LiteracyNavigator. The way to Common Core. r a. O e i. Learn more! PearsonSchool.com/LiteracyNavigator. Grades 4 8+ Common Core Common Core

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1 Prog ram Ov er vie w A series of lessons that reflect the latest research on reading comprehension Explicit instruction aligned to ELA State Standards Progressive reading comprehension on informative and engaging topics Tier 2 vocabulary focused on domain-specific words Develop context skills to determine the meaning of words Assessment projects to monitor progress Flexible levels for Grades 4 8+ tha xible fle 3M.012.MK.DI.AV Mat Learn more! PearsonSchool.com/ PearsonSchool.com Copyright Pearson Education, Inc., or its affiliates. All rights reserved. ADV: (FOR REP ORDERS) The way to Grades 4 8+ N Y O C I A NT R E E e T, V s I i d L TER gete prec r a N I t s t, and Argumentative and persuasive writing tasks

2 Targeted Intervention Literacy Navigator is a supplemental intervention program. It provides explicit instruction on specific areas of focus, including reading informational texts, writing, and word study. Integrate Writing Students write opinions, arguments, and articles in tandem with reading. Time to Volunteer My Opinion of Samantha Think about the article Time to Volunteer. What is your opinion of Samantha? Do you think she is a good environmental citizen? Say why or why not. Leveled informational Texts The Student Reader provides leveled text, scaffolded content, and practice. Reading Passage for Lesson 3 # Student 2 then reads the paragraph that provides the backstory. Time to Volunteer Reading Cleaning up is in the # Title bag for one student Student 1 says what the text means, receives feedback, and revises if necessary. 1 Circulate and monitor students ability to say what the text means. Repeat the process above with pied flycatchers (paragraphs 12 13). Partners should switch who reads the straight scoop sentence and who reads about the backstory. 2 Circulate and monitor students ability to say what the text means. For years, Samantha Goldfeld, 11, and her family have carried their own reusable cloth bags to the grocery store. My family is saving almost 800 disposable bags each year, the sixth grader from Scottsdale, Arizona, told WR News. Then we got to thinking about what that number would look like if everyone carried cloth bags instead of using paper or plastic. More than 00 billion plastic shopping bags are used each year worldwide. Plastic bags pollute city streets, jam recycling machines, and harm animals that get caught in the bags or reusable the ability to be used again, usually in place of throwing away Time to Volunteer and Global Youth Service Day. Founded in 186, the annual project is the largest service event in the world. From April 20 to 22, millions of young people across the globe will participate in volunteer projects, ranging from recycling to tutoring young children. pollute make something dirty or harmful by adding waste material 4 To encourage more people to use reusable cloth bags, Samantha and other Roots and Shoots members will host an information session. They plan to talk about the benefits of reusable cloth bags and provide tips for reducing plastic bag use. Samantha is looking forward to the service event. Doing community service makes a difference for the environment, animals, and the people, she says. Together we can make a huge difference for our planet. Read the sentence that provides the scoop on Galapagos penguins (paragraphs 14 1). Explain that the phrase seasonal, cool seas, means that the oceans have different temperatures at different times of the year, or seasons. p Read the first sentence of paragraph 1. Explain that El Niño refers to periods when warm water stays in parts of the Pacific longer Level Locator Tests than it normally does. Identify students strengths Read the remainder of the paragraph on the impacts of El Niño and weaknesses. aloud. Ask one or two students to paraphrase the text. enhance student understanding and deepen discovery with additional materials. Visit community of Learning for information on how to ingest them. Plus, nonrenewable energy sources are needed access online resources to manufacture plastic bags. Nonrenewable sources cannot be selected specifically for this replaced. lesson. 3 Ask students to read about elephants (paragraphs 16 17) silently. Now Samantha has the chance to teach others about the benefits of reusable cloth bags. Samantha belongs to the community service group, Roots and Shoots, which will take part in National Zoom in on the last sentence. Model for students how studying text structure can help a reader understand. Say: Direct students to paragraphs 18 1 about frogs. Explain that the word chytrid in paragraph 1 is pronounced KIT rid. Ask students to read the paragraphs silently, then turn to a partner and say what the text means in their own words. 2 opinion has: ingest to take in by mouth community service LiteraCy navigator connect during Guided Practice, partners collaborate to identify and discuss the overall structure of the text and paraphrase. FOunDAtiOnS: COmPRehenDing texts LeveL A 7 Conceptually Related Text Review 1 13 An introduction Lesson 3 is engaging and clearly introduces the problem clearly introduces is not clear is missing : Comprehending texts LeveL a the problem An opinion that is firm and clearly names a course of action names a course of action unclear course of action is not stated Reasons for the opinion number three or more number at least two are too few (one) are not given Facts and details are numerous, support reasons, and do not support support reasons, and are from either text reasons from both text and or video video are not included Organization is clear, logical, and connecting words help the reader is clear and logical is unclear at times is unclear and not logical A conclusion restates opinion differently or in a unique manner restates opinion does not restate the opinion is not included helping in the neighborhood or area where one lives Photo: istockphoto.com/janine Lamontagne reading informational Text (craft and Structure) and Speaking and Listening 1 (comprehension and collaboration). opinion rubric Directions: An opinion paper will have all the things listed below. Use this rubric as a guide as you write aim for the elements described under 4. : Comprehending texts LeveL a i notice that the author uses dashes again in the last sentence. The sentence starts with a list of three places humans work and live, then there is a dash, followed by the words all kinds of human activity. This tells me that everywhere people live, work, or engage in activities prevents elephants from finding new homes, not just the three. The author used the dash to add information that made things more clear. Lesson 22 Note: If possible, mention the opposing viewpoint and say why it is incorrect or flawed. Target the Right Skills Lessons align to the State Standards. p Writing Rubrics Rubrics guide student writing and support teachers. 3

3 Flexible Intervention You can provide intervention across grade levels and complexity levels. Literacy Navigator is organized into five levels. Each level increases in complexity, so you have flexibile intervention options. DRA scores or the Level Locator test help you select the right level. LeveL B Five Levels Use Literacy Navigator in an elementary school to supplement all levels of the reading curriculum Use in middle school to prepare students for high school LeveL A ISBN-13: Use with th-grade students who read far below level p Organized and Manageable 30 Focused comprehension lessons Objectives, activities, prep, and vocabulary State Standards at point of use Special needs and ELL support Assessment and progress monitoring Lit_Nav_level_B_0720_F.indd 1 Level C: Habitats (Grade 6) Lit_Nav_level_D_077_F.indd 1 4 ISBN-13: /1/12 2:04 PM Objectives, activities, prep, and target words Assessment and progress monitoring Student Edition Argumentative and persuasive writing tasks Culminating projects Collaborative, one-on-one, and group work Introduction Critical thinking and real-world problems Work Time Word Study Student Edition Target words from lesson Vocabulary and word meaning strategies Conceptual understanding of vocabulary Assessment projects to monitor progress Assessment and Reporting Online System (ARO) Flexible test administration before, during, and after instruction Roster Reports that analyze error patterns for differentiated instruction Customized Reports by demographics Pinpoint accuracy where students struggle most ISBN-13: LeveL E LeveL D 2/1/12 2:04 PM Level B: Endangered Species (Grade ) LeveL C 2/1/12 2:03 PM 1 Focused word study lessons Highly engaging, informational text Reflection Level A: Environmental Citizenship (Grade 4) The lessons are based on a single, daily reading. Each lesson takes about 4-0 minutes and follows a consistent routine: Guided Practice ISBN-13: Teacher Edition Word Study Teacher Edition ISBN-13: What s in each level? Level D: Extreme Weather (Grade 7) Lit_Nav_level_E_07_F.indd /1/12 2:0 PM Level E: Adaptations (Grade 8) 2/1/12 2:06 PM

4 Precise Intervention Literacy Navigator helps you deliver precise intervention and track student progress through Level Locator tests, pre-tests, checkpoints, and post-tests. It s all part of the powerful Assessment and Reporting Online System (ARO). Rigor comes with the topics students are addressing, the kinds of reading they do, and how they demonstrate understanding and confidence in writing. Sally Hampton Chair, ELA College and Career Readiness Work Group; Member, ELA K 12 Standards Committee; Author, Literacy Navigator 1. Screen 2. Analyze 3. Check 4. Assess 100% PRE-TEST 100% POST-TEST 80% 80% 60% 60% 40% 40% 20% 20% 0% 0% p The pre-test in each level measures students understanding of the topic. Student G Class Average School Average America s Choice Average p Level Locators help you determine which level is best suited for each student. Use the data to differentiate instruction. p Checkpoints in the levels tell you if students are making progress. p The post-test measures student growth. Use the data to inform further instruction. Administer online or with paper and pencil. 6 7

5 Student Edition Comprehension Lessons Word Study/Vocabulary Lessons Highly Engaging and Interactive Global Warming Questions Exploring Word Relationships, Part 3: Word Families Questions about Word Families Read What s Up with Global Warming? and discuss it with a partner. When you are done, write your answers to the questions below. 1. How can being aware of Word Families help us understand the meaning of words? Explain. 1. What is global warming? Reading Passage for 2 for Lesson # Reading What s Up # Title with Global Warming? Exploring Word Relationships, Part 3: Word Families Word Family Tree 2. Why are we putting so much CO 2 into the air? 2. If you knew you were getting a new bike, how might you be affected? Explain your answer. 3. How big a deal is it? 3. What might be affected if school were cancelled for a day? Name as many people or things as you can. Explain why they were affected. What is global warming? 1 Surrounding the Earth is a layer of gases. We call it our atmosphere, or just air. Some of these gases do what the glass in a greenhouse does. They let the sun s warmth in. And then they keep some of the warmth from escaping. That keeps the Earth and us from freezing. 2 One of these greenhouse gases is carbon dioxide (CO 2 ). The problem is, humans are putting too much CO 2 into the air, and now the Earth (also called the globe ) is getting warmer. Why are we putting so much CO 2 into the air? 3 It s not because we want to. It s because CO 2 comes from burning coal, oil, gasoline, and other fossil fuels. These fuels heat and cool Photo: istockphoto.com/debi Bishop carbon dioxide one of the greenhouse gases, a colorless odorless gas found in the atmosphere Lesson : Comprehending texts LeveL a 21 : Comprehending texts LeveL a 23 p Writing to Understand Students demonstrate understanding in informational, opinion, and narrative writing. 14 LiterAcy NAvigAtor p Student Book Activities Work Time provides multiple opportunities for students to practice using the skill, strategy, or concept. Word Study LeveL A 13 p Informational Texts Nonfiction reading prepares students for academic subjects such as social studies, science, and math. p Models Graphic organizers and models demonstrate specific strategies and thinking. 8

6 Teacher Edition : Comprehending Texts Climate Change: What It Is What s Up with Global Warming? Word Study/Vocabulary Exploring Word Relationships, Part 3: Word Families Explicit and Systematic Instruction OBJeCtiveS ACtivitieS PReP vocabulary materials Discuss the content, answer questions, and identify important information. Compare information from two articles. Say what the text means in their own words. Use knowledge of question/answer structure to learn content. Synthesize information on climate change and environmental citizenship. Read the text aloud, pose questions, and discuss the content. Model using appropriate reading strategies, such as applying text structure knowledge, to understand the text. introduction Introduce new vocabulary. Read the articles and preview the lesson. Write domain-related words and their definitions on sentence strips. Explain that many things can affect Earth s climate, but scientists have discovered that humans affect it greatly and can even Domain-Related helpful (defined in margins) change it. climate change: a change in long-term weather patterns of the greenhouse annual Learning how we affect the environment is an important part of Earth global warming: an average increase in the Earth s temperature effect greenhouse carbon dioxide citizenship. gases atmosphere habitats Ask students if they have heard of climate change. Take a few responses. For teacher For Students Remind students that in the previous lesson they learned the difference between weather and climate. Chart paper and markers Climate Change: What It Is and My Notes Climate Change: What It Is (pp. 44 4) (pp. 1 20; p. N6) Ask students to turn to a partner and say what climate is. What s Up with Global Warming? (pp ) What s Up with Global Warming? (pp ) Global Warming Questions (pp ) Work time Environmental Citizenship Vocabulary (pp. 8 10) Direct students to the article titled Climate Change: What it is in the Student Reader. You can find a copy of the reading on page 44 of this Teacher Edition. 48 LiteRACy navigator p Focus on Comprehension Thirty lessons focus on key comprehension concepts and content knowledge. Tell students that scientists studying the natural world understand that Earth s climate changes slowly over millions of years. They will read about climate change change that is not good for Earth. Read paragraph 1 aloud as students listen and follow along in the text. Have students turn to a partner and say what they are thinking. Ask: What do you think about this information? How does a good environmental citizen react to this information? Allow a few minutes for discussion and identify students whose responses should be shared with the whole class. Ask them to share. Note that informational texts often include definitions in the margins. They should use these to help them understand the text. Remind students that looking at text structure is part of being a good reader. p Focus on Embedded standards connect instruction to highlevel comprehension skills. Student Reader Climate Change: What it is, p. 1 connect reading informational Text (craft and Structure). during Work Time and Guided Practice, students read and discuss how authors use text structure in two different texts. FOunDAtiOnS: COmPRehenDing texts LeveL A 4 OBJeCtiveS ACtivitieS PReP target WORDS StuDeNt MAteRiALS Enhance dictionary skills by using reference books or online sources to locate and learn the meanings and variants of target words. Decide the correct meaning of related words by examining contexts in which they occur. Determine the meaning of unfamiliar words by identifying and applying context clues. exploring Word Relationships, Part 3: Word Families Review target vocabulary and introduce related words from the same family but representing different parts of speech. Model dictionary skills using print and online sources. Model creating a Word Family Tree. introduction Explain how to use context clues to determine correct meaning of related words or variants. Explain to students that words are members of families. Provide dictionaries and thesauruses for student use. Display the Target Vocabulary chart created in Lesson 1. Prepare the Word Family Tree visual*. *Available on Community of Learning impact affecting frequent vulnerable indirectly cope Student Reader Can We Change the Climate? (pp. 2 27) So, What s the Big Deal? (pp. 2 32) Nine Things You Need to Know about Global Warming (pp. 41 4) p Focus on Words Fifteen lessons focus on word knowledge and vocabulary to build capacity for comprehension. Student Book alter gradual Word Family Tree (p. 13) Questions about Word Families (p. 14) WORD StuDy LeveL A 2 When you are part of a family, you share the same parents and grandparents and have many attributes and characteristics in common. Often everyone has the same last name but a different first name. In my family, we all have blue eyes and freckles but some of us have straight hair and some of us have curly hair. So even though we are related, we are not just alike. That s how words are when they are in a word family. They are related, so they all share the same base or root word, but may have different beginnings or different endings. Tell the students that we are going to look at the family of the target word affecting. Review the definition of affecting with which students are familiar the act of influencing something else or causing some kind of change and break down the word into its base word and ending. You might say: The word affecting is made of the base or root word affect, which comes from the Latin word affectus, which means to do something to or acted on, (I know this because I looked it up in the dictionary.) and the suffix -ing. The suffix changes the form of the verb to the present participle. On chart paper or poster board, write the word affect in the center of the page. Explain to students that because affect is the base word of affecting you will write it in the center of the page. All of the other words in the family will share this base word and they will all mean something related to, to do something to, or act on. Ask students if they have ever seen a family tree. Explain that a family tree shows the names or pictures of all of the members of a family on the branches of a tree. Lesson Word Family Tree Display the Word Family tree visual. Explain that you are going to construct a family tree for the word affect highlighting the variants featured in the readings. Use the visual to provide a sample family tree for the word affect as shown on the next page: 30 LiteRACy NAvigAtOR p Focus on Consistency Each lesson has four parts: Instruction, Work Time, Guided Practice, and Reflection. Word Family Tree, Online Resources 10 11