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1. Warm up for reading – Students read familiar books. 2. Introduction of Forensic Scientist – Introduce Forensic Scientist by looking at the cover photo and starting a discussion about what students know about forensics and solving crimes. Suggested questions to facilitate introductory conversation: What is a forensic scientist? Have you ever seen a crime show or movie that has a main character who is a forensic scientist? Explain. Why are there fingerprints on the cover of this book? How do you think fingerprints help a forensic scientist? 3. Skimming and Scanning Forensic Scientist – Use this time to introduce or review your lesson focus strategies and/or skills. Suggested skimming and scanning prompts: Skim the book and tell me what you notice about the format of the book. Find the glossary and skim the definitions. What tools does a forensic scientist need to do his job? Skim the rest of the illustrations. What other tools does a forensic scientist need? 4. Reading Forensic Scientist – Students read independently or with a partner. 5. After reading Forensic Scientist – Open the conversation with a question that relates to the comprehension strategy of summarizing. After a brief conversation about the contents of the book move to questions that support your lesson focus. Suggested after reading content connection questions: Describe the sequence of events that took place in the story. Describe a forensic scientist’s job. If you could be a forensic scientist, in which field would you work? Why? What were some clues that were found that did not lead to the solution of the mystery? Suggested after reading lesson focus prompts: I noticed (student’s name) using the glossary to determine the meaning of a word. What would you do if the word had not been in the glossary? Did you think about what you already know about solving mysteries and forensic science? How did this help you? Did the Discover More section help you to understand the story? Explain. 6. After Reading Application for Forensic Scientist – Have students complete the reproducible on summarizing. Summary Forensic Scientist is a graphically illustrated book about a boy who uses forensic science to solve a mystery. The final section of the book provides facts and information about the fascinating field of forensic science. JOBS THAT ROCK: FORENSIC SCIENTIST TEACHER NOTES Lesson Writing Craft Comprehension Reading Strategies Academic Vocabulary Decoding, & Phonics Lesson Focuses for Guided Reading (Select lesson focus based on Student’s needs) Extend sentences with phrases that tell Use a variety of details Locating known or unknown words Reading for supporting details clues comparison evidence forensics investigation lab polygraph secure soil suspect Summarizing information Determining important supporting details Forensic Scientist_TN Standards: Common Core Language Arts Describe in depth a character or event from a story Summarize the text Science Knows that scientific investigations involve asking and answering a question Knows that scientists use different kinds of investigations Guided Reading Level Lexile Level 100th word Total Word Count N 500-549 and p.7 1677 1-800-662-4321www.teachercreated.com © 2010 Rourke Publishing. All rights reserved. Reprinted with permission from Rourke Publishing.

JOBS THAT ROCK: FORENSIC SCIENTIST TEACHER NOTES

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1. Warm up for reading – Students read familiar books.2. Introduction of Forensic Scientist – Introduce Forensic Scientist by looking at the cover photo and starting a discussion about what students know about forensics and solving crimes. Suggested questions to facilitate introductory conversation: •What is a forensic scientist? •Have you ever seen a crime show or movie that has a main character who is a forensic scientist? Explain. •Why are there fingerprints on the cover of this book? How do you think fingerprints help a forensic scientist? 3. Skimming and Scanning Forensic Scientist – Use this time to introduce or review your lesson focus strategies and/or skills. Suggested skimming and scanning prompts: •Skim the book and tell me what you notice about the format of the book. •Find the glossary and skim the definitions. What tools does a forensic scientist need to do his job? •Skim the rest of the illustrations. What other tools does a forensic scientist need?4. Reading Forensic Scientist – Students read independently or with a partner.

5. After reading Forensic Scientist – Open the conversation with a question that relates to the comprehension strategy of summarizing. After a brief conversation about the contents of the book move to questions that support your lesson focus. Suggested after reading content connection questions: •Describe the sequence of events that took place in the story. •Describe a forensic scientist’s job. If you could be a forensic scientist, in which field would you work? Why? •What were some clues that were found that did not lead to the solution of the mystery? Suggested after reading lesson focus prompts: • I noticed (student’s name) using the glossary to determine the meaning of a word. What would you do if the word had not been in the glossary? •Did you think about what you already know about solving mysteries and forensic science? How did this help you? •Did the Discover More section help you to understand the story? Explain.6. After Reading Application for Forensic Scientist – Have students complete the reproducible on summarizing.

SummaryForensic Scientist is a graphically illustrated book about a boy who uses forensic science to solve a mystery. The final section of the book provides facts and information about the fascinating field of forensic science.

JOBS THAT ROCK: FORENSIC SCIENTIST TEACHER NOTES

Lesson

Writing Craft Comprehension Reading Strategies Academic Vocabulary Decoding, & Phonics

Lesson Focuses for Guided Reading (Select lesson focus based on Student’s needs)

Extend sentences with phrases that tellUse a variety of details

Locating known or unknown wordsReading for supporting details

cluescomparisonevidenceforensicsinvestigationlabpolygraph

securesoilsuspect

Summarizing informationDetermining important supporting details

Forensic Scientist_TN

1-800-380-2289 • www.rourkeclassroom.com© 2010 May be reproduced for classroom use.

Standards:Common Core Language Arts• Describe in depth a character or event from a story• Summarize the textScience• Knows that scientific investigations involve asking and answering a question• Knows that scientists use different kinds of investigations

Guided Reading Level Lexile Level 100th word Total Word Count

N 500-549 and p.7 1677

1-800-662-4321 • www.teachercreated.com© 2010 Rourke Publishing. All rights reserved.Reprinted with permission from Rourke Publishing.

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EXTENSION ACTIVITY Jobs That Rock: Forensic ScientistName:__________________________________________________ Date:___________________

Summarizing

Directions: Complete the story map to retell the important details of the story.

Setting ________________________________________________________________________________________________________________________________________________________________

Characters________________________________________________________________________________________________________________________________________________________________

Problem_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Event_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Event_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Event_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Resolution_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

TCR#

9455

44

1. Warm up for reading – Students read familiar books.2. Introduction of Safari Guide – Introduce Safari Guide by looking at the cover photo and starting a discussion about what students know about safaris in Africa. Suggested questions to facilitate introductory conversation: •What is a safari? How is it similar to a zoo? How is it different? •Would you want to be a safari guide? Why or why not? •What animals do you think you might see if you went on safari in Africa?3. Skimming and Scanning Safari Guide – Use this time to introduce or review your lesson focus strategies and/or skills. Suggested skimming and scanning prompts: •Skim the book and tell me what you notice about the format of the book. •Part of this book is realistic fiction and the other part is nonfiction. Can you find these two parts? How will the nonfiction section help you as you read the story? •Find the word endangered in the glossary. What does it mean? Can you find any animals in this book that you think are endangered?4. Reading Safari Guide – Students read independently or with a partner.

5. After reading Safari Guide – Open the conversation with a question that relates to the comprehension strategy of asking and answering questions. After a brief conversation about the contents of the book move to questions that support your lesson focus. Suggested after reading content connection questions: •Retell three important events from the story. •What are some dangers safari guides face? •What are the Big Five animals? Suggested after reading lesson focus prompts: • I noticed (student’s name) using the glossary to determine the meaning of a word. What would you do if the word had not been in the glossary? •Did you think about what you already knew about safaris while you were reading? How did this help you as a reader? •Did the Discover More section help you to understand the story? Explain.6. After Reading Application for Safari Guide – Have students complete the reproducible on summarizing.

SummarySafari Guide is a graphically illustrated book about a boy who goes on safari in Africa with his family. The final section of the book provides facts and information about going on a safari and the animals you might see.

JOBS THAT ROCK: SAFARI GUIDE TEACHER NOTES

Lesson

Writing Craft Comprehension Reading Strategies Academic Vocabulary Decoding, & Phonics

Lesson Focuses for Guided Reading (Select lesson focus based on Student’s needs)

Extend sentences with phrases that tellUse strong adjectives to describe

Locating known or unknown wordsReading for supporting details

endangeredextincthabitatmigratepoacherspredatorrepellent

reservesafariwildlife

Summarizing main ideaIdentifying important supporting details

Safari Guide_TN

1-800-380-2289 • www.rourkeclassroom.com© 2010 May be reproduced for classroom use.

Standards:Common Core Language Arts• Describe in depth a character or event from a story• Summarize the textScience• Knows that all organisms (including humans) cause both good and bad changes in their environment

Guided Reading Level Lexile Level 100th word Total Word Count

N 500-549 and p.8 1491

1-800-662-4321 • www.teachercreated.com© 2010 Rourke Publishing. All rights reserved.Reprinted with permission from Rourke Publishing.

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EXTENSION ACTIVITY Jobs That Rock: Safari GuideName:__________________________________________________ Date:___________________

Summarizing

Directions: On the back of most books, there is a very short summary that readers use to decide whether or not they want to read the whole book. Create a summary for the back of this book. Be sure to use strong adjectives to get a reader interested. Include an illustration from an exciting part of the book.

Write:

Draw:

TCR#

9455

51

1. Warm up for reading – Students read familiar books.2. Introduction of Mountaineer – Introduce Mountaineer by looking at the cover photo and starting a discussion about what students know about mountains and climbing mountains. Suggested questions to facilitate introductory conversation: •Describe the characteristics of a mountain. •Have you ever climbed a mountain? What was it like? •What do you think you might need to climb a very tall mountain?3. Skimming and Scanning Mountaineer – Use this time to introduce or review your lesson focus strategies and/or skills. Suggested skimming and scanning prompts: •Skim the book and tell me what you notice about the format of the book. •Part of this book is realistic fiction and the other part is nonfiction. Can you find these two parts? How will the nonfiction section help you as you read the story? •Find the glossary at the back of the book. Skim the definitions. Can you find two words that are similar or related in some way? What are they? How are they related?4. Reading Mountaineer – Students read independently or with a partner.5. After reading Mountaineer – Open the conversation with a question that relates to the comprehension strategy of summarizing. After a brief conversation about the contents of the book move to questions that support your lesson focus.

Suggested after reading content connection questions: •Andy changes from the beginning of the story to the end. What causes him to change? •What is one of the most important elements of climbing a mountain with a group? •Describe some of the necessary equipment you might need to climb a mountain. Suggested after reading lesson focus prompts: • I noticed (student’s name) using the glossary to determine the meaning of a word. What would you do if the word had not been in the glossary? •Did you think about what you already know about mountains and mountain climbing? How did this help you? Did you learn anything new? •Did the Discover More section help you to understand the story? Explain.6. After Reading Application for Mountaineer – Have students complete the reproducible on determining important details.

SummaryMountaineer is a graphically illustrated book about a boy who learns the importance of following mountaineering rules to stay safe. The final section of the book provides facts and information about the field of mountaineering.

JOBS THAT ROCK: MOUNTAINEER TEACHER NOTES

Lesson

Writing Craft Comprehension Reading Strategies Academic Vocabulary Decoding, & Phonics

Lesson Focuses for Guided Reading (Select lesson focus based on Student’s needs)

Extend sentences with phrases that tellUse a variety of details

Locating known or unknown wordsReading for supporting details

anchorcramponsdescenddisorientedfrictiongaitersgear

mountaineerpeaksummittechnique

Summarizing informationDetermining important supporting details

Mountaineer_TN

1-800-380-2289 • www.rourkeclassroom.com© 2010 May be reproduced for classroom use.

Standards:Common Core Language Arts• Describe in depth a character or event from a story• Summarize the textSocial Studies• Knows the physical characteristics of places

Guided Reading Level Lexile Level 100th word Total Word Count

N 500-549 that p.6 1531

1-800-662-4321 • www.teachercreated.com© 2010 Rourke Publishing. All rights reserved.Reprinted with permission from Rourke Publishing.

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EXTENSION ACTIVITY Jobs That Rock: MountaineerName:__________________________________________________ Date:___________________

What a Character!

Directions: Choose one character from the story. Use important supporting details to describe this character.

Character:

Loves:

Goes:

Does:

Sees: Says:

TCR#

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1. Warm up for reading – Students read familiar books.2. Introduction of Treasure Hunter – Introduce Treasure Hunter by looking at the cover photo and starting a discussion about what students know about pirates and modern-day treasure hunters. Suggested questions to facilitate introductory conversation: •Describe a pirate and a treasure hunter. How are they the same and how are they different? •How do most treasure hunters find treasure in the ocean? •Do you think whoever finds treasure in the ocean should get to keep it? Why or why not?3. Skimming and Scanning Treasure Hunter – Use this time to introduce or review your lesson focus strategies and/or skills. Suggested skimming and scanning prompts: •Skim the book and tell me what you notice about the format of the book. •Part of this book is realistic fiction and the other part is nonfiction. Can you find these two parts? How will the nonfiction section help you as you read the story? •Skim the words in the glossary. Identify words that might describe treasure that people might look for.4. Reading Treasure Hunter – Students read independently or with a partner.5. After reading Treasure Hunter – Open the conversation with a question that relates to the comprehension strategy of identifying important supporting details. After a brief conversation about the contents of the book move to questions that support your lesson focus.

Suggested after reading content connection questions: •Name one character and give three words that describe this person. •What are the laws concerning treasure that is found in the ocean? Would a treasure hunter automatically get to keep whatever is found? •Name some tools that are used for treasure hunting. How are they used? Suggested after reading lesson focus prompts: • I noticed (student’s name) using the glossary to determine the meaning of a word. What would you do if the word had not been in the glossary? •Did you think about what you already knew about treasure hunting and pirates while you were reading? How did this help you as a reader? •Were you surprised by anything you read about? Explain. •Did the Discover More section help you to understand the story? Explain.6. After Reading Application for Treasure Hunter – Have students complete the reproducible on creating graphic text features.

SummaryTreasure Hunter is a graphically illustrated book about a boy who is fascinated by pirates and ends up spending time with a real treasure hunter. The last section of the book provides facts and information about treasure hunting in the ocean.

JOBS THAT ROCK: TREASURE HUNTER TEACHER NOTES

Lesson

Writing Craft Comprehension Reading Strategies Academic Vocabulary Decoding, & Phonics

Lesson Focuses for Guided Reading (Select lesson focus based on Student’s needs)

Extend sentences with phrases that tellCreate informational text features

Locating known or unknown wordsReading for supporting details

artifactschalicefleetgalleonmedallionresearchsalvage

submersiblesswashbuckler

Use graphic text featuresIdentifying important supporting details

Treasure Hunter_TN

1-800-380-2289 • www.rourkeclassroom.com© 2010 May be reproduced for classroom use.

Standards:Common Core Language Arts• Describe in depth a character or event from a story• Summarize the text• Determine the meaning of academic words

Guided Reading Level Lexile Level 100th word Total Word Count

N 500-549 treasure p.6 1750

1-800-662-4321 • www.teachercreated.com© 2010 Rourke Publishing. All rights reserved.Reprinted with permission from Rourke Publishing.

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EXTENSION ACTIVITY Jobs That Rock: Treasure HunterName:__________________________________________________ Date:___________________

Creating Graphic Text Features

Directions: Create a scene showing treasure hunters diving for treasure. Include in your illustration tools the treasure hunter might need. Label your illustration. Then write a brief explanation on how treasure hunters do their job.

Write:

Draw:

TCR#

9455

75

1. Warm up for reading – Students read familiar books.2. Introduction of Race Car Crew Chief – Introduce Race Car Crew Chief by looking at the cover photo and starting a discussion about what students know about race car driving. Suggested questions to facilitate introductory conversation: •What is happening on the cover of this book? •What do you know about race car driving? •Do you know what NASCAR stands for?3. Skimming and Scanning Race Car Crew Chief – Use this time to introduce or review your lesson focus strategies and/or skills. Suggested skimming and scanning prompts: •Skim the book and tell me what you notice about the format of the book. •Part of this book is realistic fiction and the other part is nonfiction. Can you find these two parts? How will the nonfiction section help you as you read the story? •Skim the words in the glossary. What does NASCAR mean?4. Reading Race Car Crew Chief – Students read independently or with a partner.5. After reading Race Car Crew Chief – Open the conversation with a question that relates to the comprehension strategy of identifying important supporting details. After a brief conversation about the contents of the book move to questions that support your lesson focus.

Suggested after reading content connection questions: •Describe the problem of the story. •Why are tires essential to the success of a car race? •What can happen if the race track is wet? •Would you want to be a race car driver or work on a pit crew? Why or why not? Suggested after reading lesson focus prompts: • I noticed (student’s name) using the glossary to determine the meaning of a word. What would you do if the word had not been in the glossary? •Did you think about what you already knew about race car driving while you were reading? How did this help you as a reader? •Were you surprised by anything you read about? Explain. •Did the Discover More section help you to understand the story? Explain.6. After Reading Application for Race Car Crew Chief – Have students complete the reproducible on identifying important supporting details.

SummaryRace Car Crew Chief is a graphically illustrated book about a girl who wins a day at a NASCAR race. The last section of the book provides facts and information about the variety of jobs that are performed at a car race.

JOBS THAT ROCK: RACE CAR CREW CHIEF TEACHER NOTES

Lesson

Writing Craft Comprehension Reading Strategies Academic Vocabulary Decoding, & Phonics

Lesson Focuses for Guided Reading (Select lesson focus based on Student’s needs)

Extend sentences with phrases that tellCreate informational text features

Locating known or unknown wordsReading for supporting details

caution flagdebrisdifferential ratiojack manNASCARSprint Cup Series

stock cartreadVictory Lane

Use graphic text featuresIdentifying important supporting details

Race Car Crew Chief_TN

1-800-380-2289 • www.rourkeclassroom.com© 2010 May be reproduced for classroom use.

Standards:Common Core Language Arts• Describe in depth a character or event from a story• Summarize the text• Determine the meaning of academic words

Guided Reading Level Lexile Level 100th word Total Word Count

N 500-549 a p.9 1428

1-800-662-4321 • www.teachercreated.com© 2010 Rourke Publishing. All rights reserved.Reprinted with permission from Rourke Publishing.

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TCR#

9455

82

1. Warm up for reading – Students read familiar books.2. Introduction of Animal Trainer – Introduce Animal Trainer by looking at the cover photo and starting a discussion about what students know about training animals. Suggested questions to facilitate introductory conversation: •Have you ever trained an animal to behave a certain way? Explain what you did to teach your animal that behavior. •Have you ever seen animals that can do amazing tricks in response to an animal trainer? Explain what the trainer and the animal did. •Would you want to be an animal trainer? Why or why not?3. Skimming and Scanning Animal Trainer – Use this time to introduce or review your lesson focus strategies and/or skills. Suggested skimming and scanning prompts: •Skim the book and tell me what you notice about the format of the book. •Point to the headings and then point to the speech bubbles. How are they similar? How are they the same? •Part of this book is realistic fiction and the other part is nonfiction. Can you find these two parts? How will the nonfiction section help you as you read the story? •Good readers ask questions before they read. Write down three questions on your reproducible that you have about being an animal trainer. 4. Reading Animal Trainer – Students read independently or with a partner.

5. After reading Animal Trainer – Open the conversation with a question that relates to the comprehension strategy of asking and answering questions. After a brief conversation about the contents of the book move to questions that support your lesson focus. Suggested after reading content connection questions: •What were the questions that you wrote before you read the book? Were you able to answer the questions? Share. •Do you still have questions about being an animal trainer? What are they? •Describe three things that Hillary had to do to help the animal trainer. Suggested after reading lesson focus prompts: • I noticed (student’s name) using the glossary to determine the meaning of a word. What would you do if the word had not been in the glossary? •Did you think about the questions you wrote before you read? Did you write more questions? Where might you find the answers? •Did the Discover More section help you to understand the story? Explain.6. After Reading Application for Animal Trainer – Have students complete the reproducible on asking questions.

SummaryAnimal Trainer is a graphically illustrated book about a girl who gets to spend the day with an animal trainer at a marine animal water park. The final section of the book provides facts and information about the field of animal training.

JOBS THAT ROCK: ANIMAL TRAINER TEACHER NOTES

Lesson

Writing Craft Comprehension Reading Strategies Academic Vocabulary Decoding, & Phonics

Lesson Focuses for Guided Reading (Select lesson focus based on Student’s needs)

Extend sentences with phrases that tellUse a variety of details

Locating known or unknown wordsReading for supporting details

arenaassistancedisabilitieshusbandrymobilityoperant conditioning

reinforcementveterinarian

Summarizing informationAsk and answer questions

Animal Trainer_TN

1-800-380-2289 • www.rourkeclassroom.com© 2010 May be reproduced for classroom use.

Standards:Common Core Language Arts• Describe in depth a character or event from a story• Summarize the textScience• Knows that some characteristics of an animal are a result of interactions with the environment

Guided Reading Level Lexile Level 100th word Total Word Count

N 500-549 and p.7 2162

1-800-662-4321 • www.teachercreated.com© 2010 Rourke Publishing. All rights reserved.Reprinted with permission from Rourke Publishing.

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EXTENSION ACTIVITY Jobs That Rock: Animal TrainerName:__________________________________________________ Date:___________________

Asking Questions

Directions: Write questions you have about being an animal trainer before, during, and after you read. Answer your questions on the back or on a separate sheet of paper in a paragraph.

1. List three questions you have about the book before reading.

a.__________________________________________________________________________________

b.__________________________________________________________________________________

c.__________________________________________________________________________________

2. Write three questions that occurred to you while reading the book.

a.__________________________________________________________________________________

b.__________________________________________________________________________________

c.__________________________________________________________________________________

3. List three questions you still have after reading the book.

a.__________________________________________________________________________________

b.__________________________________________________________________________________

c.__________________________________________________________________________________

TCR#

9455

99