By Cathy G. Cerveny and Melissa L. La Cotti

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1 By Cathy G. Cerveny and Melissa L. La Cotti P ROFESSIONAL S C H O L A S T I C NEW YORK TORONTO LONDON AUCKLAND SYDNEY MEXICO CITY NEW DELHI HONG KONG BUENOS AIRES B OOKS

2 Scholastic Inc. grants teachers permission to photocopy the reproducible pages from this book for classroom use. No other part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without written permission of the publisher. For information regarding permission, write to Scholastic Professional Books, 557 Broadway, New York, NY Cover design by Norma Ortiz Interior design by Solutions by Design, Inc. Interior photographs by Melissa L. La Cotti and Melody Deemer ISBN Copyright 2003 by Cathy G. Cerveny and Melissa L. La Cotti All rights reserved. Printed in the U.S.A

3 Table of Contents Acknowledgments....4 About the Authors...5 Introduction...6 PART 1: Learning Tools and Lessons for Reading...13 Bookmarks Vocabulary Building Reading Nonfiction...16 Comprehension Questions...18 Reading Fiction...20 Story Elements...22 Discussion Starters...24 Buddy Reading...26 Strategy Cards General Reading...28 Reading Clunks...30 C.U.C.C. (Circle, Underline, Count, Check)...32 Q.A.R.s (Question-Answer Relationships) SQ3R (Survey, Question, Read, Recite, Review)...36 Reciprocal Teaching...38 Reading Process Handprints Before Reading...41 During Reading After Reading...43 Checklists Reading for Personal Experience...44 Reading to Be Informed...46 Reading to Perform a Task...48 PART 2: Learning Tools and Lessons for Writing Bookmarks S.U.R.E. (State, Use Examples, Refer Back, Every Part)...52 R.A.R.E. (Restate, Answer, Revisit, Explain)...53 F.A.T.P. (Form, Audience, Topic, Purpose) D.O.A.L.L. (Development, Organization, Audience, Language, Language Mechanics)...56 L.O.A.D. (Language, Organization, Audience, Development) C.U.P.S. (Capitalization, Usage, Punctuation, Spelling)...58 Strategy Cards Writing to Inform...60 Writing to Persuade...62 Writing to Express Personal Ideas...64 Quality Work...66 Writing Process Handprints Creating Strong Sentences...68 Creating Powerful Paragraphs Revising, Proofreading, and Publishing...72 P.Q.P. Trifolds (Praise, Question, Polish) To Express Personal Ideas...77 To Inform...78 To Persuade Bibliography...80

4 Vocabulary-Building Bookmark PURPOSE To help students figure out unfamiliar words by using context Learning new words is exciting to many students. To promote vocabulary development during reading, we encourage students to use the word s context or the text that surrounds it to arrive at the word s meaning. The vocabulary-building bookmark helps them do that. MATERIALS Individual copies of the bookmark An expository text, such as Scholastic News, or a narrative text, such as a trade book, that is at an appropriate level for your students Overhead or chart of the bookmark for direct teaching MINI-LESSON Introduce the strategy by reading a text passage to the class and stopping to think aloud about an unfamiliar word. For example, you might say, In this sentence, I can t figure out what metamorphic means. I know in science it is a kind of rock, but the author says that the character is in his metamorphic period. If I read the sentences before and after, I can see that the character is making a lot of changes in his life right now. I think that the word probably means change. Record the challenging word on your bookmark, along with the page number, for further exploration. I ll jot the word down on the bookmark and write what I think it means from the context. When I am done reading, I ll use a classroom resource to check to see if my prediction is correct. Have students pair up to practice the strategy, using their own copy of the bookmark. Allow them to select the words themselves to foster independent learning. Monitor their process, complimenting effective use of the strategy, discussing interesting observations you make, and encouraging students to suggest times they would use the bookmark as they read in everyday life. Guided Practice Encourage students to record words and page numbers in contentarea texts to share with other students during group discussions. Provide ongoing opportunities for students to use the bookmark as they read independently and with peers. Create a bulletin board with vocabulary-building hints and a pocket for each student. When students complete a bookmark, they can file it in their pocket and refer to it later as needed. 14

5 VOCABULARY-BUILDING BOOKMARK My New Words Name My New Words Name 15

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