Unit 1.1 Reading Intervention Fluency Passages...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

stariStrategic Adolescent Reading Intervention

1. Baseball Nation p. 5

2. Dealing with Stereotypes p. 10

3. Bullying: A Real Problem p. 15

4. A Victim’s Story p. 20

5. Girl-on-Girl Violence p. 25

6. Relational Aggression p. 30

7. Vandalism p. 35

8. Peer Pressure p. 40

9. Tattling or Reporting? p. 45

10. Teasing: Friendly or Mean? p. 50

Unit 1.1

Fluency Passages Level B

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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?

B Baseball Nation

B Dealing with Stereotypes

B Bullying: A Real Problem

B A Victim’s Story

B Girl-on-Girl Violence

B Relational Aggression

B Vandalism

B Peer Pressure

B Tattling or Reporting?

B Teasing: Friendly or Mean?

Reading rate goal: _______ WPM!

Developing fluency

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

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 Baseba# Nation

Part 1: Silent read

Find out about a Nation of loyal fans. Read silently.

It was the sixth inning. Slugger David Ortiz from the Red Sox had hit a towering home

run. The crowd went crazy with excitement. But wait a minute. They weren’t in Boston.

This baseball game was being played in Florida! Who were all those Red Sox fans who

were cheering?

Welcome to Red Sox Nation. Fans of the team can be found all over the U.S. Even in

the home of the Tampa Bay Rays, Sox fans fill many seats. Looking around the park,

you can see almost as many red shirts as shirts of Tampa blue.

Fans can even be found in Alaska. Here, 3,000 miles from Boston, is the Far From

Fenway Fan Club. Maria is a member. “I come from a Red Sox family,” she says. “We

pay a lot to be able to stream all their games.”

If you’re like Maria in Alaska, you don’t have a local MLB team to root for. All over

the South, people tune in to Atlanta Braves games. In Nevada, there are no hometown

MLB teams. Baseball fans cheer for San Diego. There are other surprises, too. The

Yankees are big in North Carolina and Florida. That’s hundreds of miles from the

Yankees’ home in the Bronx.

Teena is 12. She lives in Dallas. She has never been to Fenway. Still, she wears her

pink Sox cap with pride. “My brother loves the Rangers. I hate them!” she says. “Go

Sox!”


Pa"age 1 p. 5

Day One // one minute

Baseba# Nation Part 2: First timed read WPM ___________





were cheering? 50

Welcome to Red Sox Nation. Fans of the team can be found all over the U.S. Even in 69

the home of the Tampa Bay Rays, Sox fans fill many seats. Looking around the park, 85

you can see almost as many red shirts as shirts of Tampa blue. 98

Fans can even be found in Alaska. Here, 3,000 miles from Boston, is the Far From 114

Fenway Fan Club. Maria is a member. “I come from a Red Sox family,” she says. “We 131

pay a lot to be able to stream all their games.” 142

If you’re like Maria in Alaska, you don’t have a local MLB team to root for. All over 160

the South, people tune in to Atlanta Braves games. In Nevada, there are no hometown 175

MLB teams. Baseball fans cheer for San Diego. There are other surprises, too. The 189

Yankees are big in North Carolina and Florida. That’s hundreds of miles from the 203

Yankees’ home in the Bronx. 208

Teena is 12. She lives in Dallas. She has never been to Fenway. Still, she wears her 225

pink Sox cap with pride. “My brother loves the Rangers. I hate them!” she says. “Go 241

Sox!” 242

What is Red Sox Nation? ______________________________________________

___________________________________________________________________

Where is the Far From Fenway Fan Club located?

___________________________________________________________________


Pa"age 1 p. 6

Day One Baseba# Nation


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.

It was the sixth inning. // Slugger David Ortiz from the Red Sox / had hit a towering home run. // The crowd went crazy with excitement. // But wait a minute. // They weren’t in Boston. // This baseball game was being played in Florida! // Who were all those Red Sox fans / who were cheering? //

Welcome to Red Sox Nation. // Fans of the team can be found all over the U.S. // Even in the home of the Tampa Bay Rays, / Sox fans fill many seats. // Looking around the park, / you can see almost as many red shirts / as shirts of Tampa blue. //

Fans can even be found in Alaska. // Here, / 3,000 miles from Boston, / is the Far From Fenway Fan Club. // Maria is a member. // “I come from a Red Sox family,” / she says. // “We pay a lot / to be able to stream all their games.” //

If you’re like Maria in Alaska, / you don’t have a local MLB team to root for. // All over the South, / people listen to Atlanta Braves games. // In Nevada, / there are no hometown MLB teams. // Baseball fans cheer for San Diego. // There are other surprises, / too. // The Yankees are big in North Carolina / and Florida. // That’s hundreds of miles / from the Yankees’ home in the Bronx. //

Teena is 12. // She lives in Dallas. // She has never been to Fenway. // Still, / she wears her pink Sox cap with pride. // “My brother loves the Rangers. // I hate them!” / she says. // “Go Sox!” //


Pa"age 1 p. 7

Day Two Baseba# Nation Part 1: Tricky phrases and words

Read these phrases and words out loud to your partner.

Slugger David Ortiz from the Red Sox

Even in the home of the Tampa Bay Rays

you don’t have a local MLB team to root for

The Yankees are big in North Carolina

Ortiz or | TEEZ

Tampa TAM | puh

Alaska uh | LASS | kuh

Nevada nuh | VAD | uh

San Diego SAN dee | AY | goh

Bronx BRONKS

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.

s ixth s lugger towering

exci tement hometown


Pa"age 1 p. 8

Day Two // one minute

Baseba# Nation Part 2: Last read WPM ___________


Can you be a true fan if your team is from somewhere else? ______________

Why or why not? _____________________________________________________

Check in with your partner.

We feel the same way about this.

We feel differently about this.




were cheering? 50

Welcome to Red Sox Nation. Fans of the team can be found all over the U.S. Even in 69

the home of the Tampa Bay Rays, Sox fans fill many seats. Looking around the park, 85

you can see almost as many red shirts as shirts of Tampa blue. 98

Fans can even be found in Alaska. Here, 3,000 miles from Boston, is the Far From 114

Fenway Fan Club. Maria is a member. “I come from a Red Sox family,” she says. “We 131

pay a lot to be able to stream all their games.” 142

If you’re like Maria in Alaska, you don’t have a local MLB team to root for. All over 160

the South, people tune in to Atlanta Braves games. In Nevada, there are no hometown 175

MLB teams. Baseball fans cheer for San Diego. There are other surprises, too. The 189

Yankees are big in North Carolina and Florida. That’s hundreds of miles from the 203

Yankees’ home in the Bronx. 208

Teena is 12. She lives in Dallas. She has never been to Fenway. Still, she wears her 225

pink Sox cap with pride. “My brother loves the Rangers. I hate them!” she says. “Go 241

Sox!” 242


Pa"age 1 p. 9

Day One Dealing with Stereotypes

Part 1: Silent read

Do people judge you based on your race? Read silently.

Nicole, Kim, and Sara are talking about race.

Nicole is concerned about racial stereotypes. “At my school, if you are Black, peopleact surprised when you get good grades. Last week my teacher was handing back essays. A White student passed me the paper. You could tell she was shocked at my A grade. I try not to overreact. But it’s slowly wearing me down,” she says. Studentsalso expect her to dress a certain way and like certain music. “I hate rap,” Nicole says. “But my White friends are always saying, ‘Listen, you’ll like this.’”

A racial stereotype is a race-based judgment. It means expecting people will act a certain way based on their race. “Latinos are good dancers.” “African Americans can’t swim.” These are both racial stereotypes.

Kim, an Asian student, also has a problem with stereotypes. Other students expect her to be good at math. Actually, math is her weakest subject. “People take one look at me and think I am a math whiz,” she says. “They couldn’t be more wrong.” Kim feels bad about not living up to the stereotype. “I feel like I’m not smart enough or good enough,” she says. Kim even tries not wearing her glasses. “The glasses justmake me look more like a nerd!”

Sara, a Latina student, says stereotypes can keep people apart. She thinks studentsshould get to know each other. To do this, they need to get past racial stereotypes.


Pa"age 2 p. 10


Dealing with Stereotypes Part 2: First timed read WPM ___________



Nicole is concerned about racial stereotypes. “At my school, if you are Black, peopleact surprised when you get good grades. Last week my teacher was handing back essays. A White student passed me the paper. You could tell she was shocked at my 52A grade. I try not to overreact. But it’s slowly wearing me down,” she says. Students 68also expect her to dress a certain way and like certain music. “I hate rap,” Nicole 84says. “But my White friends are always saying, ‘Listen, you’ll like this.’” 96

A racial stereotype is a race-based judgment. It means expecting people will act a 111certain way based on their race. “Latinos are good dancers.” “African Americans can’t 124swim.” These are both racial stereotypes. 130

Kim, an Asian student, also has a problem with stereotypes. Other students expect 143her to be good at math. Actually, math is her weakest subject. “People take one look 159at me and think I am a math whiz,” she says. “They couldn’t be more wrong.” Kim 176feels bad about not living up to the stereotype. “I feel like I’m not smart enough or 193good enough,” she says. Kim even tries not wearing her glasses. “The glasses just 207make me look more like a nerd!” 214

Sara, a Latina student, says stereotypes can keep people apart. She thinks students 227should get to know each other. To do this, they need to get past racial stereotypes. 243

What is a racial stereotype?

___________________________________________________________________

What’s the problem with racial stereotypes?

___________________________________________________________________

___________________________________________________________________


Pa"age 2 p. 11

Day One Dealing with Stereotypes






Nicole, / Kim, / and Sara / are talking about race. //

Nicole is concerned about racial stereotypes. // “At my school, / if you are Black, / people act surprised when you get good grades. // Last week / my teacher was handing back essays. // A White student passed me the paper. // You could tell she was shocked at my A grade. // I try not to overreact. // But it’s slowly wearing me down,” / she says. // Students also expect her to dress a certain way / and like certain music. // “I hate rap,” / Nicole says. // “But my White friends are always saying, / ‘Listen, / you’ll like this.’” //

A racial stereotype is a race-based judgment. // It means expecting people will act a certain way / based on their race. // “Latinos are good dancers.” // “African Americans can’t swim.” // These are both racial stereotypes. //

Kim, / an Asian student, / also has a problem with stereotypes. // Other students expect her to be good at math. // Actually, / math is her weakest subject. // “People take one look at me and think I am a math whiz,” / she says. // “They couldn’t be more wrong.” // Kim feels bad about not living up to the stereotype. // “I feel like I’m not smart enough / or good enough,” / she says. // Kim even tries not wearing her glasses. // “The glasses just make me look more like a nerd!” //

Sara, / a Latina student, / says stereotypes can keep people apart. // She thinks students should get to know each other. // To do this, / they need to get past racial stereotypes. //


Pa"age 2 p. 12

Day Two Dealing with Stereotypes Part 1: Tricky phrases and words


I try not to overreact

A racial stereotype is a race-based judgment

It means expecting people will act a certain way

math is her weakest subject

says stereotypes can keep people apart

they need to get past racial stereotypes

concerned kuhn | SERND

stereotypes STAIR | ee | oh | typs

certain SIR | tin

judgment JUHJ | mehnt

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.

racial Asian weakest

wearing judgment concerned


Pa"age 2 p. 13


Dealing with Stereotypes Part 2: Last read WPM ___________


Has someone ever used a stereotype to judge you? What happened? How did

you feel? __________________________________________________________

___________________________________________________________________

Share with your partner. Has your partner had an experience like this?

___________________________________________________________________


Nicole is concerned about racial stereotypes. “At my school, if you are Black, peopleact surprised when you get good grades. Last week my teacher was handing back essays. A White student passed me the paper. You could tell she was shocked at my 52A grade. I try not to overreact. But it’s slowly wearing me down,” she says. Students 68also expect her to dress a certain way and like certain music. “I hate rap,” Nicole 84says. “But my White friends are always saying, ‘Listen, you’ll like this.’” 96

A racial stereotype is a race-based judgment. It means expecting people will act a 111certain way based on their race. “Latinos are good dancers.” “African Americans can’t 124swim.” These are both racial stereotypes. 130

Kim, an Asian student, also has a problem with stereotypes. Other students expect 143her to be good at math. Actually, math is her weakest subject. “People take one look 159at me and think I am a math whiz,” she says. “They couldn’t be more wrong.” Kim 176feels bad about not living up to the stereotype. “I feel like I’m not smart enough or 193good enough,” she says. Kim even tries not wearing her glasses. “The glasses just 207make me look more like a nerd!” 214

Sara, a Latina student, says stereotypes can keep people apart. She thinks students 227should get to know each other. To do this, they need to get past racial stereotypes. 243


Pa"age 2 p. 14

Day One Bu#ying: A Real Problem

Part 1: Silent read

How can bullying be stopped? Read silently.

In fifth grade, Mike had plenty of friends. But when he entered middle school, the trouble started. Other kids began to bully him. They spread rumors about Mike. When he walked down the hallway, students shot rubber bands at him. “The message was just go away,” he said. “Don’t even try to talk to us.” Mike didn’t know why he became a target. The bullying even became physical. Kids pushed himin the lunch line.

Mike is one of thousands of students who get bullied each day. Bullying is mean oraggressive behavior that gets repeated. Bullying reaches a peak in the teenage years.Some students bully to feel powerful. Others bully to be part of a group. Sometimesbullies are put down or abused at home. They may use bullying to feel more confident.

When bullies are teasing or hurting a victim, there often are bystanders. They may be laughing or watching silently. Some bystanders feel power when someone else gets hurt. Or perhaps they are afraid. After all, if you stick up for the victim, you may become a target yourself.

School anti-bullying programs try to help students understand bullies. They give an overview of what bullying looks like and how it can be stopped. Bystanders can be important in stopping bullying. A bystander can undercut a bully by refusing to laughor watch. “The community can take away the bully’s power,” one teacher says.


Pa"age 3 p. 15


Bu#ying: A Real Problem Part 2: First timed read WPM ___________


What is bullying?

___________________________________________________________________

What can bystanders do to stop bullying?

___________________________________________________________________

___________________________________________________________________

In fifth grade, Mike had plenty of friends. But when he entered middle school, the trouble started. Other kids began to bully him. They spread rumors about Mike. When he walked down the hallway, students shot rubber bands at him. “The message was just go away,” he said. “Don’t even try to talk to us.” Mike didn’t 57know why he became a target. The bullying even became physical. Kids pushed him 71in the lunch line. 75

Mike is one of thousands of students who get bullied each day. Bullying is mean or 91aggressive behavior that gets repeated. Bullying reaches a peak in the teenage years. 104Some students bully to feel powerful. Others bully to be part of a group. Sometimes 119bullies are put down or abused at home. They may use bullying to feel more 134confident. 135

When bullies are teasing or hurting a victim, there often are bystanders. They may 149be laughing or watching silently. Some bystanders feel power when someone else 161gets hurt. Or perhaps they are afraid. After all, if you stick up for the victim, you 178may become a target yourself. 183

School anti-bullying programs try to help students understand bullies. They 194give an overview of what bullying looks like and how it can be stopped. Bystanders can 210be important in stopping bullying. A bystander can undercut a bully by refusing to laugh 225or watch. “The community can take away the bully’s power,” one teacher says. 238


Pa"age 3 p. 16

Day One Bu#ying: A Real Problem






In fifth grade, / Mike had plenty of friends. // But when he entered middle school, / the trouble started. // Other kids began to bully him. // They spread rumors about Mike. // When he walked down the hallway, / students shot rubber bands at him. // “The message was / just go away,” / he said. // “Don’t even try to talk to us.” // Mike didn’t know / why he became a target. // The bullying even became physical. // Kids pushed him / in the lunch line. //

Mike is one of thousands of students / who get bullied each day. // Bullying / is mean or aggressive behavior / that gets repeated. // Bullying reaches a peak in the teenage years. // Some students bully to feel powerful. // Others bully to be part of a group. // Sometimes bullies are put down / or abused / at home. // They may use bullying to feel more confident. //

When bullies are teasing or hurting a victim, / there often are bystanders. // They may be laughing / or watching silently. // Some bystanders feel power when someone else gets hurt. // Or / perhaps they are afraid. // After all, / if you stick up for the victim, / you may become a target yourself. //

School anti-bullying programs / try to help students understand bullies. // They give an overview of what bullying looks like / and how it can be stopped. // Bystanders can be important in stopping bullying. // A bystander can undercut a bully / by refusing to laugh / or watch. // “The community can take away the bully’s power,” / one teacher says. //


Pa"age 3 p. 17

Day Two Bu#ying: A Real Problem Part 1: Tricky phrases and words


The bullying even became physical

is mean or aggressive behavior

When bullies are teasing or hurting a victim

School anti-bullying programs

They give an overview of what bullying looks like

A bystander can undercut a bully

trouble TRUH | buhl

spread SPRED

message MES | ij

physical FIZ | ih | kul

aggressive uh | GRESS | iv

confident KON | fih | dent

community kuh | MYOO | nih | tee

Decoding practice:

Circle the two base words in the compounds below. The first one is done for you.

someone hallway teenage

bystanders overview undercut


Pa"age 3 p. 18


Bu#ying: A Real Problem Part 2: Last read WPM ___________


Have you ever seen a student bully another student? How did you respond?

___________________________________________________________________

___________________________________________________________________

Ask your partner about a time when bullying happened. What did your partner

say or do? _________________________________________________________

___________________________________________________________________

In fifth grade, Mike had plenty of friends. But when he entered middle school, the trouble started. Other kids began to bully him. They spread rumors about Mike. When he walked down the hallway, students shot rubber bands at him. “The message was just go away,” he said. “Don’t even try to talk to us.” Mike didn’t 57know why he became a target. The bullying even became physical. Kids pushed him 71in the lunch line. 75

Mike is one of thousands of students who get bullied each day. Bullying is mean or 91aggressive behavior that gets repeated. Bullying reaches a peak in the teenage years. 104Some students bully to feel powerful. Others bully to be part of a group. Sometimes 119bullies are put down or abused at home. They may use bullying to feel more 134confident. 135

When bullies are teasing or hurting a victim, there often are bystanders. They may 149be laughing or watching silently. Some bystanders feel power when someone else 161gets hurt. Or perhaps they are afraid. After all, if you stick up for the victim, you 178may become a target yourself. 183

School anti-bullying programs try to help students understand bullies. They 194give an overview of what bullying looks like and how it can be stopped. Bystanders can 210be important in stopping bullying. A bystander can undercut a bully by refusing to laugh 225or watch. “The community can take away the bully’s power,” one teacher says. 238


Pa"age 3 p. 19

Day One A Victim’s Story

Part 1: Silent read

What happens to victims of bullying? Read silently.

Jason Beltran was bullied for years. “I was punched, pushed, and tripped,” he remembers. “Classmates called me every name in the book.” Today, Jason is a peer advocate at his middle school. He works to stop bullying.

For Jason, the worst part was not being hit. What hurt the most was being ignored by classmates. He remembers being the only person at his lunch table. In gym, he was the only one without a partner. In science class, when students did labs, Jason workedalone.

Bullying is serious. Like Jason Beltran, victims can be hurt through words or actions.Victims are at risk for depression, low grades, and other problems. Bullies are also atrisk. They are more likely to abuse drugs and drop out. Experts say that bullying isoften in the background in cases of teen suicide. Memories of bullying can harm people their entire lives.

Talking about bullying in the classroom can help. Hearing victims’ stories can makestudents less likely to target others. Students also need to know what is and what isnot acceptable.

Jason has learned that most bullies don’t mean to really hurt people. Sometimes they are just bored and want something to do. Or they may be going along with their friends. Whatever the reasons, bullying is serious. When Jason presents at school, he gives that message. “It doesn’t have to be this way,” he says.


Pa"age 4 p. 20


A Victim’s Story Part 2: First timed read WPM ___________



For Jason, the worst part was not being hit. What hurt the most was being ignored by 54classmates. He remembers being the only person at his lunch table. In gym, he was 69the only one without a partner. In science class, when students did labs, Jason worked 84alone. 85

Bullying is serious. Like Jason Beltran, victims can be hurt through words or actions. 99Victims are at risk for depression, low grades, and other problems. Bullies are also at 114risk. They are more likely to abuse drugs and drop out. Experts say that bullying is 130often in the background in cases of teen suicide. Memories of bullying can harm 144people their entire lives. 148

Talking about bullying in the classroom can help. Hearing victims’ stories can make 161students less likely to target others. Students also need to know what is and what is 177not acceptable. 179

Jason has learned that most bullies don’t mean to really hurt people. Sometimes they 193are just bored and want something to do. Or they may be going along with their friends. 210Whatever the reasons, bullying is serious. When Jason presents at school, he gives that 224message. “It doesn’t have to be this way,” he says. 234

What can happen to the victims of bullying? _____________________________

___________________________________________________________________

For Jason, what was the worst part of being bullied? ______________________

___________________________________________________________________


Pa"age 4 p. 21

Day One A Victim’s Story






Jason Beltran was bullied for years. // “I was punched, / pushed, / and tripped,” / he remembers. // “Classmates called me every name in the book.” // Today, / Jason is a peer advocate at his middle school. // He works to stop bullying. //

For Jason, / the worst part was not being hit. // What hurt the most / was being ignored by classmates. // He remembers being the only person at his lunch table. // In gym, / he was the only one without a partner. // In science class, / when students did labs, / Jason worked alone. //

Bullying is serious. // Like Jason Beltran, / victims can be hurt through words / or actions. // Victims are at risk for depression, / low grades, / and other problems. // Bullies are also at risk. // They are more likely to abuse drugs / and drop out. // Experts say that bullying is often in the background / in cases of teen suicide. // Memories of bullying / can harm people their entire lives. //

Talking about bullying in the classroom can help. // Hearing victims’ stories / can make students less likely to target others. // Students also need to know what is / and what is not / acceptable. //

Jason has learned / that most bullies don’t mean to really hurt people. // Sometimes they are just bored / and want something to do. // Or they may be going along with their friends. // Whatever the reasons, / bullying is serious. // When Jason presents at school, / he gives that message. // “It doesn’t have to be this way,” / he says. //


Pa"age 4 p. 22

Day Two A Victim’s Story Part 1: Tricky phrases and words


Classmates called me every name in the book

Jason is a peer advocate at his middle school

was being ignored by classmates

Experts say that bullying is often in the background

advocate AD | vuh | kit

depression dih | PRESH | un

abuse uh | BYOOZ

suicide SOO | ih | seyed

acceptable ak | SEP | tuh | buhl

Decoding practice:

Circle the two base words in the compounds below. The first one is done for you.

what ever classroom

background sometimes


Pa"age 4 p. 23


A Victim’s Story Part 2: Last read WPM ___________



For Jason, the worst part was not being hit. What hurt the most was being ignored by 54classmates. He remembers being the only person at his lunch table. In gym, he was 69the only one without a partner. In science class, when students did labs, Jason worked 84alone. 85

Bullying is serious. Like Jason Beltran, victims can be hurt through words or actions. 99Victims are at risk for depression, low grades, and other problems. Bullies are also at 114risk. They are more likely to abuse drugs and drop out. Experts say that bullying is 130often in the background in cases of teen suicide. Memories of bullying can harm 144people their entire lives. 148

Talking about bullying in the classroom can help. Hearing victims’ stories can make 161students less likely to target others. Students also need to know what is and what is 177not acceptable. 179

Jason has learned that most bullies don’t mean to really hurt people. Sometimes they 193are just bored and want something to do. Or they may be going along with their friends. 210Whatever the reasons, bullying is serious. When Jason presents at school, he gives that 224message. “It doesn’t have to be this way,” he says. 234

What advice would you give to kids like Jason who are bullied at school?

___________________________________________________________________

___________________________________________________________________

Check with your partner. What is your partner’s advice to kids like Jason?

___________________________________________________________________


Pa"age 4 p. 24

Day One Girl-on-Girl Violence

Part 1: Silent read

Are girls fighting more? Read silently.

Two girls face each other in their school’s locker room. They give each other hatefullooks. Suddenly, one girl attacks. Fists fly. The girls screech, kick, and grab each other’s long hair. There’s a brutal punch. Soon, one girl is on her back, her head slammingagainst the floor. Her name is Kelly, and she is just 13 years old.

A friend of Kelly’s attacker made a video of the fight and posted it online. A parent who watched the video says, “I was disgusted. Girls today are outrageous!”

Some people say that girl-on-girl violence has become a big problem. People used tobelieve that girls and boys fought in different ways. Girls spread rumors and excludedeach other. Boys fought with their fists. Stories like Kelly’s suggest that this ischanging. Statistics tell us that today, more girls are arrested for assault. More girls alsocarry weapons. In one recent incident in Boston, a girl slashed another with a razor.The victim needed 100 stitches.

What’s behind the rise in girl-on-girl violence? Experts point to violent TV, changinggender roles, and poor parenting.

However, other people say that girl-on-girl violence is not a meaningful trend. After all, girls still fight and carry weapons less often than boys. Police and schools may be just responding more to girls’ fights. Are today’s girls more violent? Or are a fewviolent incidents giving people the wrong idea?


Pa"age 5 p. 25


Girl-on-Girl Violence Part 2: First timed read WPM ___________


Two girls face each other in their school’s locker room. They give each other hatefullooks. Suddenly, one girl attacks. Fists fly. The girls screech, kick, and grab each other’s long hair. There’s a brutal punch. Soon, one girl is on her back, her head slammingagainst the floor. Her name is Kelly, and she is just 13 years old. 60

A friend of Kelly’s attacker made a video of the fight and posted it online. A parent 77who watched the video says, “I was disgusted. Girls today are outrageous!” 89

Some people say that girl-on-girl violence has become a big problem. People used to 105believe that girls and boys fought in different ways. Girls spread rumors and excluded 119each other. Boys fought with their fists. Stories like Kelly’s suggest that this is 133changing. Statistics tell us that today, more girls are arrested for assault. More girls also 148carry weapons. In one recent incident in Boston, a girl slashed another with a razor. 163The victim needed 100 stitches. 168

What’s behind the rise in girl-on-girl violence? Experts point to violent TV, changing 183gender roles, and poor parenting. 188

However, other people say that girl-on-girl violence is not a meaningful trend. After 203all, girls still fight and carry weapons less often than boys. Police and schools may 218be just responding more to girls’ fights. Are today’s girls more violent? Or are a few 234violent incidents giving people the wrong idea? 241

What are some people saying about girls and violence?

___________________________________________________________________

___________________________________________________________________

What do statistics tell us about girls and fighting?

___________________________________________________________________


Pa"age 5 p. 26

Day One Girl-on-Girl Violence






Two girls face each other / in their school’s locker room. // They give each other hateful looks. // Suddenly, / one girl attacks. // Fists fly. // The girls screech, / kick, / and grab each other’s long hair. // There’s a brutal punch. // Soon, / one girl is on her back, / her head slamming against the floor. // Her name is Kelly, / and she is just 13 years old. //

A friend of Kelly’s attacker made a video of the fight / and posted it online. // A parent who watched the video says, / “I was disgusted. // Girls today are outrageous!” //

Some people say that girl-on-girl violence has become a big problem. // People used to believe that girls and boys fought in different ways. // Girls spread rumors / and excluded each other. // Boys fought with their fists. // Stories like Kelly’s suggest that this is changing. // Statistics tell us that today, / more girls are arrested for assault. // More girls also carry weapons. // In one recent incident in Boston, / a girl slashed another with a razor. // The victim needed 100 stitches. //

What’s behind the rise / in girl-on-girl violence? // Experts point to violent TV, / changing gender roles, / and poor parenting. //

However, / other people say that girl-on-girl violence is not a meaningful trend. // After all, / girls still fight / and carry weapons / less often than boys. // Police and schools may be just responding more to girls’ fights. // Are today’s girls more violent? // Or are a few violent incidents giving people the wrong idea? //


Pa"age 5 p. 27

Day Two Girl-on-Girl Violence Part 1: Tricky phrases and words


Girls spread rumors

and excluded each other

Statistics tell us that today

more girls are arrested for assault

In one recent incident in Boston

a girl slashed another with a razor

changing gender roles

fought FAWT

excluded eks | KLOO | did

assault uh | SAWLT

weapons WEP | uhnz

incident IN | sih | dent

gender JEN | der

Decoding practice:


locker hateful slamming

attacker parenting meaningful


Pa"age 5 p. 28


Girl-on-Girl Violence Part 2: Last read WPM ___________


Based on your own experience, do you think girls are more violent than they

used to be? Why do you think that? _____________________________________

___________________________________________________________________

Share your answer with your partner. Does your partner agree or disagree?

___________________________________________________________________

Two girls face each other in their school’s locker room. They give each other hatefullooks. Suddenly, one girl attacks. Fists fly. The girls screech, kick, and grab each other’s long hair. There’s a brutal punch. Soon, one girl is on her back, her head slammingagainst the floor. Her name is Kelly, and she is just 13 years old. 60

A friend of Kelly’s attacker made a video of the fight and posted it online. A parent 77who watched the video says, “I was disgusted. Girls today are outrageous!” 89

Some people say that girl-on-girl violence has become a big problem. People used to 105believe that girls and boys fought in different ways. Girls spread rumors and excluded 119each other. Boys fought with their fists. Stories like Kelly’s suggest that this is 133changing. Statistics tell us that today, more girls are arrested for assault. More girls also 148carry weapons. In one recent incident in Boston, a girl slashed another with a razor. 163The victim needed 100 stitches. 168

What’s behind the rise in girl-on-girl violence? Experts point to violent TV, changing 183gender roles, and poor parenting. 188

However, other people say that girl-on-girl violence is not a meaningful trend. After 203all, girls still fight and carry weapons less often than boys. Police and schools may 218be just responding more to girls’ fights. Are today’s girls more violent? Or are a few 234violent incidents giving people the wrong idea? 241


Pa"age 5 p. 29

Day One Relational A$re"ion

Part 1: Silent read

What is relational aggression? Read silently.

Jess was a popular seventh grader. One night she saw a text message that her best friendhad sent. “I was thinking it might be a joke or plans for something fun.” But instead, Jess’s friend was dropping her. The next day in school, nobody would sit with Jess atlunch. People laughed in a mean way when she made a tiny mistake in math class. “Itwas like a switch had flipped,” Jess said.

This was an act of relational aggression. Relational aggression is a kind of non-physical bullying. It can include spreading gossip, jumping up from a lunch table when a certain person sits down, or excluding someone from conversations orparties. Name-calling and backstabbing are also relational aggression. Some studentscall it “outcasting.”

Girls are more likely to use relational aggression, but boys can bully this way, too.Experts disagree about the causes. Sometimes, these bullies have low self-esteem. They may target others to raise their own status. However, they may also be people with healthy egos who bully to stay popular.

With relational aggression, just a few words can do real emotional damage. However,just a few supportive words can help, too. After Jess lost her best friend, she had to ride the bus on her own. One day, another group of seventh graders invited her to sit with them.

“I still remember that,” Jess says.


Pa"age 6 p. 30


Relational A$re"ion Part 2: First timed read WPM ___________


Jess was a popular seventh grader. One night she saw a text message that her best friendhad sent. “I was thinking it might be a joke or plans for something fun.” But instead, Jess’s friend was dropping her. The next day in school, nobody would sit with Jess at 50lunch. People laughed in a mean way when she made a tiny mistake in math class. “It 67was like a switch had flipped,” Jess said. 75

This was an act of relational aggression. Relational aggression is a kind of 88non-physical bullying. It can include spreading gossip, jumping up from a lunch 101table when a certain person sits down, or excluding someone from conversations or 114parties. Name-calling and backstabbing are also relational aggression. Some students 125call it “outcasting.” 128

Girls are more likely to use relational aggression, but boys can bully this way, too. 143Experts disagree about the causes. Sometimes, these bullies have low self-esteem. 155They may target others to raise their own status. However, they may also be people 170with healthy egos who bully to stay popular. 178

With relational aggression, just a few words can do real emotional damage. However, 191just a few supportive words can help, too. After Jess lost her best friend, she had to ride 209the bus on her own. One day, another group of seventh graders invited her to sit with 226them. 227

“I still remember that,” Jess says. 233

What is relational aggression?

___________________________________________________________________

What is outcasting?

___________________________________________________________________


Pa"age 6 p. 31

Day One Relational A$re"ion






Jess was a popular seventh grader. // One night she saw a text message / that her best friend had sent. // “I was thinking it might be a joke / or plans for something fun.” // But instead, / Jess’s friend was dropping her. // The next day in school, / nobody would sit with Jess at lunch. // People laughed in a mean way / when she made a tiny mistake in math class. // “It was like a switch had flipped,” / Jess said. //

This was an act of relational aggression. // Relational aggression is a kind of non-physical bullying. // It can include spreading gossip, / jumping up from a lunch table when a certain person sits down, / or excluding someone from conversations / or parties. // Name-calling and backstabbing are also relational aggression. // Some students call it “outcasting.” //

Girls are more likely to use relational aggression, / but boys can bully this way, / too. // Experts disagree about the causes. // Sometimes, / these bullies have low self-esteem. // They may target others / to raise their own status. // However, / they may also be people with healthy egos / who bully to stay popular. //

With relational aggression, / just a few words can do real / emotional damage. // However, / just a few supportive words can help, / too. // After Jess lost her best friend, / she had to ride the bus on her own. // One day, / another group of seventh graders invited her to sit with them. //

“I still remember that,” / Jess says. //


Pa"age 6 p. 32

Day Two Relational A$re"ion Part 1: Tricky phrases and words


Relational aggression is a kind of non-physical bullying

or excluding someone from conversations

Name-calling and backstabbing are also relational aggression

Experts disagree about the causes

they may also be people with healthy egos

relational rih | LAY | shuhn | uhl

aggression uh | GRESH | uhn

excluding eks | KLOO | ding

status STAY | tuhs or STAH | tuhs

egos EE | gohz

Decoding practice:


seventh supportive excluding

emotional healthy disagree


Pa"age 6 p. 33


Relational A$re"ion Part 2: Last read WPM ___________


In your experience, what is most hurtful? Name-calling? Backstabbing? Spreading gossip? Something else? Give reasons for your answer.

___________________________________________________________________

___________________________________________________________________

Check with your partner. Does your partner have a different opinion?

___________________________________________________________________

Jess was a popular seventh grader. One night she saw a Facebook message that her best friend had sent. “I was thinking it might be a joke or plans for something fun.” But instead, Jess’s friend was dropping her. The next day in school, nobody would sit with Jess at 50lunch. People laughed in a mean way when she made a tiny mistake in math class. “It 67was like a switch had flipped,” Jess said. 75

This was an act of relational aggression. Relational aggression is a kind of 88non-physical bullying. It can include spreading gossip, jumping up from a lunch 101table when a certain person sits down, or excluding someone from conversations or 114parties. Name-calling and backstabbing are also relational aggression. Some students 125call it “outcasting.” 128

Girls are more likely to use relational aggression, but boys can bully this way, too. 143Experts disagree about the causes. Sometimes, these bullies have low self-esteem. 155They may target others to raise their own status. However, they may also be people 170with healthy egos who bully to stay popular. 178

With relational aggression, just a few words can do real emotional damage. However, 191just a few supportive words can help, too. After Jess lost her best friend, she had to ride 209the bus on her own. One day, another group of seventh graders invited her to sit with 226them. 227

“I still remember that,” Jess says. 233


Pa"age 6 p. 34

Day One Vandalism

Part 1: Silent read

Why do some teens get involved in vandalism? Read silently.

One night in Florida, two beams of light appeared in a dark school building. Soon, twoboys began to scatter books and paper across classroom floors. They poured soda onthe ground. They smeared walls. They flooded the science lab. Meanwhile, the school’s alarm company had called the police. Police spotted two teenagers outside inthe schoolyard. After a chase, the boys were caught and arrested. They were chargedwith vandalism.

Vandalism means destroying or damaging someone else’s property. Vandals mightsmash car windows, push over mailboxes, throw eggs, or set fires. They might scribble their names on a wall, or leave other graffiti.

The two boys in Florida were 13 and 14 years old. Police estimate the damage theycaused at about $5,000. This was bad news for the boys. When vandals cause damageabove $400, they can be charged with a felony. Felonies can be punished by more thana year in prison.

Sometimes vandals act on their own. More typically, however, vandalism is a groupactivity. Teens dare each other to do things they would not do on their own.

Acts of vandalism can start small. But often, especially when a group is involved, theactions snowball. Some students in New York City broke into their school for a seniorparty. Soon, some students were trashing equipment. Others spray-painted the footballfield. All of the students were banned from their prom. Some people said the punishmentwas too light. “Vandalism is a crime,” said one parent, “and there should be real consequences.”


Pa"age 7 p. 35


Vandalism Part 2: First timed read WPM ___________


One night in Florida, two beams of light appeared in a dark school building. Soon, twoboys began to scatter books and paper across classroom floors. They poured soda onthe ground. They smeared walls. They flooded the science lab. Meanwhile, the school’s alarm company had called the police. Police spotted two teenagers outside in 55the schoolyard. After a chase, the boys were caught and arrested. They were charged 69with vandalism. 71

Vandalism means destroying or damaging someone else’s property. Vandals might 81smash car windows, push over mailboxes, throw eggs, or set fires. They might 94scribble their names on a wall, or leave other graffiti. 104

The two boys in Florida were 13 and 14 years old. Police estimate the damage they 120caused at about $5,000. This was bad news for the boys. When vandals cause damage 136above $400, they can be charged with a felony. Felonies can be punished by more than 153a year in prison. 157

Sometimes vandals act on their own. More typically, however, vandalism is a group 170activity. Teens dare each other to do things they would not do on their own. 185

Acts of vandalism can start small. But often, especially when a group is involved, the 200actions snowball. Some students in New York City broke into their school for a senior 215party. Soon, some students were trashing equipment. Others spray-painted the football 227field. All of the students were banned from their prom. Some people said the punishment 242was too light. “Vandalism is a crime,” said one parent, “and there should be real 257consequences.” 258

What is vandalism?

___________________________________________________________________

If a vandal causes damage above $400, what can happen?

___________________________________________________________________


Pa"age 7 p. 36

Day One Vandalism






One night in Florida, / two beams of light appeared in a dark school building. // Soon, / two boys began to scatter books and paper / across classroom floors. // They poured soda on the ground. // They smeared walls. // They flooded the science lab. // Meanwhile, / the school’s alarm company had called the police. // Police spotted two teenagers outside in the schoolyard. // After a chase, / the boys were caught / and arrested. // They were charged with vandalism. //

Vandalism means destroying / or damaging / someone else’s property. // Vandals might smash car windows, / push over mailboxes, / throw eggs, / or set fires. // They might scribble their names on a wall, / or leave other graffiti. //

The two boys in Florida were 13 / and 14 / years old. // Police estimate the damage they caused / at about $5,000. // This was bad news for the boys. // When vandals cause damage above $400, / they can be charged with a felony. // Felonies can be punished / by more than a year in prison. //

Sometimes vandals act on their own. // More typically, / however, / vandalism is a group activity. // Teens dare each other to do things they would not do on their own. //

Acts of vandalism can start small. // But often, / especially when a group is involved, / the actions snowball. // Some students in New York City / broke into their school / for a senior party. // Soon, / some students were trashing equipment. // Others spray-painted the football field. // All of the students were banned from their prom. // Some people said the punishment was too light. // “Vandalism is a crime,” / said one parent, / “and there should be real consequences.” //


Pa"age 7 p. 37

Day Two Vandalism Part 1: Tricky phrases and words


They smeared walls

Police estimate the damage they caused

Felonies can be punished

and there should be real consequences

building BIL | ding

vandalism VAN | duhl | izm

graffiti gruh | FEE | tee

felony FEL | uh | nee

consequences KON | sih | kwen | siz

Decoding practice:

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

sch________

sc_________

sm_________

sm_________

sn_________

st__________

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


Vandalism Part 2: Last read WPM ___________


Do you see the effects of vandalism in your community? How do you feel

about it? __________________________________________________________

What does your partner think?

__________________________________________________________________

One night in Florida, two beams of light appeared in a dark school building. Soon, twoboys began to scatter books and paper across classroom floors. They poured soda onthe ground. They smeared walls. They flooded the science lab. Meanwhile, the school’s alarm company had called the police. Police spotted two teenagers outside in 55the schoolyard. After a chase, the boys were caught and arrested. They were charged 69with vandalism. 71

Vandalism means destroying or damaging someone else’s property. Vandals might 81smash car windows, push over mailboxes, throw eggs, or set fires. They might 94scribble their names on a wall, or leave other graffiti. 104

The two boys in Florida were 13 and 14 years old. Police estimate the damage they 120caused at about $5,000. This was bad news for the boys. When vandals cause damage 136above $400, they can be charged with a felony. Felonies can be punished by more than 153a year in prison. 157

Sometimes vandals act on their own. More typically, however, vandalism is a group 170activity. Teens dare each other to do things they would not do on their own. 185

Acts of vandalism can start small. But often, especially when a group is involved, the 200actions snowball. Some students in New York City broke into their school for a senior 215party. Soon, some students were trashing equipment. Others spray-painted the football 227field. All of the students were banned from their prom. Some people said the punishment 242was too light. “Vandalism is a crime,” said one parent, “and there should be real 257consequences.” 258


Pa"age 7 p. 39

Day One P%r Pre"ure

Part 1: Silent read

Is peer pressure a bad thing or a good thing? Read silently.

Inez is on her school soccer team. After the scrimmage, she sprawls on the bench withher friends. They wait for a ride home. “Team party this weekend!” Dee says. “Mybrother will buy us some 40s. Inez, you have to come!” Inez doesn’t drink, and shedoesn’t want to. But she doesn’t know what to say. She doesn’t want her friends to think she’s a baby.

Inez is feeling peer pressure. This means she is feeling pushed to make a decision bysomeone her own age. When peers pressure someone to do something, they might useinsults. They might threaten to reject the person. Or they might argue that what they’redoing is okay. Peer pressure can make teens do things they normally would not do.

Peer pressure can also be unspoken. People of all ages feel pressure to talk, act, or dress like people whom they admire. Students might wear a brand of snazzy sneakers to look like a well-known athlete. Adults might dream of owning an SUV model thatcelebrities drive.

Peer pressure can also be positive. If a student has studious peers, she might feelpressure to do her homework. Members of a team can put pressure on each other toattend practice and train hard. Choosing to be around the right peers is a smart strategy. It can help us feel positive, rather than negative, peer pressure.


Pa"age 8 p. 40


P%r Pre"ure Part 2: First timed read WPM ___________


Inez is on her school soccer team. After the scrimmage, she sprawls on the bench withher friends. They wait for a ride home. “Team party this weekend!” Dee says. “Mybrother will buy us some 40s. Inez, you have to come!” Inez doesn’t drink, and shedoesn’t want to. But she doesn’t know what to say. She doesn’t want her friends to 64think she’s a baby. 68

Inez is feeling peer pressure. This means she is feeling pushed to make a decision by 84someone her own age. When peers pressure someone to do something, they might use 98insults. They might threaten to reject the person. Or they might argue that what they’re 113doing is okay. Peer pressure can make teens do things they normally would not do. 128

Peer pressure can also be unspoken. People of all ages feel pressure to talk, act, or 144dress like people whom they admire. Students might wear a brand of snazzy sneakers 158to look like a well-known athlete. Adults might dream of owning an SUV model that 174celebrities drive. 176

Peer pressure can also be positive. If a student has studious peers, she might feel 191pressure to do her homework. Members of a team can put pressure on each other to 207attend practice and train hard. Choosing to be around the right peers is a smart 222strategy. It can help us feel positive, rather than negative, peer pressure. 234

What is peer pressure?

___________________________________________________________________

___________________________________________________________________

How can peer pressure be positive?

___________________________________________________________________

___________________________________________________________________


Pa"age 8 p. 41

Day One P%r Pre"ure






Inez is on her school soccer team. // After the scrimmage, / she sprawls on the bench with her friends. // They wait for a ride home. // “Team party this weekend!” / Dee says. // “My brother will buy us some 40s. // Inez, / you have to come!” // Inez doesn’t drink, / and she doesn’t want to. // But she doesn’t know what to say. // She doesn’t want her friends to think she’s a baby. //

Inez is feeling peer pressure. // This means she is feeling pushed to make a decision / by someone her own age. // When peers pressure someone to do something, / they might use insults. // They might threaten to reject the person. // Or they might argue that what they’re doing is okay. // Peer pressure can make teens do things they normally would not do. //

Peer pressure can also be unspoken. // People of all ages feel pressure to talk, / act, / or dress / like people whom they admire. // Students might wear a brand of snazzy sneakers / to look like a well-known athlete. // Adults might dream of owning an SUV model that celebrities drive. //

Peer pressure can also be positive. // If a student has studious peers, / she might feel pressure to do her homework. // Members of a team can put pressure on each other / to attend practice and train hard. // Choosing to be around the right peers / is a smart strategy. // It can help us feel positive, / rather than negative, / peer pressure. //


Pa"age 8 p. 42

Day Two P%r Pre"ure Part 1: Tricky phrases and words


After the scrimmage

They might threaten to reject the person

to look like a well-known athlete

If a student has studious peers

Inez ee | NEZ

pressure PREH | shur

decision dih | SIH | zhun

unspoken uhn | SPOH | kuhn

celebrities suh | LEH | brih | teez

Decoding practice:


scr________

spr_________

fr_________

br_________

pr_________

thr_________







Pa"age 8 p. 43


P%r Pre"ure Part 2: Last read WPM ___________


Inez is on her school soccer team. After the scrimmage, she sprawls on the bench withher friends. They wait for a ride home. “Team party this weekend!” Dee says. “Mybrother will buy us some 40s. Inez, you have to come!” Inez doesn’t drink, and shedoesn’t want to. But she doesn’t know what to say. She doesn’t want her friends to 64think she’s a baby. 68

Inez is feeling peer pressure. This means she is feeling pushed to make a decision by 84someone her own age. When peers pressure someone to do something, they might use 98insults. They might threaten to reject the person. Or they might argue that what they’re 113doing is okay. Peer pressure can make teens do things they normally would not do. 128

Peer pressure can also be unspoken. People of all ages feel pressure to talk, act, or 144dress like people whom they admire. Students might wear a brand of snazzy sneakers 158to look like a well-known athlete. Adults might dream of owning an SUV model that 174celebrities drive. 176

Peer pressure can also be positive. If a student has studious peers, she might feel 191pressure to do her homework. Members of a team can put pressure on each other to 207attend practice and train hard. Choosing to be around the right peers is a smart 222strategy. It can help us feel positive, rather than negative, peer pressure. 234

Can you think of a time when you felt peer pressure? Was it positive or

negative? What did you feel pressured to do? ____________________________

___________________________________________________________________

Share your experience with your partner. What kind of peer pressure has your

partner experienced? _________________________________________________

___________________________________________________________________


Pa"age 8 p. 44

Day One Ta&ling or Reporting?

Part 1: Silent read

Why won’t teens tell when something bad is happening? Read silently.

Parents and teachers often tell children, “Don’t tattle.” They want children to reportdangerous behavior, of course. But they also want kids to learn to solve their ownproblems. Children can’t thrive if adults are always stepping in. But small children often run to an adult when they see the rules being broken.

As children get older, the opposite problem develops. Peers become the prime focus.Adults become less important. Many teens hesitate to share problems with adults. They stop believing adults can help. They also may feel that “snitching” is bad. As aresult, bullying and acts of violence go unreported. Some teens would rather be blamed than tell on the real culprits. A culture of “no tattling” means bullies can dowhat they want.

Violence prevention experts say communities must come together. When bullying is a problem at school, students cannot stop it on their own. Adults cannot stop it on their own. Both groups need to trust each other. Students need to report unsafe behavior. It’s critical that adults act when they hear about threats or bullying.

However, many communities lack this healthy trust. “Most kids say to us that theywill never tell a teacher or parent. Kids believe telling won’t change anything,” saysone bullying expert. “In most schools, students keep quiet. They have to feel that anadult is going to be able to help.”


Pa"age 9 p. 45


Ta&ling or Reporting? Part 2: First timed read WPM ___________


Parents and teachers often tell children, “Don’t tattle.” They want children to reportdangerous behavior, of course. But they also want kids to learn to solve their ownproblems. Children can’t thrive if adults are always stepping in. But small children often run to an adult when they see the rules being broken. 53

As children get older, the opposite problem develops. Peers become the prime focus. 66Adults become less important. Many teens hesitate to share problems with adults. 78They stop believing adults can help. They also may feel that “snitching” is bad. As a 94result, bullying and acts of violence go unreported. Some teens would rather be 107blamed than tell on the real culprits. A culture of “no tattling” means bullies can do 123what they want. 126

Violence prevention experts say communities must come together. When bullying is 137a problem at school, students cannot stop it on their own. Adults cannot stop it on 153their own. Both groups need to trust each other. Students need to report unsafe 167behavior. It’s critical that adults act when they hear about threats or bullying. 180

However, many communities lack this healthy trust. “Most kids say to us that they 194will never tell a teacher or parent. Kids believe telling won’t change anything,” says 208one bullying expert. “In most schools, students keep quiet. They have to feel that an 223adult is going to be able to help.” 231

How do attitudes about tattling change as children get older?

___________________________________________________________________

___________________________________________________________________

What is one reason that students don’t tell adults about bullies?

___________________________________________________________________

___________________________________________________________________


Pa"age 9 p. 46

Day One Ta&ling or Reporting?






Parents and teachers often tell children, / “Don’t tattle.” // They want children to report dangerous behavior, / of course. // But they also want kids / to learn to solve their own problems. // Children can’t thrive / if adults are always stepping in. // But small children often run to an adult / when they see rules being broken. //

As children get older, / the opposite problem develops. // Peers become the prime focus. // Adults become less important. // Many teens hesitate to share problems with adults. // They stop believing adults can help. // They also may feel that “snitching” / is bad. // As a result, / bullying / and acts of violence / go unreported. // Some teens would rather be blamed / than tell on the real culprits. // A culture of “no tattling” / means bullies can do what they want. //

Violence prevention experts / say communities must come together. // When bullying is a problem at school, / students cannot stop it on their own. // Adults cannot stop it on their own. // Both groups need to trust each other. // Students need to report unsafe behavior. // It’s critical that adults act / when they hear about threats / or bullying. //

However, / many communities lack this healthy trust. // “Most kids say to us / that they will never tell a teacher or parent. // Kids believe telling won’t change anything,” / says one bullying expert. // “In most schools, / students keep quiet. // They have to feel / that an adult is going to be able to help.” //


Pa"age 9 p. 47

Day Two Ta&ling or Reporting? Part 1: Tricky phrases and words


They want children to report dangerous behavior

the opposite problem develops

Many teens hesitate to share problems with adults

It’s critical that adults act

hesitate HEZ | ih | tayt

unreported uhn | rih | POR | tid

culprits KUHL | prits

culture KUHL | chur

prevention prih | VEN | shuhn

communities kuh | MYOO | nih | teez

Decoding practice:


thr________

pr_________

tr_________

sn_________

pr_________

bl_________







Pa"age 9 p. 48


Ta&ling or Reporting? Part 2: Last read WPM ___________


Parents and teachers often tell children, “Don’t tattle.” They want children to reportdangerous behavior, of course. But they also want kids to learn to solve their ownproblems. Children can’t thrive if adults are always stepping in. But small children often run to an adult when they see the rules being broken. 53

As children get older, the opposite problem develops. Peers become the prime focus. 66Adults become less important. Many teens hesitate to share problems with adults. 78They stop believing adults can help. They also may feel that “snitching” is bad. As a 94result, bullying and acts of violence go unreported. Some teens would rather be 107blamed than tell on the real culprits. A culture of “no tattling” means bullies can do 123what they want. 126

Violence prevention experts say communities must come together. When bullying is 137a problem at school, students cannot stop it on their own. Adults cannot stop it on 153their own. Both groups need to trust each other. Students need to report unsafe 167behavior. It’s critical that adults act when they hear about threats or bullying. 180

However, many communities lack this healthy trust. “Most kids say to us that they 194will never tell a teacher or parent. Kids believe telling won’t change anything,” says 208one bullying expert. “In most schools, students keep quiet. They have to feel that an 223adult is going to be able to help.” 231

If you saw a peer being hurt by another peer, would you ever tell an adult?

Why or why not? ____________________________________________________

__________________________________________________________________

Check in with your partner. Would they ever tell an adult? Why or why not?

__________________________________________________________________


Pa"age 9 p. 49

Day One Teasing: Friendly or Mean?

Part 1: Silent read

Is teasing fun or cruel? Read silently.

The track team has finished their drills. Gina is the first one to finish the mile. “Youwin again, girl!” Troya yells. “Those long legs are definitely helping you out!” Ginasmiles at her friend’s words. She feels good about being tall and speedy.

The next day, Gina is working on a problem in math class. Suddenly, Tyler calls out, “Hey, down in front! We can’t see over Gina the Giant!” Gina blushes and slumpsdown low in her seat, embarrassed.

After school, Rachel and Gina walk home together. Rachel pulls out a pack ofcigarettes and offers one to Gina, but Gina refuses. “What are you, too good to smoke?” Rachel comments. “Are you afraid your mother might see you?”

In all three scenarios, Gina was being teased. Teasing is making a joke aboutsomeone. Teasing often focuses on someone’s appearance or behavior. One expertsays there are three kinds of teasing: friendly, mean, and taunting. When Troya teased Gina about being tall, this was friendly teasing. Friendly teasing is playful and makes a person feel accepted for who they are. Mean or hurtful teasing, likeTyler’s comment, is intended to make a person feel bad. Taunting, like Rachel’s comments about smoking, can pressure someone to do something dangerous or stupid.

Ultimately, only the person being teased can decide whether teasing is friendly orhurtful. Only the person being teased knows for sure how it makes them feel inside.


Pa"age 10 p. 50


Teasing: Friendly or Mean? Part 2: First timed read WPM ___________



The next day, Gina is working on a problem in math class. Suddenly, Tyler calls out, 60“Hey, down in front! We can’t see over Gina the Giant!” Gina blushes and slumps 75down low in her seat, embarrassed. 81

After school, Rachel and Gina walk home together. Rachel pulls out a pack of 95cigarettes and offers one to Gina, but Gina refuses. “What are you, too good to 110smoke?” Rachel comments. “Are you afraid your mother might see you?” 121

In all three scenarios, Gina was being teased. Teasing is making a joke about 135someone. Teasing often focuses on someone’s appearance or behavior. One expert 146says there are three kinds of teasing: friendly, mean, and taunting. When Troya 159teased Gina about being tall, this was friendly teasing. Friendly teasing is playful 172and makes a person feel accepted for who they are. Mean or hurtful teasing, like 187Tyler’s comment, is intended to make a person feel bad. Taunting, like Rachel’s 200comments about smoking, can pressure someone to do something dangerous or 211stupid. 212

Ultimately, only the person being teased can decide whether teasing is friendly or 225hurtful. Only the person being teased knows for sure how it makes them feel inside. 240

What is teasing?

___________________________________________________________________

How can you tell if teasing is friendly or hurtful?

___________________________________________________________________

___________________________________________________________________


Pa"age 10 p. 51

Day One Teasing: Friendly or Mean?






The track team has finished their drills. // Gina is the first one to finish the mile. // “You win again, / girl!” / Troya yells. // “Those long legs are definitely helping you out!” // Gina smiles at her friend’s words. // She feels good about being tall and speedy. //

The next day, / Gina is working on a problem in math class. // Suddenly, / Tyler calls out, / “Hey, / down in front! // We can’t see over Gina the Giant!” // Gina blushes / and slumps down low in her seat, / embarrassed. //

After school, / Rachel and Gina walk home together. // Rachel pulls out a pack of cigarettes / and offers one to Gina, / but Gina refuses. // “What are you, / too good to smoke?” / Rachel comments. // “Are you afraid your mother might see you?” //

In all three scenarios, / Gina was being teased. // Teasing is making a joke about someone. // Teasing often focuses on someone’s appearance / or behavior. // One expert says there are three kinds of teasing: / friendly, / mean, / and taunting. // When Troya teased Gina about being tall, / this was friendly teasing. // Friendly teasing is playful / and makes a person feel accepted for who they are. // Mean or hurtful teasing, / like Tyler’s comment, / is intended to make a person feel bad. // Taunting, / like Rachel’s comments about smoking, / can pressure someone to do something dangerous / or stupid. //

Ultimately, / only the person being teased can decide whether teasing is friendly / or hurtful. // Only the person being teased knows for sure / how it makes them feel inside. //


Pa"age 10 p. 52

Day Two Teasing: Friendly or Mean? Part 1: Tricky phrases and words


and slumps down low in her seat

In all three scenarios

can pressure someone to do something dangerous

Teasing often focuses on someone’s appearance

is intended to make a person feel bad

like Rachel’s comments about smoking

definitely DEF | ih | nit | lee

embarrassed em | BAIR | est

cigarettes SIG | uh | rets

scenarios sih | NAHR | ee | ohz

appearance uh | PEER | uhnss

behavior bee | HAY | vyur

ultimately UL | tih | mit | lee

Decoding practice:


tr________

Tr_________

dr_________

bl_________







Pa"age 10 p. 53


Teasing: Friendly or Mean? Part 2: Last read WPM ___________


Can you explain the difference between teasing in a friendly way and teasing

in a mean way? _____________________________________________________

___________________________________________________________________

Share your answer with your partner. What does your partner think?

___________________________________________________________________


The next day, Gina is working on a problem in math class. Suddenly, Tyler calls out, 60“Hey, down in front! We can’t see over Gina the Giant!” Gina blushes and slumps 75down low in her seat, embarrassed. 81

After school, Rachel and Gina walk home together. Rachel pulls out a pack of 95cigarettes and offers one to Gina, but Gina refuses. “What are you, too good to 110smoke?” Rachel comments. “Are you afraid your mother might see you?” 121

In all three scenarios, Gina was being teased. Teasing is making a joke about 135someone. Teasing often focuses on someone’s appearance or behavior. One expert 146says there are three kinds of teasing: friendly, mean, and taunting. When Troya 159teased Gina about being tall, this was friendly teasing. Friendly teasing is playful 172and makes a person feel accepted for who they are. Mean or hurtful teasing, like 187Tyler’s comment, is intended to make a person feel bad. Taunting, like Rachel’s 200comments about smoking, can pressure someone to do something dangerous or 211stupid. 212

Ultimately, only the person being teased can decide whether teasing is friendly or 225hurtful. Only the person being teased knows for sure how it makes them feel inside. 240


Pa"age 10 p. 54

Documents

Unit 1.1 Reading Intervention Fluency Passages...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