bookshop reading program - mondo publishing k-5 … · bookshop reading program grades k–5 1 n...

Bookshop Reading pRogRam

grades k–5

MONDO Publishing • 980 Avenue of the Americas • New York, NY 10018 PH (888)88-MONDO • Fax: 888-532-4492 • Web: www.mondopub.com

Bookshop Reading pRogRam

grades k–5

®

Ta b l e o f C o n T e n T s

Bookshop Reading Program Components . . . . . . . . . . . . . . . . . . . . . . 1–6

Bookshop Reading Program Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7–15

Meet the Authors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Price List . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

B o o k s h o p R e a d i n g p R o g R a m g R a d e s k – 5

1

n 420 Guided Reading books (6 copies of 70 titles)

n Bookshop Phonics Program

n 20 Big Books

n 20 Read-Along CDs

n My Picture Dictionary Small Book (6 copies)

n Let’s Sing About It! Songs and Rhymes Chart

n Let’s Sing About It! CD and Cassette

n Let’s Talk About It! Chart and Text Cards

n Book Bags, Big Book Bags, Book Bins for classroom management

Grade K Reading Program Components

Teacher Resourcesn Bookshop Reading Teacher’s Guide

n Assessment Kit

n Lesson Plan Binders

2

Grade 1 Reading Program Components


n Bookshop Phonics Program

n InfoPairs: Nonfiction Articles for Cross-Text Reading

n 19 Big Books

n 19 Read-Along CDs




n My Word Book (10 copies)



n Assessment Kit



2


3



n 35 Phonics Cards

n 17 Big Books

n 17 Read-Along CDs




n Writer’s Word Book (10 copies)



n Assessment Kit



4



n Assessment Kit




n Shared Reading Binder (Transparencies)

n Read Aloud Book

n 8 Big Books

n 8 Read-Along CDs




n Writer’s Thesaurus (10 copies)



4

5




n 1 Big Book

n Writer’s Style Guide (5 copies)

n Student Thesaurus (5 copies)

n One-Act Musical Play (Scripts and CD)

n Read-Aloud Book


n Book Bins for classroom management

G R A D E 4



n Assessment Kit


5

6




n 1 Big Book

n Student Thesaurus (5 copies)

n Writer’s Style Guide (5 copies)

n One-Act Musical Play (Scripts and CD)

n Read-Aloud Book (20 Selections)


n Book Bins for classroom management


n Assessment Kit


G R A D E 5


The Bookshop Reading pRogRaM oVeRVieWAssessment-Driven Instruction that Meets the Needs of All StudentsThe Bookshop Reading Program provides teachers with data-driven instruc-tional pathways for each level of reading development. These pathways create a coordinated framework and sequence of instruction that supplies the founda-tional building blocks essential for developing readers and writers.

Bookshop instructional pathways can be accessed through the Bookshop assessment battery or in conjunction with other assessment tools already in place. Bookshop assessments help determine instructional starting points for each student and enable ongoing monitoring of student progress. This informs differentiated instruction throughout the school year.

Bookshop Assessment And InstructIon cycle

ASSESSSTUDENTS

CREATESTUDENTPROFILES

ORGANIZEINSTRUCTIONAL

GROUPS

PROVIDEDIFFERENTIATED

INSTRUCTION

ONGOINGOBSERVATION &

ASSESSMENT

ASSESSSTUDENTS

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Comprehensive Instruction That Addresses Oral Language Development, Alphabetic Knowledge, and Strategic Comprehension

Oral Language

Let’s Talk About It! provides materials for oral language instruction for all stu-dents, with an emphasis on language-deficient native English speakers and Eng-lish language learners. Students who do not have a large and fluent vocabulary and who struggle with the complex structures of English will have trouble with every aspect of reading, from recognizing and sounding out words to deeply comprehending the author’s message.

Phonological Awareness and Phonics

Bookshop Phonics provides materials for explicit differentiated instruction that targets the needs of students requiring either intensive intervention, strategic instruction, or benchmark instruction. It offers cumulative review and skill appli-cation with targeted word lists, carefully crafted decodable texts (not nonsensi-cal), and continuous texts.

Sequentially Leveled Texts

Bookshop Leveled Text Libraries provide fiction and nonfiction books for sequenced and targeted instruction at each student’s precise instructional reading level. Lessons scaffold the development of strategic comprehension, vocabulary, and oral reading fluency, and include the effective application of phonics skills on instructional leveled texts. Bookshop libraries include a range of text types, such as fantasy, historical fiction, folktale, procedural, persua-sive, explanation, and more.

Science and Social Studies Themes

Bookshop InfoPairs provides paired leveled texts that use science and social studies themes for literacy instruction. Each pair of text cards focuses on a spe-cific content-aligned, grade-level standard theme. Lesson plans integrate the themes with explicit instruction in applying a range of comprehension strate-gies, with an emphasis on critical analysis and synthesis across texts.

Shared Reading

Bookshop Shared Reading provides a range of materials for modeling, explicit teaching, and teacher-supported practice of critical early literacy skills, com-prehension strategies, vocabulary, fluency, and reinforcement and teaching of phonics skills. Shared reading materials come in a variety of formats: big books, charts, and text selections on transparencies for the upper grades.

8

The Book shop Read ing pRogRaM CoMponenT sEach complete Bookshop Reading grade-level package provides all the materi-als needed to provide focused, data-driven instruction that addresses diverse needs in a manageable way.

Let’s Talk About It! Oral Language-Reading and Writing (Grades K–3)

• Poster Charts for Oral Language-Reading and Writing: 48 full-color poster photos in large easel format (22" x 28") accompanied by text cards at two levels of proficiency.

• Oral Language Lesson Plans: 96 4-page lesson plans for oral language-reading (48 plans) and oral language-writing (48 plans), two for each photo chart; four instructional sessions per plan. Housed in Book-shop Lesson Plan Binder.

Bookshop Phonics (Grades K–1)

• Phonics Card Kit: Over 300 cards for phonics instruction, including routine cards, picture cards, key word cards, letter cards, look and say word cards, sound and say cards, independent activity cards

• Teacher Chart: Over 70 pages of phonics teaching aids, including poster scenes, letter, sentence, and story charts

• Teacher’s Guide and Lesson Plans: 160 lesson plans, scope and sequence, skills block focus sheets, instructional routines, and blackline masters for school and home activities

• Partner Practice Book: Peer and individual skills practice pages, perforated alphabet cards and boards, and cut-out picture cards and word cards

• Alphabet Boards (K only): Large colorful floor charts with uppercase, lowercase, and blank letter layouts

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Bookshop Reading (Grades K–5)

Teacher’s Guides (K–5)Include a program overview, research base, detailed descriptions of all instructional strategies, directions for implementing the Bookshop program, directions for analyzing assessment information and manag-ing materials for day-to-day instruction, instructional pacing and focus charts, classroom management tools, and reproducible masters.

Lesson Plan Binders (K–5)Include individual lesson plan booklets for all instructional strategies, tabbed for easy planning and organization. Tabs serve as contents pages, listing titles and levels in order of difficulty or presentation, depending on the instructional strategy. Lesson plans are either four or eight pages in length and include blackline masters. Lesson plans in Grades K–3 comprise two binders per grade; lesson plans for Grades 4 and 5 are con-tained in one binder per grade.

Assessment Kits (K–2 and 3–5) Contain all the tools necessary for utilizing the program, including a detailed assessment manual and reproducible assessments.

10

Shared Reading and Read Aloud Components (K–5) Enlarged fiction and nonfiction texts in a variety of formats and text types enable whole group instruction that is flexible and accessible for all classroom environments.

• Big Books (K–5)

Kindergarten: 20 books with read-along CD’s Grade 1: 19 books with read-along CD’s Grade 2: 17 books with read-along CD’s Grade 3: 8 books with read-along CD’s Grades 4 and 5: 1 poetry big book per grade

• Transparencies for Overhead Projectors (3–5)

Grade 3: 12 fiction and nonfiction excerpts (over 100 transparencies) Grades 4 and 5: 25 fiction and nonfiction excerpts

(over 200 transparencies per grade)

• Let’s Sing About It! Song and Rhyme Charts, CD’s and Cassettes (K–3)

Illustrated, full-color easel charts containing a variety of engaging songs and rhymes

• Shared Reading Lesson Plans for All Components (K–5 in binders)

Kindergarten: 31 plans (big books and song charts) Grades 1 and 2: 29 plans per grade (big books and song charts) Grade 3: 31 plans (big books, song charts, and transparencies) Grades 4 and 5: 26 plans per grade (big book and transparencies)

• Read Aloud Book (3–5 in binder pocket)

Each grade-level book contains 20 high-interest three-page articles or stories (fiction and nonfiction) with a corresponding one-page lesson plan.

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Guided Instructional Reading Components (K–5)Fiction and nonfiction materials in a wide range of text types enable teaching at each student’s precise instructional level.

• Leveled Student Books (K–5)

Kindergarten: 70 books, Levels A–K Grade 1: 73 books, Levels A–M Grade 2: 70 books, Levels E–P Grade 3: 50 books, Levels J–S Grade 4: 35 books, Levels O–T Grade 5: 35 books, Levels Q–W

• InfoPairs: Paired Nonfiction Articles for Cross-Text Reading (1–5)

28 paired nonfiction text cards per grade (14 pairs in 6-packs) for a total of 168 cards plus program guide Grade 1: Levels E–M Grade 4: Levels O–T Grade 2: Levels F–N Grade 5: Levels R–W Grade 3: Levels J–R

• Guided Reading Lesson Plans for All Components (K–5 in binders)

Kindergarten: 70 plans for 70 student books Grade 1: 87 plans (73 student books and 14 InfoPairs) Grade 2: 84 plans (70 student books and 14 InfoPairs) Grade 3: 64 plans (50 student books and 14 InfoPairs) Grades 4 and 5: 49 plans (35 student books and 14 InfoPairs per grade)

Additional Student Components (K–5)Bookshop offers additional student resources that teach and reinforce vocabulary development, comprehension, and writing, as well as the oppor-tunity to stage and perform a short (20 minutes) musical in Grades 4 and 5.

• Kindergarten: My Picture Dictionary (6-pack)

• Grade 1: My Word Book (10-pack)

• Grade 2: Writer’s Word Book (10-pack)

• Grade 3: Writer’s Thesaurus (10 pack)

• Grades 4 and 5: Writer’s Style Guide (5-pack)

• Grades 4 and 5: Student Thesaurus (5-pack)

• Grade 4: Musical in One Act: How Grandmother Spider Stole the Sun (Native American Legend) Consumable script books and CD’s

• Grade 5: Musical in One Act: Apollo and Daphne (Greek Myth) Consumable script books and CD’s

There is more treasure in books than

in all the pirates’ loot on Treasure Island.

—Walt Disney

Five Precious Stones

DIAMONDRUBY

SAPPHIREEMERALD

AMETHYST

Hardness: 10Hardness: 9

Hardness: 9Hardness: 8

Hardness: 7

The word diamond comes from the

ancient Greek adamas, meaning

“invincible.” That’s because

diamonds are the hardest of all

natural substances. In fact, they are

the hardest natural substance on

Earth. They alone score 10 on the

Mohs scale of mineral hardness.

Because of their durability, diamonds

are frequently made into cutting and

grinding tools.

The name of this precious stone

comes from the Latin word ruber or

rubrum, meaning “red”. Natural

rubies are extremely rare, although

artificial ones can be produced.

Sometimes when cut, natural rubies

show asterism, or a star-shape that

shines from within the stone.

In 2006 a single ruby sold

for $3,800,000.

Sapphires are formed from the same

mineral (corundum) as rubies. In

addition, sapphires can be made

artificially and grown in various sizes

for industrial uses. People usually

think of sapphires as blue, but they

can also be pink, yellow, green,

w hite, and multicolored.

Li ke its sister, the ruby,

th e sapphire produces

asterisms.

Emeralds are exceptionally rare,

making them the most valuable

gemstone in the world by weight.

All emeralds are green, and all have

inclusions—materials trapped

during the stone’s formation. Too

many inclusions make emeralds

less valuable and affect the stone’s

hardness. According to legend, the

emerald has the power to ward off

evil as well as aid poor eyesight!

Amethyst is a violet or purple

variety of quartz. It occurs in many

locations throughout the world but

is only rarely pure enough for use

in jewelry. Because it is so easily

obtainable, it has become less

valuable as a gemstone. Leonardo

Da Vinci believed that amethyst

banishes evil thoughts and

elicits intelligence.

When you think of gems, do you think of sparkling jewels overflowing a treasure

chest? Pirates in fact and fantasy are notorious for stealing and hoarding precious

gems. But what is a gemstone? What do pirates know that you don’t?

Gemstones are extremely beautiful and valuable stones. Gemologists classify five

gemstones as precious stones, which are the most valuable.

,,,,

So, ye little pirates, take Disney’s advice.

Learn more about treasure through reading!

©2007 Mondo Publishing—Grade 4, Level Q/R

You already know that fossils are remains or impressions of prehistoric life. In museums you may have

seen prehistoric plants cast into ancient rock. You may have stood under towering petrified dinosaur

skeletons, which scientists assembled like puzzles, one bone at a time.

Scientists who study fossils are called paleontologists. Paleo- means “ancient” as a Greek root.

Paleontologists continue to learn an extraordinary amount from fossils. Here are some interesting facts. Mary Anning, a 10-year-old girl from Britain, found

the first plesiosaur and ichthyosaurus fossils in 1811. She sold fossils to help support her family.

Paleontologists deduce from fossils that the ancient shark, Megalodon, weighed as much as seven large African elephants, topping the scale at 49 tons and measuring 40 to 50 feet in length.

Greeks studied the first fossils in the fourth and fifth centuries B.C.E.

2

The oldest known fossil is estimated

to be 3.2 billion years old. It is the

fossil of a single-celled, blue-green

algae found in South Africa.

3

Based on fossils, scientists believe that cockroaches first appeared on Earth 280 million years ago.

4

5

Ancient brachiopods lived roughly 550 million years ago. Brachiopods are clam-like marine organisms that still live today. They have the distinction of being the oldest known relatively unchanged animal.

7

8

Fossil records tell us that T. rex’s primary habitat was the forest, although it is often depicted in books and movies as living in swamps and on plains.

9

The largest dinosaur ever may not have been found yet. The current titleholder is Argentinosaurus, a sauropod that measured 120 feet long and weighed 100 tons. Findings of other, possibly bigger dinosaurs are being examined.

10

The ammonite, an extinct

mollusk, has a spiral shell that

looks a little like a ram’s horn. It

was so plentiful and widespread

that ammonite fossils are used

today to date rocks.

6

Big or small, all fossils have one thing in common: They are a minimum of 10,000 years old.

1

©2007 Mondo Publishing—Grade 4, Level Q/R

12

The Book shop L i T eRaC y BLoCkThe organizational structure that supports the use of Bookshop Reading most effectively is a 2 ½-hour literacy block in Grades K and 1, and a 2-hour literacy block in Grades 2 through 5. In Grades K and 1, the block is divided into three parts: a 30-minute skills block, a one-hour reading block, and a one-hour writing block. See Chapter 9 for more on the writing block.

The Skills Block (30 minutes)The skills block in Grades K and 1 focuses on just that—skills. This includes, as appropriate to the grade level: phonological awareness, phonemic awareness, letter recognition, phonics, word recognition, word study, grammar, vocabulary, and fluency. The goal of the skills block is to ensure that students acquire the ability to decode accurately and fluently, so they can focus on comprehension.

Skills are explicitly taught, practiced, and cumulatively reviewed. The lin-ear flow of the scope and sequence aligns and integrates the strands, skills, routines, and objectives, and provides instruction across 160 individual lesson plans in both Grades K and 1. Bookshop Phonics supplies everything needed to manage instruction for the 30-minute skills block.

• Skills Block Focus Sheets: The focus sheets provide a planner for each five-les-son unit, list objectives, and include an overview of routines with space for teach-ers to record student observations.

• Daily Lesson Plans: Each lesson plan presents objectives to meet the needs of three levels of instruction and offers focuses for whole group instruction and partner practice.

• Routine Cards: Easy-to-follow cards explain each teaching routine and include both teacher models and student practice examples.

• Teacher Easel Chart: Enlarged charts guide presentation of new skills, student practice, and cumulative review.

• Phonics Cards: Cards provide practice in reading letters, letter-sound pat-terns, and words.

• Partner Practice Book: The practice book enables meaningful peer and individual practice for both learning and reinforcing skills.

The Reading Block (one hour)The reading block focuses on comprehension, fluency, and the integration of skills. In Grades K–5, whole class and small group strategies are directly linked to student assessment profiles, instructional pathways, and pacing charts.

Whole Class Instruction The daily one-hour reading block begins with approximately 15 minutes of whole group instruction. Teachers begin with a whole-class focus on reading, emphasizing shared reading in Kindergarten to Grade 5, and adding read aloud in Grades 3–5.

Skills Block (K and 1 only: 30 minutes)

n Small Group Focus Instruction/Learning Task

(20 minutes)

n Whole Class Focus Instruction (10 minutes)

Reading Block (1 hour)


n Small Group Focus Instruction/Learning Tasks

(40 minutes)

n Whole Class Focus Share (5 minutes)

Writing Block (1 hour)


n Small Group Focus Instruction/Learning Tasks

(35 minutes)

n Whole Class Focus Share (10 minutes)


• Whole Class Focus Instruction (15 minutes)

• Small Group Focus Instruction/Learning Tasks

(40 minutes)

• Whole Class Focus Share (5 minutes)

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Shared Reading Pacing and Read Aloud Guide: Each grade-level program includes a 160-day shared reading pacing chart that suggests an order of instruction along with required materials for each day. The pacing charts show the progression of comprehension focuses through the year across the shared reading and read aloud instructional strategies, and integrate a scope and sequence for phonics and word study skills.

Shared Reading and Read Aloud Lesson Plans: Lesson plans follow a consistent format for ease of use for both teacher and students. Plans focus on comprehension in every lesson, with support for phonics and/or word study throughout. Explicit instruction for phonics, word study, and fluency is included for each text selection.

Small Group InstructionSmall group instruction takes approximately 40 minutes of the reading block. Teachers work with a minimum of two small groups consisting of five to six students with similar needs. Bookshop instructional pathways (see the small group rotation guide) and instructional pacing charts help teachers determine a daily focus for each small group. During small group instruction, other students engage in reading or literacy tasks. Bookshop provides materials for independent use during this time.

Guided Instructional Reading Pacing Charts: Each grade-level program includes guided instructional reading pacing charts that suggest an order of instruction and materials needed for each stage of reading development (e.g. early emergent, beginning, established). The teaching focus and components, along with the corresponding lesson plan, is noted on the charts for each daily guided instructional reading session.

Guided Instructional Reading Lesson Plans: Lesson plans follow a consistent format for ease of use for both teacher and students. Plans focus on comprehension in every lesson using both fiction and nonfiction books in a targeted instructional sequence for each stage of reading development. Lessons scaffold the development of strategic comprehension skills, vocabu-lary, and oral reading fluency, and the effective application of phonics and word study skills at each student’s precise reading level.

Oral Language Lesson Plans: Oral language development is critical to read-ing comprehension. Let’s Talk About It! helps build students’ oral language, vocabulary, and ability to access and control the complex structures and syntax of English. Consistent routines over a five-session lesson plan provide numer-ous opportunities for students to engage in meaningful conversations. Plans provide teaching focuses and language for modeling to help extend students’ use of English.




(40 minutes)


14

Whole Class ShareTeachers bring students back together on the rug or meeting area for a five-min-ute share at the end of the reading block. During this time, students reflect on and discuss their understanding of skills and concepts learned during the past hour. Not all students are required to share during this period on any given day; however, over the course of a month, all students should be actively involved in sharing their understandings. The sharing can be organized in different ways to ensure that all students feel comfortable.

• Individuals can volunteer thoughts about the learning

• Individuals can report on behalf of the group

• Individuals can highlight significant achievements during the session

• Individuals can share their learning

This share time is an opportunity for students to articulate their thoughts about the learning rather than simply listing the tasks they performed. The reading activities are the vehicle for the whole class share; they are not its purpose. This is another ongoing monitoring opportunity for teachers to make anecdotal or assessment notes on Reading Focus Sheets.




(40 minutes)


15

MeeT The auThoR sCarmel Crévola, Senior Author, Bookshop Reading Program

Carmel Crévola is an independent literacy consultant, author, and researcher with 22 years of K–9 classroom teaching experience who works extensively in the United States, Canada, the United Kingdom, and Australia. She has pioneered new approaches to data-driven literacy instruc-tion and has led large-scale reform initiatives in several school systems. She recently co-authored Breakthrough with Peter Hill and Michael Fullan, which won the 2007 Best Practice Award for outstanding publication by the American Association of Colleges for Teacher Education.

Mark Vineis, Senior Author, Bookshop Reading Program

Mark Vineis is founder and president of Mondo Publishing. He began his career in education in New York City, teaching elementary and ELL students in the South Bronx. Vineis has worked nationally with school administrators, teach-ers, and children as a literacy consultant. He has also been an integral part of Mondo’s Building Essential Literacy (BEL) Project, a comprehensive, research-based school-reform design for literacy. Vineis recently served as chair of the board of directors of the Children’s Book Council and is a member of the exec-utive board of the American Association of Publishers.

Jill H. Allor, Ed.D., Bookshop Phonics

Jill Allor is an associate professor and chair of the Department of Literacy, Lan-guage, and Learning at Southern Methodist University. She is also director of the Master Reading Teacher Program and a fellow of the Institute for Reading Research. She served as a research associate and adjunct professor at Florida State University, where she worked with Dr. Patricia Mathes and Dr. Joseph Torgesen on large-scale classroom-based reading research. Allor is the author or coauthor of numerous research articles.

Cecilia Minden-Cupp, Ph.D., Bookshop Phonics

Cecilia Minden-Cupp is the former director of the Language and Literacy Program at Harvard Graduate School of Education where she presented at staff development workshops for Reading First coaches, principals, and classroom teachers. Her research has focused on early literacy learning. While at the Uni-versity of Virginia, she worked on a 3-year longitudinal study with Dr. Connie Juel of Stanford University. Minden-Cupp is a literacy consultant and author of many books for children.

Patricia Mathes, Ph.D., Consultant, Bookshop Phonics

Patricia Mathes holds the TI Endowed Chair in Reading Research and is a pro-fessor at Southern Methodist University. She is nationally respected for her research in early intervention for struggling readers. She is the author of numer-ous articles, chapters, books, and curriculum materials related to learning and reading disabilities, including “The effects of peer-assisted literacy strategies for first-grade readers with and without additional computer-assisted instruc-tion in phonological awareness” (American Educational Research Journal) with Dr. Joseph K. Torgesen and Dr. Jill H. Allor. Mathes has received a presi-dential nomination to the National Institute for Literacy Advisory Board.

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P r i c e L i s tPRICE LIST

New 08'

2,600.00$1602017412 BOOKSHOP Complete Classroom Program 5 New 08'

New 08'

3,095.00$

1602017405 BOOKSHOP Complete Classroom Program 4 New 08' 2,600.00$

1602017399 BOOKSHOP Complete Classroom Program 3

EDITION

4,250.00$

1602017382 BOOKSHOP Complete Classroom Program 2 New 08' 3,950.00$

1602017375 BOOKSHOP Complete Classroom Program 1

PRICE

BOOKSHOP Reading Program Grades K-5

1602017368 BOOKSHOP Complete Classroom Program K New 08' 3,495.00$

ISBN ITEM GRADE

17

bookshop reading program - mondo publishing k-5 … · bookshop reading program grades k–5 1 n...

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