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Level F

Program Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Conducting Guided Reading Sessions . . . . . . . . . . . . . . . . . . 6

Assessing Progress . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Developing Reading Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

© Hampton-Brown

Avenues Leveled Book Teacher’s Guide page 2 of 20 Level F Introduction© Hampton-Brown

Hampton-BrownP.O. Box 223220Carmel, California 939221–800–333–3510www.hampton-brown.com

ISBN 0-7362-2600-1

Copyright © Hampton-Brown

All rights reserved.

Teachers are authorized to download and reproduce the materials contained in the Leveled Book Teacher’s Guide in limited quantities and solely for use in their own classrooms.

Other than as authorized above, no part of the Leveled Book Teacher’s Guide may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or by an information storage and retrieval system, without permission in writing from the publisher.

AcknowledgmentsHampton-Brown extends special thanks to the following individuals and companies that contributed to the creation of the Teacher’s Guides.

Development Team Editorial: Renee Biermann, Susan Buntrock, Julie Cason, Esther Kim Choi, Phillip Kennedy, Julie Larson, Dawn Liseth, Daphne Liu, Sheron Long, Melissa Moore, Elizabeth Sengel, Honor Teoudoussia, Barbara Wood, Hudson Publishing Associates

Design and Production: Christy Caldwell, Terry Harmon, Kelly Rabenold, Debbie Saxton, Curtis Spitler, Kim Svetich-Will, JR Walker, Marcia J. Bateman Walker


Avenues Leveled BooksAvenues Leveled Books are designed to create the language-literacy link. Students leverage the background and vocabulary they developed with the Avenues Literature Anthology to read the Leveled Books successfully.

There are two Leveled Books for each unit in Avenues Levels B–F:

These books are at a beginning reading level for students just starting to read in English.

These books approximate the level of the reading selections in the Avenues Literature Anthology.

Avenues Leveled Books provide strong picture-text support and overlap with unit themes and vocabulary—context that English learners and struggling readers need to succeed.

Avenues Leveled Book FinderIn addition to the Avenues Leveled Books, the Avenues Leveled Book Finder links hundreds of popular leveled books and your preferred leveling system to themes and content topics in Avenues.

The Leveled Book Finder provides leveling criteria for these reading systems:

• DRA • Early Intervention

• Fountas and Pinnell • Lexile

Make informed judgments using whichever leveling system you prefer.

368

369

Put Yourself in a Story

1. Draw a picture of a place

that is special to you.

2. Now add a picture

of yourself.

3. Use the picture to tell

a story to a partner.

.5.7.uo.p368-369.4C.q

Unit 7Unit 7

Civil Rights Era


To access the Avenues Leveled Book Finder and the Leveled Book Teacher’s Guide Directory:

1. Go to www.hampton-brown.com.

2. Click on the eTools button.

3. Choose eTools for Teaching.

4. Select the eTool you want.

(Registration is free, but required.)

Program Overview

Avenues Leveled Book Finder Search Results

The Avenues Leveled Book Finder allows you to select from a wide range of books correlated to Avenues topics:

• Search by theme/topic, leveling system, or publisher name.

• Access hundreds of titles from many publishers.

• Download lessons and masters for each of the Avenues Leveled Books.


Pacing PlanLeveled Books complement the reading selections in the Avenues Literature Anthology.

• Reading selections in the anthology are authentic literature. With instruction from the teacher, they provide a rich opportunity for students to build academic language and skills.

• The Avenues Leveled Books are designed for students to experience reading success. Students read Avenues Leveled Books after they have developed background, vocabulary, and skills from reading the selection in the anthology.

• Use the Leveled Book Finder to search for more books —at many reading levels —related to the unit content topic.

Program Overview

Week Monday Tuesday Wednesday Thursday Friday

1Unit Launch SELECTION 1:

Oral Language Development and Key Vocabulary

SELECTION 1: Preview

SELECTION 1: Read

SELECTION 1: Respond

2SELECTION 1:Reread and Teach Skills in Context

SELECTION 1: Reread and Teach Skills in Context

SELECTION 1: Content Connections

Read Leveled Books

SELECTION 1: Content Connections and Teach Skills in Context

3SELECTION 2: Oral Language Development and Key Vocabulary

SELECTION 2: Preview

SELECTION 2: Read

SELECTION 2: Respond

SELECTION 2: Reread and Teach Skills in Context

4SELECTION 2: Reread and Teach Skills in Context

SELECTION 2: Content Connections

Read Leveled Books

SELECTION 2: Content Connections and Teach Skills in Context

Unit Wrap-Up

Unit Progress Tests


What Is Guided Reading?Avenues Leveled Books are ideal for guided reading. Guided reading is a step on the path to independent reading. It is a way to teach students to read and to support them as they read. During a guided reading session, you work with a small group of students who are reading at approximately the same level. The students read the same Leveled Book.

To guide them, you:

model how a good reader reads

present reading strategies at point of use

monitor students while they read, with special attention to reading strategies

provide more challenging texts as reading abilities grow.

How to Conduct a Session1 First, preview the book:

• Defi ne key vocabulary in context.

• Introduce and model a reading strategy as you preview.

2 Next, monitor students as they read silently or to a partner:

• Choose a student to read aloud quietly. You can do so by tapping a student on the hand.

• Briefl y intervene to coach, especially on the use of self-monitoring strategies. The rest of the students continue reading silently.

• Move on to another student.

3 Finally, monitor comprehension and extend the reading:

• Work with students to graphically organize the facts or story elements in the book.

• Have students extend their learning by creating a product—a poster, a written response, etc.

• Use the optional Comprehension/Critical Thinking Skill Lessons to teach or reinforce skills in the context of the Leveled Book.


Conducting Guided Reading Sessions

In This Guided Reading Lesson: Skill Lessons:Background and

Vocabulary Read the Book Respond to the Book

Comprehension/Critical Thinking

This photographic biography describes the

character and achievements of Dr. Martin Luther King,Jr. The question-and-answer pattern facilitatesreader comprehension. Captions provide additionalinformation. 24 pages, 237 words

Avenues Level F Unit 7 page 1 of 8 Guided Reading© Hampton-Brown

Leveling SystemsAvenues: BeginningDRA: NF38Fountas and Pinnell: LLexile: 260

Actions and People:follow/followerlead/leaderprotest/protesterspeak out/ speakervote/voter

Story Words:forgottenheroviolence

Clarify Meaningy Mea

Honoring Heroes:Hero Research

Dr. King Time Line:Retell SelectionEvents

Summarize (PDF)

Level F Unit 7 Guided Reading Lesson

Summary points out important text features that may support or challenge readers

Use the leveling system you prefer

Download skill lessons—a lesson for every tested Comprehension/ Critical Thinking skill in Avenues

Key Vocabulary grouped into meaningful categories that build on and extend the vocabulary from the Avenues Literature Anthology

* Titles were leveled by Hampton-Brown using the Fountas and Pinnell Guided Reading Leveling System™ created by authors Irene C. Fountas and Gay Su Pinnell. Neither Irene C. Fountas, Gay Su Pinnell, nor Heinemann endorse the guided reading level assigned by Hampton-Brown to the Avenues Leveled Books.

*



Martin Luther King, Jr.

Build BackgroundCivil Rights Posters Explain civil rights: In our country, we have freedoms and rights. For example, we are free to believe and say whatever we want. We also have the right to be treatedequally. Discuss examples of civil rights that are important tostudents, such as respect and fairness. Then have partners createposters using words and pictures to name and describe rights andfreedoms they value. Display the posters as a Wall of Rights.

Build VocabularyPeople and Actions Use the photos on pages 2–3 tointroduce the civil rights words. For example, point to Dr. Kingon page 2 and say: When you lead, you show others where to go. This man leads the group. He is called the leader.

Write the words: follow, lead, protest, speak, and vote onseparate index cards. Then make additional cards for -erand -r. Model how to combine the root words with the correct prefix: A leader is a person who leads. Have partners work together to build new words, then complete the sentence frame: A is a person who .

Hero Stories Use the following passage to introduce thewords hero, forgotten, and violence:

� Heroes are men and women who keep people safe.They stop bad people from using violence to hurt others.We remember the brave things heroes do. They willnever be forgotten.

Have students complete these sentences:

1. People who are remembered are not . (forgotten)

2. are brave people who keep others safe. (Heroes)

3. Some people use to hurt others. (violence)

Key Vocabularyfollow/followerlead/leaderprotest/protesterspeak out/speakervote/voter


Key Vocabularyforgottenheroviolence

A hands-on activity builds background for the book’s main topic or theme

Key Vocabulary is introduced with visuals, modeling, pantomime, and other support




Clarify Meaning

Introduce and Model

Apply

1 Preview the BookCover This biography tells about Martin Luther King, Jr.’s,rlife and some of the great things he did.

Pages 2–3 Here are words to know about civil rights. You can use headings, labels, and captions to find information. Point to the photo for Voting. These people arer voting tochoose laws and leaders. The woman is a voter .

Pages 4–5 When the left page asks Who Was MartinLuther King, Jr.?, we learn more about him. Point to a caption.Captions tell about people, places, and events in the photos.

Pages 6–7 Read page 7 aloud. What does attend mean? I’lldlook for clues. This class only has black students. These other photos show things that black people could not do. Maybe it means that black children could not go to school with white children. I can look up attend in a dictionary or ask for help to dbe sure. Then I’ll reread the sentence.

Pages 8–11 Dr. King was a minister. I think a minister works in a church. Where can I check? (photos, other people,dictionaries) The dictionary says that a minister is the leader ofa church. People listen to a minister’s teachings.

Pages 12–17 Dr. King protested by telling people his ideas.He was a speaker who spoke out against things that werewrong. Many people agreed with him and followed wherehe went. Look at page 15. Being a protester , or someonewho speaks against certain ideas, put him in jail in 1967.

Pages 18–22 Dr. King was against violence . He wantedto lead people to make changes in peaceful ways. His followers did not fight back or hurt anyone. Turn to page 22.Dr. King won awards for his ideas on peaceful changes.

Pages 23–24 Dr. King was killed because some people didn’t like what he said. Today, he is a hero because we remember how he helped people. He will not be forgotten .

Back Cover This time line shows events in Dr. King’s life.r

AAvenues Level F Unit 7 page 3 of 8 Guided Readingp© Hampton-Brown

Script is provided for a page-by-page preview

Key Vocabulary is highlighted and previewed in context

One strategy is introduced with each Leveled Book






2 Read the BookIndependent Reading Have students read the booksilently or to a partner. Observe as each student reads aloud.

• Use the Good Reader Guide on pages 7 and 8 to coach students as they read.

• Spotlight Strategy: Clarify Meaning Students may have ageneral idea of certain words and ideas, but may not be completely sure (pages 10: teachings of the church;12: fight for civil rights; 13: prohibited andd discrimination;and 21: judged andd content of their character). Remindrthese students to use picture clues and then look words up or ask someone to clarify meanings. Have them reread thesection once they understand the word or idea.

3 Respond to the BookHonoring Heroes Explain: Martin Luther King, Jr., was born on January 15, 1929. Each year, our country celebrateshis birthday because he worked for civil rights for all people.

Have partners think of another hero from the past or presentwho also should be honored with a holiday. They can researchdates and events in their hero’s life using encyclopedias,almanacs, a current newspaper, or Web sites such as:http://www.famousbirthdays.com/jan.html. Then have partners tell about their hero and add the holiday to a group book of important dates.

Dr. King Time Line Mark off equal increments ona Time Line for each year starting at 1963 and endingat 1968. Demonstrate how to put information from the book’s text, captions, and back cover on a Time Line. Havevolunteers use the Time Line to retell events in the life ofMartin Luther King, Jr.

Materials• Time Line from

Picture It! Big Book, page 22



Coaching tips are provided with every lesson

Students reflect on and extend the reading

A graphic organizer activity helps students demonstrate comprehension of the text




Answers will vary. Sample response:


Picture It! Big Book, page 22

1965Dr. King leads a march for voting rights.

1964President Johnson signs

the Civil Rights Act.Dr. King receives the

Nobel Peace Prize.

1966Dr. King marches in

Chicago.

1968Dr. King dies for what he

believes in.

1967Dr. King is put in jail for protesting.

1963Dr. King gives his “I Have a Dream” speech to 200,000 people.

Graphic organizers help students demonstrate comprehension

Sample responses help you guide students



The Picture It! Big Book has 24 write-on/wipe-off graphic organizers


The Running RecordA running record is a tool used to assess student reading behavior. Use a running record to:

• help match students with texts at their reading level

• group students for guided reading

• determine what kind of support students need to become more effective readers.

A running record form—with text from the Leveled Book—is included with every Guided Reading Lesson.

Take a Running RecordChoose a Leveled Book that the student has read once or twice, or a book that you think is close to the student’s reading level. Then follow these steps with each student:

1 Observe as the student reads aloud. Your role is to observe rather than intervene. If a student is stuck and needs help, provide it in a neutral way. For instance, say, “Try reading that again.”

2 During reading, make notes about the student’s specifi c reading performance. (See Running Record Notation and sample running record on the following pages.)

3 After reading, refl ect on the student’s overall performance. Calculate accuracy rate, check the appropriate boxes in Assess Fluency and Assess Strategy Use, and take notes about what kind of coaching to provide the student during the next session.


Running Record NotationThis chart shows how to record reading behavior. With practice, you will become more profi cient at recording while students read. If you fall behind, have the student pause while you catch up.

When a student … The teacher … Notation

reads accurately marks a check for each word read correctlytext

substitutes a word writes the word the student said above the actual word in the text

substitute text

fails to read a word crosses out the word text

needs to be told a word

tells the word and marks a “T” above it T text

inserts a word that is not in the text

inserts a caret and writes the word the student inserted

extra word text text

repeats a word* marks “√” then an “R” above the word repeated

Rtext

repeats a phrase or sentence*

writes an “R” and a line pointing back to where the student returned R

repeats a word more than once*

uses a number to indicate how many times a word is repeated R 2

self-corrects* writes “SC” following the student’s corrected attempt

substitute SC text

* Repetitions and self-corrections do not count as errors.

Assessing Progress


Assessing Progress

Level F Unit 7 Running Record

Name Grade Date

from Martin Luther King, Jr.

page

Avenues Level F Unit 7 page 6 of 8© Hampton-Brown

Calculate Accuracy Rate

( 87 words –total errors

) ÷ 87 words = %

Determine Instructional Needs

If Accuracy Rate Is Then Have Studentbelow 90% read a lower-level textbetween 90–94% continue at this level95–100% read a higher-level text

Student needs more coaching in

_________________________________________________________________

_________________________________________________________________

Take a Running RecordNumber

ofErrors

Numberof Self-

Corrections

14 Martin was a man who was not afraid to suffer for

what he believed in. He was threatened.

15 He was arrested.

16 He was hated,

17 and he was loved.

18 Martin was a great speaker.

19 He spoke out against hate and violence.

20 He spoke about his hopes and dreams.

21 “I have a dream that my four little children will

one day live in a nation where they will not

be judged by the color of their skin but by the

content of their character. I have a dream today.”Total Total

Assess Fluency

Student reads withappropriate:

expressionintonationattention topunctuationratephrasing

Assess Strategy Use

Self-Monitors:asks questionsclarifi esparaphrasesuses visualsconfi rms wordmeaninguses punctuation cluesuses signal words

Self-Corrects:asks questionsrereadsreads onsearches for new cluesadjusts reading ratetranslatesreduces amount read

6 93

trying to figure out words beforeasking for help.

Jinhee 5 April 10

2

1

1 1

1

1

6 1

special SC

never

liked

Needs to be told a word

Repeats a phrase

Substitutes a word

Fails to read a word

Repeats a word

Inserts a word

R

T

R


Make Instructional DecisionsUse the accuracy rate to help determine what level of text is appropriate for the student. This information, combined with observation of reading fl uency and strategy use, help you determine how well a student can read independently.

95% to 100% If a student’s accuracy rate is above 94 percent, the text is too easy. It will not provide enough challenge or opportunity for growth.

Below 90% If a student’s accuracy rate is below 90 percent, the text is too hard. It is likely to discourage readers.

90% to 94% If a student’s accuracy rate is between 90 and 94 percent, the text is just right. It provides enough challenge, but not too much.

Refl ect on the student’s overall reading fl uency and on the use of reading strategies.

Reading Fluency If the student needs more support in reading fl uency, use the reading fl uency activities in Avenues (see Day 5 after every reading selection) to help the student increase his or her reading fl uency.

Reading Strategies If the student needs to strengthen his or her reading strategies, teach the Self-Monitoring Strategy lessons in Avenues (see Teach Skills in Context with every reading selection) and coach the student during guided reading sessions.

How often you take running records depends on students’ reading levels. Take running records frequently with beginning readers. For more fl uent readers, take fewer running records.

Beginning Readers: every 2 to 4 weeks, or with every Leveled Book (twice per unit)

On-Level Readers: every 4–6 weeks

More Fluent Readers: every 6–8 weeks

Assessing Progress


Develop or reteach Comprehension/Critical Thinking skills during guided reading sessions. There is one Skill Lesson for each Comprehension/Critical Thinking skill tested in Avenues. To determine which lessons to use with your students, you can use one of two methods.

Teach Skills in Context You may wish to use the Skill Lessons with all students who are reading a Leveled Book. To see which skills are appropriate for the book, look on page 1 of every Guided Reading Lesson.

Reteach Tested Skills You may instead wish to only teach skills with which students need help. In these instances, group students by skill—not by Leveled Book—and conduct the Skill Lesson. Follow these steps:

1 Administer the Avenues Unit Progress Test.

2 Score the tests.

3 Record the test results on the Class Profi le.

4 Use the Class Profi le to determine which students have not yet mastered which skills. (See page 17.)

5 Group those students and use the Skill Lessons to reteach the skills.


67fUnit 7 | Going Places with Patricia McKissack

Unit 7 • Class Profile Date

Key Words Verb Tense

Compoundand

ComplexSentences

AnalyzeStory

Elements(characters,

setting,plot)

Summarize

IdentifyAuthor’sPurpose,

Perspective,and Point of View

DIRECTIONS Use the Unit 7 Student Profiles to complete this chart. In each row, write the student’s name,fill in the bubble for the test form taken, and mark a minus sign (_) for any skill not yet mastered. Thengroup students and use the reteaching ideas and practice exercises to help students reach mastery.

PB 114, 123 EAYC 396 EAYC 383 PB 117, 122 PB 127

TESTED SKILLS

RETEACHING RESOURCES

PRACTICE EXERCISES

B I A

B I A

B I A

B I A

B I A

B I A

B I A

B I A

B I A

B I A

B I A

B I A

B I A

B I A

B I A

B I A

B I A

B I A

B I A

B I A

Student Name Test Form

KEY: AH: Assessment HandbookLB TG: Leveled Books Teacher’s Guide

EAYC: English at Your Command!PB: Practice Book

AH T38 LB TG

AH T40

EAYC264–265

EAYC182–183, 238 LB TG LB TG

Aguayo, LupeBlackfoot, CharlieGarcía, Mindy –Hayashi, GinaJones, Stella –Kim, Jinhee –Kumar, AmirLee, Ho-YoungLee, MingLópez, DonLu, FrancineMárquez, Manuel –Méndez, ClaudioOrtiz, HectorPark, AnnaPérez, LukePutin, Irena –Reese, MayaReyes, KatieYee, Roberts –

Six students have not yet mastered the skill

April 19

Use the Skill Lesson in the Leveled Book Teacher’s Guide (LB TG) to reteach the skill

Developing Reading Skills

Level F Unit 7 Class Profi le


Avenues Level F Unit 7 page 1 of 3© Hampton-Brown

Comprehension / Critical ThinkingApply In:

Leveled Book: WhoWas Martin Luther King, Jr.?

ReteachDisplay, and then read aloud this narrative grocery list:

� I’m going to buy groceries today. I willbuy some big, juicy strawberries. I’ll buya carton of milk. I love milk! I’ll buy twocucumbers. Oh, and I almost forgot. Ineed three ripe, red tomatoes to put in asalad with the cucumbers.

Say: Imagine that you took this paragraph to the store asyour grocery list. Would it be easy to read? How can we sayit in a short way? Discuss students’ responses.

Explain: When we use only the most important ideas,we make a summary. Help students identify and list the mostimportant ideas.

Groceries to Buystrawberriesmilkcucumberstomatoes

State and write a summary sentence: I need to buystrawberries, milk, cucumbers, and tomatoes. Then write thisinformation under the summary sentence: A summary tellsonly the most important ideas.

Practice with a PartnerHave students take turns telling each other how they came toschool today. Each partner can list, then summarize the mostimportant ideas in the other’s narrative.

Level F Unit 7 Skill Lesson


Skill Lessons use experiential methods, such as demonstrations, role-plays, and activities, to help students grasp what may be an abstract concept

Interactive lessons encourage students to practice the skill verbally, before applying it while reading


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Level F Unit 7 Skill Lesson

Students apply the skill to text at their level

Multi-Level Strategies help you assess students’ ability to use the skill during reading

Close and Assess helps you assess students’ understanding of the skill

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Avenues Level F Unit 7

page 3 of 3

© Hampton-Brown

SummarizeA summary tells the most important

information in what you read.

A summary• tells the main idea

• tells only important details• is short.

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A bookmark helps students understand and remember to apply the skill during reading


Level FUnit Avenues Tested Skill

Skill Tested onUnit Progress Test Reteach Skill Using Leveled Books

1

Analyze Story Elements (characters, plot)

An Old Family Recipe

Ayu and the Perfect Moon

Draw Conclusions An Old Family Recipe

Ayu and the Perfect Moon

2

Relate Goal and Outcome Blackline Master Passage

Relate Main Idea and Details Antarctica

Interpret Graphic Aids Birth of an Island

Antarctica

3

Identify Sequence Blackline Master Passage

Context Clues Body Works

Classify Body Works

4

Relate Problem and Solution The Midnight Ride

Redcoats and Petticoats

Identify Sequence Redcoats and Petticoats

The Midnight Ride

Identify Fact, Opinion, and Supporting Arguments

Redcoats and Petticoats

5Relate Main Idea and Details Blackline Master Passage

Make Comparisons Giant Games

John Henry

6Make Comparisons Thomas Alva Edison

Relate Cause and Effect Power Out!

Thomas Alva Edison

7

Characters, Plot Tomás and the Library Lady

Summarize Who Was Martin Luther

King, Jr.?

Identify Author’s Purpose, Perspective, Point of View

Tomás and the Library Lady

8

Make Inferences A Nation of Immigrants

All Across America

Draw Conclusions and Form Generalizations

A Nation of Immigrants

All Across America

Classify A Nation of Immigrants

All Across America


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