Unit 1.1 Reading Intervention Fluency Passages · Day One . Part 1: Silent read Part 2: First timed read. Set timer to one minute. Say “ready, set, go” and start timer. Start

Unit 1.1

Fluency Passages Level A

stariStrategic Adolescent Reading Intervention

1. Where Are You From? p. 5

2. Children Raising Children p. 10

3. Get Out of Your Own Way p. 15

4. Just Joking . . . Not! p. 20

5. You’ve Got the Power p. 25

6. Strong Girls p. 30

7. Working Hard and Not Getting Ahead p. 35

8. Colorism p. 40

9. Girl Wars p. 45

10. Who Are the Vandals? p. 50

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SERP Institute, 2014-2020

Fluency chart

Level Passage title First read WPM

Last read WPM

Practice What’s Your Birth Order?

A Where Are You From?

A Children Raising Children

A Get Out of Your Own Way

A Just Joking . . . Not!

A You’ve Got the Power

A Strong Girls

AWorking Hard and Not Getting Ahead

A Colorism

A Girl Wars

A Who Are the Vandals?

Reading rate goal: _______ WPM!

Developing fluency

SERP Institute, 2014-2020 STARI Unit 1.1 • Fluency A

p. 2

Working with the fluency workb!k

Day One Part 1: Silent read

Part 2: First timed read

Set timer to one minute.

Say “ready, set, go” and start timer. Start reading out loud at a good pace.

Tell partner to stop when timer goes off.

Mark the last word with //

Help partner figure out words per minute (WPM).

Record words per minute (WPM) at top of page.

Listen to partner read to end of passage.

Finish reading passage out loud.

Now switch roles and repeat!

Part 3: Comprehension and discu"ion

Part 4: Phrase-cued reading

Listen to your partner. Read passage out loud in phrases to your partner.


Partner 2

Share one interesting sentence with your partner.

Partner 1

Write answers.

Partner 2

Partner 1

Read your passage silently.

Record WPM on your fluency chart.

Read fluency passage questions.


p. 3

Part 1: Tricky phrases and words

Listen to your partner. Read tricky phrases and words out loud to your partner.


Part 2: Last read

Set timer to one minute.

Say “ready, set, go” and start timer. Start reading out loud at a good pace.

Tell partner to stop when timer goes off.

Mark the last word with //

Help partner figure out words per minute (WPM).

Record words per minute (WPM) at top of page.

Listen to partner read to end of passage.

Finish reading passage out loud.



Record WPM on your fluency chart.

Read fluency passage questions.

Share and talk over answers with your partner.

Partner 2

Both partners complete decoding activity.

Partner 1

Write detailed answers.

Partner 2 Partner 1

Day Two


p. 4

Day One Where Are You From?

Part 1: Silent read

Where do you say you are from? Read silently.

Victor has lived in San Francisco since he was five years old. He is a big Giants fan. He loves Brazilian soccer, too. Although he was born in Brazil, his favorite place isBaker Beach. On Victor’s birthday, his dad cooks American-style hot dogs and serves them with Brazilian rice. Sometimes people ask Victor where he is from. He alwayssays, “I’m from California. This is my home.”

Dallas, Texas, is where Kara grew up. She is 13 and has lived in Dallas her whole life. “When people hear me talk, they usually ask where I am from.” Kara explains, “Mymom is from New York, and I talk just like her. People don’t really think I’m from here.”

Hana lives in Washington, DC. Her family’s home is on Massachusetts Avenue. “Butwe call it Mass Ave,” Hana says. “That’s a DC kind of thing to say.” When Hana meets new people, they often ask where she is from. “My dad is from Japan,” she says. “I lookJapanese, I guess. But I am totally from here.”

Where are you from? Are there things you say that people in other places don’t get?Do you have sports teams that everyone gets excited about?

“I just moved to Boston,” says Areceli. “But I know this is my home.” She laughs. “Ilove Boston sports teams even when they lose. I must be from here already.”


Pa"age 1 p. 5

Day One // one minute

Where Are You From? Part 2: First timed read WPM ___________


Victor has lived in San Francisco since he was five years old. He is a big Giants fan. He loves Brazilian soccer, too. Although he was born in Brazil, his favorite place isBaker Beach. On Victor’s birthday, his dad cooks American-style hot dogs and serves 47them with Brazilian rice. Sometimes people ask Victor where he is from. He always 61says, “I’m from California. This is my home.” 69

Dallas, Texas, is where Kara grew up. She is 13 and has lived in Dallas her whole life. 87“When people hear me talk, they usually ask where I am from.” Kara explains, “My 102mom is from New York, and I talk just like her. People don’t really think I’m from 119here.” 120

Hana lives in Washington, DC. Her family’s home is on Massachusetts Avenue. “But 133we call it Mass Ave,” Hana says. “That’s a DC kind of thing to say.” When Hana meets 151new people, they often ask where she is from. “My dad is from Japan,” she says. “I look 169Japanese, I guess. But I am totally from here.” 178

Where are you from? Are there things you say that people in other places don’t get? 194Do you have sports teams that everyone gets excited about? 204

“I just moved to Boston,” says Areceli. “But I know this is my home.” She laughs. “I 221love Boston sports teams even when they lose. I must be from here already.” 235

What do Victor, Kara, and Hana all have in common?

____________________________________________________________________

____________________________________________________________________

What does Hana say instead of Massachusetts Avenue?

____________________________________________________________________


Pa"age 1 p. 6

Day One Where Are You From?


Read the passage out loud in phrases to your partner.

Pause at each / mark for a phrase.

Also pause at each // mark that shows the end of a sentence.

I read the passage in phrases out loud to my partner.

Victor has lived in San Francisco / since he was five years old. // He is a big Giants fan. // He loves Brazilian soccer, / too. // Although he was born in Brazil, / his favorite place / is Baker Beach. // On Victor’s birthday, / his dad cooks American-style hot dogs / and serves them with Brazilian rice. // Sometimes people ask Victor where he is from. // He always says, / “I’m from California. // This is my home.” //

Dallas, / Texas, / is where Kara grew up. // She is 13 / and has lived in Dallas / her whole life. // “When people hear me talk, / they usually ask where I am from.” // Kara explains, / “My mom is from New York, / and I talk just like her. // People don’t really think I’m from here.” //

Hana lives in Washington, / D.C. // Her family’s home / is on Massachusetts Avenue. // “But we call it Mass Ave,” / Hana says. // “That’s a DC kind of thing to say.” // When Hana meets new people, / they often ask where she is from. // “My dad is from Japan,” / she says. // “I look Japanese, / I guess. // But I am totally from here.” //

Where are you from? // Are there things you say / that people in other places don’t get? //Do you have sports teams / that everyone gets excited about? //

“I just moved to Boston,” / says Areceli. // “But I know this is my home.” // She laughs. // “I love Boston sports teams / even when they lose. // I must be from here already.” //


Pa"age 1 p. 7

Day Two Where Are You From? Part 1: Tricky phrases and words

Read these phrases and words out loud to your partner.

Although he was born in Brazil

his dad cooks American-style hot dogs

is where Kara grew up

That’s a DC kind of thing to say

I must be from here already

San Francisco SAN FRAN | sis | koh

Brazilian bruh | ZIL | ee | un

favorite FAY | ver | et

California kal | ih | FOR | nyuh

Massachusetts mass | uh | CHOO | sets

Areceli air | uh | SELL | ee

Decoding practice:

Circle the base words in the longer words below. Remember, a base word shows the core meaning of a longer word. The base word includes no word endings or prefixes. The first one has been done for you.

Brazi l ian American usual ly

Japanese to ta l ly


Pa"age 1 p. 8

Day Two // one minute

Where Are You From? Part 2: Last read WPM ___________


Where would you say you are from?

___________________________________________________________________

Check with your partner.

Where does your partner say he/she is from? _____________________________

Check the answer that fits:

We both say we are from the same place

We say we are from different places

Victor has lived in San Francisco since he was five years old. He is a big Giants fan. He loves Brazilian soccer, too. Although he was born in Brazil, his favorite place isBaker Beach. On Victor’s birthday, his dad cooks American-style hot dogs and serves 47them with Brazilian rice. Sometimes people ask Victor where he is from. He always 61says, “I’m from California. This is my home.” 69

Dallas, Texas, is where Kara grew up. She is 13 and has lived in Dallas her whole life. 87“When people hear me talk, they usually ask where I am from.” Kara explains, “My 102mom is from New York, and I talk just like her. People don’t really think I’m from 119here.” 120

Hana lives in Washington, DC. Her family’s home is on Massachusetts Avenue. “But 133we call it Mass Ave,” Hana says. “That’s a DC kind of thing to say.” When Hana meets 151new people, they often ask where she is from. “My dad is from Japan,” she says. “I look 169Japanese, I guess. But I am totally from here.” 178

Where are you from? Are there things you say that people in other places don’t get? 194Do you have sports teams that everyone gets excited about? 204

“I just moved to Boston,” says Areceli. “But I know this is my home.” She laughs. “I 221love Boston sports teams even when they lose. I must be from here already.” 235


Pa"age 1 p. 9

Day One Children Raising Children

Part 1: Silent read

What’s it like to raise your younger brother or sister? Read silently.

Sometimes parents can’t care for their children. A grandparent, aunt, or older brother or sister has to step in. It is great if all the people get along. It is hard when they don’t get along.

Grandparents can adopt children who cannot live with their parents. In the U.S., 4 million children under 18 live with a grandparent.

The courts can also ask family members to take over care for younger children. Almost 2 million children live with an aunt, cousin, brother, or sister.

Sometimes older children have to take care of their little brothers and sisters. This is not like babysitting. This is for the rest of their lives. Older children may not be ready to be parents. They may not like that they cannot have a life. The younger child may not show respect. This was Alex and Erica’s story.

Alex’s mother left with a new boyfriend. She did not return home for a long time. His older sister, Erica, took Alex in. It was a struggle. Erica tells her side of the story.

“After our mother left, Alex came and stayed with me. My mother never called. My brother got angry all the time. He felt no one cared about him.”

“It is hard raising a sibling, especially when he’s 14, and I’m only 21. He still has a few problems listening. But finally things are getting better!”


Pa"age 2 p. 10



Children Raising Children Part 2: First timed read WPM ___________

What can be hard about raising your own younger brother or sister?

___________________________________________________________________

___________________________________________________________________

How many children in the U.S. live with a brother or sister, aunt, or cousin?

___________________________________________________________________


Grandparents can adopt children who cannot live with their parents. In the U.S., 4 million children under 18 live with a grandparent. 58

The courts can also ask family members to take over care for younger children. 72Almost 2 million children live with an aunt, cousin, brother, or sister. 84

Sometimes older children have to take care of their little brothers and sisters. This is 99not like babysitting. This is for the rest of their lives. Older children may not be ready 116to be parents. They may not like that they cannot have a life. The younger child may 133not show respect. This was Alex and Erica’s story. 142

Alex’s mother left with a new boyfriend. She did not return home for a long time. His 159older sister, Erica, took Alex in. It was a struggle. Erica tells her side of the story. 176

“After our mother left, Alex came and stayed with me. My mother never called. My 191brother got angry all the time. He felt no one cared about him.” 204

“It is hard raising a sibling, especially when he’s 14, and I’m only 21. He still has a few 223problems listening. But finally things are getting better!” 231


Pa"age 2 p. 11

Day One Children Raising Children






Sometimes parents can’t care for their children. // A grandparent, / aunt, / or older brother or sister / has to step in. // It is great if all the people get along. // It is hard when they don’t get along. //

Grandparents can adopt children who cannot live with their parents. // In the U.S., / 4 million children under 18 live with a grandparent. //

The courts can also ask family members / to take over care for younger children. // Almost 2 million children live with an aunt, / cousin, / brother, / or sister. //

Sometimes / older children have to take care of their little brothers and sisters. // This is not like babysitting. // This is for the rest of their lives. // Older children may not be ready to be parents. // They may not like that they cannot have a life. // The younger child may not show respect. // This was Alex and Erica’s story. //

Alex’s mother left with a new boyfriend. // She did not return home for a long time. // His older sister, / Erica, / took Alex in. // It was a struggle. // Erica tells her side of the story. //

“After our mother left, / Alex came and stayed with me. // My mother never called. // My brother got angry all the time. // He felt no one cared about him.” //

“It is hard raising a sibling, / especially when he’s 14, / and I’m only 21. // He still has a few problems listening. // But finally / things are getting better!” //


Pa"age 2 p. 12

Day Two Children Raising Children Part 1: Tricky phrases and words


Sometimes parents can’t care for their children

Grandparents can adopt children who cannot live with their parents

4 million children under 18 live with a grandparent

The courts can also ask family members

older children have to take care of their little brothers and sisters

The younger child may not show respect

million MIL | yuhn

struggle STRUH | guhl

sibling SIB | ling

problems PROB | lumz

Decoding practice:

Circle the base words in the longer words below. Remember, a base word is a smaller word within a longer word, with no endings or other word parts added.

older f inal ly younger

cal led chi ldren especial ly


Pa"age 2 p. 13



Children Raising Children Part 2: Last read WPM ___________

What advice would you give to a teenager who is living with an older sister? How could they get along well?

___________________________________________________________________

___________________________________________________________________

Check with your partner. Would you give the same advice or different advice?

___________________________________________________________________


Grandparents can adopt children who cannot live with their parents. In the U.S., 4 million children under 18 live with a grandparent. 58

The courts can also ask family members to take over care for younger children. 72Almost 2 million children live with an aunt, cousin, brother, or sister. 84

Sometimes older children have to take care of their little brothers and sisters. This is 99not like babysitting. This is for the rest of their lives. Older children may not be ready 116to be parents. They may not like that they cannot have a life. The younger child may 133not show respect. This was Alex and Erica’s story. 142

Alex’s mother left with a new boyfriend. She did not return home for a long time. His 159older sister, Erica, took Alex in. It was a struggle. Erica tells her side of the story. 176

“After our mother left, Alex came and stayed with me. My mother never called. My 191brother got angry all the time. He felt no one cared about him.” 204

“It is hard raising a sibling, especially when he’s 14, and I’m only 21. He still has a few 223problems listening. But finally things are getting better!” 231


Pa"age 2 p. 14

Day One Get Out of Your Own Way

Part 1: Silent read

Who is Tyrese Gibson? Read silently.

Who is Tyrese Gibson? He is a performer. He acted in Transformers and the Fast andFurious movies. He has also written a self-help book, How to Get Out of Your Own Way.

His life did not start out easy. Tyrese grew up in Los Angeles. He was very poor.His father was not around, and his mother worked three jobs. As a sixth grader,Tyrese was kept back. He says now that he wanted to have fun, not do his homework.

Tyrese saw that he had choices to make growing up. There were gangs and drugs inhis area. He could see the dealers’ lifestyle. Most of his teenage friends made different choices. Some are dead, and many are in prison. Tyrese was lucky to attendLocke High School. There he met a helpful music teacher, Mr. Andrews. Tyrese’s first big break was singing in a Coca-Cola ad. His teacher believed in him. With help, Tyrese got on the right track.

In How to Get Out of Your Own Way, Tyrese tells teens to hold onto dreams. Youneed to have a positive outlook. “Young people must resist doing things that willkeep them from being in control of their thoughts and actions.” He says teens oftenfocus too much on a boyfriend or girlfriend. They forget to take care of themselves. Focus on your goals when others may be trying to pull you back!

Source: Gibson, T. (2011). How to Get Our of Your Own Way. New York, NY: Grand Central Publishing.


Pa"age 3 p. 15



Get Out of Your Own Way Part 2: First timed read WPM ___________

What is Tyrese Gibson known for?

___________________________________________________________________

___________________________________________________________________

Who helped Tyrese in high school?

___________________________________________________________________

___________________________________________________________________


His life did not start out easy. Tyrese grew up in Los Angeles. He was very poor. 51His father was not around, and his mother worked three jobs. As a sixth grader, 66Tyrese was kept back. He says now that he wanted to have fun, not do his homework. 83

Tyrese saw that he had choices to make growing up. There were gangs and drugs in 99his area. He could see the dealers’ lifestyle. Most of his teenage friends made 113different choices. Some are dead, and many are in prison. Tyrese was lucky to attend 128Locke High School. There he met a helpful music teacher, Mr. Andrews. Tyrese’s 141first big break was singing in a Coca-Cola ad. His teacher believed in him. With 157help, Tyrese got on the right track. 164

In How to Get Out of Your Own Way, Tyrese tells teens to hold onto dreams. You 181need to have a positive outlook. “Young people must resist doing things that will 195keep them from being in control of their thoughts and actions.” He says teens often 210focus too much on a boyfriend or girlfriend. They forget to take care of themselves. 225Focus on your goals when others may be trying to pull you back! 238


Pa"age 3 p. 16

Day One Get Out of Your Own Way






Who is Tyrese Gibson? // He is a performer. // He acted in Transformers / and the Fast and Furious movies. // He has also written a self-help book, / How to Get Out of Your Own Way. //

His life did not start out easy. // Tyrese grew up in Los Angeles. // He was very poor. // His father was not around, / and his mother worked three jobs. // As a sixth grader, / Tyrese was kept back. // He says now / that he wanted to have fun, / not do his homework. //

Tyrese saw that he had choices to make growing up. // There were gangs and drugs in his area. // He could see the dealers’ lifestyle. // Most of his teenage friends made different choices. // Some are dead, / and many are in prison. // Tyrese was lucky to attend Locke High School. // There / he met a helpful music teacher, / Mr. Andrews. // Tyrese’s first big break was singing in a Coca-Cola ad. // His teacher believed in him. // With help, / Tyrese got on the right track. //

In How to Get Out of Your Own Way, / Tyrese tells teens to hold onto dreams. // You need to have a positive outlook. // “Young people must resist doing things / that will keep them from being in control of their thoughts and actions.” // He says teens often focus too much on a boyfriend / or girlfriend. // They forget to take care of themselves. // Focus on your goals / when others may be trying to pull you back! //


Pa"age 3 p. 17

Day Two Get Out of Your Own Way Part 1: Tricky phrases and words


He acted in Transformers

He has also written a self-help book

You need to have a positive outlook

that will keep them from being in control of their thoughts and actions

Focus on your goals

Transformers trans | FORE | murz

positive PAHZ | uh | tiv

resist rih | ZISST

thoughts THAWTSS

focus FOH | kus

Decoding practice:

There are seven compound words in the passage. Can you find them and write them down? The first chunk of each compound word is given:

home__________ boy____________

life____________ girl____________

teen___________ them___________

out____________


Pa"age 3 p. 18



Get Out of Your Own Way Part 2: Last read WPM ___________

Tyrese says that many teens focus too much on a boyfriend or girlfriend. They don’t focus enough on themselves. Do you agree or disagree? Why?

___________________________________________________________________

___________________________________________________________________

Check with your partner. Do you feel the same way or differently?

___________________________________________________________________


His life did not start out easy. Tyrese grew up in Los Angeles. He was very poor. 51His father was not around, and his mother worked three jobs. As a sixth grader, 66Tyrese was kept back. He says now that he wanted to have fun, not do his homework. 83

Tyrese saw that he had choices to make growing up. There were gangs and drugs in 99his area. He could see the dealers’ lifestyle. Most of his teenage friends made 113different choices. Some are dead, and many are in prison. Tyrese was lucky to attend 128Locke High School. There he met a helpful music teacher, Mr. Andrews. Tyrese’s 141first big break was singing in a Coca-Cola ad. His teacher believed in him. With 157help, Tyrese got on the right track. 164

In How to Get Out of Your Own Way, Tyrese tells teens to hold onto dreams. You 181need to have a positive outlook. “Young people must resist doing things that will 195keep them from being in control of their thoughts and actions.” He says teens often 210focus too much on a boyfriend or girlfriend. They forget to take care of themselves. 225Focus on your goals when others may be trying to pull you back! 238


Pa"age 3 p. 19

Day One Just Joking . . . Not! Part 1: Silent read

Is bullying really a joke? Read silently.

It was only a joke! This is often what bullies say. But bullies know they are reallybeing hurtful. People who bully often have followers. Followers support the bullyby laughing. They may even say and do mean things themselves. But bullying is never a joke. It means that the bully is using power to hurt someone else. The victim will often say it’s okay. They may want friends at any cost. But victims of bullying are atrisk for all kinds of problems. Victims can have physical problems like headaches. They may have trouble eating and sleeping. Victims can also feel depressed andalone.

Some state laws say that all schools must teach anti-bullying. Schools must also have plans for what to do when bullying takes place. Many people think that bystanders are important to bullying. Bystanders? Who are they? They are studentswho watch and often do nothing. Schools are teaching bystanders to stand up to a bully. Instead of supporting the bully, they can support the victim.

A lot of kids say they will never tell adults because it won’t change anything. Mostbullies are never reported. Students often think that teachers and parents will not protect them. But one parent said, “Kids should try telling adults what is going on.Most parents and teachers care about this. We can’t help out if we don’t know the full story.”

We must take the power back from the bullies! A real joke makes everyone laugh!


Pa"age 4 p. 20



Just Joking . . . Not! Part 2: First timed read WPM ___________

It was only a joke! This is often what bullies say. But bullies know they are reallybeing hurtful. People who bully often have followers. Followers support the bullyby laughing. They may even say and do mean things themselves. But bullying is never a joke. It means that the bully is using power to hurt someone else. The victim will 61often say it’s okay. They may want friends at any cost. But victims of bullying are at 78risk for all kinds of problems. Victims can have physical problems like headaches. 91They may have trouble eating and sleeping. Victims can also feel depressed and 104alone. 105

Some state laws say that all schools must teach anti-bullying. Schools must also 119have plans for what to do when bullying takes place. Many people think that 133bystanders are important to bullying. Bystanders? Who are they? They are students 145who watch and often do nothing. Schools are teaching bystanders to stand up to a 160bully. Instead of supporting the bully, they can support the victim. 171

A lot of kids say they will never tell adults because it won’t change anything. Most 187bullies are never reported. Students often think that teachers and parents will not 200protect them. But one parent said, “Kids should try telling adults what is going on. 215Most parents and teachers care about this. We can’t help out if we don’t know the 231full story.” 233

We must take the power back from the bullies! A real joke makes everyone laugh! 248

What do followers and bystanders do that can support a bully?

___________________________________________________________________

___________________________________________________________________

What kinds of problems does bullying cause for the victims?

___________________________________________________________________

___________________________________________________________________


Pa"age 4 p. 21

Day One Just Joking . . . Not! Part 4: Phrase-cued reading





It was only a joke! // This is often what bullies say. // But bullies know they are really being hurtful. // People who bully often have followers. // Followers support the bully / by laughing. // They may even say and do mean things themselves. // But bullying is never a joke. // It means that the bully is using power / to hurt someone else. // The victim will often say it’s okay. // They may want friends at any cost. // But victims of bullying are at risk for all kinds of problems. // Victims can have physical problems like headaches. // They may have trouble eating and sleeping. // Victims can also feel depressed and alone. //

Some state laws say that all schools must teach anti-bullying. // Schools must also have plans for what to do when bullying takes place. // Many people think that bystanders are important to bullying. // Bystanders? // Who are they? // They are students who watch and often do nothing. // Schools are teaching bystanders to stand up to a bully. // Instead of supporting the bully, / they can support the victim. //

A lot of kids say they will never tell adults / because it won’t change anything. // Most bullies are never reported. // Students often think that teachers and parents will not protect them. // But one parent said, / “Kids should try telling adults what is going on. // Most parents and teachers care about this. // We can’t help out / if we don’t know the full story.” //

We must take power back from the bullies! // A real joke makes everyone laugh! //


Pa"age 4 p. 22

Day Two Just Joking . . . Not! Part 1: Tricky phrases and words


Followers support the bully

Victims can have physical problems like headaches

Victims can also feel depressed and alone

Some state laws say that all schools must teach anti-bullying

Many people think that bystanders are important to bullying

Most bullies are never reported

victim VIK | tim

physical FIZ | ih | kul

trouble TRUH | buhl

depressed dih | PREST

Decoding practice:

There are five compound words in the passage. Can you find them and write them down? The first chunk of each compound word is given:

some__________ any____________

head____________ every____________

by_____________


Pa"age 4 p. 23



Just Joking . . . Not! Part 2: Last read WPM ___________

If you had a friend who was being bullied, what could you do?

___________________________________________________________________

___________________________________________________________________

Share your ideas with your partner. Do you have the same ideas or some

different ones?

___________________________________________________________________

It was only a joke! This is often what bullies say. But bullies know they are reallybeing hurtful. People who bully often have followers. Followers support the bullyby laughing. They may even say and do mean things themselves. But bullying is never a joke. It means that the bully is using power to hurt someone else. The victim will 61often say it’s okay. They may want friends at any cost. But victims of bullying are at 78risk for all kinds of problems. Victims can have physical problems like headaches. 91They may have trouble eating and sleeping. Victims can also feel depressed and 104alone. 105

Some state laws say that all schools must teach anti-bullying. Schools must also 119have plans for what to do when bullying takes place. Many people think that 133bystanders are important to bullying. Bystanders? Who are they? They are students 145who watch and often do nothing. Schools are teaching bystanders to stand up to a 160bully. Instead of supporting the bully, they can support the victim. 171

A lot of kids say they will never tell adults because it won’t change anything. Most 187bullies are never reported. Students often think that teachers and parents will not 200protect them. But one parent said, “Kids should try telling adults what is going on. 215Most parents and teachers care about this. We can’t help out if we don’t know the 231full story.” 233

We must take the power back from the bullies! A real joke makes everyone laugh! 248


Pa"age 4 p. 24

Day One You’ve Got the Power

Part 1: Silent read

How can you get power in your life? Read silently.

People with power in the world can make things happen. Amazing athletes, like baseball hitter Adrian Gonzalez, have this kind of power. Their power comes from beingphysically strong. Presidents, mayors, and other leaders in politics can also make things happen.

Power over your life is different. You have to work at it. You have to want it. A personwith this kind of power thinks about important choices. If you have power over yourlife, you don’t let other people tell you what to do. You are your own person. You thinkfor yourself.

To think and act for yourself, you need to speak up about feelings. Part of this islearning new words for how you feel. The book Stick Up for Yourself talksabout different emotion words. Think about “happy” and “overjoyed.” They both describe the same good feelings, but “overjoyed” is a much stronger word. An even stronger word is “ecstatic.” Saying you are “ecstatic” means more than saying you arejust “happy.”

Justin says, “Sometimes I go along with things because I don’t know how to say no.”Saying no includes using the right words for your feelings. Your friends suggestdoing something dangerous. Are you just a little worried? Do you feel uneasy? Or areyour scared feelings stronger? Could you be fearful, jumpy, edgy, or panicky?

Naming your real feelings is part of taking control of your life.


Pa"age 5 p. 25



You’ve Got the Power Part 2: First timed read WPM ___________


Power over your life is different. You have to work at it. You have to want it. A person 60with this kind of power thinks about important choices. If you have power over your 75life, you don’t let other people tell you what to do. You are your own person. You think 93for yourself. 95

To think and act for yourself, you need to speak up about feelings. Part of this is 112learning new words for how you feel. The book Stick Up for Yourself talks 126about different emotion words. Think about “happy” and “overjoyed.” They both 137describe the same good feelings, but “overjoyed” is a much stronger word. An even 151stronger word is “ecstatic.” Saying you are “ecstatic” means more than saying you are 165just “happy.” 167

Justin says, “Sometimes I go along with things because I don’t know how to say no.” 183Saying no includes using the right words for your feelings. Your friends suggest 196doing something dangerous. Are you just a little worried? Do you feel uneasy? Or are 211your scared feelings stronger? Could you be fearful, jumpy, edgy, or panicky? 223

Naming your real feelings is part of taking control of your life. 235

How do people act if they have power over their own life?

___________________________________________________________________

___________________________________________________________________

What are some words for strong emotions?

___________________________________________________________________


Pa"age 5 p. 26

Day One You’ve Got the Power






People with power in the world / can make things happen. // Amazing athletes, / like baseball hitter Adrian Gonzalez, / have this kind of power. // Their power comes from being physically strong. // Presidents, / mayors, / and other leaders in politics / can also make things happen. //

Power over your life is different. // You have to work at it. // You have to want it. // A person with this kind of power thinks about important choices. // If you have power over your life, / you don’t let other people tell you what to do. // You are your own person. // You think for yourself. //

To think and act for yourself, / you need to speak up about feelings. // Part of this is learning new words for how you feel. // The book Stick Up for Yourself / talks about different emotion words. // Think about “happy” and “overjoyed.” // They both describe the same good feelings, / but “overjoyed” is a much stronger word. // An even stronger word is “ecstatic.” // Saying you are “ecstatic” means more than saying you are just “happy.” //

Justin says, / “Sometimes I go along with things because I don’t know how to say no.” // Saying no includes using the right words for your feelings. // Your friends suggest doing something dangerous. // Are you just a little worried? // Do you feel uneasy? // Or are your scared feelings stronger? // Could you be fearful, / jumpy, / edgy, / or panicky? //

Naming your real feelings / is part of taking control of your life. //


Pa"age 5 p. 27

Day Two You’ve Got the Power Part 1: Tricky phrases and words


Their power comes from being physically strong

but “overjoyed” is a much stronger word

An even stronger word is “ecstatic”

Your friends suggest doing something dangerous

Could you be fearful

Adrian AY | dree | uhn

Gonzalez guhn | ZAH | lehz

physically FIH | zih | kuh | lee

important im | POR | tuhnt

emotion ih | MOH | shun

Decoding practice:


h i t ter feel ings over joyed

uneasy dangerous fearful jumpy

edgy panicky s t ronger


Pa"age 5 p. 28



You’ve Got the Power Part 2: Last read WPM ___________

Think of some words that describe being really, really angry.

___________________________________________________________________

Share your words with your partner. Can your partner add some words for anger?

___________________________________________________________________


Power over your life is different. You have to work at it. You have to want it. A person 60with this kind of power thinks about important choices. If you have power over your 75life, you don’t let other people tell you what to do. You are your own person. You think 93for yourself. 95

To think and act for yourself, you need to speak up about feelings. Part of this is 112learning new words for how you feel. The book Stick Up for Yourself talks 126about different emotion words. Think about “happy” and “overjoyed.” They both 137describe the same good feelings, but “overjoyed” is a much stronger word. An even 151stronger word is “ecstatic.” Saying you are “ecstatic” means more than saying you are 165just “happy.” 167

Justin says, “Sometimes I go along with things because I don’t know how to say no.” 183Saying no includes using the right words for your feelings. Your friends suggest 196doing something dangerous. Are you just a little worried? Do you feel uneasy? Or are 211your scared feelings stronger? Could you be fearful, jumpy, edgy, or panicky? 223

Naming your real feelings is part of taking control of your life. 235


Pa"age 5 p. 29

Day One Strong Girls

Part 1: Silent read

Can your friends act unfriendly? Read silently.

It may have been easy to make friends when you were younger. As you grew up, yourealized that a friend is more than someone to hang around with. A friend is someone you can count on and feel safe around. You may not always get along with a friend. That is understandable. You just have to be smart enough to know when theproblem is a serious one. Maybe your friend has met new people and is not spending as much time with you. Maybe your friend is changing and now has differentinterests.

The young teen years can be challenging. Some girls can be catty or bossy with theirfriends. Old friends can turn into “frenemies.”

Jada remembers starting middle school. “My old friends started spreading rumorsabout me. I hadn’t done anything to them. It was really hurtful.”

Sara says, “My best friend wanted to control me: what I did, how I dressed, who else I was friendly with. I thought that was childish.”

If your friends are acting unfriendly, you have a choice. No one is in charge of youexcept you—and your family, of course! As you get older, you have to make decisionsabout the kind of person you want to be. If you have friend troubles, talk to an adult!For girls, there is a group called Strong Women, Strong Girls. You can find themonline.


Pa"age 6 p. 30



Strong Girls Part 2: First timed read WPM ___________

It may have been easy to make friends when you were younger. As you grew up, yourealized that a friend is more than someone to hang around with. A friend is someone you can count on and feel safe around. You may not always get along with a friend. That is understandable. You just have to be smart enough to know when the 64problem is a serious one. Maybe your friend has met new people and is not spending 80as much time with you. Maybe your friend is changing and now has different 94interests. 95

The young teen years can be challenging. Some girls can be catty or bossy with their 111friends. Old friends can turn into “frenemies.” 118

Jada remembers starting middle school. “My old friends started spreading rumors 129about me. I hadn’t done anything to them. It was really hurtful.” 141

Sara says, “My best friend wanted to control me: what I did, how I dressed, who 157else I was friendly with. I thought that was childish.” 167

If your friends are acting unfriendly, you have a choice. No one is in charge of you 184except you—and your family, of course! As you get older, you have to make decisions 200about the kind of person you want to be. If you have friend troubles, talk to an adult! 218For girls, there is a group called Strong Women, Strong Girls. You can find them 233online. 234

What are some friendship problems for girls?

___________________________________________________________________

What’s a “frenemy”?

___________________________________________________________________

___________________________________________________________________


Pa"age 6 p. 31

Day One Strong Girls






It may have been easy to make friends / when you were younger. // As you grew up, / you realized that a friend is more than someone to hang around with. // A friend is someone you can count on / and feel safe around. // You may not always get along with a friend. // That is understandable. // You just have to be smart enough to know when the problem is a serious one. // Maybe your friend has met new people / and is not spending as much time with you. // Maybe your friend is changing / and now has different interests. //

The young teen years can be challenging. // Some girls can be catty or bossy with their friends. // Old friends can turn into “frenemies.” //

Jada remembers starting middle school. // “My old friends started spreading rumors about me. // I hadn’t done anything to them. // It was really hurtful.” //

Sara says, / “My best friend wanted to control me: / what I did, / how I dressed, / who else I was friendly with. // I thought that was childish.” //

If your friends are acting unfriendly, / you have a choice. // No one is in charge of you, / except you— / and your family, / of course! // As you get older, / you have to make decisions about the kind of person you want to be. // If you have friendship troubles, / talk to an adult! // For girls, / there is a group called Strong Women, / Strong Girls. // You can find them online. //


Pa"age 6 p. 32

Day Two Strong Girls Part 1: Tricky phrases and words


That is understandable

Maybe your friend is changing

Some girls can be catty or bossy with their friends

My old friends started spreading rumors about me

I thought that was childish

you have to make decisions about the kind of person you want to be

realized REE | uh | leyezd

serious SEER | ee | us

frenemies FREH | nuh | meez

spreading SPREH | ding

rumors ROO | merz

decisions dih | SIH | zhunz

troubles TRUH | buhlz

Decoding practice:


younger understandable cat ty

bossy hurtful f r iendly

chi ldish unfr iendly


Pa"age 6 p. 33



Strong Girls Part 2: Last read WPM ___________

It may have been easy to make friends when you were younger. As you grew up, yourealized that a friend is more than someone to hang around with. A friend is someone you can count on and feel safe around. You may not always get along with a friend. That is understandable. You just have to be smart enough to know when the 64problem is a serious one. Maybe your friend has met new people and is not spending 80as much time with you. Maybe your friend is changing and now has different 94interests. 95

The young teen years can be challenging. Some girls can be catty or bossy with their 111friends. Old friends can turn into “frenemies.” 118

Jada remembers starting middle school. “My old friends started spreading rumors 129about me. I hadn’t done anything to them. It was really hurtful.” 141

Sara says, “My best friend wanted to control me: what I did, how I dressed, who 157else I was friendly with. I thought that was childish.” 167

If your friends are acting unfriendly, you have a choice. No one is in charge of you 184except you—and your family, of course! As you get older, you have to make decisions 200about the kind of person you want to be. If you have friend troubles, talk to an adult! 218For girls, there is a group called Strong Women, Strong Girls. You can find them 233online. 234

What would you say to a friend who was trying to control you?

___________________________________________________________________

___________________________________________________________________

Check with your partner. Would your partner say the same kind of thing or something very different?

___________________________________________________________________


Pa"age 6 p. 34

Day One Working Hard and Not Ge#ing Ahead

Part 1: Silent read

Do you know families where everyone has to work really hard? Read silently.

Most people go to work every day. But some families work hard and still don’t makeenough for the basics. It can be a strain to buy food and clothes and to pay bills. Inmany families, there is just one parent. In the span of a day, the parent may need to work 16 hours. In these families, older children often look after the younger ones.They may also clean the house and prepare meals. Children may pick up the slack while the parent is at work.

At 13, Derek has a lot of responsibility. He takes care of his brother and sister before and after school. Weekdays, he makes dinner and breakfast. At school, he sometimes argues with his teachers. Derek says, “It bugs me when I get scolded for forgettinghomework. I have to take care of my family first. Then I can do schoolwork. There isn’t enough time.” His teachers need to be aware of all he has to do for his family. Derek also needs space just to be a 13-year-old.

Maybe an agency can help. The family may be able to get more childcare. Maybe Derek’s mother can switch hours so she can be home more.

At Derek’s house, everybody works hard just to keep even. Everyone is stressed.Families need to hope that hard work can help them get ahead.


Pa"age 7 p. 35



Working Hard and Not Ge#ing Ahead Part 2: First timed read WPM ___________

Most people go to work every day. But some families work hard and still don’t makeenough for the basics. It can be a strain to buy food and clothes and to pay bills. Inmany families, there is just one parent. In the span of a day, the parent may need to 53work 16 hours. In these families, older children often look after the younger ones. 67They may also clean the house and prepare meals. Children may pick up the slack 82while the parent is at work. 88

At 13, Derek has a lot of responsibility. He takes care of his brother and sister before 105and after school. Weekdays, he makes dinner and breakfast. At school, he sometimes 118argues with his teachers. Derek says, “It bugs me when I get scolded for forgetting 133homework. I have to take care of my family first. Then I can do schoolwork. There isn’t 150enough time.” His teachers need to be aware of all he has to do for his family. Derek 168also needs space just to be a 13-year-old. 178

Maybe an agency can help. The family may be able to get more childcare. Maybe 193Derek’s mother can switch hours so she can be home more. 204

At Derek’s house, everybody works hard just to keep even. Everyone is stressed. 217Families need to hope that hard work can help them get ahead. 229

Why does Derek have to watch his brother and sister and make meals?

___________________________________________________________________

Why does Derek get angry when his teachers ask him about missing homework?

___________________________________________________________________


Pa"age 7 p. 36

Day One Working Hard and Not Ge#ing Ahead






Most people go to work every day. // But some families work hard / and still don’t make enough for the basics. // It can be a strain to buy food and clothes / and to pay bills. // In many families, / there is just one parent. // In the span of a day, / the parent may need to work 16 hours. // In these families, / older children often look after the younger ones. // They may also clean the house / and prepare meals. // Children may pick up the slack while the parent is at work. //

At 13, / Derek has a lot of responsibility. // He takes care of his brother and sister before and after school. // Weekdays, / he makes dinner and breakfast. // At school, / he sometimes argues with his teachers. // Derek says, / “It bugs me / when I get scolded for forgetting homework. // I have to take care of my family first. // Then I can do schoolwork. // There isn’t enough time.” // His teachers need to be aware of all he has to do for his family. // Derek also needs space just to be a 13-year-old. //

Maybe an agency can help. // The family may be able to get more childcare. // Maybe Derek’s mother can switch hours / so she can be home more. //

At Derek’s house, / everybody works hard just to keep even. // Everyone is stressed. // Families need to hope / that hard work can help them get ahead. //


Pa"age 7 p. 37

Day Two Working Hard and Not Ge#ing Ahead Part 1: Tricky phrases and words


It can be a strain to buy food and clothes

when I get scolded for forgetting homework

Maybe an agency can help

everybody works hard just to keep even

Derek’s mother can switch hours

Everyone is stressed

basics BAY | siks

responsibility rih | spon | sih | BIH | lih | tee

argues AR | gyooz

agency AY | jun | see

Decoding practice:

Complete these words from the passage that start with a consonant blend.

st____________________

str___________________

sl____________________

sch___________________

sc____________________

sp____________________

If you don’t know the word already:

a) Underline and say the single sounds in the blend.

b) Say the sounds out loud as a blend.

c) What sounds are in the rest of the word?

d) Say and write the whole word.


Pa"age 7 p. 38



Working Hard and Not Ge#ing Ahead Part 2: Last read WPM ___________

What could help Derek’s family the most?

___________________________________________________________________

Write down your partner’s ideas for helping Derek’s family.

___________________________________________________________________

___________________________________________________________________

Most people go to work every day. But some families work hard and still don’t makeenough for the basics. It can be a strain to buy food and clothes and to pay bills. Inmany families, there is just one parent. In the span of a day, the parent may need to 53work 16 hours. In these families, older children often look after the younger ones. 67They may also clean the house and prepare meals. Children may pick up the slack 82while the parent is at work. 88

At 13, Derek has a lot of responsibility. He takes care of his brother and sister before 105and after school. Weekdays, he makes dinner and breakfast. At school, he sometimes 118argues with his teachers. Derek says, “It bugs me when I get scolded for forgetting 133homework. I have to take care of my family first. Then I can do schoolwork. There isn’t 150enough time.” His teachers need to be aware of all he has to do for his family. Derek 168also needs space just to be a 13-year-old. 178

Maybe an agency can help. The family may be able to get more childcare. Maybe 193Derek’s mother can switch hours so she can be home more. 204

At Derek’s house, everybody works hard just to keep even. Everyone is stressed. 217Families need to hope that hard work can help them get ahead. 229


Pa"age 7 p. 39

Day One Colorism

Part 1: Silent read

Do some people rate others based on their skin tone? Read silently.

Marie is a good-looking adult. But she remembers wanting to look different.

“I can remember being in the bathtub as a child. I asked my mom to put bleach inthe water so that my skin would be lighter. I felt not as beautiful, as acceptable, aslovable.”

Kids used to say a slam to another dark-skinned woman: “You stayed in the oven toolong.”

A young Black man tells his friends, “I only date light girls.”

Why do people devalue dark skin? A movie called Dark Girls helped people talkabout colorism. Colorism is the belief that for people of color, being lighter is better.

The movie shows singer Beyoncé in a makeup ad. Next to the ad is a photo of Beyoncé. It’s clear that the ad makers changed Beyoncé’s skin color. Why does a beautiful woman have to be lighter to sell makeup?

Colorism starts very early. Dark Girls replays a CNN video of African American children. An adult shows the children pictures of little girls. “Who is the pretty one?”the adult asks. “Who is the smart one?” The children scan the pictures, thinking. Bothtimes, the children point to the picture of a light-skinned girl.

Dark Girls tries to spark talk about colorism. The movie ends with an upbeat message. Women who like their looks repeat, “Dark is beautiful.”

Source: Dark Girls (2011), Urban Entertainment/Duke Media.


Pa"age 8 p. 40



Colorism Part 2: First timed read WPM ___________



Kids used to say a slam to another dark-skinned woman: “You stayed in the oven too 66long.” 67

A young Black man tells his friends, “I only date light girls.” 79

Why do people devalue dark skin? A movie called Dark Girls helped people talk 93about colorism. Colorism is the belief that for people of color, being lighter is better. 108

The movie shows singer Beyoncé in a makeup ad. Next to the ad is a photo of 125Beyoncé. It’s clear that the ad makers changed Beyoncé’s skin color. Why does a 139beautiful woman have to be lighter to sell makeup? 148

Colorism starts very early. Dark Girls replays a CNN video of African American 161children. An adult shows the children pictures of little girls. “Who is the pretty one?” 176the adult asks. “Who is the smart one?” The children scan the pictures, thinking. Both 191times, the children point to the picture of a light-skinned girl. 203

Dark Girls tries to spark talk about colorism. The movie ends with an upbeat 217message. Women who like their looks repeat, “Dark is beautiful.” 227

What is colorism?

___________________________________________________________________

What did ad makers do to Beyoncé’s picture to sell makeup?

___________________________________________________________________


Pa"age 8 p. 41

Day One Colorism






Marie is a good-looking adult. // But she remembers wanting to look different. //

"I can remember being in the bathtub as a child. // I asked my mom to put bleach in the water so that my skin would be lighter. // I felt not as beautiful, / as acceptable, / as lovable." //

Kids used to say a slam to another dark-skinned woman: / "You stayed in the oven too long." //

A young Black man tells his friends, / “I only date light girls.” //

Why do people devalue dark skin? // A movie called Dark Girls / helped people talk about colorism. // Colorism is the belief that for people of color, / being lighter is better. //

The movie shows singer Beyoncé in a makeup ad. // Next to the ad is a photo of Beyoncé. // It's clear that the ad makers changed Beyoncé's skin color. // Why does a beautiful woman have to be lighter to sell makeup? //

Colorism starts very early. // Dark Girls replays a CNN video of African American children. // An adult shows the children pictures of little girls. // "Who is the pretty one?" / the adult asks. // "Who is the smart one?" // The children scan the pictures, / thinking. // Both times / the children point to the picture of a light-skinned girl. //

Dark Girls tries to spark talk about colorism. // The movie ends with an upbeat message. // Women who like their looks repeat, / "Dark is beautiful.” //


Pa"age 8 p. 42

Day Two Colorism Part 1: Tricky phrases and words


Kids used to say a slam to another dark-skinned woman

Why do people devalue dark skin

Colorism is the belief that for people of color

It’s clear that the ad makers changed Beyoncé’s skin color

The movie ends with an upbeat message

acceptable ak | SEP | tuh | buhl

lovable LUV | uh | buhl

devalue dee | VAL | yoo

colorism KUH | ler | iz | uhm

belief bih | LEEF

Beyoncé bee | ON | say

upbeat UHP | beet

message MES | ij

Decoding practice:

Circle the base words in the longer words below. Remember, a base word shows the core meaning of a longer word. The base word includes no word endings or prefixes. The first one has been done for you.

l ighter acceptable skinned

devalue color ism replays upbeat


Pa"age 8 p. 43



Colorism Part 2: Last read WPM ___________

If you were a teacher or parent, how would you deal with young children and colorism? What would you say or do?

___________________________________________________________________

What would your partner say to young children?

___________________________________________________________________

___________________________________________________________________



Kids used to say a slam to another dark-skinned woman: “You stayed in the oven too 66long.” 67

A young Black man tells his friends, “I only date light girls.” 79

Why do people devalue dark skin? A movie called Dark Girls helped people talk 93about colorism. Colorism is the belief that for people of color, being lighter is better. 108

The movie shows singer Beyoncé in a makeup ad. Next to the ad is a photo of 125Beyoncé. It’s clear that the ad makers changed Beyoncé’s skin color. Why does a 139beautiful woman have to be lighter to sell makeup? 148

Colorism starts very early. Dark Girls replays a CNN video of African American 161children. An adult shows the children pictures of little girls. “Who is the pretty one?” 176the adult asks. “Who is the smart one?” The children scan the pictures, thinking. Both 191times, the children point to the picture of a light-skinned girl. 203

Dark Girls tries to spark talk about colorism. The movie ends with an upbeat 217message. Women who like their looks repeat, “Dark is beautiful.” 227


Pa"age 8 p. 44

Day One Girl Wars

Part 1: Silent read

Why are some girls so mean? Read silently.

A book called Girl Wars says that some girls like the thrill that comes from hurting others. This is what mean sounds like: “Nice shirt. Did they have a sale atGoodwill?” When the victim shows her feelings are hurt, the other girl will say,“C’mon, don’t you think that’s funny?” Girls are more likely to taunt than physically hurt others. But teasing can also leave bruises. The mean girl never saysshe is sorry. She is never responsible for her hateful words. She makes the victimthink that she’s the problem.

Most girls don’t want to be mean. But it’s easy to get caught up in gossip andname-calling when others are doing it. Mean behavior by girls often peaks in middle school.

Some mean girls are popular. But mean girls often have problems at home and atschool. They may not like themselves very much. They really are not very cool!They do have friends. But their friends may be just like them or may be afraid of them.

Teasing can be bad for your mental and physical health. If you are a victim, try to talk to a trusted adult. If you are a bystander, think about your actions. Laughing andgiggling when people are being mean is like clapping hands for the bullies. Evensaying nothing can give the bullies support. Bullies can’t operate if they don’t have an audience.

Source: "Does reality TV for teens induce bad behavior?" Cleveland.com, March 15, 2008.


Pa"age 9 p. 45



Girl Wars Part 2: First timed read WPM ___________

Most girls aren’t really mean. Why do so many girls take part in mean talk?

___________________________________________________________________

___________________________________________________________________

What happens if bystanders laugh with the bullies?

___________________________________________________________________

___________________________________________________________________

A book called Girl Wars says that some girls like the thrill that comes from hurting others. This is what mean sounds like: “Nice shirt. Did they have a sale atGoodwill?” When the victim shows her feelings are hurt, the other girl will say,“C’mon, don’t you think that’s funny?” Girls are more likely to taunt than 58physically hurt others. But teasing can also leave bruises. The mean girl never says 72she is sorry. She is never responsible for her hateful words. She makes the victim 87think that she’s the problem. 92

Most girls don’t want to be mean. But it’s easy to get caught up in gossip and 109name-calling when others are doing it. Mean behavior by girls often peaks in middle 124school. 125

Some mean girls are popular. But mean girls often have problems at home and at 140school. They may not like themselves very much. They really are not very cool! 154They do have friends. But their friends may be just like them or may be afraid of 171them. 172

Teasing can be bad for your mental and physical health. If you are a victim, try to 189talk to a trusted adult. If you are a bystander, think about your actions. Laughing and 205giggling when people are being mean is like clapping hands for the bullies. Even 219saying nothing can give the bullies support. Bullies can’t operate if they don’t have 233an audience. 235


Pa"age 9 p. 46

Day One Girl Wars






A book called Girl Wars / says that some girls like / the thrill that comes from hurting others. // This is what mean sounds like: / “Nice shirt. // Did they have a sale at Goodwill?” // When the victim shows her feelings are hurt, / the other girl will say, / “C'mon, / don’t you think that's funny?” // Girls are more likely to taunt than physically hurt others. // But teasing can also leave bruises. // The mean girl never says she is sorry. // She is never responsible for her hateful words. // She makes the victim think that she’s the problem. //

Most girls don't want to be mean. // But it’s easy to get caught up in gossip and name-calling / when others are doing it. // Mean behavior by girls often peaks in middle school. //

Some mean girls are popular. // But mean girls often have problems at home and at school. // They may not like themselves very much. // They really are not very cool! // They do have friends. // But their friends may be just like them / or may be afraid of them. //

Teasing can be bad for your mental and physical health. // If you are a victim, / try to talk to a trusted adult. // If you are a bystander, / think about your actions. // Laughing and giggling when people are being mean is like clapping hands for the bullies. // Even saying nothing can give the bullies support. // Bullies can’t operate / if they don’t have an audience. //


Pa"age 9 p. 47

Day Two Girl Wars Part 1: Tricky phrases and words


the thrill that comes from hurting others

Girls are more likely to taunt than physically hurt others

She is never responsible for her hateful words

Mean behavior by girls often peaks in middle school

Teasing can be bad for your mental and physical health

if they don’t have an audience

taunt TAWNT

physically FIH | zih | kuh | lee

responsible rih | SPON | sih | buhl

caught KAWT

physical FIZ | ih | kul

operate OP | er | ayt

audience AW | dee | unss

Decoding practice:

Complete these words from the passage that start with a consonant blend.

thr__________ tr__________

br__________ cl__________

pr__________







Pa"age 9 p. 48



Girl Wars Part 2: Last read WPM ___________

What kinds of mean behavior have you seen yourself?

_________________________________________________________________

_________________________________________________________________

What kinds of mean behavior has your partner seen?

_________________________________________________________________

_________________________________________________________________

A book called Girl Wars says that some girls like the thrill that comes from hurting others. This is what mean sounds like: “Nice shirt. Did they have a sale atGoodwill?” When the victim shows her feelings are hurt, the other girl will say,“C’mon, don’t you think that’s funny?” Girls are more likely to taunt than 58physically hurt others. But teasing can also leave bruises. The mean girl never says 72she is sorry. She is never responsible for her hateful words. She makes the victim 87think that she’s the problem. 92

Most girls don’t want to be mean. But it’s easy to get caught up in gossip and 109name-calling when others are doing it. Mean behavior by girls often peaks in middle 124school. 125

Some mean girls are popular. But mean girls often have problems at home and at 140school. They may not like themselves very much. They really are not very cool! 154They do have friends. But their friends may be just like them or may be afraid of 171them. 172

Teasing can be bad for your mental and physical health. If you are a victim, try to 189talk to a trusted adult. If you are a bystander, think about your actions. Laughing and 205giggling when people are being mean is like clapping hands for the bullies. Even 219saying nothing can give the bullies support. Bullies can’t operate if they don’t have 233an audience. 235


Pa"age 9 p. 49

Day One Who Are the Vandals?

Part 1: Silent read

Why do some students destroy their schools? Read silently.

“Oh my gosh!” “Did you see the library?” Teachers arrived early at Clinton MiddleSchool. Right away they could see something bad had happened. Someone had broken in over the weekend. In the auditorium, seats and drapes had been slashed.Floor wax was dumped on the library carpet. Books were soaked with cleaning fluid.

Vandalism is property damage that is done on purpose. Schools that are large or run-down are often targeted. Schools without houses nearby are vandalized more.Poorly lit buildings are targets for vandals. And vandalism is more commonin schools with other behavior issues.

Everyone is affected by vandalism. Students feel disrespected, and teachers feel thattheir work doesn’t matter. Repair costs can drain money from arts and sports. AtClinton, library and drama classes were canceled for months. Vandalized schoolsget a bad reputation.

Who are the vandals? Seventh grade is the peak age. Vandals are most often boys.Bored students and students with poor grades vandalize more.

What may start as a prank can get out of hand quickly. Drugs and alcohol are oftenpart of the story. Teens who are high will behave in a reckless way. Actions can spiral out of control.

Peer pressure is often part of vandalism. Teens may do things in a group that they would never try on their own. What are your ideas about dealing with vandalism?


Pa"age 10 p. 50



Who Are the Vandals? Part 2: First timed read WPM ___________

“Oh my gosh!” “Did you see the library?” Teachers arrived early at Clinton MiddleSchool. Right away they could see something bad had happened. Someone had broken in over the weekend. In the auditorium, seats and drapes had been slashed.Floor wax was dumped on the library carpet. Books were soaked with cleaning fluid. 54

Vandalism is property damage that is done on purpose. Schools that are large or 68run-down are often targeted. Schools without houses nearby are vandalized more. 80Poorly lit buildings are targets for vandals. And vandalism is more common 92in schools with other behavior issues. 98

Everyone is affected by vandalism. Students feel disrespected, and teachers feel that 110their work doesn’t matter. Repair costs can drain money from arts and sports. At 124Clinton, library and drama classes were canceled for months. Vandalized schools 135get a bad reputation. 139

Who are the vandals? Seventh grade is the peak age. Vandals are most often boys. 154Bored students and students with poor grades vandalize more. 163

What may start as a prank can get out of hand quickly. Drugs and alcohol are often 180part of the story. Teens who are high will behave in a reckless way. Actions can 196spiral out of control. 200

Peer pressure is often part of vandalism. Teens may do things in a group that they 216would never try on their own. What are your ideas about dealing with vandalism? 230

How does vandalism hurt a school?

___________________________________________________________________

What kinds of students vandalize more?

___________________________________________________________________


Pa"age 10 p. 51

Day One Who Are the Vandals?






“Oh my gosh!” // “Did you see the library?” // Teachers arrived early at Clinton Middle School. // Right away / they could see something bad had happened. // Someone had broken in over the weekend. // In the auditorium, / seats and drapes had been slashed. // Floor wax was dumped on the library carpet. // Books were soaked with cleaning fluid. //

Vandalism is property damage that is done on purpose. // Schools that are large or run-down / are often targeted. // Schools without houses nearby / are vandalized more. // Poorly lit buildings are targets for vandals. // And vandalism is more common in schools with other behavior issues. //

Everyone is affected by vandalism. // Students feel disrespected, / and teachers feel that their work doesn’t matter. // Repair costs can drain money from arts and sports. // At Clinton, / library and drama classes were canceled for months. // Vandalized schools get a bad reputation. //

Who are the vandals? // Seventh grade is the peak age. // Vandals are most often boys. // Bored students and students with poor grades vandalize more. //

What may start as a prank / can get out of hand quickly. // Drugs and alcohol are often part of the story. // Teens who are high will behave in a reckless way. // Actions can spiral out of control. //

Peer pressure is often part of vandalism. // Teens may do things in a group that they would never try on their own. // What are your ideas about dealing with vandalism? //


Pa"age 10 p. 52

Day Two Who Are the Vandals? Part 1: Tricky phrases and words


seats and drapes had been slashed

Vandalism is property damage that is done on purpose

Poorly lit buildings are targets for vandals

Students feel disrespected

Vandalized schools get a bad reputation

What may start as a prank

auditorium aw | dih | TOH | ree | uhm

damage DAM | uhj

behavior bee | HAY | vyur

issues ISH | yooz

affected uh | FEK | tid

disrespected dis | rih | SPEK | tid

canceled KAN | suhld

reputation rep | yoo | TAY | shun

spiral SPEYE | ruhl

pressure PREH | shur

Decoding practice:

Complete these words from the passage that start with a consonant blend.cl__________

dr__________

pr__________

dr__________

dr__________

pr__________







Pa"age 10 p. 53



Who Are the Vandals? Part 2: Last read WPM ___________

If you came in to your school and saw the library and auditorium trashed,

how would you feel?

___________________________________________________________________

Check with your partner. How would your partner feel?

___________________________________________________________________

“Oh my gosh!” “Did you see the library?” Teachers arrived early at Clinton MiddleSchool. Right away they could see something bad had happened. Someone had broken in over the weekend. In the auditorium, seats and drapes had been slashed.Floor wax was dumped on the library carpet. Books were soaked with cleaning fluid. 54

Vandalism is property damage that is done on purpose. Schools that are large or 68run-down are often targeted. Schools without houses nearby are vandalized more. 80Poorly lit buildings are targets for vandals. And vandalism is more common 92in schools with other behavior issues. 98

Everyone is affected by vandalism. Students feel disrespected, and teachers feel that 110their work doesn’t matter. Repair costs can drain money from arts and sports. At 124Clinton, library and drama classes were canceled for months. Vandalized schools 135get a bad reputation. 139

Who are the vandals? Seventh grade is the peak age. Vandals are most often boys. 154Bored students and students with poor grades vandalize more. 163

What may start as a prank can get out of hand quickly. Drugs and alcohol are often 180part of the story. Teens who are high will behave in a reckless way. Actions can 196spiral out of control. 200

Peer pressure is often part of vandalism. Teens may do things in a group that they 216would never try on their own. What are your ideas about dealing with vandalism? 230


Pa"age 10 p. 54

Documents

Unit 1.1 Reading Intervention Fluency Passages · Day One . Part 1: Silent read Part 2: First timed read. Set timer to one minute. Say “ready, set, go” and start timer. Start