearless manner, he rode into the night to warn American leaders Riding on his steed, he spread the word that the British were on their way Although his legend has been magnified by the passing of time, the importance of his ride lingers even today What a Great Idea! p 54 AUTHOR’S PURPOSE To inform The author provides details and information to teach us about Chester Greenwood’s invention To entertain The author presents her information in the form of a story She uses exclamation points to get the reader excited To express The author wants us to be able to visualize the cold Maine winters Leveled Reader Practice Pages 1/4/06 9:46:57 AM No The author is not giving us her opinion of the earmuffs or of Chester Greenwood Answers will vary Example: I would write about the invention of the calculator and teach people the steps the inventor used What a Great Idea! p 55 Vocabulary scoundrels subject permit admiringly worthless 10 admiringly permit worthless subjects scoundrels Da Vinci’s Designs p 58 MAIN IDEA AND DETAILS Possible responses given Da Vinci tried to learn the secret of flying studied wings of bats and birds studied wind currents studied flight patterns Da Vinci’s Designs p 59 Vocabulary midst rival achieved architect cannon philosopher fashioned bronze depressed 10–12 Sentences will vary Paleontology: Digging for Dinosaurs and More p 62 FACT AND OPINION Scavengers are animals that eat dead and decaying things Many scientists believe that Tyrannosaurus rex was mainly a hunter However, new information about its sense of smell suggests that it might also have been a scavenger Possible response: Opinion sentences included words like believe and suggest Paleontology: Digging for Dinosaurs and More p 63 Vocabulary tidied mold foundations proportion workshop erected occasion 8–14 Sentences will vary Roots of the Blues p 66 MAIN IDEA AND DETAILS Main Idea: Blues musicians used a variety of instruments to make many different sounds Supporting Details: Blues singers played handmade musical instruments that made unusual sounds Early instruments: banjo, washboard and stick Later instruments: guitar, piano, and harmonica Leveled Reader Practice Pages 16911_LRD_BM_153-158 155 Roots of the Blues p 67 Vocabulary release, slave release No X slave X X X No X Possible responses are given A teenager sang in a religious choir made up of many adults I appreciate that the barber gave the teenager a great haircut The Art of Makeup p 70 GRAPHIC SOURCES Possible responses given photographs that show steps in a process attaching the mask to the actor’s face and applying makeup to the mask They show many of the steps in making false teeth The arrows show the order of the steps It is a drawing of wig-making in the seventeenth century the creation of a wig for a modern film Possible response: Yes; they helped me understand that there are many steps to making masks applying makeup; creating wigs The Art of Makeup p 71 Vocabulary prehistoric background miniature reassembled landscape 10 reassembled miniature landscape background prehistoric Learning to Play the Game p 74 DRAW CONCLUSIONS Possible responses given They don’t know them at all Ella introduces herself and her brother Tiffany seems to be the leader Tiffany talks to the children and invites them to play the game She doesn’t know how to play the game Learning to Play the Game p 75 Vocabulary Possible responses given Her blunders cost us the game The president made a great contribution to civilization Some people find geometry to be very complex We should not feel any envy toward others As the school bell rang, the students started fleeing the building Your good grades have inspired me to study harder The rustling of the blankets told me the puppy was in my bed The strategy I use with homework is to it when I get home Answer Key 155 2/2/06 3:12:08 PM A New Girl in Class p 78 GENERALIZE Generalization: Possible responses: Cerebral palsy makes it difficult for a person to develop motor skills Supporting Facts: Support: Babies born with it often have a hard time learning to roll over, sit up, stand, or walk Support: Physical therapy is usually required for muscle control and development Support: People with cerebral palsy don’t participate normally in regular sports A New Girl in Class p 79 Vocabulary 6–10 He had polio, but was determined to be in the Olympics He practiced jumping He didn’t listen to people who said he couldn’t it Let the Games Begin p 91 Vocabulary limelight bluish gymnastics wincing skidded p 94 Surviving the Weather p 82 p 95 Vocabulary eerie withered severe spectacles pondered GRAPHIC SOURCES Responses will vary Surviving the Weather p 83 Vocabulary enables mucus critical Responses will vary sterile scarce specialize Moving p 86 GENERALIZE Responses will vary Supporting Details: Several were on the coast Joey went to school in each city Joey made new friends in each city Supporting Details: He learned to be less shy He got involved in sports He listened to his mother’s advice Moving p 87 Vocabulary strict combination cavities demonstrates episode profile Responses will vary Let the Games Begin p 90 DRAW CONCLUSIONS Possible responses given 1–5 He was determined, worked hard to reach his goals, never gave up, didn’t let obstacles get in his way 156 Answer Key 16911_LRD_BM_153-158 156 somersault hesitation cartwheels throbbing Responses will vary Earthquake! The Disaster That Rocked San Francisco abdomen the section of the body that holds the intestines and stomach; the belly artificial -produced by humans, not nature gait a particular way of walking, stepping, or running handicapped people who have a mental or physical disability therapist a specialist who provides treatment or healing of an illness or disability wheelchair a chair equipped with large wheels for the use of a disabled person Responses will vary 10 PLOT AND CHARACTER Possible responses given Earthquake! The Disaster That Rocked San Francisco an earthquake as experienced by Bob, Sally, and Charlie Allen; firemen; and Dr Martin in San Francisco in 1906 Bob Allen wakes up and realizes that there is an earthquake he tries to get to his children, but a wall collapses Sally and Charlie are taken by firemen to a hospital a fireman tells Bob that he took his kids to the hospital Dr Martin helps Bob find his children in a park Earthquake! The Disaster That Rocked San Francisco 10 intersection withered eerie intersection pondered The “Unsinkable” Titanic p 98 MAIN IDEA Possible responses given Main Idea: grandest ship and unsinkable quickly sank in icy waters Subhead: Floating Palace: 11-story high, luxury bath, gym, libraries, heated swimming pool, cafes, crystal chandelier, grand staircase, darkroom, fireplaces Subhead: Safety Features: double-bottomed frame, watertight rooms, wireless communication, but fewer lifeboats Subhead: Why the Titanic Sank: White Star Chairman Bruce Ismay ignored warnings of icebergs; ship went at top speed; calm seas made it hard to spot icebergs in night; big ship could not act quickly when iceberg spotted The “Unsinkable” Titanic p 99 Vocabulary interior cramped ooze debris sonar robotic sediment Answers will vary Leveled Reader Practice Pages 2/2/06 3:12:09 PM Aim High: Astronaut Training p 102 AUTHOR’S PURPOSE Possible responses given to entertain Author provides vivid details to help reader imagine he or she is watching shuttle take off to inform Author gives information about astronauts on shuttle and their mission The author tries to entertain the reader so she can better inform the reader Aim High: Astronaut Training p 103 Vocabulary f d a c e b Answers will vary Earth: The Inside Story p 106 CAUSE AND EFFECT Possible responses given Causes: Plates on either side of a fault line bump against each other Effect: New maps showed Africa and South America could fit together like jigsaw puzzle pieces They produce a volcanic mountain Earth: The Inside Story p 107 Vocabulary encases armor extinct serpent eruption hideous 10 11 plunged encases hideous serpent extinct The Gold Rush of 1849 p 110 GENERALIZE broad specific specific broad broad broad broad 10 11 12 13 specific specific specific broad broad specific The Gold Rush of 1849 p 111 Vocabulary scrawled vacant independence ventured economic overrun 10 11 recalled freight vacant sang hid Marine Life p 114 DRAW CONCLUSIONS Possible responses given They are very important They are home to a wide variety of marine life; they are actually alive themselves Scientists realize that when coral reefs are destroyed, it will take many years to build them up again Coral reefs grow very slowly, less than thirteen centimeters a year If a coral reef were destroyed, marine life would be affected in many ways, and even threatened Many varieties of fish, worms, and eels live near or feed off coral reefs Marine Life p 115 Vocabulary algae—plant or plantlike organisms that live in water concealed—hidden from view driftwood—wood that moves around or floats in water hammocks—hanging beds made of fabric and suspended by ropes lamented—to have shown sorrow or regret sea urchins—echinoderms covered by movable spikes sternly—harshly or severely tweezers—a metal instrument with two pieces joined at one end Responses will vary Saving An American Symbol p 118 MAIN IDEA AND DETAILS Possible responses given Main Idea: Throughout history, people have affected the buffalo population in both good and bad ways Supporting Details: Hunting buffalo put them in danger of extinction; Protecting buffalo helped save the population; Making people aware of the buffalo population problem caused protective laws to be passed Saving An American Symbol p 119 Vocabulary Leveled Reader Practice Pages 16911_LRD_BM_153-158 157 decay suspicions tundra scrawny carcasses 10 bleached starvation parasite scrawny starvation Answer Key 157 1/10/06 5:49:26 PM Old Gold: Gold in the Ancient World p 122 Jazz, Jazz, Jazz p 130 COMPARE AND CONTRAST Gold in Ancient Greece: believed magical, only a few coins of gold, each town minted its own coins Both: gold believed valuable Gold in Ancient Rome: part of daily life, used to hold togas together, used in engagement rings, coins used all over empire Old Gold: Gold in the Ancient World p 123 Vocabulary adorn cleanse realm spoonful precious lifeless lifeless, spoonful Possible answers given: motionless, heartless, helpful, joyful Flying Across the Ocean: Yesterday and Today p 126 FACT AND OPINION Statement of opinion; cannot be proved Statement of fact; can be proved true or false Statement of fact; can be proved true or false Statement of fact; can be proved true or false Statement of fact; can be proved true or false Statement of opinion; cannot be proved Statement of opinion; cannot be proved Possible responses are given The shortest distance across the Atlantic Ocean is between Newfoundland and Ireland Everyone is very interested in transatlantic flight SEQUENCE Louis Armstrong bought his first trumpet Armstrong jammed with local bands Armstrong moved to Chicago to join King Oliver’s Creole Jazz Band Armstrong joined Fletcher Henderson’s band in New York for one year Armstrong moves to New York for the rest of his life Possible response: First you choose an instrument that you like to play Then you learn how to play the instrument by watching others, taking lessons, and practicing When you can play it well, you can join a band Lastly, start a band of your own and play in big cities around the country Jazz, Jazz, Jazz p 131 Vocabulary nighttime fidgety clarinet bass Possible responses given Ellington wrote exotic sounds for many instruments, even the clarinet The audience seemed fidgety as they tapped their feet to the live music Jazz musicians are not forgetful; they improvise on purpose Armstrong learned to play jazz when he jammed with local pick-up bands Many jazz performances happen at nighttime 10 You may wish to buy a secondhand instrument when you first begin to play Flying Across the Ocean: Yesterday and Today p 127 Vocabulary era hydrogen explosion drenching criticizing cruised Responses will vary 158 Answer Key 16911_LRD_BM_153-158 158 Leveled Reader Practice Pages 2/2/06 3:12:12 PM ... an X in the box across from the level of the student’s reading— frustrational level (below 89% accuracy), instructional level (90–94% accuracy), or independent level (95–100% accuracy) Record... level at which a student reads and his or her accuracy at that level Reading the chart from left to right gives you a visual model of how quickly a student is making the transition from one level. ..USING THE LEVELED READER TEACHING G UIDE The Leveled Reader Teaching Guide provides an instruction plan for each leveled reader based on the same instructional