Lenski 5-18 PDF

Web Contents
Section 2.1 Strategy 13

Strategy 1 Content Predict-O-Gram Reproducible, 33
Anticipation Guide Reproducible, 1 Content Predict-O-Gram: Social Studies Reproducible, 34
Anticipation Guide Consumer Education Example, 2 Content Predict-O-Gram Social Studies Example, 35
Anticipation Guide Driver’s Education (Illinois) Content Predict-O-Gram Government Example, 36
Example, 3 Content Predict-O-Gram Literature Example, 37
Anticipation Guide Health Example, 4 Strategy 14
Anticipation Guide Social Studies Example, 5 Poetry Prowess Resources: Language Arts, Mathematics,
Strategy 2 Physical Fitness and Health, Social Studies,
People Search Reproducible, 6 Science, 38–39
People Search History Example, 7 Poetry Prowess Websites: Poetry, Presentation, General
People Search Science Example, 8 Poetry, Social Studies, Science, 40
People Search Math Example, 9
People Search Music Example, 10
Section 2.4
Strategy 15
Strategy 3 K-W-L Reproducible, 41
Problematic Situation Reproducible, 11 K-W-L Industrial Arts Example, 42
Problematic Situation History Example, 12 K-W-L Government Example, 43
Problematic Situation Science Example, 13
Strategy 16
Strategy 4 The Imposter Art Example, 44
Predict-O-Gram Reproducible, 14 The Imposter Chemistry Example, 45
Predict-O-Gram Literature Example #1, 15 The Imposter Literature Example, 46
Predict-O-Gram Literature Example #2, 16
Strategy 17
Strategy 5 DRAW Driver’s Education Example, 47
That Was Then . . . This Is Now Reproducible, 17 DRAW Math Example, 48
That Was Then . . . This Is Now Social Studies Example, 18 DRAW Science Example, 49
That Was Then . . . This Is Now Science (Energy Sources)
Example, 19 Section 3.1
Strategy 1
Section 2.2 Knowledge Rating Scale Reproducible, 1
Strategy 6 Knowledge Rating Scale Math Example, 2
Autobiography Math Example, 20
Autobiography Carpentry Example, 21 Strategy 2
Exclusion Brainstorming Reproducible, 3
Strategy 7 Exclusion Brainstorming Science Example, 4
Opinionnaire/Questionnaire Science Example #1, 22
Opinionnaire/Questionnaire Science Example #2, 23 Strategy 3
Imagine That! Reproducible, 5
Strategy 8
Sustained Silent Reading (SSR) Log Reproducible, 24 Section 3.2
Strategy 9 Strategy 4
Content Area Picture Books: Language Arts, Mathematics, Magic Square Reproducible, 6
Science, the Arts, and Social Studies, 25–28 Magic Square Statistics Example, 7
Strategy 5
Section 2.3 Graphic Organizer Reproducible, 8
Strategy 11
Creating Sentences Reproducible, 29 Strategy 6
Creating Sentences Literature Example, 30 Four Square Reproducible, 9
Four Square Literature Example, 10
Strategy 12
Probable Passages Reproducible, 31 Strategy 7
Probable Passages Social Studies Example, 32 Word Storm Reproducible, 11
Word Storm English Example, 12
Word Web Reproducible, 13 Two Questions Reproducible, 10
Word Web English Example, 14
Strategy 12
Foreign Words and Phrases Reproducible, 11
Section 3.3
Foreign Abbreviations, Words, and Phrases, 12–13
Strategy 9
Semantic Feature Analysis Chart Reproducible, 15 Section 4.3
Semantic Feature Analysis Reproducible, 16
Strategy 16
Semantic Feature Analysis Government Example, 17 Dictionary Challenge Reproducible, 14
Semantic Feature Analysis Art (Spanish) Example, 18
Semantic Feature Analysis Mathematics (Spanish) Strategy 19
Example, 19 Word Map Reproducible, 15
Word Map Literature Example, 16
Strategy 10
Closed Word Sort Reproducible, 20 Section 4.4
Closed Word Sort Science Example, 21
Strategy 21
Strategy 11 Word Spine Reproducible, 17
Magnet Words Reproducible, 22 Word Tree Reproducible, 18
Magnet Words Science Example, 23 Word Tree Example, 19
Section 3.4 Section 5.1

Vocabulary Self-Collection Reproducible, 24 Story Impressions Reproducible, 1
Story Impressions Poetry Example, 2
Section 3.5
Strategy 2
Strategy 15 Anticipation Guide Reproducible, 3
Identifying Figurative Language Reproducible, 25
Anticipation Guide Literature Example, 4
Identifying Figurative Language Language Arts
Examples, 26 Strategy 3
Character Quotes Reproducible, 5
Strategy 16
Character Quotes Literature Example, 6
Sensing Similes and Metaphors Reproducible, 27
Strategy 17 Section 5.2
Choosing Stronger Connotations Reproducible, 28 Strategy 4
Choosing Stronger Connotations Language Arts Biopoem Reproducible, 7
Examples, 29 Biopoem Poetry Example, 8
Positive or Negative Connotations? Reproducible, 30 Missing Person’s Report Reproducible, 9
Positive or Negative Connotations? Language Arts Missing Person’s Report Literature Example, 10
Examples, 31
Strategy 6
Section 4.1 Attribute Web Reproducible, 11
Attribute Web Literature Example #1, 12
Strategy 5
Predictions, Definitions, and Connections Reproducible, 1
Predictions, Definitions, and Connections Art Example, 2
Section 5.3
Word Questioning Reproducible, 3 Story Map Reproducible, 14
Word Questioning Art Example, 4 Story Map Literature Example, 15
Word Questioning Geometry Example, 5
Word Questioning Government Example, 6 Strategy 8
Conflict-Resolution Paradigm Reproducible, 16
Word Questioning Literature Example, 7
Conflict-Resolution Paradigm Literature Example, 17
Strategy 8 What’s Your Perspective Reproducible, 18
Repeated Readings Record Sheet Reproducible, 8–9 What’s Your Perspective Literature Example, 19
Strategy 10 Signal Words Reproducible, 31
Locating Literary Devices Reproducible, 20
Locating Literary Devices Literature Example, 21 Section 6.3
Strategy 8
Strategy 11 It Says—I Say—And So Reproducible, 32
Connecting Fact and Historical Fiction Reproducible, 22 It Says—I Say—And So Social Studies Example, 33
Connecting Fact and Historical Fiction Literature
Example, 23 Strategy 9
Historical Literature for Selected Topics, 24–25 ReQuest Reproducible, 34
ReQuest Driver’s Education Example, 35
Strategy 1 Inference Chart Reproducible, 36
Idea Web Assessment Health/Science Example, 1 Inference Chart Art Example, 37
Prereading Plan (PreP) Reproducible, 2
Prereading Plan (PreP) Math Example, 3 Strategy 11
Three-Level Guide Reproducible, 38
Strategy 2 Three-Level Guide Literature Example, 39
Anticipation/Reaction Guide Reproducible, 4
Anticipation/Reaction Guide Language Arts Example, 5 Section 6.4
Anticipation/Reaction Guide Social Studies Example, 6 Strategy 12
Strategy 3 Questioning the Author (QtA) Reproducible, 40
Think, Predict, Read, Connect (TPRC) Reproducible, 7 Strategy 13
Think, Predict, Read, Connect (TPRC) Social Studies Question Answer Relationship (QAR) Reproducible, 41
Example, 8
Strategy 14
Strategy 4 Inquiry Questions (IQs) Reproducible, 42
GIST Reproducible, 9
GIST Music Example, 10 Section 6.5
Strategy 15
Section 6.2 Connections Chart Reproducible, 43
Strategy 5 Connections Chart Social Studies Example, 44
Compare-Contrast Graphic Organizer Reproducible, 11 Connections Chart Technology Example, 45
Compare-Contrast Graphic Organizer Physical Education
Description Graphic Organizer Reproducible, 13 Share What You Know (SWYK) Reproducible, 46
Description Graphic Organizer Math Example, 14 Share What You Know (SWYK) Language Arts
Sequence Graphic Organizer Reproducible, 15 Example, 47
Sequence Graphic Organizer Science Example, 16 Strategy 17
Cause and Effect Graphic Organizer Reproducible, 17 Intra-Act Reproducible, 48
Cause and Effect Graphic Organizer Social Studies Intra-Act Math Example, 49
Example, 18
Problem and Solution Graphic Organizer Reproducible, 19 Section 6.6
Problem and Solution Graphic Organizer Consumer Strategy 18
Education Example, 20 Text Preview Reproducible, 50–51
Sequence Idea-Map Reproducible, 21 In the Feature, but Not in the Text Reproducible, 52
Sequence Idea-Map Music Example, 22
Strategy 20
Description Idea-Map Reproducible, 23
Bar Graph Physical Education Example, 53
Description Idea-Map Literature Example, 24
Compare and Contrast Idea-Map Reproducible, 25 Strategy 21
Compare and Contrast Idea-Map Science Example, 26 Timeline Reproducible, 54
Cause and Effect Idea-Map Reproducible, 27 Timeline Social Studies Example, 55
Cause and Effect Idea-Map Science Example, 28 Timeline School Memories Reproducible, 56
Problem and Solution Idea-Map Reproducible, 29
Problem and Solution Idea-Map Business Example, 30
Consider the Source Reproducible, 1 Reciprocal Teaching Plus Reproducible, 29
Consider the Source Math Example, 2 Reciprocal Teaching Plus Language Arts Example, 30
Consider the Source Science Example, 3 Reciprocal Teaching Plus Math Example, 31
Perspective Guide Reproducible, 4 Critical Literacy Response Reproducible, 32
Perspective Guide Health Example, 5 Critical Literacy Response Physical Education Example, 33
Perspective Guide Social Studies Example, 6 Critical Literacy Response Science Example, 34
Ask the Author Reproducible, 7 Power Graph Reproducible, 35
Ask the Author Literature Example, 8 Power Graph Social Studies Example, 36
Ask the Author Science Example, 9
Strategy 16
Strategy 4 Looking at Language Reproducible, 37
Determining Authors’ Purposes Reproducible, 10 Looking at Language Music Example, 38
Determining Authors’ Purposes Literature Example, 11
Strategy 17
Determining Authors’ Purposes Social Studies Example, 12 Problematizing Texts Reproducible, 39
Strategy 5 Taking Social Action Reproducible, 40
Discussion Web Reproducible, 13
Discussion Web Health Example, 14 Section 8.1
Strategy 1
Strategy 6 Preplan-List-Activate-Evaluate (PLAE) Study Plan
Discussion Continuum Reproducible, 15 Reproducible, 1
Discussion Continuum Social Studies Example, 16 Preplan-List-Activate-Evaluate (PLAE) Study Plan Social
Strategy 7 Studies Example, 2
Options Guide Reproducible, 17 Strategy 3
Options Guide Science Example, 18 Study Skills Self-Assessment Reproducible, 3
Questioning Editorial Perspectives Reproducible, 19 Project Journal Reproducible, 4
State-Question-Read-Conclude (SQRC) Reproducible, 20 Textbook Survey Reproducible, 5
State-Question-Read-Conclude (SQRC) Language Arts
Textbook Scavenger Hunt Reproducible, 6
Strategy 10 Textbook Scavenger Hunt Math Example, 7
Opinion-Proof Reproducible, 22
Opinion-Proof Essay Evaluation Scoring Guide Strategy 8
Reproducible, 23 THIEVES Reproducible, 8
THIEVES Science Example, 9
Strategy 11
Support Your Position (SYP) Reproducible, 24 Section 8.3
Support Your Position (SYP) Science Example, 25 Strategy 11
Strategy 12 SCAN and RUN Reproducible, 10
Truman Document Excerpt History Example, 26
SOAPS + Claim Reproducible, 27 Section 8.4
SOAPS + Claim Sentence Frames Reproducible, 28 Strategy 14
REAP Reproducible, 11
REAP Science Example, 12
Strategy 19 Power Notes Visual Arts Example, 16
REST English Example, 13 Strategy 22
Strategy 20 Double Entry Diary Reproducible, 17
Cornell Note-Taking Reproducible, 14 Double Entry Diary Language Arts Example, 18
Cornell Note-Taking Science Example, 15 Double Entry Diary Social Studies Example, 19
2
Chapter
Website Content
Strategy 1 Content Area Picture Books: Language Arts,
Anticipation Guide Reproducible, 1 Mathematics, Science, the Arts, and Social
Anticipation Guide Consumer Education Studies, 25–28
Example, 2
Anticipation Guide Driver’s Education (Illinois) Section 2.3
Anticipation Guide Health Example, 4 Creating Sentences Reproducible, 29
Anticipation Guide Social Studies Example, 5 Creating Sentences Literature Example, 30
People Search Reproducible, 6 Probable Passages Reproducible, 31
People Search History Example, 7 Probable Passages Social Studies
People Search Science Example, 8 Example, 32
People Search Math Example, 9 Strategy 13
People Search Music Example, 10 Content Predict-O-Gram Reproducible, 33
Strategy 3 Content Predict-O-Gram: Social Studies
Problematic Situation Reproducible, 11 Reproducible, 34
Problematic Situation History Example, 12 Content Predict-O-Gram Social Studies
Problematic Situation Science Example, 13 Example, 35
Content Predict-O-Gram Government
Strategy 4 Example, 36
Predict-O-Gram Reproducible, 14 Content Predict-O-Gram Literature
Predict-O-Gram Literature Example #1, 15 Example, 37
Predict-O-Gram Literature Example #2, 16
Strategy 14
Strategy 5 Poetry Prowess Resources: Language Arts,
That Was Then . . . This Is Now Reproducible, 17 Mathematics, Physical Fitness and Health,
That Was Then . . . This Is Now Social Studies Social Studies, Science, 38–39
Example, 18 Poetry Prowess Websites: Poetry, Presentation,
That Was Then . . . This Is Now Science (Energy General Poetry, Social Studies,
Sources) Example, 19 Science, 40

Autobiography Math Example, 20 K-W-L Reproducible, 41
Autobiography Carpentry Example, 21 K-W-L Industrial Arts Example, 42
Strategy 7 K-W-L Government Example, 43
Opinionnaire/Questionnaire Science Strategy 16
Example #1, 22 The Imposter Art Example, 44
Opinionnaire/Questionnaire Science The Imposter Chemistry Example, 45
Example #2, 23 The Imposter Literature Example, 46
Sustained Silent Reading (SSR) Log DRAW Driver’s Education Example, 47
Reproducible, 24 DRAW Math Example, 48
DRAW Science Example, 49

Name Date
Anticipation Guide
Directions: Read each statement carefully and place a check mark in front of those statements with which you
agree or believe to be true. Be prepared to defend your thinking when we discuss the statements.
1.
2.
3.
4.
5.
6.
Susan Lenski, Mary Ann Wham, Jerry Johns, & Micki Caskey. Reading and Learning Strategies: Middle Grades through High School
(4th ed.). Copyright © 2011 by Kendall Hunt Publishing Company (1-800-247-3458, ext. 4). May be reproduced for noncommercial
educational purposes within the guidelines on the copyright page. www.kendallhunt.com/readingresources
1 Section 2.1 / Strategy 1

Consumer Education
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Anticipation Guide
1. To get a loan from a bank, you may have to pay interest at the time the loan is made.
2. Sometimes banks discount loans.
3. Some banks lend money on a discount basis rather than on an interest basis because they make
more money that way.
4. Some loan repayment schedules require increasing payments each month.

Driver’s Education (Illinois)
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Anticipation Guide
1. To apply for a driver’s license the first time, you must provide a photocopy of a birth certificate,
Social Security card, and a driver’s education certificate.
2. To receive a driver’s license, you must pass the appropriate exams and pay the appropriate fee.
3. The youngest age at which you can obtain a valid driver’s license is 16.
4. If you are found cheating on any portion of the written exam, you will fail and will not be
permitted to retake the written exam for 60 days.
5. You may commit one traffic law violation during the driving portion of the driver’s license
exam and pass.
6. Traffic laws help protect everyone who shares the streets and highways.

Health
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Anticipation Guide
1. A sudden change in mood can be caused by drug abuse.
2. Damage can occur to the heart muscle with cocaine use, but no heart attacks will be caused.
3. Good relationships with parents, friends, and authorities increase with drug usage.
4. Bronchitis and hypothermia occur in cocaine users.
5. Illegal behaviors such as stealing may increase with cocaine or illegal drug use.

Social Studies
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Anticipation Guide
agree or believe to be true. Be prepared to defend your decisions when we discuss the statements.
1. People can belong to more than one culture.
2. The United States has the same number of people living per square mile as does Japan.
3. The earth has reached the point where it cannot support an increasingly larger population.
4. Citizens have fewer freedoms in countries with unlimited governments.
5. Cultures are shaped by the history and environment of a region.

Name Date
People Search
Find someone who . . . Name
1.
2.
3.
4.
5.
6.

History
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People Search
1. is of Native American descent.
2. has visited a state on the west coast.
3. knows someone who has immigrated to the U.S.
4. knows what discrimination means.
5. is friends with someone of another race.
6. has visited another country besides Canada.
7. is friendly to everyone.
8. knows the definition of stereotype.
9. would like to know a person of another race.
10. would like to learn about the diversity of the U.S.

Science
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People Search
1. knows the name of the planet closest to the sun.
2. can name the two seasons in which a solstice occurs.
3. knows the name of the scientist who claimed

that the sun, not the earth, was the center of the
solar system.
4. can name the three main layers of the Earth.
5. knows the name of the galaxy in which our

solar system is located.

Math
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People Search
1. can figure the perimeter of a square that

is 4 cm on each side.
2. knows which metric unit is used to measure

volume.
3. knows the prefix that means 1,000.
4. can give the abbreviation for kilogram.
5. knows how many ounces are in a pound.
6. can figure the area of a rectangle that is

12 cm by 8 cm.

Music
e x a m p l e
People Search
1. can play a stringed instrument.
2. knows the names of the spaces on the

treble clef.
3. has performed in a recital.
4. can draw a half note.
5. knows how many lines are on a staff.
6. can state the names of the lines on the

bass clef.
7. can name the group of instruments to which

a drum belongs.
8. knows the name of a classical music ________________________________________

composer.
9. knows who wrote the Fifth Symphony. ________________________________________
10. can name the four vocal sections in a choir. ________________________________________

Name Date
Problematic Situation
What Will You Do?

Problem(s) Solutions/Questions/Concerns
1.
2.
3.

History
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It is the fall of 1960 in the southern part of the United States. In 1954, the Supreme Court ruled that
segregation in four states was illegal. African Americans were excited about the ruling and hoped for
better education for their children. In some states like Kansas, the ruling caused little trouble. But in
Mississippi and Georgia there was resistance and refusal to desegregate. President Eisenhower had to send
the National Guard into Little Rock, Arkansas, to allow nine teenagers to attend high school. In 1955,
Rosa Parks refused to leave her seat on a Montgomery bus. NAACP leaders organized a boycott of the
busses for over a year. Racial unrest continued to increase as African Americans sought to see the end of
segregation.
You are a white teacher in 1960. You are new to the city of New Orleans and have been asked to teach
at a newly integrated school. When you arrive at the school, you have to walk through a large group of
demonstrators and policemen. You discover that you have only one student, a six-year-old African Ameri-
can girl. Her name is Ruby Bridges. The previous teacher took all the supplies with her when she left.
How will you handle the situation? Will you teach here or try to get another job? How will you react if the
other faculty members reject you because your student is African American? How will you relate to this
child? How do you think the child will survive all the protests and demonstrations?
What Will You Do?

1.
2.
3.

Science
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You are an advisor to the president of the United States, and you are presently working with him or her to
draw up a budget for the next year. Decisions regarding where to budget the money are very difficult
because you have to decide whether money is best spent on programs that provide benefits to the country
in the future (such as the space program) or provide more immediate benefits to the citizens. On the one
hand, you know that NASA needs billions of dollars to continue the development of its space exploration
programs. You realize that society will benefit from these programs because of the development of prod-
ucts that improve daily living. Although costly, space exploration has led to advances in the areas of
technology and medicine. But space travel involving humans can also be very risky, as proven by space
shuttle disasters. On the other hand, you also know that more money is needed for education across the
country and for disaster relief in many states due to recent hurricanes, floods, tornadoes, droughts, and
forest fires. You value the long-term contributions of the space program, but you also want to respond to
the more immediate needs of the American people.
What Will You Do?


1. Budget allocations Space program is expensive and long
term. Health care and education are
higher priorities for many citizens.
2. Can the space program scope be
restricted and more tightly focused?
Increasing educational achievement will
3. positively impact society.


Name Date
Predict-O-Gram
Title
Directions: How do you think these words will be used in the story? Write them in a square on the Predict-O-
Gram. You may have more than one word in a square.
Setting Characters Goal or Problem
Action Solution Other Things
Based on Blachowicz (1986). Susan Lenski, Mary Ann Wham, Jerry Johns, & Micki Caskey. Reading and Learning Strategies:
Middle Grades through High School (4th ed.). Copyright © 2011 by Kendall Hunt Publishing Company (1-800-247-3458, ext. 4).
May be reproduced for noncommercial educational purposes within the guidelines on the copyright page. www.kendallhunt.com/
readingresources

Literature #1
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Predict-O-Gram
Silent World
Title
Kamal pantomimed deaf

allergic woods
hiking
finger spelling brush poison oak
gesture Caroline communicate

Mr. Soong anger
woods Kamal poison oak

brush Caroline deaf
Mr. Soong allergic
finger spelling communicate anger

hiking gesture
pantomimed
Based on Blachowicz (1986). Susan Lenski, Mary Ann Wham, Jerry Johns, & Micki Caskey. Reading and Learning Strategies: Middle
Grades through High School (4th ed.). Copyright © 2011 by Kendall Hunt Publishing Company (1-800-247-3458, ext. 4). May be
reproduced for noncommercial educational purposes within the guidelines on the copyright page. www.kendallhunt.com/
readingresources

Literature #2
e x a m p l e
Predict-O-Gram
The Oval Portrait
Title
beauty artist young girl
chateau Pedro
spirit
Mrs. Radcliffe sleep paint
bride read entranced

paintings portrait
candelabrum
Based on Blachowicz (1986). Susan Lenski, Mary Ann Wham, Jerry Johns, & Micki Caskey. Reading and Learning Strategies:
readingresources

Name Date
17
That Was Then . . . This Is Now

That was then . . . This is now . . .
Summary Summary
Section 2.1 / Strategy 5
Adapted from McLaughlin & Allen (2002). Susan Lenski, Mary Ann Wham, Jerry Johns, & Micki Caskey. Reading and Learning Strategies: Middle Grades through High School
(4th ed.). Copyright © 2011 by Kendall Hunt Publishing Company (1-800-247-3458, ext. 4). May be reproduced for noncommercial educational purposes within the guidelines on the
copyright page. www.kendallhunt.com/readingresources
18
Social Studies
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Summary The Olympic games were started by the Greeks. Summary
Greece contributed to many fields: theater,
The Greeks also wrote stories about the Greek gods and literature, philosophy (Socrates), and architecture.
goddesses.

19
Science (Energy Sources)
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Summary We can get energy from gas, wood, and the
Summary Energy can come from fossil fuels
wind. Gas can also heat our homes. (petroleum, coal, and natural gas), nuclear reactors,
the sun (solar), water (hydroelectricity) and wind.
Geothermal energy is deep in the Earth’s crust.

Math
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Autobiography
Example 1. I have never liked math. I always do just what I need to do to get by. A year ago, however, I became
a mechanic at my friend’s garage, and I realized just how much I needed math. Conversions are the most
important thing, I think, because a lot of cars coming in are foreign and need metric/standard conversions. If
I could teach the class one thing, I would teach the students some of the advanced graphs I have to read to show
them the ones we get in class aren’t that bad. This year I hope to learn easier ways to read graphs and convert
things faster.
Example 2. I’ve never been good at math. I generally earned low marks on my tests although my normal work
was good. There have been parts that I excelled in, though, such as fractions and percents. If I could teach this
class, I’d mostly work on sales taxes. I can’t tell you how many times I wish I understood those better. THAT is
what I want to learn.
Example 3. My experiences in math up to this point have been sort of confusing. Up to my junior year I had
been horribly confused until I met Mrs. F. and Mrs. S. They helped me learn and grow this year sooo much!
They think of new and fun activities to help us learn. Math will help me in the future with expenses, percents,
taxes, checks, etc. I do not like all the graphing!! It takes too long. If I were a teacher and I got to teach this
class for a day, I would teach percents so when you’re shopping, you can figure out your total when there is
sales tax. I hope to learn things that will help me next year in algebra.
Example 4. For the first three years of my educational career, I was home schooled. All through elementary
school I enjoyed all subjects, including math. When things started getting hard (junior high school and freshman
year), I didn’t really put much effort into school, and I hated math. Sophomore year I started to actually try in
school and I now feel that I am doing much better.
Do I think that math is important? Yes. Where would we be today without numbers? Nowhere. I think that
math is extremely important.

Carpentry
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Autobiography
I helped my dad close in our two porches. We had to build the outside walls using studs. Framing the doors and
windows was hard because you had to be precise. Then we put plywood on the outside, covered it with wall
sheathing, and finished it with vinyl siding. The inside was finished with insulation between the studs, paneling,
and moldings. It was easier to use paneling than to put up plasterboard because we didn’t have to do the taping
and mudding. It is not perfect, but it is acceptable because we’re not professionals.
This is the part of carpentry that I am interested in—the type of project on the porch I did with my dad. In
the future, I want to be able to remodel a house or add on small additions. I know how to use a lot of tools, but I
want to see what is out there that might make the job easier and quicker. I also want to see if my dad knew what
he was doing.

Science #1
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Opinionnaire/Questionnaire
Directions: Respond to the following questions. You may choose more than one answer to each question.
1. What words best describe the heart?

a pump a marvelous machine
an organ the most important organ
complex the largest organ
2. Which of these statements do you believe to be true?

There are now artificial hearts.
The heart is a muscle.
The heart is about the size of your two fists clenched together.
The heart pumps 5 liters of blood every 30 minutes.
The heart is located in the chest to the left.
3. Which of the following items in each pair are probably best for promoting a healthy heart?
exercise every day eat foods low in salt do not smoke
exercise occasionally eat foods high in salt smoke very little

Science #2
e x a m p l e
Opinionnaire/Questionnaire
Directions: Respond to the following questions. You may choose more than one answer to each question.
1. Do you personally believe in evolution or creation?

evolution
creation
have not decided yet
don’t really care
2. Until the Scopes Trial in the 1920s, it was not lawful to teach evolution in public schools. Today
there is a grassroots movement to teach Intelligent Design (the theory that an intelligent being
designed life as we know it today) in the public schools. Do you think we should change the law
to allow for the teaching of Intelligent Design in public schools?
yes
no
undecided
3. Do any of the reasons below apply to your reasoning for the above question? If so, check them.
You may also provide your own statements in the space provided.
Intelligent Design is a religious idea and our laws say church and state should be kept
separate.
It takes more faith to believe in evolution than in Intelligent Design.
Intelligent Design is not based on scientific evidence.
Students should be exposed to Intelligent Design and evolution and then make up their
own minds about what they believe.
The theory of the origin of life can accommodate both the scientific theory of evolution
and religious beliefs.
My own statements

Name Date
Sustained Silent Reading (SSR) Log
Title 1
Title 2
Pages Reflections, Links to Your Life, Comments,

Date Title Read Questions, Connections to Other Books/Materials

Content Area Picture Books
Language Arts
Ada, A. F. (1997). Dear Peter Rabbit. New York: Aladdin.
Alexander, L. (1992). The fortune tellers. New York: Bantam Doubleday Dell.
Base, G. (1992). The sign of the seahorse. New York: Harry Abrams.
Brennan-Nelson, D. (2007). My grandma likes to say. Chelsea, MI: Sleeping Bear Press. (idioms)
Browne, A. (2006). Silly Billy. Cambridge, MA: Candlewick.
Brumbeau, J. (1999). The quilt maker’s gift. Duluth, MN: Pfeifer-Hamilton.
Celsi, T. (1992). The fourth little pig. Austin, TX: Steck-Vaughn.
Collier, B. (2001). Uptown. New York: Henry Holt.
Conrad, P. (1996). The rooster’s gift. New York: HarperCollins.
Dragonwagon, C. (1992). Alligator arrived with apples. New York: Aladdin.
Engle, M. (2006). The poet slave of Cuba: A biography of Juan Francisco Manzano. New York: Henry Holt.
Farris, C. K. (2003). My brother Martin: A sister remembers growing up with the Rev. Dr. Martin Luther King,
Jr. New York: Simon & Schuster Books for Young Readers.
Grimes, N. (1999). My man Blue. New York: Scholastic.
Heller, R. (1990). Merry-go-round. New York: Grosset & Dunlap.
Heller, R. (1991). Up, up and away. New York: Grosset & Dunlap.
Heller, R. (1995). Behind the mask. New York: Scholastic.
Hepworth, C. (1992). Antics! New York: G. P. Putnam’s Sons.
James, S. (1991). Dear Mr. Bluebeny. New York: Aladdin.
Johnson, P. (1999). Old Dry Frye. New York: Scholastic.
Kuklin, S. (2003). All aboard! A true train story. New York: Scholastic.
Lowell, S. (1992). The three little javelinas. New York: Scholastic.
Macaulay, D. (1990). Black and white. Boston: Houghton Mifflin.
Martin, R. (1992). The rough-face girl. New York: Putnam & Grosset.
McDermott, G. (1993). Raven: A trickster’s tale from the Pacific Northwest. New York: Harcourt.
Perdomo, W. (2005). Visiting Langston. New York: Henry Holt.
Rohmann, E. (1994). Time flies. New York: Scholastic.
Scieszka, J. (1989). The true story of the three little pigs. New York: Scholastic.
Scieszka, J. (1991). The Frog Prince continued. New York: Puffin.
Scieszka, J. (1992). The stinky cheese man. New York: Viking.
Scieszka, J. (1994). The book that Jack wrote. New York: Viking.
Scieszka, J. (1998). Squids will be squids. New York: Viking.
Sheldon, D. (1990). The whales’ song. New York: Puffin.
Talbott, H. (1999). O’Sullivan stew. New York: G. P. Putnam’s Sons.
Tobias, T. (1998). A world of words. New York: Lothrop, Lee & Shepard.
Trivizas, E. (1993). The three little wolves and the big bad pig. New York: Aladdin.
Van Allsburg, C. (1984). The mysteries of Harris Burdick. Boston: Houghton Mifflin Books for Children.
Viorst, J. (1994). The alphabet from Z to A. New York: Aladdin.
Wiesner, D. (1992). Tuesday. New York: Trumpet Club.
Willard, N. (1991). Pish, posh, said Hieronymus Bosch. San Diego, CA: Harcourt Brace.
Yolen, J. (1987). Owl moon. New York: Philomel Books.
Mathematics
Demi. (1997). One grain of rice. New York: Scholastic. (math concepts)
Ellis, J. (2004). What’s your angle, Pythagoras? Watertown, MA: Charlesbridge. (geometry)
Adapted from Carr et al. (2001). Susan Lenski, Mary Ann Wham, Jerry Johns, & Micki Caskey. Reading and Learning Strategies:
readingresources

Content Area Picture Books (continued)
Laskey, K. (1994). The librarian who measured the earth. Boston: Little, Brown Books for Young Readers.
(math concepts)
Pinczes, E. J. (1993). One hundred hungry ants. New York: Scholastic. (math concepts)
Pinczes, E. J. (1995). A remainder of one. New York: Scholastic. (math concepts)
Schwartz, D. M. (1985). How much is a million? New York: Lothrop, Lee & Shepard.
Schwartz, D. M. (1994). If you made a million. New York: HarperCollins. (money)
Schwartz, D. M. (1999). On beyond a million: An amazing math journey. New York: Doubleday Books for
Young Readers. (number sense)
Schwartz, D. M. (2003). Millions to measure. New York: HarperCollins. (measurement)
Schwartz, D. M. (2005). If dogs were dinosaurs. New York: Scholastic.
Scieszka, J. (1995). Math curse. New York: Viking. (math concepts)
Science
Base, G. (2004). Uno’s garden. New York: Abrams. (ecology)
Cherry, L. (1993). The great kapok tree. San Diego, CA: Harcourt Brace. (ecology)
Fridell, R. (2001). The search for poison-dart frogs. New York: Franklin Watts.
Hart, T. (1994). Antarctic diary. New York: Macmillan/McGraw-Hill.
Heller, R. (1994). How to hide a crocodile. New York: Grosset & Dunlap.
Heller, R. (1995). How to hide a parakeet. New York: Grosset & Dunlap.
Jenkins, S. (2003). What do you do with a tail like this? Boston: Houghton Mifflin.
Keller, L. (2000). Open wide, tooth school inside. New York: Henry Holt. (dental care)
Laskey, K. (2003). The man who made time travel. New York: Farrar, Straus & Giroux.
Livingston, M. (1991). Sea songs. New York: Scholastic.
Martin, J. (1998). Snowflake Bentley. Boston: Houghton Mifflin.
Scieszka, J. (2004). Science verse. New York: Viking. (science concepts)
Sis, P. (1996). Starry messenger: Galileo Galilei. New York: Farrar, Straus & Giroux.
Van Allsburg, C. (1990). Just a dream. Boston: Houghton Mifflin. (ecology)
Weisner, D. (1999). Sector 7. New York: Clarion Books.
Wick, W. (1997). A drop of water. New York: Scholastic.
Arts
Anderson, M. T. (2001). Handel, who knew what he liked. Cambridge, MA: Candlewick.
Bernier-Grand, C. T. (2007). Frida: Viva la vida! Long live life! New York: Marshall Cavendish.
Byrd, R. (2003). Leonardo, beautiful dreamer. New York: Dutton Children’s Books.
Lewis, J. P. (2006). Black cat bone. The life of blues legend Robert Johnson. Mankato, MN: The Creative
Company.
Renbert, W. (2003). Don’t hold me back: My life and art. Chicago: Cricket Books.
Ryan, P. M. (2002). When Marian sang: The true recital of Marian Anderson. New York: Scholastic.
Social Studies
Baillie, A. (1994). Rebel. New York: Ticknor & Fields.
Bartone, E. (1993). Peppe the lamplighter. New York: Scholastic. (European immigrants)
Bouchard, D. (1993). If you’re not from the prairie. Vancouver, BC: Raincoast Books. (geography)
Bridges, R. (1999). Through my eyes. New York: Scholastic. (African American, school integration)
Bunting, E. (1990). The wall. New York: Clarion. (Vietnam War)
readingresources

Bunting, E. (1991). Fly away home. New York: Clarion. (the homeless)
Bunting, E. (1995). Smoky night. San Diego, CA: Harcourt Brace. (African American, Watts riots)
Bunting, E. (1996). Going home. New York: HarperCollins. (Mexican family, farm laborers)
Cech, J. (1991). My grandmother’s journey. New York: Bradbury Press. (European immigration)
Collier, B. (2001). Martin’s big words: The life of Dr. Martin Luther King, Jr. New York: Sun/Hyperion.
Cooney, B. (1996). Eleanor. New York: Puffin. (biography of Eleanor Roosevelt)
Cordova, A. (1997). Abuelita’s heart. New York: Simon & Schuster. (Mexican and Native American cultures)
Der Manuelian, P. (1991). Hieroglyphs from A to Z. New York: Scholastic. (Egyptian hieroglyphs)
Feelings, T. (1995). The middle passage: White ships/black cargo. New York: Dial. (slavery)
Gersteinm, M. (2003). The man who walked between the towers. New York: Roaring Brook Press.
Giovanni, N. (2005). Rosa. New York: Henry Holt.
Goble, P. (1992). Love flute. New York: Bradbury Press. (Native American culture)
Goodman, J. E. (2001). A long and uncertain journey: The 27,000-mile voyage of Vasco de Gama. New York:
Mikaya Press.
Greenwald, S. (2002). Rosey Cole’s worst ever, best yet tour of New York City. New York: Farrar, Straus &
Giroux.
Harness, C. (1992). Three young pilgrims. New York: Aladdin. (the Mayflower)
Harness, C. (1998). Ghosts of the White House. New York: Simon & Schuster. (U.S. presidents)
Harness, C. (1998). Mark Twain and the queens of the Mississippi. New York: Simon & Schuster.
(steamboat era)
Heide, E., & Gilliland, J. (1990). The day of Ahmed’s secret. New York: Scholastic. (North Africa)
Hesse, K. (2004). The cats of Krasinski Square. New York: Scholastic. (holocaust)
Hoffman, M. (1991). Amazing Grace. New York: Dial Books for Young Readers. (African American)
Houston, G. (1992). My great-aunt Arizona. New York: Scholastic. (early 20th century)
Howard, E. F. (1991). Aunt Flossie’s hats. New York: Scholastic. (African American)
Isadora, R. (1991). At the crossroads. New York: Scholastic. (African American)
Johnson, D. B. (2003). Henry climbs a mountain. Boston: Houghton Mifflin. (civil disobedience)
Johnson, J. W. (1995). Lift ev’ry voice and sing. New York: Scholastic. (African American culture)
Kalman, B. (1998). Colonial times from A to Z. New York: Crabtree. (alphabet reference book)
King, M. L., Jr. (1997). I have a dream. New York: Scholastic. (African American)
Krensky, S. (1991). Children of the earth and sky. New York: Scholastic. (Native American)
Layne, S. L. (1998). Thomas’s sheep and the great geography test. Gretna, LA: Pelican. (geography)
Lester, J. (2005). The old African. New York: Dial. (slavery)
Lied, K. (1997). Potato. Washington, DC: National Geographic Society. (Depression era)
McKissack, P., & McKissack, F. (1994). Christmas in the big house, Christmas in the quarters. New York:
Scholastic. (slave era)
Millman, I. (2005). Hidden child. New York: Farrar, Straus & Giroux. (holocaust)
Mitchell, M. K. (1993). Uncle Jed’s barbershop. New York: Scholastic. (African American)
Mochizuki, K. (1993). Baseball saved us. New York: Scholastic. (Japanese American)
Moore, Y. (1992). A prairie alphabet. Montreal, Quebec: Tunda Books. (prairies)
Morrison, T. (2004). Remember: The journey to school integration. Boston: Houghton Mifflin.
Myers, W. D. (1993). Brown angels. New York: HarperCollins. (African American)
Myers, W. D. (1997). Harlem. New York: Scholastic. (African American)
Nelson, K. (2008). We are the ship: The story of Negro League baseball. New York: Hyperion.
Nelson, M. (2005). Wreath for Emmett Till. Boston: Houghton Mifflin.
readingresources

Nicholson, D. M. (1998). Pearl Harbor child. Honolulu, HI: Memorial Museum Association.
(World War II era)
Polacco, P. (1990). Just plain fancy. New York: Dell. (Amish)
Polacco, P. (1994). Pink and say. New York: Philomel. (Civil War)
Poole, J. (2005). Anne Frank. New York: Knopf. (holocaust)
Provensen, A. (1990). The buck stops here. New York: Trumpet Club. (U.S. presidents)
Rice, J. (1990). Cowboy alphabet. New York: Pelican. (U.S. West)
Ringold, F. (1991). Tar beach. New York: Scholastic. (African American)
Rumford, J. (1998). Island-below-the-star. Boston: Houghton Mifflin. (Polynesian explorers)
Rylant, C. (1994). Something permanent. New York: Harcourt Brace. (Depression era)
St. George, J. (2004). So you want to be president? New York: Philomel.
Say, A. (1993). Grandfather’s journey. Boston: Houghton Mifflin. (Japanese American)
Siegelson, K. (1999). In the time of the drums. New York: Hyperion. (Gullah, slave ships)
Sis, P. (2007). The wall: Growing up behind the Iron Curtain. New York: Farrar, Straus and Giroux.
Sisulu, E. (1996). The day Gogo went to vote. Boston: Little, Brown. (South Africa)
Stanley, S. (1998). Monkey Sunday: A story from a Congolese village. New York: Farrar, Straus & Giroux.
(Africa)
Stewart, S. (1997). The gardener. New York: Farrar, Straus & Giroux. (Depression era)
Tarbescu, E. (1998). Annushka’s voyage. New York: Clarion. (European immigration)
Uchida, Y. (1993). The bracelet. New York: Philomel. (Japanese American)
Weatherby, B. (2004). The trucker. New York: Scholastic.
Williams, S. A. (1992). Working cotton. San Diego, CA: Harcourt Brace. (African American)
Woodson, J. (2005). Show way. New York: Putnam. (slavery)
Yolen, J. (1992). Encounter. San Diego, CA: Harcourt Brace.
readingresources

Name Date
Creating Sentences
Selection/Text
Directions: Read the list of words below. Then create a pair of words and use them in a sentence. Repeat this
process until you have used all the word pairs. Try to think of how the words might appear in the text. Be sure
to underline the words you used in each sentence.
1.
2.
3.
4.
5.
6.

Literature
e x a m p l e
Creating Sentences
The Lifejacket
Selection/Text
Directions: Read the list of words below. Then create a pair of words and use them in a sentence. Repeat this
process until you have used all the word pairs. Try to think of how the words might appear in the text. Be sure
to underline the words you used in each sentence.
island water
boulders
choking rocky
frigid
helicopter waves
slippery
wind rescued Sandy

1. There were large boulders on the island.
2. She fell into the frigid water.
3. The waves went over her head as she started choking.
4. The shore was rocky and slippery.
5. In order to be rescued, it would be necessary to call a helicopter.
6. The wind blew, but Sandy held on to the rope.

Name Date
Probable Passages
Directions: Place the key words below into the appropriate categories. Then read the incomplete Probable
Passage and see if you can write the correct word or words in each blank. After reading the selection, make any
necessary changes in your passage.
Key Words
Categories
Incomplete Probable Passage

Social Studies
e x a m p l e
Probable Passages
Directions: Place the key words below into the appropriate categories. Then read the incomplete Probable
Passage and see if you can write the correct word or words in each blank. After reading the selection, make any
necessary changes in your passage.
Key Words
traditional arts baseball Tokyo
fishing megalopolis rice

Kyoto small homes automobiles
homogeneous
Categories
Cities Life Economy
Incomplete Probable Passage

Japan is like the United States in a number of ways. Some of the Japanese people make their living by
working in factories that manufacture or by in the
Pacific Ocean. Americans also enjoy watching or playing . The capital of the
United States is Washington, D.C., and the capital of Japan is . For a long time
had been the capital.
Japan and the United States also have several differences. Because the land in Japan is very crowded, people
have to live in and grow on very small farms.
Sometimes large cities grow together to form a . The population in Japan is
, not diverse like the United States, and the people preserve their culture by studying
such as flower arranging, the tea ceremony, and kite flying.

Name Date
Content Predict-O-Gram
Vocabulary Words
Based on McLaughlin & Allen (2002). Susan Lenski, Mary Ann Wham, Jerry Johns, & Micki Caskey. Reading and Learning Strategies:
readingresources

Name Date
Content Predict-O-Gram: Social Studies
Vocabulary Words
Political Systems Economy
History Geography Social Systems
readingresources

Social Studies
e x a m p l e
Vocabulary Words
Nile River Valley silt pharaohs

delta hieroglyphics New Stone Age
irrigation “Next World” pyramids
empire slavery scribes
Political Systems Economy
empire irrigation
pharaohs
History Geography Social Systems
New Stone Age Nile River Valley hieroglyphics

delta “Next World”
silt slavery
scribes
pyramids
readingresources

Government
e x a m p l e
Vocabulary Words
Appoints federal judges May override the President’s veto

Calls special session of Congress May refuse to confirm appointments
May declare a law unconstitutional May refuse to ratify a treaty
May grant reprieves and pardons May rule executive orders unconstitutional
May impeach the President and remove May veto bills
from office Recommends legislation
May override Supreme Court by proposing a Sets salaries of federal judges
constitutional amendment
Legislative Branch Judicial Branch
Executive Branch
readingresources

Literature
e x a m p l e
Vocabulary Words
peace Sears Tower teacher civilization

Oregon family afternoon Ms. West
student cinnamon crew intelligence
Jose Rockies Congress jury
club honesty crowd star
Common Nouns Proper Nouns
student Jose
Oregon
Collective Nouns Concrete Nouns Abstract Nouns
club star peace

cinnamon
readingresources

Poetry Prowess Resources
Language Arts
Bagert, B. (1995). The eraser (p. 15). Elephant games and other playful poems to perform. Honesdale, PA:
Boyds Mills. (eraser)
Dakos, K. (1996). The book that made Danny cry (pp. 64–65). The goof who invented homework and other
school poems. New York: Dial. (a favorite “sad” book)
Feelings, T., & Angelou, M. (1993). I love the look of words (pp. 15–16). Soul looks back in wonder. New York:
Dial. (a word cut from an advertisement)
Mathematics
Esbensen, B. (1996). Spirals (pp. 6–13). Echoes for the eye: Poems to celebrate patterns in nature. New York:
HarperCollins. (a cut paper spiral)
Heide, F., Gilliland, J., & Pierce, R. (1999). Tick tock talk (pp. 22–23). It’s about time! New York: Clarion.
(a clock)
Tang, G. (2001). The grapes of math (p. 3). The grapes of math: Mind stretching math riddles. New York:
Scholastic. (artificial grapes)
Physical Fitness and Health

Adoff, A. (1986). I move from sport to sport (pp. 6–7). Sports pages. New York: J. B. Lippincott. (two pieces
of sports equipment)
Grimes, N. (2000). Many mangoes (p. 8). Is it far to Zanzibar?: Poems about Tanzania. New York: Lothrop,
Lee & Shepard. (a mango)
Lewis, J. (2001). First person who jumped rope more than 14,000 times in one hour (p. 28). A burst of firsts:
Doers, shakers, and record breakers. New York: Dial Books for Young Readers. (a jump rope)
Social Studies
Begay, S. (1995). Storm pattern (p. 37). Navajo: Visions and voices across the mesa. New York: Scholastic.
(a Navajo weaving doll)
Cooling, W. (2004). Come to the great world: Poems from around the globe. New York: Holiday House.
Gunning, M. (2004). America, my new home. New York: Boyds Mills. (cultural awareness—immigration)
Katz, S. (2004). A revolutionary field trip: Poems of Colonial America. New York: Simon & Schuster.
Myers, W. D. (2004). Here in Harlem: Poems in many voices. New York: Holiday House.
Shields, C. (2002). Civil War (pp. 34–35). Brain juice: American history fresh squeezed! Brooklyn, NY:
Handprint. (a reproduction U.S. Civil War cap)
Science
Alarcón, F. (2001). First snowfall or a blank white page (p. 27). Iguanas in the snow. San Francisco: Children’s
Book Press. (a sequin snowflake)
Atwood, M. (1987). Selected poems 1965–1976. Boston: Houghton Mifflin.
Brown, K. (Ed.). (1998). Verse and universe: Poems about science and technology. Minneapolis, MN:
Milkweed.
Cummings, E. E. (1972). The complete poems, 1913–1962. New York: Harcourt Brace Jovanovich.
Elder, J. (1985). Imagining the earth: Poetry and the vision of nature. Champaign, IL: University of Illinois.
Fletcher, R. (1997). Ordinary things: Poems from a walk in early spring. New York: Atheneum.
Florian, D. (2004). Omnibeasts. New York: Harcourt.

Poetry Prowess Resources (continued)
Frucht, W. (Ed.). (1999). Imaginary numbers: An anthology of marvelous mathematical stories, diversions,
poems, and musings. New York: Wiley.
Janeczko, P. (2001). Popsicle (p. 17). A poke in the I: A collection of concrete poems. Cambridge, MA:
Candlewick. (a popsicle stick)
Mora, P. (1996). I hear, I hear (p. 17). Confetti: Poems for children. New York: Lee & Low. (a model ear)
O’Connell, K. (2004). George’s hummingbird nest. New York: Harcourt.
Prelutsky, J. (1988). Stegosaurus (p. 11). Tyrannosaurus was a beast. New York: Mulberry. (a model
stegosaurus)
Rukeyser, M. (1994). A Muriel Rukeyser reader. New York: W. W. Norton.
Scieszka, J. (2004). Science verse. New York: Viking.
Singer, M. (2002). Footprints on the roof: Poems about the Earth. New York: Knopf.
Singer, M. (2003). How to cross a pond: Poems about water. New York: Knopf.
Singer, M. (2004). Central heating: Poems about fire and warmth. New York: Knopf.
Spinelli, E. (2004). Feathers: Poems about birds. New York: Holt.
Steinman, L. M. (1987). Made in America: Science, technology, and American modernist poets. New Haven,
CT: Yale University.

Poetry Prowess Websites
Poetry
● The Academy of American Poets: http://www.poets.org/poets/index.cfm
● Poets’ Corner: http://www.theotherpages.org/poems/
● Fooling With Words with Bill Moyers: http://www.pbs.org/wnet/foolingwithwords/main_poet.html
● Spotlight on Voices & Visions: http://www.learner.org/catalog/extras/vvspot/index.html (Listen to poets
read their poems and follow links to find out more about the poets and their ideas.)
● The Atlantic Online Poetry Pages: http://www.theatlantic.com/unbound/poetry/anthology/aaindex.htm
(Click on a link to read or listen to the poem.)
● The Internet Poetry Archive: http://www.ibiblio.org/ipa/ (Click on a poet to bring you to his or her page,
then click on a link to select a poem and click on the title to hear it read.)
Presentation
● How to Read a Poem Out Loud: http://www.loc.gov/poetry/180/ (Click on the “how to read” link.)
● Favorite Poem Project: http://www.favoritepoem.org/ (Click on the videos to view people reading their
favorite poems. Note that the people at this site are the authors of the poems they read.)
General Poetry
● Author’s Den: http://www.authorsden.com/categories/poetry.asp?alpha=a&catid=33
● Poetry submission, contests, publishing, personalized poetry products, poetic techniques. http://www.
poetry.com/
● Educational resource dedicated to researching poetry. Includes an online archive of poetry by numerous
recognized poets. http://www.emule.com/poetry/
● Organization presenting poems, biographies of poets, historical and thematic poetry exhibits, events
calendars, discussion forums and contest information. http://www.poets.org/
● An anthology of contemporary poetry offering new poems from books, magazines, and journals currently in
print, as well as an archive and daily news. http://www.poems.com/
● Funny poetry, contests, lessons, and poems about school. http://www.gigglepoetry.com/
● Poems from the Archive of World Poetry. http://www.everypoet.com/archive/
● Searchable archive of online texts from a wide range of recognized poets, both historical and contemporary.
http://eserver.org/poetry/
● Dover poetry book collections. http://store/doverpublications.com/by-subject-literature-dover-thrift-
editions-poetry.html
Social Studies
● Multicultural Music and Songs that Build an Appreciation of Diversity. http://www.songsforteaching.com/
diversitymulticulturalism.htm
Science
● Biology. http://www.xs4all.nl/~jcdverha/scijokes/4_1.html
● Chemistry. http://www.xs4all.nl/~jcdverha/scijokes/3_1.html
● Physics. http://www.xs4all.nl/~jcdverha/scijokes/2_1.html
● A Successful Experiment in Poetry—a science poetry contest. http://www.bc.edu/bc_org/rvp/pubaf/
chronicle/v8/n11/poetry.html

Name Date
K-W-L
Topic
K W L
What We Know What We Want to Learn What We Learned
Based on Ogle (1986). Susan Lenski, Mary Ann Wham, Jerry Johns, & Micki Caskey. Reading and Learning Strategies: Middle Grades
through High School (4th ed.). Copyright © 2011 by Kendall Hunt Publishing Company (1-800-247-3458, ext. 4). May be reproduced
for noncommercial educational purposes within the guidelines on the copyright page. www.kendallhunt.com/readingresources

Industrial Arts
e x a m p l e
K-W-L
Safety with Hand Tools
Topic
K W L
Use the tool for its Which tools are most Improper use can make
intended purpose. dangerous? any tool dangerous.
Cut away from your What else can be done for Keep long hair tied back.
body with knives. safety? Remove jewelry.
Wear closed shoes— What happens if there is Immediately report
no sandals. an accident? accident to the person in
Don’t play around charge.
with tools. Get help.

Government
e x a m p l e
K-W-L
Electoral College
Topic
K W L
It has to do with How does it work? Each state gets as many
elections. electors as the total number
How many votes are
of representatives in
It’s how we elect the needed?
Congress. D.C. gets 3 for a
President of the United
When did it begin? total of 538 in the entire
States.
college. It takes at least
Are there problems with
270 votes to elect.
the system?
It was established in 1787
at the Constitutional
Convention.
Problems
1. distorts the election
2. state winner gets all
electoral votes
3. violates political
equality

Art
e x a m p l e
The Imposter
The Text The Error
Like many students, van Gogh dedicated himself The last sentence in the second paragraph, “Each
tirelessly to his art before his own style emerged. His work showed how careful he was not to stray from
beginnings were humble, as his early crude sketches the artistic styles of the day so that no one would be
and paintings attest. Many early attempts were offended” is incorrect. The passage, “He finally felt
copies of the beloved works of other artists. Yet free to abandon the past” emphasizes van Gogh’s
always he struggled to express himself in paint more artistic freedom. It also emphasizes his struggle to
forcefully. As a consequence, he would soon aban- express himself at all costs: “so he let nothing
don one technique for another in an endless search distract him. As a consequence, he often went hungry
for his style of self-expression. Van Gogh believed and had few close friends.” Also, we have proof in
his very existence depended upon the success of this the following quote: “As a consequence, he would
struggle, so he let nothing distract him. As a conse- soon abandon one technique for another in an
quence, he often went hungry and had few close endless search for his style of self-expression.” The
friends. astute reader is given the strong impression that van
Gogh followed his heart regardless of consequences.
Van Gogh’s break came shortly after his brother,
Theo, introduced him to some famous impressionist
painters of the day like Pissaro and Gauguin. He
finally felt free to abandon the past and was soon
producing one masterpiece after another. Van Gogh
had found his voice. Each work showed how careful
he was not to stray from the artistic styles of the day
so that no one would be offended.
Some of his favorite subjects were wheat fields,
olive groves, and cypress trees. In each of these
works van Gogh presented something fresh and new
with bold colors, bold strokes, and bold ideas. Even
though van Gogh painted some of these same scenes
more than once, each had its own distinctive flavor
or focus. For example, in his paintings entitled
Wheat Field With Cypress, one version is preoccu-
pied with the interplay between mountains and
clouds, while the other’s focus remains the turbu-
lence of nature. In many of his paintings of olive
trees the focus shifts from the contrasting colors of
nature to the harmony of workers and nature. It is all
experienced as if the paintings were alive, each with
a fresh and exciting perspective.
Curran, Michael J., & Smith, Elizabeth C. (2005, November). The Imposter: A motivational strategy to encourage reading in adoles-
cents. Journal of Adolescent & Adult Literacy, 49(3), 186–190. Reprinted with permission of Michael J. Curran and the International
Reading Association. All rights reserved.

Chemistry
e x a m p l e
The Imposter
The Text The Errors
Hydrogen atoms that lose their sole electron become For the first error, the last sentence of the second
ions consisting of a single proton. These protons are paragraph states “a pH of 8.0 has a thousand times
highly reactive, as they can form ionic bonds to an more protons than a pH of 5.0.” It should read “a
impressive variety of chemical groups. Whether a thousand times less protons . . .” The text reads,
molecule is bound or unbound to reactive protons “Each whole integer, then, is 10 times greater than
may determine its function. The most dramatic case the next highest whole integer. . . .” So if there is a
of this is enzymes, many of which have a narrow difference of 3 between integers then there should be
range of tolerance to the concentration of protons. a 1,000-fold difference. But because the integer 8.0
Thus, it is critical that the concentration of free is greater than 5.0, 8.0 represents a smaller proton
protons in solution is measured. concentration than 5.0, not larger——not more
protons.
The pH of a solution is a quantitative assessment
of the number of free protons and is measured on a For the second and third errors, the last line
negative logarithmic scale from 0 to 14. Each whole states, “Lemon juice is a basic solution at a pH of
integer, then, is 10 times greater than the next 3.5, while ammonia is an acidic solution at a pH of
highest whole integer and 10 times less than the next 12.” A pH of 3.5 is acidic not basic, and a pH of 12 is
lower whole integer. A pH of 5.0, then, has 10 times basic not acidic.
more free protons than a pH of 6.0. Similarly, a pH
of 8.0 has a thousand times more protons than a pH
of 5.0.
Another way of addressing the concentration of
protons is to use the semiquantitative terms acids and
bases. An acid is any solution with a pH less than
7.0, and a base has a pH of greater than 7.0. For
example, a solution of pH 4.3 is said to be acidic,
and a solution of pH 10.6 is said to be basic. Lemon
juice is a basic solution at a pH of 3.5, while ammo-
nia is an acidic solution at a pH of 12.

Literature
e x a m p l e
The Imposter
The Text The Error
The following is a quote with one added line (under- It is assumed that the student has read all the play or
lined) from William Shakespeare’s Hamlet (Mowat at least up to the quoted text. The error lies in
& Werstine, 1992). Ophelia’s second line of her third presentation: “I
loved him not.” The student should be aware that
Polonius: Farewell. [Reynaldo exits. Enter
Ophelia is in love with Hamlet and is truthful to her
Ophelia.] How now Ophelia, what’s the
father, Polonius. So there should be no cause for her
matter?
denial of love for him. Hamlet, on the other hand, is
Ophelia: Oh, my lord, my lord, I have been so
going mad, and questions much. The line attributed
affrighted!
to Ophelia is actually very much like the line that
Polonius: With what, i’ th’ name of God?
Hamlet uses in relationship to Ophelia, “I loved you
Ophelia: My lord, as I was sewing in my closet,
not” (Mowat & Werstine, 1992, p. 131, act 3, scene I,
Lord Hamlet, with his doublet all
line 129).
unbraced,
No hat upon his head, his stockinks
fouled,
Ungartered, and down-gyved to his
ankle,
Pale as his shirt, his knees knocking each
other,
And with a look so piteous in purport
As if he had been loosed out of hell
To speak of horrors——he comes before
me.
Polonius: Mad for thy love?
Ophelia: My lord I do not know,
But truly I do fear it. I loved him not.
Polonius: What said he?
Ophelia: He took me by the wrist and held me
hard.
Then goes he to the length of all his arm,
And, with his other hand thus o’er his
brow,
He falls to such perusal of my face
As he would draw it. Long stayed he
so. . . . (pp. 77–79)

Driver’s Education
e x a m p l e
DRAW
(Draw, Read, Attend, Write)
Directions: You or your partner will be asked to answer one of the following questions. When the questions are
discussed in class, you should take notes on all of the responses. After the discussion is concluded, some of
these questions will be used for a quiz. You will not be able to use this sheet during the quiz, so pay attention to
the answers and discussion.
1. What is aggressive driving?
2. How does a driver drive alertly?
3. What is the two-second rule?
4. What are five things a driver needs to consider when trying to stop a vehicle?
5. How can crashes involving vehicles and trains be prevented?
6. Name a precaution that must be taken in each of the following weather conditions: fog, rain, high winds,
and winter driving.
7. What equipment failures may cause crashes?
8. Name five considerations for driving on an expressway.
9. What is a special consideration for each of three different driving conditions?
10. What should a person do if a power line is touching the car in an accident?

Math
e x a m p l e
DRAW
1. What are the four classifications for angles?
2. What is used to measure the number of degrees in an angle?
3. What is the sum of the angles in any triangle?
4. What is the difference between two supplementary angles and two complementary angles?
5. What unit of measurement is used when measuring angles?
6. Two feet, five feet, six feet: Can these three lengths be put together to form a triangle? Explain why
or why not.
7. What are the five special types of quadrilaterals?
8. What is the difference between a ray and a line segment?
9. What type of triangle has one angle greater than 90 degrees?
10. What do we call two lines that intersect at right angles?
11. What is the difference between a scalene triangle and an equilateral triangle?
12. Is a circle a polygon? Explain why or why not.
13. Which quadrilateral has all sides the same length and all angles 90 degrees?

Science
e x a m p l e
DRAW
1. Which kingdom contains one-celled organisms that have nuclei?
2. What is the difference between autotrophs and heterotrophs?
3. How are classification systems helpful to scientists?
4. How does the theory of evolution affect the classification of living organisms?
5. What are the five kingdoms?
6. What are two examples of fungi?
7. Even though Aristotle was a Greek philosopher, how did he contribute to the field of science?
8. What are the two parts of binomial nomenclature?
9. What branch of biology deals with the science of classification?
10. What is the smallest and most specific classification group?
11. How has technology affected the classification of living organisms?
12. Give two examples of ways classification is used in real life.
13. What do we call the process in which new kinds of organisms develop from previously existing kinds
of organisms?

3
Chapter
Website Content
Section 3.1 Semantic Feature Analysis Art
Strategy 1 (Spanish) Example, 18
Knowledge Rating Scale Reproducible, 1 Semantic Feature Analysis Mathematics
Knowledge Rating Scale Math Example, 2 (Spanish) Example, 19
Exclusion Brainstorming Reproducible, 3 Closed Word Sort Reproducible, 20
Exclusion Brainstorming Science Example, 4 Closed Word Sort Science Example, 21
Imagine That! Reproducible, 5 Magnet Words Reproducible, 22
Magnet Words Science Example, 23
Section 3.2
Strategy 4
Section 3.4
Magic Square Reproducible, 6 Strategy 13
Magic Square Statistics Example, 7 Vocabulary Self-Collection Reproducible, 24

Graphic Organizer Reproducible, 8 Strategy 15
Strategy 6 Identifying Figurative Language Reproducible, 25
Four Square Reproducible, 9 Identifying Figurative Language Language Arts
Four Square Literature Example, 10 Examples, 26
Word Storm Reproducible, 11 Sensing Similes and Metaphors Reproducible, 27
Word Storm English Example, 12 Strategy 17
Strategy 8 Choosing Stronger Connotations Reproducible, 28
Word Web Reproducible, 13 Choosing Stronger Connotations Language Arts
Word Web English Example, 14 Examples, 29
Strategy 18
Section 3.3 Positive or Negative Connotations?
Strategy 9 Reproducible, 30
Semantic Feature Analysis Chart Reproducible, 15 Positive or Negative Connotations? Language Arts
Semantic Feature Analysis Reproducible, 16 Examples, 31
Semantic Feature Analysis Government
Example, 17
Name Date
Knowledge Rating Scale
Word Know It Well Have Seen/Heard It No Clue
readingresources

Math
e x a m p l e
Knowledge Rating Scale

Word Know It Well Have Seen/Heard It No Clue
Polyhedron
Tetrahedron
Vertex
Equilateral triangle
Pentagon
Hexahedron
Dodecahedron
Icosahedron
readingresources

Name Date
Exclusion Brainstorming
Topic
Mixture of Words and Phrases

1. 6. 11.
2. 7. 12.
3. 8. 13.
4. 9. 14.
5. 10. 15.
Words Unrelated to the Topic

1. 3. 5.
2. 4.
Words Related to the Topic

1. 3. 5.
2. 4.
Ambiguous Words
1. 3. 5.
2. 4.

Science
e x a m p l e
Exclusion Brainstorming
Butterflies
Topic
Mixture of Words and Phrases

1. metamorphosis 6. chrysalis 11. antennae
2. caterpillar 7. proboscis 12. mosquitoes
3. host plant 8. larva 13. migration
4. tree frogs 9. stingers 14. hibernation
5. insects 10. pupa 15. carnivores
Words Unrelated to the Topic

1. tree frogs 3. stingers 5. hibernation
2. carnivores 4. mosquitoes
Words Related to the Topic

1. caterpillar 3. proboscis 5. larva
2. chrysalis 4. pupa
Ambiguous Words
1. migration 3. host plant 5. metamorphosis
2. insects 4. antennae

Name Date
Imagine That!
Directions: Consider the following situations from a personal point of view. Respond to each question by
writing in the first person.
1.
Response:
2.
Response:
3.
Response:
4.
Response:
5.
Response:
6.
Response:

Name Date
Magic Square
Concepts
1.
A B C
2.
3.
4.
D E F
5.
6.
7.
G H I
8.
9.
10.
Answers
A.
B.
C.
D.
E.
F.
G.
H.
I.

Statistics
e x a m p l e
Magic Square
Concepts A B C
1. Mean
2. Norm 9 2 7
3. Mode
4. Median
D E F
5. Reliability
6. Standard Deviation 4 6 8
7. Validity
8. Grade Equivalent Score
G H I
9. Percentiles
10. Stanine 5 10 3
Answers
A. Provides information on how a student scores in percentages within a certain grade level.
B. Represents average scores of a sampling of students selected for testing according to such factors as age,
sex, race, grade, and socioeconomic status.
C. Indicates how well a test measures what it is supposed to measure.
D. Point in a distribution with equal number of scores above and below it.
E. Index of how spread out scores are around the mean.
F. Represents a level of achievement considered average for a particular grade and month of school within
that grade.
G. Considers whether a test measures ability consistently over time and across equivalent forms.
H. Allows teachers to make comparisons about student performance across tests and subtests.
I. Represents the most frequent value of a set of data.

Name Date
Graphic Organizer
1. Important Chapter Vocabulary Words
2. Words That Represent Inclusive Concepts (Superordinate Words)
3. Appropriate Words under Each Heading (Subordinate Words)

Name Date
Four Square
Vocabulary Word Definition
Personal Associations Opposite

Literature
e x a m p l e
Four Square
Vocabulary Word Definition
virago a noisy, domineering woman
Personal Associations Opposite
a witch Snow White

a shrew
a wicked stepmother

Name Date
Word Storm
1. What is the word?
2. Write the sentence from the text in which the word is used.
3. What are some words that you think of when you see this word?
4. Do you know any other forms of this word? If so, what are they?
5. Name three people who would be likely to use this word.
6. Can you think of any other words that mean the same thing? If so, what are they?
7. Write a sentence using this word appropriately. Make sure your sentence tells what the word means!
Based on Klemp, R. M. (1994). Susan Lenski, Mary Ann Wham, Jerry Johns, & Micki Caskey. Reading and Learning Strategies:
readingresources

English
e x a m p l e
Word Storm
1. What is the word? allegedly
2. Write the sentence from the text in which the word is used.
The girl allegedly took the purse.
3. What are some words that you think of when you see this word?
accused blamed culpable
4. Do you know any other forms of this word? If so, what are they?
alleged
alleges alleging

5. Name three people who would be likely to use this word.

policemen lawyers media people
6. Can you think of any other words that mean the same thing? If so, what are they?
supposedly reportedly
charged
7. Write a sentence using this word appropriately. Make sure your sentence tells what the word means!
Allegedly, the baseball players were using steroids.
Based on Klemp, R. M. (1994). Susan Lenski, Mary Ann Wham, Jerry Johns, & Micki Caskey. Reading and Learning Strategies:
readingresources

Name Date
Word Web
5. Synonym 1. Word and page 7. Antonym
6. Another form 8. Personal clue
2. Sentence containing the new word
3. Appropriate dictionary definition
4. Your own sentence
Based on Rosenbaum, C. (2001). Susan Lenski, Mary Ann Wham, Jerry Johns, & Micki Caskey. Reading and Learning Strategies:
readingresources

English
e x a m p l e
Word Web
placated mollified—p. 63 upset

5. Synonym 1. Word and page 7. Antonym
mollification,
mollifiable pacifier
6. Another form 8. Personal clue
John was not mollified by the reward.

2. Sentence containing the new word
calmed, made gentler

3. Appropriate dictionary definition
After the difficult encounter, I was mollified

by his apology.
4. Your own sentence
Based on Rosenbaum, C. (2001). Susan Lenski, Mary Ann Wham, Jerry Johns, & Micki Caskey. Reading and Learning Strategies:
readingresources

Name Date
Semantic Feature Analysis Chart

Name Date
Semantic Feature Analysis

Government
e x a m p l e

Constitutional Authority
Powers of the Powers of the

State Government Federal Government
Set up courts + +
Print money – +
Control trade with foreign countries – +
Make laws + +
Collect taxes + +
Establish public schools + –
Establish qualifications for voting + –
Make laws for marriage and divorce + –
Make laws for immigration and citizenship – +

Art (Spanish)
e x a m p l e

Artists
Pintura
Artists Impresión Acuarela Acrilica Oleo Escultura Carbón
Mary Cassatt
Henri de Toulouse-
Lautrec
Wassily Kandinsky
Henri-Charles Manguin
Georgia O’Keefe

Mathematics (Spanish)
e x a m p l e

Geometric Figures
4 Lados Contiene Contiene

Figuras Geométricas Convexo Exactamente Ángulo Recto Segmentos Rectos
Paralelogramo
Círculo
Triángulo obtuso
Polígono
Cuadrilátero
Nonagono
Triángulo agudo
Triángulo recto

Name Date
Closed Word Sort
Categories

Words to Sort


Science
e x a m p l e
Closed Word Sort

Categories
Human eye Camera
Words to Sort
Blind spot Macula
Refract Pupil
Optic nerve Sclera
Lens Retina
Cones Fovea
Aqueous humor Image
Iris Rods
Cornea Color
Film Aperture
Light-sensitive surface
Focus

Name Date
Magnet Words
Magnet Words

Details
1. 1. 1.
2. 2. 2.
3. 3. 3.
4. 4. 4.
5. 5. 5.
Paragraph Incorporating Magnet Words

Science
e x a m p l e
Magnet Words
Magnet Words
Metamorphic Igneous Sedimentary
Details
1. once were igneous 1. formed by heat

1. formed in sedimentary layers

2. once were sedimentary 2. formed by lava

2. may become metamorphic

3. heat, pressure, and weather 3. may change to metamorphic

3. derived from sediment
caused changes 4. example: quartz

4. found in bodies of water

4. deep within the earth

5. example: chalk

5.
example: slate
Paragraph Incorporating Magnet Words

There are three kinds of rocks: metamorphic, igneous, and sedimentary. Sedimentary rocks are created when
layers of sediment settle to the bottom of the ocean and are pressed together over thousands of years. Igneous
rocks are formed when lava erupts from a volcano, and metamorphic rocks are created when sedimentary or
igneous rocks undergo change caused by heat, pressure and water. Chalk is an example of a sedimentary rock,
quartz is an igneous rock, and slate is a metamorphic rock.

Name Date
Vocabulary Self-Collection
Selected Words Definitions
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

Name Date
Identifying Figurative Language

1.
Simile Metaphor Personification
Literal meaning
Intended meaning
2.
Literal meaning
Intended meaning
3.
Literal meaning
Intended meaning
4.
Literal meaning
Intended meaning
5.
Literal meaning
Intended meaning
6.
Literal meaning
Intended meaning
7.
Literal meaning
Intended meaning
8.
Literal meaning
Intended meaning
9.
Literal meaning
Intended meaning
10.
Literal meaning
Intended meaning

Language Arts
e x a m p l e s
Identifying Figurative Language

1. I heard it through the grapevine!
Literal meaning
Intended meaning
2. The autumn leaves created a canvas of warm colors.
Literal meaning
Intended meaning
3. The tree wrapped itself in a blanket of snow.
Literal meaning
Intended meaning
4. “Hope is the thing with feathers.” (Emily Dickinson)
Literal meaning
Intended meaning
5. He ran like the wind.
Literal meaning
Intended meaning
6. “Life is but an empty dream.” (Henry Wadsworth Longfellow)
Literal meaning
Intended meaning
7. “Mama always said that life is like a box of chocolates. You never know what you’re going to get.”
(Forrest Gump)
Literal meaning
Intended meaning
8. “My heart’s in the Highlands a-chasing the deer.” (Robert Burns)
Literal meaning
Intended meaning

Name Date
Sensing Similes and Metaphors
See Hear Taste Smell Feel
1.
2.
3.
4.
5.
6.
7.
8.

Name Date
Choosing Stronger Connotations

Directions: Look at the two connotations of the underlined word in the sentence. Put a circle around the one
that gives the sentence a stronger meaning.
1.
or
2.
or
3.
or
4.
or
5.
or
6.
or
7.
or
8.
or
9.
or
10.
or

Language Arts
e x a m p l e s
Choosing Stronger Connotations

Directions: Underline the word in parentheses that gives each sentence a stronger meaning.
1. His annoying habit of constantly talking makes people avoid him.

(prattling, conversing)
2. Being a spendthrift helped him get into debt.

(squanderer, big spender)
3. Sara paid close attention to the rules in order to get promoted.

(punctilious, meticulous)
4. It seemed to be Lisa’s fate to have people depend on her.

(destiny, fortune)
5. His favorite shirt was really quite colorful.

(gaudy, bright)
6. After her strict diet she really looked thin.

(gaunt, slender)
7. Being the oldest child in her family made her feel responsible for her siblings.
(accountable, liable)
8. Sally is afraid of snakes.

(frightened, terrified)
9. A good education might help her to become affluent.

(wealthy, well off)
10. Benjamin Franklin thought that tranquility was a virtue.

(serenity, halcyon)

Name Date
Positive or Negative Connotations?

Directions: Underline the word with the stronger connotation. Decide whether your choice is positive, negative,
or neutral.
1. or (positive negative neutral)

Language Arts
e x a m p l e s
Positive or Negative Connotations?

Directions: Underline the word with the stronger connotation. Decide whether your choice is positive, negative,
or neutral and put a check in the appropriate space.
Positive Negative Neutral
1. arduous or wearisome
2. colorful or gaudy
3. angry or irate
4. pretty or gorgeous
5. warm or tepid
6. unclean or filthy
7. overweight or obese
8. gross or disgusting
9. ambitious or cunning
10. smart or gifted

4
Chapter
Website Content
Strategy 5 Foreign Words and Phrases Reproducible, 11
Predictions, Definitions, and Connections Foreign Abbreviations, Words, and Phrases, 12–13
Reproducible, 1
Predictions, Definitions, and Connections Art Section 4.3
Dictionary Challenge Reproducible, 14
Strategy 7
Word Questioning Reproducible, 3 Strategy 19
Word Questioning Art Example, 4 Word Map Reproducible, 15
Word Questioning Geometry Example, 5 Word Map Literature Example, 16
Word Questioning Government Example, 6
Word Questioning Literature Example, 7 Section 4.4
Strategy 21
Section 4.2 Word Spine Reproducible, 17
Strategy 8 Word Tree Reproducible, 18
Repeated Readings Record Sheet Word Tree Science Example, 19
Reproducible, 8–9
Strategy 9
Two Questions Reproducible, 10
Name Date
Predictions, Definitions, and Connections

Unfamiliar Word
Sentence Containing Unfamiliar Word
Predicted Definitions Based on Sentence Context/Experiences
1.
2.
3.
Actual Definition/Meaning
Connections to Content Areas
1.
2.
Personal Connections

Art
e x a m p l e
Predictions, Definitions, and Connections

Unfamiliar Word
ceramics
Sentence Containing Unfamiliar Word
The paper said that ceramic pieces will be sold at the art auction.
Predicted Definitions Based on Sentence Context/Experiences
1. Some form of art work.

2. Ceramic pieces might be valuable.
3. The pieces are probably uniquely designed.
Actual Definition/Meaning
Ceramics is the art of making useful and beautiful objects by shaping and heating
certain minerals composed of clay.
Connections to Content Areas
1. Next semester we will use clay in art class to make ceramic pieces.
2.
Personal Connections
My aunt has a collection of ceramic pieces.

Name Date
Word Questioning
Word
What are the parts of the What does the word mean? What is an example
word I recognize? of the word?
analysis comprehension application
Sentence using word

What is not an example
of the word?
application
Why is the word important What might I be reading How does this word go with
for me to know? about when I find this word? other words or concepts
I know?
evaluation knowledge synthesis
Adapted from Allen (1999). Susan Lenski, Mary Ann Wham, Jerry Johns, & Micki Caskey. Reading and Learning Strategies:
readingresources

Art
e x a m p l e
Word Questioning
Perspective
Word
spec The appearance of In art it’s a three-

(relating to sight) objects in depth on dimensional
paper. representation.
Sentence using word

of the word?
The use of perspective
made the painting perspire
seem real.
application
I know?
as a technique in art art a view
painting
for its different history a subjective
meanings point of view evaluation
readingresources

Geometry
e x a m p l e
Word Questioning
Congruent
Word
the same shape and
con exactly the same size 2 pennies
Sentence using word

The two figures are of the word?
congruent.
a penny and
a dime
application
I know?
It’s part of our unit. shapes in geometry
identical
geometric figures
readingresources

Government
e x a m p l e
Word Questioning
Confirmation
Word
to ratify or make
confirm binding, support approval
or strengthen verification
of justice of court
Sentence using word

All but one voted of the word?
for his confirmation.
confer
application
I know?
understand various politics
uses church religious rite
current events
law
readingresources

Literature
e x a m p l e
Word Questioning
Lamentable
Word
mournful
lament deplorable Her death was
sad lamentable.
able
Sentence using word

Ah, what an unkind of the word?
hour is guilty of this
lamentable chance! joyful
Shakespeare’s
“Romeo & Juliet” application
I know?
as an expression literature
of sorrow poetry about death grief
regret
readingresources

Name Date
Repeated Readings Record Sheet

Step 1. Both partners choose passages of about 200 words.
Step 2
Partner A Partner B
Reads aloud—first reading Times Partner A and listens.
Your time: _________________
Step 3
Partner A Partner B
Times Partner B and listens. Reads aloud—first reading
Your time: _________________
Step 4. Write one or two sentences about what your partner read.
Step 5
Partner A Partner B
Reads aloud—second reading Times Partner A and listens.
Your time: _________________
Step 6
Partner A Partner B
Times Partner B and listens. Reads aloud—second reading
Your time: _________________
(continued)
Based on Ferroli, L., Beaver, K., Hagan, R., & Moriarity, A. (2000, March). Interventions for getting middle school readers caught up.
Presentation at the Illinois Reading Conference. Springfield, IL.

Name Date
Step 7. Write one or two sentences about what your partner read.
Step 8
Partner A Partner B
Reads aloud—third reading Times Partner A and listens.
Your time: _________________
Step 9
Partner A Partner B
Times Partner B and listens. Reads aloud—third reading
Your time: _________________
Step 10. Read your passage silently (fourth reading) and write two sentences about what you read.
Write two challenging words from your reading.
1. 2.
Based on Ferroli, L., Beaver, K., Hagan, R., & Moriarity, A. (2000, March). Interventions for getting middle school readers caught up.
Presentation at the Illinois Reading Conference. Springfield, IL.

Name Date
Two Questions
Key Word
Do I know any other words that look and sound like this word? If so, list them.
Are any of these look-alike/sound-alike words related to each other? If so, list them.

Name Date
Foreign Words and Phrases
Word/Phrase Origin
Meaning
Sentence
Word/Phrase Origin
Meaning
Sentence
Word/Phrase Origin
Meaning
Sentence
Word/Phrase Origin
Meaning
Sentence

Foreign Abbreviations, Words, and Phrases
A.D. (anno Domini)—in the year of our Lord esprit de corps—internal harmony and common
a.m. (ante meridiem)—before midday; the hours purpose that motivates a group or an organization
between midnight and noon et tu, Brute—and you, too Brutus. Last words
ad hoc—created for a particular purpose; frequently spoken by Caesar in Shakespeare’s play Julius
used to designate a committee Caesar
ad infinitum—indefinitely into the future eureka!—I have found it! Exclamation of Archime-
al fresco—painting on fresh plaster des whose experiment led to the discovery of the
law of specific gravity
alter ego—another self; a good friend
ex officio—by virtue of holding an office
ancien régime—former regime
ex post facto—after the deed is done
antebellum—before the war; in the United States
before the Civil War f. (forte)—loudly
a priori—a type of reasoning derived from self- f.v. (folio verso)—on the reverse side of the page
evident propositions fait accompli—an action that cannot be undone
aux armes—to arms, as in taking up weapons faux pas—a blunder, especially in the area of social
avant-garde—leaders in new art forms conventions; mistakes
bas relief—sculpture in which the subject does not forte—loudly
stand out far from the background genus homo—the human race
bon appétit—good appetite habeas corpus—when a prisoner posts bail and
bona fide—in good faith demands a hearing in court
bon mot—a clever expression homo sapiens—scientific name for human beings
ca (circa)—about; approximately hors d’oeuvres—bits of food served prior to a meal
to stimulate the appetite
carpe diem—take advantage of today; enjoy the day;
seize the day i.e. (id est)—namely; that is to say
carte blanche—a blanket authorization in absentia—in absence
caveat emptor—let the buyer beware in loco—on the spot; in the place of
c’est la vie—that’s the way life is in toto—completely
coup d’état—unexpected overturning of the govern- joie de vivre—the joy of living
ment; rapid political change laissez faire—an economic policy; noninterference
cul-de-sac—passage with only one outlet; dead end by government in business
cum laude—with praise; a phrase placed on diplo- magnum opus—masterpiece
mas indicating better than average scholarship mardi gras—literally, fat Tuesday, a day of fasting
de facto—a matter of fact; actually before the first day of Lent
déjà vu—applied to a person imagining that certain mea culpa—through my fault
scenes or events were seen previously mezzo forte—moderately loud
de jure—legal; rightfully n’est-ce pas?—is it not so?
double entendre—an expression with two meanings noblesse oblige—those who are nobly born must act
e.g. (exempli gratia)—for example nobly
etc. (et cetera)—and so forth; and others nom de plume—pen name
elite—upper class non sequitur—it does not follow; an illogical
inference
en masse—in a crowd; together
e pluribus unum—one from many; motto on the
great seal of the United States (continued)

Foreign Abbreviations, Words, and Phrases (continued)
nouveau riche—one who has recently become rich R.S.V.P.—respond, if you please
Objet d’art—a valuable piece of art raison d’être—reason for existing
p.m. (post meridiem)—afternoon; from noon to résumé—summary
midnight s.d. (sans date)—without the date
P.S. (post-scriptum)—postscript savoir faire—tact; cleverness; social know-how
passé—out of date s’il vous plaît—if you please
per annum—by the year sine qua non—an absolutely indispensable condition
per capita—for each person; share and share alike status quo—existing state of affairs; the way things
per diem—by the day are
per se—by, in, or of itself sub rosa—confidentially; secret
persona non grata—person not accepted tabula rasa—blank slate
pianissimo—very softly tête-à-tête—confidential conversation
piano—softly vice versa—reversing the relationship of forms;
por favor—please conversely
pro rata—in proportion vis-à-vis—face to face; in relation to
quid pro quo—something for something; one thing wanderlust—passion for traveling
for another

Name Date
Dictionary Challenge
● Compare and contrast the meaning of plane in your geometry text to the meanings in your dictionary.
● Is bitumen a food source people eat?
● How is bitumen pronounced?
● What color is bisque?
● Where is a bivalve found?
● What is a dobbin?
● What is a common word for calyx?
● What use might a divining rod have?
● Could you put something on a docker?

Name Date
Word Map

Literature
e x a m p l e
Word Map
trepidation
al
ar
d
ea
m
dr
anxiety fright
fear
sca
n ic
red
apprehension
pa

Name Date
Word Spine

Name Date
Word Tree

Science
e x a m p l e
Word Tree
therm mi c
n a
osphe
re m al mod y
thermos er th e r
th thermostat
thermoregulate
thermometer
therm
heat

5
Chapter
Website Content
Story Impressions Reproducible, 1 Story Map Reproducible, 14
Story Impressions Poetry Example, 2 Story Map Literature Example, 15
Anticipation Guide Reproducible, 3 Conflict-Resolution Paradigm Reproducible, 16
Anticipation Guide Literature Example, 4 Conflict-Resolution Paradigm Literature
Example, 17
Strategy 3
Character Quotes Reproducible, 5 Strategy 9
Character Quotes Literature Example, 6 What’s Your Perspective? Reproducible, 18
What’s Your Perspective? Literature Example, 19
Section 5.2
Biopoem Reproducible, 7 Strategy 10
Biopoem Poetry Example, 8 Locating Literary Devices Reproducible, 20
Locating Literary Devices Literature Example, 21
Strategy 5
Missing Person’s Report Reproducible, 9 Strategy 11
Missing Person’s Report Literature Example, 10 Connecting Fact and Historical Fiction
Reproducible, 22
Strategy 6 Connecting Fact and Historical Fiction Literature
Attribute Web Reproducible, 11 Example, 23
Attribute Web Literature Example #1, 12 Historical Literature for Selected Topics, 24–25
Name Date
Story Impressions
Key Words

Story Impression

Poetry
e x a m p l e
Story Impressions
Key Words from “maggie and millie and molly and may” by ee cummings (1995).
maggie beach lost

millie play sea
molly shell troubles
may star home
Story Impression
maggie and millie and their friends molly and may went to the beach to talk about their troubles. While they
were playing by the sea, they found a starfish and a shell. They lost the shell but took the starfish home with
them.

Name Date
Anticipation Guide
Directions: Read the following statements. Put a check mark next to those statements with which you agree.
Be prepared to defend your position.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

Literature
e x a m p l e
Anticipation Guide
Directions: Read the following statements about the poem “The History Teacher” by Billy Collins (2002). Put a
check mark next to those statements with which you agree. Be prepared to defend your position.
1. The Ice Age was really just chilly.
2. The Enola Gay dropped a tiny atom on Japan.
3. The Boer War was very boring!
4. The War of the Roses took place in a garden.
5. The Spanish Inquisition caused an outbreak of questions.

Name Date
Character Quotes
Title Author
Character Quotes
Descriptive Words

Personality Profile

Literature
e x a m p l e
Character Quotes
Sleeping Ugly (1981) Jane Yolen
Title Author
Character Quotes
“I like your manners, and for that good thought, I’ll give three wishes to you.”
“Do that again, and I’ll turn your foot to stone.”
“I like your manners but not your taste. Still, a wish is a wish.”
“Do not call someone stupid unless you’ve been properly introduced.”
“Say stupid again, and I will make toads come out of your mouth.”
“If you’re not gentle with magic, none of us will go anywhere.”
Descriptive Words
good manners wishes

toads stone
taste
stupid magic

Personality Profile
I think this story is about a witch or a fairy godmother who has a sense of humor.
She sounds like she’s fair and has good manners. I think I’d be really careful what I said
to her. Toads coming out of my mouth scare me!

Name Date
Biopoem
Title
Four traits that describe the subject:
Relative of: (list three things or people)
Lover of: (list three things or people)
Who feels:
Who needs:
Who fears:
Who gives:
Who would like to see:
Resident of:
Last name:

Poetry
e x a m p l e
Biopoem
“Somebody’s Mother” (1995) Anonymous
Title Author
Subject: Somebody’s Mother
Four traits that describe the subject: old, ragged, gray, poor
Relative of: loneliness, despair, depression
Lover of: a helping hand, a noble boy
Who feels: meek, timid, anxious
Who needs: care, love, warmth
Who fears: poverty, slippery sidewalks, bad weather
Who gives: her hand, a prayer of thanks
Who would like to see: warm weather, warm boots, a crossing guard
Resident of: any city
Last name: unknown

Name Date
Missing Person’s Report
Have You Seen This Person?

Title Author
Pick out a character from a story or poem and write a missing person’s report including details about the
missing person’s height, weight, distinguishing features, clothing, etc.

Literature
e x a m p l e
Missing Person’s Report

The Enchanted Raisin (1997) Jacqueline Balcells
Title Author
A mother is missing. The missing mother has three children who have been described as
“unbearable.” The mother was considered to be exhausted at the time of her disappearance.
Although she is only thirty years of age, some of her children’s friends mistook her for a
grandmother.
The mother is exceptionally wrinkled, has skinny legs, and a curved back. The family
noted that prior to her disappearance she seemed to diminish in size and at the time of
her disappearance strongly resembled a raisin. There is some concern that she may have
gone for a walk near the lake and drowned.
Because of the length of time that the mother has been missing, the father in the
family presumes she is dead and has remarried. The children in the family are extremely
displeased with their stepmother whom they consider to be evil and ugly. The children are
anxious that their real mother return to the family and have filed this Missing Person’s
Report with their local police department. Anyone with information about the missing
mother is asked to contact the police.

Name Date
Attribute Web

Title Author
How does your character act? How does your character look?
1. 1.
2. 2.
3. 3.
4. 4.
CHARACTER
What does your character say? How does your character feel?
1. 1.
2. 2.
3. 3.
4. 4.

Literature #1
e x a m p l e
Attribute Web
The Piggy Book Anthony Browne
Title Author
1. very self-important 1. like a business man

2. rude 2. well dressed
3. insensitive 3. chubby
4. demanding 4. like a pig
CHARACTER
Mr. Piggott
1. “Hurry up with dinner, old girl.” 1. smug

2. “But what shall we do?” 2. important
3. “Where’s Mom?” 3. overwhelmed
4. “P-l-e-a-s-e come back.” 4. grumpy

Literature #2
e x a m p l e
Attribute Web

Title Author
1. brave 1. teenager
2. calm 2. dark hair
3. loving 3. dark eyes
CHARACTER
Anne Frank
1. “When I write, I can shake off all
my cares.” 1. despairing
2. “Our Jewish friends are being taken 2. frightened
away in droves.” 3. hopeful
3. “I still believe that people are truly
good at heart.”

Name Date
Story Map
Title Author
Setting
Characters
Problem
Events
Solution

Literature
e x a m p l e
Story Map
Title “Nadia the Willful” Author Sue Alexander
Setting In the land of drifting sands of North Africa or the Middle East
Characters Nadia, the Willful

Her brother Hamed
Nadia’s father, the sheik, Tarik
Nadia’s mother
Shepherds
Problem Nadia’s brother, Hamed, disappears in the desert.

Nadia’s father is so sad that he forbids anyone to speak Hamed’s name.
Despite his command, Nadia begins talking about Hamed as a way of coping
with her grief and loneliness.
Events
Hamed disappears in the desert.
Tarik forbids anyone to speak Hamed’s name.
Nadia defies her father and talks about Hamed.
Tarik hears a shepherd speaking of Hamed.
Tarik banishes the shepherd.
Nadia confronts her father and restores his fading memories of her brother, Hamed.
Solution Tarik forgives Nadia and renames her Nadia the wise.

Name Date
Conflict-Resolution Paradigm

Title Author
Conflict
Resolution

Literature
e x a m p l e
Conflict-Resolution Paradigm
“The Cremation of Sam McGee” (1995) Robert Service
Title Author
Conflict
This poem tells about two miners traveling by dogsled during a bitterly cold winter in
Alaska. Sam McGee, one of the miners, is from Tennessee and can’t tolerate the cold.
He convinces his traveling companion to cremate him if he dies. In fact, he does die the next
day. His companion, the narrator of the poem, ties Sam’s body to the sled and travels on
with “a corpse half hid,” one he can’t get rid of because of his promise of cremation. That is
the problem.
Resolution
Finally, the sled driver comes across an abandoned ship and decides to use its furnace to
burn Sam’s body. When he peeks inside the furnace, he finds Sam sitting comfortably in
the heat saying he is warm for the first time since they left Tennessee.

Name Date
What’s Your Perspective?
Title of the story in which you appear
What are your needs? What are your concerns?
What events have impacted your life? How do you feel about this?
Summarize your situation
Based on Buehl (2001). Susan Lenski, Mary Ann Wham, Jerry Johns, & Micki Caskey. Reading and Learning Strategies: Middle
readingresources

Literature
e x a m p l e
What’s Your Perspective?

Your name Snow White
Title of the story in which you appear Snow White in New York (1986)
What are your needs? What are your concerns?
I just want to get along with my My stepmother hates me. She is jealous
stepmother and make some friends here of me, and I’m afraid of her.
in New York.
What events have impacted your life? How do you feel about this?
My mother died and my father Well, of course I miss my mother but

remarried a dreadful woman. She tried now that I have met the man of my
to get rid of me but failed. I got a job dreams, I am happy. I am, however,
singing in a night club and met still wary of my stepmother.
a handsome newspaper reporter.
Summarize your situation
Well, my stepmother gave me a drink with a poison cherry in it, and she thought for sure
that she was rid of me. However, the poison cherry was only stuck in my throat. When I
woke up, the handsome newspaper reporter and I decided to get married. We had a big
wedding and sailed off on a glorious honeymoon. I am positive that we will live happily
ever after.
Based on Buehl (2001). Susan Lenski, Mary Ann Wham, Jerry Johns, & Micki Caskey. Reading and Learning Strategies: Middle
readingresources

Name Date
Locating Literary Devices

Directions: Find examples of each of the literary elements listed in column one. Write the name of the selection
in which you find the element in column two. Write the page number of the location in column three. Write the
example you have located in column four.
Page
Literary Device Selection Number Example
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

Literature
e x a m p l e
Locating Literary Devices

Directions: Find examples of each of the literary elements listed in column one. Write the name of the selection
in which you find the element in column two. Write the page number of the location in column three. Write the
example you have located in column four.
Page
Literary Device Selection Number Example
1. Onomatopoeia Mother’s Nerves 139 I gave it a bang and in

she dove.
2. Simile Chang McTang 427 green and yellow as the

night

3. Alliteration Barbara Frietschie 342 forty flags, silver stars

The Summer of the 293 living in the most
4. Hyperbole
Beautiful White Horse amazing comical

poverty in the world
5.
6.

Name Date
Connecting Fact and Historical Fiction

Directions: Record an important historical event from your literary text in column one. Locate a factual account
of the same event in your social studies textbook. Record this fact in column two. Put the page number of the
social studies fact in column three. If you are unable to verify the fact from your historical novel, put a check
mark in column four.
Literary Text: Author:
Textbook:
Requires
Story Textbook Page Further
Information Verification Number Research

Literature
e x a m p l e
Connecting Fact and Historical Fiction

Directions: Record an important historical event from your literary text in column one. Locate a factual account
of the same event in your social studies textbook. Record this fact in column two. Put the page number of the
social studies fact in column three. If you are unable to verify the fact from your historical novel, put a check in
column four.
Literary Text: I Am Rosa Parks Author: Rosa Parks
Textbook: The Americans
Requires
Story Textbook Page Further
Information Verification Number Research
Rosa Parks was arrested and put In 1955, Rosa Parks took a seat in 700
in jail for not giving up her seat on front of the “colored” section and
a bus to a white man. was arrested.
Black people in Montgomery For 381 days African Americans 700

boycotted the buses. refused to ride the buses.
As a child, Rosa Parks was not As an adult Rosa Parks refused to 701
supposed to drink from the same use drinking fountains labeled
water fountains as white people. “colored only.”
Rosa Parks and her husband

moved to Detroit, MI. 

Historical Literature for Selected Topics
Compiled by Dr. Pamela Nelson
Fugitives from Labor

Nonfiction: Bentley, J. (1997). “Dear Friend” Thomas Garrett & William Still: Collaborators on the
underground railroad. New York: Cobblehill Books.
Fiction: Turner, G. (1994). Running for our lives. New York: Holiday House.
Poetry: Rappaport, D. (2002). No more! Stories & songs of slave resistance. Cambridge, MA: Candlewick
Press. p. 43, Gospel Train
Navajo Women
Nonfiction: Thomson, P. (1995). Katie Henio: Navajo sheepherder. New York: Cobblehill Books.
Fiction: Blood, C., & Link, M. (1990). The goat in the rug. New York: Aladdin Books.
Poetry: Begay, S. (1995). Navajo: Visions and voices across the mesa. New York: Scholastic. p. 37,
Storm Pattern
Maher, R. (2003). Alice Yazzie’s year. Toronto: Tricycle Press.
Lewis & Clark

Nonfiction: Blumberg, R. (1987). The incredible journey of Lewis & Clark. New York: Lothrop, Lee, &
Shepard.
Blumberg, R. (2004). York’s adventures with Lewis & Clark: An African-American’s part in the Great
Expedition. New York: Harper Collins.
Fiction: Smith, R. (1999). The captain’s dog: My journey with the Lewis & Clark tribe. San Diego, CA:
Gulliver Books.
Poetry: Shields, C. (2002). Brain juice: American history fresh squeezed! Brooklyn, NY: Handprint Books.
p. 18, Job Available
Wright Brothers
Nonfiction: Old, W. (2002). To fly: The story of the Wright brothers. New York: Clarion.
Fiction: Yolen, J. (2003). My brothers’ flying machine: Wilbur, Orville, and me. New York: Little, Brown.
Poetry: Shields, C. (2002). Brain juice: American history fresh squeezed! Brooklyn, NY: Handprint Books.
p. 46, Kitty Hawk
The Great Depression

Nonfiction: Cooper, M. (2004). Dust to eat: Drought and depression in the 1930s. New York: Clarion Books.
Fiction: Swain, G. (2003). Chig and the second spread: The tallish tale of a small girl. New York: Delacorte
Press.
Poetry: Hesse, K. (1997). Out of the dust. New York: Scholastic. p. 220, Thanksgiving List
Internment
Nonfiction: Tunnel, M., & Chilcoat, G. (1996). The children of Topaz: The story of a Japanese-American
internment camp. New York: Holiday House.
Fiction: Uchida, Y. (1971). Journey to Topaz: A story of the Japanese-American evacuation. Berkeley, CA:
Creative Arts Book Company.
Uchida, Y. (1993). The bracelet. New York: Putnam Gossett.

Historical Literature for Selected Topics (continued)
Poetry: Meltzer, M. (Ed.). (2003). The hour of freedom: American history in poetry. Honesdale, PA: Boyds
Mills Press. pp. 62–63, Response to Executive Order 9066: All Americans of Japanese Descent Must
Report to Relocation Centers
Civil Rights
Nonfiction: Bridges, R. (1999). Through my eyes. New York: Scholastic.
Fiction: Curtis, C. (1995). The Watsons go to Birmingham—1963. New York: Delacorte Press.
Poetry: Thomas, J. (Ed.). (2003). Linda Brown, you are not alone: The Brown v. Board of Education Decision.
New York: Hyperion. p. 15, Desegregation

6
Chapter
Website Content
Idea Web Assessment Health/Science Example, 1 It Says—I Say—And So Reproducible, 32
Prereading Plan (PreP) Reproducible, 2 It Says—I Say—And So Social Studies
Prereading Plan (PreP) Math Example, 3 Example, 33
Anticipation/Reaction Guide Reproducible, 4 ReQuest Reproducible, 34
Anticipation/Reaction Guide Language Arts ReQuest Driver’s Education Example, 35
Example, 5
Strategy 10
Anticipation/Reaction Guide Social Studies Inference Chart Reproducible, 36
Example, 6
Inference Chart Art Example, 37
Strategy 3
Strategy 11
Think, Predict, Read, Connect (TPRC)
Three-Level Guide Reproducible, 38
Reproducible, 7
Three-Level Guide Literature Example, 39
Think, Predict, Read, Connect (TPRC) Social
Studies Example, 8 Section 6.4
GIST Reproducible, 9 Questioning the Author (QtA) Reproducible, 40
GIST Music Example, 10
Strategy 13
Section 6.2 Question Answer Relationship (QAR)
Reproducible, 41
Strategy 5
Compare-Contrast Graphic Organizer Strategy 14
Reproducible, 11 Inquiry Questions (IQs) Reproducible, 42
Compare-Contrast Graphic Organizer Physical
Education Example, 12 Section 6.5
Description Graphic Organizer Reproducible, 13 Strategy 15
Description Graphic Organizer Math Example, 14 Connections Chart Reproducible, 43
Sequence Graphic Organizer Reproducible, 15 Connections Chart Social Studies Example, 44
Sequence Graphic Organizer Science Example, 16 Connections Chart Technology Example, 45
Cause and Effect Graphic Organizer Strategy 16
Reproducible, 17 Share What You Know (SWYK) Reproducible, 46
Cause and Effect Graphic Organizer Social Studies Share What You Know (SWYK) Language Arts
Example, 18 Example, 47
Problem and Solution Graphic Organizer
Reproducible, 19 Strategy 17
Problem and Solution Graphic Organizer Intra-Act Reproducible, 48
Consumer Education Example, 20 Intra-Act Math Example, 49
Sequence Idea-Map Reproducible, 21
Strategy 18
Sequence Idea-Map Music Example, 22
Text Preview Reproducible, 50–51
Description Idea-Map Reproducible, 23
Description Idea-Map Literature Example, 24 Strategy 19
Compare and Contrast Idea-Map Reproducible, 25 In the Feature, but Not in the Text
Compare and Contrast Idea-Map Science Reproducible, 52
Cause and Effect Idea-Map Reproducible, 27 Bar Graph Physical Education Example, 53
Cause and Effect Idea-Map Science Example, 28
Problem and Solution Idea-Map Reproducible, 29 Strategy 21
Problem and Solution Idea-Map Business Timeline Reproducible, 54
Example, 30 Timeline Social Studies Example, 55
Timeline School Memories Reproducible, 56
Strategy 7
Signal Words Reproducible, 31
Health/Science
e x a m p l e
Idea Web Assessment
Definition Using electrolytes
Substance that Charge by ions allows

dissociates into cells to use electrolytes
electrically charged to carry electrical
ions impulses to body
Needs to be in fluid Nerve impulses and
form contract muscles
Electrolyte
Charge by ions + or – Water balance
replacement
Acid-base balance
When to replace How to replace
No need for healthy people During exercise, drink

8 oz. with sodium,
Need after severe v omiting
potassium, and 14–16g
or diarrhea
carbohydrates every day
During athletic events that
After exercise need sodium,
cause prolonged sweating
carbohydrates, and fluids.
Soup is good.

Name Date
Prereading Plan (PreP)
Title or Topic
Associations with the Topic

● List whatever comes to mind when you think about this topic.
Reflections on the Associations

● What made you think of those associations?
● How are the associations related to each other?
Reformulation of Knowledge
● Now what do you think about the topic?
● Do you have any new ideas about the topic?
● How can you change the earlier list?

Math
e x a m p l e
Prereading Plan (PreP)

Geometry of Rainbows
Title or Topic
Associations with the Topic

● List whatever comes to mind when you think about this topic.
– Geometric interpretation of reflection of light.

- How light travels through water and what that does to the angle of the reflection.
- Seeing a double rainbow.
Reflections on the Associations

● What made you think of those associations?
● How are the associations related to each other?
– We learned how to find the angles of light reflection in class.

– In science class we discussed refraction of light, but I don’t know the geometry.
– When I see rainbows, I wonder why some are near the horizon and others are not.
Reformulation of Knowledge
● Now what do you think about the topic?
● Do you have any new ideas about the topic?
● How can you change the earlier list?
– Using Fermat’s Principle of least-time can put the Laws of Reflection and
Refraction in context.
– I’m still wondering about the arc shape.

Name Date
Anticipation/Reaction Guide
Directions: Before reading the selection, respond to the following statements. Write “yes” in the blank
preceding the statement if you agree or “no” in the blank if you disagree. Be prepared to discuss the rationale
for your responses. After you read the selection, write “yes” in the blank after the statement if you agree or
“no” in the blank if you disagree. Be prepared to discuss your responses.
Before Reading After Reading
1.
2.
3.
4.
5.
6.

Language Arts
e x a m p l e
Directions: Before reading the selection, respond to the following statements. Write “yes” in the blank preced-
ing the statement if you agree or a “no” in the blank if you disagree. Be prepared to discuss the rationale for
your responses. After you read the selection, write “yes” in the blank after the statement if you agree or “no” in
the blank if you disagree. Be prepared to discuss your responses.
1. Southern speech is the largest accent group in the United States.
2. Valley Girl and Surfer Dude dialects have had no impact on

Standard English.
3. Black Americans and white Americans speak less alike than they did in
the early 20th century.
4. Women adopt new pronunciation more quickly than men.
5. People react to synthetic computerized voices in the same way they react
to human voices.
6. Spanglish, Chicano English, and Chicano Spanish are the same dialect.

Social Studies
e x a m p l e
Directions: Before reading the selection, respond to the following statements. Write “yes” in the blank preced-
ing the statement if you agree or a “no” in the blank if you disagree. Be prepared to discuss the rationale for
your responses. After you read the selection, write “yes” in the blank after the statement if you agree or “no” in
the blank if you disagree. Be prepared to discuss your responses.
1. Charlemagne’s real name was Charles.
2. The Franks had been Christians for several centuries before Charlemagne
was born.
3. The Saxons were more devout Christians than the Franks.
4. Newspapers existed at the time of Charlemagne.
5. Only the Pope had more power than Charlemagne.
6. Charlemagne was the first Western Emperor.

Name Date
Topic
Think Predict
Read
Connect

Social Studies
e x a m p l e

Oregon Trail
Topic
Think Predict
During the 1800s many people died. 

They traveled in covered wagons. 
They couldn’t take all of their belongings. 
It was really dangerous. 
They were called pioneers.
Read pp. 193–196 in Social Studies book
Connect I’ve seen covered wagons, and they look really small and uncomfortable.
I can’t imagine walking across the country. I can barely finish a 10-mile hike.
I remember the first time I saw the Rocky Mountains. The pioneers must have been amazed
and maybe scared.

Name Date
GIST
1. Summary of first paragraph (25 words or fewer)
2. Summary of second paragraph (25 words or fewer)
3. Summary of third paragraph (25 words or fewer)
4. GIST: Combination of the three summaries

Music
e x a m p l e
GIST
1. Summary of first paragraph (25 words or fewer)
The Classical Period lasted from 1750–1825 and is best known for its form
and the composers Mozart, Haydn, and Beethoven.
2. Summary of second paragraph (25 words or fewer)
The Romantic Period lasted from 1825–the 20th century and used
expressiveness through Chopin, Wagner, and Brahms.
3. Summary of third paragraph (25 words or fewer)
20th Century contemporary classical music is extremely diverse and is known

for Strauss, Mahler, Copland, and Gershwin.
4. GIST: Combination of the three summaries
Through the last 250 years music has changed from being known for its form to
expressiveness to great diversity.

Name Date
Compare-Contrast Graphic Organizer
Topic Topic

Physical Education
e x a m p l e
Compare-Contrast Graphic Organizer
Goalie running Tackle

game
kicks forward pass
goals
can use head helmets
to hit ball uses a ball
touchdown
1 point goal field
field goal
uniform
time outs
Soccer Football
Topic Topic

Name Date
Description Graphic Organizer

Math
e x a m p l e
Description Graphic Organizer
VI
IX
III
XV
I
MMLXI Roman LMIV

Numerals
XI
XI
XX
I
CMIX

Name Date
Sequence Graphic Organizer

Science
e x a m p l e
Sequence Graphic Organizer
Ecosystem
4
Community
3
Population
2
Organism
1

Name Date
Cause and Effect Graphic Organizer
Causes Effect

Social Studies
e x a m p l e
Cause and Effect Graphic Organizer
Causes Effect
Ge
Fa
rm
sci
an
ms
ex
in
pan
Ita
sio
ly
n
Outbreak of
World War II
In
cr
J
Pe nese
ea
a pa
a
se
lr H atta
f o
a c
N
r
a
bo k o
t io
r n
n al
i sm

Name Date
19
Problem Solution Evaluation

Susan Lenski, Mary Ann Wham, Jerry Johns, & Micki Caskey. Reading and Learning Strategies: Middle Grades through High School (4th ed.). Copyright © 2011 by Kendall Hunt
Publishing Company (1-800-247-3458, ext. 4). May be reproduced for noncommercial educational purposes within the guidelines on the copyright page. www.kendallhunt.com/
readingresources
20
Consumer Education
e x a m p l e

Problem Solution Evaluation
Monitor the amount

over training increased rest of rest needed for
optimum training

readingresources
Name Date
Sequence Idea-Map
Topic:

Music
e x a m p l e
Sequence Idea-Map
Topic:
Jazz History
1900s Ragtime, Blues, New Orleans Jazz
1920s Hot Jazz

Chicago Style Jazz
1930s Swing
Kansas City Jazz
1940s Be-bop
Rhythm and Blues

Name Date
Description Idea-Map
Topic

Literature
e x a m p l e
Description Idea-Map
Review of Lord of the Flies
Topic
Describes the thin line between civility and savagery.

Summary of plot
Jack’s group murders another group’s member.
Jack’s group illustrates the need for government.
Lack of discipline led to total savagery.
Appeals to adolescent skepticism
Book is considered a classic.

Name Date
Compare and Contrast Idea-Map
Topic Topic

















Science
e x a m p l e
Compare and Contrast Idea-Map

Seals Sea Lions
Topic Topic
Earless Eared

Northern elephant seal  Northern fur seal
harbor seal  California sea lion
descended from terrestrial mammals  descended from bear-like mammals




Harbor Seal Northern Elephant Seal  CA Sea Lion Northern Fur Seal








Name Date
Cause and Effect Idea-Map

Cause Effect

Science
e x a m p l e
Cause and Effect Idea-Map

Weather Pattern Hurricane
Cause Effect
Low pressure
Inward spiral
Warm ocean waters
Categories 1–5
Water vapor
Wind, rain, eye of storm
Wind
Tropical storm

Name Date
Problem and Solution Idea-Map

Problem Solution

Business
e x a m p l e
Problem and Solution Idea-Map

Inflation Supply-Side Economics
Problem Solution
Fall of purchasing power Expand economy

Rise in prices Lower taxes

Increase in money supply

Falling productivity

Decrease in confidence


Name Date
Signal Words
Cause-Effect
Description Sequence Compare-Contrast Problem-Solution

Name Date
It Says—I Say—And So
Text
It Says I Say And So

Social Studies
e x a m p l e
It Says—I Say—And So
King Henry VIII
Text
It Says I Say And So

He was the second monarch of the Henry VIII even had a song about Henry VIII was an important
Tudor dynasty, succeeding his him that began, “I’m Henry the English monarch for many
father, Henry VII. He is famous VIII I am. . . .” I think his mar- reasons, among them his attitude
for having been married six times. riages have been discussed so toward his wives and the intensity
much more than other aspects of he had about continuing the Tudor
his life. dynasty.
Notable events during his reign The Protestant religion really The rise of Protestantism is linked
included the break with Rome and began to become popular during between Luther’s work that
the subsequent establishment of King Henry’s reign. Henry was brought the Catholic church’s
the independent Church of King of England in the same time excesses to light and Henry’s
England, the dissolution of the period as the reformation in desire to be free from the Catholic
monasteries, and the union of Germany. church’s rules about marriage.
England and Wales. Henry may have also wanted the
riches of the monasteries. These
events triggered important changes
in England.

Name Date
ReQuest

Text Page Numbers
Teacher Question
Teacher Answer
Teacher Question
Teacher Answer
Teacher Question
Teacher Answer

Text Page Numbers
Student Question
Student Answer
Student Question
Student Answer
Student Question
Student Answer

Driver’s Education
e x a m p l e
ReQuest
Driver’s Manual
14–15
Text Page Numbers
Teacher Question What is the left-hand lane used for on multiple-lane roads?
Teacher Answer Overtaking and passing another vehicle
Teacher Question When a school bus traveling toward you is stopped with its red lights
flashing, what should you do?
Teacher Answer Stop until the lights are off.
Teacher Question How far should you follow an emergency vehicle?
Teacher Answer 500 feet
Driver’s Manual
17–18
Text Page Numbers
Student Question What is the biggest contributor to collisions?
Student Answer Failing to see what is happening
Student Question What percentage of fatality collisions involve alcohol?
Student Answer
40%
Student Question What lane should bicycles ride in?
Student Answer With the flow of traffic near the right side of the road

Name Date
Inference Chart
Title
Clues from Text My Experiences My Inference

Art
e x a m p l e
Inference Chart
Oil Painting
Title
Clues from Text My Experiences My Inference

Oil painting uses pigment I’ve done some oil painting, Oil painting takes a great deal
mixed with some kind of oil. but it has been mostly water of talent because the medium
soluble paint. dries and can’t be changed. Oil
Painting with oil is permanent.
painting was an expression of
You have to get the picture the
Oil painting is typically done the master artists because it
way you want it before it dries.
on canvas or wood. gave them the chance to
I’ve seen some wonderful oil produce art that was realistic.
portraits at the museum.

Name Date
Three-Level Guide
I. Literal Level
Check the items that specifically show what the author wrote. Be prepared to support your choices.
1.
2.
3.
4.
II. Interpretive Level

Check the items that show what the author meant. Be prepared to discuss supporting evidence from the text.
1.
2.
3.
4.
III. Applied Level

Check the items that you agree with and be ready to share examples from the text and your own knowledge to
support your responses.
1.
2.
3.
4.

Literature
e x a m p l e
Three-Level Guide
I. Literal Level
Check the items that specifically show what the author wrote in the poem. Be prepared to support your choices.
1. During the winter, moisture in the ground freezes and causes the earth to swell under the wall.
2. Hunters damage the wall.
3. The speaker lets his neighbor know when it is time to repair the wall.
4. There is an area along the property line where a wall is not needed.
5. The neighbor believes that the wall is necessary for neighborly harmony.
II. Interpretive Level

Check the items that show what the author meant in the poem. Be prepared to discuss supporting evidence from
the poem.
1. The author doesn’t believe there is any practical need for the wall.
2. It is an easy task to replace the boulders in the wall.
3. The author is able to convince his neighbor that the wall is not necessary.
4. The wall was built a long time ago.
5. The author believes that good fences make good neighbors.
III. Applied Level

Check the items that you agree with and be ready to share examples from the poem and your own knowledge to
support your responses.
1. Hunters should be allowed to trespass onto private property during hunting season.
2. People should have fences enclosing their property because good fences make good neighbors.
3. In an ideal world, there would be no walls.
Based on “Mending Wall” by Robert Frost in Literature & language. (1994). Evanston, IL: McDougal, Littell. Susan Lenski, Mary Ann
Wham, Jerry Johns, & Micki Caskey. Reading and Learning Strategies: Middle Grades through High School (4th ed.). Copyright ©
2011 by Kendall Hunt Publishing Company (1-800-247-3458, ext. 4). May be reproduced for noncommercial educational purposes
within the guidelines on the copyright page. www.kendallhunt.com/readingresources

Name Date
Questioning the Author (QtA)

Directions: Ask the following questions as you read source texts and select information to write as notes. If you
think of additional questions that would be useful to you, write them on the blank lines.
1. What are the authors trying to say here?
2. What are the authors’ messages?
3. What are the authors talking about?
4. Did the authors explain this clearly?
5. Is this passage consistent with other passages?
6. How does this passage connect with previous passages?
7. Do the authors adequately explain things?
8. Why are the authors telling us this now?
9.
10.
11.
12.
Adapted from Beck, I. L., McKeown, M. G., Hamilton, R. L., & Kucan, L. (1997). Questioning the author: An approach for enhancing
student engagement with text. Newark, DE: International Reading Association. Susan Lenski, Mary Ann Wham, Jerry Johns, & Micki
Caskey. Reading and Learning Strategies: Middle Grades through High School (4th ed.). Copyright © 2011 by Kendall Hunt Publishing
Company (1-800-247-3458, ext. 4). May be reproduced for noncommercial educational purposes within the guidelines on the copyright
page. www.kendallhunt.com/readingresources

Name Date
Question Answer Relationship (QAR)

In the Book Questions
Right There
The question will be similar to a sentence in the text, and the answer will be found in that sentence.
1.
2.
3.
Think and Search

The answer to the question will be found after reading several sentences or a larger passage.
1.
2.
3.
In Your Head Questions

Author and You
You will develop an answer using information from the text and your own knowledge.
1.
2.
3.
On Your Own
Your answer will take you beyond the text.
1.
2.
3.

Name Date
Inquiry Questions (IQs)
Category Definition Question Starters

Knowledge Recalls data or information. define, describe, identify, label, list,
match, name, outline, recall, retell,
select, state, who, what, when, where
Comprehension Understands the meaning, translation, conclude, defend, distinguish, estimate,
interpolation, and interpretation of explain, extend, generalize, give
instructions and problems. States a examples, illustrate, infer, interpret,
problem in one’s own words. paraphrase, predict, rephrase, rewrite,
summarize, translate
Application Uses a concept in a new situation or apply, change, compute, construct,
unprompted use of an abstraction. demonstrate, discover, manipulate,
Applies what was learned in the modify, operate, predict, prepare,
classroom in new situations. produce, relate, show, solve, use
Analysis Separates material or concepts into analyze, break down, categorize,
component parts so that the organiza- classify, compare, contrast, deconstruct,
tional structure may be understood. diagram, differentiate, discriminate,
Distinguishes between facts and distinguish, identify, illustrate, infer,
inferences. outline, relate, select, separate
Synthesis Builds a structure or pattern from categorize, combine, compile,
diverse elements. Puts parts together to compose, create, design, devise,
form a whole, with emphasis on explain, generate, modify, organize,
creating a new meaning or structure. plan, rearrange, reconstruct, relate,
reorganize, revise, rewrite, summarize,
tell, write
Evaluation Make judgments about the value of appraise, compare, conclude, contrast,
ideas or materials. criticize, critique, defend, describe,
discriminate, evaluate, explain,
interpret, justify, relate, summarize,
support

Name Date
Connections Chart
Title
Text-to-Self Text-to-Texts Texts-to-World

Social Studies
e x a m p l e
Connections Chart
“I Have a Dream” speech of Martin Luther King, Jr.
http://www.americanrhetoric.com/speeches/Ihaveadream.htm
Title

I’ve heard my parents Martin Luther King, Jr., Biography We celebrate King’s birth
refer to this speech a lot. http://nobelprize.org/peace/laureates/1964/ in January.
king-bio.html
My grandfather marched The Autobiography of Martin Luther King, Jr. We have a street named
in some of the protests. Clayborn Carson, 1998 Martin Luther King Drive
New York: TimeWarner in our town.
I’ve read in the news that My social studies book has a section on The NAACP is in the news
there is a trend toward Dr. Martin Luther King, Jr. sometimes.
segregation again.
I’ve seen a picture of Eyes on the Prize videos Rosa Parks died recently,
drinking fountains that and she was part of the
had a sign saying Civil Rights Movement.
“whites only.”

Technology
e x a m p l e
Connections Chart
PowerPoint® for Windows (Spark Charts)
Title

®
The Spark Chart reminds PowerPoint section in the Office XP book My social studies teacher
me of the Cliff Notes gives PowerPoint® presen-
I sometimes read about tations on Mondays.
books for English class.
PowerPoint® seems very The Help Section on Windows Office on My mom is always working
much like word processing my computer on PowerPoint® presenta-
but with cooler screens. tions for her work at the
bank.
I’ve inputted graphics I checked out some PowerPoint® websites All of my friends use
before. too. PowerPoint® for their
reports.

Name Date
Share What You Know (SWYK)

Title Pages
This reminds me of . . .
This is how I picture it . . .

Language Arts
e x a m p l e
Share What You Know (SWYK)

“Paul Revere’s Ride” (Longfellow) 19–29
Title Page Numbers
This reminds me of . . .
As I read this poem, I thought about going to the barn early in the morning when it was
dark and feeding the horses. The poem says that Paul Revere rode at midnight, so it must
have been dark out. It was April in New England so it could have been cold too. I think
about his riding a horse in the cold and dark, galloping through small towns, yelling and
waking people up. I’ll bet some of them were angry at his yelling. Some of them must have
been scared because it meant that they would go to war. The poem makes me think about
what it would be like to ride a horse through a town.
This is how I picture it . . .

Name Date
Intra-Act
Topic
Statements Name Name Name Name

Math
e x a m p l e
Intra-Act
Knowing math will be useful for you all through your lives.
Topic
Statements Name Name Name Name

We need to know math to balance
checkbooks.
Because almost everyone has a

calculator and computer, math is
irrelevant for our society.
Math is used by everyone most

days.
Basic math might be useful but

algebra and geometry are not.
Only people who go to college to be

engineers need math.
Estimation is a skill that everyone

needs to know because calculators
can be wrong.

Name Date
Text Preview
1. Chapter title
2. What do you think this chapter will be about?
Introduction
3. What seems to be the major focus of the chapter according to the introduction?
4. What are the key ideas mentioned in the introduction?
5. Based on the information in the introduction, what do you think you will learn in this chapter?
Why do you think so?
Section Questions (to be completed for each section)

6. What will this section be about? Why do you think so?
7. What ideas do you already have about the subject matter?
(continued)

Name Date
Vocabulary in Bold Type

8. Do you already know any of these words? If so, which ones?
9. Do these words give you any clues about the subject of this part of the section?
Graphics
10. What type of information do the graphics provide?
11. Why did the authors include them in the section?
12. What do the graphics tell you about the types of information that will be in the section?
Content Check
13. What important terms should you know and understand after reading this section?

Name Date
In the Feature, but Not in the Text
Information in the Feature,

Information in the Text Information in the Feature but Not in the Text
Adapted from Smolkin & Donovan (2005). Susan Lenski, Mary Ann Wham, Jerry Johns, & Micki Caskey. Reading and Learning
Strategies: Middle Grades through High School (4th ed.). Copyright © 2011 by Kendall Hunt Publishing Company (1-800-247-3458,
ext. 4). May be reproduced for noncommercial educational purposes within the guidelines on the copyright page. www.kendallhunt.com/
readingresources

Physical Education
e x a m p l e
Bar Graph
Use the bar graph to answer these questions.
1. How many girls participate in soccer? How many boys?
2. How many girls play tennis? How many boys?
3. In which three sports do girls outnumber boys? and
4. In which two sports do boys outnumber girls? and
5. What is the total number of boys and girls who participate in volleyball?
6. Which sport has the most female participants?
7. Which sport has the fewest male participants?
8. What is the total number of boys who participate in sports?
9. What is the total number of girls who participate in sports?
10. Which sport has the greatest overall participation?

Name Date
Timeline

Social Studies
e x a m p l e
Timeline
Historical Events
1929 1930 1931 1932 1933 1934 1935 1936 1937 1938 1939 1940 1941
1929 1932 1935 1939 1941

Stock Market Franklin D. Dust Bowl Germany United States
Crash Roosevelt in the invades enters
elected Great Plains Poland World War II
President
1933 1936 1940

Hitler becomes Roosevelt Roosevelt is
leader of reelected reelected
Germany

Name Date
Timeline
School Memories
Kindergarten
1st Grade
2nd Grade
3rd Grade
4th Grade
5th Grade
6th Grade
7th Grade
8th Grade
9th Grade
10th Grade
11th Grade
12th Grade

7
Chapter
Website Content
Strategy 1 Opinion-Proof Reproducible, 22
Consider the Source Reproducible, 1 Opinion-Proof Essay Evaluation Scoring
Consider the Source Math Example, 2 Guide Reproducible, 23
Consider the Source Science Example, 3 Strategy 11
Strategy 2 Support Your Position (SYP) Reproducible, 24
Perspective Guide Reproducible, 4 Support Your Position (SYP) Science Example, 25
Perspective Guide Health Example, 5 Strategy 12
Perspective Guide Social Studies Example, 6 Truman Document Excerpt History Example, 26
Strategy 3 SOAPS + Claim Reproducible, 27
Ask the Author Reproducible, 7 SOAPS + Claim Sentence Frames
Ask the Author Literature Example, 8 Reproducible, 28
Ask the Author Science Example, 9
Section 7.4
Determining Authors’ Purposes Reproducible, 10 Reciprocal Teaching Plus Reproducible, 29
Determining Authors’ Purposes Literature Reciprocal Teaching Plus Language Arts
Example, 11 Example, 30
Determining Authors’ Purposes Social Studies Reciprocal Teaching Plus Math Example, 31
Example, 12
Strategy 14
Section 7.2 Critical Literacy Response Reproducible, 32
Strategy 5 Critical Literacy Response Physical Education
Discussion Web Reproducible, 13 Example, 33
Discussion Web Health Example, 14 Critical Literacy Response Science Example, 34
Discussion Continuum Reproducible, 15 Power Graph Reproducible, 35
Discussion Continuum Social Studies Power Graph Social Studies Example, 36
Strategy 7 Looking at Language Reproducible, 37
Options Guide Reproducible, 17 Looking at Language Music Example, 38
Options Guide Science Example, 18 Strategy 17
Strategy 8 Problematizing Texts Reproducible, 39
Questioning Editorial Perspectives Strategy 18
Reproducible, 19 Taking Social Action Reproducible, 40
Section 7.3
Strategy 9
State-Question-Read-Conclude (SQRC)
Reproducible, 20
State-Question-Read-Conclude (SQRC) Language
Arts Example, 21
Name Date
Consider the Source
Title
1. What is the date of publication?
2. How does the date of publication make a difference for this topic?
3. Was the text written by one author, a team of authors, or a committee?
4. What are the authors’ qualifications?
5. How qualified are the authors in your estimation?
6. Will the authors’ qualifications make a difference in the way you read this text?
7. What do you think are the authors’ purposes for writing this text?

Math
e x a m p l e
Consider the Source

Real World of Algebra: Understanding the Power of Mathematics
Title
1. What is the date of publication? 2005
I don’t think algebra changes much over the years but the examples in the book are
current and that’s good.

One author
The author has a college degree but he doesn’t say whether it’s in mathematics.
He’s also a teacher of middle school gifted students.

I think a teacher would be qualified to write this book because it’s for students.
Since he teaches middle school students, the book is perfect for me. It might seem
too juvenile for a high school student.
Well, the author is a teacher but teachers don’t know everything. I’ll believe him just like
I believe my teacher knowing that there could be mistakes.
7. What are the authors’ purposes for writing this text?

There are all kinds of cute pictures and cool ideas in this book. I think the author is
trying to make algebra fun for students.

Science
e x a m p l e
Consider the Source

Biochemistry (3rd ed.)
Title
1. What is the date of publication? 2005
It’s important in biochemistry to have a book that has current information.

The book was written by a team of three authors.
All three authors have Ph.D.s and are professors of biochemistry at universities.

I think the authors are totally qualified to write a textbook. If they don’t know all
there is to know about biochemistry, I don’t know who would.
Absolutely! I won’t have to think that this book is out of date or suspect. I will rely
very heavily on the book’s authenticity.
7. What do you think are the authors’ purposes for writing this text?
It seems like they’re sharing what they know with students. I think their purpose is to
inform us and maybe for them to get famous since so many students buy their book.

Name Date
Perspective Guide
Directions: Write an A for the first source and a B for the second source on the blanks before the quotations or
ideas from the texts.
Source A
Source B
1.
2.
3.
4.
5.
6.
7.
8.

Health
e x a m p l e
Perspective Guide
Source A Allan, C. B., & Lutz, W. (2000). Life without bread: How a low-carbohydrate diet can save your life.
Los Angeles: Keats.
Source B Raz, O. (2005). The bread for life diet: The high-on-carbohydrate weight-loss plan. New York:
Stewart, Tabori & Chang.
1. Carbohydrates contribute to many dietary-related diseases.
2. Every carbohydrate your body needs can be made from either fat or protein.
3. You should eat bread and lots of it.
4. The way to a balanced diet is through simple foods.
5. Eating carbohydrates raises the good serotonin levels in your body.
6. You can eat as much fat and protein as you want and still lose weight.
7. Women should eat 12 slices of light bread and men should eat 16 slices every day.
8. Low-carbohydrate nutrition has been around for centuries.
Answers:
Source A: 1, 2, 6, 8
Source B: 3, 4, 5, 7

Social Studies
e x a m p l e
Perspective Guide
Source A Palestinian Textbooks Teach Anti-Israel Hate

http://www.camera.org/index.asp?x_article=94&x_context=2
Source B Palestinian Textbooks: Where is all the ‘incitement’?

http://www.palestinemonitor.org/new_web/palestinian_textbooks_incitement.htm
1. Ninth graders study from official textbooks that assert “treachery and disloyalty are
character traits of the Jews and therefore one should beware of them.”
2. It turns out that the original allegations were based on Egyptian or Jordanian textbooks
and incorrect translations.
3. There are gaps in the presentation of both Palestinian and Israeli history, but they are a
good starting point nonetheless.
4. Jihad and martyrdom are glorified as the means of liberating “Palestine,” and children’s
poems contain calls to war and bloodletting.
5. “Palestine” replaces Israel on all maps in Palestinian textbooks, and Israeli towns and
cities are designated Palestinian locales.
6. The biggest constraint, in the words of a Palestinian parent, is that Israeli tanks and
soldiers are shooting in the streets outside while teachers are trying to promote peace in
the classroom.
7. The European Union has issued a statement that the new textbooks are free of inciting
content and the allegations were unfounded.
8. Sixth graders read of a young boy growing up with “the love of Jihad flowing through his
veins and filling every fiber of his being.”
Answers:
Source A: 1, 4, 5, 8
Source B: 2, 3, 6, 7

Name Date
Ask the Author

Title Author
Directions: Read the following scenario and answer the questions that follow.
Scenario
Questions
1.
2.
3.
Responses to Questions

Literature
e x a m p l e
Ask the Author

The Lion, the Witch and the Wardrobe C. S. Lewis
Title Author
Scenario
Lucy is the first of the four children to enter the wardrobe in the Professor’s house and to enter Narnia. Edmund
was next, and soon Peter and Susan followed. The children met the Great Lion, Aslan, and joined a battle to free
Narnia.
Questions
1. Why did you have the youngest girl go through the wardrobe first?
2. What reasons did you have for making the leader of Narnia a lion?
3. What is the significance of giving the children the power to free Narnia?
4. In what ways is the Professor important in the story?
Responses to Questions
1. Lucy was the youngest child in the family and was more capable of believing in the
mystical powers of Narnia.
2. Aslan was a lion because he was king of Narnia and lions are thought to be “king” of
their environment.
3. Children have powers that adults don’t have, especially the power to believe.
4. The Professor is the absent, ineffectual adult.

Science
e x a m p l e
Ask the Author

Genes & DNA R. Walker
Title Author
Scenario
A great number of animal species become extinct every day. Some scientists estimate that number to be around
100 species. Many other animals are endangered. More than one fourth of all plant species are endangered.
Each animal and plant has its own unique DNA.
Questions
1. Can DNA help save endangered species by saving a cell from a species in case the species becomes extinct?
2. Is it possible to clone new animals from the cells of extinct animals?
3. Are there any differences between plant and animal DNA that could save them?
4. Why are so many animals and plants becoming extinct?
Response to Questions
DNA might be useful in the future to clone animals from the saved cells of endangered
species. It all depends whether cloning becomes ethically acceptable and whether science
continues to experiment with cloning techniques.

Name Date
Determining Authors’ Purposes

Title Author
Revealing Details
●
●
●
●
●
●
Inferences of Authors’ Purposes

Literature
e x a m p l e

The Sisterhood of the Traveling Pants A. Brashares
Title Author
Revealing Details
● Brashares has quotations before each chapter.
● She writes about four friends who trade a pair of jeans.
● The book has letters from the friends to each other.
● One of the friends is the narrator.

Brashares wants to show how young women can have lasting relationships with each other.
Brashares believes in the importance of friendships and wants to share that idea.

Social Studies
e x a m p l e

A Time for Freedom L. Cheney
Title Author
Revealing Details
● She’s the wife of a politician.
● She writes that facts are necessary for understanding.
● The book is a list of facts.
● There are four entries before 1492.
● The book ends with the destruction of the World Trade Center on September 11, 2001 and
then a quote from George W. Bush.

Mrs. Cheney wants to promote learning facts rather than the nuances of events.
Mrs. Cheney is promoting a traditional way of learning history.
Mrs. Cheney wants students to learn dates and facts.

Name Date
13
Discussion Web
Question
Reasons Reasons
No Yes
Conclusion
Based on Alvermann, D. (1992). The discussion web: A graphic aid for learning across the curriculum. The Reading Teacher, 45, 92–99. Susan Lenski, Mary Ann Wham, Jerry Johns, &
Micki Caskey. Reading and Learning Strategies: Middle Grades through High School (4th ed.). Copyright © 2011 by Kendall Hunt Publishing Company (1-800-247-3458, ext. 4).
May be reproduced for noncommercial educational purposes within the guidelines on the copyright page. www.kendallhunt.com/readingresources
14
Health
e x a m p l e
Discussion Web
Question
Should I stop
Reasons Reasons
smoking?
I like to smoke. Smoking is linked to serious

illness.
No Yes
I may gain weight if I quit. Smoking is addictive.
Some of my friends smoke. Millions have stopped smoking.
Conclusion
Although I like to smoke, I know it’s not good for me. I need to find
the best way to quit. I know I can stop smoking.
Based on Alvermann, D. (1992). The discussion web: A graphic aid for learning across the curriculum. The Reading Teacher, 45, 92–99. Susan Lenski, Mary Ann Wham, Jerry Johns, &
Micki Caskey. Reading and Learning Strategies: Middle Grades through High School (4th ed.). Copyright © 2011 by Kendall Hunt Publishing Company (1-800-247-3458, ext. 4).

May be reproduced for noncommercial educational purposes within the guidelines on the copyright page. www.kendallhunt.com/readingresources
Name Date
15
Discussion Continuum
Statement Statement
readingresources
16
Social Studies
e x a m p l e
Discussion Continuum
The military should be allowed to recruit students The military should not be allowed to recruit
on high school campuses. students on high school campuses.
Statement Statement

readingresources
Name Date
Options Guide
Scenario
Questions

Science
e x a m p l e
Options Guide
Directions: After reading a section about trees vs. people, read the scenario and answer the following questions.
Scenario
An old growth forest in the Pacific Northwest has been marked for clear cutting. The forest consists of some of
the world’s oldest and largest coniferous trees providing a habitat for over 600 species of wildlife. Environmen-
talists are arguing that this particular forest should be preserved. There is, however, a great demand for wood
products in America and elsewhere. Timber workers want to provide lumber and save their jobs by cutting
down the trees.
Questions
1. What are some of the options open to decision makers?
2. What are the possible results for each option?
a. How successful would each option be?
b. What would the loggers say?
c. What would the environmentalists say?

Name Date
Questioning Editorial Perspectives
1. What is the title of the editorial?
2. What is the issue in this editorial?
3. What stance on the issue is represented?
4. What specific evidence is given to support this side of the issue?
5. Is there any evidence apparent in this editorial to suggest another viewpoint? If so, please explain.
6. Does the writer show a bias? Are there any particular words or patterns of writing used to accomplish this?
If so, what are they?

Name Date
Statement
Question
Facts that support my position statement
Facts that refute my position statement
Conclusion
Based on Sakta, C. G. (1998/1999). SQRC: A strategy for guiding reading and higher level thinking. Journal of Adolescent & Adult
Literacy, 42, 265–269. Susan Lenski, Mary Ann Wham, Jerry Johns, & Micki Caskey. Reading and Learning Strategies: Middle Grades

Language Arts
e x a m p l e
Statement William Shakespeare of Stratford-on-Avon was the Shakespeare of London who wrote the plays.
Question Was Shakespeare from Stratford the well-known playwright?
Facts that support my position statement
1. Shakespeare was born in 1564 in Stratford according to the records.
2. It was not unusual at that time to have multiple spellings of one’s name.
3. Shakespeare was an actor in London before beginning to write his plays.
4. Shakespeare registered most of his plays.
Facts that refute my position statement
1. William Shakespeare did not have an education.
2. The number of words used in Shakespeare’s plays is over 17,000. Too many for just one writer.
3. William Shakespeare couldn’t have the knowledge of science, law, and history evidenced in the plays.
4. Shakespeare’s father and daughter were illiterate and some think he was also illiterate.
Conclusion
Shakespeare was a genius and wrote the plays attributed to him.
Based on Sakta, C. G. (1998/1999). SQRC: A strategy for guiding reading and higher level thinking. Journal of Adolescent & Adult
Literacy, 42, 265–269. Susan Lenski, Mary Ann Wham, Jerry Johns, & Micki Caskey. Reading and Learning Strategies: Middle Grades

Name Date
Opinion-Proof
Opinion Statement
Evidence
Supporting Evidence
Evidence That Does Not Support the Topic

Name Date
Opinion-Proof Essay Evaluation Scoring Guide

1. Sophistication of Argument——Scope, Depth, and Clarity
Shallow Comprehensive
1 2 3 4 5 6 7 8 9 10
2. Effectiveness of Supporting Claims

Weak Effective
1 2 3 4 5 6 7 8 9 10
3. Effectiveness of Evidence
Weak Effective
1 2 3 4 5 6 7 8 9 10
4. Effectiveness of Counter-arguments
Weak Effective
1 2 3 4 5 6 7 8 9 10
5. Coherence of Argument
Disordered Cohesive
1 2 3 4 5 6 7 8 9 10
6. Organization
Rudimentary Clear
1 2 3 4 5 6 7 8 9 10
Based on Unrau, N. J. (1997). Thoughtful teachers, thoughtful learners: A guide to helping adolescents think critically. Scarborough,
Ontario: Pippin. Susan Lenski, Mary Ann Wham, Jerry Johns, & Micki Caskey. Reading and Learning Strategies: Middle Grades

Name Date
Support Your Position (SYP)
Title
Position Statement
Evidence from Personal Experience Evidence from the Text

Science
e x a m p l e
Support Your Position (SYP)

Life Cycle of Salmon
Title
Position Statement
Dams should be removed in order to protect endangered salmon.
Evidence from Personal Experience Evidence from the Text

Wild salmon are losing ground to farm-raised Salmon are endangered in many areas of the
salmon. country.

Wild salmon, as an entrée, is hard to find on Dams keep salmon from swimming to their
menus anymore. breeding grounds.
My uncle saw the destruction of the salmon Fish ladders were built next to dams for salmon
when the dams were built. Thousands of to use to jump the dams.
salmon died.
I saw a television program about how fish The electricity generated by the dams can also
ladders were used and why they were not be generated by windmills.
working for the salmon.
My grandfather is a salmon fisherman, and he The types of dams that were built are
said that the salmon run has been really low now outdated.
these last few years.

History
e x a m p l e
Truman Document Excerpt

U.S.: The Truman Doctrine calls for the United States to become the World’s Police, 1947.
President Truman.1
“The United States has received from the Greek government an urgent appeal for financial and economic
assistance. [. . .] that assistance is imperative if Greece is to survive as a free nation. [. . .]
One of the primary objectives of the foreign policy of the United States is the creation of conditions in
which we and other nations will be able to work out a way of life free from coercion. This was a fundamental
issue in the war with Germany and Japan. [. . .]
The peoples of a number of countries of the world have recently had totalitarian regimes forced upon them
against their will. The Government of the United States has made frequent protests against coercion and intimi-
dation, in violation of the Yalta agreement [by the USSR] in Poland, Rumania, Bulgaria, and a number of other
countries. [. . .]
I believe that it must be the policy of the United States to support free peoples who are resisting attempted
subjugation by armed minorities or by outside pressures. I believe that we must assist free peoples to work out
their own destinies in their own way.”
1
Hoffman, Major Problems in American History Volume II: Since 1865, pp. 285–286. Susan Lenski, Mary Ann Wham, Jerry Johns,
& Micki Caskey. Reading and Learning Strategies: Middle Grades through High School (4th ed.). Copyright © 2011 by Kendall Hunt
Publishing Company (1-800-247-3458, ext. 4). May be reproduced for noncommercial educational purposes within the guidelines on
the copyright page. www.kendallhunt.com/readingresources

Name Date
27
SOAPS + Claim
Speaker
Occasion
Audience
Purpose
Significance
Claim
readingresources
Name Date
28
SOAPS + Claim Sentence Frames
Questions to Ask Response Sentence Frames

Speaker Who is the author?
The author of this document is .
Why should we believe what the author

is saying?
Occasion What are the time and place for which the
document was created? The author developed this document at this time and place:
.
Audience Who is the main audience? Why does the

author want to communicate with this The author wants to read this document.
audience?
Purpose Why did the author create this document?

What message is the author trying to get The author’s purposes are
across?
Significance In what ways is this document important?

What conclusions can a reader draw about This document is important because
the reasons the document was written?
Claim What is the author trying to prove?

The author wants to show that
readingresources
Name Date
Reciprocal Teaching Plus
Title
Predicting Clarifying Questioning Summarizing Critiquing

Language Arts
e x a m p l e

Middlesex
Title
The book will Mt. Olympus Where is Mt. The setting is I know the
be about a Olympus and mainly in book won a
young girl in why did the Michigan. The Pulitzer Prize,
England. book begin main character’s but I wonder
there? parents whether Greek
emigrated from Americans find
Mt. Olympus it objectionable.
which was in
Greece.
The main hermaphrodite What is a A hermaphro- The book tells
character will hermaphrodite dite is both the story from
have gender and is it the genders rather the hermaphro-
issues. same as a than one at a dite’s point of
trans-gendered time. view. There
person? wasn’t too much
from other
stances.

Math
e x a m p l e

Precalculus Mathematics: Functions & Graphs
Title
Polynomial Polynomial What is a 2 × 2 is an This book begins

inequalities polynomial? example of a with a review of
will contain polynomial basic terms
whole numbers. which assumes
that some
students are not
ready for
precalculus.
Inequalities >, < Which one > is greater This book is
will not use means greater than over a decade
equal signs. than? old and the
< is less than examples seem
dated.

Name Date
Critical Literacy Response
Title
Why do you think people should or should What questions would you like to ask the author
not read this book? of this book?
What surprised you about this book? Write an experience from your own life that
connects with this book.
Write a statement from someone whose Write a statement from a perspective not
worldview is represented in this book. represented in this book.
Adapted from Vasquez (2003). Susan Lenski, Mary Ann Wham, Jerry Johns, & Micki Caskey. Reading and Learning Strategies:
readingresources

Physical Education
e x a m p l e

Conditioning for Outdoor Fitness
Title
People who want to know how to get in Are there any differences in your
shape for different sports should read recommendations for women?
this book. This book is really useful for
Do you think free weights or weight
people who want to develop a training
machines work best?
program.
I was surprised that the conditioning
exercises included balance. I was trying to improve my climbing
ability but needed to develop a training
program. I worked on it by myself and
wasn’t very successful.
This book is essential for keeping fit There’s no need to be specific about a
during winter months. It’s easy to training program. To stay in shape, all
lose muscle tone when you’re not you need to do is walk or do some yoga.
participating in your sport. The rest is a waste of time.
Developing a targeted conditioning
program is great.
readingresources

Science
e x a m p l e

Keeping Bees
Title
This is a great book for people thinking How did you get interested in bees? Did
of keeping bees as a hobby or a business. you find them fascinating when you
It’s not so great for students who are were in school?
researching bees. There aren’t many
How many times have you been stung?
diagrams or pictures.
I was amazed at the details of the hives.
I had no idea hives were so complex. I helped my aunt collect honey from
her hives. She has an orchard and keeps
bees too.
Keeping bees is the kind of work that Bees are a nuisance. They buzz around
keeps you outdoors and enjoying my head, land on the top of my soda
nature. Working with insects is one way can, and sting without reason. I wish
to learn about the natural world. Bees there were no bees in the world.
are fascinating insects.
readingresources

Name Date
Power Graph
Title
Based on Johnson & Freedman (2005). Susan Lenski, Mary Ann Wham, Jerry Johns, & Micki Caskey. Reading and Learning Strategies:
readingresources

Social Studies
e x a m p l e
Power Graph
U. S. War of Independence
Topic
Power Graph
Very
Powerful
(B)
(L)
(R)
Not
Powerful
1 2 3 4 5
British (B)
Colonists (R)
Rebels
Colonists (L)
Loyalists
Based on Johnson & Freedman (2005). Susan Lenski, Mary Ann Wham, Jerry Johns, & Micki Caskey. Reading and Learning Strategies:
readingresources

Name Date
Looking at Language
Title
Gender References
Male Female
Generalizations

Music
e x a m p l e
Looking at Language
Orchestras
Topic
Gender References
Male Female
cello violin
conductor piano
drums vocalist
bass harp
viola French horn
trumpet flute
trombone 1st chair
Generalizations
Although there have been more opportunities for women to play in symphonies, they
still tend to play instruments historically played by women.

Name Date
Problematizing Texts
1. How does the author represent different groups in the text?
2. How are meanings assigned to certain figures?
3. How does the author try to convince readers to accept his or her premise?
4. How are meanings assigned to events in the text?
5. What are the purposes of the text?
6. Whose interests are served by the dissemination of this text? Whose interests are not served?
7. What view of the world is put forth by the ideas in this text? What views are not?
8. What are other possible constructions of the world?
9. What is included in this text?
10. What is missing from this text?
11. What does this text tell us about our culture?
12. How might we rewrite this text to deal with the gaps and silences?

Name Date
Taking Social Action
Issues about the Topic

1.
2.
3.
4.
5.
Questions to Ask
1.
2.
3.
Possible Projects
1.
2.
3.

8
Chapter
Website Content
Preplan-List-Activate-Evaluate (PLAE) Study SCAN and RUN Reproducible, 10
Plan Reproducible, 1
Preplan-List-Activate-Evaluate (PLAE) Study Section 8.4
Plan Social Studies Example, 2 Strategy 14
Read-Encode-Annotate-Ponder (REAP)
Strategy 3
Reproducible, 11
Study Skills Self-Assessment Reproducible, 3
Read-Encode-Annotate-Ponder (REAP) Science
Strategy 4 Example, 12
Project Journal Reproducible, 4
Section 8.5
Strategy 6 Record-Edit-Synthesize-Think (REST) English
Textbook Survey Reproducible, 5 Example, 13
Textbook Scavenger Hunt Reproducible, 6 Cornell Note-Taking Reproducible, 14
Textbook Scavenger Hunt Math Example, 7 Cornell Note-Taking Science Example, 15
THIEVES Reproducible, 8 Power Notes Visual Arts Example, 16
THIEVES Science Example, 9
Strategy 22
Double Entry Diary Reproducible, 17
Double Entry Diary Language Arts Example, 18
Double Entry Diary Social Studies Example, 19
Name Date
Preplan-List-Activate-Evaluate (PLAE) Study Plan
Preplan Preplan or define study tasks and goals.
List List or select strategies to accomplish study tasks and meet

study goals.
Activate Activate or implement the study plan using appropriate

strategies.
Evaluate Evaluate the effectiveness of the study plan.
Based on Nist, S. L., & Simpson, M. L. (1989). PLAE, a validated study strategy. Journal of Reading, 33, 182–186. Susan Lenski,
Mary Ann Wham, Jerry Johns, & Micki Caskey. Reading and Learning Strategies: Middle Grades through High School (4th ed.).
Copyright © 2011 by Kendall Hunt Publishing Company (1-800-247-3458, ext. 4). May be reproduced for noncommercial educational
purposes within the guidelines on the copyright page. www.kendallhunt.com/readingresources

Social Studies
e x a m p l e
Preplan-List-Activate-Evaluate (PLAE) Study Plan

P—Preplan or define study tasks and goals.
L—List or select strategies to accomplish study tasks and meet study goals.
A—Activate or implement the study plan using appropriate strategies.
E—Evaluate the effectiveness of the study plan.
Study Goal
For social studies, you will learn about the Civil Rights Movement in the United States. You will gather infor-
mation about social conditions that prompted the Movement and describe the Movement’s major events. Then,
you will examine current events articles for evidence about the status of underrepresented groups in the United
States. To demonstrate your understanding, you will write an essay about the antecedents of the current civil
rights efforts.
Study Tasks
● Scan the Civil Rights Era chapter looking for information about conditions in the United States that led to
the Civil Rights Movement.
● Take notes on the major events of the Civil Rights Movement.
● Read current events articles related to civil rights.
● Compose an essay about the connection between past and present civil rights efforts.
Study Plan
● Read the Civil Rights Era chapter.
● Identify the social conditions during the Civil Rights Era.
● List the major events of the Civil Rights Movement.
● Read current events articles about civil rights.
● Identify connections between current and past civil rights efforts.
● Write a first draft of an essay that connects the past and present civil rights efforts.
● Revise the draft into a final essay about the foundation of current civil rights efforts.
Activate
● Direct students to put the civil rights study plan into action.
● Check with students daily about their progress with their study plan.
Evaluate
● Upon completion of the essay, ask students to evaluate the effectiveness of their study plan.
● Prompt students to determine whether their study plan helped them to succeed.
● Ask students to determine the reasons why their study plan was or was not effective and what they would
change in the future.
Based on Nist, S. L., & Simpson, M. L. (1989). PLAE, a validated study strategy. Journal of Reading, 33, 182–186. Susan Lenski,

Name Date
Study Skills Self-Assessment

Always Sometimes Never
1. I read material more than once if I don’t understand 5 4 3 2 1

it the first time.
2. I try to identify the most important points as I read. 5 4 3 2 1
3. I preview reading assignments before reading. 5 4 3 2 1
4. I concentrate when I study. 5 4 3 2 1
5. I study with a friend when I think it will help. 5 4 3 2 1
6. I try to “overlearn” material as I study. 5 4 3 2 1
7. I take notes that help me when I study. 5 4 3 2 1
8. I study in an environment that is conducive to learning. 5 4 3 2 1
9. I set goals for each study time. 5 4 3 2 1
10. I underline or take notes as I study. 5 4 3 2 1
Based on Davis, S. J. (1990). Applying content study skills in co-listed reading classrooms. Journal of Reading, 33, 277–281.

Name Date
Project Journal
Class Period
Students’ Names
Assignment
Tasks to Accomplish Person in Charge
Tasks Accomplished Date
Comments on Progress

Name Date
Textbook Survey
1. Name some of the parts of a textbook that can help you as a reader.
2. Describe how you would use the index.
3. Describe what is listed in the table of contents.
4. If you wanted to look up a word you did not know, where would you look?
5. When you look through the chapters in this book, what features in the chapters make reading easier?
6. If the chapters contain graphs and charts, how are they used?
7. What are the purposes of the headings and subtitles in the chapters?
8. Before reading a chapter in the book, what could you do to make the chapter easier to understand?
9. Do you think this book is friendly or unfriendly? Why?
10. What else can you share about this textbook?

Name Date
Textbook Scavenger Hunt

Directions: Complete the scavenger hunt using your textbook. Include page numbers or other descriptive
information about where you located the information.
1. Check the index.

What page describes [topic of your choice]?
Describe (or draw) the [topic of your choice].
2. Survey the table of contents.

Which chapter focuses on [topic of your choice]?
Approximately how many pages is this chapter?
What is the topic of the next chapter?
3. Look at the [another reference feature].

Where would you find [topic of your choice]?
What is the purpose of the [reference feature]?
Is there another way to find this information?
4. Examine the inside covers of your text.

What resources did you find?

Why are these resources located here?
5. Survey the chapters.

What features [begin or conclude] every chapter?

How could you use these features?

6. Look at the features at the [beginning or end] of the book.

What is the topic of [feature]?
What is the topic of [feature]?
Why are these features included?


Math
e x a m p l e
Textbook Scavenger Hunt

Directions: Complete the scavenger hunt using your textbook. Include page numbers or other descriptive
information about where you located the information.
1. Check the index to find ellipses.

What page describes the major and minor axes of an ellipse? p. 763
Draw an ellipse that includes the major and minor axes:
2. Survey the table of contents.

Which chapter focuses on trigonometric functions? Chapter 4
Approximately how many pages is this chapter 100 pages
What is the topic of the next chapter? Analytic Trigonometry
3. Look at the index of applications.
Where would you find information on bridge design? p. 467
What is the topic heading in this index? Construction Applications
Would you also find bridge design in the general index? No
4. Examine the inside back cover of your text.
What resources did you find? Geometry Formulas and
Trigonometric Functions
Why are these resources located here? For quick access
5. Survey the chapters.
What three features conclude every chapter? Focus on Concepts
Review Exercises
Chapter Project
How could you use these features Review the concepts
Do the exercises
6. Look at the features at the end of the book.
What is the topic of Appendix A? Think about the
Proof Programs
What is the topic of Appendix B? Programs
Why is Appendix B included? To program calculators
What pages include answers exercises, concepts, and tests? A53–A189
Based on Larson, R. E., Hostetler, R. B., & Edwards, B. E. (1997). Precalculus with limits: A graphing approach. Boston: Houghton
Mifflin. Susan Lenski, Mary Ann Wham, Jerry Johns, & Micki Caskey. Reading and Learning Strategies: Middle Grades through High
School (4th ed.). Copyright © 2011 by Kendall Hunt Publishing Company (1-800-247-3458, ext. 4). May be reproduced for noncom-
mercial educational purposes within the guidelines on the copyright page. www.kendallhunt.com/readingresources

Name Date
Thieves
Title
What is the title?
What do I know about this topic?
How does this topic connect with the other chapters?
Does the title express a point of view?
What do I think I will be reading about?
Headings
What does this heading let me know I will be reading about?
What is the topic of the paragraph beneath the heading?
How can I turn this heading into a question that may be answered by the content?
Introduction
Is there an opening, perhaps italicized?
Does the first paragraph introduce the chapter?
What does the introduction let me know I will be reading about?
Do I already know anything about this content?
Every First Sentence in a Paragraph

Read the first sentence of each paragraph.
What do I think this chapter is about?
Visuals and Vocabulary

Are there photographs, drawings, maps, charts, or graphs?
What can I learn from these visuals?
How do captions help me to understand the meaning?
Is there a list of key vocabulary terms and definitions?
Are there important words in boldface type throughout the chapter?
Do I know what these words mean?
Can I tell the meaning of these words by reading the sentences?
End-of-Chapter Questions
What do the questions ask?
What information do these questions earmark as important?
What information do I learn from the questions?
Keep the end-of-chapter questions in mind and note where the pertinent information is located in the text.
Summary
Read the entire summary.
What do I understand and recall about the topics in the summary?
Adapted from Manz, S. L. (2002). A strategy for previewing textbooks: Teaching readers to become THIEVES. The Reading Teacher,
55, 434–435. Susan Lenski, Mary Ann Wham, Jerry Johns, & Micki Caskey. Reading and Learning Strategies: Middle Grades through
High School (4th ed.). Copyright © 2011 by Kendall Hunt Publishing Company (1-800-247-3458, ext. 4). May be reproduced for
noncommercial educational purposes within the guidelines on the copyright page. www.kendallhunt.com/readingresources

Science
e x a m p l e
Thieves
Title
A View of the Cell
Cells are basic units of living things.
Connects with the chemistry of living organisms chapter.
No viewpoint is expressed.
I will read about kinds of cells.
Headings
The discovery of cells. Light microscopes. What led to the discovery of cells?
The cell covering. Maintaining a balance. How does the plasma membrane help the cell?
Structure of cells. Cellular boundaries. What are the structures of a cell?
Introduction
The opening includes two sections: What You’ll Learn and Why It’s Important
These list the chapter objectives. I already know some of the cell structures.
Every First Sentence in a Paragraph

The chapter is about cells.
It tells how cells were discovered using light microscopes.
It says how scientists learned more about them using electron microscopes.
It explains the cell membrane.
The chapter is about the cell, cell structures, and their functions.
Visuals and Vocabulary

The chapter includes photographs and diagrams of cells. The visuals help me to know how cells look.
Each section includes a review and new vocabulary words with definitions.
Key words are bolded. I know most of them. Some I can figure out from the sentence, and I can look up the
others in the vocabulary sections.
End-of-Chapter Questions
The end of the chapter has questions about vocabulary and key concepts.
There are multiple choice and open-ended questions to answer.
Summary
Before the chapter questions is a study guide. It lists all the key concepts and important vocabulary. I already
know that microscopes let scientists study cells, that the cells have membranes to control what enters/exits the
cell, and cells have a nucleus and other parts.
Adapted from Manz, S. L. (2002). A strategy for previewing textbooks: Teaching readers to become THIEVES. The Reading Teacher,
55, 434–435. Content adapted from Biology: The dynamics of life [Online student edition]. (Glencoe/McGraw-Hill, 2004). Susan Lenski,

Name Date
SCAN and RUN
Survey the headings and turn them Read and adjust speed as needed.
into questions.
Use word identification skills such
as sounding out, looking for other
Capture the captions and visuals. word clues in the sentence, or
breaking the word into parts.
Attack boldface words.
Notice and check parts you don’t
understand and reread or read on.
Note and read all of the chapter
questions.
From Salembier, G. B. (1999). SCAN and RUN: A reading comprehension strategy that works. Journal of Adolescent & Adult Literacy,
42, 386–394. Susan Lenski, Mary Ann Wham, Jerry Johns, & Micki Caskey. Reading and Learning Strategies: Middle Grades through
High School (4th ed.). Copyright © 2011 by Kendall Hunt Publishing Company (1-800-247-3458, ext. 4). May be reproduced for
noncommercial educational purposes within the guidelines on the copyright page. www.kendallhunt.com/readingresources

Name Date
Read-Encode-Annotate-Ponder (Reap)
Summary Annotation
Thesis Annotation
Critical Annotation
Question Annotation

Science
e x a m p l e
Read-Encode-Annotate-Ponder (Reap)
Asthma is a chronic condition in which the bronchioles of the lungs become inflamed due to their sensitivity to
certain stimuli in the air. The bronchial walls tighten and extra mucus is produced, which causes the airways to
narrow. In severe asthma attacks, the alveoli can swell enough to rupture. Stressful situations and strenuous
exercise may trigger an asthma attack. Left untreated, asthma can be deadly. Fortunately, prescribed inhalant
medicines can help to stop an asthma attack by expanding the bronchioles. People of all ages can have asthma.
Summary Annotation
Asthma is a lung condition caused by the inflammation of the bronchioles.
Thesis Annotation
Asthma attacks can be serious, so treatment is important.
Critical Annotation
Asthma attacks can be serious, so treatment is important. I think that people with
asthma need to avoid stressful situations, to exercise in moderation, and to have
regular medical check-ups.
Question Annotation
I thought that certain foods might also trigger an asthma attack. Are there foods that
people with asthma should avoid?
Based on Johnson, G. B., & Raven, P. H. (2004). Biology. New York: Holt, Rinehart & Winston. Susan Lenski, Mary Ann Wham, Jerry
Johns, & Micki Caskey. Reading and Learning Strategies: Middle Grades through High School (4th ed.). Copyright © 2011 by Kendall
Hunt Publishing Company (1-800-247-3458, ext. 4). May be reproduced for noncommercial educational purposes within the guidelines
on the copyright page. www.kendallhunt.com/readingresources

English
e x a m p l e
Record-Edit-Synthesize-Think (REST)
Topic and Notes to Yourself Notes from Lecture and Class Discussion
Check textbook for examples. The subject of a verb is in the nominative case.
Check notes for pronouns in nominative case. A predicate nominative is in the nominative case.
That doesn’t sound right. I guess I’m used to the An objective form of a pronoun is often used in the
sentence, “It’s me.” sentence, “It’s me.” Although that is now acceptable
in speech, when writing you should use, “It is I.”
I need to review indirect objects. The direct object and the indirect object of a verb
are in the objective case.
I’m glad I learned the prepositions last year. The object of a preposition is in the objective case.
Summary and Main Ideas

Standard English has rules that are often ignored in speech. In this lesson, I learned when to use different
cases of pronouns. Pronouns used as subjects and as predicate nominatives are in the nominative case.
Pronouns used as objects are in the objective case.

Name Date
Cornell Note-Taking
Key Concepts Notes from Reading
Adapted from Pauk (1974). How to study in college. Boston: Houghton Mifflin. Susan Lenski, Mary Ann Wham, Jerry Johns, & Micki

Science
e x a m p l e
Cornell Note-Taking
Key Concepts Notes from Reading

Population A group of organisms from the same species living
in the same area.
Population size The number of individuals in a population.
Population density The number of individuals who live in a specified

area.
Dispersion Ways that individuals are arranged in a population.

These include random, even, or clumped.
Population model A model of population that shows the

characteristics of the real population.
Exponential growth The rate of population growth stays the same and
the population grows steadily. A J curve is
characteristic of exponential growth.
Logistic growth The rate of the population growth is limited by

density-dependent factors. An S curve is
characteristic of logistic growth.
Based on Johnson, G. B., & Raven, P. H. (2004). Biology. New York: Holt, Rinehart & Winston. Susan Lenski, Mary Ann Wham, Jerry
Johns, & Micki Caskey. Reading and Learning Strategies: Middle Grades through High School (4th ed.). Copyright © 2011 by Kendall
Hunt Publishing Company (1-800-247-3458, ext. 4). May be reproduced for noncommercial educational purposes within the guidelines
on the copyright page. www.kendallhunt.com/readingresources

Visual Arts
e x a m p l e
Power Notes
1. Drawing
2. Chalk
2. Charcoal
2. Pastel
2. Pen and Ink
2. Pencil
1. Painting
2. Acrylic
2. Fresco
2. Oil
2. Tempera
2. Watercolor
3. Wash
3. Gouache
1. Print Making
2. Intaglio
2. Planographic
3. Lithograph
2. Relief
3. Linoleum
3. Woodblock
2. Stencil
1. Sculpture
2. Carving
3. Ivory
3. Stone
3. Wood
2. Cast or Mold
2. Mobile
2. Model

Name Date
Double Entry Diary
Direct Quote and Page Number Response
Adapted from Tovani, C. (2000). I read it, but I don’t get it: Comprehension strategies for adolescent readers. Portland, ME: Stenhouse.

Language Arts
e x a m p l e
Double Entry Diary

Direct Quote and Page Number This reminds me of . . .
At first I was homesick. I missed playing with my How I felt when I left Florida. I missed my aunt
cousins. I also missed the country and the big sky: and missed the beautiful sunsets along the Gulf
the way the sun grew fat when I went to bed, coast.
sinking below the horizon like a giant flaming
orange. (p. 10)
Mama caught the look in my eye. “Save your When my mother would tell me not to “sweat the
anger to fight injustice. Forgive the rest,” she small stuff.” She was trying to help me to see
whispered, stroking my cheek. “Remember that what was important in life.
everyone has problems.” (p. 31)
From Stratton, A. (2004). Chanda’s secrets. New York: Annick Press. Susan Lenski, Mary Ann Wham, Jerry Johns, & Micki Caskey.
Reading and Learning Strategies: Middle Grades through High School (4th ed.). Copyright © 2011 by Kendall Hunt Publishing

Social Studies
e x a m p l e
Double Entry Diary

Direct Quote and Page Number This reminds me of . . .
. . . Monroe viewed the future of the young Defending the nation was on the minds of U.S.
republic through the lens of what today we leaders in the late 1700s.
would call defense or national security. (p. 3)
Among political leaders during this period James Monroe shows he has the ability to think
(1780–1785), Monroe was on the forefront of nationally. A few decades later, he becomes
those who viewed things nationally, rather than President of the United States.
merely as citizens of individual states. Early on,
he demonstrated the national security prism
through which he was to view great events. (p. 13)
From Hart, G. (2005). James Monroe. New York: Times Books/Henry Holt. Susan Lenski, Mary Ann Wham, Jerry Johns, & Micki

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Web Contents

Section 2.1 Strategy 13

Section 3.4 Section 5.1

Section 2.2 Section 2.4

1 Section 2.1 / Strategy 1

2. Sometimes banks discount loans.

4. Some loan repayment schedules require increasing payments each month.

2 Section 2.1 / Strategy 1

3 Section 2.1 / Strategy 1

1. A sudden change in mood can be caused by drug abuse.

4. Bronchitis and hypothermia occur in cocaine users.

4 Section 2.1 / Strategy 1

1. People can belong to more than one culture.

4. Citizens have fewer freedoms in countries with unlimited governments.

5. Cultures are shaped by the history and environment of a region.

5 Section 2.1 / Strategy 1

6 Section 2.1 / Strategy 2

1. is of Native American descent.

2. has visited a state on the west coast.

3. knows someone who has immigrated to the U.S.

4. knows what discrimination means.

5. is friends with someone of another race.

6. has visited another country besides Canada.

8. knows the definition of stereotype.

9. would like to know a person of another race.

10. would like to learn about the diversity of the U.S.

7 Section 2.1 / Strategy 2

1. knows the name of the planet closest to the sun.

2. can name the two seasons in which a solstice occurs.

3. knows the name of the scientist who claimed

4. can name the three main layers of the Earth.

5. knows the name of the galaxy in which our

8 Section 2.1 / Strategy 2

1. can figure the perimeter of a square that

2. knows which metric unit is used to measure

3. knows the prefix that means 1,000.

4. can give the abbreviation for kilogram.

5. knows how many ounces are in a pound.

6. can figure the area of a rectangle that is

9 Section 2.1 / Strategy 2

1. can play a stringed instrument.

2. knows the names of the spaces on the

3. has performed in a recital.

4. can draw a half note.

5. knows how many lines are on a staff.

6. can state the names of the lines on the

7. can name the group of instruments to which

8. knows the name of a classical music ________________________________________

9. knows who wrote the Fifth Symphony. ________________________________________

10. can name the four vocal sections in a choir. ________________________________________

10 Section 2.1 / Strategy 2

What Will You Do?

11 Section 2.1 / Strategy 3

What Will You Do?

12 Section 2.1 / Strategy 3

What Will You Do?

13 Section 2.1 / Strategy 3

Setting Characters Goal or Problem

Action Solution Other Things

14 Section 2.1 / Strategy 4

Kamal pantomimed deaf

finger spelling brush poison oak

gesture Caroline communicate