CSI ChapterS – 25 fICtIon and nonfICtIon bookS and matChIng e-bookS at guIded readIng levelS m-v

teaCherS’ guIde

leveled chapter books and e-books for building comprehension, content literacy, vocabulary,

and more…

m-p p-S S-v

Classroom package YelloW (m-p)

Classroom package aQua (p-S)

Classroom package purple (S-v)

PL-6349

mathematICS

SoCIal StudIeS

englISh language artS

SCIenCe

25 engaging titles

on topics related to: CSI Ch

aPterS tea

CherS’ G

uId

e (M–V

) PL-6349

Teacher_Guide_11x17.27.indd 1 4/27/11 6:03:06 PM

Published by South Pacific Press and Pacific LearningCopyright © 2011 South Pacific Press and Pacific LearningEdited by Alison AuchDesigned by ThinkSpace DesignTeachers’ Guide cover design by Donita Allen

All rights reserved. No part of this publication may be reproduced or transmitted by any means, electronic or mechanical, including photocopying, recording, taping, or any information storage and retrieval system, without the prior written permission of the publisher.

Distributed in the United States of America by Pacific LearningP.O. Box 2723Huntington Beach, CA 92649-0723www.pacificlearning.com

Distributed in Australia by Lioncrest PtyP.O. Box 340Cessnock, NSW 2325www.lioncrest.com.au

Distributed in New Zealand by South Pacific PressP.O. Box 19088Wellington 6041www.csi-literacy.com

ISBN 978-1-60457-904-8PL-6349 Printed in the United States of America

South Pacific Press and Pacific Learning wish to thank the following people for their involvement in the development of the CSI Chapters resource (Yellow, Aqua, and Purple classroom packages):

development teamNeale Pitches, lead author and education specialist; Laura Borrowdale, lesson plan writer and education specialist; Meryl-Lynn Pluck, education specialist; Kyran Smith, education specialist.

publishing teamMatt Comeskey, publisher; Alison Auch, U.S. editor; Rebecca McEwen, editorial advisor; Theresa Crewdson, editor; Penelope Gollop, editor; Mary Kate Doman, leveler, indexer, Common Core Standards correlations expert; Michelle Vitiello, photo permissions editor; Melissa Tovaas, advisor; Tiffany Henness, advisor; Maggie Seidel, US teaching advisor; Doreen Brown, print management; Dexter Fry, TRANZ Images; Kelly Wilby, Getty Images.

design teamThinkSpace Design: Esther Chua, senior designer; Morag Torrington, designer; Dean Carruthers, designer; Laura Dueker, designer; product packaging and Teachers’ Guide cover design by Beet Design, Donita Allen, designer.

authors/ContributorsAli Everts, Anna Rugis, Bryony Jagger, David Hill, Deryn Pittar, Diana Noonan, Don Long, Elena de Roo, Gillian Turner, Helen Moll, Jane Kelley, Janice Marriott, Julia Wall, Julie Ellis, Maria Gill, Matt Comeskey, Nalini Singh, Neale Pitches, Norman Bilbrough, Pat Quinn, Peter Goulding, Philippa Werry, Rebecca McEwen, Rose Quilter, Sophie Fern, Tony Burnett, Trish Puharich.

IllustratorsAlan and Dennis Poole, Brendan Smith, Mat Hunkin, Samuel Sakaria, Scott Pearson, Spike Wademan, Tony Anderson.

e-book development teamDigiXL: Neha Kakkar, Venayak Bhatnagar.

The publisher would also like to thank Mary Varnham, Awa Press; and Caroline Cook, Natural History New Zealand.

acknowledgments

Teacher_Guide_11x17.27.indd 2 4/27/11 6:03:08 PM

Contents

What Is CSI Chapters? ....................................................................................2

An overview of the CSI Chapters Books .....................................................3

Using CSI Chapters for Explicit Teaching (Part 1) .................................9

• Shared and Cooperative Reading Using the E-books .......................9

Tips for Using the E-books ........................................................................ 11

Comprehension Strategy-based Lessons ............................................. 14

Comprehension Strategy-based Lesson Graphic Organizers ........ 28

Using CSI Chapters for Explicit Teaching (Part 2) .............................. 36

• Guided Reading Using the Hardcopy Books ..................................... 36

Guided Reading Lessons ............................................................................ 38

Guided Reading Lesson Graphic Organizers ........................................ 88

Explicit Teaching and Learning Opportunities in CSI Chapters ...... 113

• Writing and CSI Chapters ............................................................113

Teacher Assessment Rubric ................................................................... 114

Student Assessment Rubric ................................................................... 115

The CSI Literacy Approach ....................................................................... 116

Evidence that the CSI Literacy Approach Accelerates

Achievement ......................................................................................... 117

References ................................................................................................... 118

222

What Is CSI Chapters?

CSI Chapters is a leveled collection of 25 chapter books for literacy teaching and learning.

CSI Chapters can either be used as one resource spanning three grade or year levels, or it can be separated into three classroom packages with guided reading levels: Yellow (M–P); Aqua (P–S); Purple (S–V).

The resource contains fiction and nonfiction books – with corresponding e-books – varying in length from 24 pages to 32 pages.

The fiction titles include financial literacy themes, science fiction, and realistic fiction. The nonfiction titles are designed to support students’ reading comprehension across science, mathematics, and social studies as well as general nonfiction. This is in response to evidence showing that many students struggle with the challenges of content (subject) literacy in the middle years of schooling.

CSI Chapters is part of the growing CSI Literacy “family.” CSI Chapters complements CSI – Comprehension Strategies Instruction: six reading comprehension kits containing short, digital, and hardcopy texts with comprehensive teacher support for literacy instruction at grades 3–8 (years 4–9). For more information on CSI Literacy, please visit www.csi-literacy.com.

CSI Chapters comes with comprehensive support for teaching shared, cooperative and guided reading lessons.

All CSI Chapters titles have corresponding e-book versions.

PURPLE

AQUA

YELLOW

3

TITL

ELE

VEL

BO

OK

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YPE/

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boo

k di

spel

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oney

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ith m

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l te

xt

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anci

al

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acy)

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tione

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val

ue

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vid

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how

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jar

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g fil

led

with

coi

ns (p

. 17)

. P

leas

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ideo

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east

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ook

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e it

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t whi

te

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ose-

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ark

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es a

re c

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y a

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ral p

rote

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e la

yer

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0).

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ase

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this

vid

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as

no s

ound

trac

k.

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ns: U

ggle

s M

eet W

oppl

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boo

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wha

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ppen

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hen

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le

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his

mot

her

mee

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ence

fic

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asy

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ents

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e so

lar

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o ou

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laxy

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). P

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as n

o so

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rack

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r G

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how

som

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mm

on “

fact

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f life

are

vi

ewed

by

peop

le fr

om

diff

eren

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ture

s, a

nd

sugg

ests

that

we

shou

ldn’

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ke s

ome

of th

ese

thin

gs

for

gran

ted.

Info

rmat

iona

l te

xt

•Scientific

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Cap

tione

d ph

otog

raph

s an

d ill

ustr

atio

ns,

glos

sary

, ind

ex, t

able

s

atm

osph

ere,

cu

stom

s, e

vide

nce,

Fr

ench

Rev

olut

ion,

in

dige

nous

peo

ple,

vo

lcan

oes

This

vid

eo s

how

s tim

e-la

pse

foot

age

of th

e ph

ases

of t

he

moo

n (p

. 4).

Ple

ase

note

that

th

is v

ideo

has

no

soun

dtra

ck.

An

Ove

rvie

w o

f the

CSI

Cha

pter

s B

ooks

SOCIAL

STUDIES

FICTION

MATHEMATICS

NONFICTON

4

TITL

ELE

VEL

BO

OK

SU

MM

AR

YTE

XT T

YPE/

SU

B-G

ENR

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ATU

RES

ACA

DEM

IC

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BU

LAR

YE-

BO

OK

VID

EO

Und

erw

ater

W

orld

sN

This

boo

k br

ings

to li

fe

amaz

ing

unde

rwat

er w

orld

s,

from

kel

p fo

rest

s, to

cor

al

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s, to

bla

ck-a

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hite

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oker

s!

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rmat

iona

l te

xt

•Scientific

Cap

tione

d ph

otog

raph

s,

fast

fact

s, g

loss

ary,

in

dex,

map

s

clim

ate

chan

ge,

curr

ents

, liv

ing

orga

nism

s,

min

eral

s, n

utri

ents

, pr

edat

ors,

te

chno

logy

This

vid

eo s

how

s tw

o se

a ot

ters

sw

imm

ing

thro

ugh

a ke

lp fo

rest

(p. 6

). P

leas

e no

te th

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is v

ideo

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no

soun

dtra

ck.

The

Boy

Who

Sa

ved

Too

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h

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is b

ook

expl

ains

how

th

e “m

agic

” of

com

poun

d in

tere

st w

orks

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ratu

re

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(rea

listic

fic

tion,

fin

anci

al

liter

acy)

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ssar

y, h

umor

,

mat

hem

atic

al c

once

pts,

qu

estio

ns in

dia

logu

e

auto

biog

raph

y, a

xis,

ch

art,

com

mer

cial

, fa

ctor

ies,

gra

ph,

hori

zont

al,

inve

stor

s, lo

an,

perc

enta

ge,

roun

ded,

sto

le th

e so

ccer

bal

l, ve

rtic

al

This

vid

eo s

how

s M

ia H

amm

an

d th

e U

.S. W

omen

’s

Nat

iona

l Soc

cer

Team

in

actio

n (p

. 2).

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ase

note

that

th

is v

ideo

has

no

soun

dtra

ck.

The

Rig

ht A

ngle

OTh

is b

ook

offe

rs a

fres

h w

ay

to lo

ok a

t mat

hem

atic

al

conc

epts

– th

roug

h po

etry

.

Lite

ratu

re

•Poetry

Cap

tione

d di

agra

ms,

fast

fa

cts,

glo

ssar

y, in

dex

circ

umfe

renc

e,

cylin

der,

divi

sion

, fac

tors

, fo

rmul

a, fr

actio

n,

Inte

rnat

iona

l Dat

e Li

ne, m

ultip

le,

mys

tery

, par

alle

l lin

e, p

erim

eter

This

ani

mat

ion

is d

esig

ned

to h

elp

read

ers

visu

aliz

e a

möb

ius

stri

p, fe

atur

ed in

the

poem

“M

öbiu

s Tr

ip”

(p

. 18)

. Ple

ase

note

that

this

an

imat

ion

has

no s

ound

trac

k.

Who

Did

It?

PTh

is b

ook

show

s ho

w

fore

nsic

sci

ence

has

ch

ange

d th

roug

h tim

e,

and

how

toda

y’s

(and

to

mor

row

’s) c

rim

es c

an

be s

olve

d th

roug

h ev

er-

adva

ncin

g te

chno

logy

.

Info

rmat

iona

l te

xt

•Scientific

•Historical

Cap

tione

d ph

otog

raph

s,

fast

fact

s, g

loss

ary,

in

dex,

tabl

es, t

imel

ine

cour

t of l

aw,

mic

rosc

opic

The

first

vid

eo s

how

s Jo

hn

Dill

inge

r be

ing

held

in c

usto

dy

afte

r on

e of

his

arr

ests

(p.

7). T

he s

econ

d vi

deo

show

s a

fore

nsic

s ex

pert

dus

ting

for

finge

rpri

nts

(p. 9

). P

leas

e no

te th

at th

ese

vide

os h

ave

no

soun

dtra

cks.

The

Scie

nce

of

Slee

pP

This

boo

k ex

plai

ns w

hy w

e sl

eep

and

how

we

slee

p.In

form

atio

nal

text

•Scientific

Cap

tione

d ill

ustr

atio

ns

and

phot

ogra

phs,

cha

rt,

diag

ram

s, fa

st fa

cts,

gl

ossa

ry, i

ndex

perc

ent,

scie

ntifi

c ev

iden

ce, s

cien

tific

ex

peri

men

ts,

tabl

e, te

chno

logy

, vo

lunt

eers

This

vid

eo s

how

s an

ast

rona

ut

taki

ng a

nap

in th

e co

ntro

l ro

om o

f a s

pace

craf

t (p.

12)

. P

leas

e no

te th

at th

is v

ideo

ha

s no

sou

ndtr

ack.

MATHEMATICS

FICTION

SCIENCE

SCIENCE

NONFICTON

5

TITL

ELE

VEL

BO

OK

SU

MM

AR

YTE

XT T

YPE/

SU

B-G

ENR

EFE

ATU

RES

ACA

DEM

IC

VOCA

BU

LAR

YE-

BO

OK

VID

EO

Und

erw

ater

W

orld

sN

This

boo

k br

ings

to li

fe

amaz

ing

unde

rwat

er w

orld

s,

from

kel

p fo

rest

s, to

cor

al

reef

s, to

bla

ck-a

nd-w

hite

sm

oker

s!

Info

rmat

iona

l te

xt

•Scientific

Cap

tione

d ph

otog

raph

s,

fast

fact

s, g

loss

ary,

in

dex,

map

s

clim

ate

chan

ge,

curr

ents

, liv

ing

orga

nism

s,

min

eral

s, n

utri

ents

, pr

edat

ors,

te

chno

logy

This

vid

eo s

how

s tw

o se

a ot

ters

sw

imm

ing

thro

ugh

a ke

lp fo

rest

(p. 6

). P

leas

e no

te th

at th

is v

ideo

has

no

soun

dtra

ck.

The

Boy

Who

Sa

ved

Too

Muc

h

OTh

is b

ook

expl

ains

how

th

e “m

agic

” of

com

poun

d in

tere

st w

orks

.

Lite

ratu

re

•Story

(rea

listic

fic

tion,

fin

anci

al

liter

acy)

Glo

ssar

y, h

umor

,

mat

hem

atic

al c

once

pts,

qu

estio

ns in

dia

logu

e

auto

biog

raph

y, a

xis,

ch

art,

com

mer

cial

, fa

ctor

ies,

gra

ph,

hori

zont

al,

inve

stor

s, lo

an,

perc

enta

ge,

roun

ded,

sto

le th

e so

ccer

bal

l, ve

rtic

al

This

vid

eo s

how

s M

ia H

amm

an

d th

e U

.S. W

omen

’s

Nat

iona

l Soc

cer

Team

in

actio

n (p

. 2).

Ple

ase

note

that

th

is v

ideo

has

no

soun

dtra

ck.

The

Rig

ht A

ngle

OTh

is b

ook

offe

rs a

fres

h w

ay

to lo

ok a

t mat

hem

atic

al

conc

epts

– th

roug

h po

etry

.

Lite

ratu

re

•Poetry

Cap

tione

d di

agra

ms,

fast

fa

cts,

glo

ssar

y, in

dex

circ

umfe

renc

e,

cylin

der,

divi

sion

, fac

tors

, fo

rmul

a, fr

actio

n,

Inte

rnat

iona

l Dat

e Li

ne, m

ultip

le,

mys

tery

, par

alle

l lin

e, p

erim

eter

This

ani

mat

ion

is d

esig

ned

to h

elp

read

ers

visu

aliz

e a

möb

ius

stri

p, fe

atur

ed in

the

poem

“M

öbiu

s Tr

ip”

(p

. 18)

. Ple

ase

note

that

this

an

imat

ion

has

no s

ound

trac

k.

Who

Did

It?

PTh

is b

ook

show

s ho

w

fore

nsic

sci

ence

has

ch

ange

d th

roug

h tim

e,

and

how

toda

y’s

(and

to

mor

row

’s) c

rim

es c

an

be s

olve

d th

roug

h ev

er-

adva

ncin

g te

chno

logy

.

Info

rmat

iona

l te

xt

•Scientific

•Historical

Cap

tione

d ph

otog

raph

s,

fast

fact

s, g

loss

ary,

in

dex,

tabl

es, t

imel

ine

cour

t of l

aw,

mic

rosc

opic

The

first

vid

eo s

how

s Jo

hn

Dill

inge

r be

ing

held

in c

usto

dy

afte

r on

e of

his

arr

ests

(p.

7). T

he s

econ

d vi

deo

show

s a

fore

nsic

s ex

pert

dus

ting

for

finge

rpri

nts

(p. 9

). P

leas

e no

te th

at th

ese

vide

os h

ave

no

soun

dtra

cks.

The

Scie

nce

of

Slee

pP

This

boo

k ex

plai

ns w

hy w

e sl

eep

and

how

we

slee

p.In

form

atio

nal

text

•Scientific

Cap

tione

d ill

ustr

atio

ns

and

phot

ogra

phs,

cha

rt,

diag

ram

s, fa

st fa

cts,

gl

ossa

ry, i

ndex

perc

ent,

scie

ntifi

c ev

iden

ce, s

cien

tific

ex

peri

men

ts,

tabl

e, te

chno

logy

, vo

lunt

eers

This

vid

eo s

how

s an

ast

rona

ut

taki

ng a

nap

in th

e co

ntro

l ro

om o

f a s

pace

craf

t (p.

12)

. P

leas

e no

te th

at th

is v

ideo

ha

s no

sou

ndtr

ack.

TITL

ELE

VEL

BO

OK

SU

MM

AR

YTE

XT T

YPE/

SU

B-G

ENR

EFE

ATU

RES

ACA

DEM

IC

VOCA

BU

LAR

YE-

BO

OK

VID

EO

Wha

t a M

ess!

PTh

is b

ook

expl

ores

the

caus

es o

f oil

spill

s, th

e ef

fect

s of

spi

lls o

n th

e en

viro

nmen

t, an

d ho

w s

uch

mes

ses

are

clea

ned

up.

Info

rmat

iona

l te

xt

•Historical

Cap

tione

d ph

otog

raph

s,

fast

fact

s, g

loss

ary,

in

dex,

map

s

adve

rtis

emen

t, el

ectr

icity

, har

bor,

Nat

ive

Am

eric

ans,

oc

ean

curr

ents

, oil,

vo

lunt

eer,

Wor

ld

War

s I a

nd II

The

first

vid

eo s

how

s w

hat

happ

ens

to b

irds

whe

n th

ey

get c

over

ed in

oil

(p. 1

8).

The

seco

nd v

ideo

sho

ws

the

even

ts s

urro

undi

ng th

e 20

10

Dee

pwat

er H

oriz

on o

il sp

ill,

and

subs

eque

nt c

lean

-up

effo

rts

(p. 2

1).

Big

Bug

s,

"Bad

" B

ugs

QTh

is b

ook

intr

oduc

es

read

ers

to e

ight

fasc

inat

ing

bugs

, som

e bi

g ye

t ha

rmle

ss, a

nd s

ome

smal

l ye

t ver

y da

nger

ous.

Info

rmat

iona

l te

xt

•Scientific

Cap

tione

d ill

ustr

atio

ns

and

phot

ogra

phs,

di

agra

ms,

fast

fact

s,

glos

sary

, ind

ex, m

aps

atm

osph

ere,

cl

uste

rs,

envi

ronm

ent,

inha

bita

nts,

m

yste

ry, p

reda

tor,

recy

clin

g, te

rrito

ry

The

first

vid

eo s

how

s a

gian

t bu

rrow

ing

cock

roac

h (p

. 5).

The

seco

nd v

ideo

sho

ws

a pr

ayin

g m

antis

eat

ing

its

prey

(p. 1

1). T

he th

ird

vide

o sh

ows

a pr

ayin

g m

antis

usi

ng

cam

oufl

age

and

fight

ing

off a

la

rger

att

acke

r (p

. 12)

.

The

Gar

den

QTh

is b

ook

is a

bout

som

e ch

ildre

n w

ho g

et a

pup

py,

but t

hen

real

ize

they

hav

e to

ear

n m

oney

to ta

ke c

are

of it

.

Lite

ratu

re

•Story

(rea

listic

fic

tion,

fin

anci

al

liter

acy)

Dia

logu

e, g

loss

ary,

hu

mor

, mat

hem

atic

al

conc

epts

, pro

blem

so

lvin

g

fund

, inc

ome,

in

vest

men

tTh

is v

ideo

sho

ws

a w

oman

an

d a

child

dem

onst

ratin

g ho

w to

pla

nt th

ings

in a

ga

rden

(p. 1

2). P

leas

e no

te th

at th

is v

ideo

has

no

soun

dtra

ck.

Ato

llsR

This

boo

k ex

plor

es h

ow

atol

ls a

re fo

rmed

, and

how

th

ey c

an h

elp

scie

ntis

ts

pred

ict f

utur

e cl

imat

e ch

ange

s.

Info

rmat

iona

l te

xt

•Scientific

Cap

tione

d ill

ustr

atio

ns

and

phot

ogra

phs,

di

agra

ms,

fast

fact

s,

glos

sary

, ind

ex, m

aps

arch

aeol

ogis

ts,

atm

osph

ere,

cl

imat

e ch

ange

, er

osio

n, g

laci

ers,

in

habi

tant

s,

navi

gatio

n, N

orth

an

d So

uth

Pol

es,

pred

ator

s

This

vid

eo s

how

s a

stor

m

surg

e br

eaki

ng o

ver

a se

awal

l de

sign

ed to

pro

tect

low

-lyi

ng

land

(p. 1

9).

SOCIAL

STUDIES

FICTION

SCIENCE

SOCIAL

STUDIES

6

TITL

ELE

VEL

BO

OK

SU

MM

AR

YTE

XT T

YPE/

SU

B-G

ENR

EFE

ATU

RES

ACA

DEM

IC

VOCA

BU

LAR

YE-

BO

OK

VID

EO

Ice

Pilo

tsR

This

boo

k is

abo

ut w

hy ic

e pi

lots

mus

t tak

e of

f and

la

nd in

som

e of

the

mos

t da

nger

ous

cond

ition

s on

Ea

rth,

and

how

thei

r sp

ecia

l ca

rgo

play

s an

impo

rtan

t pa

rt in

our

und

erst

andi

ng o

f th

e w

orld

, and

our

futu

re.

Info

rmat

iona

l te

xt

•Scientific

Cap

tione

d ph

otog

raph

s,

diag

ram

s, fa

st fa

cts,

gl

ossa

ry, g

raph

s, in

dex,

m

aps

atm

osph

eres

, be

droc

k, c

limat

e ch

ange

, Ear

th’s

axi

s,

Nor

th a

nd S

outh

P

oles

, tec

hnol

ogy

The

first

vid

eo s

how

s an

air

cr

ew la

ndin

g in

Ant

arct

ica

duri

ng a

whi

teou

t (p.

11)

. The

se

cond

vid

eo s

how

s an

ice

pilo

t att

empt

ing

to ta

ke o

ff in

di

ffic

ult c

ircu

mst

ance

s (p

. 25)

.

Infin

ityR

This

boo

k he

lps

read

ers

unde

rsta

nd th

at in

finity

is

not a

num

ber,

but a

con

cept

.

Info

rmat

iona

l te

xt

•Technical

Cap

tione

d ph

otog

raph

s an

d ill

ustr

atio

ns,

diag

ram

s, e

quat

ions

, fa

st fa

cts,

glo

ssar

y,

inde

x, p

oetr

y

evid

ence

, fra

ctio

n,

oute

r sp

ace,

par

alle

l lin

es

This

vid

eo s

how

s th

at d

ark

ener

gy a

ccel

erat

es th

e un

iver

se’s

exp

ansi

on (p

. 13)

. P

leas

e no

te th

at th

is v

ideo

ha

s no

sou

ndtr

ack.

The

Man

Who

C

hang

ed th

e W

orld

STh

is b

ook

deta

ils th

e lif

e of

A

lber

t Ein

stei

n, a

nd lo

oks

at

som

e of

the

way

s in

whi

ch

he c

hang

ed th

e w

orld

.

Info

rmat

iona

l te

xt

•Literary

nonf

ictio

n

(gra

phic

no

vel,

bi

ogra

phy)

•Historical

Dia

gram

s, g

loss

ary,

in

dex,

map

sA

dolf

Hitl

er,

inve

ntio

n, m

ass,

pr

oof,

sala

ry,

univ

ersi

ty

This

vid

eo s

how

s A

lber

t Ei

nste

in a

nd h

is w

ife, E

lsa,

w

alki

ng d

own

a ga

ngpl

ank

as

they

arr

ive

in N

ew Y

ork

City

(p

. 18)

.

His

sy F

itsS

This

boo

k gi

ves

read

ers

an

insi

ght i

nto

wha

t mak

es u

s an

gry,

and

how

diff

eren

t an

imal

s di

spla

y an

ger.

Info

rmat

iona

l te

xt

•Scientific

Cap

tione

d ph

otog

raph

s an

d ill

ustr

atio

ns, f

ast

fact

s, g

loss

ary,

inde

x,

map

s

And

es, c

alor

ie,

dise

ase,

law

en

forc

emen

t, lif

e ex

pect

ancy

, N

apol

eon

Bon

apar

te,

popu

latio

ns, p

ulse

ra

tes,

sho

rtag

e,

terr

itory

, Win

ston

C

hurc

hill

The

first

vid

eo s

how

s Le

e W

heel

is p

ract

icin

g sp

ittin

g m

elon

see

ds in

his

dri

vew

ay

(p. 1

1). T

he s

econ

d vi

deo

show

s Ta

sman

ian

devi

l joe

ys

fight

ing

each

oth

er (p

. 20)

.

MATHEMATICS

SCIENCE

NONFICTON

NONFICTON

7

TITL

ELE

VEL

BO

OK

SU

MM

AR

YTE

XT T

YPE/

SU

B-G

ENR

EFE

ATU

RES

ACA

DEM

IC

VOCA

BU

LAR

YE-

BO

OK

VID

EO

It’s

a D

eal!

TTh

is b

ook

tells

the

stor

y of

a

girl

who

get

s in

to s

ome

diff

icul

ty u

sing

a c

redi

t ca

rd. I

t exp

lore

s so

me

basi

c co

ncep

ts r

elat

ed to

co

mpo

undi

ng d

ebt.

Lite

ratu

re

•Story(realistic

fictio

n,

finan

cial

lit

erac

y)

Glo

ssar

y, m

athe

mat

ical

co

ncep

ts, q

uest

ions

in

dial

ogue

debt

, loa

nTh

is v

ideo

sho

ws

a gi

rl

purc

hasi

ng g

oods

at a

sto

re

with

a c

redi

t car

d (p

. 13)

. P

leas

e no

te th

at th

is v

ideo

ha

s no

sou

ndtr

ack.

It's

a N

umbe

rs

Gam

eT

This

boo

k sh

ows

how

st

atis

tics

play

a b

ig p

art

in s

port

s, a

nd w

hat s

port

s st

atis

tics

real

ly m

ean.

Info

rmat

iona

l te

xt

•Technical

Cap

tione

d ph

otog

raph

s,

char

ts, f

ast f

acts

, gl

ossa

ry,

appa

ratu

s,

athl

etes

, fra

ctio

n,

perc

enta

ges

The

first

vid

eo s

how

s an

air

cr

ew la

ndin

g in

Ant

arct

ica

duri

ng a

whi

teou

t (p.

11)

. The

se

cond

vid

eo s

how

s an

ice

pilo

t att

empt

ing

to ta

ke o

ff in

di

ffic

ult c

ircu

mst

ance

s (p

. 25)

.

Who

Kne

w?

TTh

is b

ook

exam

ines

mod

ern

obje

cts

and

unco

vers

som

e su

rpri

sing

fact

s ab

out w

hen,

ho

w, a

nd w

hy th

ey w

ere

first

in

vent

ed.

Info

rmat

iona

l te

xt

•Scientific

•Historical

Cap

tione

d ph

otog

raph

s an

d ill

ustr

atio

ns,

diag

ram

s, fa

st fa

cts,

gl

ossa

ry, i

ndex

A.D

., an

cien

t G

reec

e, B

.C.,

elec

tric

ity,

inve

ntio

ns, i

ron,

R

evol

utio

nary

War

, te

chno

logy

, Wor

ld

War

II

The

first

vid

eo s

how

s a

gam

e of

Pon

g be

ing

play

ed (p

. 12)

. Th

e se

cond

vid

eo s

how

s a

car

asse

mbl

y lin

e fr

om th

e pa

st

(p. 1

4). T

he th

ird

vide

o sh

ows

som

e ea

rly

atte

mpt

s at

flig

ht

(p. 1

6). T

he fo

urth

vid

eo s

how

s a

3D m

odel

of L

eona

rdo

da

Vinc

i’s g

lider

(p. 2

5). P

leas

e no

te th

at th

ese

vide

os h

ave

no

soun

dtra

cks.

A G

uide

to

Tim

e Tr

avel

UTh

is b

ook

prov

es th

at

time

trav

el is

theo

retic

ally

po

ssib

le. T

he th

eory

is

expl

aine

d to

a g

irl b

y he

r gr

andf

athe

r th

roug

h a

seri

es

of m

athe

mat

ical

ste

ps.

Lite

ratu

re

•Story(science

fictio

n)

Cap

tione

d ill

ustr

atio

ns,

equa

tions

, glo

ssar

y,

hum

or, i

ndex

, que

stio

ns

in d

ialo

gue

deci

mal

, fra

ctio

n,

sola

r sy

stem

This

vid

eo is

mad

e by

st

uden

ts a

nd p

iece

d to

geth

er

via

an o

nlin

e co

mm

unic

atio

n to

ol. I

t sho

ws

Eins

tein

’s th

eory

of

tim

e di

latio

n, a

nd h

ow ti

me

trav

el is

theo

retic

ally

pos

sibl

e (p

. 18)

.

TITL

ELE

VEL

BO

OK

SU

MM

AR

YTE

XT T

YPE/

SU

B-G

ENR

EFE

ATU

RES

ACA

DEM

IC

VOCA

BU

LAR

YE-

BO

OK

VID

EO

Ice

Pilo

tsR

This

boo

k is

abo

ut w

hy ic

e pi

lots

mus

t tak

e of

f and

la

nd in

som

e of

the

mos

t da

nger

ous

cond

ition

s on

Ea

rth,

and

how

thei

r sp

ecia

l ca

rgo

play

s an

impo

rtan

t pa

rt in

our

und

erst

andi

ng o

f th

e w

orld

, and

our

futu

re.

Info

rmat

iona

l te

xt

•Scientific

Cap

tione

d ph

otog

raph

s,

diag

ram

s, fa

st fa

cts,

gl

ossa

ry, g

raph

s, in

dex,

m

aps

atm

osph

eres

, be

droc

k, c

limat

e ch

ange

, Ear

th’s

axi

s,

Nor

th a

nd S

outh

P

oles

, tec

hnol

ogy

The

first

vid

eo s

how

s an

air

cr

ew la

ndin

g in

Ant

arct

ica

duri

ng a

whi

teou

t (p.

11)

. The

se

cond

vid

eo s

how

s an

ice

pilo

t att

empt

ing

to ta

ke o

ff in

di

ffic

ult c

ircu

mst

ance

s (p

. 25)

.

Infin

ityR

This

boo

k he

lps

read

ers

unde

rsta

nd th

at in

finity

is

not a

num

ber,

but a

con

cept

.

Info

rmat

iona

l te

xt

•Technical

Cap

tione

d ph

otog

raph

s an

d ill

ustr

atio

ns,

diag

ram

s, e

quat

ions

, fa

st fa

cts,

glo

ssar

y,

inde

x, p

oetr

y

evid

ence

, fra

ctio

n,

oute

r sp

ace,

par

alle

l lin

es

This

vid

eo s

how

s th

at d

ark

ener

gy a

ccel

erat

es th

e un

iver

se’s

exp

ansi

on (p

. 13)

. P

leas

e no

te th

at th

is v

ideo

ha

s no

sou

ndtr

ack.

The

Man

Who

C

hang

ed th

e W

orld

STh

is b

ook

deta

ils th

e lif

e of

A

lber

t Ein

stei

n, a

nd lo

oks

at

som

e of

the

way

s in

whi

ch

he c

hang

ed th

e w

orld

.

Info

rmat

iona

l te

xt

•Literary

nonf

ictio

n

(gra

phic

no

vel,

bi

ogra

phy)

•Historical

Dia

gram

s, g

loss

ary,

in

dex,

map

sA

dolf

Hitl

er,

inve

ntio

n, m

ass,

pr

oof,

sala

ry,

univ

ersi

ty

This

vid

eo s

how

s A

lber

t Ei

nste

in a

nd h

is w

ife, E

lsa,

w

alki

ng d

own

a ga

ngpl

ank

as

they

arr

ive

in N

ew Y

ork

City

(p

. 18)

.

His

sy F

itsS

This

boo

k gi

ves

read

ers

an

insi

ght i

nto

wha

t mak

es u

s an

gry,

and

how

diff

eren

t an

imal

s di

spla

y an

ger.

Info

rmat

iona

l te

xt

•Scientific

Cap

tione

d ph

otog

raph

s an

d ill

ustr

atio

ns, f

ast

fact

s, g

loss

ary,

inde

x,

map

s

And

es, c

alor

ie,

dise

ase,

law

en

forc

emen

t, lif

e ex

pect

ancy

, N

apol

eon

Bon

apar

te,

popu

latio

ns, p

ulse

ra

tes,

sho

rtag

e,

terr

itory

, Win

ston

C

hurc

hill

The

first

vid

eo s

how

s Le

e W

heel

is p

ract

icin

g sp

ittin

g m

elon

see

ds in

his

dri

vew

ay

(p. 1

1). T

he s

econ

d vi

deo

show

s Ta

sman

ian

devi

l joe

ys

fight

ing

each

oth

er (p

. 20)

.

MATHEMATICS

MATHEMATICS

SOCIAL

STUDIES

FICTION

TITL

ELE

VEL

BO

OK

SU

MM

AR

YTE

XT T

YPE/

SU

B-G

ENR

EFE

ATU

RES

ACA

DEM

IC

VOCA

BU

LAR

YE-

BO

OK

VID

EO

Mon

ster

H

untin

gU

This

boo

k in

vest

igat

es

cryp

tozo

olog

y –

the

stud

y of

m

yste

riou

s cr

eatu

res.

The

fe

atur

ed “

mon

ster

s” r

ange

fr

om p

rehi

stor

ic ti

mes

to th

e pr

esen

t day

.

Info

rmat

iona

l te

xt

•Scientific

Cap

tione

d ph

otog

raph

s an

d ill

ustr

atio

ns, c

hart

s,

fast

fact

s, g

loss

ary,

in

dex,

map

s, s

cale

di

agra

ms

foss

ils, I

nter

net,

mer

chan

ts, N

ativ

e A

mer

ican

, nat

ural

en

viro

nmen

t, po

pula

tion,

te

chno

logy

This

vid

eo s

how

s a

Kom

odo

drag

on w

alki

ng a

long

a b

each

(p

. 16)

. Ple

ase

note

that

this

vi

deo

has

no s

ound

trac

k.

Cra

sh!

VTh

is b

ook

expl

ains

wha

t a

stoc

k m

arke

t is,

wha

t ha

ppen

s w

hen

it cr

ashe

s,

and

how

pas

t sto

ck m

arke

t cr

ashe

s ha

ve a

ffec

ted

peop

le’s

live

s.

Info

rmat

iona

l te

xt

•Historical

Cap

tione

d ph

otog

raph

s an

d ill

ustr

atio

ns, f

ast

fact

s, g

loss

ary,

inde

x,

proc

edur

e (r

ecip

e),

timel

ines

curr

ency

, eco

nom

y,

Gre

at D

epre

ssio

n,

mar

ket,

prof

it,

risk

, Uni

ted

Stat

es

Dec

lara

tion

of

Inde

pend

ence

, Wal

l St

reet

Cra

sh o

f 19

29

This

vid

eo s

how

s th

e To

kyo

Stoc

k ex

chan

ge a

s st

ockb

roke

rs p

anic

due

to a

cr

ash

(p. 1

2). P

leas

e no

te th

at

this

vid

eo h

as n

o so

undt

rack

.

Dia

ry o

f In

visi

ble

Me

VTh

is b

ook

look

s at

how

on

e ch

arac

ter

turn

s th

e ta

bles

on

a bu

lly, w

hile

als

o ex

plor

ing

som

e im

port

ant

conc

epts

aro

und

civi

l and

hu

man

rig

hts.

Lite

ratu

re

•Story

(rea

listic

fic

tion)

Dia

ry e

ntri

es, f

act b

oxes

, gl

ossa

ry, h

umor

, quo

tes

athl

ete,

Cés

ar

Chá

vez,

Eas

tern

Eu

rope

, lab

or u

nion

, M

artin

Lut

her

Kin

g Jr

., re

fuge

e,

revo

lutio

n

This

vid

eo s

how

s M

artin

Lu

ther

Kin

g Jr

. spe

akin

g ab

out t

he A

laba

ma

bus

boyc

ott

The

Gre

at

Eart

h M

agne

tV

This

boo

k ex

plor

es th

e hi

stor

y of

the

disc

over

y of

Ea

rth’

s m

agne

tism

, thr

ough

ill

ustr

ated

pan

els.

Info

rmat

iona

l te

xt

•Scientific

(gra

phic

no

vel)

Dia

gram

s, g

loss

ary,

in

dex,

map

s, p

roce

dure

s (e

xper

imen

ts)

com

pass

, co

re, c

urre

nts,

he

mis

pher

e,

lege

nd, N

orth

and

So

uth

Pol

es, s

ilk

road

The

first

vid

eo s

how

s an

an

imat

ion

of th

e Ea

rth’

s m

agne

tic fi

eld

(p. 3

). Th

e se

cond

vid

eo s

how

s a

com

pass

bei

ng u

sed

(p. 5

). P

leas

e no

te th

at th

ese

vide

os

have

no

soun

dtra

cks.

888

SCIENCE

NONFICTON

SOCIAL

STUDIES

FICTION

9

Using CSI Chapters for Explicit Teaching (Part 1)

CSI Chapters is designed to be a flexible resource that supports multiple approaches to classroom teaching. This teachers’ guide supports three principle approaches by which teachers can use the resource:

1. Using comprehension-strategy-based lessons and the CSI Chapters e-books to explicitly teach comprehension strategies (recommended if you haven’t explicitly taught comprehension strategies before or if your students are not familiar with comprehension strategies).

2. Using e-books to practice applying already-known comprehension strategies (recommended if you have already taught the comprehension strategies lessons in this guide or if your students are already familiar with comprehension strategies).

3. Using guided-reading lessons and hardcopy CSI Chapters books to follow a leveled literacy program using already-learned comprehension strategies (recommended if you have already taught explicit comprehension strategies, especially if your students are familiar with CSI – Comprehension Strategies Instruction).

We recommend that teachers use the approach most appropriate for their students and their school, yet also encourage teachers to be flexible between the approaches to make the most of this resource.

Shared and Cooperative Reading Using the E-BooksShared reading using the strategy-based lessons CSI Chapters provides teachers with a model lesson for each of the following comprehension strategies:

Making Connections, Asking Questions, Visualizing, Drawing Inferences, Determining Important Ideas, Synthesizing Information, Monitoring Comprehension and Repairing Understanding.

CSI Chapters books come in two formats:

For shared and cooperative lesson plans, see pages 14–35.

For guided reading lesson plans, see page 38–112.

E-Books for shared and cooperative reading

Hardcopy books for guided and independent reading

10

The strategy-based lesson plans (pp. 14–27) focus on teaching one comprehension strategy at a time, following the advice of Harvey and Goudvis (2007) and others who advise that, while we use strategies in combination, it is best to explicitly teach each strategy in isolation to give students the best chance to learn it.

The strategy-based lessons are strong, engaging models for teaching comprehension strategies and academic and general vocabulary, as well as for reinforcing writing, fluency, and decoding. They are designed to be used with the CSI Chapters e-books in whole-group shared/modeled reading using an interactive whiteboard or data projector. Depending on your preference, you might use a whole chapter book or part of a chapter book for this step.

Cooperative learning At the conclusion of the shared reading lesson, teachers can group students to complete a cooperative activity. Together, students can work together in pairs or small groups around a computer as they read, think, and talk about the e-book texts to reinforce the explicit instruction from the previous whole-group lesson.

Have the students practice the strategy they have just learned (for example, “Making Connections”), and support them as they hold learning conversations, as follows:

1. Pair students or put them into small groups.2. Provide students with the e-book (or hardcopy

version if technology is unavailable) of the text being used for instruction.

3. Have students practice the target strategy cooperatively – they read, think, and talk their way through the book or spreads of the book, using the e-book text and digital tools.

Move around the room, listening in to the learning conversations and guiding students in their understanding and use of the target strategy.

Once finished reading and exploring the e-book, students can complete a graphic organizer (pp. 28–35) that has been specifically designed to reinforce the strategy they have been practicing.

The e-books operate within a unique CSI Chapters digital interface, with tools specifically designed for use with strategy-based lessons. The interface is an easy-to-use and powerful tool for explicit teaching and learning of comprehension strategies, vocabulary, and metacognition. For a detailed look at how to use the digital tools with the e-books, see pages 11–13.

Please note: If you have technology restrictions preventing you from teaching with the e-books, you can also complete the strategy-based lessons using the hardcopy books.

11

Tips

for

Usi

ng th

e E-

book

s B

efor

e st

artin

g on

the

CSI

Cha

pter

s st

rate

gy le

sson

s, it

’s r

ecom

men

ded

that

you

fam

iliar

ize

your

self

with

the

e-bo

oks

and

the

digi

tal t

ools

with

in th

e in

terf

ace.

The

tabl

e be

low

sho

ws

the

tool

s as

feat

ures

, how

to u

se th

em, a

nd w

hy th

ey a

re u

sefu

l for

teac

hing

and

lear

ning

.

Feat

ure

How

to u

seTe

achi

ng a

nd le

arni

ng u

ses

Mas

k1.

Clic

k th

e m

ask

tool

.

2. U

se th

e ar

row

s ar

ound

the

mas

k to

siz

e an

d po

sitio

n it.

3. C

lick

the

mag

nify

ing

glas

s ic

on to

zoo

m in

.

4. T

o cl

ose

the

mas

k, c

lick

on th

e m

ask

icon

aga

in.

5. C

lick

the

rese

t ico

n to

ret

urn

the

page

to it

s or

igin

al

posi

tion.

Use

the

mas

k to

sho

w im

port

ant t

ext e

lem

ents

by

isol

atin

g th

em a

nd

mag

nify

ing

them

for

mod

elin

g an

d di

scus

sion

. For

exa

mpl

e, ti

tles

and

blu

rbs,

he

adin

gs, p

hoto

s, c

aptio

ns, t

able

s, a

nd g

raph

s.

Als

o us

e th

e m

ask

for

para

grap

hs, s

uch

as th

ose

that

con

tain

impo

rtan

t ide

as.

The

mas

k to

ol is

use

ful f

or p

redi

ctin

g.

For

wri

ting

– m

ask

an a

rea

of te

xt, t

hen

ask

the

stud

ents

to w

rite

the

next

pa

ragr

aph.

The

y w

ill h

ave

to th

ink

abou

t tex

t typ

e, c

onte

nt, c

onte

xt,

sequ

ence

, etc

.

Dig

ital

glos

sary

To

dis

play

a p

op-u

p de

finiti

on:

- C

lick

any

bold

wor

d.

To c

lose

a p

op-u

p de

finiti

on:

- C

lick

the

red

“X”

in th

e to

p ri

ght-

hand

cor

ner

of th

e po

p-up

box

.

Ask

the

stud

ents

to “

solv

e” th

e w

ord

in c

onte

xt a

nd th

en c

lick

on th

e de

finiti

on.

This

is g

ood

for

deve

lopi

ng a

cade

mic

, dom

ain-

spec

ific,

and

gen

eral

vo

cabu

lary

.

Stud

ents

will

enj

oy p

ress

ing

or c

licki

ng o

n th

e w

ords

them

selv

es.

Embe

dded

vi

deos

To

pla

y an

em

bedd

ed v

ideo

: -

Clic

k th

e gr

een

play

/sto

p bu

tton

. Not

e, th

ese

butt

ons

will

onl

y ap

pear

on

page

s w

here

a v

ideo

is

embe

dded

.

To c

lose

an

embe

dded

vid

eo:

- C

lick

the

red

“X”

in th

e to

p ri

ght-

hand

cor

ner

of th

e vi

deo

box.

Use

the

vide

os to

bui

ld b

ackg

roun

d/w

orld

kno

wle

dge.

Vide

os a

re e

spec

ially

goo

d fo

r st

rugg

ling

read

ers

and

ELL/

ESL

stud

ents

.

Ask

the

stud

ents

to p

redi

ct w

hat t

he v

ideo

will

sho

w.

Whe

n th

e vi

deo

has

play

ed, a

sk th

e st

uden

ts to

mak

e co

nnec

tions

bet

wee

n th

e vi

deo

and

the

text

.

The

vide

os in

crea

se e

ngag

emen

t and

mot

ivat

ion.

12

Feat

ure

How

to u

seTe

achi

ng a

nd le

arni

ng u

ses

Dra

win

g to

ols

1. C

lick

the

penc

il or

hig

hlig

hter

icon

.

2. C

lick

the

penc

il-/h

ighl

ight

er-w

idth

icon

.

3. C

hoos

e yo

ur p

enci

l/hi

ghlig

hter

wid

th.

4. C

lick

the

colo

r pa

lett

e ic

on.

5. C

hoos

e a

colo

r

6. W

rite

or

draw

on

the

page

.

Use

the

draw

ing

tool

s to

focu

s th

e st

uden

ts o

n a

part

icul

ar w

ord

or li

ne.

Hig

hlig

ht a

nd id

entif

y ho

w y

ou u

se c

ompr

ehen

sion

str

ateg

ies

and

text

fe

atur

es.

Und

erlin

e or

hig

hlig

ht im

port

ant i

deas

. Sho

w w

here

you

are

ask

ing

a

ques

tion,

dra

win

g an

infe

renc

e, m

akin

g a

conn

ectio

n, o

r vi

sual

izin

g.

Cir

cle

or u

nder

line

diff

icul

t pie

ces

of te

xt w

here

you

hav

e to

wor

k ha

rd to

m

onito

r yo

ur c

ompr

ehen

sion

and

rep

air

your

und

erst

andi

ng.

Virt

ual

stic

ky n

ote

1. C

lick

the

note

icon

.

2. C

hoos

e a

plac

e on

the

page

whe

re y

ou w

ant y

our

note

. At t

hat p

lace

, clic

k an

d dr

ag th

e cu

rsor

di

agon

ally

dow

n th

e pa

ge, t

hen

rele

ase.

3. T

ype

into

the

note

usi

ng y

our

keyb

oard

.

To m

ove

or r

esiz

e th

e no

te:

1. C

lick

the

sele

ctio

n ic

on.

2. C

lick

on th

e st

icky

not

e.

3. U

se th

e re

d ar

row

s to

res

ize

the

note

. Clic

k th

e ar

row

and

mov

e th

e cu

rsor

in a

ny d

irec

tion.

4. U

se th

e bl

ack

arro

ws

in th

e up

per

righ

t-ha

nd

corn

er to

mov

e th

e no

te. C

lick

the

arro

ws

and

mov

e th

e cu

rsor

in a

ny d

irec

tion.

5. C

lick

anyw

here

out

side

the

note

to c

ontin

ue.

Use

the

stic

ky n

ote

for

a re

adin

g an

d w

ritin

g ac

tivity

. Whe

n re

adin

g, m

odel

ho

w to

ann

otat

e th

e te

xt to

rec

ord

how

you

are

usi

ng c

ompr

ehen

sion

st

rate

gies

or

use

it to

sum

mar

ize

then

syn

thes

ize

info

rmat

ion.

For

wri

ting,

pos

ition

the

stic

ky n

ote

over

a p

iece

of t

ext a

nd a

sk th

e st

uden

ts

to w

rite

on

the

note

wha

t the

y th

ink

coul

d go

und

erne

ath.

Thi

s re

quir

es

them

to th

ink

of th

e au

thor

’s p

urpo

se, a

nd th

e ty

pe o

f lan

guag

e th

at’s

ap

prop

riat

e –

an e

spec

ially

goo

d ex

erci

se fo

r in

form

atio

nal t

exts

.

Use

the

stic

ky n

ote

for

draw

ing

infe

renc

es, f

or e

xam

ple,

pla

ce it

ove

r a

piec

e of

text

abo

ut a

fict

iona

l cha

ract

er a

nd a

sk th

e st

uden

ts to

infe

r ab

out

the

char

acte

r. T

hen

com

pare

thei

r in

fere

nces

with

the

text

that

has

bee

n co

vere

d by

the

stic

ky n

ote.

Han

dy H

int!

Usi

ng th

e re

set t

ool i

s lik

e pu

ttin

g th

e to

olba

r in

to “

neut

ral.”

It is

go

od p

ract

ice

to r

eset

the

tool

s be

twee

n us

es, t

o av

oid

acci

dent

ally

dr

awin

g or

era

sing

whe

n yo

u m

ean

to d

o so

met

hing

els

e!

13

Feat

ure

How

to u

seTe

achi

ng a

nd le

arni

ng u

ses

Eras

e to

ol1.

Sel

ect t

he e

rase

icon

.

2. C

lick

on th

e ob

ject

you

wan

t to

eras

e.

Easi

ly e

rase

any

indi

vidu

al o

bjec

t you

hav

e pu

t on

the

page

.

Tras

h to

ol1.

Clic

k on

the

tras

h to

ol.

Eras

e A

LL th

e ob

ject

s yo

u ha

ve p

ut o

n th

e pa

ge.

Save

To s

ave

anno

tatio

ns o

n a

page

, clic

k th

e “S

ave”

but

ton.

Cre

ate

a fil

e na

me

and

clic

k “S

ave”

aga

in. P

leas

e no

te, y

ou n

eed

to s

ave

each

do

uble

-pag

e sp

read

as

a se

para

te fi

le if

you

are

ann

otat

ing

mul

tiple

spr

eads

in a

boo

k.

Load

To

load

pre

viou

sly

save

d an

nota

tions

on

a pa

ge, g

o to

the

page

and

clic

k th

e “L

oad”

but

ton.

Loc

ate

the

desi

red

file

nam

e an

d cl

ick

“Loa

d” a

gain

. Ple

ase

note

, sav

ed fi

les

are

hous

ed o

n yo

ur lo

cal h

ard

driv

e. T

his

mea

ns if

you

ope

n th

e sa

me

book

on

a di

ffer

ent

com

pute

r, yo

u w

ill n

ot h

ave

acce

ss to

you

r pr

evio

us a

nnot

atio

ns.

Pri

nt

To p

rint

a p

age,

sel

ect t

he p

rint

er ic

on. Y

ou w

ill b

e pr

ompt

ed to

cho

ose

the

left

- or

rig

ht-h

and

page

for

prin

ting.

To v

iew

the

e-bo

oks,

it is

rec

omm

ende

d to

run

them

on

Ado

be F

lash

Pla

yer

10 o

r ab

ove.

You

can

che

ck fo

r th

e la

test

sof

twar

e up

date

s at

ww

w.a

dobe

.com

/dow

nloa

ds. U

pdat

es a

re

stra

ight

forw

ard

and

free

. Min

imum

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cific

atio

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ssor

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B o

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14

COMPREHENSION STRATEGY-BASED LESSON

14

Making ConnectionsThe strategy of making connections is about the knowledge of the world (often known as “background knowledge”) that we, as readers, bring to a text.

As we read or hear a text, our comprehension of that text depends on what we already know about the topic, as well as the text structure.

Researchers have identified three kinds of connections that we make as we read:

• Text-to-self – connections we make to our own knowledge and experiences

• Text-to-text – connections we make from new texts to other texts we have experienced, including ones we have read, or seen (TV, movies)

• Text-to-world – connections to what we already know of the world, our community, and what has happened to others (Harvey and Goudvis, 2000, p. 21)

As teachers we can greatly impact our students’ comprehension by:

• Showing students how we make connections to texts – especially informational texts where text features, structure, and vocabulary can be a barrier to comprehension

• Building our students’ world knowledge by exposing them to many texts, some short, some longer, across many content/subject areas.

Lesson FocusStudents will learn how to make connections as they read a text and will notice how making connections deepens meaning and helps them understand the content and structure of the text.

Before ReadingState the lesson focus. Display the e-book pages you have chosen for the focus of this lesson. Describe your own connections to the text on display – text-to-self, text-to-text, and/or text-to-world. Describe where the knowledge came from for your connections.

Model your predictions about the rest of the book – what you expect it to be about, what text type it could be, and what connections you are basing your predictions on.

• With your learning partner(s), discuss the connections you are making about the text and what type of connections they are.

• Make and discuss your own predictions about what the book might be about, and what text type you expect it to be.

If you have masked any part of the text, facilitate a discussion about connections and predictions the students may have about what is hidden under the masked area. Unmask the text.

Model part of a skim and scan of the text you have chosen to display. Show the students how you notice text features and key words, and how you quickly run your eyes over the text.

• Skim and scan the remaining text and any maps, graphs, size scales, fast facts, or other text features.

• With your learning partner(s), discuss connections you have made to the rest of the book, after your skim and scan.

Facilitate a discussion about how the connections students have made, and their predictions, are related to their world knowledge. Discuss how different students are making connections to different parts of the text and how previewing the text helps prepare the students’ minds for the reading to come.

1515

The graphic organizer for this

lesson can be found on page 29.

During ReadingRead the first paragraph of your chosen text aloud. Model how you do a close reading, slowing down when you need to and noting vocabulary that might trip you up. If there are bold words in the text, press them, or have a student press them to see a pop-up definition. With fiction, note that early paragraphs set the scene. With nonfiction, note that early paragraphs contain important ideas.

Model how to make connections as you read to increase your understanding of the text. Model how you make connections to all parts of the text, including the more visual elements, text boxes, captions, and other text features.

• With your learning partner(s), discuss the connections you are making after doing a close reading of the first part of the text.

• Discuss how your predictions are being confirmed or changed.

Read chosen parts of the remaining text aloud. Stop after each paragraph for students to discuss the connections they are making to the text and what type of connections they are. Be sure to discuss all of the features of the text.

Record some of the students’ connections on the board, or use the virtual sticky note and drawing tools to make digital annotations.

• Think, pair, share about connections you made while reading this text, and about how your predictions changed.

After Reading Reflect with the students about how making connections helped your understanding of the text. Discuss how making connections related to the different world knowledge of each student, and how, once we begin to make connections, more connections pop into our heads.

• With your learning partner(s), discuss which of the connections you made most helped you to understand the text.

Facilitate a whole-group discussion – with think, pair, share – about the strategy of making connections, including:

• the different connections you made and why.

• how connections build when you read new information.

• how making connections helped you to understand the text better.

• what other strategies you used alongside making connections.

16

COMPREHENSION STRATEGY-BASED LESSON

16

Asking QuestionsMany students think that comprehension is about answering questions, because too often comprehension “teaching” is about reading the passage and answering some questions – but that’s surely testing comprehension, not teaching it.

“[Proficient readers]… question the content, the author, the events, the issues and the ideas in a text” (Harvey and Goudvis, 2000, p. 11).

Asking questions promotes engagement with the text, invites prediction, creates reasons to read, and fosters comprehension.

Questions about a text also foster discussions and interaction between readers, as our questions may be different depending on our background/world knowledge.

As we teach, it is highly productive to have questions asked and answered by students as well as by us as teachers. This is because “students exposed to questioning techniques that deepen their reading experiences are more able to generate ‘high quality talk’” (Duke and Pearson, 2002).

We should model how to ask high-level questions that invite thoughtful responses. “Effective teachers asked high level questions, requiring students to make inferences and to think beyond the text” (Sweet and Snow, 2002, p. 44).

Critical questions can be described as “looking behind the text” for the author’s perspective, purpose, and voice. We should encourage students to ask such questions.

Lesson FocusStudents will learn to ask questions to improve their understanding of – and response to – text, before, during, and after reading.

Before ReadingDisplay the e-book text you have chosen for the focus of this lesson, with the text masked where appropriate. State the lesson focus.

Model how to ask questions based on the displayed text. Share with students that “who, what, where, when, why, or how” will help with this.

Model your predictions about the book – what you expect it to be about, what text type it could be – and how you are asking questions as you predict.

• With your learning partner(s), discuss some questions you can ask about the displayed text.

• Make and discuss your own predictions about what the book might be about, and what text type you expect it to be.

If you have masked any part of the text, facilitate a discussion about questions students may have about the displayed text. Unmask the text.

Model part of a skim and scan of the text you have chosen to display. Show the students how you notice text features and key words, and how you quickly run your eyes over the text.

• Skim and scan the remaining text and any maps, graphs, size scales, fast facts, and other text features.

• With your learning partner(s), discuss any other questions you have about the rest of the book, after your skim and scan.

Facilitate a discussion about how the students’ questions and predictions are related to their world knowledge. Discuss how the questions and predictions change as the students preview the text, and how previewing the text helps prepare the students’ minds for the reading to come.

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The graphic organizer for this

lesson can be found on page 30.

During ReadingRead the first paragraph aloud. Model how you do a close reading, slowing down when you need to, and noting vocabulary that might trip you up. With fiction, note that early paragraphs set the scene. With nonfiction, note that early paragraphs contain important ideas.

Model how to ask questions as you read to increase your understanding of the text. Model how you change your questions when you read new information.

• With your learning partner(s), discuss any questions you have after doing a close reading of the first part of the text.

• Discuss how your questions are being answered or changed.

Read the remaining text aloud. Stop after each paragraph for students to discuss any questions they have and how their questions change.

Record some of the students’ questions on the board, or use the virtual sticky note and drawing tools to make digital annotations.

• Think, pair, share about questions you ask while reading this text, and about how your questions change as you read more.

After Reading Reflect with the students about how asking questions helped your understanding of the text. Tell the students that asking questions will help them understand and remember the text, too.

• With your learning partner(s), discuss which of your questions really helped you to understand the text.

Facilitate a whole-group discussion – with think, pair, share – about the strategy of asking questions, including:

• the different questions people have and why.

• how questions change when you read new information.

• how asking questions helped you to understand the text better.

• how there are different kinds of questions – e.g., inferential, critical.

• what other strategies you used alongside asking questions.

18

COMPREHENSION STRATEGY-BASED LESSON

18

VisualizingThe strategy of visualizing refers to the mind’s capacity to imagine what is being suggested by words or symbols on the page or screen or in a text that is heard.

As proficient readers read or hear a text, they can “see” what is happening, almost as if they are running a movie in their mind. They utilize all their senses to create mental pictures of what they read. This is what we should model and teach to our students.

Students should be encouraged to use all the senses of sight (“in the mind’s eye”), smell, hearing, touch, and taste when visualizing to enrich their mental pictures and improve their subsequent recall and comprehension of the text.

CSI Chapters places special emphasis on active learning and interaction by students with their teacher, their peers, and the texts they read and hear. Visualizing is very much part of active reading.

Visualizing is strongly related to making connections and drawing inferences. Readers visualize by drawing from their world knowledge using visual clues on the page. ELLs and struggling readers often need additional support to build world knowledge so that they can improve their visualizing.

Students who don’t know a word or concept will want to see a picture representing that word or concept or have the word or concept described to them in rich language so that they can visualize it for themselves.

Lesson FocusIn this lesson, the students will learn how to visualize as they read a text and will notice how visualizing deepens meaning and helps them remember what was in the text.

Before ReadingState the lesson focus. Display the e-book text you have chosen to focus the student on.

Describe your own visualizations about the displayed text (using all your senses). Model, by thinking aloud, which sense you are using and what world knowledge you are drawing on for your visualization.

Model your predictions about the book – what you expect it to be about, what text type it could be – and how you are visualizing as you predict.

• With your learning partner(s), discuss the visualizations you created by using all your senses.

• Make and discuss your own predictions about what the book might be about, and what text type you expect it to be.

If you have masked any part of the text, facilitate a discussion about visualizations and predictions the students may have about what is hidden under the masked area. Unmask the text.

Model part of a skim and scan of the text you have chosen to display. Show the students how you notice text features and key words, and how you quickly run your eyes over the text.

• Skim and scan the remaining text and any maps, graphs, size scales, fast facts, etc.

• With your learning partner(s), discuss any other visualizations you have about the rest of the book, after your skim and scan.

Facilitate a discussion about how the students’ visualizations and predictions are related to their world knowledge. Discuss how the visualizations and predictions change as the students preview the text, and how previewing the text helps prepare the students minds for the reading to come.

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During ReadingRead the first paragraph aloud. Model how you do a close reading, slowing down when you need to and noting vocabulary that might trip you up. With fiction, note that early paragraphs set the scene. With nonfiction, note that early paragraphs contain important ideas.

Model how to visualize as you read to increase your understanding of text.

Model how you change your visualization when you read new information. Explain that it is like running a movie in your mind.

• With your learning partner(s) discuss any visualizations you have after doing a close reading of the first part of the text.

• Discuss how your predictions are being confirmed or changed.

Read the remaining text aloud. Stop after each paragraph for students to discuss any visualizations they have, and how they change.

Record some of the students’ visualizations on the board, or use the e-book virtual sticky note and drawing tools to make digital annotations.

• Think, pair, share about visualizations you had while reading this text, and about how your predictions changed.

After Reading Reflect with the students about how visualizing helped your understanding of the text. Tell the students that visualizing will help them understand and remember the text, too.

• With your learning partner(s), discuss which of your visualizations really helped you to understand the text.

Facilitate a whole-group discussion – with think, pair, share – about the strategy of visualizing including:

• the different visualizations people have and why

• how visualizations change when you read new information.

• how visualizing helped the students understand the text better

• what other strategies the students used alongside visualizing.

• how we visualize differently at different parts of a text, depending on our world knowledge.

The graphic organizer for this

lesson can be found on page 31.

20

COMPREHENSION STRATEGY-BASED LESSON

20

Drawing Inferences“Readers infer when they take what they already know, their background knowledge, and merge it with clues in the text to draw a conclusion, surface a theme, predict an outcome, arrive at a big idea…” (Harvey and Goudvis, 2007, p. 18).

As teachers, we must model how we draw inferences and guide our students in how to draw inferences as they read, by using the metacogntive learning model explained in CSI.

The strategy of drawing inferences is about creating meaning that is not directly stated by the author. The meaning may be intended by the author or constructed by the reader. Zimmerman and Hutchins say that “meaning is created in the mind of the reader” (2003, p. 12).

Inferences are drawn in both fiction and nonfiction text and, as readers, we infer different meanings depending on our background/world knowledge, point of view, and ability to use other strategies (such as visualizing and making connections) as we read.

As we read, we draw inferences before we engage deeply with a text, while we are reading the text, and after we have read the text.

Prediction is a type of inference we make before reading, and it helps us to engage more deeply with the text as we read on to check out our prediction. We also make predictions over and over throughout reading as we anticipate what will come next in a text.

We can either “close down” or encourage drawing inferences by the way we phrase questions. We should ask high-level and open questions to encourage drawing inferences.

Lesson FocusStudents will learn how to make predictions and draw inferences (“read between the lines” to create deeper meaning) using clues and evidence from the text to improve their understanding.

Before ReadingDisplay the e-book pages you have chosen for the focus of this lesson, with parts masked where appropriate. State the lesson focus. Read the displayed text aloud, so all students can join in the discussion.

Model how to make a prediction about the rest of the book – what you expect it to be about, what text type it could be.

• With your learning partner(s), discuss your predictions about what the book might be about, and what text type you expect it to be.

If you have masked any part of the text, facilitate a discussion about making predictions about what is hidden under the masked area. Unmask the text.

Model part of a skim and scan of the text you have chosen to display. Show the students how you notice text features and key words, and how you quickly run your eyes over the text.

• Skim and scan the remaining text and any maps, graphs, size scales, fast facts, or other text features.

Facilitate a discussion about how the students’ predictions are related to their background/world knowledge. Discuss how the predictions change as the students preview the text, and how previewing the text helps prepare the students’ minds for the reading to come.

During ReadingRead the first paragraph aloud. Model how you do a close reading, slowing down when you need to and noting vocabulary that might trip you up. With fiction, note that early paragraphs set the scene. With nonfiction, note that early paragraphs contain important ideas.

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The graphic organizer for this

lesson can be found on page 32.

Describe that we draw inferences when we “read between the lines” of a text. Sometimes the author hints at something, but doesn’t clearly say it. When we predict what the author is telling us, without the author telling us directly, we are drawing an inference. Model how to draw an inference from the text.

Model how, where, and why you confirm or adjust your inferences when you read new information.

• With your learning partner(s), discuss any inferences you draw after doing a close reading of the first part of the text.

• Discuss how, where, and why your inferences are being confirmed or changed.

Read the remaining text aloud. Stop after each paragraph for students to discuss any inferences they draw and how, where, and why they change.

Record some of the students’ inferences on the board, or use the virtual sticky note and drawing tools to make digital annotations.

• Think, pair, share about inferences you drew while reading this text, and about how your inferences changed, and why.

After ReadingReflect with the students about how drawing inferences helped your understanding of the text. Tell the students that drawing inferences will help them get more out of a text, by digging deeper.

• With your learning partner(s), discuss how drawing inferences really helped you to understand the text.

Facilitate a whole-group discussion – with think, pair, share – about the strategy of drawing inferences, including:

• the different inferences people drew and why.

• how inferences change when you read new information.

• how drawing inferences helps you understand the text better.

• what other strategies you used alongside drawing inferences.

22

COMPREHENSION STRATEGY-BASED LESSON

22

Determining Important Ideas“Thoughtful readers grasp essential ideas and important information when reading” (Harvey and Goudvis, 2000, p. 11).

Determining important ideas is sometimes referred to as finding the main ideas and supporting detail in text. It is closely related to the skill of summarizing.

It is also dependent on the reader’s purpose for reading. The purpose for reading could be to “remember important information; learn new information; distinguish what’s important from what’s interesting; discern a theme, opinion, perspective; answer a specific question; determine if the author’s message is to inform, persuade, or entertain” (Harvey and Goudvis, 2000, p. 24).

As we model this strategy to students, it’s useful to annotate the text with a (virtual) sticky note or highlighter to show them where the main ideas are in the text.

In nonfiction texts there are extra challenges, as we must consider diagrams, maps, tables, graphs, illustrations, charts, photographs with captions, and specially chosen fonts – all of which can convey important ideas. In addition, text features such as italics, bold words, glossaries, table of contents, and bullet points can convey special meaning.

Informational text is known to trip students up, and we must be explicit when modeling to them how we read it.

It’s important to note that our students may have different opinions about what’s important in a text depending on their background/world knowledge and views.

Lesson FocusStudents will learn how to find the important (main) ideas in the text, and to distinguish them from supporting details. They will also learn to notice text features that signal importance.

Before ReadingDisplay the e-book pages you have chosen for the focus of this lesson, with parts masked where appropriate. State the lesson focus. Read the displayed text aloud.

Describe your purpose for reading the text. Explain that when you have a purpose for reading, it’s easier to recognize the important ideas in the text.

Model your predictions about the rest of the book – what you expect it to be about, what text type it could be – and how you are determining the important ideas as you predict.

• With your learning partner(s), discuss your purpose for reading and what the important ideas of the text may be.

• Make and discuss your own predictions about what the book might be about, and what text type you expect it to be.

If you have masked any part of the text, facilitate a discussion about main ideas of the text on display, and predictions the students may have about what is hidden under the masked area. Unmask the text.

Model a skim and scan of the text you have chosen to display. Show the students how you notice text features and key words, and how you quickly run your eyes over the text.

• Skim and scan the remaining text and any maps, graphs, size scales, fast facts, and other text features.

• With your learning partner(s), discuss any other main ideas you have determined about the rest of the book, after your skim and scan.

Facilitate a discussion about how features in the text help you to find the important ideas and how previewing the text helps prepare the students’ minds for the reading to come.

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The graphic organizer for this

lesson can be found on page 33.

During ReadingRead the first paragraph aloud. Model how you do a close reading, slowing down when you need to and noting vocabulary that might trip you up. With fiction, note that early paragraphs set the scene. With nonfiction, note that early paragraphs contain important ideas.

Model how to find and annotate the important ideas and to distinguish them from supporting detail. Explain that main ideas are usually the points you need to remember, and that annotating the text can help you recall them.

• With your learning partner(s), identify the part/s of the text that contain important ideas.

• Discuss how you know which ideas are important and which are supporting detail and of less importance.

Read the remaining text aloud. Stop after each paragraph for students to discuss any important ideas that they have identified.

Record and/or highlight some of the important ideas identified on the board, or use the virtual sticky note and drawing tools to make digital annotations.

• Think, pair, share about how you determined the important ideas while reading this text, and about how deciding on your purpose for reading helped.

After Reading Reflect with the students about how determining important ideas helped your understanding of the text. Tell the students that determining important ideas will help them understand and remember the text, too.

• With your learning partner(s), discuss how determining important ideas really helped you to understand the text.

Facilitate a whole-group discussion – with think, pair, share – about the strategy of determining important ideas, including:

• how deciding on a purpose for reading makes it easier to recognize the important ideas.

• how features in the text help you find important ideas.

• how determining important ideas helps you to understand the text better.

• how annotating text helps you to remember the important ideas.

• what other strategies you used alongside determining important ideas.

24

COMPREHENSION STRATEGY-BASED LESSON

24

Synthesizing InformationSynthesizing is the process of thinking our way through a text. In fiction, it happens as we follow the plot, think about the actions of a character, or respond to a theme.

In nonfiction, we merge the information we are reading with our own background/world knowledge and come up with new thoughts, insights, or perspectives as a result of what we have read.

Synthesizing is directly related to summarizing; in fact, some theorists suggest that summarizing is a comprehension strategy of its own.

Synthesizing is a metacognitive process where we, as readers, think about our thinking as we read.

We notice our responses to the text in what might be called “aha” moments, where we:

• stop and notice a new or surprising idea.

• discard the detail and notice the important ideas.

• summarize the information (sometimes in our heads and sometimes on a sticky note or piece of paper or on the text [called annotating the text]).

• combine those main points into a response to the text or a new idea.

• make generalizations and judgments about, e.g., the text or the world we live in, as we “personalize [our] reading by integrating new information with existing knowledge to form a new idea, opinion or perspective” (Harvey and Goudvis, 2000, p. 25).

Lesson FocusStudents will learn how to summarize a text, add new information to their existing knowledge, and synthesize the text by coming up with new thinking.

Before ReadingDisplay the e-book pages you have chosen for the focus of this lesson, with parts masked where appropriate. State the lesson focus. Read the displayed text aloud.

Explain that part of synthesizing information is summariz-ing the main points and that to synthesize, you will combine your knowledge with the information in the text, and then form an opinion, or new idea.

Model your predictions about the book – what you expect it to be about, what text type it could be – and how you are predicting the important ideas.

• With your learning partner(s), predict the important ideas.

• Make and discuss your own predictions about what the book might be about, and what text type you expect it to be.

If you have masked any part of the text, facilitate a discus-sion about the important ideas of the displayed text, and predictions the students may have about what is hidden under the masked area. Unmask the text.

Model part of a skim and scan of the text you have chosen to display. Show the students how you notice text features and key words, and how you quickly run your eyes over the text.

• Skim and scan the remaining text and any maps, graphs, size scales, fast facts, and other text features.

• With your learning partner(s), discuss any new ideas or opinions that are starting to form in your mind, after your skim and scan.

Facilitate a discussion about how features in the text help you to find the important ideas that will lead to your syn-thesis of the text.

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The graphic organizer for this

lesson can be found on page 34.

During ReadingRead the first paragraph aloud. Model how you do a close reading, slowing down when you need to and noting vo-cabulary that might trip you up. With fiction, note that early paragraphs set the scene. With nonfiction, note that early paragraphs contain important ideas.

Model how to summarize the text by determining the important ideas and distinguishing them from supporting detail.

• With your learning partner(s), identify the part/s of the text that contain important ideas.

• Discuss how to use the important ideas to summarize the text.

• Discuss what new thinking is emerging in your minds.

Read the remaining text aloud. Stop after each paragraph for students to discuss how their (and your) thinking is changing as you read.

Model how to add new information to your existing knowl-edge. For example, “I already knew…, but I didn’t realize…”

• Think, pair, share the important ideas discovered while reading. Summarize that information.

• Discuss whether the new information changed your previous opinion or confirmed what you already thought.

After Reading Reflect with the students about how synthesizing helped your understanding of the text. Tell the students that synthesizing will help them understand and remember the text, too.

• With your learning partner(s), share your summary of the important ideas in the text, and how your thinking changed. Discuss how synthesizing helped you to understand the text.

Facilitate a whole-group discussion – with think, pair, share – about the strategy of synthesizing, including:

• how synthesizing involves summarizing text, adding new information to your existing knowledge, and coming up with new thinking.

• the different syntheses people came up with and why.

• how synthesizing helps you to understand the text better.

• what other strategies you used alongside synthesizing.

26

COMPREHENSION STRATEGY-BASED LESSON

26

Monitoring Comprehension and Repairing Understanding

“If confusion disrupts meaning, readers need to stop and clarify their understanding. Readers may use a variety of strategies to ‘fix up’ comprehension when meaning goes awry” (Harvey and Goudvis, 2000, p. 12).

Monitoring comprehension and repairing understanding as we read is at the heart of metacognition. The more metacogntive we are as readers, the more we comprehend the texts we read.

Researchers Trabusso and Bouchard (2002, p. 97) point to evidence that “comprehension monitoring… can be taught through teacher modeling and practice by children during reading.”

CSI Chapters is an evidence-based resource that supports teachers and students to become metacognitive by:

• having teachers model metacognition by thinking aloud.

• providing many texts types across several content areas.

• having students cooperatively practice metacognition. In the words of Pressley (2002, p. 292), “[Metacognition]… develops most completely when students practice using comprehension strategies as they read.”

It is understood from the research that informational texts pose special challenges for students. It is therefore important to guide them in the use of metacognitive comprehension strategies using informational texts.

Lesson FocusStudents will learn how to recognize when their comprehension breaks down as they read, and how to use strategies to help repair their understanding.

Before ReadingDisplay the e-book pages that you have chosen for the focus of this lesson, with parts masked where appropriate. State the lesson focus. Read the displayed text aloud.

Describe how you monitor your comprehension, how you will know if you have stopped understanding the text, and what strategies might help you to repair your understanding.

Model your predictions about the book – what you expect it to be about, what text type it could be – and how you are monitoring as you predict.

• With your learning partner(s), discuss how you will know if you have stopped understanding and what strategies might help you to fix your understanding.

• Make and discuss your own predictions about what the book might be about, and what text type you expect it to be.

If you have masked any part of the text, facilitate a discussion about predictions the students may have about what is hidden under the masked area. Unmask the text.

Model part of a skim and scan of the text you have chosen to display. Show the students how you notice text features and key words, and how you quickly run your eyes over the text.

• Skim and scan the remaining text and any maps, graphs, size scales, fast facts, and other text features.

• With your learning partner(s), discuss any challenges you think the rest of the book might have for you, after your skim and scan.

Facilitate a discussion about how students need to become aware of their thinking as they read, noticing and marking obstacles and confusions. Discuss how previewing the text helps prepare the students’ minds for the reading to come.

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The graphic organizer for this

lesson can be found on page 35.

During ReadingRead the first paragraph aloud. Model how you do a close reading, slowing down when you need to, and noting vocabulary that might trip you up. With fiction, note that early paragraphs set the scene. With nonfiction, note that early paragraphs contain important ideas.

Model how to become aware of your thinking as you read. Model how to monitor and repair understanding as you read to increase your comprehension of text.

• With your learning partner(s), discuss anything you didn’t understand in this section. Show your partner(s) where your meaning broke down.

• Discuss strategies you could use to fix and improve your comprehension.

Read the remaining text aloud. Stop after each paragraph for students to discuss any difficulties or questions they have.

Record some of the students’ questions on the board, or use the virtual sticky note and drawing tools to make digital annotations.

• Think, pair, share about any parts of the last section where you had difficulty or had questions.

• Discuss strategies you could use to fix and improve your comprehension.

After Reading Reflect with the students about how monitoring comprehension and repairing understanding helped you comprehend the text. Tell the students that monitoring comprehension and repairing understanding will help them to better understand and remember the text, too.

• With your learning partner(s), discuss where and how your monitoring comprehension and repairing understanding really helped you to figure out the text.

Facilitate a whole-group discussion – with think, pair, share – about the strategy of monitoring comprehension and repairing understanding, including:

• how making notes helps your understanding of text.

• how asking questions helps your comprehension.

• how monitoring your own reading helps you to understand the text better.

• the fix-up strategies that can be used when meaning breaks down.

• what strategies you used to repair your understanding.

28

COMPREHENSION STRATEGY-BASED LESSON

28

Graphic OrganizersFor the writing component of a strategy-based lesson, photocopy the corresponding graphic organizer from the following pages and have the students complete it.

For more templates like these, see the CSI Student Reflection Journal (available from your national CSI distributor). This journal, designed for year-round use by individual students, contains multiple strategy templates, a strategy-use graph, personal reflection pages and templates to record the use of combinations of strategies.

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Name(s):

Date:

Title of book:

A connection I can make to this text is:

Making Connections

This is a:

Text-to-self connection, because...

Text-to-world connection, because...

Text-to-self connection, because...

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Name(s):

Date:

Title of book:

My question about this text is:

Asking Questions

A question I am still wondering about is:

Places I could look for the answers to my questions:

•

•

•

•

•

•

3131

Name(s):

Date:

Title of book:

What I visualized from the text:

Visualizing

My visualization(s) helped me understand the text better, because:

I used these senses when I was visualizing: (circle one or more)

SIGHT HEARING TASTE SMELL TOUCH

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Name(s):

Date:

Title of book:

What it says in the text:

Drawing Inferences

The inference I drew from this is:

3333

Name(s):

Date:

Title of book:

My purpose for reading is:

Determining Important Ideas

Some not-so-important ideas (supporting details) I found in the book were:

The important (main) ideas I found in the book were:

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Name(s):

Date:

Title of book:

New information I learned from the book:

Synthesizing Information

Background information I already had:

My brief summary of the book:

My new opinion about this topic:

3535

Name(s):

Date:

Title of book:

My meaning broke down in this book when:

Monitoring Comprehension and Repairing Understanding

I repaired my understanding by:

36

Guided Reading Using the Hardcopy BooksFor some teachers, guided reading is a valued approach for literacy teaching. For the purposes of guided reading, CSI Chapters books have been leveled. The individual level for each book can be found on its inside front cover.

This teachers’ guide contains 25 guided reading lesson plans (pp. 38–87), each one supporting students to use multiple comprehension strategies while reading. The lesson plans use a well-known guided reading structure, in which students are matched with books at an appropriate level and guided through the reading by the teacher. However, a unique feature of the CSI Chapters guided reading lesson plans is the focus on seven key comprehension strategies that are commonly recommended, and which are taught in CSI – Comprehension Strategies Instruction. While it is often recommended that comprehension strategies be taught one at a time, it is also well accepted that we, as readers, use them together. The CSI Chapters guided reading lessons prompt teachers and students to use up to seven comprehension strategies as they read each book.

In their 2011 article “Let’s Start Leveling about Leveling,” the authors, Kath Glasswell and Michael Ford, offer the following advice:

“Ensure that students (especially those who struggle) are provided with opportunities to engage in cognitively demanding work in reading” (Glasswell and Ford, 2011).

CSI Literacy is based on the premise that, in their reading instruction, students should have work that is both cognitively challenging and emotionally engaging. This mix of supports and challenges is at the heart of good instruction, and good guided reading practice, too.

The guided reading lessons provided in this teachers’ guide are deliberately demanding – yet they are intended for all students with the close support of their “guide and mentor” in literacy: you, their teacher.

The guided reading lessons are designed to offer you and your students a way to reinforce and deepen knowledge about comprehension strategies. They are intended to be taught to students who already know what comprehension strategies are, having been taught them using either the CSI – Comprehension Strategies Instruction kits or an alternative resource. If students have done the groundwork of using comprehension strategies with shorter texts, they will now be ready to apply this knowledge in the context of longer books – such as those in CSI Chapters.

Sustaining and combining comprehension strategies over a longer text, or “building reading mileage,” is the next challenge for students who have already been taught comprehension strategies one at a time.

Practical tips for using CSI Chapters for guided reading 1. Group the students as you normally do for guided

reading.2. Provide a CSI Chapters book at the appropriate level

for the students.3. Teach the guided reading lesson using the lesson

plans (pp. 38–87) and your own knowledge.

The guided reading lesson plans also reinforce academic and general vocabulary, and provide opportunities for writing and reinforcing decoding and fluency – depending on student needs.

To complete the guided reading lessons, a graphic organizer specifically tailored to each book is provided (pp. 88–112) to encourage writing responses to texts. These offer opportunities for students to independently think, reflect, and write about the text they have just read.

Using CSI Chapters for Explicit Teaching (Part 2)

37

Some teachers may have previously taught comprehension strategies through CSI – Comprehension Strategies Instruction, and may choose not to run a guided reading program. For them, CSI Chapters may provide more engaging and interactive texts across content areas with which to continue using the CSI Literacy approach of whole-class learning to apply comprehension strategies.

Teachers are invited to use the e-books, digital tools, and hardcopy materials in CSI Chapters to provide further learning experiences for students to actively engage with the materials and apply comprehension strategies as a class, with peers, and independently. Teachers may also want to adapt parts of the guided reading lessons or comprehension-strategy lessons to further support students’ understanding.

Please note: We seek your feedback! The guided reading lessons in this guide combine explicit comprehension strategies instruction with conventional guided reading approaches. They are a new development in literacy instruction. They are challenging, and for this reason, we seek your responses to them. After you have taught at least three CSI Chapters guided reading lessons, we welcome you to send your feedback. To do this, please visit www.csi-literacy.com/feedback. Every teacher who fills out a feedback form can choose one 6-pack of a CSI Chapters book for free. This is our way of saying thanks for the time you have taken to fill out the response form. Your response will help your teaching colleagues and their students. The community of practice that is growing up around CSI Literacy aims to benefit students in countries around the world.

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GUIDED READING LESSON

LEVEL

About this bookThis book dispels a common money myth and provides tips and ideas on how young people can be successful with money.

Text typeInformational text

• Technical (financial literacy)

This book contains:• Captioned photographs • Charts• Glossary• Index • Mathematical concepts • Mathematics problems • Procedures• Tables

Lesson focusDuring this lesson, students will use a variety of comprehension strategies to deepen their understanding of the text and build content vocabulary.

Before ReadingAsk the students to look at the front cover, paying attention to the images and the title.

• How do you feel about the image on the cover? This is a text-to-self connection.

• Make a prediction about the kind of text this will be and what you expect to find inside the book. What are you basing your prediction on?

Now have the students look at the back cover and read the blurb.

• The blurb includes two questions. Before you read further, think about your answers to them.

• Make another text-to-self connection about why this text is likely to be useful to you.

Have the students skim and scan the content of the book from front to back, noting if it is a fiction or nonfiction text.

• Notice text features, such as photographs and charts.

• Scan the glossary and read any difficult words and their meanings.

During ReadingSet a purpose for reading the chapter “Money Doesn’t Grow on Trees!” (pp. 2–3):

• Read page 2. What might happen if money did grow on trees? What might some of the effects be?

• Draw an inference from page 3 about why people buy lottery tickets, even though the chances of winning are so low.

Set a purpose for reading the chapter “Rule 1: Set Money Goals” (pp. 4–7):

• Slowly read through the numbered list on page 4, visualizing the answer to each question as you go. Use the list to analyze how much money knowledge you have. This is a text-to-self connection. Determine the important ideas about why money goals are helpful.

Money Doesn’t Grow on Trees

By Julie Ellis

MMATHEMATICS

3939

The graphic organizer for this

lesson can be found on page 88.

• Read Malik’s problem on page 6, monitoring your comprehension as you read. What trips you up? What is easy to understand? It may help you to record the important information, such as numbers, on a separate piece of paper. Can you answer the questions or do you need to repair your understanding?

• Visualize how Malik must have felt after earning the money. How might this affect his actions in the future?

• Read the list on page 7 and synthesize what you have read. Follow steps 1, 2, 3, and 6 to set your own money goal and motivate yourself to meet it (you can do steps 4 and 5 after class).

Set a purpose for reading the chapter “Rule 2: Earn Money” (pp. 8–13):

• Read page 8. Determine the important ideas about earning money and explain how you can keep yourself safe while earning.

• As you read “Ten Ideas to Earn Money” on page 9, explain which of these you already do, and which you could do in future. Describe how you earn money currently, if it isn’t on the list. These are text-to-self connections.

• Follow the flowchart on pages 10 to 11. What jobs are you suited to?

• Read about “Ruby the Lawn Mower” on page 12. Which of the Do’s and Don’ts of earning money did she follow from page 8? This is a text-to-text connection.

Set a purpose for reading the chapter “Rule 3: Start Saving” (pp. 14–15):

• After reading the text on pages 14 and 15, draw an inference to explain why saving money is important.

• Think of a person or animal that saves. How does it help them achieve their goals? This is a text-to-world connection.

• Make a note of any questions you have as you read this chapter.

Set a purpose for reading the chapter “Rule 4: Make a Budget” (pp. 16–19):

• Read pages 16 to 19 and determine the important ideas about each type of budget. Think about your money goal and consider which type of budget would be best for you.

Set a purpose for reading the chapter “Rule 5: Be a Smart Spender” (pp. 20–22):

• Read pages 20 to 22, then visualize Nicholas’s problem on page 21. Synthesize everything you have read, and decide which choice you think he should make.

After Reading• Monitor your comprehension by noting any parts

of the book that tripped you up as you read. Think about how you repaired your understanding. Did you use comprehension strategies? Did you use the glossary or other text features?

• Reflect on how many of the answers on page 23 you got right. Would you call yourself money savvy or do you need to learn more about money?

• Using the graphic organizer, record your responses to the text.

- In the first jar, record the ideas you would like to “save” for the future.

- In the second jar, record the ideas you can “spend” or use right away.

- In the third jar, record the ideas you think are important to “share” with someone you know.

GUIDED READING LESSON

LEVEL

40

About this bookThis book describes what a megalodon was, what made it the most terrifying predator to ever exist on Earth, and why it disappeared.

Text typeInformational text

• Scientific• Historical

This book contains:• Captioned photographs and illustrations• Charts• Diagram• Fast Facts• Glossary• Index• Maps • Timeline

Lesson focusDuring this lesson, students will use a variety of comprehension strategies to deepen their understanding of the text and build content vocabulary.

Terrifying Beast of the Deep

By Janice Marriot

M

Before ReadingRead the title aloud without showing the cover to the students.

• Visualize the beast. What does it look like, smell like, sound like? If you could touch it what would it feel like? If you could eat it, would it be tasty? What kind of habitat would it have? Monitor your comprehension by deciding which words are helping to create your visualization.

Hand out the books and have the students look at the front cover.

• How is the cover different from your visualization? What is the same?

Have the students turn to the back cover and read the blurb.

• Make a prediction about why the blurb says, “Read on, if you dare…”

Set a purpose for reading the contents:

• What questions do you have after reading the chapter headings?

During ReadingSet a purpose for reading the chapter “The Beast Attacks” (pp. 2–5):

• Read pages 2 and 3. Do the text and illustration remind you of any books, movies, or TV shows you’ve read or seen? Any connections you can make are text-to-text connections.

• Read “What Is a Shark?” (pp. 4–5). Review your before-reading visualization of the “beast” and change it to fit with the new information. Have you ever seen sharks’ teeth or a live shark in an aquarium? These text-to-self connections will help you improve your visualization of the megalodon.

NON-FICTON

41

The graphic organizer for this

lesson can be found on page 89.

Set a purpose for reading the chapter “When Was the Megalodon Alive?” (pp. 6–7):

• Read pages 6 and 7 and look carefully at the chart. This is a timeline, a chart that helps us visualize time. Use your fingers to measure the section of the graph representing how long humans have been on Earth. Compare that measurement to how long the megalodon lived.

Set a purpose for reading the chapter “How Do We Know about the Megalodon?” (pp. 8–10):

• Read pages 8 to 10, monitoring your comprehension as you read. If your understanding breaks down, use strategies, such as checking bold vocabulary words in the glossary.

• Determine the important ideas in this chapter and summarize the main ideas in two sentences. What is the answer to the question in the chapter title?

Set a purpose for reading the chapter “What Big Teeth You Have!” (pp. 11–15):

• Read pages 11 to 15. Compare and contrast your teeth with a megalodon’s. What similarities and differences are there?

• Draw an inference about why sharks may need so many sets of teeth.

• Look at the map on page 14 and synthesize the information in the text to explain why megalodon teeth are found in so many countries and on land.

Set a purpose for reading the chapters “Open Wide!” (pp. 16–17) and “How Big Was the Megalodon?” (pp. 18–19):

• Read pages 16 to 19. Use the information in the text, illustrations, and diagrams to help you visualize how big the megalodon was.

• Review the information about blue whales on page 18. Draw an inference about why megalodons were more dangerous than blue whales.

Set a purpose for reading the chapter “So Long, Megalodon!” (pp. 20–23):

• Read pages 20 to 23. Determine the important ideas in “So Long, Megalodon!” Synthesize the information in the text to explain why the megalodon hasn’t survived if it was such an awesome predator.

After Reading• Using the graphic organizer, list the attributes of the

megalodon. Show how they made it such a fierce predator.

• Draw an inference about why the megalodon lived so much later than dinosaurs.

Reflect on the text with the students.

• What strategies did you use to repair your understanding if you were confused while reading the text?

• What text features were there to help you?

GUIDED READING LESSON

LEVEL

42

Aliens: Uggles Meet Wopples

By Philippa Werry

About this bookThis book describes what happens when Utterly Uggle and his mother meet some Wopples in outer space. Set in a far-out place, this story delivers an important and down-to-earth message.

Text typeLiterature

• Story (science fiction)

This book contains:• Fantasy elements• Glossary• Humor• Questions in dialogue • Suspense

Lesson focusDuring this lesson, students will use a variety of comprehension strategies to deepen their understanding of the text and build new vocabulary.

FICTIONN

Before ReadingRead the title aloud. Have the students look closely at the front cover, including images, typeface, colors, and other design features.

• Make a prediction about what this story will be about and where it will be set. Explain the evidence on the cover that helped you make your predictions.

Have the students read the blurb on the back cover.

• How does the information in the blurb strengthen or change your predictions?

Explain to the students that this book is fiction, or made-up. Ask the students to skim and scan the book by flipping through the pages.

• What clues can you see – or not see – that tell you this book is fiction?

• What questions do you have about the book so far?

During ReadingSet a purpose for reading “Chapter 1: Uggles” (pp. 2–5):

• Read pages 2 and 3 to discover where the story is set. How does this strengthen or change the predictions you made before reading?

• As you read pages 4 and 5, think about any similarities between the Uggle family and your own family. This is a text-to-self connection.

• Use evidence from the text to draw an inference about the Uggle family.

Set a purpose for reading “Chapter 2: Wopples” (pp. 6–11):

Read page 6 aloud. Discuss why the word “WOPPLES” is written in capital letters in Utterly’s father’s dialogue.

• Using clues from page 6, draw an inference about Utterly’s father.

43

The graphic organizer for this

lesson can be found on page 90.

• As you read pages 7 to 11, think about the important ideas in the text so far, especially important ideas about Uggles and Wopples. Why doesn’t Utterly’s mother want to talk about Wopples?

• Make a prediction about what will happen later in this story.

Set a purpose for reading “Chapter 3: Panic!” (pp. 12–15):

• While reading “Chapter 3: Panic!” think about how and why the mood on the Uggles’ ship changes.

• Think about anything you know about or have seen in a book or on TV that you might be scared to encounter. This is a text-to-self or text-to-text connection.

Set a purpose for reading “Chapter 4: Help” (pp. 16–19):

• As you read, synthesize the information in the text so far by recalling the important ideas and summarizing them. Use your summary to make a prediction about what might happen next.

• Draw an inference about “the voice” in the other spaceship mentioned on pages 16 to 19. Whose voice could it be?

Set a purpose for reading “Chapter 5: Thanks!” and “Chapter 6: Truth?” (pp. 20–24):

• As you read, think about the difference of opinion between Utterly and his mother about who helped them. How are their two opinions different? Draw an inference about why they are different.

After Reading• How did the author create humor in the text?

• Describe the character traits of Utterly’s mother, using evidence from the text.

• Summarize the important ideas in the text.

Discuss the moral of the story and draw insights into why some people might build up a fear of “enemies,” and others might not. This is a way for the students to synthesize the information they have just read. Ask the students if any part of the book tripped them up, and, if so, how they overcame this.

• Did anybody look up the “Common Uggle Words” at the back of the book to help them? Using the glossary is one way to monitor your comprehension and repair your understanding.

• What was your favorite “Uggle Word” and why?

• Complete the graphic organizer.

GUIDED READING LESSON

LEVEL

44

Taken for GrantedBy Don Long

N

About this bookThis book shows how some common “facts” of life are viewed by people from different cultures, and suggests that we shouldn’t take some of these things for granted.

Text typeInformational text

• Scientific• Historical

This book contains:• Captioned photographs and illustrations • Glossary • Index • Tables

Lesson focusDuring this lesson, students will use a variety of comprehension strategies to deepen their understanding of the text and build content vocabulary.

Before ReadingRead the title aloud. Ask the students to look closely at the front cover, including the image, typeface, colors, and other design features.

• Reflect on the meaning of the phrase “taken for granted.”

• Make a prediction based on the cover. Why is there an astronaut on the cover? What will the text be about?

Read the blurb on the back cover.

• Draw an inference about why the author has put the word “facts” in quote marks.

• Revisit your prediction now that you have read the blurb – do you wish to revise it?

• Skim and scan the content of the book from front to back, noting if it is a fiction or nonfiction text. Notice text features, such as illustrations, photographs, warnings, and tables. Scan the contents page and glossary and read any difficult words and their meanings.

During ReadingSet a purpose for reading the contents page:

• Make a prediction about the kinds of “facts” the author will be asking questions about.

• Ask questions about the chapter headings – which ones do you have the most questions about?

Set a purpose for reading the chapter “Gravity” (pp. 2–3):

• As you read pages 2 and 3, monitor your comprehension. You can use the text and photograph to repair your understanding when you notice challenges.

• In this section, the author defines the phrase “taken for granted.” Make a connection to things in your life that you take for granted. This is a text-to-self connection.

SOCIALSTUDIES

45

The graphic organizer for this

lesson can be found on page 91.

Set a purpose for reading the chapter “North and South” (pp. 22–23):

• Read pages 22 and 23. Determine the important ideas about the reversal of the magnetic north and south poles.

• Synthesize the information in the chapter “North and South.” There are several reasons you shouldn’t be worried about a geomagnetic reversal. What are they?

After Reading• Monitor your comprehension by noting any parts of

the book that tripped you up and how you repaired your understanding. Which strategies did you use? How did you use the glossary and other text features?

Reflect back on the students’ before-reading discussions and predictions.

• Were your predictions about the text correct? What evidence can you find in the text?

• Explain again why the author put the word “facts” in speech marks. What extra information do you have now to help you answer?

• Complete the graphic organizer.

• Draw an inference about why we take gravity for granted.

Set a purpose for reading the chapter “Night Names” (pp. 4–7):

• After reading pages 4 to 7, draw an inference about why Europeans may have thought naming the days was a good idea.

• Synthesize what you have read and describe which naming system you think is better, night naming or day naming, using evidence from the text to support your explanation.

Set a purpose for reading the chapter “Breathing” (pp. 8–11):

• Read pages 8 to 11. Determine the important ideas in this chapter. Use them to describe in your own words why you can breathe on Earth now, but you wouldn’t have been able to billions of years ago.

• Monitor your comprehension of the concepts in this chapter. If necessary, repair your understanding by using the charts and images to help you, and by getting extra information from captions and the glossary.

Set a purpose for reading the chapter “100-Minute Hours” (pp. 12–15):

• Read the first two paragraphs of page 12. Before reading further, attempt the “Try It Yourself!” problem. If your comprehension breaks down, repair your understanding by following the mathematics laid out in the table below.

• Make a prediction about whether Internet time will become popular in the future. What have you based your answer on?

Set a purpose for reading the chapter “Where Is the Past?” (pp. 16–17):

• Read pages 16 and 17. Synthesize the information in the chapter “Where Is the Past?” Which way of seeing the past do you agree with now?

Set a purpose for reading the chapter “Who Gets to Name You?” (pp. 18–21):

• Read pages 18 to 21. Describe how you got your name. Did your family follow one of the described systems or did they use another system to name you? This is a text-to-self connection.

GUIDED READING LESSON

LEVEL

46

Underwater WorldsBy Norman Bilbrough

N

About this bookThis book brings to life amazing underwater worlds, from kelp forests, to coral reefs, to black-and-white smokers!

Text typeInformational text

• Scientific

This book contains:• Captioned photographs • Fast Facts• Glossary• Index• Maps

Lesson focusDuring this lesson, students will use a variety of comprehension strategies to deepen their understanding of the text and build content vocabulary.

Before ReadingRead the title aloud. Ask the students to look closely at the front cover, including images, typeface, colors, and other design features.

• Predict what Underwater Worlds will be about. What have you based your prediction on?

• Is this text likely to be fiction or nonfiction? What were the clues that told you that?

Read the blurb on the back cover.

• Can you tell if your prediction from the cover was correct? Do you want to revise it?

• What questions do you have from reading the cover and the blurb that you hope will be answered in the book?

Set a purpose for reading the contents:

• What connections can you make between the front and back covers and the information here? These are text-to-text connections.

• Use the headings to visualize what might be in each chapter. Which one are you most looking forward to reading?

Ask the students to skim and scan Underwater Worlds:

• As you skim and scan, make predictions about important ideas you think will be in the book.

During ReadingSet a purpose for reading the chapter “The Forest under the Sea” (pp. 2–6):

• Read pages 2 to 3. Visualize the scene described in the text. What colors, sounds, and sights might there be? How would the kelp feel to touch?

• Read pages 4 to 6. Be sure to read the captions for the photographs. How do photographs help us to monitor our comprehension or repair our understanding?

SCIENCE

47

The graphic organizer for this

lesson can be found on page 92.

• Synthesize the information you have read to describe the relationship between the otters, the kelp, and the urchins.

Set a purpose for reading the chapter “A Garden of Animals” (pp. 7–10):

• Visualize a “garden of animals.” What kinds of animals do you see?

• As you read pages 7 to 10, think about your visualization and how it changes. This will help to monitor your understanding as you add new information to your mental image.

• After reading page 10, draw an inference about why some fishers use dynamite, even though it is very destructive.

Set a purpose for reading the chapter “The Biggest Reef” (pp. 11–13):

• Read pages 11 to 13. Make connections between the text and something you know about or have read about or seen in a movie or TV show. These are text-to-self or text-to-text connections.

Set a purpose for reading the chapter “Smoke in the Water” (pp. 14–17):

• Read pages 14 to 17. Draw an inference about why hydrothermal vents were only discovered recently.

• Determine the important ideas from this chapter. Can you visualize what it would be like to be near a hydrothermal vent?

Set a purpose for reading the chapter “The Deepest Place on Earth” (pp. 18–23):

• Read pages 18 to 22. Do you have any remaining questions after reading the text? Where could you look to find answers to your questions?

• Closely read page 23. How does this page help you synthesize the text? (It provides a summary.)

After Reading• Synthesize the text by writing a sentence that sums

up what you’ve learned from this text.

• Using the graphic organizer, describe the relationships that you have read about in the text. Show how each part of the group helped each other.

GUIDED READING LESSON

LEVEL

48

The Boy Who Saved Too MuchBy Jane Kelley

O

About this bookThis book explains how the “magic” of compound interest works.

Text typeLiterature

• Story (realistic fiction, financial literacy)

This book contains:• Glossary • Humor • Mathematical concepts • Questions in dialogue

Lesson focusDuring this lesson, students will use a variety of comprehension strategies to deepen their understanding of the text and build content vocabulary.

Before ReadingRead the title aloud without showing the cover to the students.

• Based on the title, make a prediction about what the main character of this story values most.

Hand out the books and have the students look at the front cover.

• Look at the illustration. What does the information on the cover add to your prediction?

• Read the blurb on the back cover. The author asks, “Is it possible to save too much money?” What is your opinion?

Discuss with the students the fact that fictional texts often have obstacles or problems for the main characters to overcome.

• Predict one obstacle or problem Federico may face in this story.

Have the students skim and scan the book.

Set a purpose for reading the contents page:

• What connections can you see between the blurb on the back cover and the words on the contents page? These are text-to-text connections.

During ReadingSet a purpose for reading “Chapter 1: You Have to Dream Big!” (pp. 2–5):

• As you read pages 2 and 3, visualize the scene. Use what you know about sports games in real life or on TV to help you. These are text-to-self or text-to-text connections.

• Use the clues on pages 2 and 3 to draw an inference about how Federico is feeling.

FICTION

49

The graphic organizer for this

lesson can be found on page 93.

• Think back to Federico and Papá’s conversation about being rich in chapter 2. Draw an inference about which definition of “rich” Mr. Poundstone agrees with. What evidence can you find in the text for your opinion?

After ReadingRevisit the before-reading discussion.

• How accurate was your original prediction about obstacles or problems? What information would have helped you to be more accurate in your prediction?

• In “The Boy Who Saved Too Much,” Federico learned about what it means to be rich. How have your ideas about what you value most changed as you read?

• Synthesize what you have read to describe how Federico changed as a character during the story.

• Discuss any part of the text where your comprehension broke down. What did you do to repair your understanding?

• Complete the graphic organizer.

• After reading pages 4 and 5, can you identify the “big goal” mentioned on the back cover? What obstacles has Federico already discovered?

Set a purpose for reading “Chapter 2: The Magic of Compound Interest” (pp. 6–8):

• Read pages 6 to 8. Federico and Papá have different ideas about being rich. Synthesize the information in the text – which version of being rich would you prefer?

• Draw an inference about why Mr. Poundstone describes compound interest as “magic.”

Set a purpose for reading “Chapter 3: High Finance” (pp. 9–13):

• Read pages 9 to 13. Federico’s friends have lots of questions about the “magic” of compound interest. What questions do you have?

• Draw inferences about Federico from the book so far. What kind of person is he? Find evidence in the text to support your inferences.

Set a purpose for reading “Chapter 4: The Dollars Pile Up” (pp. 14–17):

• As you read pages 14 to 17, visualize the scenes. Draw inferences about how Federico is feeling at the beginning of the chapter as he prepares for the sale. How do his feelings change throughout the chapter?

• Make a prediction about what will happen to Federico and his friends. Why is Kati so upset with Federico at the end of the chapter?

Set a purpose for reading “Chapter 5: The Big Day” (pp. 18–20):

• After reading “Chapter 5: The Big Day,” think back to the before-reading discussion. What obstacles or problems has Federico faced so far? Has Federico made good decisions to overcome the obstacles?

• What inferences can you draw about Kati’s personality from this chapter?

Set a purpose for reading “Chapter 6: A Lesson Learned” (pp. 21–24):

• As you read pages 21 to 24, monitor your comprehension of “compound interest.” What strategies could you use to repair your understanding if you need to? Determine the main ideas and summarize what “compound interest” means.

GUIDED READING LESSON

LEVEL

50

The Right AngleO

About this bookThis book offers a fresh way to look at mathematical concepts – through poetry.

Text typeLiterature

• Poetry

This book contains:• Captioned illustrations• Diagrams • Fast Facts• Glossary• Index

Lesson focusDuring this lesson, students will use a variety of comprehension strategies to deepen their understanding of the text and build content vocabulary.

Before ReadingRead the title aloud. Ask the students to look closely at the front cover, including images, typeface, colors, and other design features.

• Predict what this text will be about. What have you based your prediction on?

• Read the blurb on the back cover. Does this confirm or change your prediction? How?

• Skim and scan the book. What do you think about the content and text type?

Discuss with the students what they already know about this book.

• Can you make connections between The Right Angle and other mathematics books you have seen? These are text-to-text connections.

• What questions do you have about this book so far?

Ask the students to read the contents page:

• What questions do you have about the chapter headings? Make predictions about the information you may find in each chapter.

Ask the students to skim and scan the chapter “Measuring Up” (pp. 2–6):

• What do you notice that is unusual for this type of book? What can you see that you expected to find?

During ReadingSet a purpose for reading the chapter “Measuring Up” (pp. 2–6):

• As you read the first poem, “Inside Circles” on page 2, determine the important ideas in the poem. Synthesize the information you read by thinking about the meaning of the poem. Does the poem describe helpful ways to remember the parts of a circle?

MATHEMATICS

51

The graphic organizer for this

lesson can be found on page 94.

• Before you read the second poem, “My Cat Euclid” on page 3, check the fast fact box for information that might help you. Do you have any questions for the author after reading the poem? This poem uses a lot of puns, or jokes using the different meanings of words. Find an example of a pun and visualize the scene.

• As you read the third poem, “The Ballad of the Parallel Lines” on pages 4 and 5, visualize what the two lines are like. The author has helped you by using personification to give each line a personality.

• As you read the fourth poem, “Yesterday Today Tomorrow” on page 6, note at least one important idea from the poem.

Set a purpose for reading the chapter “Figure It Out” (pp. 7–9):

• As you read the poem “Problem Solving” on page 7, draw an inference about the character.

• Each poem in the chapter “Figure It Out!” asks you to solve a problem. Read each poem. Solve the problems by using comprehension strategies, such as making a connection to your knowledge, visualizing what is happening in the poems, or determining the important ideas as you read.

Set a purpose for reading the chapter “Seeing the Patterns” (pp. 10–18):

• As you read the poems on pages 10 to 18, determine the important ideas in each poem. How do the visual elements of the poems connect to these important ideas?

• Monitor your comprehension as you read the poems. What can you do to repair your understanding if necessary?

Set a purpose for reading the chapter “Prime Suspects” (pp. 19–20):

• As you read pages 19 and 20, make a note of any questions you have about the poems.

• What inferences can you draw about prime numbers from the poems?

Set a purpose for reading the chapter “The Power of Zero” (pp. 21–22):

• Read pages 21 to 22. What things do these poems make you think of? Are they things you know about from books, movies, or TV (text-to-text connection), things that you’ve experienced (text-to-self connection), or things that exist in the wider world (text-to-world connection)?

After ReadingDiscuss the style of the book with the students.

• This was an unusual book about mathematics. Synthesize your knowledge by making a list of the pros and cons of writing about mathematics like this.

Ask the students to reflect on each of the poems.

• Which poem was the most effective in describing a mathematical idea? Why?

• Complete the graphic organizer.

GUIDED READING LESSON

LEVEL

52

Who Did It? By Philippa Werry

P

About this bookThis book shows how forensic science has changed through time, and how today’s (and tomorrow’s) crimes can be solved through ever-advancing technology.

Text typeInformational text

• Scientific

This book contains:• Captioned photographs • Fast Facts • Glossary • Index• Tables • Timeline

Lesson focusDuring this lesson, students will use a variety of comprehension strategies to deepen their understanding of the text and build content vocabulary.

Before ReadingRead the title aloud. Have the students look closely at the front cover, including images, typeface, colors, and other design features.

• Make a prediction about the question the author is asking us (“Who did it?”). Why do you think the author used a question as a title? Read the blurb on the back cover to check if your prediction was right.

• What questions do you have about this text?

Have the students skim and scan the book and read the table of contents.

• Draw an inference about the chapter title “Pointing the Finger” by predicting what it will be about.

During ReadingSet a purpose for reading the chapter “Tracing a Criminal” (pp. 2–5):

• As you read pages 2 to 5, monitor your comprehension. If you need to repair your understanding, look for help in the other parts of the text, such as the photographs, captions, and fact boxes, as well as looking up the bold words in the glossary.

• Why is the man in the photograph on page 3 wearing a protective suit? Draw an inference or make a connection to your knowledge to answer the question.

• Visualize a crime scene. What would you do first if you were examining it?

Set a purpose for reading the chapter “Pointing the Finger” (pp. 6–7):

• Read pages 6 and 7. Make a connection to your knowledge about fingerprints. This is a text-to-self connection.

NON-FICTON

53

The graphic organizer for this

lesson can be found on page 95.

• Determine the important ideas in this chapter. Which ideas are familiar to you and which ideas are new?

• Visualize what John Dillinger’s fingertips looked like. Draw an inference about why he did something so extreme.

Set a purpose for reading the chapter “Fingerprint Patterns” (pp. 8–11):

• Read page 8. Before you turn the page, compare your fingerprints to the images of loops, arches, and whorls. Which type of fingerprints do you have?

• Read pages 9 to 11. Synthesize what you have read. Why are fingerprints so useful?

Set a purpose for reading the chapter “Putting the Puzzle Together” (pp. 12–15):

• Read pages 12 to 15. Determine the important ideas in the chapter “Putting the Puzzle Together.” Use these ideas to draw an inference about how easy or difficult it is to get away with a crime.

Set a purpose for reading the chapter “More Hidden Clues” (pp. 16–17):

• Monitor your comprehension as you read pages 16 to 17. What strategies can you use to repair your understanding if you notice it is breaking down?

Set a purpose for reading the chapter “Your Future Career?” (pp. 18–19):

• As you read pages 18 and 19, determine the important ideas about each different career. Use these to decide which career you would prefer.

Set a purpose for reading the chapter “What’s Next?” (pp. 20–23):

• Read pages 20 to 22. Make a prediction about the changes new technology could make in forensic science in the future.

• Look at the timeline on page 23. Make connections between the timeline and the information you have read in the text. These are text-to-text connections.

After Reading• Were any of your before-reading questions

answered in the text?

• Using the timeline, describe what you think was the most important discovery in forensic science. Explain why.

• Use the graphic organizer to identify how criminals leave traces behind.

GUIDED READING LESSON

LEVEL

54

The Science of SleepBy Sophie Fern

P

About this bookThis book explains why we sleep and how we sleep.

Text typeInformational text

• Scientific

This book contains:• Captioned illustrations and photographs• Chart• Diagrams• Fast Facts• Glossary• Index

Lesson focusDuring this lesson, students will use a variety of comprehension strategies to deepen their understanding of the text and build content vocabulary.

Before ReadingRead the title aloud. Ask the students to look closely at the front cover, including the image, typeface, colors, and other design features.

• Draw an inference about how the boy on the cover is feeling. What clues helped you to do this?

• Describe how you feel about sleep. This is a text-to-self connection.

Read the blurb on the back cover.

• Make a prediction about where the information will come from to answer the questions the author asks in the blurb.

• Ask any questions you have about this book so far.

• Skim and scan the book from front to back, noting if it is a fiction or nonfiction text. Notice text features, such as illustrations, photographs, fast facts, and other graphics. Scan the contents page and glossary.

Set a purpose for reading the contents page:

• Draw an inference from the contents page about which chapter will answer your questions from before reading.

During ReadingSet a purpose for reading the chapter “Why Do We Sleep?” (pp. 2–7):

• Read pages 2 to 7. As you read, monitor your comprehension. You can use the text, photographs, graphics, captions, and glossary to help repair your understanding if necessary.

• Determine the important ideas in the chapter “Why Do We Sleep?” What are the three theories about why we sleep?

• Synthesize the information you have read to describe which theory you agree with, and why.

SCIENCE

55

The graphic organizer for this

lesson can be found on page 96.

Set a purpose for reading the chapter “What Is Sleep?” (pp. 8–12):

• Read pages 8 to 11. As you read, visualize what each stage of sleep might be like. What would a sleeping person look like in each stage?

• Read page 12. Are there any questions you’d like to ask about the stages of sleep? Can you determine the important ideas in this chapter to summarize why each stage is important?

Set a purpose for reading the chapter “How Do Scientists Study Sleep?” (pp. 13–15):

• Read pages 13 to 15. Monitor your comprehension as you read. What strategies can you use to repair your understanding if necessary?

• Using the images on pages 13 and 14, visualize falling asleep in a sleep laboratory. Draw an inference about whether you would sleep comfortably or not.

Set a purpose for reading the chapter “Sleep Disturbances” (pp. 16–20):

• As you read pages 16 and 17, monitor your comprehension using the diagrams as well as the text.

• Read pages 18 to 20. Make a connection to someone you know who has sleep disturbances, such as snoring, sleep talking, sleepwalking, or insomnia. This is a text-to-self connection.

Set a purpose for reading the chapter “Dreams” (pp. 21–23):

• Make a connection to a dream you can remember. This is a text-to-self connection.

• Determine the important ideas in the chapter “Dreams.” Synthesize the information from the chapter to help you understand why dreams are important.

After Reading• Did you notice any parts of the books that tripped

you up? How did you repair your understanding? Which strategies did you use? How did you use the glossary and other text features?

Reflect back on your before-reading discussion.

• Are you now able to answer the question you asked yourself about sleep? Where else can you go for more information?

• Complete the graphic organizer

GUIDED READING LESSON

LEVEL

56

What a Mess!By Maria Gill

P

About this bookThis book explores the causes of oil spills, the effects of spills on the environment, and how such messes are cleaned up.

Text typeInformational text

• Historical

This book contains:• Captioned photographs• Fast Facts• Glossary• Index• Maps• Procedure (experiment)

Lesson focusDuring this lesson, students will use a variety of comprehension strategies to deepen their understanding of the text and build content vocabulary.

Before ReadingRead the title aloud without showing the cover to the students.

• Visualize a “mess.” What words can you use to describe it?

• What is the effect of a mess? Is a mess generally a good or bad thing? Why?

Hand out the books and ask the students to look at the front cover, paying attention to the image and other visual features such as the fonts, graphics, and colors.

• Make a connection to your world knowledge about oil. What is happening in the image on the cover? This is a text-to-world connection.

• Make a prediction about whether oil spills are a greater or lesser problem now than in the past.

Have the students look at the back cover and read the blurb.

• Discuss the blurb and whether the information matches the prediction you just made.

• Discuss any questions you have prior to reading What a Mess!

Have the students read the contents page:

• Discuss why the chapter “Cleaning Up” might be near the end of the book.

• Make a prediction about what you think the earlier chapters will be about.

During ReadingSet a purpose for reading the chapter “Oily Beginnings” (pp. 2–5):

• As you read pages 2 and 3, make a connection between what is being described and the title, What a Mess! This is a text-to-text connection.

SOCIALSTUDIES

57

The graphic organizer for this

lesson can be found on page 97.

• Read pages 4 and 5. Determine the important ideas as you read and summarize the information in the chapter “Oily Beginnings” in your own words.

Set a purpose for reading the chapter “Oily Extractions” (pp. 6–9):

• Read pages 6 to 9. Draw an inference to explain why oil was called “black gold.”

• Synthesize the information in the chapter “Oily Extractions” to explain whether oil or the demand for more oil came first.

Set a purpose for reading the chapter “Oil Tankers” (pp. 10–13):

• Read pages 10 and 11. Draw an inference about why oil tankers may have been bombed in World Wars I and II.

• Read the experiment, “Try It Yourself,” described on pages 12 and 13. Monitor your comprehension of the experiment by trying it at home.

• Synthesize the information in the text and the experiment to explain why oil spills are so bad for birds and wildlife.

Set a purpose for reading the chapter “Oil Platforms” (pp. 14–17):

• As you read pages 14 and 15, visualize what it must be like to live on an oil platform. Think about how it would look, feel, sound, and smell.

• Read pages 16 and 17. Monitor your comprehension as you read. Which strategies can you use to repair your understanding as you read?

Set a purpose for reading the chapter “Oily Environments” (pp. 18–19):

• Read pages 18 and 19. Synthesize the information in the chapter “Oily Environments” to explain who or what is most affected by oil spills. Why?

Set a purpose for reading the chapter “Cleaning Up” (pp. 20–23):

• Read pages 20 to 23. Do you have any remaining questions about oil spills? Where could you find more information?

• Reread the last paragraph on page 22. Synthesize the information you’ve read to help you think of other ways you can use less oil.

After Reading• Think back to the before-reading discussion.

How was the “mess” in What a Mess! similar to or different from the one you visualized?

• Using the graphic organizer, write a list of advantages and disadvantages of our use of oil.

• Now write a paragraph describing what the world will be like if/when we have stopped using oil.

• In your opinion, do the benefits of oil outweigh the disadvantages?

GUIDED READING LESSON

LEVEL

58

Big Bugs, “Bad” BugsAdapted by Matt Comeskey

About this bookThis book introduces readers to eight fascinating bugs, some big yet harmless, and some small yet very dangerous.

Text typeInformational Text

• Scientific

This book contains:• Captioned illustrations and photographs• Diagrams• Fast Facts• Glossary• Index• Maps

Lesson focusDuring this lesson, students will use a variety of comprehension strategies to deepen their understanding of the text and build content vocabulary.

QSCIENCE

Before ReadingRead the title aloud. Have the students look closely at the front cover, including the image, typeface, colors, and other design features.

• What predictions can you make about the content and type of information in this book? Will it be fiction or nonfiction?

• Draw an inference about why the word “bad” is enclosed in quote marks.

Discuss the students’ experiences with bugs and insects.

Have the students read the contents page:

• What clues does the contents page give you about how the book will be organized?

During ReadingSet a purpose for reading the “Introduction” (pp. 2–3):

• Read page 2. Visualize what it would be like to be holding a scorpion. Use all of your senses to help you.

Set a purpose for reading the chapter “Giant Burrowing Cockroach” (pp. 4–6):

• Read pages 4 to 6. What does the word “outback” mean? Make a prediction, then check your answer using the glossary at the back of the book.

• Look for the question at the bottom of page 6. What is the purpose of this question?

• As you read, monitor your comprehension. If you encounter any challenges as you read, use strategies to repair your understanding.

Set a purpose for reading the chapter “Helicopter Damselfly” (pp. 7–9):

• As you read pages 7 to 9, look for key words and important ideas to help you summarize the chapter.

59

The graphic organizer for this

lesson can be found on page 98.

Set a purpose for reading the “Final Word” (p. 27):

• As you read page 27, reflect back on your before-reading inference about why the word “bad” is in quote marks in the title. After reading the text, do you agree with the author’s decision to put “bad” in quote marks? Why or why not?

After ReadingReflect together on the text.

• As you read and monitored your comprehension, what challenges did you find in this text?

• What text features helped you solve those challenges?

• Were your before-reading predictions about the content you expected to find in the text correct? Use evidence from the text to support your answer.

• We’ve learned a lot about eight different bugs. Use the graphic organizer to record the main points about each one. Using the information you’ve recorded, decide which of the insects you think helps us the most. Use the text to justify your answer.

• Describe the way that one of the text features, such as a fast fact, diagram, map, or size scale, helps you to make a connection to the text. This is a text-to-self connection.

Set a purpose for reading the chapter “Praying Mantis” (pp. 10–13):

• As you read pages 10 to 13, record the characteristics of the praying mantis. This is a good way to determine the important ideas in the text.

• Draw an inference to explain the two reasons camouflage is essential to the praying mantis.

Set a purpose for reading the chapter “Weta” (pp. 14–15):

• Read pages 14 and 15 and record the characteristics of the weta. How do they compare to the praying mantis?

Set a purpose for reading the chapter “Bullet Ant” (pp. 16–17):

• Read pages 16 and 17. Do you have any remaining questions about the bullet ant? Where could you find answers to your questions?

Set a purpose for reading the chapter “Black Widow” (pp. 18–21):

• Read pages 18 to 21. Make a connection to spiders you’ve seen. Have you ever seen or read about a black widow in a movie, TV show, or book? This is a text-to-text connection.

Set a purpose for reading the chapter “Mosquito” (pp. 22–23):

• Read pages 22 and 23. Draw an inference about what you can do to avoid being bitten by a mosquito. Make a connection between the information you’ve just read and your own knowledge about how to avoid being bitten.

Set a purpose for reading the chapter “Killer Bee” (pp. 24–26):

• As you read pages 24 to 26, determine the important ideas in the text. Use the important ideas to summarize the chapter in your own words.

GUIDED READING LESSON

LEVEL

60

The GardenBy Janice Marriott

Q

About this bookThis book is about some children who get a puppy, but then realize they have to earn money to take care of it.

Text typeLiterature

• Story (realistic fiction, financial literacy)

This book contains:• Dialogue • Glossary • Humor • Mathematical concepts • Problem solving

Lesson focusDuring this lesson, students will use a variety of comprehension strategies to deepen their understanding of the text and build content vocabulary.

Before ReadingRead the title aloud, and then read the blurb on the back cover. Have the students look closely at the front cover, including images, typeface, colors, and other design features.

• Make a prediction about what this text will be about using the title, the images, and the blurb on the back cover. What do you think the “gift” will be? Are there any clues on the cover?

• How much knowledge do you have about gardening? Why do you think this will, or won’t, be a challenging topic for you?

Ask the students to skim and scan the contents page and the glossary.

• What questions do you have about the text now?

• Revisit your predictions in light of the glossary words you have seen, and the chapter headings.

During ReadingSet a purpose for reading “Chapter 1: The Puppy” (pp. 2–5):

• As you read pages 2 to 5, monitor your comprehension of the story. Are your predictions changing as you read?

• The first word of this text, “Whump,” is an onomatopoeic word. Visualize Grandma’s entrance, using the descriptive words in the text to help you.

• Draw an inference to identify what Mom is feeling. Back your answer up with evidence from the text.

Set a purpose for reading “Chapter 2: Dogs Can’t Live on Carrots Alone!” (pp. 6–10):

• As you read, look for clues about whether Mom’s emotions have changed. Draw an inference about how she is feeling now.

FICTION

61

The graphic organizer for this

lesson can be found on page 99.

• Use the graphic organizer to record some inferences about the characters in the story.

• Determine the important ideas in the story so far. Use the important ideas to summarize the story in two or three sentences.

Set a purpose for reading “Chapter 3: Money Doesn’t Grow on Trees!” (pp. 11–15):

• Read pages 11 to 15. Determine the important ideas about investments in this chapter. In your opinion, which was the most important thing the family learned?

• Think of any questions you have about investing. Where can you find answers if your questions aren’t answered in the rest of the book?

Set a purpose for reading “Chapter 4: Market Research” (pp. 16–20):

• Read pages 16 to 20. Visualize the produce that is being taken to market. Draw an inference about why the children think it will be successful. What evidence can you find in the text to support your inference?

Set a purpose for reading “Chapter 5: Farmers’ Market” (pp. 21–25):

• Read pages 21 to 25. Draw an inference about why the narrator was devastated. Was the day successful?

Set a purpose for reading “Chapter 6: Payday” (pp. 26–28):

• As you read pages 26 to 28, synthesize what you have read and explain why the children made so much money.

• Draw an inference about how Mom feels about Bella now. What evidence from the text supports your inference?

After Reading• Discuss areas of the text where you had to monitor

your comprehension and use your strategies to repair your understanding.

Reflect on the predictions the students made before reading.

• How accurate were your predictions?

• Make connections between the front cover of the book and the text. These are text-to-text connections. What elements of the cover are clearer now that you have read the book?

GUIDED READING LESSON

LEVEL

62

AtollsBy Don Long

SSOCIAL STUDIESLEVEL S

About this bookThis book explores how atolls are formed, and how they can help scientists predict future climate changes.

Text typeInformational text

• Scientific

This book contains:• Captioned illustrations and photographs • Diagrams• Fast Facts• Glossary• Index • Maps

Lesson focusDuring this lesson, students will use a variety of comprehension strategies to deepen their understanding of the text and build content vocabulary.

Before ReadingRead the title aloud. Ask the students to look closely at the front cover, including image(s), typeface, colors, and other design features.

• Describe what you can see, and use this to predict what Atolls will be about.

• Make a connection between the book cover and your world knowledge. What do you know about atolls?

Read the blurb aloud.

• The blurb on the back cover says we should be “taking notice” of atolls. Draw an inference about why we should be taking notice of them.

• Predict why atolls are “strange” and “like no other.” Use the image on the front cover to help you form your prediction.

Set a purpose for reading the contents page:

• Read the contents page. While you read, think of a question about the book, based on the contents information.

During ReadingSet a purpose for reading the chapter “What Is an Atoll?” (pp. 2–9):

• As you read page 2, monitor your comprehension. What trips you up? What is easy to understand? Use the text, the photograph on pages 2 and 3, and the glossary to help you.

• Draw an inference about why atolls are some of the most “challenging places” to live on Earth.

• Summarize the information on pages 4 to 7, about how an atoll forms.

• Compare the diagrams on pages 7 and 8, showing how atolls form. Which one helped your understanding most, and why?

SOCIALSTUDIES

63

The graphic organizer for this

lesson can be found on page 100.

Set a purpose for reading the chapter “First Arrivals” (pp. 10–15):

• Determine the important ideas in the chapter “First Arrivals.” Use these ideas to describe what effect humans had on atolls once they began living on them.

• Use the map on page 12 to help you understand the way humans spread out across the Pacific.

• Draw an inference about why Tokelau was the last of the atolls to be discovered. You will need to think about its position on the maps on page 12 and page 15.

Set a purpose for reading the chapter “Life in Tokelau” (pp. 16–17):

• Use the images and the text in the chapter “Life in Tokelau” to help you draw an inference about why so few people live in Tokelau.

• Synthesize the information in this chapter to explain whether or not you would like to live in Tokelau.

Set a purpose for reading the chapter “Atolls under Threat” (pp. 18–26):

• Determine the important ideas in the chapter “Atolls under Threat” to describe why atolls are becoming dangerous places to live.

• What are your thoughts about climate change? Make a connection between your thoughts and the information in this chapter. This is a text-to-self connection.

Set a purpose for reading the chapter “What’s at Risk Next?” (p. 27):

• Make a text-to-world connection between the climate-related disasters that affect atolls and another disaster you are aware of. How are they similar or different?

After Reading• Reflect on the before-reading prediction you made

about this book. Was your prediction accurate? What do you now know about atolls that you didn’t know before?

• Complete the graphic organizer. Synthesize the text by recording the positives and challenges of living on an atoll.

GUIDED READING LESSON

LEVEL

64

Ice Pilots Adapted by Matt Comeskey

RNONFICTIONLEVEL R

About this bookThis book is about why ice pilots must take off and land in some of the most dangerous conditions on Earth, and how their special cargo plays an important part in our understanding of the world, and our future.

Text typeInformational text

• Scientific

This book contains:• Captioned photographs• Diagrams• Fast Facts• Glossary• Graph• Index• Maps

Lesson focusDuring this lesson, students will use a variety of comprehension strategies to deepen their understanding of the text and build content vocabulary.

Before ReadingRead the title aloud. Ask the students to look closely at the front cover, including image(s), typeface, colors, and other design features.

• Based on the front cover image, what predictions can you make about this book?

• Think about the content and the text type that you expect to find inside.

• Turn to the back cover and read the blurb. Now, think of a question you would like to find the answer to in this text.

• Discuss any previous experiences you have of flying and/or any connections you can make to flying.

Read the table of contents aloud.

• Predict what might be going to happen in the chapter called “Whiteout.”

• Relate your prediction to the blurb.

During ReadingSet a purpose for reading the chapter “Touchdown” (pp. 2–5):

• Read page 2. Make a prediction about what the man is waiting for. How and why did you predict this?

• Read the rest of the chapter. As you read, notice all the text features – glossary words, text in italics, photographs, a map, labels and captions, even illustrated page numbers and the illustration behind the photograph. How do they add meaning to the text?

• Is the text on page 4 what you were expecting? Why or why not?

• What kinds of dangers might ice pilots face? What evidence can you find on page 5 to support your answer?

NON-FICTON

65

The graphic organizer for this

lesson can be found on page 101.

Set a purpose for reading the chapter “Welcome to Antarctica” (pp. 6–9):

• Read the “Welcome to Antarctica” chapter.

• Look closely at the diagrams on page 8. Visualize the ice pilots and crew during the long flight from New Zealand to Antarctica. Prepare a list of the things you think ice pilots would need to think about as they near the Point of Safe Return.

• Read the caption with the photograph on page 9. Draw an inference from this caption about something dangerous that could happen after the pilot has decided to fly on past the Point of Safe Return.

Set a purpose for reading the chapter “Whiteout” (pp. 10–13):

• As you read the chapter “Whiteout,” determine the main hazards the ice pilots have to face. Keep a list of these important ideas as you find them in the text.

• As you read, recall the question you thought of after reading the blurb. Have you found the answer in the text yet? If so, ask another question. If not, read on to try to answer your first question.

Set a purpose for reading the three chapters “South Pole Mission” (pp. 14–18), “North Pole Mission” (pp. 19–22), and “On Top of the World” (pp. 23–27):

• As you read the remaining chapters, compare the work being done at the South Pole with the work at the North Pole. To do this, you will need to ask questions and determine important ideas in the text.

After ReadingReflect together on the text.

• Where were the challenges in the text?

• What text features most helped you to solve those challenges?

• What new vocabulary did you learn?

• Now you’ve found a lot of information about the ice pilots, their job, and the jobs of their crew. Record the important ideas from the text on your graphic organizer. In the box at the bottom, write the main qualities you would put into a job description for an ice pilot.

Ask the students if they have any unanswered questions. Discuss where they might go for answers and/or additional information on ice pilots.

GUIDED READING LESSON

LEVEL

66

InfinityBy Jane Kelley

R

About this bookThis book helps readers understand that infinity is not a number, but a concept.

Text typeInformational text

• Technical

This book contains:Captioned photographs and illustrations

• Diagrams• Equations• Fast Facts• Glossary• Index• Poetry

Lesson focusDuring this lesson, students will use a variety of comprehension strategies to deepen their understanding of the text and build content vocabulary.

Before ReadingRead the title aloud. Ask the students to look closely at the front cover, including image(s), typeface, colors, and other design features.

• Make a text-to-self connection by thinking about a time in your life that you have used or heard the word “infinity” before.

Read the blurb aloud.

• On the back cover is the blurb. There are three questions being asked here. Which do you think you know the answers to?

• Skim and scan the contents of the book from front to back, noting if it is a fiction or nonfiction text. Notice text features, such as illustrations, photographs, fast facts, and other text features.

• Scan the contents page and glossary and read any difficult words and their meanings.

During ReadingSet a purpose for reading the chapter “What Is Infinity?” (pp. 2–3):

• As you read page 2, monitor your comprehension. Where are the challenges and where is comprehension easier for you?

• Draw an inference about why infinity is so hard to imagine.

Set a purpose for reading the chapter “The Beginnings of Infinity” (pp. 4–7):

• Determine the important ideas in the chapter “The Beginnings of Infinity.” Describe some of the different ways people have tried to explain infinity. Which one is most helpful to your understanding, and why?

MATHEMATICS

67

The graphic organizer for this

lesson can be found on page 102.

• Visualize the infinity symbol in three dimensions. Why do you think this a good symbol for the idea of infinity?

• Draw an inference about why we might need a symbol to represent infinity.

Set a purpose for reading the chapter “Infinity in Mathematics” (pp. 8–12):

• Monitor your comprehension of the ideas in the chapter “Infinity in Mathematics.” Use the equations to help repair your understanding if it breaks down.

• Ask a question about the ideas described in this chapter. What are you curious about?

Set a purpose for reading the chapter “Infinity in Science” (pp. 13–16):

• While reading the chapter “Infinity in Science,” draw an inference about why scientists are curious about infinity.

• How is infinity in science similar to infinity in mathematics?

• If you need to repair your understanding of ideas in this chapter, use the glossary to help you define the terms in bold. Also, use the diagrams to help you visualize what is being discussed.

Set a purpose for reading the chapter “Infinity in Art” (pp. 17–21):

• Read the chapter “Infinity in Art,” and explain how artists can help us understand infinity better.

• Explain why the M. C. Escher drawing on pages 20–21 is a good illustration of the idea of infinity.

Set a purpose for reading the chapter “Understanding Infinity” (pp. 22–27):

• Make a connection to the picture of the infinity mirror on page 22.

• Synthesize what you have read to explain how the concept of infinity is useful to us.

After Reading• Monitor your comprehension by noting any parts of

the books that tripped you up and how you repaired your understanding. Which strategies did you use? How did you use the glossary and other text features?

Reflect with the students on the before-reading discussion.

• Explain why it is important that we see infinity as an idea, not as a number.

• Complete the graphic organizer.

GUIDED READING LESSON

LEVEL

68

The Man Who Changed the WorldBy Tony Burnett

SNONFICTIONLEVEL S

About this bookThis book details the life of Albert Einstein, and looks at some of the ways in which he changed the world.

Text typeInformational text

• Literary nonfiction (graphic novel, biography)• Historical

This book contains:• Diagrams• Glossary• Index• Maps

Lesson focusDuring this lesson, students will use a variety of comprehension strategies to deepen their understanding of the text and build content vocabulary.

Before ReadingRead the title aloud. Ask the students to look closely at the front cover, including image(s), typeface, colors, and other design features.

• Make a connection to the cover illustration. If you don’t know who the man is, make a connection to any image on the cover.

Have the students look at the back cover and read the blurb.

• Skim and scan the content of the book from front to back, noting if it is a fiction or nonfiction text. Scan the contents page and glossary and read any difficult words and their meanings.

• Discuss what you know about graphic novels. How should you read the panels (words and pictures)?

Set a purpose for reading the contents page:

• Draw an inference about the way Einstein is perceived today. What are the clues you used?

During ReadingSet a purpose for reading the chapter “The Birth of a Genius” (pp. 2–5):

• Look closely at the layout of pages 2 and 3. How do the graphic images reinforce the written message? How did the questions interest you?

• Read pages 4 and 5. Use the images, and your world knowledge, to visualize what learning may have been like when Einstein was young. Ask the question, “Was it more difficult or easier for Einstein than it is for me to learn things?”

Set a purpose for reading the chapter “Growing Up” (pp. 6–8):

• Using the information in the chapter “Growing Up,” draw an inference about Einstein’s personality. How do the images support this?

NON-FICTON

69

The graphic organizer for this

lesson can be found on page 103.

• Synthesize what you have read to explain why Einstein grew up to be a “genius” in physics.

• Choose the image on page 7 that shows the most important idea on the page, and say why.

Set a purpose for reading the chapter “The Making of a Genius” (pp. 9–12):

• Monitor your comprehension of the ideas in the chapter “The Making of a Genius.” Look at the glossary for definitions of difficult words.

• Determine the important ideas in this chapter.

• Make a connection between an illustration and one of Einstein’s ideas. Explain how the illustration helped you understand the idea.

Set a purpose for reading the chapter “Family Life” (pp. 13–15):

• Read the chapter “Family Life.” Think of a question about Einstein’s family life. How is his family life different from what you had previously imagined?

Set a purpose for reading the chapter “The Idea That Changed the World” (pp. 16–19):

• Read the chapter “The Idea That Changed the World.” Ask a question about Einstein’s scientific breakthroughs. What would you most like to know?

• Discuss page 18. Determine the important idea and explain how it is shown in the image. Synthesize your knowledge and describe if you think Einstein did the right thing by going to America.

Set a purpose for reading the chapter “The Angry Parrot” (pp. 20–23):

• Read the chapter “The Angry Parrot.” Draw an inference about how Bibo the parrot helped Einstein.

• Make a connection between page 22 and page 18. Why have the illustrators chosen to represent these two events in such a similar way?

Set a purpose for reading the chapter “How Did Einstein Change the World?” (pp. 24–27):

• Make a text-to-world connection to an invention in the chapter “How Did Einstein Change the World?”

• Explain what Einstein might have said if he was alive today and could read the panels on page 25.

After Reading• Revisit pages 24 to 27. Synthesize the text by writing

one sentence to tell an adult you know why Einstein is regarded as one of the smartest people ever.

• Share your opinion on whether this book was good as graphic novel, or whether it would have been better as a traditional book.

• Complete the graphic organizer.

Reflect on the text with students.

• How did you repair your understanding when the text confused you?

• How was reading a graphic novel similar to and different from reading a traditional book?

GUIDED READING LESSON

LEVEL

70

Hissy FitsAdapted by Neale Pitches

About this bookThis book gives readers an insight into what makes us angry, and how different animals display anger.

Text typeInformational Text

• Scientific

This book contains:• Captioned photographs and illustrations• Fast Facts• Glossary• Index• Maps

Lesson focusDuring this lesson, students will use a variety of comprehension strategies to deepen their understanding of the text and build content vocabulary.

SCIENCES

Before ReadingRead the title aloud. Have the students look closely at the front cover, including image(s), typeface, colors, and other design features.

• What does the phrase “hissy fits” mean? Make a connection to the title or draw an inference based on what you can see on the cover.

• Make a prediction about the content of this text.

Have the students read the blurb on the back cover.

• While you read the blurb, look for another piece of slang like “hissy fits” (“flip their lids”). Why do you think the author has used this kind of informal language?

• How has reading the blurb changed or strengthened your predictions?

Ask the students to scan the contents page.

• Make connections to the phrases you see on the contents page. Are the connections text-to self, text-to-text, or text-to world connections?

Discuss any questions the students have about the text from the before-reading tasks they have just completed. Discuss and record any questions students have about anger.

During Reading• Visualize a time you’ve been angry, using all of your

senses.

• Listen to the following description of anger. Think about the feelings you feel when you’re angry.

Read aloud page 2 to the students.

• Which particular descriptions can you make a personal connection with? Can you add any more words or phrases to the list?

• What connections can you make with texts you have read or seen that showed anger?

71

The graphic organizer for this

lesson can be found on page 104.

• What do you know about how anger affects the world we live in?

• A nonfiction text often has important information early in the text, followed by supporting details. What important ideas can you determine in the chapter “What Makes You Mad?”

Set a purpose for reading the chapter “Seeing Red” (pp. 4–6):

• Read and take note of all of the text features on pages 4 to 6 (running text, photos, captions, illustrations, fast fact box, bold words, teaser, fonts, page numbers, the illustration behind the chapter heading). Think about the purpose of each text feature and how it helps you to comprehend the text.

Set a purpose for reading the chapter “Making a Stink” (pp. 7–9):

• How are connections made between human and animal anger?

• Visualize one incident of animal anger, drawing on information from the text.

• Draw an inference about whether people can really be blamed for getting angry. (Hint: What if chemicals have something to do with us getting angry?)

Set a purpose for reading the chapters “Spitting Mad” and “Taming the Shrew” (pp. 10–14):

• As you read, make connections between human anger and animal anger, and choose your favorite (most gross!) form of animal anger.

• Who can spit farther, llamas or humans?

• Read page 14, and draw an inference about why scientists are interested in studying shrew behavior.

Set a purpose for reading to the end of the book:

• As you read through to the end of the book, choose your favorite connection between animal anger and human anger. Be ready to share your choice.

• As you read, stop at the bold words if you find meaning is lost. This is called “monitoring your comprehension.”

• Look up the definitions of the bold words in the glossary. This is called “repairing your understanding.”

After ReadingDiscuss with the students how the chapter “What Makes You Mad?” says that anger can ruin our relationships, cause violence, and even start wars.

• Make a connection between the text in “What Makes You Mad?” and (1) another part of the text, or (2) something beyond the text (another text or your knowledge of the world) to show that you agree or disagree with the author. This is a way to synthesize the information you have read.

Review the questions the students asked about anger at the beginning of the lesson, and discuss.

• Summarize the important ideas in the book.

• Complete the graphic organizer. At the bottom of the graphic organizer, write the insights or big ideas you got from reading Hissy Fits.

GUIDED READING LESSON

LEVEL

72

It’s a Deal!By Diana Noonan

T

About this bookThis book tells the story of a girl who gets into some difficulty using a credit card. It explores some basic concepts related to compounding debt.

Text typeLiterature

• Story (realistic fiction, financial literacy)

This book contains:• Glossary• Mathematical concepts • Questions in dialogue

Lesson focusDuring this lesson, students will use a variety of comprehension strategies to deepen their understanding of the text and build content vocabulary.

Before ReadingRead the title aloud. Have the students look closely at the front cover, including image(s), typeface, colors, and other design features:

• Discuss any predictions you have about the story, based on the title and the image.

Read the blurb aloud.

• How does this help to repair your understanding or change your prediction?

• What connections can you make to, and what inferences can you draw from, the title, the image, and the blurb?

Ask the students to read the contents page.

• What new information does the contents page give you?

• Make a new prediction (by drawing an inference) about what might happen in the story based on what you have read on the contents page.

Ask the students to complete their skim and scan of the book by flipping through the pages, skimming the illustrations and scanning for key words.

During ReadingAsk the students to turn to chapter 1, and before reading, look at the picture on the facing page.

• Draw an inference from what you see. Describe what you can tell about the characters already.

Set a purpose for reading page 2:

• As you read page 2, determine what important ideas are presented about each of the characters.

Set a purpose for reading the rest of the chapter:

• As you read the rest of the chapter, look for problems that Jenna faces.

FICTION

73

The graphic organizer for this

lesson can be found on page 105.

• As you read, you gathered a lot of information about Jenna. Draw an inference as to whether you think she was responsible or not.

• Go back into the text and identify a piece of knowledge that you did not know before. How might this knowledge be helpful in another area of your life?

• Identify any places in the text where your comprehension broke down – discuss how you repaired your understanding.

• Complete the graphic organizer.

• Determine the important ideas in chapter 1 by writing a summary.

Discuss the title of the next chapter, “Dynamite” (p. 7):

• What is dynamite and how might it connect to the story? What different meanings are there to consider in this context?

Set a purpose for reading chapter 2:

• What else can we tell about Jenna from reading chapter 2? Decide if she is making good choices and explain your answer with evidence from the text.

• What questions do you have so far about what you have read?

• Make a connection between your knowledge of credit cards to the information Mike gave Jenna about credit cards.

• Monitor your understanding of this chapter by ensuring you know what the bold words mean. Use the glossary in the back if you need to repair your comprehension.

Set a purpose for reading chapter 3:

• As you read chapter 3, look for information about Jenna’s emotions. Draw inferences about how she must be feeling.

• Make a connection to an experience you have had where your feelings about something suddenly changed. Why did that happen?

Set a purpose for reading the remaining text:

• As you read the rest of the book, note the pluses and minuses of credit cards, by determining the important information about them.

• Synthesize the information from the story and decide whether you would solve the problem the same way Jenna does. Be prepared to explain your answer at the end.

After ReadingDiscuss the idea of using a credit card for purchases, to help students synthesize the information in the text.

• What advice would you give someone who wanted to buy something with a credit card? Use evidence from the text to help back up your answer.

• What other options are there, other than using a credit card?

GUIDED READING LESSON

LEVEL

74

It’s a Numbers GameBy Jane Kelley

T

About this bookThis book shows how statistics play a big part in sports, and what sports statistics really mean.

Text typeInformational text

• Technical

This book contains:• Captioned photographs• Charts• Fast Facts• Glossary• Graphs • Index• Mathematical concepts• Tables

Lesson focusDuring this lesson, students will use a variety of comprehension strategies to deepen their understanding of the text and build content vocabulary.

Before ReadingRead the title aloud. Ask the students to look closely at the front cover, including image(s), typeface, colors, and other design features.

• What does the phrase “numbers game” mean?

• Based on the words and image on the cover, predict what this text will be about.

Read the blurb aloud.

• Revisit your prediction about the cover. How does it change with the new information from the blurb?

• Skim and scan the content of the book from front to back, noting if it is a fiction or nonfiction text. Notice text features, such as illustrations, photographs, fast facts, and other graphics. Scan the contents page and glossary and read any difficult words and their meanings.

Set a purpose for reading the contents page:

• Read the chapter headings on the contents page and note any questions you hope to find the answers to in the book. Keep the questions nearby as you read.

During ReadingSet a purpose for reading the “Introduction” (pp. 2–3):

• Read pages 2 and 3 and make a text-to-self connection. How are sports a part of your life?

• Draw an inference about why people are so interested in sports.

Set a purpose for reading the chapter “Who’s Really Number One?” (pp. 4–14):

• Read pages 4 and 5. Predict which player will be “number one” – you may already have an opinion about this!

• Draw an inference about why we can only fairly compare these players using statistics.

MATHEMATICS

75

The graphic organizer for this

lesson can be found on page 106.

• Read pages 6 to 8. Determine the important idea about how to calculate an average.

• Describe the differences in the way that numbers are used between sports like basketball and swimming.

• Draw an inference about why people are becoming faster swimmers.

Set a purpose for reading the chapter “Way above Average” (pp. 14–18):

• Read pages 14 and 15 and describe the different ways the author gives you information. Which did you find more helpful to your understanding, and why?

• Read the rest of the chapter. Draw an inference about why even small changes to an average have a big effect on gymnasts.

Set a purpose for reading the chapter “Turning Heads” (pp. 19–22):

• Read pages 19 and 20. What made Shaun White’s achievements “extra” special?

• Before reading the final paragraph on page 21, try to figure out how many rotations you would need to make to go 1260 degrees. Visualize what that would be like!

Set a purpose for reading the chapter “Scores or Saves?” (pp. 18–21):

• Draw an inference from the chapter “Scores and Saves” about why statistics such as a “goals-against average” are useful to the players.

Set a purpose for reading the chapter “Statistics in Action” (pp. 21–23):

• Determine the important ideas on pages 21 to 23 to explain why some numbers are not helpful.

After Reading• Think about how well you understood this book by

noting any parts of the book that tripped you up. How did you repair your understanding? Which strategies did you use? How did you use the glossary, and other text features?

• Complete the graphic organizer.

Reflect back on your before-reading discussion.

• What did the author mean by the phrase “It’s a numbers game”?

GUIDED READING LESSON

LEVEL

76

Who Knew?By Rebecca McEwen

T

About this bookThis book examines modern objects and uncovers some surprising facts about when, how, and why they were first invented.

Text typeInformational text

• Scientific• Historical

This book contains:• Captioned photographs and illustrations• Diagrams• Fast Facts• Glossary• Index

Lesson focusDuring this lesson, students will use a variety of comprehension strategies to deepen their understanding of the text and build content vocabulary.

Before ReadingRead the title aloud. Ask the students to look closely at the front cover, including image(s), typeface, colors, and other design features.

• Predict what this book will be about. What have you based your prediction on?

Read the blurb aloud.

• Based on the information in the blurb on the back cover, would you now like the change your prediction or keep it the same?

• Make a connection between the blurb and the image on the front cover.

• Make a text-to-self connection with the final question of the blurb. How much do you know?

Set a purpose for reading the contents page:

• Read the contents page and predict the kind of technology that might be discussed in each chapter.

• Do you have any questions about the book, from reading the contents page?

During ReadingSet a purpose for reading pages 2 and 3:

• Draw an inference about why elevators in ancient Greece may be considered “odd.”

• Monitor your comprehension. Use the captions and images on pages 2 and 3 to give you more information, and the glossary at the back to help you repair your understanding.

Set a purpose for reading page 4:

• Visualize a modern vending machine. How is it different from the vending machine in the diagram?

• Draw an inference about why the world wasn’t ready for Hero’s vending machine.

SOCIALSTUDIES

77

The graphic organizer for this

lesson can be found on page 107.

Set a purpose for reading the chapter “That’s Entertainment!” (pp. 5–13):

• Before you read the chapter “That’s Entertainment!”, make a text-to-self connection about any technology that you use for entertainment. How much do you know about where it came from?

• Read pages 5 and 6. Why do you think the public wasn’t ready for Kramer’s invention?

• Read pages 7 to 11. Draw an inference about why the term “debugging the computer” is still in use.

Set a purpose for reading the section “The Video Game” (pp. 12–13):

• Look for the important ideas in the section “The Video Game.” Write them down as you read. Once you have read pages 12 and 13, synthesize the information with your own knowledge to explain why today’s video games are like the real first video game.

Set a purpose for reading the chapter “Going Places” (pp. 14–19):

• Read the chapter “Going Places.” Draw an inference about why auto manufacturers are always producing new cars.

• Synthesize the information in “The Helicopter” to explain why Paul Cornu, not Leonardo da Vinci, gets the credit for creating the first helicopter.

• Visualize operating the Turtle submarine. Explain why it is, or isn’t, the kind of thing you’d like to do.

Set a purpose for reading the chapter “It’s War” (pp. 20–22):

• Draw an inference from the chapter “It’s War” about why people invent such destructive technologies.

• Make a text-to-world connection (perhaps using a search engine) to compare Greek Fire with a modern weapon.

Set a purpose for reading the chapter “Inventing for the Future” (pp. 23–27):

• After reading the rest of the book, describe what else you know about Leonardo da Vinci.

• Determine the important ideas in the last chapter.

After Reading• Why does the inventor of a new idea sometimes not

live to see it become successful?

• Complete the graphic organizer.

GUIDED READING LESSON

LEVEL

78

A Guide to Time TravelBy Tony Burnett

U

About this bookThis book proves that time travel is theoretically possible. The theory is explained to a girl by her grandfather through a series of mathematical steps.

Text typeInformational text

• Scientific

This book contains:• Captioned photographs and illustrations • Charts • Fast Facts • Glossary • Index • Maps

Lesson focusDuring this lesson, students will use a variety of comprehension strategies to deepen their understanding of the text and build content vocabulary.

Before ReadingAsk the students to look at the front and back covers, and read the blurb, also paying attention to the images and other visual features such as the typefaces, illustrations, and colors.

• Predict whether this will be an informational text or a story.

• Which elements indicate it might be a story? Which elements suggest informational text?

Ask the students if they can make a connection to the theme of time travel. They could make text-to-self connections (if time travel reminds them of something from their own life), text-to-world connections (if time travel reminds them of something that has happened in the world), or text-to-text connections (if time travel reminds them of something they have read about or watched before).

• If you were to time travel, what time period would you go to and why?

• What questions do you have about time travel?

Ask the students to skim and scan the contents page. Set a purpose for this:

• As you read, make connections between the contents page and the cover.

• Based on the information from the contents page, what questions do you have about what you will find in the text?

During ReadingSet a purpose for reading the chapter “History Is Written in the Stars” (pp. 2–3):

• As you read pages 2 and 3, revisit your before-reading prediction. Is this text more like an informational text or a story? Support your answer by referring to the text.

MATHEMATICS

79

The graphic organizer for this

lesson can be found on page 108.

• Make a connection between this chapter and the cover. Use your connection to predict what may happen in the story.

Set a purpose for reading the chapter “The Fastest Thing in the Universe” (pp. 4–7):

• Read pages 4 and 5. Draw an inference about what Teresa and her grandfather are like. Use evidence from the text to justify your answers.

• Try to visualize the speed of light. Why do you think Teresa thinks she has made a mistake?

• Read pages 6 and 7. Make a connection between the illustration and text.

• Use the colored text boxes to monitor your comprehension of Teresa and her grandfather’s conversation. The same information is presented in two different ways.

• Synthesize the text by describing how to calculate the speed of light per second.

Before moving on to the next chapter, stop and discuss with the students the challenges and the important ideas in this text so far. Ask the students to discuss what strategies they finding most helpful to their comprehension.

Set a purpose for reading the chapter “How Time Flies” (pp. 8–13):

• Make connections between the illustrations and the text in the chapter “How Time Flies.” How does the combination of text and illustrations help you to visualize the conversation?

• Determine the most important idea or ideas that Teresa’s grandfather shares with her.

Set a purpose for reading the chapter “Past or Future?” (pp. 14–19):

• Synthesize the information in the chapter “Past or Future” and explain why you can only go forward in time – not back.

• Note the important ideas in this chapter.

Set a purpose for reading the remaining chapters:

• As you read about the calculations, use the text boxes to help repair your understanding.

• Visualize what it would be like to age at a different rate from your family.

• How does Teresa feels about time travel? Explain why you agree/disagree with her.

After Reading Ask the students to reflect on their comprehension of this text, which contains very challenging ideas.

• Think back to any problems you had comprehending this text. Which strategies were most useful in repairing your understanding?

• Identify any further study or research you could do, in other words, further questions you could ask to clarify your understanding of the important ideas in this text.

• Complete the graphic organizer.

GUIDED READING LESSON

LEVEL

80

Monster HuntingBy Rebecca McEwen

U

About this bookThis book investigates cryptozoology – the study of mysterious creatures. The featured “monsters” range from prehistoric times to the present day.

Text typeInformational text

• Scientific

This book contains:• Captioned photographs and illustrations • Charts • Fast Facts • Glossary • Index • Maps • Scale diagrams

Lesson focusDuring this lesson, students will use a variety of comprehension strategies to deepen their understanding of the text and build content vocabulary.

Before ReadingBefore showing the book cover to the students, discuss the idea of monsters.

• What do we most often mean when we refer to “monsters”? When you visualize a monster, what do you see in your mind?

• Monsters are a popular fictional topic. Make a connection to some current books or movies that have monsters in them. Make a connection to an older text that involves a monster.

Have the students look at both the front and back covers of the book.

• Predict what kind of monsters might be in this book, and who or what might be hunting them.

• Why is the cover image an illustration, not a photograph?

• How effective is this image in interesting you as a reader? Give a reason for your opinion.

• The blurb suggests that there are real monsters alive today. Draw an inference about what kind of monsters the author might be hinting at here.

Ask the students to skim and scan the contents page and the book by flipping through the pages.

• While you skim and scan, look for images, chapter headings, and key words to help you predict what this book may contain.

Discuss whether the skim and scan has confirmed the students’ predictions or not. Make the students aware of the value of the skim and scan – to prepare their minds for the reading to come.

NON-FICTON

81

The graphic organizer for this

lesson can be found on page 109.

During ReadingSet a purpose for reading the chapter “The Dinosaur That Wasn’t Dead” (pp. 2–5):

• As you read pages 2 and 3, note the things that catch your eye, and why.

• It can be difficult to know how big something is when we see it in a book. How does this text help us to visualize the coelacanth (SEE-la-kanth)? Why do you think this is useful?

• While you read, draw an inference about why the coelacanth is called a “monster.”

• What questions do you have about the coelacanth? Where can you find the answers?

• Look at the two images on pages 4 and 5. These creatures look different. Make a prediction about how they might be similar.

• Determine the important ideas about each creature to help you find the similarities or differences between them. Share your answers, using the text as evidence.

Set a purpose for reading the chapter “Monsters in the Water” (pp. 6–11):

• Before reading the chapter “Monsters in the Water,” visualize what the habitat of these monsters is like. Would water monsters live in deep or shallow water? Salt water or freshwater? Give reasons for your opinions.

• Read the chapter. How do the headings connect to the information you read, and help you understand the text better?

Set a purpose for reading the chapter “Monsters on Land” (pp. 12–15) and the remaining chapters:

• As you read through to the end of the book, synthesize your knowledge of what you read by keeping a summary of each chapter, combining new knowledge with your background knowledge, and forming an opinion about the topic.

• Draw an inference about why so many ancient cultures have myths about monsters. Why are the myths often so similar?

• Ask a question about what you have read. Is there any part of the text where your meaning broke down? What did you need to do to repair your understanding?

After ReadingAsk the students to recall the before-reading discussion.

• Remember your prediction about this book based on the skim and scan. What evidence from the text has proven it accurate or not?

• Are there any monsters that you believe in (or don’t believe in) now that you have read the book?

• How has your thinking about monsters changed?

• Discuss why you think people may create hoax monsters. Draw an inference about what their motivation may be.

• Complete the graphic organizer.

GUIDED READING LESSON

LEVEL

82

CrashBy Don Long

V

About this bookThis book explains what a stock market is, what happens when it crashes, and how past stock market crashes have affected people’s lives.

Text typeInformational Text

• Historical

This book contains:• Captioned photographs and illustrations • Fast Facts • Glossary • Index • Procedure (recipe) • Timeline

Lesson focusDuring this lesson, students will use a variety of comprehension strategies to deepen their understanding of the text and build content vocabulary.

Before ReadingRead the title aloud. Have the students look closely at the front cover, including image(s), typeface, colors, and other design features.

• Look closely at the sign on the front cover. Think about your first impression and then look again. What would you usually associate with a sign like this? Now think about the word “crash” and the graph on the sign.

• Ask a question about the cover image and the title.

• Predict what this text will be about. Which elements of the cover helped you make your prediction?

Now have students look at the back cover and read the blurb aloud.

• Now that you have seen the blurb, revisit your prediction. What information has led you to change or confirm your prediction?

• Are the terms in the blurb familiar to you? What questions would you like to ask about the blurb?

• Skim and scan the book from front to back, noting if it is fiction or nonfiction. Notice the text features, especially photographs and other graphics. Look at the glossary and note any really difficult words and their meanings.

During ReadingSet a purpose for reading the chapter “Crash!” (pp. 2–3):

• Look at the image on pages 2 and 3 before reading the text.

• Draw an inference about what the people in the image are feeling. Visualize a situation that may make a group of people feel like this.

• Read page 2. Make a connection between the image and the words.

SOCIALSTUDIES

83

The graphic organizer for this

lesson can be found on page 110.

• As you read pages 4 to 7, reflect back on your visualization of pages 2 and 3. Why would people react like this to the stock market?

• Monitor your comprehension, and if you need to, repair your understanding of stocks, shares, and the stock market. Do this by using the explanation on pages 6 and 7, as well as the fast fact box and the glossary.

• Closely read pages 8 to 13 and describe the different ways that information is provided on these pages. Which was the most useful way to show information?

• Draw an inference about why the stock market has changed and grown.

Set a purpose for reading the chapter “The Risk of a Crash” (pp. 14–15):

• Determine the important ideas in the chapter “The Risk of a Crash.” Describe why you think the stock market is a safe place to put your money, or not.

Set a purpose for reading the chapter “The World’s Worst Crashes” (pp. 16–17):

• Synthesize the information in the chapter “The World’s Worst Crashes.” Do this by combining the new knowledge you find with what you already know, then explain why you think people continue to invest in stocks.

• Make a text-to-world connection by describing how the 2007–2010 Financial Crisis affected something in the world, or, if you can, make a text-to-self connection about how the crisis affected your own life.

Set a purpose for reading the chapter “Living Through a Crash” (pp. 18–26):

• Draw an inference about why the 1929 crash became known as the “Great Depression.”

• Synthesize the information in the personal accounts on pages 19 and 20 and the photographs to help you explain why it was not just shareholders who suffered after the stock market crash.

• As you read pages 24 and 25, visualize the food using as many senses as you can. What would it have tasted like? How would it have smelled? How would you have felt after eating it?

Set a purpose for reading the chapter “When’s the Next Crash Coming?” (pp. 27–31):

• Determine the important ideas in the chapter, “When’s the Next Crash Coming?” and write them down.

After Reading• Think back to your inference about how the people

on pages 2 and 3 are feeling. Explain why or why not you now think this is an appropriate image.

• Complete the graphic organizer.

GUIDED READING LESSON

LEVEL

84

Diary of Invisible Me By Rebecca McEwen

V

About this bookThis book looks at how one character turns the tables on a bully, while also exploring some important concepts around civil and human rights.

Text typeLiterature

• Story (realistic fiction)

This book contains:• Diary entries • Fact boxes • Glossary• Humor• Quotes

Lesson focusDuring this lesson, students will use a variety of comprehension strategies to deepen their understanding of the text and build content vocabulary.

Before ReadingRead the title aloud. Have the students look closely at the front cover, including image(s), typeface, colors, and other design features.

• Based on the front cover, what kind of story do you expect to see inside?

• Using the word “invisible,” draw an inference about what type of person the book might be about.

Ask the students to share any knowledge they have about diaries.

• Make a connection to a diary you have written, read, or heard about. It may or may not be a famous one.

• What kind of information might different kinds of people record in a diary?

Ask the students to read the blurb.

• Find a key word in the blurb that points to an important idea that you expect to find in the book. What helped you decide it was a key word?

During ReadingSet a purpose for reading “October” (pp. 2–5):

• As you read the first diary entry on page 2, draw an inference about what the title “Invisible Me” might mean, and check your earlier prediction.

• This entry contains a rhetorical question at the end of the first paragraph. Find the question, and visualize being the author. How do you feel?

• As you read the next two entries on pages 3 and 4, visualize the emotions of the author. How do the sketches on the pages help you to visualize?

• The diary entry on page 5 introduces a new element to the story. As you read, look for key words to help summarize the text and determine the important ideas that have been introduced.

FICTION

85

The graphic organizer for this

lesson can be found on page 111.

Ask a student to share his or her summary. Check with the group to make sure all important ideas are covered.

• What are the connections between Martin Luther King Jr.’s quote and the student’s situation?

• Predict what effect Mr. Alexander will have on the student who wrote this diary.

Set a purpose for reading “November” (pp. 6–9) and “December”:

• As you read pages 6 to 9, look for important ideas that show how the student’s life is changing. Write them down and think about how, on page 9, the tone of the diary changes.

• Predict what will happen in the next chapter, “December.” Give reasons for your prediction.

• As you read the chapter “December,” look for information to confirm or disprove your prediction.

• Make a note of the positive things that happen to the students in this chapter and synthesize the information to come to a conclusion about how the student-author is now feeling about school.

Set a purpose for reading to the end of the text:

• Keep a note of the important ideas as you read to the end of the text.

• As you read, monitor your own understanding of the text, and repair your comprehension by using the glossary in the back.

• What is the effect of Mr. A’s misfortunes on the Havenites?

• Think about how does the story ends. Use evidence from the text to show what you think the moral of the story is.

After ReadingDiscuss with the students the issue of bullying.

• Make a connection to a time, or a text, where you have seen or read about bullying.

• In what ways is Josh a “typical bully”?

• Discuss how this story might help students understand and deal with bullying. Use evidence from the text to support your opinions.

Discuss the school’s reaction to the student broadcast.

• Why did the school react strongly against Mr. A. and the Havenites?

• Make a connection between the school’s reaction and something else you have seen, read, or experienced.

• Synthesize the information from the text by combining the ideas you have read with your own knowledge of bullying to form your own opinion. Discuss how, despite the “punishment” of Mr. A, things turned out okay for him and the students.

• The student who is writing the diary is never given a name. Why do you think this is? Make a connection between this idea and the before-reading discussion.

• Discuss the idea of using quotes from famous people to make a point.

• Complete the graphic organizer.

GUIDED READING LESSON

LEVEL

86

The Great Earth MagnetBy Gillian Turner

V

About this bookThis book explores the history of the discovery of Earth’s magnetism, through illustrated panels.

Text typeInformational text

• Scientific (graphic novel)• Historical

This book contains:• Diagrams • Glossary • Index • Maps• Procedures (experiments)

Lesson focusDuring this lesson, students will use a variety of comprehension strategies to deepen their understanding of the text and build content vocabulary.

SCIENCE

Before ReadingAsk the students to look at the front cover, paying attention to the images and other visual features such as the fonts, graphics, and colors.

• Make a connection between the image and the title.

• Predict (by drawing inferences) what the white and red arrows and the purple lines around the central image might mean.

Have the students look at the back cover and read the blurb.

• Revisit your prediction about the front cover. What do you now think the lines and arrows refer to?

• The blurb contains a statement and a question. Discuss what you already know about the Earth’s magnetic field. What questions do you already have about the book?

Skim and scan the book by reading the contents page and skimming the text and illustrations.

• Discuss what you know about graphic novels and comics you have read. How should the panels (words and pictures) be read?

Have the students read the dedication on the inside front cover.

• Make connections to what you know about why such a dedication might be in a science book about the Earth’s magnetism. How are the two related?

Ask the students to read the contents page.

• Based on the chapter titles in the contents page, predict what kind of illustrations you might find in this book.

During ReadingSet a purpose for reading the chapter “The Mystery of the Magnet” (pp. 2–4):

• Visualize how Magnes must have felt when his feet and walking stick stuck to the ground.

87

The graphic organizer for this

lesson can be found on page 112.

• Monitor your comprehension of the ideas being described on pages 2 to 4. If you need to repair your understanding, use the glossary in the back to define the bold words. Look at the purple lines in the last panel on page 3. Where have you seen them before? Discuss what you think they are showing.

• As you read “Try It Yourself! Connect the Poles,” determine the important ideas that the experiment illustrates.

Set a purpose for reading the chapter “The Compass” (pp. 5–7):

• Read the chapter “The Compass.”

• Draw an inference about why compasses were useful to European sailors.

• Visualize yourself doing the experiment on page 7.

• Why do you think the ancient Chinese did not have to magnetize their compasses, as you do in the experiment?

Set a purpose for reading the chapter “Why Does a Compass Point North?” (pp. 8–10):

• Predict the answer to the question in the chapter title on page 8.

• Draw an inference about why it took scientists so long to discover how a compass worked.

• Explain how the text and the images in this chapter help to show the passing of time.

Set a purpose for reading the chapter “More Magnetic Mysteries” (pp. 11–16):

• Monitor your comprehension of the chapter “More Magnetic Mysteries.” Explain how the images help you to understand it better.

• Draw an inference about how the seafloor provides a record of changes in the magnetic poles. Show the evidence in the text that you used for creating your inference.

Set a purpose for reading the chapter “Why Is Earth Magnetic?” (pp. 17–23):

• Determine the important ideas in the chapter “Why Is Earth Magnetic?” Describe why it is not magnetic rocks that give the Earth its magnetic field.

• Discuss page 22. Determine the important idea shown that explains how the Earth’s magnetism is created. Share your ideas.

Set a purpose for reading the chapter “Magnetism in Space” (pp. 24–30):

• Read the chapter “Magnetism in Space.” Describe the benefits of Earth’s magnetic field for humans.

• Determine the important ideas of this chapter. List the planets with and without magnetic fields.

• Discuss the last panel on page 29. What are the aliens doing?

After Reading• Think back to the before-reading discussion.

Synthesize all that you have read to explain the central image on the front cover. To synthesize, combine the new information you have learned with what you already know about the Earth’s magnetism to form a new opinion about the topic.

• Complete the graphic organizer.

Reflect on the text with students.

• How did you repair your understanding if you were confused in the text?

• What text features were there to help you?

• How was reading a graphic novel similar to and different from reading a traditional type of book?

Name:

88

Doesn’t Grow on Trees MONEY

Write the ideas from the book that you would like to save for the future:

Record your responses to the text:

Write the ideas from the book that you would like to use now:

Write the ideas from the book that you would like to share with friends:

$AVE $PEND $HARE

Name:

89

List the attributes of the megalodon that made it such a successful predator. Use the book to help you complete the information.

Five kinds of fins, to help:

Razor-sharp teeth, to help:

Rough, thick skin, to help:

Other attributes:

Powerful jaws, to help:

Camoflague underneath and on top, to help:

Name:

90

1. The important message in this story is:

Aliens: Uggles Meet WopplesAliens: Uggles Meet Wopples

2. Uggles should not be scared of Wopples because: (Draw on information from the text)

1

23

Name:

91

Aliens: Uggles Meet Wopples

Granted

for Taken

Making connections

Asking questions

Visualizing

Drawing inferences

Determining important ideas

Synthesizing information

Monitoring comprehension and repairing understanding

My summary of the main ideas in the book:

The strategies I used to help me comprehend this book (circle one or more):

My new thinking about the ideas in the book:

Name:

92

UnderwaterWorlds

Determine the important ideas from the book to record how some relationships work in underwater worlds.

How does the relationship work?

Sea otters Kelp forests

Coral polyps Algae

Clown fish Anemones

? ?

How does the relationship work?

How does the relationship work?

How does the relationship work?

Name:

93

A strategy I used to help repair my comprehension was:

After reading this book, my understanding of compound interest is:(circle one jar)

I still don’t understand

I have some understanding

I have good understanding

I have great understanding

In my own words, “compound interest” is:

How this strategy helped me:

Name:

94

because:

The idea that I found most fascinating was:

The poem that was easiest to visualize was:

because:

Write a mathematical poem in any shape or form that you find interesting.

Name:

95

Did It? Who Evidence type:

How is this evidence found and analyzed?

Use the information in the book to determine three types of evidence commonly found at a crime scene. Explain how the evidence is found and analyzed.

Evidence type:

Evidence type:

How is this evidence found and analyzed?

How is this evidence found and analyzed?

Name:

96

Choose a section of text and write it here:

Record the connections you can make to the text inside the pillows.

The

SleepScience of

(p. 16)

Some people walk or

talk while they sleep.

Sometimes we have to

share a room with

someone who snores.

My connection(s):

(p. 20)

We can’t stop oursleves

from yawning. It’s called

an involuntary action ...

My connection(s):

My connection(s):

Name:

97

ADVANTAGES OF USING OIL

DISADVANTAGES OF USING OIL

My visualization of a world without oil:

Record the advantages and disadvantages of using oil. Then write down your visualization of a world without oil.

Name:

98

PRAYING MANTIS WETA BULLET ANT BLACK WIDOW

MOSQUITO

KILLER BEE

HELICOPTER DAMSELFLY

GIANT BURROWING COCKROACH

2. The bug I think helps us the most is .

I think this because: (use evidence from the text)

1. Record the main ideas about each bug in the boxes below.

Name:

99

Mom (p. 3)

“A jumbo bag of carrots is

$4 now,” she said to herself.

She hurled some carrots

onto the counter.

Dad (p. 4)We could hear Dad’s quiet voice in the gaps when Mom was taking big breaths.

“The children want a dog, honey. It won’t be any trouble.”

Draw some inferences about how a character feels, or what type of person they are, from the text examples.Choose your own text from the book to write in the last sign.

TheGarden

What I can infer from this:

(p. )

What I can infer from this:

What I can infer from this:

Name:

Atolls

(+) (-)POSITIVES CHALLENGES

Synthesize the text by recording the positive and the challenging aspects of living on an atoll.

100

Name:

101

Ice PilotsBelow, list six important ideas from the book. Then complete the box at the bottom by listing the qualities you would need in order to become an ice pilot.

1. 2. 3.

4.

5.

6.

The qualities needed to be an ice pilot:

Name:

102

DIFFICULT IDEAS FROM THE TEXT

“If you counted all the basic particles in every part of the universe that we know about, you still wouldn’t have counted up to a googol.”

MY UNDERSTANDING OF THE IDEAS

Name:

103

Changed The Man Who

theWorld

PHYSICS IS THE STUDY OF THE NATURAL FORCES WE SEE AROUND US ALL THE TIME …

… LIGHT …

… GRAVITY …… LIKE HEAT …

… HOW THE STARS ARE MADE, AND HOW THE STARS SHINE.

Draw your own version of the three panels below. Use the new knowledge you have gained from the book, your background knowledge, and your visualization skills.

What I found easy about understanding this book, and why:

What I found difficult about understanding this book, and why:

Name:

104

A connection I made while reading this book is:

This is a: TEXT-TO-SELF TEXT-TO-TEXT TEXT-TO-WORLD connection

The important ideas in this text are:

My insight (new thinking) from reading this book is:

Name:

105

Deal!It’s a Deal!It’s aWhat I now know about credit cards:

How Jenna could have avoided the situation she was in:

Name:

106

Score your own comprehension of TWO chapters from the book. Below, record your comprehension score as a percentage (10% would mean you only understood the chapter a little, 90% would mean you understood most of it).

888%COMPREHENSION SCORE:

Name of chapter:

888%COMPREHENSION SCORE:

Name of chapter:

What I found challenging in this chapter:

How I repaired my understanding:

What I found challenging in this chapter:

How I repaired my understanding:

Numbers GameIt’s a

Name:

107

Choose three inventions from the book. Write each invention inside a lightbulb. Describe a connection that you can make to each invention. Be sure to include what type of connection you have made.

I can make a:

(self)

(world)

(text)

text-to-

connection

The connection is:

The connection is:

The connection is:

I can make a:

(self)

(world)

(text)

text-to-

connection

I can make a:

(self)

(world)

(text)

text-to-

connection

Name:

108

Using the information in the book, determine the pros and cons of time travel. Use these to draw inferences about why some people would or wouldn’t want to time travel.

+ PROS

I can infer that some people want to time travel because:

I can infer that some people don’t want to time travel because:

- cons

Name:

109

Monster Hunting

Use your new knowledge (evidence from the book) and your background knowledge to fill the spaces below.

Name:

110

Crash!A stock market crash is:

The most important thing to know about stock markets is:

Warning! Important information ahead!

Stock markets sometimes crash because:

To avoid losing all of your money in a stock market crash, remember to:

Name:

Date:

Create your own diary entry below, by describing a connection you made with the book. Be sure to say what type of connection it is:

- text-to-self

- text-to-world

- text-to-text

A connection I can make to this story is:

This is a: TEXT-TO connection

My picture:

111

Name:

112

List three questions that people have asked about the Earth’s magnetism, and the answers that scientists have found.

N S

Q. A.

QUESTIONS ANSWERS

N SQ. A.

QUESTIONS ANSWERS

N S

Q. A.

QUESTIONS ANSWERS

Earth MagnetThe Great

An unanswered question I would still like to find the answer to is:

113113

Academic vocabulary in CSI Chapters“Teaching specific terms in a specific way is probably the strongest action a teacher can take to ensure that students have the academic background knowledge they need to understand the content they will encounter in school” (Marzano and Pickering, 2005).

In addition to providing learner support for difficult words in the form of a traditional glossary, CSI Chapters also highlights the level 2 (grades 3–5) academic vocabulary terms as outlined in Building Academic Vocabulary – Teacher’s Manual by Robert J. Marzano and Debra J. Pickering (2005). In the printed-glossary entries at the back of each chapter book, academic vocabulary is differentiated from standard vocabulary by a superscript number following the word. A small numeral appears after the word where it is defined, for example: evaporation3. The numeral corresponds to the content area the academic vocabulary belongs to (for example, “3” corresponds to Science). A key is provided at the bottom of each glossary.

CSI Chapters: A leveled classroom libraryCSI Chapters provides students with strong engaging models for building “reading mileage” – including for practicing sustained comprehension-strategy use. They are ideal as a leveled classroom library.

Formative assessment in CSI ChaptersTo encourage teacher and student reflection and to guide and monitor the development of comprehension strategies, CSI Chapters contains two rubrics, one for teachers to use in assessing student progress and one for students to use in assessing their own progress. The rubrics can be found on pages 114 and 115.

Explicit Learning and Teaching Opportunities in CSI Chapters

Writing and CSI ChaptersEach graphic organizer offers students opportunities for structured reflective writing. Teachers can also use the e-books as models for shared and student writing. The books can be projected on to a standard or interactive whiteboard, and the virtual yellow sticky note tool can be used to mask part of the text to encourage students to think about the text type, and appropriate ways to write in the style of that text type, considering audience and purpose.

114

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115

Thin

k, p

air,

sh

are

&

coop

erat

ive

grou

p sk

ills

Mon

itori

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y ow

n re

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akin

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win

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fere

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port

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s

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form

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Star

ting

Out

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are

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e le

sson

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m n

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whe

n m

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reak

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wn

and

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’t kn

ow h

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fix

it.

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ake

any

conn

ectio

ns to

text

s I r

ead.

I don

’t as

k m

any

good

qu

estio

ns.

I don

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ow h

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to v

isua

lize,

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tal

pict

ure.

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dly

ever

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ad

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een

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lines

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a

text

.

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d it

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icul

t to

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re o

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e im

port

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deas

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xt.

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id

eas

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ding

a

text

.

On

the

Way

I am

sta

rtin

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jo

in in

with

oth

ers

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liste

n to

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r th

ough

ts a

nd id

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w w

hen

mea

ning

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aks

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n an

d w

hen

I ne

ed to

rep

air

my

unde

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ndin

g.

I can

con

nect

my

own

life

to s

ome

text

s, b

ut it

’s

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116

CSI Chapters is part of the CSI Literacy “family” of resources. CSI Literacy is founded on evidence-based principles that are known to increase student achievement.

The CSI Literacy aim is that:

• Allstudents,nomatterwhattheirindependentreading level, learn comprehension strategies and improve their literacy achievement using grade-level texts, teacher scaffolding, peer interaction, and audiovisual support.

• Allstudentslearncomprehensionstrategiesbyexperiencing new concepts more than three times over a short period and through modeling and think-aloud, interaction, reflection, and application of concepts. For this purpose, CSI is highly interactive.

• Allstudentsareengagedbyinteresting,relevant,and authentic texts and tasks across four content areas and are encouraged to be increasingly responsible for their progress as they learn the literacy strategies vital for their success. CSI supports metacognitive approaches.

The CSI Literacy Learning ModelBoth CSI – Comprehension Strategies Instruction and CSI Chapters use an evidence-based metacognitive learning approach, in which students first experience new learning in a whole group through shared/modeled teaching and then move to working in pairs or small groups to reinforce the explicit teaching through cooperative (peer) learning. This is a gradual release toward responsibility model and is highly metacognitive.

The model has three key steps that ensure that students get three exposures to the concepts.

1. Whole-group/shared learning

2. Cooperative learning in pairs or small groups

3. Individual learning

The CSI Literacy Approach

Content literacy and explicit teaching using informational texts and fictional texts“Whether about the structure of language or the structure of a molecule, about what motivates the main character or what motivates a political leader, about place in the heart or places in Africa, all reading is learning” (Brozo, 2010).

CSI Chapters provides crucial content/subject-area texts – with topics in general nonfiction, science, mathematics, and social studies essential to building strategic reading abilities as students enter the middle years of schooling and encounter more difficult and domain-specific texts in the classroom.

Furthermore, CSI Chapters provides some continuity for students who have already experienced CSI – Comprehension Strategies Instruction, with one in five texts being fiction.

CSI Chapters draws on U.S. and international research and practice to address the most pressing literacy issue of the decade, ensuring that “all children develop literacy and learning skills to acquire information and concepts in the content areas” (Brozo and Puckett, 2009).

117

CSI Literacy draws on an extensive research evidence base, including research about:

1. The importance of engagement, including the value of digital texts.

2. The value of explicit, rich teaching and metacognitive, reflective approaches.

3. The benefits to students of cooperative learning and opportunities to read, think, and talk about texts in small groups or pairs.

4. The vital importance of content/subject/information texts as students experience the higher literacy loads in the middle years of schooling.

In addition, data from Miramar South School and Hagley Community College (see www.csi-literacy.com/casestudy.html) show that the CSI approaches (using the CSI – Comprehension Strategies Instruction resource) are highly effective with readers from across the spectrum. Comprehension scores increase for all students, but especially for boys, ELL/ESL students, and students with low comprehension scores in pre-tests.

The reason CSI Literacy is so effective is that it combines three crucial areas of instruction:

1. Strategic, explicit metacognitive literacy instruction 2. Content texts, including some fiction but a majority

of nonfiction, informational texts3. Engagement, including interesting content and

digital texts, which students are highly motivated to read.

In its 2009 report of the PISA data, the OECD highlighted “Learning to Learn: Students’ Engagement, Strategies and Practice” (p. 12). CSI Chapters provides exactly that mix, offering also the opportunity for students to use their newfound strategies and metacognitive approaches on longer texts, thus developing “reading mileage.”

Boys’ literacy developmentThe OECD report also states, “Most of the gender gap can be explained by boys being less engaged, and less engaged students show lower performance.” (2009, p. 12).

The Miramar South School and Hagley Community College data also show strong improvement from boys – a result of the rich, engaging content and pedagogy of CSI Literacy.

Evidence That CSI Literacy Accelerates Achievement

ELL/ESL studentsELL/ESL students benefit from inclusion in a classroom learning community where metacognitive literacy teaching and learning approaches are paramount. ELL/ESL students also benefit from the rich academic and general vocabulary exposure gained through CSI Chapters.

Readers with low comprehension scoresCSI data show that readers who have, in the past, achieved low scores in comprehension assessments will benefit from CSI Chapters and can be expected to, with the benefit of rich teaching approaches (modeled and cooperative/small-group approaches using hardcopy and e-books), make strong gains in their comprehension achievement.

Further CSI research For more detailed information on the research evidence base for CSI Literacy, go to www.csi-literacy.com/educators/research.html.

118

References and Further Reading

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Allen, Janet. 2000. Yellow brick roads: Shared and guided paths to independent reading 4–12. Portland, ME: Stenhouse Publishers.

Almasi, Janice F. 2002. “Research-based comprehension practices that create higher-level discussions.” In Block, Gambrell, and Pressley 2002, 229–242.

Alton-Lee, A. G. 2005. “Graham Nuthall: Memories and legacy; How teaching influences learning: Implications for educational researchers, teachers, teacher educators, and policy makers.” Paper presented at the American Educational Research Association Annual Meeting, Montreal, Canada.

Artley, A. S. 1944. “A study of certain relationships existing between general reading comprehension and reading comprehension in a specific subject matter area.” Journal of Educational Research 37: 463–473.

Assessment Reform Group. 1999. Assessment for learning: Beyond the black box. Cambridge, UK: Cambridge University School of Education.

Au, K. 2002. “Multicultural factors and the effective instruction of students of diverse backgrounds.” In Farstrup and Samuels 2002, 392–413.

Biancarosa, Gina, and Catherine E. Snow. 2006. “Reading next – A vision for action and research in middle and high school literacy: A report to Carnegie Corporation of New York,” 2nd ed. Washington, DC: Alliance for Excellent Education.

Black, Paul, and Dylan Wiliam. 1998. Inside the black box: Raising standards through classroom assessment. London: King’s College.

Block, Cathy Collins, and Michael Pressley, eds. 2002. Comprehension instruction: Research-based best practices. New York: Guilford Press.

Block, Cathy Collins, Linda B. Gambrell, and Michael Pressley, eds. 2002. Improving comprehension instruction. San Francisco: Jossey-Bass.

Brown, Sue. 2004. Shared reading for grades 3 and beyond. Wellington, NZ: Learning Media.

Brozo, William. G. 2010. “The role of content literacy in an effective RTI program.” The Reading Teacher 64 (2): 147–150.

Brozo, William G., and Kathleen S. Puckett. 2009. “Supporting content area literacy with technology”. In Brozo, 2010.

Clark, Kathleen F., and Michael F. Graves. 2005. “Scaffolding students’ comprehension of text.” The Reading Teacher 58 (6): 570–580.

Cunningham, P. M., and R. L. Allington. 1999. Classrooms that work: They can all read and write. Reading, MA: Addison Wesley Longman.

Dowhower, S. 1999. “Supporting a strategic stance in the classroom: A comprehension framework for helping teachers to help students to be strategic.” The Reading Teacher 52 (7): 672–683.

Duffy, G. G., L. R. Roehler, E. Sivan, G. Rackliffe, C. Book, M. Meloth, L. G. Vavrus, R. Wesselman, J. Putnam, and D. Bassiri. 1987. “Effects of explaining the reasoning associated with using reading strategies.” Reading Research Quarterly 22: 347–368.

Duke, N., and D. Pearson. 2002. “Effective practices for developing reading comprehension.” In Farstrup and Samuels 2002, 205–242.

Durkin, D. 1993. Teaching them to read, 6th ed. Needham, MA: Allyn and Bacon.

Farstrup, A. E., and S. J. Samuels, eds. 2002. What research has to say about reading instruction, 3rd ed. Newark, DE: International Reading Association.

Fisher, Bobbi, and Emily Fisher Medvic. 2000. Perspectives on shared reading: Planning and practice. Portsmouth, NH: Heinemann.

Glasswell, Kath, and Michael Ford. 2011. “Let’s start leveling about leveling.” Language Arts 88, no. 3 (January).

Grady, Karen. 2002. “Adolescent literacy and content area reading.” Bloomington, IN: ERIC Clearinghouse on Reading, English, and Communication.

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Guthrie, John T. 2001. “Contexts for engagement and motivation in reading.” Reading Online 4, no. 8 (March), http://www.readingonline.org/articles/handbook/guthrie.

Guthrie, John T. 2004. “Classroom practices promoting engagement and achievement in comprehension.” Paper presented at International Reading Association Conference, Reno, NV.

Guthrie, John T., and Allan Wigfield. 2000. “Engagement and motivation in reading.” In The handbook of reading research: Volume III, eds. Michael Kamil, Peter Mosenthal, P. David Pearson, and Rebecca Barr, 403–424. Mahwah, N.J.: Lawrence Erlbaum Associates.

Harvey, Stephanie, and Anne Goudvis. 2000. Strategies that work: Teaching comprehension to enhance understanding. Portland, ME: Stenhouse Publishers.

Harvey, Stephanie, and Anne Goudvis. 2007. Strategies that work: Teaching comprehension to enhance understanding, 2nd ed. Portland, ME: Stenhouse Publishers.

Hasbrouck, J. E., C. Ihnot, and G. Rogers. 1999. “Reading naturally: A strategy to increase oral reading fluency.” Reading Research and Instruction 39: 27–37.

Institute for the Advancement of Research in Education, “Graphic organizers: A review of scientifically based research,” July 2003.

International Reading Association. 2006. Standards for middle and high school literacy coaches. Newark, DE: International Reading Association.

Ivey, Gay. 2002. “Building comprehension when they’re still learning to read the words.” In Block and Pressley 2002, 234–246.

Johns, Jerry L., and Roberta L. Berglund. 2002. Fluency: Questions, answers, and evidence-based strategies. Dubuque, IA: Kendall/Hunt.

Johnston, P. H., and R. L. Allington. 1991. “Remediation.” In Handbook of Reading Research: Volume II, eds. R. Barr, M. L. Kamil, P. B. Mosenthal, and P. D. Pearson, 984–1012. New York: Longman.

Kamil, Michael L. 2003. Adolescents and literacy: Reading for the 21st century. Washington, DC: Alliance for Excellent Education.

Keene, Ellin. 2006. Assessing comprehension thinking strategies. Huntington Beach, CA: Shell Publications.

Manzo, K. K. 2005. “Dynamic duo.” Education Week 24 (February 16): 37–39.

Marzano, Robert J., and Debra J. Pickering. 2005. Building academic vocabulary – Teacher’s manual. Virginia: ASCD

National Assessment of Educational Progress (NAEP). 2002. The nation’s report card: Reading 2002. Washington DC: U.S. Department of Education. Institute of Education Sciences. National Center for Education Statistics.

National Institute of Child Health and Human Development. 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, DC: U.S. Government Printing Office.

Nuthall, G. A. 2007. The hidden lives of learners. Wellington, NZ: NZCER.

Nuthall, G. A., and A. G. Alton-Lee. 1993. “Predicting learning from student experience of teaching: A theory of student knowledge construction in classrooms.” American Educational Research Journal 30 (4): 799–840.

Nuthall, G. A., and A. G. Alton-Lee. 1997. Understanding learning in the classroom: Report to the Ministry of Education. Understanding Learning and Teaching Project 3. Wellington, NZ: Ministry of Education.

OECD. 2010. PISA 2009 results: Learning to Learn (Volume III). Paris: OECD.

Oster, L. 2001. “Using the think-aloud for reading instruction.” The Reading Teacher 55 (1): 64–69.

Pardo, Laura P. 2004. “What every teacher needs to know about comprehension.” The Reading Teacher 58 (3): 272–279.

Peterson, C. L., D. C. Caverly, S. A. Nicholson, S. O’Neal, and S. Cusenbary. 2001. Building reading proficiency at the secondary level. Austin, TX: Southwest Educational Development Laboratory.

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Pressley, M. 2002. “Metacognition and self-regulated comprehension.” In Farstrup and Samuels 2002, 291–309.

Pressley, M. 2002b. “A turn-of-the-century status report.” In Block and Pressley 2002, 11–27.

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Sturtevant, Elizabeth G. 2003. The literacy coach: A key to improving teaching and learning in secondary schools. Washington, DC: Alliance for Excellent Education.

Sweet, Anne P., and Catherine Snow. 2002. “Reconceptualizing reading comprehension.” In Block, Gambrell, and Pressley 2002, 17–53.

Trabasso, Tom, and Edward Bouchard. 2002. “Teaching readers how to comprehend text strategically.” In Block and Pressley 2002, 176–200.

Valencia, Sheila W., and Marsha Riddle Buly. 2004. “Behind test scores: What struggling readers really need.” The Reading Teacher 57 (6): 520–531.

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Williams, J. 2001. “Classroom conversations: Opportunities to learn for ESL students in mainstream classrooms.” The Reading Teacher 54 (8), 750–757.

Zimmerman, Susan, and Chryse Hutchins. 2003. 7 keys to comprehension: How to help your kids read it and get it! New York: Three Rivers Press.

Published by South Pacific Press and Pacific LearningCopyright © 2011 South Pacific Press and Pacific LearningEdited by Alison AuchDesigned by ThinkSpace DesignTeachers’ Guide cover design by Donita Allen

All rights reserved. No part of this publication may be reproduced or transmitted by any means, electronic or mechanical, including photocopying, recording, taping, or any information storage and retrieval system, without the prior written permission of the publisher.

Distributed in the United States of America by Pacific LearningP.O. Box 2723Huntington Beach, CA 92649-0723www.pacificlearning.com

Distributed in Australia by Lioncrest PtyP.O. Box 340Cessnock, NSW 2325www.lioncrest.com.au

Distributed in New Zealand by South Pacific PressP.O. Box 19088Wellington 6041www.csi-literacy.com

ISBN 978-1-60457-904-8PL-6349 Printed in the United States of America

South Pacific Press and Pacific Learning wish to thank the following people for their involvement in the development of the CSI Chapters resource (Yellow, Aqua, and Purple classroom packages):

development teamNeale Pitches, lead author and education specialist; Laura Borrowdale, lesson plan writer and education specialist; Meryl-Lynn Pluck, education specialist; Kyran Smith, education specialist.

publishing teamMatt Comeskey, publisher; Alison Auch, U.S. editor; Rebecca McEwen, editorial advisor; Theresa Crewdson, editor; Penelope Gollop, editor; Mary Kate Doman, leveler, indexer, Common Core Standards correlations expert; Michelle Vitiello, photo permissions editor; Melissa Tovaas, advisor; Tiffany Henness, advisor; Maggie Seidel, US teaching advisor; Doreen Brown, print management; Dexter Fry, TRANZ Images; Kelly Wilby, Getty Images.

design teamThinkSpace Design: Esther Chua, senior designer; Morag Torrington, designer; Dean Carruthers, designer; Laura Dueker, designer; product packaging and Teachers’ Guide cover design by Beet Design, Donita Allen, designer.

authors/ContributorsAli Everts, Anna Rugis, Bryony Jagger, David Hill, Deryn Pittar, Diana Noonan, Don Long, Elena de Roo, Gillian Turner, Helen Moll, Jane Kelley, Janice Marriott, Julia Wall, Julie Ellis, Maria Gill, Matt Comeskey, Nalini Singh, Neale Pitches, Norman Bilbrough, Pat Quinn, Peter Goulding, Philippa Werry, Rebecca McEwen, Rose Quilter, Sophie Fern, Tony Burnett, Trish Puharich.

IllustratorsAlan and Dennis Poole, Brendan Smith, Mat Hunkin, Samuel Sakaria, Scott Pearson, Spike Wademan, Tony Anderson.

e-book development teamDigiXL: Neha Kakkar, Venayak Bhatnagar.

The publisher would also like to thank Mary Varnham, Awa Press; and Caroline Cook, Natural History New Zealand.

acknowledgments

Teacher_Guide_11x17.27.indd 2 4/27/11 6:03:08 PM

CSI ChapterS – 25 fICtIon and nonfICtIon bookS and matChIng e-bookS at guIded readIng levelS m-v

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Teacher_Guide_11x17.27.indd 1 4/27/11 6:03:06 PM