Passageways. Reading Success Series. Series. 12 Nonfiction Selections. Anthology 1

Transcription

1 T e a c h e r G u i d e Reading Success Series E Anthology 1 Passageways Series 12 Nonfiction Selections

2 Table of contents For the Teacher Research Summary Vocabulary List Answer Form (reproducible) Completed Answer Form Writing Rubric (reproducible) Student Performance Chart (reproducible) Dale Lyle, Project Editor Lisa Greenleaf, Designer & Illustrator GARE THOMPSON ASSOCIATES, Inc., Writers ISBN Curriculum Associates, LLC North Billerica, MA Permission is granted for reproduction of the reproducible pages. in limited quantity for classroom use. All Rights Reserved. Printed in USA

3 What is the Passageways series? Passageways is a nonfiction reading series for below-level readers in grades 4 and up, as well as adult learners. Each five-book anthology (Books A E) is designed to give reluctant readers practice in reading and in comprehending what they have read. Each nonfiction selection covers a single topic, which is engaging and informative. The graphics (photos, maps, illustrations, diagrams, and charts) that accompany each selection enhance reading comprehension and enjoyment. The skills-based questions that follow each selection give students practice in reading comprehension. The Explorations in Writing questions at the back of each book give students further practice in reading comprehension through written response. The selections in Passageways cover a variety of nonfiction genres, including informational articles, how-to instructional texts, biographies, autobiographies, and encyclopedia articles. What is in the teacher guide? information about Passageways components suggestions for using Passageways effectively in the classroom a list of skills covered by Passageways questions tips on assessing readers a research summary a list of vocabulary words for review a reproducible Answer Form on which students may record their answers a completed Answer Form a reproducible Writing Rubric a reproducible Student Performance Chart What is in the student book? Book E, Anthology 1 (128 pages) 12 seven-page nonfiction reading selections that range in reading level from and that are presented in order of difficulty 18 selected-response comprehension questions for each selection 3 constructed-response writing questions for each selection Who should use Passageways? For the teacher Passageways is designed for struggling readers. The selection topics are of interest to students in grades 4 and up, as well as adult learners. The selections in Passageways are written at low reading levels so that students can easily read and comprehend them. Graphics such as photos, maps, illustrations, diagrams, and charts provide information and support comprehension. Passageways helps struggling readers gain confidence, master specific skills, and build reading fluency. 1

4 How should I use Passageways in the classroom? You may use Passageways in the classroom in the following ways. Whole class Choose a selection for the class to read. Then use the 18 selectedresponse comprehension questions that follow the selection to generate discussion about the selection. After the discussion, model how to answer the selected-response questions. Be sure students know how to fill in the answer circles. Once students understand how to respond to these questions, model how to respond to the 3 constructed-response writing questions. These Explorations in Writing questions are on pages of the student book. The length and content of each written response should reflect an appropriate comprehension of the reading selection. Once students understand this process, have the whole class read another selection. Have students individually answer the comprehension questions and the writing questions. Small groups Group students and assign each group a selection or a series of selections. Have each group read the assigned selection(s) and discuss what they have read. After the discussion, have students individually answer the selected-response comprehension questions and the constructed-response writing questions. Independent Have students individually read assigned selection(s) and answer the selected-response comprehension questions and the constructed-response writing questions. Where do students record their answers? Have students record their answers to the selected-response comprehension questions on the reproducible Answer Form on pages of the teacher guide. Or students may record their answers directly in the student book. Have students respond to the constructed-response writing questions on a separate piece of paper. What is the correction procedure? For best results, orally correct students answers to the selected-response comprehension questions as soon as students have completed them. Explain and review any concepts and skills that students have not understood. Invite small groups of students to work together to discuss their answers and compare them to the correct answers. You may review responses to the constructed-response writing questions with students individually, or you may invite them to work together in small groups. You may choose to record each student s performance on the reproducible Student Performance Chart on page 21 of the teacher guide. What skills are covered by the questions in Passageways? When answering the selected-response comprehension questions, students practice the following skills. Finding main idea and details Finding word meaning in context Recognizing cause and effect Comparing and contrasting Understanding sequence Drawing conclusions 2

5 When answering the constructed-response writing questions, students practice the following skills. Evaluating author s purpose Summarizing Distinguishing between fact and opinion Interpreting figurative language Using graphic information What kinds of assessment can I use with Passageways? You may use teacher assessment or student assessment with Passageways. Teacher Assessment Observing As you observe students, note whether they have any specific difficulties in reading and comprehending the selections. their participation in class and group discussions reflects their comprehension of the selections. their answers to the selected-response comprehension questions reflect their comprehension of the selections and their understanding of the skills. their written responses to the constructed-response questions clearly express their comprehension of the selections. they improve their reading ability and comprehension over time. Conferencing During conferences, ask students to read aloud part of a selection. state the main idea of a selection or part of a selection. choose a favorite selection and give reasons for their choice. Student Assessment Self-Assessing Invite students to track their own reading and comprehension by recording any questions that they find difficult and then reviewing those questions with peers. choosing a selection and then retelling it in their own words. participating in group discussions of selections. Encourage students to do further reading and research on topics of interest. Writing Rubric and Student Performance Chart You may choose to utilize the reproducible Writing Rubric on page 19 of the teacher guide and the reproducible Student Performance Chart on page 21 of the teacher guide as part of the teacher or student assessment process. 3

6 The following is a summary of the research upon which Passageways is based. The full research report for this title may be downloaded from the product page on our website, CurriculumAssociates.com. An introduction to the series Research summary Passageways is a nonfiction reading series for below-level readers in grades 4 and above, as well as for adult learners. Each five-book anthology is designed to give reluctant readers practice in reading and in comprehending what they have read. The selections in the series are 100% nonfiction. They cover a variety of nonfiction genres including informational articles, how-to instructional texts, biographies, autobiographies, and encyclopedia articles. There are 15 selections in each book in the A, B, and C anthologies. Anthologies D and E have 12 reading selections in each book. Each selection is followed by comprehension questions requiring students to apply reading skills and strategies. In addition, students can further their comprehension experience by answering three Explorations in Writing questions for each selection. The design of the reading selections and comprehension questions is based on research from several areas. Passageways complies with the No Child Left Behind Act of 2001, and it is also supported by current research regarding instruction of nonfiction text and struggling readers. Why does Passageways focus on nonfiction texts? Current statistics and educational researchers tell the story: students need practice and exposure to nonfiction texts. According to the Center for Improvement of Early Reading Achievement, 96% of the sites on the Internet are in expository form. Nonfiction and informational texts are everywhere. Concern over students abilities to comprehend nonfiction text is not specific to their academic lives but also extends into their home and professional lives. The International Reading Association s position statement about adolescent literacy sums up the importance of students reading and comprehending informational texts. Primary Grade Nonfiction Instruction Nell Duke (2004) summarizes many research-based reasons why nonfiction reading is appropriate for primary grade students. Many young students, however, have limited access to such text. One study of 20 1st grade classrooms found that on average, informational text constituted less than 10 percent of classroom libraries. And informational text represented an average of less than 3 percent of the materials displayed on these classrooms walls and other surfaces (Duke, 2001). Young students need to learn about the range of purposes that text can serve (Duke, 2004). Many other additional research studies support the benefits of providing nonfiction in the primary grades: In one study, 1st grade students whose teachers included more informational text in their classroom libraries, on classroom wall displays, and in classroom activities showed growth on standardized tests of decoding and word identification equal to those of students whose teachers focused less heavily on informational text (Duke, 2001). Increased access to informational text can also better motivate the many students who prefer this kind of text or who have strong interests in the topics addressed in such text (Duke, 2004). 4