Florida Ready Reading - casamples.comcasamples.com/downloads/12603.9s.pdf · Lesson.2. Base.Words.and.Affixes ... • Detailed lesson plans ... How .are the lesson plans organized?

4 ReadingTeacher Guide

Florida

Florida

iii

Table of Contents

Introduction to the Program

Overview. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v

Suggested.Pacing.Chart. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . viii

Completed.Answer.Forms.for.Pretest.and.Post.Test. . . . . . . . . . . . . ix

Correlations to the Florida Next Generation Sunshine State Standards and Common Core Standards . . . . . . . . xi

Scope and Sequence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xiii

Research Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xvii

Lesson Plans (with Answers)

Lesson.1. Context.Clues. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1

Lesson.2. Base.Words.and.Affixes. . . . . . . . . . . . . . . . . . . . . . . . . .8

Lesson.3. Antonyms.and.Synonyms. . . . . . . . . . . . . . . . . . . . . . . .15

Lesson.4. Multiple-Meaning.Words . . . . . . . . . . . . . . . . . . . . . . . .22

Lesson.5. Author’s.Purpose.and.Perspective . . . . . . . . . . . . . . . . .29

Lesson.6. Main.Idea.and.Details. . . . . . . . . . . . . . . . . . . . . . . . . . .36

Lesson.7.. Making.Inferences . . . . . . . . . . . . . . . . . . . . . . . . . . . . .43

Lesson.8. Cause.and.Effect. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .50

Lesson.9. Text.Structures. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .57

Lesson.10. Themes.and.Topics.Across.Texts. . . . . . . . . . . . . . . . . .64

Lesson.11. Comparisons.and.Contrasts.Across.Texts . . . . . . . . . . .71

Lesson.12. Character,.Setting,.and.Plot . . . . . . . . . . . . . . . . . . . . . .78

Lesson.13. Descriptive.and.Figurative.Language. . . . . . . . . . . . . . .85

Lesson.14. Text.Features . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .92

Lesson.15. Informational.Text. . . . . . . . . . . . . . . . . . . . . . . . . . . . 99

NGSSS

LA .4 .1 .6 .3

LA .4 .1 .6 .7

LA .4 .1 .6 .8

LA .4 .1 .6 .9,.LA .4 .1 .6 .6

LA .4 .1 .7 .2

LA .4 .1 .7 .3

LA .4 .1 .7 .3

LA .4 .1 .7 .4

LA .4 .1 .7 .5

LA .4 .1 .7 .6

LA .4 .1 .7 .7

LA .4 .2 .1 .2

LA .4 .2 .1 .7

LA .4 .2 .2 .1

LA .4 .6 .1 .1

Florida Ready Reading 4 TG • Curriculum Associates LLC • www.CurriculumAssociates.com • 800-225-0248

v

Introduction to the Program

What.is.Florida Ready—Reading?Florida Ready—Reading is an instructional series created to help students develop proficiency with key Next Generation Sunshine State Standards. The Florida Department of Education has identified these standards as critical to students’ learning and success. The Florida Ready—Reading series allows teachers to focus on those areas in which students have demonstrated weakness in meeting key Next Generation Sunshine State Standards. These areas of weakness are determined by the test results from the Florida Ready—Reading Pretest and Post Test in each student book.

Florida Ready—Reading is a six-level series designed for students in grades 3 through 8.

How.does.Florida Ready—Reading.correlate.to.the.Florida.Standards?Florida Ready—Reading was developed specifically to instruct in all the Next Generation Sunshine State Standards for reading in Grade 4. The correlations chart on pages xi and xii shows how Florida Ready—Reading correlates to Next Generation Sunshine State Standards.

As of August 2010, educators are tasked with teaching the Common Core Standards in addition to the Next Generation Sunshine State Standards. The correlations chart on pages xi and xii shows how the Common Core Standards for reading correlate to the Next Generation Sunshine State Standards. By using the Florida Ready series, you can begin implementing the Common Core Standards while fully covering the Next Generation Sunshine State Standards.

How.should.I.use.Florida Ready—Reading?The Florida Ready—Reading lessons are designed to be used in conjunction with Pretests and Post Tests, which are included in each Florida Ready—Reading book. Each test item corresponds to a specific Next Generation Sunshine State Standard. At the beginning of the school year, administer the Pretest to students. After you have the students’ test results, consult the correlations chart included on pages xi and xii. The chart aligns each test item in the Pretest to a Next Generation Sunshine State Standard. The correlations chart also indicates the corresponding instruction lesson for that standard. Using this chart, you can determine which lessons in Florida Ready—Reading to focus on for that student.

Toward the end of the school year, use the Post Test to re-evaluate progress and identify students’ remaining areas of weakness.

Some teachers may prefer to use all of the lessons in Florida Ready—Reading to provide comprehensive instruction for every Next Generation Sunshine State Standard covered in the series.

What.are.the.features.of.the.student.book?Each Florida Ready—Reading lesson includes the following:• Scaffolded instruction• Information and clues to guide students’ thinking as

they respond to reading passages• Opportunities for cooperative learning• Items directly aligned to the Next Generation

Sunshine State Standard covered in that lesson• Answer analysis

OVERVIEW


vi

How.are.the.lessons.organized?Each lesson in the student book has five parts: Introduction, Modeled Instruction, Guided Instruction, Guided Practice, and FL Reading Practice. Through these layers of scaffolding, the text and the teacher support the students until they can work independently.

Introduction: This section gives an overview of the skills, concepts, strategies, and vocabulary of the covered standard(s). Other key elements include bold-faced reading vocabulary and visual aids, such as figures, tables, charts, and graphs.

Modeled Instruction: This section presents a brief passage followed by an example item that builds off the concepts and skills highlighted in the Introduction. Clearly stated steps walk students through the thinking process for responding to the item. It is intended that the teacher work through the problem-solving steps for each example with students. A Try It! activity follows each example. Students work independently or in pairs to apply the lesson’s targeted skills and concepts to one or more additional questions.

Guided Instruction: In this section, students read a short passage and then answer a multiple-choice item, with guidance from information in a sidebar called Think About It and another called Hint. The information in these sidebars helps students understand what the item is asking them to do, as well as how to respond to the item.

After students respond to the item independently, the teacher then discusses with them the detailed explanation of the steps leading to the correct answer. The teacher also discusses the reasons that the other three answer choices are not correct.

Guided Practice: In this section, students take on more responsibility for their learning. First, they read a full-length passage using Think About It sidebars to guide them. Next, students answer a series of multiple-choice questions using problem-solving clues in Hints sidebars. In addition to answering each question, students write down supporting details that led them to the correct answer.

This section concludes with a cooperative-learning activity, called Pair/Share. Students work with a partner to share their solutions and discuss their explanations for how they solved the problems.

FL Reading Practice: This section has students engage in independent practice to show mastery of the lesson’s Next Generation Sunshine State Standard(s). Students solve various problems similar to those found on most standardized tests.

What.are.the.features.of.the.teacher.guide?Each teacher guide in the Florida Ready—Reading series, grades 3–8, contains:• Suggestions and instructional guidelines for using

Florida Ready—Reading in the classroom• Correlations chart to Next Generation Sunshine State

Standards and Common Core Standards for reading• Support for English Language Learners• Pacing Chart• Research Summary• Detailed lesson plans• Facsimiles of student book pages with annotations

How.are.the.lesson.plans.organized?Each lesson plan has six parts. The first part, Getting Started, provides preliminary information about the lesson. The other parts of the lesson plan provide guidelines for teaching each scaffolded layer of the student book lesson: Introduction, Modeled Instruction, Guided Instruction, Guided Practice, and FL Reading Practice.

Each lesson can be presented to the whole class, small groups, or individual students.

Tap Students’ Prior Knowledge: Tap Students’ Prior Knowledge provides warm-up activities that are built on concepts and skills students are likely to have already mastered and that can be applied to the more difficult concepts/skills that the lesson covers.

Introduction: This part has two key features: At a Glance and Step-by-Step support. At a Glance provides a brief overview of the procedures for teaching that part of the lesson. Step by Step provides detailed information for the teacher to explain in greater depth the concepts and skills being introduced.

Modeled Instruction: This part includes an At a Glance feature that provides an overview of the Modeled Instruction task in the student book. It also includes a Step by Step that walks students through strategies to employ before, during, and after reading. Finally, this part provides guidance for walking students through the thought process needed to answer the related Try It! question.

Guided Instruction: This part also includes an At a Glance, as well as a Step by Step. (These two features appear in Guided Practice and FL Reading Practice as well.)


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Guided Practice: This part provides answer explanations for each item students respond to in the correlating section of the student book. The teacher has the option of using this feature as a guideline for discussing students’ work. Guided Practice also has an ELL Support section that helps English language learners better understand the vocabulary and ideas presented in the Guided Practice passage.

FL Reading Practice: This part provides detailed answer explanations for each item in the FL Reading Practice section of the student book.

How.do.I.introduce.my.students.to.Florida Ready—Reading lessons?Have students read the To the Student letter at the front of the student book. Then have students scan the five parts of one lesson: Introduction, Modeled Instruction, Guided Instruction, Guided Practice, and FL Reading Practice. Point out to students the Think About It and Hints features in Guided Instruction and Guided Practice. Explain that the Think About It feature presents information to help them understand what a passage is about. The Hints feature provides clues to help them respond to a specific item. Also, point out the Pair/Share feature in Guided Practice.

Where.do.students.record.their.answers?Students mark their answers directly in the student book. Where relevant, writing lines are provided for providing explanations using supporting details from a passage. For items, the answer choices are identified with letters. In Guided Instruction and Guided Practice, students circle the letter of the correct answer. In FL Reading Practice, students fill in the answer bubble of the correct answer.

What.is.the.correction.procedure?After students have completed FL Reading Practice, correct the multiple-choice answers orally and discuss why those answers are correct.

As you review the answers, explain concepts that students may not fully understand, and encourage them to discuss the thought process they used to respond to items. When answers are incorrect, help students understand why their reasoning was faulty.

How.should.I.use.the.results.of.Florida Ready—Reading?Florida Ready—Reading is a useful instructional tool for reteaching and reinforcing specific Next Generation Sunshine State Standards that need further study. If students are successful with a lesson, teachers should proceed to the next lesson as determined by the test results in the Pretest.

If students are still struggling after they complete a lesson, you may want to take another look in the teacher guide at the readiness activities in that lesson’s Tap Students’ Prior Knowledge and Introduction sections. Reviewing individual student responses to the activities may give you insight into missing skills and concepts.

How.do.I.introduce.my.students.to.the.Pretest.and.Post.Test?Provide each student with a student book, a sharpened pencil, and an eraser. Have students read all the information on page iv, paying particular attention to the tips on answering multiple-choice questions.

Before having students begin work, inform them of the amount of time they will have to complete the Pretest or Post Test.

Where.do.students.record.their.answers.for.the.Pretest.and.Post.Test?Students should mark their answers directly in the student book. Explain to students that they will fill in the answer bubble of the correct answer. Remind students that if they change an answer, they should fully erase their first answer. Completed answer forms are on pages ix and x of this teacher guide.

What.is.the.correction.procedure.for.the.Pretest.and.Post.Test?Correct and review the answers to multiple-choice questions as soon as possible after students have completed a practice test. As you review the answers, explain concepts that students may not fully understand. Encourage students to discuss the thought process they used to answer the questions. When answers are incorrect, help students understand why their reasoning was faulty. Students sometimes answer incorrectly because of a range of misconceptions about the strategy required to answer the question. Discussing why the choices are incorrect will help students understand the correct answer.


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SUGGESTED.PACING.CHART

How.should.I.use.the.results.of.the.Pretest.and.Post.Test?This book can be a useful diagnostic tool for identifying Next Generation Sunshine State Standards that need further study and reinforcement in order to obtain proficiency. Use the Correlation to the Florida Next

Generation Sunshine State Standards, on pages xi and xii, to identify the standard that each question practices and evaluates. For students who answer a question incorrectly, provide targeted instruction and practice for that standard through the appropriate Florida Ready—Reading lesson. See the last column of the Correlation chart for the lesson numbers.

This pacing chart may help you plan your instruction using Florida Ready—Reading. Because you will be basing your instruction on students’ test results from the Pretest, the number of instructional days will vary.

Small-Group Pacing Schedule: Researchers recommend that students learning in small groups receive 90 minutes of instruction in reading per day. Sixty minutes should be dedicated to whole-class instruction, and then the class should be divided into small groups of four or five students for 30 minutes of reading intervention. Florida Ready—Reading may be used during the intervention stage for small-group

instruction. Each lesson part (Introduction, Modeled Instruction, Guided Instruction, Guided Practice, and FL Reading Practice) can be taught in 30-minute sessions. Teachers may also diagnose, monitor progress, and assess students in small-group settings with Pretest and Post Test.

DIAGNOSE: Administer the Pretest in Florida Ready—Reading.

ASSESS: Administer the Post Test in Florida Ready—Reading.

Florida Ready—Reading

Lesson NGSSSIntroduction

(minutes)

Modeled Instruction (minutes)

Guided Instruction (minutes)

Guided Practice

(minutes)

FL Reading Practice

(minutes)

1 LA.4.1.6.3 30 30 30 30 30

2 LA.4.1.6.7 30 30 30 30 30

3 LA.4.1.6.8 30 30 30 30 30

4LA.4.1.6.9, LA.4.1.6.6

30 30 30 30 30

5 LA.4.1.7.2 30 30 30 30 30

6 LA.4.1.7.3 30 30 30 30 30

7 LA.4.1.7.3 30 30 30 30 30

8 LA.4.1.7.4 30 30 30 30 30

9 LA.4.1.7.5 30 30 30 30 30

10 LA.4.1.7.6 30 30 30 30 30

11 LA.4.1.7.7 30 30 30 30 30

12 LA.4.2.1.2 30 30 30 30 30

13 LA.4.2.1.7 30 30 30 30 30

14 LA.4.2.2.1 30 30 30 30 30

15 LA.4.6.1.1 30 30 30 30 30


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Correlations to the Florida Next Generation Sunshine State Standards and Common Core Standards

Next Generation Sunshine State StandardsCommon

Core Standards

Florida ReadyPretest

Item NumbersPost Test

Item NumbersInstruction

Lesson Numbers

Reporting Category 1: VocabularyLA.4.1.6.3 The student will use context clues to determine

meanings of unfamiliar words. 4-RI-4, 4-L-4a 9, 24 5, 29, 36 Lesson 1

LA.4.1.6.7 The student will use meaning of familiar base words and affixes to determine meanings of unfamiliar complex words.

5, 13, 29, 48 10, 47 Lesson 2

LA.4.1.6.8 The student will use knowledge of antonyms, synonyms, homophones, and homographs to determine meanings of words.

4-L-5c 6, 38 14, 49 Lesson 3

LA.4.1.6.9 The student will determine the correct meaning of words with multiple meanings in context. Also assesses LA.4.1.6.6 The student will identify “shades of meaning” in related words (e.g., blaring, loud).

4-L-4a 17 13, 19, 54 Lesson 4

Reporting Category 2: Reading ApplicationLA.4.1.7.2 The student will identify the author’s purpose

(e.g., to inform, entertain, explain) in text and how an author’s perspective influences text.

1, 15, 25, 49 1, 23, 31 Lesson 5

LA.4.1.7.3 The student will determine explicit ideas and information in grade-level text, including but not limited to main idea, relevant supporting details, implied message, inferences, chronological order of events, summarizing, and paraphrasing.

4-RL-1, 4-RL-2, 4-RI-1, 4-RI-2, 4-RI-3

2, 3, 7, 10, 22, 23, 26, 46, 47

2, 3, 6, 12, 18, 24, 34, 37, 38,

42Lessons 6 and 7

LA.4.1.7.4 The student will identify cause-and-effect relationships in text. 4-RI-5 21, 30, 54 11, 27, 51 Lesson 8

LA.4.1.7.5 The student will identify the text structure an author uses (e.g., comparison/contrast, cause/effect, sequence of events) and explain how it impacts meaning in text.

4-RI-5 28, 45 25, 40 Lesson 9

LA.4.1.7.6 The student will identify themes or topics across a variety of fiction and nonfiction selections.

4-RL-2, 4-RL-9 16, 37, 51 15, 50 Lesson 10

LA.4.1.7.7 The student will compare and contrast elements in multiple texts (e.g., setting, characters, problems).

4-RL-9 31, 40, 41, 42, 55

4, 16, 17, 22, 35, 52, 53 Lesson 11

• The chart below correlates each test item in the Florida Ready—Reading practice tests to a relevant Next Generation Sunshine State Standard (NGSSS).

• The chart also indicates the corresponding lesson in Florida Ready—Reading that provides comprehensive instruction for that NGSSS.

• The chart also shows the Common Core Standards for English Language Arts that correlate to the Next Generation Sunshine State Standards.*

• Use this chart to determine which lessons your students need.

* For a full list of the Common Core Standards , see http://www.corestandards.org/


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Next Generation Sunshine State StandardsCommon

Core Standards

Florida ReadyPretest

Item NumbersPost Test

Item NumbersInstruction

Lesson Numbers

Reporting Category 3: Literary Analysis—Fiction/NonfictionLA.4.2.1.2 The student will identify and explain the

elements of plot structure, including exposition, setting, character development, problem/resolution, and theme in a variety of fiction.

4-RL-2, 4-RL-3 18, 19, 20, 33 28, 32, 33, 43, 45, 46 Lesson 12

LA.4.2.1.7 The student will identify and explain an author’s use of descriptive, idiomatic, and figurative language (e.g., personification, similes, metaphors, symbolism), and examine how it is used to describe people, feelings, and objects.

4-RL-4, 4-L-5a, 4-L-5b 8, 35, 50, 52, 53 8, 30, 41, 48 Lesson 13

LA.4.2.2.1 The student will locate, explain, and use information from text features (e.g., table of contents, glossary, headings, charts, graphs, diagrams, illustrations).

4-RI-7 4, 32 9, 44 Lesson 14

Reporting Category 4: Informational Text/Research ProcessLA.4.6.1.1 The student will read informational text and

text features (e.g., format, graphics, legends, illustrations, diagrams) to organize information for different purposes (e.g., being informed, following multi-step directions, creating a report, conducting interviews, preparing to take a test, performing a task).

4-RI-7 11, 12, 14, 39, 43, 44

7, 20, 21, 26, 39, 55 Lesson 15


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Scope and Sequence

This scope and sequence correlates each Pretest and Post Test item in Florida Ready—Reading, grade 4 to a specific Next Generation Sunshine State Standard.

PretestQuestion NGSSS Code Reporting Category

1 LA.4.1.7.2 Reading Application



4 LA.4.2.2.1 Literary Analysis—Fiction/Nonfiction

5 LA.4.1.6.7 Vocabulary






11 LA.4.6.1.1 Informational Text/Research Process
























xiv

PretestQuestion NGSSS Code Reporting Category
























xv

Post TestQuestion NGSSS Code Reporting Category












































xvi

Post TestQuestion NGSSS Code Reporting Category















xvii

Research Summary

OverviewFlorida Ready—Reading is founded on research from a variety of federal initiatives, national literacy organizations, and literacy experts. As a result, this program may be used in support of several instructional models.

Response-to-InterventionThe Response-to-Intervention (RtI) model is designed to identify a student’s areas of academic weakness in order to prevent potential future failure in a classroom. Two dominant elements of the RtI model of instruction are differentiated instruction and scaffolded instruction (National Center on Response to Intervention, 2009).

Florida Ready—Reading gives teachers an easy-to-use and flexible tool to implement differentiated and scaffolded instruction. Teachers may group students into whole class, small-group, or one-on-one settings. Modeled, guided, and independent instructional methods are integrated into each lesson to accommodate varying students’ needs.

Standards-Based.InstructionStandards-based instruction is the direct instruction of curriculum-based standards of learning. The mastery of curriculum standards has been a long-standing goal of individual states and has been gaining federal support in recent years. The state-led Common Core State Standards Initiative offers a new model for adopting and implementing standards-based instruction.

Florida Ready—Reading is a direct application of standards-based instruction that is specifically designed for Florida. Each lesson covers one or more Next Generation Sunshine State Standard(s) that cover skills commonly assessed on standardized tests.

ReferencesClark, K. F., and Graves, M. F. (2005). Scaffolding

students’ comprehension of text. Reading Teacher, 58(6), 570–580.

Gersten, R., and Carnine, D. (1986). Direct instruction in reading comprehension. Educational Leadership, 43(7), 70–79.

Goe, L., and Stickler, L. (2008). Research & policy brief: Teacher quality and student achievement. Accessed May 30, 2009 at http://www.tqsource.org/publications/March2008Brief.pdf.

National Center on Response to Intervention (2009). Accessed at http://www.rti4success.org.

National Institute of Child Health and Human Development (NICHD). (2000). Report of the National Reading Panel: Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. (NIH Publication No. 00-4769). Washington, D.C.: U.S. Government Printing Office.

Pashler, H., Bain, P., Bottge, B., Graesser, A., Koedinger, K., McDaniel, M., and Metcalfe, J. (2007). Organizing instruction and study to improve student learning (NCER 2007-2004). Washington, D.C.: National Center for Education Research, Institute of Education Sciences, U.S. Department of Education. Retrieved from http://ncer.ed.gov.

Rumelhart, D. E. (1980). Schemata: the building blocks of cognition. In Theoretical issues in reading comprehension (pp. 33–58), edited by R. J. Spiro, B. C. Bruce, and W. F. Brewer Erlbaum.

Supon, V. (2004). Implementing strategies to assist test-anxious students. Journal of Instructional Psychology, 31(4), 292–296.

In addition to the instructional framework of Florida Ready—Reading, the following chart provides a brief discussion of the teaching strategies and features that are implemented into this standards-based program.


xviii

Research-Based Strategies and Features

Florida Ready—Reading Uses Example Research Says

Principle Instructional Strategies

Differentiated InstructionThis is an instructional approach that allows students of varying abilities to learn the same content.

TG: Each part of the lesson has a recommendation on the type of instruction teachers may use. The Pacing Chart also suggests ways to structure each lesson based on the type of instruction.

There are four elements of the curriculum that can be differentiated: content, process, products, and learning environment (National Center on Response to Intervention, 2009).

Direct InstructionScripted lesson plans include explicit step-by-step instruction of reading and learning strategies, and lesson objectives.

SB: The Introduction gives an overview of the lesson content. Step-by-step directions to answering questions are provided in Modeled Instruction.

TG: In the Step-by-Step section, scripted lessons are provided for teachers.

“The research demonstrates that the type of questions, the detailed step-by-step breakdowns, and the extensive practice with a range of examples … Will significantly benefit students’ comprehension” (Gersten & Carnine, 1986, p. 72).

Scaffolded InstructionScaffolded instruction is the gradual withdrawal of support through modeled, guided, and independent instruction.

SB: Modeled, guided, and independent instruction are the framework of each lesson. Hint boxes support student’s attempts to determine correct answers.

“There is virtually universal agreement that scaffolding plays an essential and vital role in fostering comprehension” (Clark & Graves, 2005).

Principle Instructional Features

Answer Explanations for StudentsAs a part of scaffolded instruction, students receive immediate feedback of their answer choices and read the reasoning behind correct and incorrect answers.

SB: In Guided Instruction of each lesson, students read and analyze answer-choice explanations.

TG: In the FL Reading Practice section, answer explanations are given for each question.

Research (Pashler et al, 2007) has shown that when students receive direct instruction about the reasons why an answer is correct or incorrect, they demonstrate long-term retention and understanding of newly learned content.

ELL SupportSome teaching strategies that have been proven to be effective for ELL students are graphic organizers, the think-aloud strategy, and scaffolded instruction.

SB: Various features, such as a graphic organizer, modeled and guided instruction, Think About It questions, and the Pair/Share activity support ELL students’ comprehension.

TG: An ELL Support box covers linguistic learning opportunities, when appropriate.

“The bottom line is that the research suggests that English-learners need some sort of classroom support if they are ever going to succeed in American classrooms” (Viadero, 2009).

Graphic OrganizersGraphic organizers are visual representations of a text’s organization of ideas and concepts.

SB: In the Introduction, a graphic organizer is presented to represent the concepts and ideas of the lesson.

“Visual structures are powerful tools for comprehension because they offer concrete, memorable representations of abstract thinking processes” (Barton & Sawyer, 2003).

Prior KnowledgeThese are learning activities that stimulate knowledge coming from previous experiences.

TG: Teachers use Tap Students’ Prior Knowledge activities at the start of each lesson.

“Research clearly emphasizes that for learning to occur, new information must be integrated with what the learner already knows” (Rumelhart, 1980).


xix

Research-Based Strategies and Features

Florida Ready—Reading Uses Example Research Says

Principle Instructional Features (continued)

Reading ProcessStudents are actively engaged with text before, during, and after reading to ensure student engagement.

TG: The Guided Practice section of each lesson provides teachers with before, during, and after reading instructional support.

“The general finding is that when readers are given cognitive strategy instruction, they make significant gains on measures of reading comprehension” (NICHD, 2000, pp. 4–40).

Standardized Test Simulation and PracticeSelected-response questions are closely developed to mirror those commonly found on standardized tests.

Series: Throughout the series, each lesson is correlated to Next Generation Sunshine State Standards.

Supon (2004) cites that researchers have determined that “students of all levels of academic achievement and intellectual abilities can be affected by test anxiety.”


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Florida Ready Reading - casamples.comcasamples.com/downloads/12603.9s.pdf · Lesson.2. Base.Words.and.Affixes ... • Detailed lesson plans ... How .are the lesson plans organized?