AGS Globe AMP Reading System 2006 Correlated to New Jersey Middle Grades Research Matrix 5910 Rice Creek Pkwy, Suite 1000 Shoreview, MN 55126 Copyright 2006 Pearson Education, Inc. publishing as Pearson AGS Globe. All rights reserved.
READING NEXT KEY ELEMENTS Direct, explicit comprehension instruction Summarizing Questioning Predicting Text Structure Visualizing Inferring Metacognition The AMP Reading System provides complete coverage of each of these topics in the Reading Next Key Elements. See the following citations for example pages found throughout the program. Volume One Summarizing SE/TE 5, 11, 17, 23, 26, 32, 38, 41, 47, 53 Assessment Masters 13-17, 21-25 Online/Library Books Animal Tricks and Treks Questioning SE/TE 67, 73, 79, 82, 88, 94, 97, 103, 109 Assessment Masters 29-33, 37-41 Online/Library Books To the Rescue Predicting SE/TE 117, 123, 135, 138, 144, 150, 153, 159, 165 Assessment Masters 45-49, 53-57 Online/Library Books Blast Off Volume Two Text Structure SE/TE 5, 11, 17, 23, 26, 32, 38, 41, 47, 53 Assessment Masters 61-65, 69-73 Online/Library Books Living Your Dream Visualizing SE/TE 61, 67, 73, 79, 82, 88, 94, 97, 103, 109 Assessment Masters 77-81, 85-89 Online/Library Books How Did They Do That? Inferring SE/TE 117, 123, 129, 135, 144, 150, 159, 165 Assessment Masters 93-97, 101-105 Online/Library Books Most Embarrassing Moments Metacognition SE/TE 173, 179, 185, 191, 194, 200, 206, 209, 215, 221 Assessment Masters 109-113, 117-121 Online/Library Books Great Goofs ESL/ELL Strategies Vol. 1: 4, 10, 19, 25, 34, 42, 62, 89, 90, 96, 102, 108, 119, 122, 131, 137, 143, 149, 152, 161, 167; Vol. 2: 4, 12, 16, 22, 28, 31, 37, 40, 43, 52, 60, 62, 72, 74, 83, 93, 96, 102, 108, 116, 124, 134, 146, 152, 158, 161, 164, 174, 181, 186, 196, 201, 210, 217 1
Direct, explicit comprehension instruction (continued) Teacher modeling Scaffolded instruction Each strategy is taught in the context of high interest themes carried through the Student Guide unit and the AMP Library Books. Strategies are stepped out and scaffolded. In addition to the specific pages listed below, the AMP Reading System provides opportunities for teacher modeling during each lesson. Each comprehension and fluency strategy is presented to the class and then modeled by the teacher during the Learn the Strategy feature. The strategy is immediately applied to a themerelated passage in the Guide the Practice and Model and Discuss features. As students move through the unit, the focus shifts from teacher explanation and modeling to gradually releasing students to apply the strategy independently. TE: Vol. 1:12, 18, 27, 39, 48, 56C, 56E, 61, 68, 83, 98, 110, 112C, 112E, 124, 136, 154, 166, 172; Vol. 2: 6, 18, 24, 33, 42, 54, 56C, 56E, 62, 74, 80, 89, 95, 104, 112C, 112E, 118, 130, 139, 145, 151, 166, 168C, 168E, 180, 186, 192, 195, 201, 207, 210, 216, 222, 226, 228 Independent reading in the AMP Library Books is closely integrated with each strategy. As students read each chunk of text, a reading log guides them to apply the strategy. Three Library Book features are provided in the AMP Reading System: Soft-Cover Library Books, The Online Library and the AMP Audio CDs. These allow for differentiated instruction as the Library books are read as a class. The Online Library books offer three levels of scaffolding, including defining vocabulary words and modeling fluency by reading aloud for students. Modeling, scaffolding, and direct instruction are the basis of the instructional design of the AMP Reading System. Students apply the strategies independently by the end of each unit. 2
Effective instructional principles embedded in content (area materials) Research Writing Expository Reading Strategies Motivation Content-area teachers can implement and support schoolwide reading reform while helping their students better comprehend their math, science, and social studies textbooks. The AMP Reading System is designed to complement instruction in the reading or language arts classroom, Customized Reading Strategies provide a simple explanations of each comprehension strategy, ideas for applying each strategy to content-area texts, and suggestion s for integrating unite vocabulary into questions and discussions. The result is virtual school reform a whole-school reading intervention effort that can be remarkably effective with minimal cost and effort. The Customized Reading Strategies booklets provide ample opportunities for students to learn writing strategies in the specific content area. Blackline Masters are provided for use in Social Studies, Science and Math. Motivation and Self Directed Learning Independent Reading Project based learning Relevancy Each level of the AMP Reading System includes seven, high-interest/controlled-reading-level Library Books for independent reading one that corresponds to each unit of study found in the Student Guide. The books are also available on audio CD (Audio Library) to help meet the needs of students with diverse learning skills. Motivation is based on high-interest topics, engaging leadins to instruction, and scaffolded learning that allows students to experience success. Independent Reading time is given in each lesson. See the following examples of the Independent Reading feature: SE/TE: Vol. 1: 7, 16, 25, 34, 40, 46, 55, 60, 66, 72, 78, 84, 90, 96, 102, 108, 116, 122, 128, 134, 140, 146, 152, 167; Vol. 2: 4, 10, 13, 16, 19, 22, 28, 31, 37, 43, 46, 49, 55, 63, 69, 75, 81, 87, 96, 99, 105, 111, 119, 125, 131, 137, 140, 149, 155, 158, 164, 175, 181, 193, 205, 211, 217, 220, 223 Online/Library Books Coaching hints are available at each level in the Online Library Books. The levels are scaffolded by the use of multiple-choice questions, questions that are supported via the use of sentence starters, and open-ended questions. Support has the most multiple-choice question, with some supported and open-ended questions. has some multiple-choice questions, with more supported and open-ended questions. At Level 3, all of the questions are open-ended. 3
Text-based Collaborative Learning Small groups in which students interact with each other around text The social aspects of learning are built into the daily lesson plans. Students work in pairs and groups with both nonfiction and fictions texts. They compare answers to questions and share personal responses. In each Unit Preview, the whole class previews the text following a three step process: Step 1: Engage the Students Step 2: Introduce the Unit Goals Step 3: Help Students Set Goals Each lesson has a Guide the Practice feature in which the whole class, small groups, or partners can participate in comprehension discussions. See the following pages for examples: TE: Vol. 1: 3, 9, 15, 45, 51, 54, 59, 71, 77, 83, 115, 127, 142, 151, 157, 163, 166; Vol. 2: 3, 21, 30, 37, 45, 51, 59, 68, 69, 71, 72, 75, 77, 78, 86, 92, 101, 107, 115, 118, 121, 127, 133, 136, 148, 154, 157, 163, 166, 171, 177, 183, 189, 192, 198, 204, 207, 213 ESL/ELL Strategies are included on these pages, giving tips to the Teacher on how to address special needs and to ensure ESL/ELL students are included in each group discussion. Strategic Tutoring Intense individualized reading, writing and content instruction English Language Learners (ELLs) are not a monolithic group. Those who come with reading proficiency in their native language are different from those who do not. Instructional programs in English need to be tailored to existing proficiency in literacy. Students with disabilities are not a monolithic group. There is no special ed remedy. Classified students must receive the opportunity to fully participate in all aspects of LEADS with appropriate accommodations based on the individual disability. Opportunities for individualized instruction are embedded throughout the program. Two working sessions in each lesson plan allows teachers to focus on small groups ( Guide the Practice ) or individuals ( As Students Read ). Ongoing evaluation, both informal and formal, guides individualized instruction. For representative page citations for the Guide the Practice and As Students Read, see the following: TE: Vol. 1: 3, 4, 12, 13, 24, 25, 33, 34, 45, 46, 54, 55, 68, 69, 86, 87, 95, 96, 101, 102, 115, 116, 124, 125, 133, 134, 145, 146, 154, 155; Vol. 2: 6, 7, 15, 16, 18, 19, 27, 28, 36, 37, 48, 49, 51, 52, 62, 63, 71, 72, 74, 75, 83, 84, 92, 93, 104, 105, 110, 111, 121, 122, 130, 131, 142, 143, 151, 152, 166, 167, 174, 175, 183, 184, 192, 193, 207, 208, 213, 214, 222, 223 Strategies for Meeting Diverse Needs are addressed on pages T44-T45 in the Teacher s Edition. This feature offers insight on ways to address students who will be starting the program at different points as a reader as well as ways to ensure that English language learners gain the most from their experience with the AMP Reading System. 4
Diverse Texts Wide range of reading levels Various topics that include variety of cultural, linguistic, and demographic groups The texts in the AMP Leveled Readers and Online Library are designed for students instructional and independent reading levels. The AMP Library books are diverse in genres as well as in topics. The seven books at include: Animal Tricks and Treks: Amazing Animal Journeys and Animal Class To The Rescue: First on the Scene and A Miner Miracle Blast Off!: Space Explorers and Apollo 13 Living Your Dream: The Unreal Deal and How to Rock How Did They Do That?: Built for Speed and Mind- Boggling Bridges Most Embarrassing Moments: The Worst Day Ever and Embarrassed in Front of the World! Great Goofs: Big Blunders and The Martians Have Landed Or Have They? The AMP Reading System is designed to accommodate a variety of reading levels in a single classroom. Students at the lowest reading level will find the support they need in the AMP Reading online Library, with scaffolded guidance through the comprehension strategies support for vocabulary fluency modeling Because each student will be staring at a different point as a reader, the goal of the AMP Reading System is to help all students achieve progress and gain competence and confidence as they apply the strategies they are learning and extend them into their reading in their other subject areas. 5
Intensive Writing Writing Process Responses to Reading A Technology Component Guided Practice The Writing Strand in the AMP Reading System provides striving students with intensive, consistent, scaffolded instruction in the basic elements of sentence and paragraph structure. Two lessons at the end of each unit provide teaching and practice. Students begin with defining and writing simple sentences and using a checklist to correct sentence errors. By the end of the year, student should have acquired the ability to use varying sentence structures correctly and to write connected discourse with greater ease and success. See the following page references for examples of the Structured Writing feature: TE: Vol. 1: 56C-56G, 112C-112G, 170-173; Vol. 2: 56C-56G, 112C-112G, 168C-168G, 226-230 The AMP Reading Online Library provides a means of differentiating instruction so that the needs of all students can be met. Comprehension strategies, vocabulary, and fluency are all supported. When students using the print program are reading independently in the AMP Library books, students using the Online Library are reading the same texts online. The text is divided into the same chunks of daily reading that the students reading the print version encounter. Students reading the print version and students reading the online version will be reading the same material at the same time. 6
Ongoing formative assessment Designed to inform instruction and monitor students progress The AMP Reading System offers daily opportunities for formative assessment. Students respond both orally and in writing in each lesson so progress can be observed on an ongoing basis. Midway through each unit, teachers stop and assess their own instructional practices as well as student progress. See the following page citations for examples of the Hit the Pause Button and Mid-Unit Assessment features: TE: Vol. 1: 29A-29B, 56A-56B, 85A-85B, 112A-112B, 141A-141B, 168-169; Vol. 2: 29A-29B, 56A-56B, 85A-85B, 141A-141B, 168A-168B, 197A-197B, 224-225 Assessment Masters: 11-18, 19-26, 27-34, 35-42, 43-50, 51-58, 59-66, 67-74, 75-82, 83-90, 91-98, 99-106, 107-114, 115-122 The Informal Reading Inventory (in the Assessment Masters book) can function as an additional screening tool and will provide an indication of how much support individual students will need. Extended time for literacy 2-4 hours daily Schools committed to improving reading instruction by implementing the AMP Reading System will significantly increase the time devoted to literacy instruction and practice. Extension into content-area classes automatically expands literacy time. Flexible pacing accommodates 90-minute lessons. See the following page citations for examples of the flexible pacing opportunities: TE: T38-T41 7
Professional Development On-going, long-term professional development Create and maintain team-oriented approach The AMP Reading System embeds professional development. Notes in each lesson plan in the Teacher's Edition provide ongoing information about reading skills and strategies and the teaching of reading. Educators will find information on direct instruction of vocabulary, comprehension, and fluency. In the frontmatter of the Teacher's Edition, Professional Development pages serve as a valuable reference by addressing topics such as whole-school implementation, evaluation and assessment, grouping, class management, pacing, and special needs. On the Professional Development DVD, author Dr. Timothy Shanahan demonstrates lessons from the program. He also connects the lessons to research findings, and discusses them with professional educators: teachers and administrators. The AMP Reading System does not assume that teachers in middle school and high school are trained in teaching reading. There is support for ALL the reading teacher, the English teacher, the science, social studies, and math teachers, and the administrator. Research references and FYI notes are woven throughout the program. ESL/ELL Strategies are included in every lesson. See the following page citations for example so the FYI and The researchers say and ESL/ELL Strategies features: TE: Vol. 1: 3, 6, 14, 27, 39, 44, 47, 57, 58, 62, 64, 73, 95, 113, 115, 117, 126, 136, 138, 141; Vol. 2: 1, 6, 14, 24, 35, 44, 53, 57, 70, 74, 80, 85, 89, 91, 104, 113, 114, 127, 145, 157, 166, 169, 169, 177, 180, 182, 203, 216, 222 8
Ongoing Summative assessment of students and programs Allows for on-going internal and external evaluation of the implemented program Data from the formative assessments in the AMP Reading System will provide a preview of a student s success on summative assessments administered by districts and states. The results of ongoing informal progress monitoring and unit tests should be compared with data from summative assessments to provide the most complete picture of student achievement. See the following page citations for examples of the Hit the Pause Button, Mid-Unit Assessment, and End-Unit Assessment features: TE: Vol. 1: 29A-29B, 56A-56B, 85A-85B, 112A-112B, 141A-141B, 168-169; Vol. 2: 29A-29B, 56A-56B, 85A-85B, 112A-112B, 141A-141B, 168A-168B, 197A-197B, 224-225 Assessment Masters: 11-18, 19-26, 27-34, 35-42, 43-50, 51-58, 59-66, 67-74, 75-82, 83-90, 91-98, 99-106, 107-114, 115-122 Teacher teams Interdisciplinary teams Coordinated instruction Reading and content-area teachers are engaged in collaboration and dialogue. Reading and content-area teachers focus on the same comprehension strategies, vocabulary words, and fluency strategies. The AMP Reading System supports teachers in other content areas so the reading strategies can be supported throughout the school day. Included in every AMP Reading System level package are Customized Reading Strategies for social studies, math and science. 9
Leadership Building capacity Curricular reform Leadership is the most essential, driving force in implementing whole-school literacy. The AMP Reading System provides the solid understanding that is the foundation of successful implementation of a schoolwide literacy program. The AMP Reading System is designed for team-teaching and school-wide collaborations. All educators will find it easy to teach or reinforce the same comprehension strategies: summarizing; questioning; previewing/predicting; text structure; visualizing; inferring; and metacognition. The Customized Reading Strategies for Social Studies, Science, and Mathematics teacher guides give content-area teachers activities and reproducible blackline masters that help students apply strategies they learn in reading class to textbook readings. In addition, each unit of the Student Guide contains a reading formatted like a content-area textbook so the reading teacher can use it for guided practice. A Comprehensive and Coordinated literacy program Infrastructural improvements Establishment of teacher teams Because literacy must be a schoolwide initiative, the AMP Reading System provides guidance across curriculum areas. Customized Reading Strategies components coordinate instruction in reading with that in other content areas. Each comprehension strategy is presented in terms of social studies, science, and math applications in a separate book for each content area. 10
WRITING NEXT Writing Strategies, which involve teaching students strategies for planning, revising, and editing their compositions Summarization, which involves explicitly and systematically teaching students how to summarize texts Study of Models, which provides students with opportunities to read, analyze, and emulate models of good writing Specific Product Goals, which assigns students specific, reachable goals for the writing they are to complete Writing Strategies are taught throughout the AMP Reading System. See the following page references for examples of the Structured Writing feature: TE: Vol. 1: 56C-56G, 112C-112F, 170-173; Vol. 2: 56C-56G, 112C-112G, 168C-168G Each Structured Writing lesson begins with a Teach and Model feature. This feature allows the teacher to give ample guidance and examples of the writing lesson topic. Students plan, review, and finalize an Essay at the conclusion of. See the Structured Writing feature on pages 226-230 of Volume 2. Summarizing is the focus of Unit 1. Students are led through lessons showing skills to summarize topics, main idea and important details, unstated main idea, introductory paragraphs, and using textbook features and lists and notes. Students learn how to apply the skill of summarizing to other content areas in the Customized Reading Strategies components. See the following examples: Customized Reading Strategies Science: 12-16; Social Studies: 12-16; Math: 12-16 Inquiry Activities, which engage students in analyzing immediate, concrete data to help them develop ideas and content for a particular writing task Writing for content learning, which uses writing as a tool for learning content material All writing elements previously stated play a role in project based learning (PBL). The Customized Reading Strategies component for Social Studies, Math and Science outline ways for students to apply the literacy-based strategies they have learned. Each of the three subject-area specific booklets outline ways to apply Summarizing, Questioning, Predicting, Text Structure, Visualizing, Inferencing, and Metacognition in other content-areas. The Structured Writing feature that concludes of the AMP Reading System has the student plan, revise, and publish an Essay. Students work on this project over two days: Day One involves planning and organizing and Day Two allows for drafting, revising, and finalizing. Students use checklists to guide them through the steps of their projects and work closely with a partner to further refine their drafts. 11
Collaborative Writing, which uses instructional arrangements in which adolescents work together to plan, draft, revise, and edit their compositions Sentence Combining, which involves teaching students to construct more complex, sophisticated sentences Prewriting, which engages students in activities designed to help them generate or organize ideas for their composition Process Writing Approach, which interweaves a number of writing instructional activities in a workshop environment that stresses extended writing opportunities, writing for authentic audiences, personalized instruction, and cycles of writing Collaborative Writing is strongly encouraged in the AMP Reading System. In the Pair Prewriting feature, students discuss ideas for their paragraphs with a partner. In the Reviewing and Finalizing feature, students read their drafts to a partner. They work together to make final edits to their writing. See pages 226-230 in Volume 2. The writing strand, in the form of the Structured Writing feature with blackline masters, provides students with intensive, consistent, scaffolded instruction in the basic elements of sentence, paragraph, and essay structure. In addition, the analysis of text structure and the critical thinking skills students learn in the AMP Reading System contribute strongly to the process of clear and organized writing. Students practice writing sentences in the After You Read and Show that you know features throughout the program. See the following pages for examples: TE: Vol. 1: 3, 13, 45, 63, 66, 77, 122, 128, 142; Vol. 2: 9, 21, 34, 59, 69, 105, 119, 127, 143, 171, 202, 223 Sentence composition is thoroughly covered in the Structured Writing feature at the end of each Unit. See the following pages for examples: TE: Vol. 1: 173; Vol. 2: 56C-56F, 112E-112G, 168C-168G The Whole Class Prewriting feature allows the class to work together to compile a list of topics for their essays. Students are given ideas on how to present their essays. For example, as steps in a process or a persuasive essay. Word processing, which uses computers and word processors as instructional supports for writing assignments The AMP Reading Online Library provides a STOP and CLICK feature that assesses student comprehension of the text at several points during the reading. Students can either answer multiple choice questions or open-ended questions by typing their responses into the space provided. The opportunity to address this objective is available as students prepare to finalize their Essays for publication on pages 228-229 of Volume 2. 12
SREB READINESS INDICATORS Summarizing, paraphrasing and categorizing information are ways that students demonstrate comprehension of something they have read or heard. Questioning Compare and contrast information, ideas and structures to clarify the meaning of various materials. Use multiple texts to find information Make inferences and predictions. Connect what is read to personal experience and the world beyond the classroom. Identify and interpret literary structures, elements, devices and themes. Each comprehension strategy is taught for four to six weeks in a series of systematic and explicit lessons. The strategy is applied to short passages, the to the AMP Library Books, and to students content-area reading. See the following page citations for examples of the comprehension strategies. SE/TE: Vol. 1: 5, 11, 17, 23, 26, 32, 38, 41, 47, 53, 67, 73, 79, 82, 88, 94, 97, 103, 109, 117, 123, 129, 135, 138, 144, 150, 153, 159, 165; Vol. 2: 5, 11, 17, 23, 26, 32, 38-41, 47, 48, 53-55 117, 123, 129, 135, 138, 144, 150, 153, 159, 165 ESL/ELL Strategies: Vol. 1: 6, 10, 13, 16, 18, 24, 37, 40, 43, 48, 52, 60, 63, 68, 72, 75, 80, 81, 87, 98, 104, 118, 128, 131, 139; Vol. 2: 39, 48, 63, 80, 89, 95, 110, 119, 128, 139, 149, 172, 178, 180, 187, 192, 195, 199, 205, 214 Assessment Masters: 13-17, 21-25, 29-33, 37-41, 45-49, 53-57, 61-65, 69-73, 93-97, 101-105 The AMP Library Books and Online Library are an integral part of the AMP Reading System. The themes are the same, and the vocabulary words taught in the Student Guide recur in multiple uses in the AMP Library books. Teachers are encouraged to elicit students prior knowledge of the topic before beginning a new AMP book. Each day the teacher questions the student on the previous days reading to help the student recall details about the reading. Use research skills to locate, gather, evaluate and organize information for different purposes. Middle grade students are expected to read the equivalent of 10 to 12 books per year representing a variety of materials. Middle grades English teachers are responsible for engaging all students in reading a range of materials beyond the great works of literature Students are encouraged to become experts on the subjects covered in the AMP Library Books. The students are asked to keep a list of topics they would like to know more about. At the end of a unit, they have the opportunity to choose a topic to research and report on with a partner. See the following page citation for student opportunities to research and report on their chosen topics. SE/TE: Vol. 2: 112C-112D, 112E-112G, 168C-168D, 168E-168F, 226-230 The AMP Library Books/Online Library offers fourteen reading selections per level. Each AMP Library book corresponds to one unit of instruction in the Student Guide. 13
Students need daily practice in all forms of writing and a weekly opportunity to develop a short paper to be graded. Use an appropriate process to prepare to write. Compose writing that conveys a clear main point with logical support. Edit and revise writing for the strongest effect. Use English language structure and grammar appropriately to communicate effectively. need to be able to use a computer to search electronic databases, including the Internet Use active listening strategies to organize and respond to information presented in different formats for different purposes. The Structured Writing feature at the end of each unit provides ample opportunities for students to develop their writing skills. Each lesson takes the student from a teacher modeled level to and individual practice level. Blackline masters, including a checklist for grammar and language structure, are provided with each lesson to guide the student through scaffolded instruction See the following page references for examples of the Structured Writing features: TE: Vol. 1: 56C-56G, 112C-112G, 170-173; Vol. 2: 56C-56G, 112C-112G, 168C-168G, 226-230 The AMP Reading Online Library is provided to students via the internet. When students log in to the Online Library they see a list of all AMP Book Library selections for the program level they are using. The online book provides the exact text as the students print version. See the following page citations for student opportunities to visit the Online Library: TE: Vol. 1: 4, 7, 10, 13, 16, 19, 22, 25, 28, 31, 34, 37, 40, 43, 46, 49, 52, 55, 60, 63, 66, 69, 72, 75, 78, 81, 84, 87, 90, 93, 96, 99, 102, 105, 108, 111, 116, 119, 122, 125, 128, 131, 134, 137, 140, 143, 146, 149, 152, 155, 158, 161, 164, 167; Vol. 2: 4, 7, 13, 16, 19, 22, 25, 28, 31, 34, 37, 40, 43, 46, 49, 52, 55, 60, 63, 66, 69, 72, 75, 78, 81, 84, 87, 90, 93, 96, 99, 102, 105, 108, 111, 116, 119, 122, 125, 128, 131, 134, 137, 140, 143, 146, 149, 152, 155, 158, 161, 164, 167, 172, 175, 178, 181, 184, 187, 190, 193, 196, 199, 202, 205, 208, 211, 214, 217, 220, 223 The AMP Reading Library provides an Audio CD component to differentiate instruction. During the daily independent reading time, some students will be reading the print AMP Library Book and others will be listening to the same selection read by professional actors as they follow in the print version. Students are encouraged to read chorally along with the audio several times until they are reading smoothly and expressively. The AMP Online Library also has a Read It Aloud toolbar that can be installed to read the text aloud to the student. 14
Develop vocabulary appropriate to reading, writing and speaking proficiency. The vocabulary words taught in the AMP Reading System are academic, high value words, essential to comprehending a wide variety of content areas. Each vocabulary word is taught explicitly with student-friendly explanations and examples that require student participation. Students go deeper in lessons on structural analysis, word study, word use, word origins, context clues, analogies, and related words. Finally, students encounter the words multiple times in their reading in both the Student Guide passages and the AMP Library Books. Eight vocabulary words are introduced and explained in each Make Words Yours! feature. The Get Wordwise! feature deepen knowledge of the vocabulary words and teach important concepts and skills. See the following pages for examples: SE/TE: Vol. 1: 2, 8, 14, 20, 29, 35, 44, 50, 58, 64, 70, 76, 85, 91, 100, 106, 114, 120, 126, 132, 141, 147, 156, 162; Vol. 2: 2, 8, 14, 20, 29, 35, 44, 50, 58, 64, 70, 76, 85, 91, 100, 106, 114, 120, 126, 132, 141, 147, 156, 162, 170, 176, 182, 188, 197, 203, 212, 218 Each of the Library Books contains a glossary to further define the vocabulary words introduced in the Student Guide. The AMP Online Library books have a clickable feature that shows the definition for each word. The ESL/ELL Strategies feature gives additional support for ESL/ELL students in the Preview Vocabulary and Provide a Vocabulary Strategy features. See the following page citations for examples: TE: Vol. 1: 3, 4, 7, 10, 13, 15, 18, 19, 21, 22, 24, 25, 28, 30, 31, 33, 34, 36, 37, 39, 40, 43, 45, 48, 49, 51, 55, 59, 68, 77, 86, 92, 105, 110, 116, 118, 122, 125, 127, 130, 133, 137, 142, 143, 146, 148, 151, 154, 157, 161, 164, 167; Vol. 2: 3, 9, 13, 18, 21, 25, 28, 30, 34, 37, 40, 45, 49, 55, 59, 62, 71, 77, 80, 86, 92, 101, 110, 116, 119, 121, 124, 127, 130, 133, 136, 139, 143, 148, 151, 155, 160, 166, 171, 177, 183, 189, 195, 201, 213, 219 15
Develop vocabulary appropriate to reading, writing and speaking proficiency. (continued) Use appropriate organization, language, voice, delivery style, and visual aids to match the audience and purpose of oral presentations Vocabulary knowledge is tested in the Assessment Masters books in both the Mid-Unit and End-of-Unit Assessments. Assessment Masters: 19-20, 27-28, 35-36, 43-44, 51-52, 59-60, 67-68, 75-76, 83-84, 91-92, 99-100, 107-108, 115-116 The opportunity to address this objective is available when teachers encourage students to choose a topic to present at the end of each unit. See page T30 in the Teachers Edition for more information. Students plan, write and present an essay on pages 226-229 of the Teachers Edition. 16