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Clusters Instructional Goal Steps

1 Main Step 1: Expand vocabulary through reading

Cluster 1 Objectives:

1.1.1 1.3.1

1.1.2 1.4.1

1.1.3

1.2.1

2 Main Step 2: Analyze literature for stated or implied themes


2.1.1

2.2.1

3 Main Step 3: Analyze knowledge of text structure and organizational elements


3.1.1 3.3.1

3.1.2 3.3.2

3.2.1 3.4.1

3.2.2 3.4.2

5 Main Step 4: Apply reading strategies to self-monitor comprehension


4.1.1 4.2.1 4.3.1

4.1.2 4.2.2 4.3.2

4.1.3 4.2.3 4.3.3

4.2.4

4.2.5

4.2.6

4.2.7

5 Main Step 5: Identify the main idea and supporting details


5.1.1 5.3.1

5.2.1 5.4.1

5.2.2

5.2.3

PREINSTRUCTIONAL ACTIVITIES (ENTIRE UNIT)

Motivation: Prior to beginning instruction, I will explain to students that improving reading comprehension is a goal

of our entire school district. They are not the only students who will be working on this skill. Even though they may

not like to read, it is something they have to be able to do now in school and in their future careers. It is a transferable

skill that employers will look for. I will also explain to them that since it is a small class and that I know each of

them fairly well, I will work hard to find selections that will appeal to them individually. If I am going to go to extra

work for them, I expect extra work in return. Finally, I will appeal to their competitive nature. Our reading scores are

compared to those of the other schools in our district and in the Northern Tier. We want to have the highest

standardized test scores, much like we want to win all of our extracurricular contests. In addition, with our new rigid

eligibility requirements for participation in extracurricular activities, it is in their best interest to work hard in this

unit.

Objectives: An overview of the reading comprehension objectives will be presented. The assessment tools will be

described and an explanation of how I will measure improvement in reading comprehension will be given. With

administrative approval, a rewards system for improvement will be established.

Entry Behaviors: Students will be expected to read at grade-level. Since I have taught all of these students since the

seventh grade, they are also expected to be familiar with the classroom, the teacher, and the standards/expectations

they are expected to fulfill/reach.

Student Groupings and Media Selections: Since the class is composed of only nine students, most instruction will be

done in instructor-led large-group form, but some small grouping with be used at intervals. Media will include

PowerPoint presentations, online lessons shown via Smart Board, interactive online graphic organizers, online

assessments, and Powermedia videos.

ASSESSMENT (ENTIRE UNIT)

Pretest: Learners will be given a diagnostic test before instruction on each objective begins. I will use these to

measure individual strengths and weaknesses and to determine if more or less time should be given to each objective.

Practice Test: Students will be quizzed after every objective to make sure that the skill has been mastered. If it has

not, more time will be given to the objective. If only one or two students is struggling, individualized times for

instruction will be set up during study hall or after school.

Posttest: A cumulative test will be give for each step of the instructional goal after each objective has been covered.

It will be composed of two parts: a teacher created pencil-paper test and an online STARS test. At the end of the

year, a standardized Terra Nova test will be given as well.

Student Groupings and Media Selections: Students will always take assessments individually. Most will be

completed via pencil-paper, but there are some that will be completed and scored on line. The creation and

completion of graphic organizers will also be used as assessments.

FOLLOW-THROUGH (ENTIRE UNIT)

Memory Aid: Posters with graphic organizers and reading strategies will be displayed in the room for the entire year.

Even after this unit is completed, we will continue to use the skills we covered in the steps and objectives. Reading

comprehension will not be the goal of every lesson we complete, but it will be applied as much as possible.

Transfer: We will make the connection between strong reading comprehension skills and strong writing skills

throughout the year.

Student Groupings and Media Selections: Instructor-led large-group form, but some small grouping will be used at intervals.

Objective 1.1 .1 Students will read words in isolation.

CONTENT PRESENTATION

Content: Students will be presented at least 5 new vocabulary words in conjunction with each

selection of literature that they read.

Example: For Act III of The Crucible, students will be presented the words immaculate, afflicted,

callous, base, slovenly, qualm, and befuddled in isolation. They will learn these words before they

begin reading Act III to give them a better understanding of what they are about to read.

STUDENT PARTICIPATION

Practice Items: Students will read and pronounce new vocabulary words presented to them via

PowerPoint slide show. Students will try to connect meanings with words they may have heard before

and speculate on meanings of words they are unfamiliar with. After students have done this, I will

advance a slide with the part of speech, definition, an example of each word, and a picture to represent

or demonstrate each word when applicable.

Feedback: Orally provide a synonym of each word or use the word correctly in a sentence. Complete

a vocabulary reinforcement worksheet. Then use each word as part of a written assignment. A quiz of

new vocabulary is given upon completion of the written assignment.

Objective 1.1.2 Students will read words in passages.


Content: As they read various selections, students will take note of words they are unfamiliar with and

that make understanding the text difficult. They will write down these words in personal reading logs.

Example: DANFORTH: A little while ago you were afflicted. Now it

seems you afflict others; where did you find

this power?


Practice Items: Students will share their reading log words with the class, and as a group we will

teach and learn from each other.

Feedback: Use each new word as part of a written assignment. Complete a vocabulary application

activity.

Objective 1.1.3 Students will understand word connotations.


Content: As they read various selections, students will identify shades of meaning of words. They

will identify denotative and connotative meanings and discuss how the connotation of each word adds

meaning to the reading.

Example: Ms. Ludwig was excited to buy the new-fangled cell phone she saw advertised on

television.

Ms. Ludwig was excited to buy the cutting-edge cell phone she saw advertised on

television.


Practice Items: Use the online Visual Thesaurus or print thesauri to match words with similar

denotations but different connotations.

Feedback: Complete pencil-paper proofreading word-identification activities. Complete interactive

online activities and quizzes. Use words with appropriate connotation in written assignments.

Objective 1.2.1 Students will use context clues to understand vocabulary.


Content: Students will recognize that context clues include definitions, restatements, examples, or

descriptions. They will use context clues effectively in learning word meanings that are provided in

the words, phrases, and sentences that surround the word.

Example: Clues from synonyms: Sara had an ominous feeling when she woke up, but the feeling was

less threatening when she saw she was in her own room.

Clues contained in a definition or description: Manatees, large aquatic mammals

(sometimes called sea cows), can be found

in the warm coastal waters of Florida.


Practice Items: Students will read sentences with unfamiliar words and define them based on context

through a variety of written and oral activities.

Feedback: Complete pencil-paper proofreading word-identification activities. Complete interactive

online activities and quizzes.

Objective 1.3.1 Students will recognize words used incorrectly.


Content: Students will be presented a list of homonyms and commonly confused words. They will

learn the meanings and differences between the words presented.

Example: I couldn't tell ________________ she was serious or not.

a. weather

b. whether

c. wether

From: Notorious confusables quiz at http://grammar.ccc.commnet.edu/GRAMMAR/cgi-

shl/quiz.pl/confusibles.htm


Practice Items: Students will list homonyms and commonly confused words they presently are aware

of. Students will add to their lists of homonyms and commonly confused words through teacher-led

lecture and through group research work. Students will proofread passages to identify homonyms and

words that are commonly confused and identify the correct words that should be used.

Feedback: Students will complete writing assignments demonstrating the correct use of homonyms

and commonly confused words. Students will complete pencil-paper quizzes and interactive quizzes.

Objective 1.4.1 Students will determine words with multiple meanings.


Content: Students recognize words that have multiple meanings and identify the correct meaning in

the context of their reading.

Example: ABIGAIL: "Why, this--this--is a base question, sir."

Base can mean a foundation, something used on a baseball field, or headquarters.

In this case, it means improper or dishonorable. How does this fit into The Crucible?


Practice Items: For each reading selection, I will provide students with a list of words they are familiar

with, but are used in a different way in this text. Students will read and pronounce the vocabulary

words presented to them via PowerPoint slide show. Students will speculate on meanings of words in

relation to our reading. After students have done this, I will advance a slide with the part of speech,

definition, an example of each word, and a picture to represent or demonstrate each word when

applicable.

Feedback: After reading each selection, students will discuss how the new meaning fit the text and

explain how knowing a different meaning saved them from misunderstanding what they read.

Objective 2.1.1 Students will understand universal themes.


Content: Students will read various selections and identify and understand universal themes that can be

found in literature. They will then explain how individual themes are demonstrated in the readings.

Students should realize that the literature they read in school conveys themes and lessons that apply to

various life situations and experiences.

Example:

Universal themes add to the timelessness of a piece because they relate to us all--either in our

experiences or in our dreams. Some universal themes readers enjoy include:

love conquers all

good vs. evil

rags to riches

(http://library.thinkquest.org/CR0210243/Language%20Arts%20Lagoon/Literature/characteristic%20of

%20classic%20literature.htm)


Practice Items: Students will read selections and complete guided reading questions to identify

universal themes. Students will also compose journal entries explaining how the themes are

demonstrated in each piece. They will be required to cite text-based evidence to support their ideas. On

quizzes and tests covering each piece of literature, students will compose essay answers to demonstrate

their knowledge of universal theme as well.

Feedback: Complete reading selections and charts. Discuss universal themes in written and oral

activities.

Objective 2.2.1 Students will make inferences.


Content: As they read, students will put together clues given in the text to look beyond what is stated to

what is inferred.

Example:

Inference Chart_______________________________________________________________________

Text What I Infer

"...some people were meant to work and Arnie doesn't like to work hard.

others come up with brilliant ideas...

[Arnie] was one of the latter..."


Practice Items: Students will read selections and answer inferential questions. Students will fill in

inference charts during reading.

Feedback: Complete reading selections and charts. Discuss inferences in written and oral activities.

Objective 3.1.1 Students will read and understand text written in spatial order.


Content: Learning about patterns of organization will help students become more effective readers.

They need the ability to break selections down into parts and then think about how the parts are related

to each other and the whole. Spatial order describes parts in order of their location in space.

Example:

Along one wall is my couch. This couch has reclining “seats” on both ends. At one end of the couch

you will find an end table that has a phone and a lamp on top of it. Directly in front of the couch is

my coffee table. You can actually pull the top of the table up about two feet if you like. Beside

another wall is my recliner, which matches the couch. This recliner is my “lucky seat” and is where I

watch the St. Louis Rams play every Sunday. In the corner of the room is my sixty-inch television. I

love to watch my sports teams on this television because the players actually look life-size. Next to

the television is a shelving unit that holds my stereo, DVD player, and VCR. The finishing touch is

my framed Yankees and Rams posters hanging on opposite walls. These posters tell visitors that a

winner lives here.


Practice Items: While reading a selection, students will complete a graphic organizer or questions to

keep track of information.

Feedback: Discuss information put into graphic organizer or answers to questions. Discuss

effectiveness of graphic organizer and/or questions in guiding their reading.

Objective 3.1.2 Students will recognize spatial order signal words.


Content: In order to follow and understand text that uses spatial organization, students need to be

familiar with spatial order signal words. This will not only help improve their reading comprehension,

it will help them as writers as well.

Example:

Along one wall is my couch. This couch has reclining “seats” on both ends. At one end of the couch

you will find an end table that has a phone and a lamp on top of it. Directly in front of the couch is

my coffee table. You can actually pull the top of the table up about two feet if you like. Beside

another wall is my recliner, which matches the couch. This recliner is my “lucky seat” and is where I

watch the St. Louis Rams play every Sunday. In the corner of the room is my sixty-inch television. I

love to watch my sports teams on this television because the players actually look life-size. Next to

the television is a shelving unit that holds my stereo, DVD player, and VCR. The finishing touch is

my framed Yankees and Rams posters hanging on opposite walls. These posters tell visitors that a

winner lives here.


Practice Items: Students will circle spatial organization signal words in passages presented to them in

handouts. Students will complete passages by adding the best spatial organization transition word to

demonstrate meaning.

Feedback: Complete quizzes demonstrating knowledge. Complete writing assignments using spatial

organization signal words correctly.

Objective 3.2.1 Students will read and understand comparison-contrast text.




to each other and the whole.

Example:

The gasoline that ordinary cars use is made from oil, a fossil fuel. Fossil fuels - oil, coal, and

natural gas - were formed underground when pressure and heat acted on plants and animals that died

millions of years ago. The supply of fossil fuels is limited, and when they're burned to produce energy

to run cars and heat homes, they can pollute the air.

Sunlight is free. It can't be used up, and it doesn't pollute. A solar car uses many solar cells to

convert sunlight into electricity. Light striking the cells produces an electric current. The electric

energy is then stored in a battery to be used as needed.






Objective 3.2.2 Students will recognize comparison-contrast signal words.


Content: In order to follow and understand text that uses compare-contrast organization, students need

to be familiar with compare-contrast order signal words. This will not only help improve their reading

comprehension, it will help them as writers as well.

Example: While a giraffe and a lion are both mammals and bear live young, the giraffe is a herbivore

and the lion is a carnivore.


Practice Items: Students will circle comparison-contrast signal words in passages presented to them in

handouts. Students will complete passages by adding the best comparison-contrast transition word to


Feedback: Complete quizzes demonstrating knowledge. Complete writing assignments using

comparison-contrast signal words correctly.

Objective 3.3.1 Students will read and understand cause-effect text.





Example:

The history of Easter Island before Europeans visited it is uncertain because the people who lived

there left no written records that we can decipher. Some scientists think that Easter Island was

inhabited in ancient times and then deserted for a period of time. No one knows what happened to the

people who lived there. One theory is that the ancient islanders lived on a diet of birds, rats, and other

small animals. They cut down the island's trees for cooking fires and to build canoes. When all the

trees had been cut down, the birds had no place to nest and left the island. Other animals that had lived

on the birds and their eggs were left without food and died out. That meant the people of Easter Island

also had no food and left the island. The next settlers on Easter Island were probably farmers who did

not depend on wild animals for food.






Objective 3.3.2 Students will recognize cause-effect signal words.


Content: In order to follow and understand text that uses cause-effect organization, students need to

be familiar with cause-effect signal words. This will not only help improve their reading


Example: Because it snowed so heavily, our principal called off school.


Practice Items: Students will circle cause-effect signal words in passages presented to them in

handouts. Students will complete passages by adding the best cause-effect transition word to


Feedback: Complete quizzes demonstrating knowledge. Complete writing assignments using cause-

effect signal words correctly.

Objective 3.4.1 Students will read and understand problem-solution text.





Example:

It is not easy to see who an outsider is, unless we bring forth a few of the common features.

Generally those individuals who are different, non-conforming, whether in a positive or negative way,

will be viewed as being ‘out’. They stand apart from the mainstream and often prove unacceptable to

the mainstream.






Objective 3.4.2 Students will recognize problem-solution signal words.


Content: In order to follow and understand text that uses problem-solution organization, students need

to be familiar with problem-solution signal words. This will not only help improve their reading


Example: Certain plants need an environment with a constant, moderate temperature and high

humidity or they will die. Consequently, a greenhouse is perfect for these plants.


Practice Items: Students will circle problem-solution signal words in passages presented to them in

handouts. Students will complete passages by adding the best problem-solution transition word to



problem-solution signal words correctly.

Objective 3.5.1 Students will read and understand text written in chronological order.





Example:

In January of 1803, President Thomas Jefferson asked Congress for $2,500 to pay for an

expedition to the Louisiana Territory. Congress quickly agreed to the request. Jefferson appointed his

secretary, Meriwether Lewis, to recruit the other members of the expedition and to plan the trip.

On May 14, 1804, the expedition, led by Mr. Lewis and William Clark, left St. Louis,

Missouri River. Their destination was the Pacific Ocean, but to reach it they would have to travel

through a wilderness that no white person had ever seen and that appeared on no map.






Objective 3.5.2 Students will recognize chronological order signal words.


Content: In order to follow and understand text that uses chronological organization, students need to

be familiar with chronological order signal words. This will not only help improve their reading


Example: In December Lisa took a job with a new company. Things went so well at this new job that

she soon became a supervisor. Now, because of continued success, she is vice-president of the firm.


Practice Items: Students will circle comparison-contrast signal words in passages presented to them in

handouts. Students will complete passages by adding the best comparison-contrast transition word to



comparison-contrast signal words correctly.

Objective 4.1.1 Students will complete anticipation guides.


Content: Students will complete anticipation guides as a way to activate their thoughts and opinions

about a topic. Anticipation guides will encourage a personal, experience-based response to what

students will be reading. They will also serve as catalysts for group discussion.

Example:

Anticipation Guide: Stretching

Directions: Before reading the fitness article, put a (+) by those statements with which you agree and a

(-)by those with which you disagree. Jot down some notes that will help you defend your point of

view in a class discussion.

Anticipation

__________1. Most doctors prescribe stretching for relief of tension and stress.

__________2. A gymnast and football player should stretch about the same length of time.

__________3. Stretching is neglected because it is boring and painful.

__________4. Stretching with the aid of a partner can bring about greater flexibility.


Practice Items: Teacher will explain the function of anticipation guides and lead students in

discussion after the anticipation guides are completed.

Feedback: Students will discuss whether their anticipations were correct or incorrect. Students will

discuss the effectiveness of using anticipation guides in helping them formulate ideas and make

connections with material before, during, and after reading.

Objective 4.1.2 Students will complete K-W-L charts


Content: To activate prior knowledge and to encourage active reading of the text, students will

complete K-W-L charts. By doing this, students will also create a clear purpose for reading a

selection.

Example:

_________________________________________________________________________________

K-What we know W-What we want to find out L-what we learned

__________________________________________________________________________________


Practice Items: Students will complete a K-W-L chart in the before they begin reading, as they read,

and after they complete reading a selection.

Feedback: Students will add information to the L column of the chart. Students will discuss the

effectiveness of using a K-W-L chart in helping them formulate ideas and make connections with

material before, during, and after reading.

Objective 4.1.3 Students will utilize pre-reading strategies


Content: Before reading certain selections, students will examine their prior knowledge of material to

be covered and use what they already know to make inferences and predicitons.

Example: See 4.1.1 and 4.1.2.


Practice Items: Students will complete anticipation guides and K-W-L charts.

Feedback: Students will discuss the effectiveness of using pre-reading strategies in helping their

understanding of what they have read.

Objective 4.2.1 Students will complete and fill in outlines.


Content: As they read, creating a graphic organizer will help students create a visual product based on

their reading, engage in understanding information from a passage, see relationships among words,

facts and ideas, and gain a sense of purpose and control over their reading. They will also learn to

paraphrase what they have read. Outlines focus on organizing information.

Example:

You’ll find pages in books, but you’ll also find them in Washington, D.C. These pages are young

people who work in the United States Senate. Their job is to run errands for the senators. Pages

deliver messages, carry mail, and even get glasses of water. When pages aren’t working for the

senators, they attend school. Who are the senate pages? They are teenagers at least 16 years of age

who are chosen for this honorary position by one of the senators from their state. Two qualifications

for a page are good grades and leadership ability.

I. What Senate pages do

A. Run Errands

1. Deliver messages

2._______________________

3._______________________

B.

II. Who Senate pages are

A._________________________

B. Chosen by senators from their state

1.______________________

2.______________________


Practice Items: Students will read selections and take notes in outline form as they read

Feedback: Complete outlines during reading and orally discuss information included in each other's

outlines. Teacher can present master outline on the board and fill in together as a large group.

Objective 4.2.2 Students will create and complete timelines.


Content: When students read certain types of literature such as short stories, novels, biographies,

autobiographies, history books, etc., they will need to keep track of the sequence of events in order to

understand what they have read. As they read, creating a graphic organizer will help students create a

visual product based on their reading, engage in understanding information from a passage, see

relationships among words, facts and ideas, and gain a sense of purpose and control over their reading.

They will also learn to paraphrase what they have read. Timelines focus on chronological events.

Example:

Lewis and Clark Expedition

January 1803 Jefferson asked Congress for funds for an expedition to

explore the Louisiana Territory

May 14, 1804 Lewis and Clark headed up the Missouri River from St.

Louis-then west toward the Pacific Ocean


Practice Items: Students will read selections and take notes to complete timelines as they read.

Feedback: Complete timelines during reading and orally discuss information included in each other's

timelines. Teacher can present master timeline on the board and fill in together as a large group.

Objective 4.2.3 Students will develop and complete concept webs.





paraphrase what they have read. Concept webs focus on main ideas and supporting details.

Example:


Practice Items: Students will complete concept webs to organize information as they read.

Feedback: Complete concept maps during reading and orally discuss information included in each

other's concept maps. Teacher can present master concept maps on the board and fill in together as a

large group.

Objective 4.2.4 Students will complete comparison-contrast charts.





paraphrase what they have read. Comparison-contrast charts are used to examine two items and

determine in what ways they are similar and in what ways they are different

Example:

Focus of Comparison [In the central column list 1-4 areas in which you want to focus, for example,

views on slavery, relationship to historical event, eyewitness account, beliefs, etc.]

Document Title

Quotations from text

related to focus and/or

summarized points

Quotations from text

related to focus and/or

summarized points

Focus of

Comparison #1

#2

#3

#4

Areas of Major Similarities:

Areas of Major Difference:


Practice Items: Students will complete comparison-contrast charts as they read.

Feedback: Complete comparison-contrast charts during reading and orally discuss information

included in each other's comparison-contrast charts. Teacher can present master comparison-contrast

charts on the board and fill in together as a large group.

Objective 4.2.5 Students will complete story maps





paraphrase what they have read. Study maps focus on identifying literary elements of fictional pieces.

Example:


Practice Items: Students will complete story maps as they read various pieces of fiction.

Feedback: Complete story maps during reading and orally discuss information included in each other's

story maps. Teacher can present master story map on the board and fill in together as a large group.

Characters

Protagonist:

Antagonist:

Minor Characters:

Setting

Time in history:

Time of day:

Place:

Main conflict

___________________________vs.__________________________

Four Major Plot Events Ordered Chronologically: Use complete sentences.

1.

2.

3.

4.

4.

Identify and Provide Examples of Three Literary Techniques (foreshadowing,

metaphor, simile, personification, idiom, oxymoron, onomatopoeia, alliteration, or

hyperbole. Use complete sentences.

1.

2.

3.

Objective 4.2.6 Students will complete graphic organizers.





paraphrase what they have read.

Example: See 4.2.1-4.2.5


Practice Items: Students will complete outlines, timelines, comparison-contrast charts, concept webs,

and story maps.

Feedback: Students will discuss the effectiveness of using reading strategies in helping their


Objective 4.2.7 Students will utilize reading strategies.


Content: During the reading phase, students will adopt an active, questioning approach to text. This

involves not only what text literally states, but also understanding text in relation to their own prior

knowledge and experiences.



Practice Items: Students will complete graphic organizers such as outlines, timelines, comparison-

contrast charts, concept webs, and story maps.

Feedback: Students will discuss the effectiveness of using reading strategies in helping their


Objective 4.3.1 Students will paraphrase passages.


Content: A paraphrase includes all the ideas of a reading selection written in a student's own words

and styles. By completing paraphrases, students will identify and understand what they have read.

Example:

Original Text

"visual defect resulting in the inability to distinguish colors. About 8% of men and 0.5% of women

experience some difficulty in color perception. Color blindness is usually an inherited sex-linked

characteristic, transmitted through, but recessive in, females. Acquired color blindness results from

certain degenerative diseases of the eyes. Most of those with defective color vision are only partially

color-blind to red and green, i.e., they have a limited ability to distinguish reddish and greenish shades.

Those who are completely color-blind to red and green see both colors as a shade of yellow.

Completely color-blind individuals can recognize only black, white, and shades of gray. (Columbia

Encyclopedia, 6th ed.)

http://www.bartleby.com/65



Paraphrase

Color blindness, affecting approximately 8% of men and .5% of women, is a condition characterized

by difficulty in telling one color from another, most often hereditary but in some cases caused by

disease. The majority of color-blind people cannot distinguish some shades of red and green, but those

who cannot perceive those colors at all see red and green objects as yellow. There are people who

cannot see color at all and perceive all objects in a range of black through gray to white. (Columbia


http://www.bridgewater.edu/WritingCenter/manual/paraphrase.htm


Practice Items: Students will complete paraphrasing activities for selections that they read. This will

include reading passages and then paraphrasing what they have read.

Feedback: Complete paraphrasing activities. Compare paraphrases with a partner or in a small group.

Discuss paraphrases in large groups.

Objective 4.3.2 Students will summarize passages.


Content: A summary is a short piece of writing that restates the main idea of a reading selection. By

completing summaries, students will identify and understand main ideas in what they have read.

Reviewing summaries can help students prepare for content tests.

Example:

Original Text

"visual defect resulting in the inability to distinguish colors. About 8% of men and 0.5% of women

experience some difficulty in color perception. Color blindness is usually an inherited sex-linked

characteristic, transmitted through, but recessive in, females. Acquired color blindness results from

certain degenerative diseases of the eyes. Most of those with defective color vision are only partially

color-blind to red and green, i.e., they have a limited ability to distinguish reddish and greenish shades.

Those who are completely color-blind to red and green see both colors as a shade of yellow.

Completely color-blind individuals can recognize only black, white, and shades of gray. (Columbia


Summary

Color blindness, usually a sex-linked hereditary condition found more often in men than women and

sometimes the result of eye disease, involves limited ability to tell red from green, and sometimes

complete inability to see red and green. In a much rarer form of color blindness, the individual sees no

colors at all.

http://www.bridgewater.edu/WritingCenter/manual/paraphrase.htm





Practice Items: Students will complete summarizing activities for selections that they read. This will

include reading passages and then summarizing what they have read.

Feedback: Complete summarizing activities. Compare summarizations with a partner or in a small

group. Discuss summarizations in large groups.

Objective 4.3.3 Students will utilize post-reading strategies.


Content: During the post-reading phase, students will refine and extend ideas. They will synthesize

and organize information with the goal of long-term retention.



Practice Items: Students will paraphrase and summarize passages.

Feedback: Students will discuss the effectiveness of using post-reading strategies in helping their


Objective 5.1.1 Students will draw conclusions.


Content: Students will read selections and use clues provided by the author to draw conclusions about

meaning. This is a valuable comprehension and thinking skill.

Example:

Read the following character sketch and predict the appropriate actions for that character.

Is the name Ebenezer Scrooge familiar to you? Have you ever called anyone Scrooge? He is

the main character in Charles Dickens' story "A Christmas Carol." Scrooge is an old man who has

dried up. He loves money more than people. He does not believe in the goodwill that people usually

share at Christmas time. In fact, he calls the whole season a "humbug."

Then the ghost of a dead business partner comes to Scrooge. He promises that three more

ghosts will visit Scrooge. They will be the ghosts of Christmas past, present, and future. They come,

and Scrooge sees the errors of his ways. We still call a dried-up, skinflint, money-grabbing person a

"Scrooge."

Read the statements below. What things should you expect Scrooge to do and what things

would you not expect Scrooge to do during the time he was still calling Christmas a humbug?

Write Would or Would Not after each statement.

1. Try to keep his employees from taking a vacation on Christmas Day ___________________

2. Not burn coal for warmth even though his hands and feet were cold. ____________________

3. Send Christmas cards to his friends. _____________________________________________

4. Give presents to children of his employees. _______________________________________

5. Give money to the poor. _______________________________________________________


Practice Items: Students will read selections and demonstrate the ability to draw conclusions from

what they read by completing worksheets, quizzes, written assignments, through small group

discussions, or large group discussion.

Feedback: Completion and discussion of written and oral activities.

Objective 5.2.1 Students will recall and locate details.


Content: Students must be able to identify supporting details. The basis for competence in areas such

as main ideas and critical reading lies in a student's ability to remember details.

Example:

The Magic of Electricity

One of the main tools of man is electricity. Just what is electricity? It is many unseen

particles called electrons. These particles flow along power cables, some above ground and some

buried.

We have known about electricity for hundreds of years. Early in the 1800's, scientists started

using large generators to produce electricity. At first only people in cities used electric power. In the

1930's, electric lines were built for farm families. Today, almost all of the 260 million people in our

nation use electricity. It is found in all industrialized areas of the world.

There are many uses for electricity. It can help us wash clothes, light a room, heat our homes,

and keep us cool. All of us need to remember that it is not cheap. Since so many people use

electricity, we must be sure to conserve energy. We pay for it according to the number of kilowatt

hours we use. Electricity is a magic power. Aren't you glad we have electricity?

Answer the following questions.

1. Electricity is made up of small particles called ____________________.

2. _________________ are used to produce electricity.

3. Electric lines were built to serve farm families when? _________________.

4. Almost all of the _____________ million people in the United States use electricity.

5. _______________ hours are the units of electricity that we use in our homes.


Practice Items: Students will read selections and demonstrate recall and location of facts by

completing worksheets, quizzes, written assignments, through small group discussions, or large group

discussion.


Objective 5.2.2 Students will scan for facts.


Content: To scan is to move the eyes quickly over a text to find a specific point or points that answer

a question or questions. You search for key words or ideas. In most cases, you know what you're

looking for, so you're concentrating on finding a particular answer. Scanning involves moving your

eyes quickly down the page seeking specific words and phrases. Scanning is also used when you first

find a resource to determine whether it will answer your questions. Once you've scanned the

document, you might go back and skim it. When scanning, look for the author's use of organizers

such as numbers, letters, steps, or the words, first, second, or next. Look for words that are bold faced,

italics, or in a different font size, style, or color. Sometimes the author will put key ideas in the margin.

Example:

What's On?

First read the following questions and then use the TV Schedule to find the answers.

1. Jack has a VCR - can he watch both documentaries without having to tape one of them?

2. Is there a show about making good investments?

3. You are thinking about traveling to the USA for a vacation. Which show should you watch?

4. Your friend doesn't have a TV, but would like to watch a film starring Tom Cruise. Which

film should you record?

5. Peter is interested in wild animals. Which show should he watch?

6. Which sport can you watch that takes place outside?

7. Which sport can you watch that takes place inside?

8. You like modern art. Which documentary should you watch?

9. How often can you watch the news?

10. Is there a horror film on this evening?

CBC

6.00 p.m.: National News - join Jack

Parsons for your daily news roundup.

6.30: The Tiddles- Peter

joins Mary for a wild adventure in the park.

7.00: Golf Review- Watch

highlights from today's final round of the

Grand Master's. 8.30: Shock

FNB

6.00 p.m.: In-Depth News - In-depth coverage of

the most important national and international news

stories. 7.00: Nature

Revealed- Interesting

documentary taking a look at the microscopic

universe in your average speck of

dust.

ABN

6.00 p.m.: Travel Abroad - This week we

travel to sunny California! 6.30: The

Flintstones- Fred and

Barney are at it again. 7.00: Pretty

Boy- Tom Cruise, the

prettiest boy of them all, in an action packed

thriller about Internet

from the Past- This

entertaining film by Arthur

Schmidt takes a poke at the wild side of

gambling. 10.30: Nightly

News- A review of the day's most important

events. 11.00: MOMA:

Art for Everyone- A fascinating

documentary that helps you

enjoy the difference between

pointilism and video

installations. 12:00: Hard Day's Night-

Reflections after a long, hard

day.

7.30: Ping - Pong Masters- Live

coverage from Peking.

9.30: It's Your Money- That's right and this favorite

game show could make or break you

depending on how you place your bets. 10.30: Green

Park- Stephen King's latest

monster madness. 11.30: Late Night News- Get the

news you need to get a hard start on

the upcoming day.

espionage. 9.00: Tracking

the Beast- The little

understood wildebeest filmed in its

natural surroundings

with commentary by Dick Signit.

10.00: Pump Those

Weights- A guide to successfully

using weights to develop your

physique while getting fit. 11.30: The

Three Idiots- A fun farce

based on those three tenors who don't know

when to call it quits.

1.00: National Anthem- Close the day with

this salute to our country.


Practice Items: Students will read selections and demonstrate ability to scan for facts by completing

worksheets and oral quizzes.


Objective 5.2.3 Students will extract literal meaning from text.


Content: To understand any piece of writing well, students need to be able to understand both the

literal meaning and the implied meaning of the text. The literal meaning of a sentence is the exact

meaning that the words convey. Some words or phrases are ambiguous and could be misunderstood,

so students must be able to figure our the meaning of these words or phrases in their proper context.

Example: "Our school year will start in August" has no other implied or suggested meaning.


Practice Items: Students will read selections and demonstrate understanding of literal meaning of text

by completing worksheets, quizzes, written assignments, through small group discussions, or large

group discussion.


Objective 5.3.1 Students will make judgments.


Content: Students need to move beyond just responding to literature to examining literature and using

higher level interpretive thinking.

Example:

Version 1 (below) appeared in the Seattle Sunday Star on Oct. 29, 1887, in a column by Dr. Henry A.

Smith.

"CHIEF SEATTLE'S 1854 ORATION" - ver . 1

AUTHENTIC TEXT OF CHIEF SEATTLE'S TREATY ORATION 1854

...Our departed braves, fond mothers, glad, happy hearted maidens, and even the little children who

lived here and rejoiced here for a brief season, will love these somber solitudes and at eventide they

greet shadowy returning spirits. And when the last Red Man shall have perished, and the memory of

my tribe shall have become a myth among the White Men, these shores will swarm with the invisible

dead of my tribe, and when your children's children think themselves alone in the field, the store, the

shop, upon the highway, or in the silence of the pathless woods, they will not be alone. In all the earth

there is no place dedicated to solitude. At night when the streets of your cities and villages are silent

and you think them deserted, they will throng with the returning hosts that once filled them and still

love this beautiful land. The White Man will never be alone.

18. In paragraph 11, Go to the sentence that begins "Our departed braves..." and continue to the end

of that paragraph. What is the mood of this section of the piece? Identify three phrases that

demonstrate this mood.

19. How did Chief Seattle view death?


Practice Items: Students will read selections and make judgments about the text by completing

worksheets, quizzes, written assignments, through small group discussions, or large group discussion.


Objective 5.4.1 Students will recognize author viewpoints and how they affect his/her writing.


Content: To be skilled readers, students have to constantly ask questions about the text, ponder about

the ideas presented by the author, evaluate and form responses to the text. Students need to look for

clues to the author's attitudes or beliefs and identify and explain the author's purpose with the writing.

Example:

Version 1 (below) appeared in the Seattle Sunday Star on Oct. 29, 1887, in a column by Dr. Henry A.

Smith.

"CHIEF SEATTLE'S 1854 ORATION" - ver . 1

AUTHENTIC TEXT OF CHIEF SEATTLE'S TREATY ORATION 1854 ...Our God, the Great Spirit, seems also to have forsaken us. Your God makes your people wax

stronger every day. Soon they will fill all the land. Our people are ebbing away like a rapidly receding

tide that will never return. The white man's God cannot love our people or He would protect them.

They seem to be orphans who can look nowhere for help. How then can we be brothers? How can

your God become our God and renew our prosperity and awaken in us dreams of returning greatness?

If we have a common Heavenly Father He must be partial, for He came to His paleface children.

9. In paragraph 4, what does Chief Seattle claim is waxing?

10. What does he claim is ebbing or receding?

11. Were his claims historically accurate? Explain.


Practice Items: Students will read selections and demonstrate understanding and author's viewpoint

and its affect on his/her writing by completing worksheets, quizzes, written assignments, through

small group discussions, or large group discussion.


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