Prentice Hall Literature, The Penguin Edition, Grade 10, Louisiana Edition 2008 Grade 10 C O R R E L A T E D T O Guidelines to Review Reading Programs for Grades 4-12 Florida Center for Reading Research
Guidelines to Review Reading Programs for Grades 4-12 Florida Center for Reading Research Introduction This document was developed to assist the Curriculum and Instruction Team at the Florida Center for Reading Research (FCRR) as they review Reading Programs for grades 4-12 to determine alignment with current reading research. In Florida, a Reading Program is intended to be the instructional tool used to guide high quality reading instruction for all readers in grades 4-12. Curriculum and Instruction Team members who use these guidelines to navigate their review of a reading program have extensive knowledge of current reading research and Reading First, have taught struggling readers to read, have taught reading methods courses at the undergraduate and graduate level, and have assisted in developing reading curriculum that is research validated. *Due to the limited amount of research in the area of adolescent developmental reading, please note this is a document in progress and will continually be revised to reflect new findings as they become available. Process of Using these Guidelines When reviewing a reading program thoroughly, it is not sufficient to examine only a sample of lessons. In order to determine whether a program is aligned with current reading research, it is essential to review all the teacher and student materials. This document was developed to help navigate a reviewer through the lengthy but important process of reviewing a reading program. It was designed to be utilized in conjunction with the resources listed below. When using this document, place a check mark in either the yes or no column after each question. If the answer is not clear or not evident, write not evident in the comments column and leave the yes/no columns blank. It is very important to use the comments column to detail specific examples, note questions, etc. When a question is marked no or not evident, it is a concern that the program may not be aligned with current reading research. That is, if a reading program is aligned with current reading research, then yes will be marked on all of the questions with evidence to support this assertion written in the comments column. Note that this document includes the sequence of instruction from fourth through twelfth grade. Educators who use this document to guide their own review of a reading program, will find the following resources helpful:
Glossary of Reading Terms developed by FCRR Reviews of 4-12 Reading Programs already posted at www.fcrr.org (under FCRR Reports Intervention/Remedial Programs for students in grades 4-12) References listed at the back of this document Overall Instructional Design and Pedagogy of the Reading Program Characteristic Is there a clear road map or blueprint for teachers to get an overall picture of the program (e.g., scope and sequence)? Yes No Comments (e.g., specific examples, strengths, concerns, questions) x As well as a scope and sequence document that Prentice Hall can provide, the Skills Navigator in the front matter provides an overall picture of the skills and strategies covered throughout the program Are goals and objectives clearly stated? X In conjunction with noted Prentice Hall authors and researchers, Kate Kinsella, Kevin Feldman, Sharon Vaughn, and Don Deshler, we explored proven educational reading, vocabulary development, and differentiated instruction methodologies. This research was incorporated into our development to build the pedagogical integrity of the program and ensure its relevance for today s teachers and students. It includes: Leveled Paired Selections for meeting the needs of all students Systematic Skills Instruction building in depth and complexity throughout each grade Literature Selections including representation from the canon of literature Unit Authors Penguin writers hosting units Program Design and Organization clean consistent design doesn t distract from the literature
Research helped define a realistic Pacing schedule to ensure that each part can be taught in a three-week cycle. The overarching conclusion to which this research led us is that effective reading instruction centers on the systematic, consistent, and direct teaching of reading comprehension strategies through the following framework: Direct Instruction, Modeling, Guided Practice, Feedback, and Application. Are there resources available to help the teacher understand the rationale for the instructional approach and strategies utilized in the program (e.g., articles, references, and reliable websites)? x In addition, the Teacher Express Lesson Planner CD-ROM not only provides standards and objectives-based lesson plans, but its unique reporting system will show on any given day precisely what standards and objectives have been taught to mastery. Grade 10: T193 Visit www.phschool.com/research for more information. Is instruction consistently explicit? x Explicit instruction is exemplified by defining terms on the Build Skills pages, the use of graphic organizers, the before, during and after approach Before Reading: The Build Skills page pre-teaches the reading skill for the selection. Grade 10: p. 108 During Reading: The single-column format allows for side column annotations at point of need to serve as a personal reading tutor. Grade 10: p. 112-113 After Reading: Apply the Skills reinforces reading
skills taught prior to reading. Grade 10: p. 126-127 Is instruction consistently systematic? x Six units in the Student Edition each focus on a single literary genre. The unit s parts further concentrate on one specific reading skill such as making predictions or drawing inferences with consistent practice and reinforcement. Is there a coherent instructional design (e.g., are the components of reading clearly linked within as well as across each component)? Are there consistent teacher friendly instructional routines which include direct instruction, modeling, guided practice, student practice and application with feedback, and generalization? x The skills sequencing, particularly with regard to reading and literacy, were deliberately constructed to build from lower-level foundational skills to higher order skills, allowing students the chance to master each skill before moving on to the next one. Frequent progress monitoring and benchmarking assessments help inform instruction and ensures that students are on track to meet the Louisiana standards x Teacher s Edition-The Prentice Hall Literature, The Penguin Edition Teacher s Edition provides comprehensive, well organized, and easy-to-follow planning and instructional support. The built-in Time and Resource Manager is a unique planning tool that appears at the beginning of each selection, rather than one per unit as is found in most other texts. This planning tool provides an at-a-glance chart to help choose the selection that is right for your students. Included also are: Lesson objectives Step-by-step teaching guide Lesson Pacing guide List of related resources and when to use them Selection reading level Average number of instruction days needed to
complete the selection Grade 10: p. T30 a-b, 108a-b, 218a-219b, Instruction routines include: Model Selection presented by the author, unit skills introduced, specific skills for reading and literary analysis and vocabulary for the selections are presented. Before, during, and after strategies for every selection provide an instructional routine for teachers. Before Reading: The Build Skills page pre-teaches the reading skill for the selection. Grade 10: p. 108-109 During Reading: The single-column format allows for side column annotations at point of need to serve as a personal reading tutor. Grade 10: p. 112-113 After Reading: Apply the Skills reinforces reading skills taught prior to reading. Grade 10: p. 126-127 Selection tests, Benchmark tests, and Reader s Notebook support provide practice and application. The Teacher Wrap includes direct instruction on skills. To help students understand the meaning of words, sentences for the Connecting to the Literature feature are provided. Student practice is available in the form of Graphic Organizers that students fill in. Guided note-taking opportunities are offered in the Unit Resources and Reader s Notebooks Are there aligned student materials? X Every objective in the Teacher s Edition is supported in the Student Edition.. Before, during, and after strategies for every selection provide aligned student materials. Student practice is available in the form of Graphic Organizers that students fill in. Guided note-taking opportunities are offered in the Unit Resources and Reader s Notebooks. Unit Resources provide worksheets for each skill, Warm ups for every selection, enrichment
Does the level of difficulty of the text increase as students skills are strengthened? Are there ample guided student practice opportunities, including multiple opportunities for explicit teaching and teacher directed feedback,(15 or more) needed for struggling readers? Are all of the activities (e.g., centers) reading related (i.e., word-building, fluency practice)? worksheets and worksheets to support all the Workshops. X The skills sequencing, particularly with regard to reading and literacy, were deliberately constructed to build from lower-level foundational skills to higher order skills, allowing students the chance to master each skill before moving on to the next one x Reading skills and strategies, graphic organizers, worksheets, notetaking strategies, vocabulary development (including Academic and Expressive Vocabulary) and frequent progress monitoring assessments are among some of the skills and strategies embedded in our program, x There is a Reading strategy for every selection. Before Reading: The Build Skills page pre-teaches the reading skill for the selection. Grade 10: p. 108 During Reading: The single-column format allows for side column annotations at point of need to serve as a personal reading tutor. Grade 10: p. 112-113 After Reading: Apply the Skills reinforces reading skills taught prior to reading. Grade 10: p. 126-127 Are teachers encouraged to give immediate corrective feedback? x In the Teacher s Edition, after each Reading and Vocabulary Skills Review, a reteach chart listing the question and the pages where instruction is located provides teacher support for students who need to review the skills and vocabulary associated with the part. Reading and Vocabulary Skills Review at the end of each Part Grade 10: p. 182, 383, 488 (TE) Quicktake Assessment Software with e-instruction
clickers is an interactive system that allows teachers to pose questions to the entire class. Response pads instantly record and display results. All questions from the Monitor Your Progress feature included on QuickTake. Grade 10: p. 185 Prentice Hall Success Tracker -an online Intervention System that helps teachers catch small problems before they become big ones. A fully automated, interactive online diagnostic and remediation system, Prentice Hall Success Tracker provides diagnosis, customized practice, and standards reporting. Is scaffolding a prominent part of the lessons? Are there specific instructions for scaffolding? X The Reading and Vocabulary Warm Ups also provide scaffolding for each selection, as students are given lower-level readings that connect with each selection and that help pre-teach target selection vocabulary. Within each selection, point of use prompts focus on and reinforce target reading, literary analysis, and vocabulary skills. The scaffolded questioning format of the Apply the Skills features provide critical thinking support that transition students from simple recall to higher order thinking skills. x The Accessibility at a Glance chart in your Teacher s Edition helps you decide which selection is best suited to your students, while Leveled Reading and Vocabulary Warm-ups let you frontload instruction for every selection preparing all students to read successfully. Grade 10: TE p. 30a, 56a, 108a, 218a Extend the Lesson boxes in the Teacher s Edition include additional information related to the selection that involves Social Studies, Science, other cultures, Performing Arts, Physical Education and more. Many of
these boxes suggest cross-curricular readings. Grade 10: p. 85, 171, 273 Is differentiated instruction prominent? x Leveled, paired selections for truly differentiated instruction For every skill and standard covered, you have two selections to choose from: one that s more accessible and one that s more challenging. This unique structure lets you choose the selections that work best for your class without skipping skills. Is instruction individualized based on assessment? The Accessibility at a Glance chart in your Teacher s Edition helps you decide which selection is best suited to your students, while Leveled Reading and Vocabulary Warm-ups let you frontload instruction for every selection preparing all students to read successfully. Grade 10: p. 30a, 56a, 108a, 218a TE Quick Review features after each selection review key concepts, and terms and provide selection summaries. Reading checks throughout each selection test factual recall as students read. Grade 10: p. 221, 223 Teaching notes in the teacher s edition offer strategies, methods, and tools targeted specifically for different student ability levels. Grade 10: p. 197, 203, 205 Extend the Lesson activities in the TE provide enrichment. Enrichment activities for every selection in the program are available in the Unit Resources. X Systematic diagnostic and progress monitoring assessments catch small problems before they become big ones, while built-in benchmarking tools ensure thorough skills and standards coverage and evaluation. At the beginning of each part, a short diagnostic test
determines student readiness for the skills and standards to be covered. If students are missing specific skills and/or standards, remediation is provided. Progress monitoring occurs with every selection, while benchmarking assessments at predictable intervals ensure students are mastering content. The Success Tracker online intervention system accomplishes the same goals, but can diagnose and prescribe individualized remediation automatically, as well as provide standards-based benchmarking and reporting. Are there guidelines and materials for flexible grouping? x The 3 versions of the Reader s Notebooks allows for flexible grouping because each notebook covers the same skills and the same selections. Students can be assigned the Notebook that matches their needs. The Prentice Hall Reading Kit is designed to help you address the needs of students with varying ability levels. Everyday Reading Strategies Provides pages for reading strategies that develop active, thoughtful reading strategies for all selections Introduce the strategy, using the strategy plan and the graphic organizer Encourage students to use the strategy independently with other selections Classroom Management for Differentiated Instruction Practical and effective strategies for engaging students of all ability levels in learning activities. These frameworks can be used with all selections or discussion topics. Language Arts Instruction for addressing special needs
Is small group instruction with (small teacher-pupil ratio) part of daily instruction? Is movement from group to group based on student progress? Are enrichment activities included for advancing/proceeding students? In addition to the components of reading, are the dimensions of spelling, writing, oral language, motivation/engagement and listening comprehension addressed? Provides an analysis of the reading process, identifying the four aspects that need to be addressed. Sections are dedicated to specific characteristics of and challenges posed for English language learners, less proficient readers, and special needs students. The General Resources book offers strategies and tools for classroom management. X Activities can be taught individually, in small groups, or teacher guided. Resources for small group instruction include the Reader s Notebooks and the Reading and Vocabulary Warm Ups. X At the beginning of each part, a short diagnostic test determines student readiness for the skills and standards to be covered. As students progress they can move to selections that are more challenging. X Extend the Lesson activities in the TE provide enrichment. In addition to activities in the Student Edition. Grade 10: p.. 85, 171, 273 Enrichment activities for every selection in the program are designed particularly for the above-level student. These pages provide cross-curricular activities to extend learning. (See Unit Resources, Enrichment pages.) X Prentice Hall provides teachers with a wealth of options to reinforce these skills. (The Index of Skills and Features is located on pages R52-R65 in each Teacher Edition) Spelling Workshops Grade 10: p. 184, 384, 556 Writing
A Writing Workshop in each part with step-by-step instruction guides students to develop their ideas into full-length composition, addressing these key stages in the writing process: Prewriting, Drafting Revising Editing and Proofreading Publishing and Presenting Reflecting on Writing Grade 10: p. 386 Work-in-Progress features appear throughout each part. These focused prewriting strategies encourage students to practice prewriting strategies. Grade 10: p. 17, 25 Timed Writing To address the growing call for on-demand writing, Prentice Hall provides several opportunities per part that help students practice writing for assessment. Timed Writing prompts ask students to produce brief expository or persuasive writing relating to the literature they have read. Grade 10: p. 269, 337 The Prentice Hall Online Essay Scorer To improve student writing and revising skills, the Online Essay Scorer provides instant analytical and holistic scoring. It gives students practice on the writing component of high-stakes tests. www.phschool.com/oes Oral language Communication workshops Grade 10: p. 194, 394, 566
Motivation/engagement Motivation notes in the Teacher Edition Wrap for each selection reinforces reading motivation. P. 32, 45, 58 The Build Understanding pages provide background on the author and the selection. Grade 10: p. 31, 44, 57 Listening comprehension Speaking and Listening activities are presented on the Build Skills pages following selections. These activities offer a focused assignment with strategies and tips to help students succeed Word Analysis (WA) Instruction/Word Study Phonological analysis, decoding, structural analysis, syllabication, context clues, spelling, and dictionary skills Characteristic Overall, does instruction progress from easier word analysis activities to more difficult? Is word analysis only a small portion of each lesson (10 to 20 minutes)? Yes No Comments (e.g., specific examples, strengths, concerns, questions) X In the Reading and Vocabulary Skills Preview, instruction of Reading Skills progress from easier to more difficult form unit to unit. The supporting Academic Vocabulary also develops from easier to more difficult words. Grade 10: p. 216-217 X The Build Skills page pre-teaches the reading skill for the selection. Grade 10: p. 108-109 The single-column format allows for side column annotations at point of need to serve as a personal reading tutor.
Does the program emphasize the use of grade appropriate dictionaries and student-friendly explanations? Is there explicit instruction in the use and weaknesses of context clues to determine word meaning? Is explicit instruction in the meanings of roots and affixes provided and are there activities for students to manipulate common roots and affixes to analyze the relationship of spelling to meaning of complex words? Are word parts that occur with high frequency (such as un, re, and in) introduced over those that occur only in a few words? Are the limitations of structural analysis made clear? Grade 10: p. 112-113 X In addition to grade-level sensitive language used throughout the student edition, the 3 versions of the Reader s Notebooks include student-friendly pronunciation keys for every selection. Using a Dictionary is supported with a worksheet. (V8-9) X Context clues are discussed in the Student Edition in Unit 6 in introduced the Build Skills feature. Grade 10: p.978, 979, 980 984 In each of the Reader s Notebooks a lesson on Denotation and Connation is presented. (V12-13). X In the Student Edition, Reading and Vocabulary Skills Preview pages introduce vocabulary skills and provide an activity to reinforce learning of the skill. Grade 10: p. 817, 926 In the Reader s Notebooks, lessons on word roots, prefixes, and suffixes are presented. (V2-7). Word Study cards help students break big words into their parts. X In the Student Edition the Reading and Vocabulary Skills Preview pages and Build Language skills feature presents vocabulary skills with practice. Grade 10: p: 497, 512 X Idioms p. R14 All vocabulary exercises and applications have directions to the student. Vocabulary is always discussed relative to context.
Are there activities for distinguishing and interpreting words with multiple meanings? Does the program include word origins, derivations, synonyms, antonyms, and idioms to determine the meanings of words and phrases? Are words used in word analysis activities also found in the student text? Once word analysis strategies have been mastered, are these strategies immediately applied to reading and interpreting familiar decodable connected text? Is there ample unfamiliar decodable text to provide practice with word analysis strategies? Are there ample opportunities to read multisyllabic words daily? X Practice in the Spelling Workshop provides activities for Easily Confused Words. Grade 10: p. 184 X The Vocabulary Skills feature presents synonyms in the Reading and Vocabulary Skills Preview and is assessed in the review. Grade 10: Synonyms: p. 503, 989 Antonyms: p. 153. 163 Word roots and origins are covered in the Vocabulary Skill of the Build Language skills feature. Grade 10: p. 54, 80, 140 X On each Build Language Skills page, there is a Vocabulary Skills feature. Grade 10: p. 54, 80, 140 X 2 Reading and Vocabulary Warm Ups for each selection in the Teaching Resources provide background support and vocabulary practice. Each unit of the program has a Controlled Vocabulary Reader that builds word knowledge and improves fluency and comprehension. X In the teaching resources, 2 levels of Reading Warm-ups for each selection support students at various reading levels. Students can explore Controlled Vocabulary Readers to develop reading proficiency. Point of use support for each selection provides practice with word analysis strategies. X Opportunities to read a variety of selections in a variety of genres with multisyllabic words exist throughout the program. See Table of
Is there a section of the program devoted to word study? Does the program include spelling strategies (e.g., word sorts, categorization activities, word-building activities, analogical reasoning activities)? Contents. X Throughout the Student Edition, word study is addressed. Antonyms: p. 153, 163 Analogies: p. 525, 531 Word origins: p. 525 Spelling Workshops, one per unit, include X spelling strategies. Examples include: Easily Confused Words: p. 184 Unusual Vowel Combinations: p 384 Tolls for Checking for Spelling: p. 556 Fluency Instruction Characteristic Is fluency building a part of each day s lesson? Yes No Comments (e.g., specific examples, strengths, concerns, questions) X Before Reading: The Build Skills page pre-teaches the reading skill for the selection. Grade 10: p. 108-109 During Reading: The single-column format allows for side column annotations at point of need to serve as a personal reading tutor. Grade 10: p. 112-113 After Reading: Apply the Skills reinforces reading skills taught prior to reading. Grade 10: p. 126-127 Back matter in all books includes a spread on Reading
Does fluency-based instruction focus on developing accuracy, rate, and prosody? Fluently. X Fluency goals are supported throughout the year with Reading Warm-up fluency passages and accompanying instruction and support, including repeated readings, reading with audio, paired readings, and word study activities proven to increase fluency by building accuracy and automaticity. In the teaching resources, 2 levels of Reading Warm-ups for each selection support students at various reading levels. Do fluency building routines include goal setting to measure and increase word-level fluency instruction and practice, reading accuracy and passage reading rate, teacher or peer feedback, and timed readings? X Tips for Improving Reading Fluency are presented on R25. The Reading Kit provides skills practice and assessment to support core reading. Teaching techniques to promote reading are also included. Is fluency assessed regularly? X The Reading Kit includes assessment and practice pages to support core reading. In the ELL version of the Reader s Notebook Read Fluently tips allow students to write in their notebooks reinforcing support for the selections. Is there a fluency goal for each set of grade levels (e.g., 4-5 [113-127 wpm], 6-8 [140-142 wpm] included? (Based on Hasbrouk and Tindal s end of the year oral reading fluency scores at the 40%ile.) X Fluency goals are supported throughout the year with Reading Warm-up fluency passages and accompanying instruction and support, including repeated readings, reading with audio, paired readings, and word study activities proven to increase fluency by building accuracy and automaticity. Prentice Hall Literature, provides leveled Reading Warm-up fluency passages for fluency practice, with instructions for the teacher on how to incorporate these resources into weekly lesson plans. Different levels of warm-ups ensure that appropriately lexiled passages are provided to accommodate students who are more than two years
Are ample practice materials and opportunities at appropriate reading levels (independent and/or instructional) provided? Are there opportunities to read narrative and expository text aloud? Are research-based fluency strategies included (e.g., repeated readings, peer reading, tape-assisted reading, choral reading, student-adult reading)? below level as well as students who are at or slightly below level. With more than 120 fluency passages per grade, ample practice is provided to accelerate fluency and increase weekly goals as students progress toward the middle grades fluency goal range of reading 125-145 words per minute with 95% or greater accuracy. x Leveled Vocabulary and Reading Warm-ups are available for each selection in the Teaching Resources Unit books. These non-fiction selections provide practice in vocabulary, fluency, and background for the selections. The On Your Own selections at the end of every unit in the Student Edition can be used for independent reading and to reinforce reading skills including high interest reading selections. Grade 10: p. 396, 568, 722 x All selections can be read aloud at the teacher s discretion. In each The On Your Own selections at the end of every unit in the Student Edition can be used for read alouds. Additional opportunities are offered in the Reader s Notebooks. x Spanish/English Selection Summaries on Audio CD provides audio support for every selection. Summaries of each selection in the Student Edition provide a bridge to language proficiency. Vocabulary Instruction
Characteristic Is there a component that incorporates reading and writing vocabulary? Is systematic and explicit instruction in morphemic analysis provided to support building word meaning through knowledge of root words, prefixes, and suffixes? Is high level terminology used to bring richness of language to the classroom? Are there ample activities provided to practice writing vocabulary in context? Are there opportunities for wide independent reading? Is there repeated exposure to vocabulary in many contexts? Yes No Comments (e.g., specific examples, strengths, concerns, questions) X Vocabulary Builder Worksheets and Build Language Skills worksheets in the Teaching Resources provide opportunities to incorporate writing and vocabulary. X In the Student Edition, Build Language Skills pages introduce vocabulary skills and provide an activity to reinforce learning of the skill. Grade 10: p. 512, 532, 620 In the Reader s Notebooks, lessons on word roots, prefixes, and suffixes are presented. (V2-7). Word Study cards help students break big words into their parts. X Vocabulary is based on authentic literature. See Table of Contents X Vocabulary Builder Worksheets and Build Language Skills worksheets in the Teaching Resources provide opportunities to incorporate writing and vocabulary. X The On Your Own selections at the end of every unit in the Student Edition can be used for independent reading and to reinforce reading skills including high interest reading selections. Grade 10: p. 396, 568, 722 X Selection Vocabulary consists of specific words chosen from the reading selections to help develop students general word knowledge. Vocabulary Builder on the Build Skills page introduces the new vocabulary words students will encounter as they read. Words are defined with a page reference and a sample sentence. Grade 10: p. 56, 108, 142 Words are defined at point of use in the selection to minimize interruptions and help
struggling readers. Vocabulary Development at point of use in the Teacher s Edition provides suggestions to facilitate classroom instruction. P.56, 58 60 Students practice and apply the new selection vocabulary as part of the Apply the Skills review. Additional vocabulary is found in the Teaching Resources. Vocabulary Development - Struggling readers and English learners need particular support in vocabulary development, such as word roots, prefixes, and suffixes. Grade 10: p. 107, 140, 116, 118 Where you ll find Vocabulary Skills instruction The Reading and Vocabulary Skills Preview at the start of each Part introduces the vocabulary skill and gives students an opportunity to practice. The Build Language Skills after each selection pair Grade 10: p. 140, 164, 242 Reading and Vocabulary Skills Review at the end of each Part Grade 10: p. 182-3, 382-3, 488-9 There are 50 pages of interactive vocabulary-building tools in the Reader s Notebooks. Is there frequent use of teacher read alouds using engaging books with embedded explanation and instruction? X Teacher Read alouds are at the discretion of the teacher. Examples: p. 726 Dramatic reading Repetition Opportunities in the Reader s Notebook for read alouds are available.
Is diverse vocabulary through listening and reading stories and informational text provided? Are a limited number of words selected for robust, explicit vocabulary instruction? X Diverse vocabulary is found within the variety of selections offered within the program. Margin notes and pre-reading activities in the Reader s Notebooks focus on the understanding of diverse vocabulary. Key terms are defined within the Reading Skills in the informational text. X Selection Vocabulary consists of specific words chosen from the reading selections to help develop students general word knowledge. Vocabulary Builder on the Build Skills page introduces the new vocabulary words students will encounter as they read. Words are defined with a page reference and a sample sentence. Words are defined at point of use in the selection to minimize interruptions and help struggling readers. Vocabulary Development at point of use in the Teacher s Edition provides suggestions to facilitate classroom instruction. Additional vocabulary is found in the Teaching Resources. Do sources of vocabulary instruction include words from read aloud stories, words from core reading programs, words from reading intervention programs, and words from content area instruction? Are only important (words needed to know to understand a concept or text), useful (words that may be encountered many times), and difficult words (multiple meanings, idioms) taught? X A variety of sources are used for vocabulary instruction: core selections, Reading and Vocabulary Warm Ups in the Unit Resources, and Reading Informational Material selections. Academic Vocabulary is introduced for all selections in the Reading and Vocabulary Preview X Selection Vocabulary consists of specific words chosen from the reading selections to help develop students general word knowledge. Vocabulary Builder on the Build Skills page introduces the new vocabulary words students
Are vocabulary words reviewed cumulatively? For example; are words selected for instruction that are unknown, critical to passage understanding, and likely to be encountered in the future? Are ample opportunities to engage in oral vocabulary activities provided? Are student-friendly explanations as well as dictionary definitions used? will encounter as they read. Words are defined with a page reference and a sample sentence. Other words are footnoted within the selection. x Reading and Vocabulary Review pages review reading skills and vocabulary cumulatively at the end of each part in every unit. Grade 10: p. 182, 383, 488 Selection Tests in the Teaching Resources are used for review. x Apply the Skills features provide opportunities to engage in oral vocabulary activities. They provide assessment for the selections with leveled questions from simple recall to critical thinking. Grade 10: p. 42, 52, 162 x Revised definitions provide student-friendly definitions in the Vocabulary Builder feature. Page references and usage in a sentence is provided to pre-teach vocabulary and then within a selection, vocabulary terms are defined at point of use. Grade 10: p. 56, 108, 142 Are word-learning strategies taught? X Word learning strategies are taught in the Build Language Skills feature and the Vocabulary Development feature in the TE. Grade 10: p. 242, 248 Does the instructional routine for vocabulary include: introducing the word, presenting a student-friendly explanation, illustrating the word with examples, and checking the students understanding? X Vocabulary Builder on the Build Skills page introduces the new vocabulary words students will encounter as they read. Words are defined with a page reference and a sample sentence. Vocabulary terms are then defined at point of use. Students practice and apply the new selection vocabulary as part of the Apply the Skills review.
Are ample opportunities to use wordlearning strategies provided? Is word awareness introduced through the use of word walls, vocabulary logs, and practice activities which are engaging, provide multiple exposures, encourage deep processing and connect word meaning to prior knowledge. Is vocabulary taught both directly and indirectly? Are rich contexts for vocabulary learning provided? Vocabulary Builder Worksheets in the Teaching Resources provide additional opportunities to use strategies. X Vocabulary Builder on the Build Skills page introduces the new vocabulary words students will encounter as they read. Words are defined with a page reference and a sample sentence. Vocabulary Development at point of use in the Teacher s Edition provides suggestions to facilitate classroom instruction. Students practice and apply the new selection vocabulary as part of the Apply the Skills review. Vocabulary Builder Worksheets in the Teaching Resources provide additional opportunities to use strategies. X Vocabulary Development at point of use in the Teacher s Edition provides suggestions to facilitate classroom instruction. Vocabulary Knowledge Rating charts encourage processing (p.30). Vocabulary Builder activities and practice provide additional practice. Grade 10: p. 306, 308, 322 Additional support for vocabulary is provided in the Turbo Vocabulary section of the Reader s Notebooks with over 50 pages of activities. X Multiple opportunities in the Student Edition provide direct instruction of vocabulary. Nonfiction selections have indirect instruction. Reading and Vocabulary Warm-up Exercises in the Teaching Resources are examples of direct and indirect teaching. Side notes in the Reading Warm-ups guide students to complete activities. X Prentice Hall provides a diverse sampling of material to address differences in age, ethnicity, gender, and
Are repetition and multiple exposures to vocabulary items prevalent? Are vocabulary tasks restructured when necessary? Is computer technology used to help teach vocabulary? disabilities. Each unit focuses on a literary genre in this order: Unit 1: Fiction and Nonfiction Unit 2: Short Story Unit 3: Essays, Articles, and other Nonfiction Unit 4: Poetry Unit 5: Drama Unit 6: Exploring Themes in Literature (See Table of Contents) X In addition to the pre-teaching of vocabulary, selection vocabulary at point of use, and post reinforcement, the Reading and Vocabulary Warm-ups and ancillary Worksheets provide multiple exposures to vocabulary. X In the Reading Kit vocabulary tasks are supported with: Reteach skills targeted in the Student Edition After administering a Benchmark Test, an Interpretation Chart helps you determine which Practice pages should be assigned to students. After students complete the individualized Practice assignments, the Assess pages check mastery X The Interactive Textbook provides point of use audio support with vocabulary read alouds. Comprehension Instruction Characteristic Ye s N o Comments (e.g., specific examples, strengths, concerns, questions)
Is comprehension monitoring taught? X Frequent, systematic progress monitoring ensures results Prentice Hall Literature, provides built-in, frequent and systematic progress monitoring and benchmarking to ensure results. Systematic diagnostic and progress monitoring assessments catch small problems before they become big ones, while built-in benchmarking tools ensure thorough skills and Standards coverage and evaluation. At the beginning of each part, a short diagnostic test determines student readiness for the skills and Standards to be covered. If students are missing specific skills and/or standards, remediation is provided. Progress monitoring occurs with every selection, while benchmarking assessments at predictable intervals ensure students are mastering content. Is the use of multiple strategies prevalent? X Each Unit of Prentice Hall Literature is divided into two parts, both of which develop a specific set of skills. These skills are Standards-based and systematically sequenced, ensuring that students fully grasp concepts before moving on. Skills are covered via an ingenious pairing of selections that allows teachers to choose which selection is best suited to their students. Either selection fully
develops the skills being taught, so you have freedom of choice without the fear of skipping a standard. Are cooperative learning groups part of instruction? X Each Extend Your Learning Listening and Speaking feature provides opportunities for cooperative learning. Grade 10: p. 70, 79, 127 Are frequent opportunities to answer and generate questions provided? Are graphic and semantic organizers, including story maps, used? Are there ample opportunities to engage in discussions relating to the meanings of text? Classroom management strategies and tools are provided in the General Resources book including information on Literature Circles (p. 21-23). X Each Extend Your Learning Listening and Speaking feature provides opportunities for answering and generating questions. Grade 10: p. 70, 79, 127 Interviewing: p. 43, 53 X There are two versions of every graphic organizer from the student edition to model concepts and differentiate instruction. Teaching transparencies for every reading skill and literary analysis are available. X Communications Workshops provide opportunities to engage in discussions relating to the meaning of the text. Grade 10: p. 194, 394, 566 Each Extend Your Learning Listening and Speaking feature
provides opportunities for discussions. Are there ample opportunities to read narrative and expository text on independent and instructional levels? X The For Further Reading feature at the end of every unit provides 4 related passages with different reading levels. Each selection provides: Opportunities for self-selected extended reading connected by genre, theme, author. Something for everyone consistently offers options for all reading ability levels (identified in TE) Teacher s Edition identifies lexile scores for each option, when possible. Grade 10: p. 195, 395, 567 The On Your Own selections at the end of every unit in the Student Edition can be used for independent reading and reinforcing reading skills. These readings are opportunities for self-selected extended reading connected by genre, theme, and author. Grade 10: p. 396, 568, 722 Is explicit instruction in different text structures included? X Each unit focuses on a literary genre Prentice Hall Literature grades 6-8 are organized by genre, in this order: Unit 1: Fiction and Nonfiction Unit 2: Short Story
Are before, during and after reading comprehension strategies emphasized? Unit 3: Essays, Articles, and other Nonfiction Unit 4: Poetry Unit 5: Drama Unit 6: Themes in Literature See Table of Contents X Prentice Hall provides systematic teaching of reading skills. Students apply reading skills with every selection and with the Reading Informational Material feature in each part of the unit. Diagnostic Tests determine readiness to learn new skills. Frequent, embedded progress monitoring ensures that students get it before moving on. Consistent reading instruction before, during, and after every selection helps all students become better readers Each part begins with a Reading and Vocabulary Skills Preview Grade 10: p. 106 Before Reading: The Build Skills page pre-teaches the reading skill for the selection. Grade 10: p. 108-109 During Reading: The single-
column format allows for side column annotations at point of need to serve as a personal reading tutor. Grade 10: p. 112-113 After Reading: Apply the Skills reinforces reading skills taught prior to reading. Grade 10: p. 126-127 Is prior knowledge activated before reading? X Reading and Vocabulary Warm-ups in the Teaching Resources provide background information and vocabulary to be used before a selection is introduced. Are ample opportunities provided to generate questions during reading to improve engagement with and processing of text? X Each Extend Your Learning Listening and Speaking feature provides opportunities for generate questions. Are there ample opportunities to employ a conceptual understanding of beginning, middle, and end in narrative text? Is learning to determine which strategy to use and why (metacognition) part of instruction? X Unit One Part One is devoted to instruction in the literary analysis PLOT. Plot is introduced in the Build Skills feature and reinforced at point of use throughout the selection. Grade 10: p. 30, 33, 35, 728 X Monitor Your Progress features are formatted to provide practice of strategies. Grade 10: p. 85, 141, 185 Reading and Vocabulary Skills Review at the end of each Part to help determine strategies. Grade 10: p. 98, 182-183, 296
Are there connections made between previously learned strategies with new text? Are strategies applied for authentic purposes using appropriate text? Is there an emphasis on creating independent strategic learners? Is strategy instruction cumulative over the course of the year? Worksheets for all reading strategies and literary analysis are available in the Unit Resources. X There are always 2 selections that reinforce a strategy so the second selection may be used to connect to a previously learned strategy. On Your Own readings may be used to reinforce the reading skills in the unit. X Unit One is devoted to Fiction and Non- fiction. Unit 3 includes essays and speeches. Each unit has a Reading Informational Material selection that is tied to the strategies that are introduced. See the alternate Table of Contents for Nonfiction and Informational texts (p.xxvi). x PH Literature demonstrates understanding of information using a variety of strategies. x Prentice Hall provides systematic teaching of reading skills. Students apply reading skills with every selection and with the Reading Informational Material feature in each part of the unit. Diagnostic Tests determine readiness to learn new skills. Frequent, embedded progress monitoring ensures that students get it before moving on.
Are there frequent opportunities to discuss story elements and compare stories? Are elements of story grammar (setting, characters, important events, etc.) used for retelling a story? Consistent reading instruction before, during, and after every selection helps all students become better readers Each part begins with a Reading and Vocabulary Skills Preview Reading Strategies and Literary Analysis are introduced for the paired selections in the Build Skills pages before each selection in each of the 2 parts of every unit X Build Skills pages introduce the Literary Analysis for the paired leveled selections and then reinforces them throughout the selection, and tests them after the part. Students are provided with the opportunity to analyze a specific literary element in 2 or more selections. See Table of Contents Grade 10: Literary analysis p. 1071 Comparing Literary Works p. 1085 X Build Skills pages introduce literary analysis skills. Grade 10: Character: p. 729, 731, 820 Setting: p. 7, 26, 203 Are summarization strategies taught? X Summarizing- Grade 10: p. 744, 790 Paraphrasing p. 662, 670
Are opportunities provided to interpret information from charts, graphs, tables, and diagrams and connect it to text? X Unit 6 teaches Compare and Contrast. Examples of interpreting information from diagrams include: Job Application: p 83 Reading Information Materials - Tides: p. 170 Does text contain familiar concepts and vocabulary? X To see which selection meets the needs of your students, use the Accessibility at a Glance chart. The concept level of each selection is rated with a description. Lexiles are also provided as well as context, language, literary merit and an overall rating. Grade 10: TE p. 30a, 56a, 108a, 218a Concept Connectors in the TE wrap address familiar concepts. Expressive Vocabulary is the vocabulary students need to express themselves in academic situations, such as high-stakes assessments. These are found in the Connecting to Literature feature. Grade 10: p. 109, 427, 499 A Literature in Context feature connects a selection with a related concept or lesson from other disciplines, including Science and Social Studies. Grade 10: p. 72, 87, 326
Are main idea strategies previously taught (e.g., using pictures, then individual sentence, then paragraphs, etc.) Are ample opportunities to employ main idea strategies using more complex texts, where main idea is not explicit provided? X Main ideas are taught in Unit 3 Part one. Each selection and Reading Informational Text in this part reinforces main idea strategies. Grade 10: p. 426,429, 433 X On Your Own readings may be used to reinforce the reading skills main idea in Unit 3. P. 424 Listening Comprehension Characteristic Yes No Comments (e.g., specific examples, strengths, concerns, questions) Is there an element of the program that requires students to follow specific oral directions in order to perform or complete written activities? Are ample opportunities to utilize listening comprehension strategies provided? X X Examples of oral direction include: Dramatic reading p. 728-729 Asking for peer review p. 490 Communications Workshops
Each grade level provides six unit-level workshops to present in-depth instruction in speaking and listening Are there ample opportunities to listen to a variety of text structures? X Grade 10: p.194, 394, 566 Listening to Literature Audio provides recordings of all the selections in PH Literature. Spanish/English Selection Summaries on Audio CD provides audio support for every selection. Summaries of each selection in the Student Edition provide a bridge to language proficiency. Are there ample opportunities to use reflective (describing feelings/emotions that accompany what is said instead of information given) and responsive listening skills (e.g., repeating, paraphrasing, summarizing, questioning for elaboration and/or clarification) to make connections and build on ideas of the author? X Reflective writing: p. 409 Listening and speaking: p. 1075, 1093
Motivation and Engagement Characteristic Is there a component of the program that fosters intrinsic motivation in students (e.g., student selection of books, various genres of book titles, multicultural/international book titles)? Yes No Comments (e.g., specific examples, strengths, concerns, questions) X The For Further Reading feature at the end of every unit provides 4 related passages with different reading levels. Each selection provides: Opportunities for self-selected extended reading connected by genre, theme, author. Something for everyone consistently offers options for all reading ability levels (identified in TE) Teacher s Edition identifies lexile scores for each option, when possible. Grade 10: p. 195, 395, 567
The On Your Own selections at the end of every unit in the Student Edition can be used for independent reading and reinforcing reading skills. These readings are opportunities for selfselected extended reading connected by genre, theme, and author. Grade 10: p 396, 568, 722 Are there clear content goals for supporting intrinsic reading motivation? X Motivation notes in the Teacher Edition Wrap for each selection reinforces reading motivation. The Build Understanding pages provide background on the author and the selection. Grade 10: 500, 505, 520 Routines for instruction before each selection support intrinsic reading motivation by ensuring that students learn to make connections, activate prior knowledge, and build background. Features in the student edition are supported with Teacher Edition notes that model