9360E

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5301 Oceanus Drive Huntington Beach, CA 92649-1030 714.891.2273 FAX 714.230.7070 www.seppub.com
B751 3/06
Author
Christi E. Parker, M.A.Ed.
Editor Gillian Eve Makepeace Editorial Project Manager Emily R. Smith, M.A.Ed. Editor-in-Chief Sharon Coan, M.S.Ed. Art Director Lee Aucoin
Production Manager Phil Garcia Illustration Manager Timothy J. Bradley Cover Artist Lesley Palmer Standards Compendium, Copyright 2004 McREL
Publisher Corinne Burton, M.A.Ed.
Shell Educational Publishing

5301 Oceanus Drive Huntington Beach, CA 92649-1030 http://www.seppub.com ISBN-0-7439-9360-8 2006 Shell Educational Publishing Made in U.S.A.
The classroom teacher may reproduce copies of materials in this book for classroom use only. The reproduction of any part for an entire school or school system is strictly prohibited. No part of this publication may be transmitted, stored, or recorded in any form without written permission from the publisher. #936030 Graphic Organizers for Reading 2 Shell Educational Publishing
Table of Contents
Introduction
Graphic Organizers . . . . . . . . . . . . . . . . . . . 46 Blooms Taxonomy. . . . . . . . . . . . . . . . . . . 78 Combining Graphic Organizers and Blooms Taxonomy. . . . . . . . . . . . . . . . . . 89 Correlation to Standards . . . . . . . . . . . . . . 911 How to Use This Book . . . . . . . . . . . . . . 1213 Childrens Literature Used in Lessons . . . . . 14
Nonfiction Skills (cont.)

Hats Off to Facts and Opinions Graphic Organizer. . . . . . . . . . . . . . . . . 7982 A Picture Tells a Thousand Words Graphic Organizer. . . . . . . . . . . . . . . . . 8386
Vocabulary
I Spy a Word Graphic Organizer . . . . . . 8790 Stopping for Synonyms Graphic Organizer. . . . . . . . . . . . . . . . . 9194 Applauding Affixes Graphic Organizer . 9598 Amazing Analogies Graphic Organizer. . . . . . . . . . . . . . . . 99102 Chain of Words Graphic Organizer . . 103106 Definition Blocks Graphic Organizer . . 107110
Comprehension
Fishing for the Facts Graphic Organizer. . . . . . . . . . . . . . . . . 1518 Hot Diggity Dog! Graphic Organizer. . . 1922 Connect the Dots Graphic Organizer . . . 2326 Countdown to Questioning Graphic Organizer. . . . . . . . . . . . . . . . . 2730 Picture Pyramid Graphic Organizer . . . . 3134 The Solution Scoop Graphic Organizer . 3538
Word Recognition
The Contraction Train Graphic Organizer . . . . . . . . . . . . . . . 111114 Its in the Bag Graphic Organizer . . . . 115118 Hammering in the Comparatives Graphic Organizer. . . . . . . . . . . . . . . 119122 The Tail End of a Word Graphic Organizer. . . . . . . . . . . . . . . 123126 Compounding the Problem Graphic Organizer. . . . . . . . . . . . . . . 127130 Ballooning Vowel Pairs Graphic Organizer. . . . . . . . . . . . . . . 131134
Fluency
I Need a Voice Graphic Organizer . . . . . 3942 One, Two, Three, Read Graphic Organizer. . . . . . . . . . . . . . . . . 4346 And the Beat Goes On! Graphic Organizer. . . . . . . . . . . . . . . . . 4750 Reading Together Graphic Organizer . . . 5154 Just Say It! Graphic Organizer . . . . . . . . 5558 Its in the Cards Graphic Organizer . . . . 5962
Appendix Nonfiction Skills

The Order of the Day Graphic Organizer. . . . . . . . . . . . . . . . . 6366 Extra, Read All About It! Graphic Organizer. . . . . . . . . . . . . . . . . 6770 Who Am I? Graphic Organizer. . . . . . . . 7174 Cutting Through Cause and Effect Graphic Organizer. . . . . . . . . . . . . . . . . 7578 Works Cited . . . . . . . . . . . . . . . . . . . . . . . . 135 Graphic Organizer Flip Book . . . . . . . 136144
Graphic Organizer Overheads

This section contains a copy of each blank graphic organizer. These 30 overhead transparencies are in the same order as the lessons in the book
#936030 Graphic Organizers for Reading
Introduction
Graphic Organizers
When working with students, what is the best way to have them classify different kinds of animals? How about getting them to explain the connections between certain characters in a story? How can teachers help students make broad connections between math concepts? Can students ever successfully differentiate between the different instruments in a band? One way to improve students learning and performance across the grade levels, in a wide range of content areas, and with diverse students is by utilizing graphic organizers in the classroom. Graphic organizers are visual representations that help us gather and sort information. They help students see patterns and relationships between the given information. With only a few words, concepts are clarified, information and ideas are organized, and complex relationships are shown between the elements. And as an added bonus, graphic organizers help teachers figure out how students think. More often than not, these organizers are referred to as maps because they help us map out our ideas in a visual way. In recent years, graphic organizers have taken on various names including semantic maps, webs, concept maps, story maps, and semantic organizers. Some examples of commonly used graphic organizers include spider maps, Venn diagrams, T-charts, and KWL charts. Perhaps the most widely used graphic organizer is the calendar. Calendars help us sort, sift, record, and share information. In this series, the authors have gone beyond the common organizers seen in the past and created lessons that use more unique graphic organizers. How do graphic organizers work? Graphic organizers have a way of connecting several pieces of isolated information. They take new information and file it into an existing framework. Old information is retrieved in the process, and the new information is attached. This is positive news for the classroom teacher who has her students using graphic organizers. By using these organizers, she is helping her students make connections and assimilate new information into what they already know. In effect, she is providing her students with a mental filing cabinet where their knowledge can be easily stored and retrieved. Understanding how the brain works helps us understand why graphic organizers are valuable tools for learning. Educational brain research says that our brains seek patterns so that information can be made meaningful. In her book, Karen Olsen (1995) states, From brain research we have come to understand that the brain is a pattern-seeking device in search of meaning and that learning is the acquisition of mental programs for using what we understand.
Introduction
Graphic Organizers (cont.)
(cont.)
Other researchers believe that graphic organizers are one of the most powerful ways to build semantic memories (Sprenger 1999). Eric Jensen (1998) states that semantic memory is, activated by association, similarities, or contrasts. Graphic organizers assist students with such necessary connections. How does the brain do this? The brain stores information similar to how a graphic organizer shows information. It screens large amounts of information and looks for patterns that are linked together. The brain is able to extract meaning much easier from a visual format like a graphic organizer than from written words on a page. Graphic organizers not only help students manage information, but they offer information in a way that students can understand at a glance. When connections are made on paper, the information engages other parts of the brain. When these connections happen, the brain transfers the information from short-term memory to long-term memory. So what does this mean for classroom teachers? It means that teachers who use graphic organizers help their students manage all the information they are presented with each day. These organizers record important pieces of information that students can connect with previous information and build upon for future information. There is more good news for teachers who are looking to develop their students reading skills. Research suggests that graphic organizers improve the students overall reading abilities. When graphic organizers are used, reading comprehension improves (Sinatra et al. 1984; Brookbank et al. 1999). In fact, the National Reading Panel (2000) included graphic organizers in its list of effective instructional tools to improve reading comprehension. Researchers also find that students at all levels are mastering key vocabulary skills when graphic organizers are used as teaching aids (Brookbank et al. 1999; Moore and Readence 1984). How does this happen? As previously stated, graphic organizers take new knowledge and integrate it with prior knowledge so that students can make connections and comprehend the material. So, graphic organizers help students focus on vocabulary development rather than the other reading skills. For those teachers who look for ways to improve their students writing abilities, graphic organizers do this as well. Studies performed with second and third graders showed that their writing skills improve when graphic organizers were incorporated as part of the writing process (Gallick-Jackson 1997). How do graphic organizers help to improve writing? When students fill out graphic organizers, they learn to summarize information and take notes more efficiently. When used in place of an outlining tool, graphic organizers make students think about how to write the new information in a different way.
Introduction
Graphic Organizers (cont.)
(cont.)
The information written on these organizers becomes personal as students write it in their own words. Organizers also provide a unique way for students to take notes during a lecture or while reading a passage. This is a skill that is useful throughout life. When teachers help students to see that they only need to write the information that they want to remember, students also begin to assess and evaluate what they already know. Teachers who want to increase their students thinking and learning skills should also use graphic organizers. One way to improve students critical and creative thinking skills is by using graphic organizers while working on classroom projects (Brookbank et al. 1999; DeWispelaere and Kossack 1996). Especially when used with brainstorming, graphic organizers can help students generate creative ideas. Graphic organizers also help students clarify their thinking. Students use organizers to demonstrate their understanding of a topic. Various types of graphic organizers serve as great evaluation documents at the end of a unit. Most teachers struggle just getting their students to retain what they have learned. Graphic organizers provide a way for students to discover and retain new information (Bos and Anders 1992; Ritchie and Volkl 2000; Griffin et al. 1995). Graphic organizers also complement many different learning styles. Teachers are faced every day with a diverse population of students who learn in different ways. Many of these students are visual learners. Visual learners remember information better through images like those created through graphic organizers. They get students in the habit of thinking in terms of symbols or key words. Not only are graphic organizers a great tool for visual thinkers, they are a great tool for helping all students become stronger visual thinkers. Finally, teachers are able to meet the needs of their diverse learners with graphic organizers. Studies indicate that graphic organizers benefit students with learning disabilities (Boyle and Weishaar 1997; Doyle 1999; Gallego et al. 1990; Gardill and Jitendra 1999; Griffin et al. 1991; Sinatra et al. 1984). In these studies, learning disabled students understood contentarea material, organized information, and retained and recalled information better than without using graphic organizers. As a result, graphic organizers have become a great tool for classroom teachers who need to differentiate the materials. Overall, researchers and teachers alike have found that the use of graphic organizers is beneficial to student learning. Not only do graphic organizers make learning more interesting and varied, but students ability to retain and recall learning is increased. Teachers will find, when using graphic organizers like the ones in this book, that their students are more willing and able to meet their classroom learning standards.
Introduction
Blooms Taxonomy
(cont.)
In 1956, educator Benjamin Bloom worked with a group of educational psychologists to classify levels of cognitive thinking. The levels they named are knowledge, comprehension, application, analysis, synthesis, and evaluation. Blooms Taxonomy has been used in classrooms over the last 40 years as a hierarchy of questions that progress from easy to more complex. The progression allows teachers to identify the level at which students are thinking. It also provides a framework for introducing a variety of questions and activities to students. Many teachers see this taxonomy as a ladder. For example, some teachers think they have to begin at the bottom with knowledge questions and work their way progressively up to the evaluative questions. But that is not necessary to achieve good questions for students. There are appropriate times for each level of question. The taxonomy is a useful model for categorizing questions and classroom activities. The following paragraphs describe each of the levels of the taxonomy in more detail. KnowledgeThe knowledge cognitive skill requires that students recall or locate information, remember something previously learned, and memorize information. Some specific examples of knowledge in the classroom would include writing the definitions of words or labeling the planets in the solar system. ComprehensionThe comprehension cognitive skill requires that students understand and explain facts, demonstrate basic understanding of concepts and curriculum, translate facts into other words, grasp meanings, interpret information, or explain what happened in their own words (or pictures). Some specific examples of comprehension in the classroom would include describing the reasons clouds rain or summarizing a chapter of a story. ApplicationThe application cognitive skill requires that students use prior learning to solve a problem or to answer a question, transfer knowledge learned in one situation to another, use different material in new and concrete situations, and apply the lessons of the past to a situation today. A specific example of application would include taking specific data and putting it into a bar graph. AnalysisThe analysis cognitive skill requires that students see in-depth relationships, understand how parts relate to a whole, and break down material into its component parts. Some specific examples of analysis would include comparing and contrasting the current presidents campaign promises to those of President Abraham Lincoln or finding out the ways a large influx of immigrants might change a community.
Introduction
Blooms Taxonomy (cont.)
(cont.)
SynthesisThe synthesis cognitive skill requires that students create new ideas by pulling parts of the information together, reform individual parts to make a new whole, and take a jumble of facts and combine them until they make sense. Some specific examples of synthesis in the classroom include creating a new song about the continents or writing a new ending to a book. EvaluationThe evaluation cognitive skill requires that students make judgments based on evidence, judge the value of something, support judgments, and examine something and decide whether it measures up to a certain standard. Some specific examples of evaluation in the classroom include justifying the decision made to require homework every night or deciding whether you agree or disagree with the statement lying is always bad.
Combining Graphic Organizers and Blooms Taxonomy

Using graphic organizers with effective questioning techniques creates an added bonus to any curriculum. This combination takes lessons in the classroom to the next level of excellence. In effect, lessons that combine graphic organizers and Blooms Taxonomy create an ideal learning experience for students. The outcome is differentiated material that meets the needs of all students and engages students. Utilizing graphic organizers while getting students to think on different levels, creates a more complex and engaging lesson for students. When a teacher needs her students to apply the information they just learned, she can use a graphic organizer that correlates with the application level of Blooms Taxonomy. Or, the teacher can touch on multiple levels of the taxonomy. A graphic organizer might require students to fill in a chart to show their knowlege about and comprehension of the material. Then, they have to evaluate what they have written in a sentence or two. Think about the benefits of using graphic organizers to increase vocabulary skills while knowing how to ask different levels of questions to improve thinking skills at the same time. Imagine improving writing with graphic organizers and also getting students to analyze that writing. Your students can learn how to take better notes and place them in an organizer that immediately helps them evaluate what they have written. Critical thinking skills are a by-product of both graphic organizers and Blooms Taxonomy. These two strategies mesh perfectly together and help students to think more effectively. Finally, using both of these strategies meets the needs of diverse students including those with learning disabilities. All students can find ways to communicate their knowledge at various levels of learning and thinking.
Introduction
(cont.)
Combining Graphic Organizers and Blooms Taxonomy (cont.)

The lessons in this book show how to easily align graphic organizers with Blooms Taxonomy. These lessons are organized into five different content areas. For each of these areas, a lesson that correlates with each level of Blooms Taxonomy is provided. Each lesson includes general directions, a blank copy of the graphic organizer, an overhead transparency (located in order in the back of the book), and a sample lesson along with a completed sample graphic organizer.
Correlation to Standards
Shell Educational Publishing (SEP) is committed to producing educational materials that are research and standards based. In this effort, the company uses the Mid-continent Research for Education and Learning (McREL) Standards Compendium. Each year, McREL analyzes state standards and revises the compendium. By following this procedure, McREL produces a general compilation of national standards. Each lesson in this book is based on a McREL standard. Then, the product is correlated to the academic standards of all 50 states, the District of Columbia, and the Department of Defense Dependent Schools. You can print a correlation report customized for your state directly from the SEP website at http://www.seppub.com.
Purpose and Intent of Standards

The No Child Left Behind (NCLB) legislation mandates that all states adopt academic standards that identify the skills students will learn in kindergarten through grade twelve. While many states had already adopted academic standards prior to NCLB, the legislation requirements ensure that state standards are detailed and comprehensive. Standards are designed to focus instruction and guide adoption of curricula. Standards are statements that describe the criteria necessary for students to meet specific academic goals. They define the knowledge, skills, and content students should acquire at each grade level. Standards are also used to develop standardized tests to evaluate students academic progress. In many states today, teachers are required to demonstrate how their lessons meet state standards. State standards are used in the planning and development of all SEP products. So, educators can be assured the products meet their academic requirements.
How to Find Standards Correlations

Complete standards correlation reports for each state can be printed from the SEP website. To print a correlation report for this product visit the website at http://www.seppub.com and follow the on-screen directions. If you require assistance in printing correlation reports, please contact Customer Service at 1-877-777-3450.
Introduction
Correlation to Standards (cont.)
(cont.)
Unless otherwise noted, the McREL standards listed in this book are taken from the Level II (Grades 35) Language Arts Standards. The number listed for each standard (e.g., 6.3) refers to the standard number and the benchmark within the standard.
Graphic Organizer
Fishing for the Facts
Lesson Title
The Mysterious Facts
McREL Language Arts Standard

Summarizes and paraphrases information in texts (e.g., includes the main idea and significant supporting details of a reading selection). (McREL Language Arts 7.5) Understands structural patterns or organization in informational texts (e.g., chronological, logical, or sequential order; compare-andcontrast; cause-and-effect; proposition and support). (McREL Language Arts 7.7) Makes connections between characters or simple events in a literary work and people or events in his or her own life. (McREL Language Arts 6.8) Summarizes and paraphrases information in texts (e.g., includes the main idea and significant supporting details of a reading selection). (McREL Language Arts 7.5) Uses mental images based on pictures and print to aid in comprehension of text. (McREL Language Arts 5.1, Level I) Understands the basic concept of plot (e.g., main problem, conflict, resolution, cause-and-effect). (McREL Language Arts 6.3) Uses a variety of verbal communication skills (e.g. volume, tone, rate, pace, articulation, phrasing, and projections). (McREL Language Arts, Standard 8.9) Monitors own reading strategies and makes modifications as needed (e.g., recognizes when he or she is confused by a section of text, questions whether the text makes sense). (McREL Language Arts 5.8) Uses a variety of verbal communication skills (e.g. volume, tone, rate, pace, articulation, phrasing, and projections). (McREL Language Arts 8.9) Monitors own reading strategies and makes modifications as needed (e.g., recognizes when he or she is confused by a section of text, questions whether the text makes sense). (McREL Language Arts 5.8) Monitors own reading strategies and makes modifications as needed (e.g., recognizes when he or she is confused by a section of text, questions whether the text makes sense). (McREL Language Arts 5.8) Uses a variety of verbal communication skills (e.g. volume, tone, rate, pace, articulation, phrasing, and projections). (McREL Language Arts 8.9) Understands structural patterns or organization in informational texts (e.g., chronological, logical, or sequential order; compare-andcontrast; cause-and-effect; proposition and support). (McREL Language Arts 7.7) Uses reading skills and strategies to understand a variety of informational texts (e.g., textbooks, biographical sketches, letters, diaries, directions, procedures, magazines). (McREL Language Arts 7.1)
Hot Diggity Dog!
Comparing a Character to Myself
Connect the Dots
The Connection Curse
Countdown to Questioning
Countdown to the End of the War Picturing the Rag Coat Solving the Sibling Problem The Voice of the News
Picture Pyramid The Solution Scoop I Need a Voice
One, Two, Three, Read
The Babe and I Read Too!
And the Beat Goes On!
And the Beat Goes On in the Air Reading Together in America
Reading Together
Just Say It!
How Would the Worm Say It?
Its in the Cards
A Fine, Fine Fluent School Volcanos Are the Order of the Day
The Order of the Day
Extra, Read All About It!
Extra, Read All About the Headline News
10
Introduction
Correlation to Standards (cont.)
Graphic Organizer
Who Am I?
(cont.)
Lesson Title
Who Were the People in the Civil War?
McREL Language Arts Standard

Uses reading skills and strategies to understand a variety of informational texts (e.g., textbooks, biographical sketches, letters, diaries, directions, procedures, magazines). (McREL Language Arts 7.1) Understands structural patterns or organization in informational texts (e.g., chronological, logical, or sequential order; compare-andcontrast; cause-and-effect; proposition and support). (McREL Language Arts 7.7) Differentiates between fact and opinion in informational texts. (McREL Language Arts 7.6, Level III) Understands different messages conveyed through visual media (e.g., main ideas and supporting details; facts and opinions; main characters, setting, and sequence of events in visual narratives). (McREL Language Arts 9.1) Uses word reference materials (e.g., glossary, dictionary, thesaurus) to determine the meaning, pronunciation, and derivations of unknown words. (McREL Language Arts 5.6) Understands level-appropriate reading vocabulary (e.g., synonyms, antonyms, homophones, multi-meaning words). (McREL Language Arts 5.7) Uses phonetic and structural analysis techniques, syntactic structure, and semantic context to decode unknown words (e.g., vowel patterns, complex word families, syllabication, root words, affixes). (McREL Language Arts 5.4) Knows differences between language used at home and language used in school. (McREL Language Arts 8.8, Level I) Understands level-appropriate reading vocabulary (e.g., synonyms, antonyms, homophones, multi-meaning words). (McREL Language Arts 5.7) Use a variety of context clues to decode unknown words (e.g., draws on earlier reading, reads ahead). (McREL Language Arts 5.5) Uses phonetic and structural analysis techniques, syntactic structure, and semantic context to decode unknown words (e.g., vowel patterns, complex word families, syllabication, root words, affixes). (McREL Language Arts 5.4) Uses phonetic and structural analysis techniques, syntactic structure, and semantic context to decode unknown words (e.g., vowel patterns, complex word families, syllabication, root words, affixes). (McREL Language Arts 5.4) Uses adjectives in written compositions (e.g., pronominal, positive, comparative, superlative). (McREL Language Arts 3.4, Level III) Uses phonetic and structural analysis techniques, syntactic structure, and semantic context to decode unknown words (e.g., vowel patterns, complex word families, syllabication, root words, affixes). (McREL Language Arts 5.4) Uses phonetic and structural analysis techniques, syntactic structure, and semantic context to decode unknown words (e.g., vowel patterns, complex word families, syllabication, root words, affixes). (McREL Language Arts 5.4) Uses phonetic and structural analysis techniques, syntactic structure, and semantic context to decode unknown words (e.g., vowel patterns, complex word families, syllabication, root words, affixes). (McREL Language Arts 5.4)
Cutting Through Cause and Effect
Cutting Through Cause and Effects of a Hurricane Hats Off to Diaries A Great Depression Picture Tells a Thousand Words I Spy a Squid
Hats Off to Facts and Opinions A Picture Tells a Thousand Words
I Spy a Word
Stopping for Synonyms
Losing Control Over Synonyms Affixes Are Everywhere
Applauding Affixes
Amazing Analogies Chain of Words
A Teaching Analogy A Chain of Words on Viola Street Definition Blocks in a Butter Battle Contractions in Dialogue
Definition Blocks The Contraction Train
Its in the Bag
Its in the Poetry Bag
Hammering in the Comparatives The Tail End of a Word
Hammering in Art The Tail End of -ible and -able Words
Compounding the Problem
The Other Side of Compound Words
Ballooning Vowel Pairs
Balloons for Bartholomew and the Oobleck
11
Introduction
How to Use This Book
(cont.)
General Information on the Graphic Organizer

Why and How to Use the Graphic Organizer This part of the lesson plan gives general information about ways in which the graphic organizer will benefit your classroom. It also lists step-by-step directions for using the blank organizer. ELL Support and Extension Idea For each lesson, suggestions are given to better utilize the graphic organizer with second language learners. Ideas of ways to extend the lesson are also given for more advanced students or those who finish the activities early.
Blank Graphic Organizer

You are provided with a blank copy of each graphic organizer so that you can repeatedly use the lesson with your students. Both the general lessons and the specific lessons describe how you may want to use the blank copy.
Graphic Organizer Overheads

You are provided with a blank copy of each graphic organizer. You can use the overheads to model exactly how to use each of the graphic organizers. The graphic organizer overheads are located in the back of the book. They are in the same order as the lessons. The titles on the overheads match the titles on the blank graphic organizers to make them easy to locate. In the header of the overheads is a page reference back to the lesson in the book. Once you begin using these lessons, you may find that you want to start a three-ring notebook for keeping the overhead transparencies in order.
12
Introduction
How to Use This Book (cont.)
Standard/Objective
(cont.)
Example Lesson Using the Graphic Organizer

Each example lesson is based on a piece of childrens literature. A general language arts standard is listed along with a specific learning objective. The Lesson The lesson section describes specifically how to use the graphic organizer with the chosen piece of literature. ELL Support and Extension Idea For each lesson, suggestions are given to better utilize the graphic organizer with second language learners. Ideas of ways to extend the lesson are also given for more advanced students or those who finish the activities early.
Example Graphic Organizer

You are provided with a completed example of each graphic organizer. The example is based on the chosen piece of childrens literature so that you have a model for the students as they work. A list of all of the childrens literature used for the example lessons is included for your easy reference on page 14.
Graphic Organizer Flip Book

Definition Each level of Blooms Taxonomy is defined for easy reference. Verbs A list of verbs is included to help teachers plan appropriate activities for each level of Blooms Taxonomy. Thumbnails The flip book is intended to help you easily find and plan both high- and low-level activities. You can decide what kinds of lessons you would like to use and then reference the flip book to choose lessons from this book or plan your own. Shell Educational Publishing 13 #936030 Graphic Organizers for Reading
Introduction
Childrens Literature Used in the Lessons
Book Title
The Mysteries of Harris Burdick Pink and Say Math Curse The Rag Coat The Pain and the Great One The Babe and I Diary of a Worm A Fine, Fine School Danger! Volcanos Hurricane Narcissa Whitmans Diary We Had Everything But Money Squids Will Be Squids Joey Pigza Loses Control Thank you, Mr. Falker A Castle on Viola Street The Butter Battle Book The Rough Faced Girl Nine for California Wilfrid Gordon McDonald Partridge Where the Sidewalk Ends The Other Side Bartholomew and the Oobleck
(cont.)
Author
Chris Van Allsburg Patricia Polacco Jon Scieszka Lauren Mills Judy Blume David A. Adler Doreen Cronin Sharon Creech Seymour Simon Cynthia Pratt Nicolson Narcissa Whitman Roy Reiman Jon Scieszka Jack Gantos Patricia Polacco Dyanne DiSilvo Dr. Seuss Rafe Martin Sonia Levitin Mem Fox Shel Silverstein Jacqueline Woodson Dr. Seuss
Pages
1718 2122 2526 3334 3738 4546 5758 6162 6566 7778 8182 8586 8990 9394 101102 105106 109110 113114 113114 113114 117118 129130 133134
14
Comprehension Lesson Why Use the Graphic Organizer
Fishing for the Facts Graphic Organizer
Fishing for the Facts asks students to recall information from a text by answering who, what, when, where, why, and how. As students complete the Fishing for the Facts activities, they show their comprehension of a given text. Fishing for the Facts graphic organizer allows students to recall, as well as write in their own words, the important information from a text.
How to Use the Graphic Organizer

1. Read a passage from a textbook the class is currently studying. Then, ask six students to volunteer to be Who, What, When, Where, Why, and How. Give each volunteer a poster that has his/her word on it. Explain the type of information needed to answer the six questions. Ask the class to answer each of the Ws and H. As the class answers, have the volunteers write the answer on their poster boards, while you write them on the Fishing for the Facts Overhead. 2. Explain that recalling the five Ws and the H helps students check their comprehension. If they can find the information in the text or remember it after reading, then they will have a better chance of recalling the information later. Also, knowing what questions they will be asked after reading gives them a purpose when reading a text.
Skills Connection
Comprehension recalling facts and details Blooms Level Knowledge (See page 7 for a description.)
3. Distribute the Fishing for the Facts graphic organizer (page 16). Ask students to read the next section of the same unit in the textbook with a partner. Ask each student to fill in the graphic organizer with the appropriate information. 4. After students have completed the organizers, ask them to share their facts with their reading partners. This way, they can see if both had the same answers on their graphic organizers. If their answers differ, encourage them to check the text again and make necessary corrections.
ELL Support
Have ELL students answer only three of the six questions on their organizers. They will still have a purpose for reading but will not be overwhelmed.
Extension Idea
Ask students to pretend that they are newspaper columnists. Their job is to write a story, reporting the major events that they have just read about in their textbooks. Have them use the graphic organizers to plan their columns.
Shell Educational Publishing 15 #936030 Graphic Organizers for Reading
Comprehension
Name_________________________________________________
Fishing for the Facts

Directions: Answer the questions who, what, when, where, why, and how in the fish below after reading the assigned text. Chapter and Book Title: _________________________________________________________ _________________________________________________________
Who? What?
When?
Where?
Why?
How?
16
Sample Lesson
Comprehension
The Mysterious Facts

Standard/Objective
Summarizes and paraphrases information in texts (e.g., includes the main idea and significant supporting details of a reading selection). (McREL Language Arts Standard 7.5) Students will answer the questions who, what, when, where, why, and how about The Mysteries of Harris Burdick by Chris Van Allsburg in order to create original mysteries using the answers they have recalled.
The Lesson
1. Tell students they are detectives and it is their job to solve a literature mystery. In order to solve the mystery, they must answer the important questions who, what, when, where, why, and how. 2. Show the students the book The Mysteries of Harris Burdick. Read the introduction to them, along with the picture captions Then, tell the students to each choose a picture. It is now their job to solve the mystery shown in their chosen pictures by answering the questions mentioned above and by using the pictures and captions as clues. 3. Give each student a copy of the Fishing for the Facts graphic organizer (page 16). Have them complete their organizers using one of the pictures from the Van Allsburg book. Show students the sample graphic organizer (page 18) to get them started. Explain to them that some inferring might have to occur if there is not a direct answer to one of the questions. 4. Once the students have filled in their organizers, ask them to create mystery stories. What happened in the picture? Who was involved? When did it occur? Where did it occur? Why did this event take place? How did it happen? All of these questions should be answered on their graphic organizers and then in their original stories. Allow students to then share their mysteries with the class.
ELL Support
Have ELL students answer only three of the six questions on their organizers. Then, allow them to write their mysteries using the answers to these three questions.
Extension Idea
Ask students to pretend they are newspaper columnists. They have just solved the mystery of who Harris Burdick is. Ask them to use the information in the introduction and some inferences to fill in any gaps. Their newspaper columns should explain who Harris Burdick is and what happened to him. They may wish to complete the Fishing for the Facts graphic organizer to make sure they have included all the important information.
17
Comprehension
Sample Graphic Organizer
Name_________________________________________________
Fishing for the Facts for The Mysteries of Harris Burdick

Directions: Answer the questions who, what, when, where, why, and how in the fish below after reading the assigned text. Uninvited Guests Chapter and Book Title: _________________________________________________________ The Mysteries of Harris Burdick _________________________________________________________
Who?
an intruder; possibly a mouse or an elf
What?
the doorknob on the small door turned, but the door is too small for a human to fit through
When?
during the day, as light shines through the window
Where?
in the basement of a home
Why?
Possible reasons for an intruder might be that he/she is hungry or looking for a friend.
How?
There might have been a mouse or elf separated from its family. A small door was easy to open.
18
Hot-Diggity Dog! Graphic Organizer
Students use Hot Diggity Dog to compare and contrast topics discussed in a text, such as characters, events, and vocabulary. The graphic organizer, Hot Diggity Dog, allows students to compare and contrast various elements of a text.

1. Have two volunteers stand at the front of the room. Display the Hot Diggity Dog Overhead so students can see it. Ask the class to list positive ways that the two volunteers are alike. Write these characteristics on the hot dog portion of the graphic organizer. Then, ask students to name ways the two are different. Write one of the volunteers names above the left bun and write down ways he or she is different from the other volunteer. Do the same on the right bun for the other volunteer. 2. Explain to students that as they compare and contrast a text, they show ways that parts of a story or its characters are alike and different. This helps them remember what they have read. But, they can also compare things they have read to other stories, to themselves, or to other events in the world. 3. Assign all students the same story from their literature books. Ask them to read the story. Once they have finished reading, ask them to complete their own Hot Diggity Dog graphic organizers (page 20), in which they are to compare two characters from the story.
Skills Connection
Comprehension compare and contrast Blooms Level Comprehension (See page 7 for a description.)
4. After students have completed their organizers, ask them to create wanted posters for the two characters. The posters should include details that make the characters unique as well as similar to each other. Also on the posters, students can create crimes that the two characters might commit that reflect plot or conflict in the story. Students may also draw pictures of the two characters.
ELL Support
Allow ELL students to draw pictures or symbols that describe the two characters rather than listing characteristics in the graphic organizer.
Extension Idea
After students have compared the two characters, encourage them to compare and contrast three different characters by creating three-ring Venn diagrams on the back of their organizers.
Comprehension
Name_________________________________________________
Hot Diggity Dog!

Directions: Use the graphic organizer below to compare and contrast the various elements of your assigned reading. Title of text:
20
Sample Lesson
Comprehension
Comparing a Character to Myself

Standard/Objective
Understands structural patterns or organization in informational texts (e.g., chronological, logical, or sequential order; compare-and-contrast; cause-and-effect; proposition and support). (McREL Language Arts Standard 7.7) Students will compare and contrast themselves to a character in the book Pink and Say by Patricia Polacco.
The Lesson
1. Ask students if they have ever helped someone in need. How did they feel after helping that person? How did that person feel? Allow them to share their experiences. 2. Explain to the class that you are going to read a story that takes place during the Civil War. Two boys meet by chance and become dear friends after one of the boys risks his and his familys life to help the other. Tell students that as you read the story, they need to think of ways they are similar to and different from the characters in the story. 3. After reading Pink and Say, explain to students that comparing and contrasting helps them comprehend a text, because it allows them to recall facts and use them to find similarities and differences between characters and events. Explain that to compare means to show the ways things are alike, and to contrast means to show the ways items are different. 4. Give each student a copy of the Hot Diggity Dog graphic organizer (page 20). Ask them to choose a character from the book, and then compare and contrast that character to themselves. Use the sample graphic organizer (page 22) to demonstrate how to fill in the organizers. 5. Allow students to share their completed graphic organizers. Ask students to pretend they have just met the characters from the book. Would they be friends with these characters, based on the similarities and differences? Have students write letters to the character, explaining why they would or would not be friends.
ELL Support
Allow ELL students to draw pictures, rather than write words, to show ways they are similar to and different from the characters in the book, Pink and Say. Allow them to receive extra help when creating the letter portion of the assignment.
Extension Idea
Ask students to compare and contrast the story, Pink and Say, to other events that have taken place, either locally or in history, rather than comparing and contrasting the book to themselves. Or, ask them to compare and contrast three different characters from the book using three-ring Venn diagrams.
21
Comprehension
Name_________________________________________________
Hot Diggity Dog! for Pink and Say

Directions: Use the graphic organizer below to compare and contrast the various elements of your assigned reading. Title of text: Pink and Say by Patricia Polacco
Me
Pink
22
Connect the Dots Graphic Organizer
When students use Connect the Dots, they make connections to the text, themselves, other texts, and the world. Connect the Dots allows students to apply prior knowledge and understanding of a text to the world around them, as well as to themselves.

1. Place a drawing of several characters from a current literature book the class is reading on a poster. Ask the students to think about the characters. How are they like themselves? Ask the students to share some of their similarities as you write those connections around the character on the poster. 2. Then, ask the students if anything that is happening in the book has happened in other books they have read. Does this book remind them of other books? Allow them to share connections made between this book and other books they have read. Ask them about making connections to the literature book with events that are happening in the world. 3. Explain to students that comprehension is increased as they think about what they have read and make connections between the story or text and themselves, other texts, and the world. Show students the Connect the Dots Overhead. Explain to them how to complete it. Give each student a copy of the Connect the Dots graphic organizer (page 24). Allow them to complete their organizers after reading the next chapter or story in their literature books. Ask them to share their organizers with partners. 4. Have students create advertisements for their literature book or chapter. In the advertisements, have them explain how this book connects to all sorts of people and things in our world. Ask students to draw pictures to sell the book, as well as use their graphic organizers to explain what this book is about and how it connects to others.
Skills Connection
Comprehension making connections Blooms Level Application (See page 7 for a description.)
ELL Support
First, allow ELL students to make connections only to themselves on their organizers. As they grow more confident, allow them to make connections to other texts and the world. Allow them to work with partners.
Extension Idea
Since making connections to the world is the most difficult aspect of this skill, encourage students to create news stories about the characters in the book and how these characters are like other famous figures in the world.
Comprehension
Name_________________________________________________
Connect the Dots

Directions: Write the title of the chapter or book on the line in the center below. Then, write one way the chapter or book connects to you, one way the book relates to another book you have read, and one way it connects to a person or event in the world.
Me
Other books
Person or events in the world
24
Sample Lesson
Comprehension
The Connection Curse

Standard/Objective
Makes connections between characters or simple events in a literary work and people or events in his or her own life. (McREL Language Arts Standard 6.8) Students will relate the book Math Curse by Jon Scieszka to themselves, to other texts, and to the world around them as they use the Connect the Dots graphic organizer.
The Lesson
1. Ask the class the following questions: What is your favorite subject? Why do you like it? Is there a subject that you do not enjoy? Which subject? Why? 2. Explain to the students that you are going to be reading the story Math Curse by Jon Scieszka to them. As you read, ask students to think about how parts of this book are like them. Also, ask them to think about how the story is like another book they have read. Then, ask them to think about how this book might relate to a person or event in the world. 3. Give each student a copy of the Connect the Dots graphic organizer (page 24). Ask them to fill it out, making connections from the book to themselves, other texts, and the world. If some students are having a difficult time making connections, show them the sample graphic organizer found on page 26. 4. Once the students have finished their organizers, ask them to create short stories titled The Connection Curse. When writing their stories, have them use their graphic organizers to include how things in math and other subjects can be connected to other things. Allow them to share their stories with the class.
ELL Support
Ask ELL students to work with partners when writing their stories. Encourage them to develop the connections to themselves for the story, but allow their partners to help them with making connections to other texts and to the world.
Extension Idea
Since making connections to the world is the most difficult aspect, encourage students to create picture books showing how the character in the Math Curse is like other famous figures in the world or how the plot of the Math Curse is similar to other events that have occurred in the world.
25
Comprehension
Name_________________________________________________
Connect the Dots for Math Curse

Directions: Write the title of the chapter or book on the line in the center below. Then, write one way the chapter or book connects to you, one way the book relates to another book you have read, and one way it connects to a person or event in the world.
Me
I can easily relate to this book because I feel like math is a curse! I just cant get away from it, and it is my least favorite subject.
Math Curse by Jon Scieszka

Person or events in the world Other books
This book reminds me of the story, Alexander and the Terrible, Horrible, No Good, Very Bad Day. In that story, Alexander had terrible things happen to him all day. I am sure he felt as if he was cursed with bad luck, just as the girl in the story, Math Curse, felt she was cursed by math. The girl in the story thought about math problems all day long. When I think of her, I think of other mathematicians and scientists, such as Albert Einstein. I am sure he thought of math problems and science problems all of the time. He too, may have felt a bit cursed by them.
26
Countdown to Questioning Graphic Organizer
Students use Countdown to Questioning to ask questions about a text before, during, and after reading. Countdown to Questioning gives students the opportunity to think about and analyze a text by asking questions that relate to that text, as well as setting a purpose, and predicting. The graphic organizer allows students to record any questions they have about a text so that they may answer those questions as they read.

1. Show students a poster of something that is unknown to them or difficult to see. For example, you may want to blow up a picture of an animal so only parts of it are seen, but the type of animal is not easily determined. Then, have students ask you questions about the picture. Record their questions on the board, as you answer them. 2. Once students have determined what the unknown picture is, explain to them that asking questions is an important part of reading comprehension. It sets a purpose for reading as well as giving the opportunity to think about what is being read. 3. Distribute the Countdown to Questioning graphic organizers (page 28). Explain to students that they are going to begin reading the next story or chapter in their literature or text books. Before students begin, show them the cover or a picture from the story. Have them create questions and write them in the cloud portion of their organizers. Show them how to do this using the Countdown to Questioning Overhead. As students read their books, have them stop in the middle to write down any other questions they have as they read. 4. Next, ask students to trade graphic organizers with partners. Have the partners use other paper to answer the questions on the graphic organizers. Allow time for the partners to discuss their questions and answers with one another.
Skills Connection
Comprehension questioning Blooms Level Analysis (See page 7 for a description.)
ELL Support
Allow ELL students to work with partners to develop the questions as well as to answer them.
Extension Idea
Give students the opportunity to create original games using the questions from both theirs and their partners graphic organizers. Allow them to play the games as a review after the entire text has been read.
Comprehension
Name_________________________________________________
Countdown to Questioning
Directions: Before reading the text, write any questions you have about it on the cloud. Your questions can be based on the cover or title of the book. As you read the text, write new questions on the rocket portion of the graphic organizer. Finally, after you are finished reading the text, write any questions you still have on the moon.
28
Sample Lesson
Comprehension
Countdown to the End of the War

Standard/Objective
Summarizes and paraphrases information in texts (e.g., includes the main idea and significant supporting details of a reading selection). (McREL Language Arts Standard 7.5) Students will use the Countdown to Questioning graphic organizer to create questions about a nonfiction text before, during, and after reading. They will then find answers to those questions.
The Lesson
1. Place a picture of Abraham Lincoln at the front of the room. Tell students to pretend they are journalists in 1865. The Civil War is about to end, and they have the opportunity to interview President Lincoln. What questions would they ask him, based on what they already know about him? Use Countdown to Questioning Overhead to record some of their questions in the cloud. 2. Then, explain to students that they are going to read the next section of their text books, which involves the end of the Civil War and Lincolns assassination. Explain that as they read, they should think of questions they would ask Lincoln. They should also think of questions that they would still have after reading the text. 3. Give each student a copy of the Countdown to Questioning graphic organizer (page 28). Have them record their questions before reading. If the students have a difficult time thinking of possible questions, direct them to the sample graphic organizer (page 30) for ideas. 4. Once students have completed the graphic organizers and the reading, ask them to write magazine articles. In the articles, they should pretend they have interviewed President Lincoln. Have them write their questions from the graphic organizers, as well as answers from the text in the articles. Allow them to share their articles with the class.
ELL Support
ELL students might benefit by working with partners when creating questions and answers. They can choose to then write the articles, or even act them out, as if they are on a talk show, with one being the host and the other being President Lincoln.
Extension Idea
Give students the opportunity to create original games about Lincoln using the questions from their graphic organizers. Allow them to play the games as a review after the entire text has been read.
29
Comprehension
Name_________________________________________________
Countdown to Questioning for Abraham Lincoln

Directions: Before reading the text, write any questions you have about it on the cloud. Your questions can be based on the cover or title of the book. As you read the text, write new questions on the rocket portion of the graphic organizer. Finally, after you are finished reading the text, write any questions you still have on the moon.
1. Why do you think you were assassinated? 2. What will happen to the country now that Andrew Johnson is president? 3. What happened to John Wilkes Booth?
1. How did you feel when General Robert E. Lee surrendered to General Ulysses S. Grant? 2. What are your plans for reuniting the North and the South? 3. Did the Civil War last longer than you expected?
#936030 Graphic Organizers for Reading 30 Shell Educational Publishing
Picture Pyramid Graphic Organizer
Picture Pyramid ensures comprehension of a text, as students draw original pictures they see in their minds while reading. The graphic organizer allows students to visualize and draw the various elements of a story as they read them.

1. Read the following paragraph aloud, asking students to close their eyes in order to get clear pictures in their minds of what is being read: The rising dust nearly choked them as they took breaths. The children looked ahead, watching as their belongings nearly jumped out of the wagons with each bump in the long, windy road. The sun was hot as it beat against their foreheads. But, the children knew that a better life awaited them in the West. 2. Ask four volunteers to come to the board at the same time. Have them draw the pictures in their minds as the story was being read. After the students finish their drawings, discuss the similarities and differences between the pictures. Ask the class how the pictures show what was happening in the reading. 3. Explain to the students that as we read, we should get pictures in our minds of what is happening in the text. This is called visualization. Visualization helps us comprehend and understand what we have read.
Skills Connection
Comprehension visualizing Blooms Level Synthesis (See page 8 for a description.)
4. Distribute the Picture Pyramid graphic organizer (page 32). Assign students a chapter in a book to read, preferably one with few pictures and a lot of description. As they read, ask them to stop periodically to draw pictures in the pyramids of what they see in their minds. You may wish to show them an example of how to do this using the Picture Pyramid Overhead. 5. Once students have completed their organizers, ask them to get into small groups. Using only their original pictures from their organizers, have students retell what they read about in their texts.
ELL Support
Give ELL students sticky notes to use as they read. Have them sketch their pictures on the sticky notes and place them on the part of the book for which that picture was drawn. Then, after they are completely finished reading, allow them to transfer their pictures onto the organizers.
Extension Idea
Have students write creative captions for their pictures that will explain what is happening.
Comprehension
Name_________________________________________________
Picture Pyramid
Directions: Draw pictures that represent what you imagine as you read your text. Title of the Text:
32
Sample Lesson
Comprehension
Picturing the Rag Coat

Standard/Objective
Uses mental images based on pictures and print to aid in comprehension of text. (McREL Language Arts Standard 5.1, Level I) Students will visualize pictures from the story The Rag Coat by Lauren Mills. They will then draw their visualizations on the Picture Pyramid graphic organizer.
The Lesson
1. Read the following paragraph to the students. It is taken from The Rag Coat. Be sure that students cannot see the cover or any other pictures from the book as you read. Each day I hurried home to see my coat. It was looking like the colors of the fall daysthe yellow-golds of the birch leaves, the silvery grays and purples of the sky, the deep greens and browns of the pines, and the rusty reds of the chimney bricks . . . 2. Give each student a piece of scrap paper. Ask them to draw pictures of the coat that was described, using the information from the above paragraph. 3. Then, give each student a copy of the Picture Pyramid graphic organizer (page 32). Read the entire story, The Rag Coat, to the class, being careful not to show them any pictures. As you read, ask them to fill in the graphic organizers with the pictures they get in their minds of the characters, the setting, and two important events. 4. After reading the story, read it once again, but this time show the students the pictures. Allow them to compare their pictures to the artists depictions of the story. You may also show them the sample graphic organizer (page 34) to allow them to see how various people get different pictures in their minds when reading. Explain to the students that the pictures we get in our minds are not right or wrong, but they help us remember and understand what we have read. This is called visualization.
ELL Support
Give ELL students the opportunity to read the story at their own pace with a teachers aid or higher-level reader. Give ELL students sticky notes to use as The Rag Coat is read to them. Have them sketch their pictures on the sticky notes. Then, after they are completely finished reading, allow them to transfer their pictures onto the organizers.
Extension Idea
Have students write creative captions for their pictures of The Rag Coat. The captions should explain what is happening in the pictures.
33
Comprehension
Name_________________________________________________
Picture Pyramid for The Rag Coat

Directions: Draw original pictures that represent what you imagine as you read your text. Title of the Text: The Rag Coat
34
The Solution Scoop Graphic Organizer
The Solution Scoop asks students to identify and evaluate the problems and solutions in a story. Students recall the important information from the text, such as identifying the main problem and solution. The graphic organizer asks students to identify the problem and solution of a story or text and then create an original solution that would have been better for the characters in the story.

1. Write four or five problems on pieces of paper. An example of a problem might be: Your alarm clock was turned off, and now you are going to miss the bus. What can you do in order to get to school on time? Have volunteers read the problems aloud. Then, ask the class ways they might solve the problems. List their ideas on the board. Have the class give a score to each solution, stating reasons why the idea is reasonable or not. 2. Next, explain to students that every day we are confronted with problems that we must solve. It is the same way when we read books. The characters in the books always have problems for which they must find solutions. Display The Solution Scoop Overhead. Discuss with students a recent story that was read in class. Ask them to identify the main problem and solution in the story. Write these on the two scoops of the organizer. Then, ask the class to create different solutions for the story. Write down their solutions on the ice-cream cone. Ask the students why their solutions would be better than the solution in the book.
Skills Connection
Comprehension identifying and evaluating problems and solutions Blooms Level Evaluation (See page 8 for a description.)
3. Assign a new text for the students. Distribute The Solution Scoop graphic organizer (page 36) to fill out after reading. 4. Have students pretend they are advice columnists. A character from the book they have read is writing to them about the problem from the book. Have the students write back to the character, giving solutions based on their graphic organizers.
ELL Support
Allow ELL students to work in pairs for the advice columns. Have one student write to the advisor, stating the problem; the other writes back as the advisor, giving solutions and reasons for them.
Extension Idea
Have students create other problems that might occur for the characters in the story. Have them list ways the characters would solve these new problems, based on the characters personalities and how they solved other problems in the book.
Comprehension
Blank Graphic Organize
Name_________________________________________________
The Solution Scoop

Directions: In the top scoop, identify the problem from the story. In the bottom scoop, write how the problem is solved. Then, in the cone, write at least one other solution that would have been better for the characters in the story. Be sure to explain why your solution would work out better than the actual solution from the story.
The Problem
The Solution
My Solution
36
Sample Lesson
Comprehension
Solving the Sibling Problem

Standard/Objective
Understands the basic concept of plot (e.g., main problem, conflict, resolution, cause-and-effect). (McREL Language Arts Standard 6.3) After reading The Pain and the Great One by Judy Blume, students will identify problems and solutions found in the book, as well as create other solutions for the two siblings.
The Lesson
1. Ask students if they ever argue with their siblings. Why do the arguments occur? What can they do to prevent the arguments? 2. Have students get into groups and brainstorm different ways that parents could solve the constant arguing between siblings. Allow them to share their solutions. 3. Then, read the book The Pain and the Great One aloud. 4. Give each student a copy of The Solution Scoop graphic organizer (page 36). Ask them to complete the organizers for the problem and solution in the story. 5. Then, have students use their brainstorming lists, as well as their own ideas, to form other solutions for The Pain and the Great One. Show students the sample graphic organizer (page 38) to find even more solutions to the problem. 6. Finally, after completing the graphic organizers, ask students to create parenting guides, giving solutions for siblings that are not getting along. Have them use the information from their graphic organizers in their guides.
ELL Support
Give ELL students an opportunity to work with partners when thinking of other solutions for The Pain and the Great One. Their partners may also help them in identifying the solution the book gave, as it is a bit more abstract, and not stated directly in the book.
Extension Idea
Allow students to think of other problems parents might face, besides just siblings arguing. Then, have them add those problems and solutions to the parent guides they create.
37
Comprehension
Name_________________________________________________
The Solution Scoop for The Pain and the Great One
Directions: In the top scoop, identify the problem from the story. In the bottom scoop, write how the problem is solved. Then, in the cone, write at least one other solution that would have been better for the characters in the story. Be sure to explain why your solution would work out better than the actual solution from the story.
The Problem The two siblings cannot get along, and they get on each others nerves.
The Solution They play by themselves, only to discover how boring life is without the other.
My Solution I would try to find games that would be good for both my sister and me to play. That way, we are both having fun and not getting on one anothers nerves. I would also try to find a place where both my sister and I could go if one of us wanted to be alone. This solution would work well because we could go to this special place to cool down and get over the anger with the other person.
Fluency Lesson
Why Use the Graphic Organizer

When students use I Need a Voice, they identify the correct tone and voice needed to read a piece of literature. I Need a Voice allows students to understand how the voice should change as the mood of the text changes.
I Need a Voice Graphic Organizer

1. Read the following sentence aloud to students: Are we there yet? First, read it in a happy, excited voice, using an upbeat tone. Then, read it in a sad or scared voice (as if you are going to the dentist or doctor). Finally, read it in a complaining voice. 2. Ask students how each sentence sounded as you read it. How did you feel in the first sentence? Were you excited to be going somewhere? How did you feel about getting somewhere in the second sentence? What about the third? Show students the I Need a Voice Overhead. Complete the graphic organizer on the overhead by drawing a mouth for one of the voices you used in the example. 3. Explain to students that the use of tone in your voice helps others know how you are feeling. Distribute the I Need a Voice graphic organizers (page 40) so that each student has a copy. Then, divide students into small groups. 4. Write various voice tones on pieces of paper. Then, have each group blindly choose a voice. Have them create sentences that would be read using the voices they chose. Ask students to record their sentences and draw mouths on their graphic organizers. 5. After students have completed their organizers, ask them to create silly stories using the sentences from their organizers. Allow them to read their stories for the class, using the appropriate voices.
Skills Connection
Fluencyusing proper voice and tone Blooms Level Knowledge (See page 7 for a description.)
ELL Support
Allow ELL students to tape record their sentences in order to show proper voice, rather than writing them down.
Extension Idea
Have students work in pairs to create scripts that use various tones of voice from both their graphic organizers and ones they create on their own. Then, allow them to choose other students to perform the plays for the class, using proper tone and voice during the performance. Give them enough time to practice their plays before performing.
Fluency
Name_________________________________________________
I Need a Voice
Directions: The face below needs a voice! Draw the proper mouth on the face that shows the type of voice needed for the sentence you chose. Then, write the type of voice and the sentence on the lines provided.
Type of voice Sentences
40
Sample Lesson
Fluency
The Voice of the News

Standard/Objective
Uses a variety of verbal communication skills (e.g., projection, tone, volume, rate, articulation, pace, phrasing). (McREL Language Arts Standard 8.9) Students will identify the voice that should be used when reading certain sentences found in various newspaper articles.
The Lesson
1. Before class, gather four or five newspaper articles. Choose articles that depict various moods. 2. Divide the class into small groups. Give each group an article. Also, distribute the I Need a Voice graphic organizer (page 40) to the students. Then, have them read their articles and choose one sentence from the articles. On the I Need a Voice graphic organizers, have students copy down the sentences, as well as the type of voices that should be used. Allow students to see the sample graphic organizer (page 42) if they are struggling with what type of voice might be used. Each person within the groups can have his/her own sentence from the article. 3. Then, ask the students to read their sentences aloud, either in their groups or in front of the class, using the tone of voice that they recorded on their graphic organizers. 4. After they have read their organizers using the appropriate voice, allow students to choose a voice and write their own newspaper articles using the tone they have chosen. Allow them to share their articles with the class.
ELL Support
It might be easier to assign ELL students specific voices to use in their articles. This way, they have direction about what type of stories to write. You might also ask them to record news stories rather than writing entire stories.
Extension Idea
Allow students to act out their news stories, as if they are broadcasting them live. Encourage students to use proper tone and voice in their broadcasts. They may choose to interview people that were involved in the story, or simply act out what happened.
41
Fluency
Name_________________________________________________
I Need a Voice for Newspapers

Directions: The face below needs a voice! Draw the proper mouth on the face that shows the type of voice needed for the sentence you chose. Then, write the type of voice and the sentence on the lines provided.
Type of voice shocked, scared Sentences

I saw the shark coming closer to the shore.
I swam to the beach as fast as I possibly could!
42
Fluency Lesson

As students use One, Two, Three, Read, they learn to use repeated readings to aid in fluency and comprehension. The One, Two, Three, Read graphic organizer allows students to identify what they have read and to learn that each additional reading helps them to understand more about the text.
One, Two, Three, Read Graphic Organizer

1. Divide students into small groups. Assign each group a section to read from a textbook or literature book. 2. Next, place the One, Two, Three, Read Overhead where students can see it. Ask students what they learned as they read the text. Record their answers in the 1 portion of the organizer. 3. Give each student a copy of the One, Two, Three, Read graphic organizer (page 44). Ask students to read the text again and have them record the new information they learned from the second reading, using their own words in the 2 portion of the organizers. 4. Do this a third time. Discuss with students what they recorded in numbers 2 and 3. Then, ask them how reading a text more than once helped them to better understand it. Explain to them that not only do repeated readings help with comprehension, but it also helps students read with more flow, and with less stumbling over words.
Skills Connection
Fluencyrepeated reading Blooms Level Comprehension (See page 7 for a description.)
5. Tell students to pretend they are reporters, reporting on the information that was just read. Ask them to use their graphic organizers to create newspaper articles, reporting on the text.
ELL Support
If ELL students have difficulty writing complete newspaper articles, ask them to write the four most important things they learned from the text in their own words.
Extension Idea
Allow students to further investigate the topic discussed in the text. Then, rather than asking them to create just one newspaper article, allow them to create entire magazines or newspapers about the topic that was discussed.
Fluency
Name_________________________________________________
One, Two, Three, Read

Directions: Read the text once. In the number 1, write what you learned from the text. Read the text again. Write any additional information you learned in the number 2. Read the text a third time, and write in the number 3 more information you learned by reading the text.
44
Sample Lesson
Fluency
The Babe and I Read Too!

Standard/Objective
Monitors own reading strategies and makes modifications as needed (e.g., recognizes when he or she is confused by a section of text, questions whether the text makes sense). (McREL Language Arts Standard 5.8) Students will use repeated readings to write what they learned with each reading of The Babe and I by David A. Adler. They will also use predictions made at the beginning of the book, along with their graphic organizers, to create an advertisement for the book.
The Lesson
1. Show students the cover of The Babe and I. Ask them to predict what they think the story is about by looking at the cover and reading the title. Write their predictions on the board. 2. Next, read The Babe and I aloud to the students. Give each student a copy of the One, Two, Three, Read graphic organizer (page 44). Then, ask them if they learned anything that could be written in the number 1 of the organizer. Allow them time to write down what they learned. 3. Read the story again, or allow a higher-level student to read the story to the class (be sure to give this student an opportunity to practice reading the story first). Ask students if they learned anything new after hearing the second reading. Have them fill in the number 2 portion of their graphic organizers. 4. Read the book for a third time. Have students fill in the number 3 with information they learned from this reading. Ask students how the repeated readings helped them comprehend the story. What did they learn from the third reading that they didnt quite catch with the first or second reading? Explain to students that in order to read a text smoothly, as well as comprehend a text, it is important to use repeated readings. Show them the sample graphic organizer (page 46) and compare the information. 5. Ask students to create advertisements for The Babe and I. Have them use their predictions, as well as their graphic organizers, to write paragraphs that would explain what the book is about, as well as how the cover is related to the content of the book. They should also state why someone should buy this book.
ELL Students
If ELL students have difficulty creating advertisements, ask them to write down, in their own words, the four most important things they learned from the text.
Extension Idea
Have students further investigate the topic of the Great Depression. Allow them to create an entire magazine or newspaper about the Great Depression.
45
Fluency
Name_________________________________________________
One, Two, Three, Read for The Babe and I

Directions: Read the text once. In the number 1, write what you learned from the text. Read the text again. Write any additional information you learned in the number 2. Read the text a third time, and write in the number 3 more information you learned by reading the text.
-The boy lives in Bronx, New York. -People at the ball park are more interested in news about Babe Ruth than other news. -Babe Ruth gives the boy five dollars for a newspaper, but the boy does not realize he just sold a paper to Babe Ruth.
-The year is 1932. -The boy only gets a dime for his birthday. -Kids that sold newspapers during the Great Depression were called newsies.
46
Fluency Lesson

And the Beat Goes On! allows students to phrase a text rather than reading it word-by-word to better understand the meaning of the text. The graphic organizer, And the Beat Goes On!, allows students to show and apply their understanding of the text by writing down the phrases that were read, along with their meanings, using their own words.
And the Beat Goes On! Graphic Organizer

1. Choose a unit from a textbook that the students are currently studying. Take a page from the textbook and group at least one paragraph into phrases that the students can read. 2. Make copies of the paragraph that has been put into phrases so that each student has a copy. Explain to students that when reading, we often concentrate so hard on each word and sounding it out, that we loose track of the meaning of the word. This exercise will help them focus on phrases, rather than words, so that they can gain the meaning of the text they are reading. 3. Place students in groups and allow them to take turns reading the paragraph. Ask them to practice reading it silently before reading it aloud. It is also important that they are able to do several repeated readings of the text to gain fluency. 4. After students have read the paragraph aloud, give each student a copy of And the Beat Goes On! graphic organizer (page 48). Use the And the Beat Goes On! Overhead to show students how to complete their own organizers. 5. Finally, ask students to summarize the paragraph that was read, using their own words. Have them illustrate the meaning of the text by drawing pictures to show what happened. Remind them to refer back to their graphic organizers for their summaries.
Skills Connection
Fluencyphrasing to avoid word-by-word reading Blooms Level Application (See page 7 for a description.)
ELL Support
Allow ELL students to work with partners when completing their graphic organizers.
Extension Idea
Ask students to take the next couple of paragraphs in the textbook and chunk them into meaningful phrases. Allow them to use their phrased texts in the class to help nonfluent readers.
Fluency
Name_________________________________________________
And the Beat Goes On!

Directions: Write a sentence from the text on one of the drumsticks below. Then, write each of the phrases from your sentence on the left side of the drum. Finally, in your own words, write the meaning of each phrase in the right side of the drum.
48
Sample Lesson
Fluency
And the Beat Goes On in the Air

Standard/Objective
Uses a variety of verbal communication skills (e.g., projection, tone, volume, rate, articulation, pace, phrasing). (McREL Language Arts Standard 8.9) Students will use the information from a text to show the meaning of phrases that are read with fluency, rather than word-by-word.
The Lesson
1. Have students listen as you read the following text. Read the text word-by-word, not in meaningful sentences. You may also want to sound out some of the words in the text as you read. Orville and Wilbur Wright / worked for four years, / trying to develop the first airplane. / They set up camp / at Kitty Hawk, North Carolina, / where they attempted to fly their new invention. / Finally, on December 17, 1903, / their hard work paid off. / The Wright Brothers / made the first flight by airplane. / It lasted only 12 seconds. 2. Then, read the paragraph again, with greater fluency, and concentrating on the phrases, rather than reading word by word. Ask the students which reading was easier for them to understand. Why? 3. Explain to students that as we read, we often concentrate on words, rather than the meaning of the sentences. By dividing sentences into phrases, we can more easily figure out words, as well as gain meaning from a text. 4. Give each student a copy of the And the Beat Goes On! graphic organizer (page 48), as well as a copy of the paragraph about the Wright Brothers, with it divided into phrases. Ask every student to choose a sentence from the paragraph. Have them write down the phrases and meaning of each phrase from their sentences on their graphic organizers. You may wish to show students the sample graphic organizer (page 50) to help them get started. After everyone has completed their organizers, discuss the meaning of the phrases with the class. 5. Then, ask students to pretend they are Orville or Wilbur Wright. How did they feel as they completed the first flight in history? Ask them to use the information from their graphic organizers, and the paragraph, to write diary entries from Orville or Wilbur. They should include the information from the text in their entries.
Shell Educational Publishing 49
ELL Support
Allow ELL students to work with partners when completing their graphic organizers.
Extension Idea
Ask students to get more information about the Wright Brothers. Then, ask them to chunk the new text into meaningful phrases. Allow them to use their phrased texts in the class to help nonfluent readers.
Fluency
Name_________________________________________________
And the Beat Goes On! for the Wright Brothers

Directions: Write a sentence from the text on one of the drumsticks below. Then, write each of the phrases from your sentence on the left side of the drum. Finally, in your own words, write the meaning of each phrase in the right side of the drum.
They set up camp at Kitty Hawk, North Carolina,
They made a place to live. Their camp was located at a place called Kitty Hawk, in the state of North Carolina. The two brothers worked on and tried to fly the plane they had invented.
where they attempted to fly their new invention
50
Fluency Lesson

When students use Reading Together, they apply their knowledge of fluency to perform a choral reading as a group. The Reading Together graphic organizer helps students organize their thoughts before performing as a class. It also allows them to break apart songs or poems, in order to concentrate on proper expression and changes in voice.
Reading Together Graphic Organizer

1. Ask students how they feel when they are part of a group. Does it make them more confident when they are around others who are participating in the same activity? Explain to students that every day, when they say the Pledge of Allegiance, they are part of a group doing the same thing. And, because they are all saying the same thing at the same time, they are participating in an activity called choral reading. Choral reading helps them become strong, confident readers because they read as a group. 2. Choose a popular childrens poem or song, or a patriotic song. Read it aloud, modeling fluency through expression and voice. Then, ask the students to raise their hands if they are familiar with the poem or song you have just read. Tell them you would like to read it again, and if they know it, ask them to read it with you. 3. Ask students what expressions you used when reading the poem. What voice was used? Was it a dull voice? A strong voice? An energetic voice? Next, ask them what words needed to be emphasized as you read. Have students analyze the song, and complete the Reading Together Overhead with your students. 4. Put students into small groups. Distribute the Reading Together graphic organizers (page 52). Assign each group a nursery rhyme or song. Ask them to fill in their own graphic organizers about the song or poem that was assigned to them. Explain to the students that they will be performing choral readings of their nursery rhymes or songs with their groups. They will need to use their graphic organizers when practicing their songs or
Skills Connection
Fluencychoral reading/singing Blooms Level Analysis (See page 7 for a description.)
ELL Support
Rather than asking each ELL student to perform entire nursery rhymes or songs for the class, it might be easier to assign only one stanza of a popular poem or song.
Extension Idea
Students should write their own poems or songs to perform for the class. Stress the importance of using proper expression and voice when performing these.
Fluency
Name_________________________________________________
Reading Together
Directions: What type of expression should you use as you read your poem or song? What voice should be used? Are there any words that need to be emphasized with a louder voice or stronger expression? Fill in the organizer with the answers to these questions.
Name of Song, Poem, or Nursery Rhyme:
Expressions
Voice Words With Emphasis
52
Sample Lesson
Fluency
Reading Together in America

Standard/Objective
Monitors own reading strategies and makes modifications as needed (e.g., recognizes when he or she is confused by a section of text, questions whether the text makes sense). (McREL Language Arts Standard 5.8) Students will determine the voice and expression that should be used when singing patriotic songs. They will then show this expression and voice, as well as emphasize important words, as they do a choral singing of these patriotic songs.
The Lesson
1. Write the title Songs About America on the board. Ask students to brainstorm lists of songs that are about America. Such songs might be Yankee Doodle, America the Beautiful, God Bless America, and Youre a Grand Ol Flag. 2. Ask students if they have ever sung any of these songs with other people, in a large group. Explain that when they sang with the entire crowd, they were doing a form of singing called choral singing. Ask them how the songs were sung. Were they sung with excitement? Were they sung in a dull voice, which never changed throughout the song? Explain to students that when reading or singing, it is important to use proper expression and voice. 3. Place students into small groups. Assign each group a patriotic song, along with its words. Show them the Reading Together sample graphic organizer (page 54). Ask them if they agree with the voice, expression, and words of emphasis that are written in the organizer. Then, give each group their own Reading Together graphic organizer (page 52). Have each group find any words in the song that should have more expression or emphasis, along with explaining what voice to use. Ask students to fill in their graphic organizers as a group. 4. Explain to students that they will be singing their patriotic songs for their class. Therefore, they will need to practice their songs, paying attention to the notes from their organizers. They should also pay attention to punctuation in their songs to ensure proper pausing. Allow students to practice their songs several times, as a group. Then, have them perform the songs for the class.
ELL Support
Rather than asking ELL students to perform an entire patriotic song for the class, it might be easier to assign them just one stanza of the song. This way, they can concentrate on one portion, rather than being overwhelmed with an entire song.
Extension Idea
Students might enjoy creating their own patriotic songs about America. Allow them to perform their original songs for the class in small groups, stressing the importance of using proper expression and voice when performing.
53
Fluency
Name_________________________________________________
Reading Together for Patriotic Songs

Directions: What type of expression should you use as you read your poem or song? What voice should be used? Are there any words that need to be emphasized with a louder voice or stronger expression? Fill in the organizer with the answers to these questions.
Name of Song, Poem, or Nursery Rhyme:When Johnny Comes Marching Home
Expressions
excitement pride happiness Words With Emphasis Voice
confident vibrant bold Hurrah! Hurrah! When Johnny comes marching home. The men will cheer and the boys will shout.
54
Fluency Lesson

When students complete the Just Say It! activity, they identify and use the correct expression when given a line from a literature piece. Just Say It! helps students develop fluency as they use expression in their readings. This graphic organizer allows students to identify, as well as create, sentences that a character might say using a particular given expression.
Just Say It! Graphic Organizer

1. Choose a passage from a current literature piece you are reading. Write eight to ten lines from the book on pieces of paper. Choose lines that would show a lot of expression. 2. Next, allow students to volunteer to read the lines in front of the class. First have them read without offering any help. Then, explain to students the importance of using proper expression in reading. Ask them to read their lines again, this time using the proper expression. You may choose to give some examples of how someone who is angry, excited, or scared might read a line. 3. Show students the Just Say It! Overhead. Ask them to identify where each sentence that was read aloud would be placed within the expression categories. If a sentence does not belong under the four categories given, allow students to create a fifth category that would fit the sentences expression. Distribute the Just Say It! graphic organizers (page 56) so that each student has a copy. Allow students to fill in the organizers using the sentences that were read aloud. 4. Ask each student to create a sentence that various characters from the literature piece might say. They should create sentences for each category on the graphic organizers. Have them write their sentences under the appropriate expression on the graphic organizers. Then, place students in small groups. Allow them to read their original sentences aloud to one another, using the proper expressions.
Skills Connection
Fluencyusing proper expression Blooms Level Synthesis (See page 8 for a description.)
ELL Support
Rather than asking ELL students to create expressions for all four categories, ask them to choose two categories with which they can write expressions.
Extension Idea
Ask students to create puppets of the characters from the story. Then, allow them to perform puppet shows, using proper expression, as they read excerpts from the literature piece.
Fluency
Name_________________________________________________
Just Say It!

Directions: What expression is being used by the characters in the literature piece? Place the sentences from the literature under the proper categories below. Then, practice saying the lines using the correct expressions. Put your own category in the bottom bubble. Title of literature piece: Scared Excited
Sad
Surprised
56
Sample Lesson
Fluency
How Would the Worm Say It?

Standard/Objective
Monitors own reading strategies and makes modifications as needed (e.g., recognizes when he or she is confused by a section of text, questions whether the text makes sense). (McREL Language Arts Standard 5.8) Students will categorize expressions from Diary of a Worm by Doreen Cronin into the correct categories using Just Say It! They will then create original expressions that a different animal might say, and perform those expressions for the class.
The Lesson
1. Ask students if they have ever seen worms on the sidewalk during the spring and summer time. What might the worms be thinking or saying to themselves and other worms? Write some of the students thoughts on the board. Ask them how the worm would say those expressions. Allow students to use proper expression as they read some of the sentences they created. 2. Explain to students that it is very important to use the proper expression when reading. Read Diary of a Worm aloud to students, using the proper expressions. 3. Then, write the sentences found on the sample graphic organizer (page 58), which were taken from Diary of a Worm, on pieces of paper. Write them on the board, as well. Ask students to each choose a piece of paper with the sentences on them. Then, ask them to perform the sentences with the correct expressions, as if they were the characters saying them. 4. Next, distribute the Just Say It! graphic organizers (page 56). Ask students to categorize the sentences into the proper categories. If a sentence does not fit into the four categories given, allow students to create a fifth category in the bottom bubble. After students have completed the organizers, allow them to share where they placed the sentences with the class. You can use the sample graphic organizer to check answers. 5. Finally, ask students to think of another animal. Have them create five things that their animals might say. They should use the four expression categories from the Just Say It! graphic organizer, plus an expression that is not on the organizer. Ask them to read their sentences in small groups, using the proper expressions.
ELL Support
Rather than asking ELL students to create expressions for all four categories for their animal, ask them to choose two categories with which they can write expressions.
Extension Idea
Ask students to create puppets of the characters from the Diary of a Worm. Then, allow them to perform puppet shows, using proper expression, as they read excerpts from the book.
Fluency
Name_________________________________________________
Just Say It! for Diary of a Worm

Directions: What expression is being used by the characters in the literature piece? Place the sentences from the literature under the proper categories below. Then, practice saying the lines using the correct expressions. Put your own category in the bottom bubble. Title of literature piece: Diary of a Worm by Doreen Cronin Scared I had the worst nightmare last nightgiant birds were playing hopscotch! Excited I found this really cool rock!
Sad Were very small, and sometimes people forget that were even here.
Surprised Did you guys hear something?
Happy Spider made this for me!
58
Fluency Lesson

When students use Its in the Cards, they evaluate fluent readers and nonfluent readers. Its in the Cards graphic organizer allows students to compare and contrast fluent reading and nonfluent reading.
Its in the Cards Graphic Organizer

1. Before beginning the lesson, choose a few sentences from a literature book that you are currently reading. Make two sets of cards: Fluent and Nonfluent. Write each of the sentences from the literature book on the small cards, which will be chosen by students to read. You will write the same sentence on both types of cards. For example, on the first Fluent card, you might write: Ahh! There is a bear behind that tree! Then, on the Nonfluent card, write the same sentence the following way: Ahh. There is a bear, bearbee-hi-nd that tree. 2. Allow student volunteers to read the Fluent cards, one at a time, using proper voice, expression, and correct pausing. Then, after each fluent sentence is read, you should read the nonfluent version of that same sentence. Keep a monotone voice, with little expression, and pause to sound out words. Place the Its in the Cards Overhead where students can see it. Ask students what type of voice, expression, pace, and pausing was used in the fluent sentences. Write down their observations in the fluent cards of the graphic organizer. Ask them if the sentences were easy to comprehend because of the reading. Write down their thoughts on the comprehension card. 3. Give each student a copy of an Its in the Cards graphic organizer (page 60). Ask them to complete their organizers for the nonfluent cards. Explain to students that being a fluent reader is more than just sounding out words. It is also using expression, reading smoothly, keeping a steady pace, and comprehending what was read. 4. Then, ask students to create How to Read instruction booklets. The booklets should state how to be a fluent reader, as well as why it is better to read fluently. Ask students to use their graphic organizers as a guide.
Skills Connection
Fluencyevaluating fluent and nonfluent reading Blooms Level Evaluation (See page 8 for a description.)
ELL Support
Allow these students to work with higher-level students and use the overhead to reference when filling in the nonfluent portion.
Extension Idea
Ask students to write tip books. They should use tips from their graphic organizers. You may also ask them to create pictures for each of their tips.
Fluency
Name_________________________________________________
Its in the Cards

Directions: How do fluent and nonfluent readers differ? Which reading is easier to understand? Use the playing cards below to list your observations about each type of reading.
Fluent Cards
Pausing and Pacing
Voice
Use of Expression
Comprehension
Voice
Nonfluent Cards
Use of Expression
Pausing and Pacing
Comprehension
60
Sample Lesson
Fluency
A Fine, Fine Fluent School

Standard/Objective
Uses a variety of verbal communication skills (e.g., projection, tone, volume, rate, articulation, pace, phrasing). (McREL Language Arts Standard 8.9) Students will read sentences from A Fine, Fine School by Sharon Creech. These sentences will be read either fluently or non-fluently, in order to evaluate the difference between fluent and nonfluent readers.
The Lesson
1. Before the lesson begins, write the following sentences on small index cards, on the back of each, write the words in parentheses. They describe the way each sentence should be read. Card 1: But its Summer! What about summer? (Read with expression, proper voice, and correct phrasing.) Card 2: But it is sum-ner, oh, summer. Wh-at a-bo-ut summer? (Read with no expression and sound out the words. Read some words quickly.) Card 3: I love this school! Lets have more school! (Read with expression, proper voice, and correct phrasing.) Card 4: I live, no love, this s-c-hool. Let, lets have more school. (Read with no expression and sound out the words. Read some words quickly.) Card 5: Who isnt learning? Tell me, and I will see that they learn! (Read with expression, proper voice, and correct phrasing.) Card 6: Who is, isnt lorning? Tell ME, and I will see that they lorn! (Read with no expression and sound out the words, even if that means saying them incorrectly.) 2. Allow student volunteers to read the above cards after giving them time to practice reading them. Display the Its in the Cards Overhead. As a class, rate the reading of each of the fluent sentences using the organizer by listing observations, as well as noting good and bad things about how the sentences were read. Then, distribute the Its in the Cards graphic organizers (page 60). Have students do the same for the nonfluent sentences. 3. Discuss the students observations. You may use the sample graphic organizer (page 62) as a summary of things the students might have written. Review the difference between being a fluent and nonfluent reader. 4. Allow volunteers to read aloud the entire book of A Fine, Fine School to the class. Ask them to practice reading it first so that they can read it fluently.
ELL Support
Allow the ELL students to work with higher-level students when filling in the nonfluent portion of their graphic organizers.
Extension Idea
Ask each student to write a book entitled: Making a Fine, Fine Fluency School. In their books, they should describe ways to teach students to become fluent readers. They should use tips from their graphic organizers. You may also ask them to create pictures for each of their teaching tips.
Fluency
Name_________________________________________________
Its in the Cards for A Fine, Fine School

Directions: How do fluent and nonfluent readers differ? Which reading is easier to understand? Use the playing cards below to list your observations about each type of reading.
Fluent Cards
Pausing and Pacing

The fluent readers didnt pause to sound out words. They didnt speed up and slow down as they read.
Voice
Each fluent reader had excitement or sadness in their voices. The tones in their voices helped me figure out how they were feeling.
Use of Expression
The fluent readers used good expression as they read. You could tell when they were excited, disappointed, and upset.
Comprehension
It was much easier to understand the fluent readers sentences. The words were read correctly. The way they read made it easy to understand.
Voice
Nonfluent Cards
Use of Expression
There was not much expression used. You could not tell how the students really felt about school or learning by the way the sentences were read.
Pausing and Pacing

They paused a lot to sound out words. They also took a lot of time reading certain words. Then, they sped up when they got to easy words.
Comprehension
It was hard to understand what they were saying. They mispronounced some words. They also took a long time to sound out other words.
There was no change in voice for each character. They never showed excitement or sadness. I didnt know what they were feeling.
62
Nonfiction Skills Lesson

Students will place events and important facts in sequential order as they occurred in a textbook while completing The Order of the Day graphic organizer.
The Order of the Day Graphic Organizer

1. Read a section from a unit you are currently studying with the students. Then, write five major events from that section on large poster boards. Ask five volunteers to come to the front of the class. Give them each a poster with an event on it. Line them up, but not in sequential order. Ask the class to read the posters and place the students in the correct order, from the first major event to the last. Write the events on The Order of the Day Overhead. 2. Then, ask students why it is important to know which events happened first, second, third, and so on. Tell them that putting events in order from first to last is called sequential or chronological ordering. 3. Ask students to read the next section in their text with a partner. Give each student a copy of The Order of the Day graphic organizer (page 64). Tell students that after they read the next section, they need to choose the five major events from that section and place them in chronological order on their organizers. 4. Once students have completed their organizers, ask them to create flip books, showing the five major events from their graphic organizers in order, using illustrations on each page to show what happened during that event.
Skills Connection
Nonfiction Skills putting events from a text in sequential order Blooms Level Knowledge (See page 7 for a description.)
ELL Support
Help ELL students by giving them the five major events from the text. Then, have them place those events in chronological order on their organizers.
Extension Idea
Allow students to work together to create short skits, showing the events that took place in the text in sequential order.
Nonfiction Skills
Name_________________________________________________
The Order of the Day

Directions: Write down five major events from the text on the suns below, putting the events in chronological order. Title of text:
First Event
Second Event
Fifth Event
Third Event
Fourth Event
64
Sample Lesson
Nonfiction Skills
Volcanoes Are the Order of the Day

Standard/Objective
Understands structural patterns or organization in informational texts (e.g., chronological, logical, or sequential order; compare-and-contrast; cause-and-effect; proposition and support). (McREL Language Arts Standard 7.7) . Students will write the events from the nonfiction text, Danger! Volcanoes by Seymour Simon in sequential order using The Order of the Day graphic organizer.
The Lesson
1. Ask students to close their eyes as you read the following: The hot balls of fire leapt into the sky as the sound of the eruption filled the air. Ask the students what the sentence was describing. Explain to students that when we talk about things being in sequential order, we often think of things in history, but other events, like a volcano erupting, happens in an order, too. 2. Read the book Danger! Volcanoes to the students. Explain to them that as you read, they should pay attention to the events that lead up to a volcano erupting, as well as what happens during and after it erupts. 3. After reading the story, give each student a copy of The Order of the Day graphic organizer (page 64). Ask them to record the major events in chronological order as you read the story again. 4. Once students have completed the graphic organizers, show them the sample graphic organizer (page 66). Ask them to compare their graphic organizers to the events written on the sample organizer. Were they the same? If not, how or why might they be different? 5. Next, ask students to create posters with illustrations. The posters should show the events mentioned on their graphic organizers in chronological order.
ELL Support
Give the ELL students the five main events, and ask them to put them in sequential order, rather than asking them to select the events from the text.
Extension Idea
Ask students to research other natural disasters in history. Then, have them create skits and act out how the natural disasters occur, in sequential order, for the class.
65
Nonfiction Skills
Name_________________________________________________
The Order of the Day for Volcanoes

Directions: Write down five major events from the text on the suns below, putting the events in chronological order. Title of text: Danger! Volcanoes by Seymour Simon
First Event
Rock melts under Earths crust. This rock is called magma.
Second Event
Magma flows through the cracks in the crust and reaches the surface of Earth, where it is called lava.
Fifth Event
The hardened lava forms mountains, islands, and craters.
Third Event
When a volcano erupts, lava destroys plants and wildlife.
Fourth Event
Then, the lava hardens as it cools.
66

Students use newspapers to find factual information and record events in Extra, Read All About It! This graphic organizer allows students to answer questions about recent news articles. Extra, Read All About It! gives students the opportunity to learn about the various sections of a newspaper.
Extra, Read All About It! Graphic Organizer

1. Bring in a copy of a comic strip from a newspaper and read it to the students. Then, ask them if they know of other sections that are found in a newspaper. Write the various sections students name on the board. Ask students why we read the newspaper. Is it just to get the latest news, or does the newspaper give us other information as well? 2. Divide the class into small groups. Give each group a newspaper to look through. After each group has looked at the paper, ask the class what sections they found that they did not realize the newspaper had. Then, ask each student to choose an article from the newspaper and cut it out. 3. Before asking students to read their articles, give them copies of the Extra, Read All About It! graphic organizers (page 68). Explain to them how to complete their organizers as they read their articles, along with reviewing what questions are asked on the graphic organizer. You may wish to use the Extra, Read All About It! Overhead to model how students should complete their graphic organizers.
Skills Connection
Nonfiction Skills using a newspaper Blooms Level Comprehension (See page 7 for a description.)
4. Once students have read their articles and have completed the organizers, have them once again get into their small groups. Ask the students to share their articles with their groups by summarizing their articles, using the information from their graphic organizers.
ELL Support
Allow ELL students to work with partners when reading the newspaper articles. This way, the two can help each other with the reading.
Extension Idea
Ask students to create follow-up stories to the articles. What happened to the people in the articles later? Did the events in the articles change their lives? Allow them to share their follow-up articles with the class.
Nonfiction Skills
Name_________________________________________________
Extra, Read All About It!

Directions: Answer the questions on the graphic organizer as you read your newspaper article. Then, draw a picture that would summarize the main idea of the article in the square on the newspaper below.
What is the name and date of the newspaper?
What is the title of the article?
What section was the article found under in the newspaper?
Who was in the article?
What happened in the article?
When did the event happen? Where did the event take place? Why did the event take place?
How did it occur?
What did I learn from the article that I did not know before?
68
Sample Lesson
Nonfiction Skills
Extra, Read All About the Headline News

Standard/Objective
Uses reading skills and strategies to understand a variety of informational texts (e.g., textbooks, biographical sketches, letters, diaries, directions, procedures, magazines). (McREL Language Arts Standard 7.1) Students will read the headline news in newspapers to find out important information from the articles using the Extra, Read All About It! graphic organizer.
The Lesson
1. Write four or five headlines from newspapers on the board. Ask the students what current event occurred that would prompt these headlines. Write down some of their predictions. Explain to the class that the newspaper is an important resource when learning about current events and what is happening in our world. 2. Show the class the sample graphic organizer (page 70). Explain to them that answering the questions who, what, when, where, why, and how will provide most of the important information in a newspaper article. Then, divide the class into small groups. Give each group a current event from the headlines written on the board. Distribute the Extra, Read All About It! graphic organizers (page 68). 3. Ask each group to read their articles and answer the questions on their graphic organizers. Have them compare the predictions made at the beginning of class to their articles. Did the headlines give good explanations of what was found in the articles? 4. Then, ask the groups to reconstruct the current event by creating plays for the class to see. Use the graphic organizers to make sure that the main ideas are included. In the plays, they should pretend they are news reporters on the scene of the event, and are interviewing eye-witnesses. Encourage students to use simple props and scenery for the plays.
ELL Support
Allow the ELL students to be placed in groups with other students who can help them as they read the newspaper articles.
Extension Idea
Ask students to research the article and the people involved to see what happened to them. How did the event affect the lives of the people involved? Have the students share their findings with the class.
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Nonfiction Skills
Name_________________________________________________
Extra, Read All About It! for Headline News

Directions: Answer the questions on the graphic organizer as you read your newspaper article. Then, draw a picture that would summarize the main idea of the article in the square on the newspaper below. What is the name and date of the newspaper? St. Louis Post-Dispatch Tuesday, August 2, 2005 What is the title of the article? NASA Orders Astronauts to Perform Spacewalk to Fix Tile Filler Problem What section was the article found under in the newspaper? National News page A3 Who was in the article? Astronaut Steve Robinson and NASA management team members Wayne Art courtesy of Jaime Ortiz Hale and Cindy Begley What happened in the article? Steve Robinson must try to repair the space shuttle Discovery while the shuttle is in orbit. When did the event happen? On Wednesday, August 3, Robinson will attempt to make the repair. Where did the event take place? In space and on the space shuttle. Why did the event take place? Fabric from the underbelly of the shuttle came loose, and could cause dangerous overheating during reentry to the Earths atmosphere. How did it occur? Robinson will repair the shuttle by placing strips of gap fillers into the space between the insulation tiles to protect the shuttle from the heat during re-entry. What did I learn from the article that I did not know before? I learned that going into space is often a dangerous job for astronauts. There are many things that can go wrong. This repair will make history because no astronaut has ever made a repair on the underbelly of a space shuttle while it is still in orbit.

Who Am I? asks students to research various people by reading biographies and applying the information learned to their own lives. The Who Am I? graphic organizer provides students with the headings for the important information that they should record as they read their biographies.
Who Am I? Graphic Organizer

1. Create a list of important people that are a part of a unit you are currently studying. Write the names on small slips of paper to be used later. Ask the class what a biography is. Why is it important to read biographies? What can they tell us that a textbook doesnt? 2. Give each student one of the slips of paper with the names of the various people written on them. It is okay to repeat some of the names. Then, tell the students that they are going to be reading biographies based on the names they have chosen. They should also be thinking of ways that the person they chose is similar to and different from themselves as they read. Give the students three minutes to decide if they want to keep the name they chose or trade with a classmate. After the three minutes, have students sit at their desks. 3. Show students the Who Am I? Overhead, and explain the types of information that a biography might give us. Then, give each student a copy of the Who Am I? graphic organizer (page 72). As they read their biographies, they should record the information they find on the graphic organizers. 4. Once students have completed their organizers, ask them each to create a puppet of the person in their biography. Then, ask students to introduce their famous person to the class, using the puppets and their graphic organizers.
Skills Connection
Nonfiction Skills biographies Blooms Level Application (See page 7 for a description.)
ELL Support
Have ELL students use tape recorders to record their biographies. Then, ask them to record important information as they read, rather than write it down. Once they have finished reading, they can listen to the tapes and then write down any important information on their graphic organizers.
Extension Idea
Ask students to create two puppets, one being the important person in the biography, and the other being a person that greatly affected the life of that person. Have them explain their relationship during their puppet show.
Nonfiction Skills
Name_________________________________________________
Who Am I?
Directions: As you read your biography, fill in the graphic organizer with the important information you find.
Name of Important Person: Title and Author of Biography: Date of Birth and Death:
Why Is He/She Famous?
Three Important Events in His/Her Life: 1. 2. 3.
Interesting or Strange Fact:
How Does This Famous Person Relate to Me?
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Sample Lesson
Nonfiction Skills
Who Were the People in the Civil War?

Standard/Objective
Uses reading skills and strategies to understand a variety of informational texts (e.g., textbooks, biographical sketches, letters, diaries, directions, procedures, magazines). (McREL Language Arts Standard 7.1) Students will read biographies based on important people from the Civil War and complete the Who Am I? graphic organizer, in order to create a Who Am I? game.
The Lesson
1. After studying a unit on the Civil War, ask the class to brainstorm a list of important people who played a role in the war. Write the list on the board. 2. Tell students that they are going to be reading biographies based on these important people. Explain to them what a biography is and why they are important to read. 3. Assign each student a person from the brainstorming list, or give them an opportunity to choose a person. 4. Show students the sample graphic organizer (page 74). Explain to them that as they read their biographies, they will discover a lot of information about the important person. They should use the graphic organizers to write down the most important information from the biography, just as the important information was written on the sample graphic organizer. Distribute the Who Am I? graphic organizers (page 72) to students. 5. Once students have completed the biographies, ask them to create Who Am I? card games. Give each student about ten index cards. Then, using their graphic organizers, ask them to rank the facts from the least obvious to the most obvious in identifying their famous people on each of the cards. The facts on the clue cards will be read to the class. The class will then try to guess which person from the Civil War is written on the cards.
ELL Support
Give ELL students tape recorders to use so they can record the important facts as they read. They can then re-write the facts later.
Extension Idea
Ask each student to relate his or her famous Civil War person to another famous person. Then, have each student create two puppets, one being the important person in the Civil War and the other being a person that relates to the Civil War character. Have them explain the two characters relationship during their puppet show. For example, students might create Abraham Lincoln and Martin Luther King, Jr. puppets, and then explain in their puppet shows how the two fought for civil rights.
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Nonfiction Skills
Name_________________________________________________
Who Am I? for People in the Civil War

Directions: As you read your biography, fill in the graphic organizer with the important information you find.
Name of Important Person: Abraham Lincoln Title and Author of Biography: Abraham Lincoln (What Was It Like?) by Lawrence Weinberg Date of Birth and Death: Born: February 12, 1809 Died: April 15, 1865, was assassinated Why Is He/She Famous? Lincoln was president during the only civil war in United States history. His main goal was to reunite the country and later to free the slaves. Three Important Events in His/Her Life: 1. He became the 16th president in the election of 1860. 2. Lincoln issued the Emancipation Proclamation in September 1862. This document freed the slaves in the Southern states. 3. Lincoln saw the Civil War come to an end on April 9, 1865. He was assassinated less than a week later by John Wilkes Booth at Fords Theatre. Interesting or Strange Fact: Lincoln did not think he did a good job on his Gettysburg Address, which dedicated a cemetery to the men that died at the Battle of Gettysburg. But, this speech is now one of the most famous speeches in history. How Does This Famous Person Relate to Me? I am like Lincoln because I want to keep peace among people. I will try to do anything to prevent fighting, just like Lincoln tried to keep the Union together. I also feel people should be treated equally.
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Students will discover and analyze the causes of events in a nonfiction text, as well as the effects of those events as they complete the Cutting Through Cause and Effect graphic organizer. This graphic organizer allows students to explain the causes and effects of a given situation in a nonfiction text.
Cutting Through Cause and Effect Graphic Organizer

1. Write the following six situations on pieces of paper: Katie is crying. (effect) The Civil War began. (effect) Brendon was late for school. (effect) Gold was found in California. (cause) One light went out in the series circuit. (cause) Mrs. Peters class was horrible. (cause) 2. Explain to the class the difference between a cause and an effect. Then, divide the class into six groups. Read the above situations aloud, and see if the class can identify if each situation is a cause or an effect. Distribute the Cutting Through the Cause and Effect graphic organizers (page 76) to the students. Then, give each group one of the situations from step one. Have each group write the situation on its graphic organizers in the correct place on the knives. Then, ask them, as a group, to identify either effects or causes for their situations. Allow them to share their graphic organizers as you write their responses on the Cutting Through Cause and Effect Overhead. 3. Next, assign the class a section to read in their textbooks. Ask them to find two more events or causes to record on the rest of their graphic organizers as they read. They should then record the effects on the organizers as well.
Skills Connection
Nonfiction Skills understanding cause and effect in nonfiction texts Blooms Level Analysis (See page 7 for a description.)
4. Once students have completed the organizers and the reading, allow them to be placed in their groups again to discuss their organizers with one another. Ask them to compare to see if the
ELL Support
Give ELL students either a cause or an effect from their text, and then ask them to complete the rest of the organizer, instead of asking them to find both a cause and an effect.
Extension Idea
Ask students to create skits from their graphic organizers. Have them act out the causes, and then the effects. Allow the rest of the class to guess what cause and effect from the text they are performing.
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Nonfiction Skills
Name_________________________________________________
Cutting Through Cause and Effect

Directions: In the handles of the knives, write three causes from the text. Then, in the blades, write one effect of each cause.
76
Sample Lesson
Nonfiction Skills
Cutting Through Cause and Effects of a Hurricane

Standard/Objective
Understands structural patterns or organization in informational texts (e.g., chronological, logical, or sequential order; compare-and-contrast; cause-and-effect; proposition and support). (McREL Language Arts Standard 7.7) Students will explain the various causes and effects of hurricanes as they read the nonfiction book Hurricane by Cynthia Pratt Nicolson.
The Lesson
1. Bring in a newspaper article about a hurricane that has recently occurred. Often, these articles can be found on the Internet. Read the article aloud to the class. Ask them how they would feel if they lived near an area where a hurricane is going to hit. Would they like to be weathermen that predict where these storms will make landfall? 2. Explain to students that there are different effects from a hurricane, as well as different causes and events that take place. Place the Cutting Through Cause and Effect Overhead where students can see it. Explain to the class that you will be reading the book Hurricane to them. As you read it, ask them to think of some of the causes and effects of a hurricane. Remind them that they will then be asked to complete a graphic organizer just like the one on the overhead. 3. After you have read the book to the class, give each student a copy of the Cutting Through Cause and Effect graphic organizer (page 76). Then, ask them to fill in the various causes and effects of a hurricane. After they have completed their organizers, show the students the sample graphic organizer (page 78). Ask them if there are even more causes and effects for a hurricane than what they recorded. 4. Next, divide the class into two groups. Give one group the the causes, and the other group effects. Then, ask them to create two large class murals, showing the causes and effects of a hurricane.
ELL Support
Give ELL students either the causes for a hurricane or the effects. Then, ask them to complete the rest of the organizer.
Extension Idea
Ask students to pretend they have just survived a hurricane. Have them write a personal narrative, explaining the horrific event, using details from their graphic organizers in the story. Then, allow them to act out these events for the class.
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Nonfiction Skills
Name_________________________________________________
Cutting Through Cause and Effect for Hurricane

Directions: In the handles of the knives, write three causes from the text. Then, in the blades, write one effect of each cause.
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Students will decipher between a fact and an opinion after completing the Hats Off to Facts and Opinions graphic organizer. This graphic organizer asks students to create their own opinions, as well as recall facts, concerning a nonfiction text.
Hats Off to Facts and Opinions Graphic Organizer

1. On small pieces of paper, write four facts and four opinions concerning a topic you are currently studying. Place them in a hat. Explain to students that a fact is something that has occurred and can be proven, where an opinion is a personal belief. Ask volunteers to draw the facts and opinions from the hat. Have them read the statements aloud and decide which of the statements are facts and which ones are opinions. As they read them, record the facts and opinions on the Hats Off to Facts and Opinions Overhead. 2. Divide students into small groups. Ask the groups to use their own Hats Off to Facts and Opinions graphic organizers (page 80) to write down four facts from the text. Then, ask them to create their own opinions concerning each fact. For example, a fact might be: Your body is made of millions of cells. The opinion that relates to the fact might be: Cells are the most important part of the body. 3. Once students have read the text and completed their organizers, ask them to use the organizers to create editorials for a newspaper. Explain that editorials are articles found in newspapers. These articles give an individuals opinion about news stories and other current events. Using the facts and opinions from their graphic organizers, each student should write their own editorial piece.
Skills Connection
Nonfiction Skillsfact and opinion Blooms Level Synthesis (See page 8 for a description.)
ELL Support
Ask ELL students to record their editorials on camera or on a tape recorder, rather than writing. They should still use their facts and opinions from their graphic organizers in the editorials.
Extension Idea
Put several students into two groups. Then, assign them each an opinion from their graphic organizers. Next, ask them to support their opinions with facts from the text and organizers. Then, have the two groups debate their opinions for the class.
Nonfiction Skills
Name_________________________________________________
Hats Off to Facts and Opinions

Directions: Write four facts from the text on the top portions of the hats below. Then, create your own opinion concerning each fact and write it on the brim of each hat.
Fact Fact
Opinion
Opinion
Fact Fact
Opinion Opinion
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Sample Lesson
Nonfiction Skills
Hats Off to Diaries

Standard/Objective
Differentiates between fact and opinion in informational texts. (McREL Language Arts Standard 7.6, Level III) . Students will determine if different statements from a diary entry are facts or opinions. They will then record those facts, as well as create their own opinions, on the Hats Off to Facts and Opinions graphic organizer.
The Lesson
1. Divide the class into small groups. Give each student a copy of the diary entry written by Narcissa Whitman during her journey on the Oregon Trail. These and other diary entries can be found on the Internet by using a search engine to search for the following keywords: diary, Narcissa Whitman, Oregon Trail. 2. Ask the students to read the diary entry aloud in their groups. Then, ask the groups if they can determine which statements of the diary entry are facts and which are opinions. Give each student a copy of the Hats Off to Facts and Opinions graphic organizer (page 80). Ask them to write four facts from the letter on the graphic organizer. Demonstrate this using the Hats Off to Facts and Opinions Overhead. Then, ask them to write their own opinions concerning these facts on the organizer as well. 3. Have the class compare their opinions about the facts to that of Ms. Whitmans in her letter. Use the sample graphic organizer (page 82) to begin the comparison. 4. Then, ask the class to pretend they are on the Oregon Trail with Ms. Whitman. Have them create their own diary entries, explaining their lives on the trail. They should use the facts and opinions from their graphic organizers in their entries.
ELL Support
Give ELL students tape recorders to record their diary entries, or allow them to dress up as pioneers on the Oregon Trail and video tape their diary entries, still using the facts and opinions from the graphic organizers.
Extension Idea
Tell students to further research the jobs of both men and women on the Oregon Trail. Have them write diary entries, explaining whose job was harder: a mans or a womans. They should use facts from their research to support their opinions. You may also break them into two groups and assign them either the role of a woman or a man. Then, have them state why their assigned roles are more difficult than the other roles.
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Nonfiction Skills
Name_________________________________________________
Hats Off to Facts and Opinions for Diary Entries

Directions: Write four facts from the text on the top portions of the hats below. Then, create your own opinion concerning each fact and write it on the brim of each hat. Fact We have seen no snow since we left the Allegheny Mountains. Fact We are now sailing on the waters of the great Mississippi.
Opinion
Opinion Sailing on the Mississippi will be dreadful because the boat moves around too much.
Not having any snow will make our journey much faster and easier.
Fact Fact It has rained all daya dense fog covers the river, so that it is impossible to shun them. Opinion The rain is wonderful, and I love the fog. It protects me from the sun.
Husband has been to the office, expecting to find letters from dear, dear friends at home, but find none.
Opinion
It is sad to have no letters, and our loved ones must not miss us at all.
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As students complete A Picture Tells a Thousand Words, they will record observations made from various pictures found in nonfiction works. A Picture Tells a Thousand Words asks students to judge the importance of a photograph or picture based on how much information it gives. Students will record their observations and judgments concerning photographs and pictures found in nonfiction texts on the A Picture Tells a Thousand Words graphic organizer.
A Picture Tells a Thousand Words Graphic Organizer

1. Create an overhead of a picture or photograph from a unit you are currently studying. Place the photograph where the class can see it. 2. Show students the A Picture Tells a Thousand Words Overhead. Ask them what information the photograph gives them. Write their observations on the overhead. Then, ask the class if the picture is a good source of information. Why or why not? Rate the picture with the class on a scale of 15. Write down reasons for the rating under the picture frame on the graphic organizer. 3. Give each student a copy of the A Picture Tells A Thousand Words graphic organizer (page 84). Ask them to look through the next unit of study, paying close attention to the pictures. Have the students find two pictures in which they will record their observations, using complete sentences, and then ask them to evaluate those pictures. Were the pictures a valuable resource? Why or why not? 4. Ask students to then create their own pictures after reading the text from the unit. Their pictures should be ones that would be rated as fives, giving important information about the text. Allow the students to share their pictures with the class.
Skills Connection
Nonfiction Skills using photographs and pictures in nonfiction texts Blooms Level Evaluate (See page 8 for a description.)
ELL Support
Ask ELL students to use words or phrases, rather than complete sentences, to describe their observations.
Extension Idea
Encourage students to write narrations for the pictures based on their graphic organizers. These narrations should explain the feelings of the people pictured in the photographs.
Nonfiction Skills
Name_________________________________________________
A Picture Tells a Thousand Words

Directions: Write three observations in complete sentences about the two pictures you have chosen from the book. Then, evaluate each picture on a scale of 15, with 5 being a picture that gives the most information. Provide an explanation for your rating on the lines by each picture frame.
Observations 1. _________________________ _________________________ _________________________ 2. _________________________ _________________________ _________________________ 3. _________________________ _________________________ _________________________
Title of Book: Picture Found on Page: Picture Rating:
Title of Book: Picture Found on Page: Picture Rating: Observations 1. _________________________ _________________________ _________________________ 2. _________________________ _________________________ _________________________ 3. _________________________ _________________________ _________________________
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Sample Lesson
Nonfiction Skills
A Great Depression Picture Tells a Thousand Words

Standard/Objective
Understands different messages conveyed through visual media (e.g., main ideas and supporting details; facts and opinions; main characters, setting, and sequence of events in visual narratives). (McREL Language Arts Standard 9.1) Students will make observations after looking at the pictures found in the nonfiction book, We Had Everything But Money, published by Roy Reiman and Crescent Books. They will then record their observations concerning the pictures, as well as evaluate the pictures, on the A Picture Tells a Thousand Words graphic organizer.
The Lesson
1. This activity can be completed either prior to or after studying the Great Depression. Ask the students to pretend they lived during the Great Depression. What do they think their lives would have been like? How would their lives have differed from their lives today? Explain to students that life was difficult for those who lived during the Great Depression, and it can be seen in the photographs that were taken during that time. 2. Divide the class into small groups. Provide each group with a copy of We Had Everything But Money or another nonfiction book concerning the Great Depression. Ask the groups to search through the books, looking only at the pictures, and not reading the text. Ask them to pay attention to the information each picture gives them. 3. Give each student a copy of the A Picture Tells a Thousand Words graphic organizer (page 84). Then, explain to the groups that they will be choosing two pictures from the book to evaluate, using their graphic organizers. They can either evaluate the photographs on their own or with other members of their groups. Demonstrate this using the A Picture Tells a Thousand Words Overhead. Allow them to share their evaluations with the class. Show students the sample graphic organizer (page 86). 4. After the students have completed their graphic organizers, ask them to write paragraphs, explaining what life must have been like for those living during the Great Depression. They should use the information from the photographs and their graphic organizers in their explanations.
ELL Support
Ask ELL students to use words or phrases, rather than complete sentences, to describe their observations about the Great Depression photographs.
Extension Idea
Ask students to pretend they are the people in one of the pictures. They should then create oral or written narrations, explaining their thoughts and feelings as they live during this difficult time. Remind students to use the photographs and information from their graphic organizers in their narrations.
Nonfiction Skills
Name_________________________________________________
A Picture Tells a Thousand Words for the Great Depression

Directions: Write three observations in complete sentences about the two pictures you have chosen from the book. Then, evaluate each picture on a scale of 15, with 5 being a picture that gives the most information. Provide an explanation for your rating on the lines by each picture frame. Observations Children are lined up with 1. _________________________ pails in their hands. _________________________ _________________________ 2. _________________________ A woman is pouring milk into the pails, one at a _________________________ time. _________________________ 3. _________________________ Most of the children have frowns on their faces. _________________________ _________________________ Title of Book: We Had Everything But Money Picture Found on Page: 32 Picture Rating: 3
It gives some details of what was happening in the day. The children must not have had food, so they had to stand in line for milk. But, if this picture were set in a different time period, it could be mistaken for children simply lining up at school to get their daily lunch. That is why I only gave it a 3 rating.
Title of Book: We Had Everything But Money Picture Found on Page: Picture Rating: 5 49 Observations Many men are standing in 1. _________________________ an unemployment line. _________________________ _________________________ They are standing in front 2. _________________________ of Wisconsins Free _________________________ Employment Office. _________________________ 3. _________________________ Most of the men have sad _________________________ faces, but they are all dressed up in suits. _________________________
I would give this picture a 5 rating because it shows, in my opinion, the main event of the Great Depression. Due to the stock market crash, men are waiting in an unemployment line, hoping to get a job.
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Vocabulary Lesson

Students use their dictionary skills to find the definitions of new vocabulary words as they complete the I Spy a Word graphic organizer. I Spy a Word asks students to recall definitions of new vocabulary words and rewrite them on the I Spy a Word graphic organizer.
I Spy a Word Graphic Organizer

1. Divide the students into five groups. Give each group a new vocabulary word taken from a unit of study or literature book. Then, show students the I Spy a Word Overhead, as well as giving each student a copy of the I Spy a Word graphic organizer (page 88). 2. Explain to students that in their groups they will need to find the vocabulary word, that was given to them, using dictionaries. They should then write the definition on their organizers in their own words. Tell them that dictionaries often give more than one definition for a word. Therefore, as they read the new story or text, ask them to pay attention to their definitions to see how closely it relates to the way the word was used in the text. 3. After the groups have completed their graphic organizers, ask them to trade words with the group next to them. Have them complete the organizers for all five words, trading words with the other groups as they complete them. 4. Finally, after the class has read the new text, ask them to look again at their organizers. Students should write under each magnifying glass whether or not they used the word the same way the text used it.
Skills Connection
Vocabularyfinding definitions in a dictionary and glossary Blooms Level Knowledge (See page 7 for a description.)
ELL Support
Allow ELL students to use picture dictionaries when finding the new vocabulary words.
Extension Idea
Ask students to make connections among all of the new vocabulary words. How might all of them be related to the new text that will be read? Ask them to write stories, showing how all of the new words will be used in the text.
Vocabulary
Name_________________________________________________
I Spy a Word
Directions: Write the new vocabulary words on the handles of the magnifying glasses. Then, find the definitions for the new words in a dictionary or glossary. Write the definitions, in your own words, in the circles of the magnifying glasses.
88
Sample Lesson
Vocabulary
I Spy a Squid
Standard/Objective
Uses word reference materials (e.g., glossary, dictionary, thesaurus) to determine the meaning, pronunciation, and derivations of unknown words. (McREL Language Arts Standard 5.6) Students will find unfamiliar vocabulary words as they read Squids Will Be Squids by Jon Scieszka and then use a dictionary to define those words using the I Spy a Word graphic organizer.
The Lesson
1. Ask students if they know what a fable is. Explain that a fable is a story that is used to teach us a moral or a lesson. Read a few of Aesops fables aloud to the class. Then, divide students into groups. Give each group a copy of the book Squids Will Be Squids. Ask the class to look through the book, paying attention to the titles and pictures only. 2. Then, give each student a copy of the I Spy a Word graphic organizer (page 88). Explain to students that they are going to read this book in their groups. As they read, they need to write down five new words on their graphic organizers. Then, after the groups have read the fables, each student needs to use a dictionary to find the definitions for the words. They should write those definitions in their own words on their graphic organizers. Explain to the students that each person in the group can have different vocabulary words that are unknown to them. Use the I Spy a Word Overhead to demonstrate this to your students. 3. After the students have completed the reading and the graphic organizers, ask them to share some of their words within their groups to see if anyone had the same vocabulary word written down. Show them the sample graphic organizer (page 90), which also contains some vocabulary words from Squids Will Be Squids. 4. Ask students to create their own fables. They will be part of a classroom book called Kids Will Be Kids. Each students fable should include the five new vocabulary words from his or her graphic organizer. Tell students to think of lessons they have learned the hard way when creating their own fable. Each fable should have a moral at the end. Encourage the students to be creative with their fables.
ELL Support
Allow ELL students to use picture dictionaries to find the definition of the unknown words in Squids Will Be Squids.
Extension Idea
Ask students to make connections among all of the new vocabulary words. How can all of them be related to fables or to a moral in the fable? Have students use their vocabulary words in paragraphs at the end of their fables, explaining the lesson that should be learned by reading the fable.
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Vocabulary
Name_________________________________________________
I Spy a Word for Squids Will Be Squids

Directions: Write the new vocabulary words on the handles of the magnifying glasses. Then, find the definitions for the new words in a dictionary or glossary. Write the definitions, in your own words, in the circles of the magnifying glasses. plays that use singing and dancing organs attached to many animals that are used for feeling or grasping
a show or display presentation
a type of bird with a heavy body and short legs
cooked in an oven with dry heat roasted
90
Vocabulary Lesson

Stopping for Synonyms asks students to write synonyms for new vocabulary words in order to help them learn the definitions. Students describe a vocabulary word using synonyms and by drawing pictures when completing the Stopping for Synonyms graphic organizer
Stopping for Synonyms Graphic Organizer

1. Write four to five new vocabulary words on index cards. These words can be taken from textbooks or a literature book that students are currently reading. Then, divide the class into small groups. 2. Give each group one of the new vocabulary words. Ask them to find the definition for the word using dictionaries. Discuss the definitions of the words aloud as a class. Then, ask the class what a synonym is. Tell them that by writing down synonyms for a word, you can easily remember the definition of a new vocabulary word. 3. Allow the groups two minutes to write as many synonyms as they can for the vocabulary words on the index cards. After the two minutes, have the students pass the cards to the group on their right, and do the same thing again until each group has had the opportunity to create synonyms for every vocabulary word. 4. Show students the Stopping for Synonyms Overhead. Write one of the new vocabulary words in the top circle of the stoplight. Next, write down a synonym using the list the students created for that word. Write the synonym in the second circle of the stoplight. Finally, draw a picture to show the meaning of the word in the bottom circle. 5. Give each student a copy of the Stopping for Synonyms graphic organizer (page 92). Allow them to write their new vocabulary words on the stoplights. Then, ask them to choose synonyms and draw pictures for each word on their graphic organizers. 6. Finally, ask students to write paragraphs, using their new words. The paragraphs should relate to the topic they are currently studying, and from which the vocabulary words were taken.
Skills Connection
Vocabulary synonyms Blooms Level Comprehension (See page 7 for a description.)
ELL Support
Allow ELL students to use thesauruses when finding synonyms for the new vocabulary words.
Extension Idea
Encourage students to write antonyms for the words rather than drawing pictures of them on the bottom circle of their graphic organizers.
Vocabulary
Name_________________________________________________
Stopping for Synonyms

Directions: Write each new vocabulary word in the top circle of the stoplights below. Then, in each middle circle, write a synonym for the new vocabulary word. Finally, in the bottom circle, draw a picture of each new vocabulary word.
Vocabulary Word
Vocabulary Word
Synonym
Synonym
Picture
Picture
92
Sample Lesson
Vocabulary
Losing Control Over Synonyms

Standard/Objective
Understands level-appropriate reading vocabulary (e.g., synonyms, antonyms, homophones, multi-meaning words). (McREL Language Arts Standard 5.7) Students will describe vocabulary words taken from Joey Pigza Loses Control by Jack Gantos by identifing synonyms and drawing pictures of the new words on the Stopping for Synonyms graphic organizer
The Lesson
1. Write the following sentence on the board: I lost control when I . . . Ask the students to complete the sentence by sharing an experience with the person sitting next to them. Then, ask for volunteers to share their experience with the class. Next, explain to students that they are going to begin reading a book about a boy who loses control a lot! First, there are some vocabulary words that they will see as they are reading the story. 2. Give each student a list of vocabulary words from chapter one. Some words might include clamped, turnpike, bandaged, nervous, notion. Divide the class into small groups. Assign each group a vocabulary word to define and share with the class. 3. After students have shared the definitions with the class, give each student a copy of the Stopping for Synonyms graphic organizer (page 92). Show the class the Stopping for Synonyms Overhead to show how to complete it. Explain to the class that using synonyms to describe words helps us build our vocabulary. Ask them to write the new vocabulary words on the stoplights, use synonyms to describe the new words, and draw pictures that would show the meaning of each new word. 4. Give students an opportunity to share their synonyms with the class. Show the class the sample graphic organizer (page 94) and compare the definitions and pictures. Then, ask each student to write a story using the new vocabulary words and synonyms. The stories should be similar to the ones they discussed at the beginning of class in which they tell about a time they have lost control.
ELL Support
Allow ELL students to use thesauruses when finding synonyms for the new vocabulary words. You may also suggest that they work with partners when finding the new words in the thesaurus.
Extension Idea
Encourage students to write antonyms for the words found in Joey Pigza Loses Control rather than drawing pictures of them on the bottom circle of their organizers.
93
Vocabulary
Name_________________________________________________
Stopping for Synonyms for Joey Pigza Loses Control

Directions: Write each new vocabulary word in the top circle of the stoplights below. Then, in each middle circle, write a synonym for the new vocabulary word. Finally, in the bottom circle, draw a picture of each new vocabulary word.
Vocabulary Word turnpike
Vocabulary Word bandaged
Synonym expressway
Synonym wrapped
Picture
Picture
94
Vocabulary Lesson

Using Applauding Affixes, students will identify affixes in words, as well as how they help to shape a words meaning. The Applauding Affixes graphic organizer builds vocabulary as students learn to apply an affixs meaning to other words in order to discover the definition of a new word.
Applauding Affixes Graphic Organizer

1. Create a list of spelling words that involve the same affixes, or various words with the same four to five affixes. Give the list to the students. 2. Next, ask the class if they can identify how these words are alike. Ask them if any of them know what the words mean. Explain to the students that each word has either a prefix or a suffix. A prefix is a group of letters put at the beginning of a word to change its meaning or add to its meaning. A suffix is put at the end of a word. 3. Give each student an Applauding Affixes graphic organizer (page 96). Use the Applauding Affixes Overhead, and as a class, write the affixes used in the spelling list on the palm portion of each hand on the overhead as students complete their own organizers. Ask the class if they know what the affixes mean. If they are not sure of the meaning, ask them to look at the words that contain that affix to see if the meanings have anything in common. Have students complete the organizer, writing examples of words with those affixes. Also, ask them to write the definitions for the affixes and the example words on their graphic organizers. 4. Ask students to use their new knowledge of affixes to create affix parties with their organizers. Have them create party lists of things that would be included at their parties. For example, the presents might be a bicycle and the Star Wars trilogy, and the decorations might include triangles and telephones, if the affixes were bi, tri, and tele.
Skills Connection
Vocabularyaffixes Blooms Level Application (See page 7 for a description.)
ELL Support
Allow ELL students to work together to act out the various new words listed on their organizers. Then, have the class guess what new word from the organizer is being used, as well as the meaning of both the prefix in the word and the definition of the entire word.
Extension Idea
Ask students to create original words that would include the new prefixes they have learned. Ask them to make dictionaries of these nonsense words, including the words definitions.
Vocabulary
Name_________________________________________________
Applauding Affixes
Directions: Write an affix in the palm of each hand. Then, on the thumb, write the definition of each affix. On the rest of the fingers, give examples of words that contain that affix. Define those words on the lines beside the hands.
96
Sample Lesson
Vocabulary
Affixes Are Everywhere

Standard/Objective
Uses phonetic and structural analysis techniques, syntactic structure, and semantic context to decode unknown words (e.g., vowel patterns, complex word families, syllabication, root words, affixes). (McREL Language Arts Standard 5.4) Students will apply their knowledge of affixes to the classroom as they search for words that contain given affixes.
The Lesson
1. Write these two prefixes on the palms of the hands on the Applauding Affixes Overhead: bi and tele. Display the graphic organizer on the overhead, and give each student a copy of the Applauding Affixes graphic organizer (page 96). Ask them to copy down the prefixes as you have them written. Then, discuss the meaning of each prefix and have students write the meanings in the thumbs. 2. Next, tell students that they are going to go on a word hunt around the classroom to find words that contain these prefixes. As they find them, they should write down the words in the fingers under the appropriate prefix, as well as the definitions for those words on their graphic organizers. Explain to the students that by knowing the meaning of a prefix in a word, they can often take the word apart in order to find its meaning. This can be done for other words, too. 3. Allow students to work in groups to find words in the classroom that contain the above prefixes. If they are having difficulty finding things in the classroom, show them the sample graphic organizer (page 98) that contains examples of words with those prefixes to get them started. Then, allow them to share their words and the definitions with the class. You can also do this activity using suffixes, or a mixture of both. 4. Next, ask each student to use the words on their graphic organizer to create a story. The story should be about a family whose name has one of the prefixes in it. They go to many places, searching for other words that have the same prefix. Encourage students to underline the words as they use them in their stories.
ELL Support
Rather than asking ELL students to write stories about prefixes, allow them to work together to act out the various new words. Then, have the class guess what new word from the graphic organizer is being used, as well as the meaning of both the prefix in the word and the definition of the entire word.
Extension Idea
Ask students to create original words that would include the tele, bi, and tri prefixes that they have learned. Ask them to make dictionaries of these nonsense words, including the words definitions.
97
Vocabulary
Name_________________________________________________
Applauding Affixes for the Classroom

Directions: Write an affix in the palm of each hand. Then, on the thumb, write the definition of each affix. On the rest of the fingers, give examples of words that contain that affix. Define those words on the lines beside the hands. biweekly: occurs every two weeks bicycle: a cycle with two wheels biannual: occurs twice a year bicuspid: a tooth with two points two
bi
telephone: a machine that converts sound into signals telepathy: communicating to someone from a distance without words television: broadcasting images from a distance telegraph: a machine used to communicate from a distance over a wire or cable
tele
98
Vocabulary Lesson

Students have the opportunity to strengthen and build vocabulary when completing the Amazing Analogies graphic organizer, as they must know the meaning of a word before finding a relationship between it and other words. This graphic organizer allows students to find the relationship between two words, as well as create their own analogies based on vocabulary words in a given text or unit.
Amazing Analogies Graphic Organizer

1. Write analogies on pieces of paper, dividing them into two parts so that students can play the analogy match game shown in step four. Some examples of analogies might be: cold is to winter as hot is to summer: airplane is to sky as boat is to water. Create enough analogies so that each student will have one part of the analogy to match with another student. 2. Write an analogy on the board and ask students what the two words are in the analogy. Ask them how the two things in the analogy are related. Explain to students that analogies show relationships between two pairs of things. In order to complete an analogy, you must know the meaning of the words in it. 3. Show students the Amazing Analogies Overhead. Write down a sample analogy on the organizer. Distribute the Amazing Analogies graphic organizers (page 100) to the students.
Skills Connection
Vocabulary analogies Blooms Level Analysis (See page 7 for a description.)
4. Give each student a part of an analogy from step one. Tell them that they are going to be playing the Analogy Match Game. They need to find the person that has the rest of their analogy. Once they find their match, they need to write down their analogy on the graphic organizer. Then, they need to work with their partner to create two more analogies on their own. You may also choose to have them create analogies using vocabulary words from a current unit of study. 5. Once students have completed their analogies, have them write paragraphs on their graphic organizers, explaining how the two parts of the analogies are related.
ELL Support
Allow ELL students to create picture analogies, rather than word analogies. This will help them remember the meaning of the words in the analogies.
Extension Idea
Give students topics which they need to use when creating the other two analogies. The topics can be about a current unit of study or ones they choose. This will challenge the students even further to find relationships within a particular topic
Vocabulary
Name_________________________________________________
Amazing Analogies
Directions: Write three analogies in the stars below. Then, on the lines provided under each analogy, explain the relationship between the words in the analogies.
is to
as
is to
is to
as
is to
is to
as
is to
100
Sample Lesson
Vocabulary
A Teaching Analogy
Standard/Objective
Knows differences between language used at home and language used in school. (McREL Language Arts Standard 8.8, Level I) Students will identify the meaning of vocabulary words taken from Thank you, Mr. Falker by Patricia Polacco, as well as create three analogies for those words.
The Lesson
1. Write the following words taken from Thank you, Mr. Falker, on the board for the students to see: neighborhood, twilight, stomachache, elegant, afraid, and brilliant. Ask the students to find the definitions for the words in the dictionary. Write the definitions of the words on the board as the students find them. You may also choose different words taken from the story that you feel would best fit the needs of your students. 2. Explain to the students that you are going to read a book about a girl who has trouble reading. But with the help of a teacher, she soon learns to read as well as everyone else in her grade. Ask students to look for the vocabulary words as you read. Then, read Thank you, Mr. Falker to the students. Discuss how the vocabulary words were used in the story. 3. Next, place the sample graphic organizer (page 102) on the overhead. Explain to students that one way to learn the meaning of a word is to find its relationship to other words. Show them how three of the vocabulary words from the story were used in analogies. 4. Then, give each student a copy of the Amazing Analogies graphic organizer (page 100). Allow them to work with partners to create their own vocabulary analogies. 5. After the students have shared their analogies, ask them to write stories about a teacher they have had that has changed them in some way, using one analogy from their organizers in their stories.
ELL Support
Allow ELL students to make picture analogies rather than word analogies for the story Thank you, Mr. Falker.
Extension Idea
Ask students to develop analogies for different topics related to Thank you, Mr. Falker, such as analogies that show the student-teacher relationship or analogies about learning and school.
101
Vocabulary
Name_________________________________________________
Amazing Analogies for Thank you, Mr. Falker

Directions: Write three analogies in the stars below. Then, on the lines provided under each analogy, explain the relationship between the words in the analogies.
twilight
is to
sunset
as
dawn
is to
sunrise
Twilight occurs after the sun has set, and dawn occurs as the sun is rising.
stomachache
is to
stomach
as
headache
is to
head
A stomachache occurs in the stomach, whereas as a headache occurs in the head.
afraid
is to
screaming
as
happy
is to
laughing
When someone is afraid, they might scream. When youre happy, you laugh.
102
Vocabulary Lesson

Students learn the meaning of new vocabulary words as they create definitions for them using only two words in the Chain of Words lesson. This also helps them retain the definition of a word, as well as choose the most important information from a definition, to describe that word. Chain of Words graphic organizer allows students to create a definition for a word by using only two words in the definition.
Chain of Words Graphic Organizer

1. Choose three to five vocabulary words from a recent area of study. Write the words on the board. Ask students to find the words in the glossary or in dictionaries. Write down the entire definition for each word on the board. 2. Then, give each student one strip of paper for each vocabulary word. Explain to them that it is often easier to remember a definition if there are not as many words involved. Tell students to write a new definition for each of the vocabulary words on the various strips of paper, using only two words. They should pick out the most important information from the definition to explain the meaning of the word. Teacher Note: Asking students to create a two-word definition is more challenging than creating a one-word or three-word definition, as synonyms cannot be easily used and few articles or pronouns can be used, only the most important words.
Skills Connection
Vocabulary simplifying definitions; choosing important information Blooms Level Synthesis (See page 8 for a description.)
3. Distribute the Chain of Words graphic organizer (page 104). Ask students to share their new definitions with the class. Have the students write the new vocabulary words, along with the new two-word definitions on their graphic organizers. Model this for them using the Chain of Words Overhead. 4. Then, connect the strips the students created for each vocabulary word to create their own class chain of words. 5. Next, ask the students to use their organizers to create their own dictionaries, using the new vocabulary words and their creative definitions.
ELL Support
Ask ELL students to also include pictures in their dictionaries, to aid them in remembering the meaning of the new vocabulary words.
Extension Idea
Encourage students to write one-word definitions, two-word definitions, and three-word definitions for the words. Then, allow them to share with the class their new definitions, along with which definitions were easiest to write, and why.
Vocabulary
Name_________________________________________________
Chain of Words
Directions: Write a new vocabulary word on the first link of each chain below. Then, create your own two-word definition for each word, and write it on the bottom link of each chain.
104
Sample Lesson
Vocabulary
A Chain of Words on Viola Street

Standard/Objective
Understands level-appropriate reading vocabulary (e.g., synonyms, antonyms, homophones, multi-meaning words). (McREL Language Arts Standard 5.7) Students will create two-word definitions for vocabulary words found in the story A Castle on Viola Street by Dyanne DiSalvo.
The Lesson
1. Read the story A Castle on Viola Street to the students. After reading, write down the following vocabulary words from the story on the board: equipment, laundry, organization, and volunteering. Ask the class to look up the definitions to the words in the dictionary. Allow volunteers to share the definitions with the class. 2. Next, write the following two-word definitions on index cards: tools needed, dirty clothes, organized business, and freely working. Then, ask four volunteers to come to the front of the room to draw a card. Allow them to read the card to the class. Then, ask the class to identify which vocabulary word belongs to the two-word definition. Write down the two-word definitions on the Chain of Words Overhead graphic organizer. 3. Ask the students which definitions were easier to remember, the lengthy ones read in class or the two word definitions. Explain to them that the important words were used to create a new definition for the vocabulary words. 4. Give the class the next set of vocabulary words from the story: cabinets, construction, appliances, and linoleum. Find the definitions again in the dictionary and have the students share them. Then, give each student a copy of the Chain of Words graphic organizer (page 104). Have them create their own twoword definitions for the vocabulary words on the graphic organizers. Allow them to share the new definitions with the class, you can also compare the students definitions to those on the sample graphic organizer (page 106). 5. Then, ask the students to write short stories about their own homes using the new vocabulary words.
ELL Support
Encourage ELL students to draw pictures of the words next to each definition. You may also show them the sample graphic organizer (page 106) if they are having difficulty creating their own two-word definitions.
Extension Idea
Encourage students to write one-word definitions, two-word definitions, and threeword definitions for the words found in A Castle on Viola Street. Then, allow them to share with the class their new definitions, along with which definitions were easiest to write, and why.
105
Vocabulary
Name_________________________________________________
Chain of Words for A Castle on Viola Street

Directions: Write a new vocabulary word on the first link of each chain below. Then, create your own two-word definition for each word, and write it on the bottom link of each chain.
106
Vocabulary Lesson

Definition Blocks asks students to conclude which definition is correct for a word after it is used in a sentence. Students give reasons why a definition is appropriate for a particular word, using context clues, as they complete the Definition Blocks graphic organizer.
Definition Blocks Graphic Organizer

1. Gather three new vocabulary words from a new story or unit that students will soon be reading. Explain to students that you are going to be playing a game that will introduce new words from a chapter you will be reading in class. But, you have a huge problem. You have the words as they are used in the chapter, but you dont have the correct definition for the words. 2. Give each student a copy of the Definition Blocks graphic organizer (page 108). Divide the class into small groups and give each student a dictionary. Read the first sentence with the vocabulary word to the class. Then, write the vocabulary word on the Definition Blocks Overhead. Explain to students that it will be their job to find the word in the dictionary and write down all of the definitions for the word. They will then need to write the sentence that was read aloud, and decide, using context clues, which definition best fits the word for the way it was used in the sentence. They need to record the reasons, or clues from the sentence, that led them to that definition on their graphic organizers. Students will then share their information with the class. Be sure to explain what a context clue is and how the use of context clues helps us to figure out the meanings of unknown words in sentences. 3. The first group to complete their first set of blocks on their graphic organizers gets a point. The group with the most points, after all of the new vocabulary words are read, wins the context clues game. After the groups have completed their organizers for the new words, ask students to make predictions about the plot of the story based on the vocabulary words and the sentences that were read during the game.
Skills Connection
Vocabularyusing context clues Blooms Level Evaluation (See page 8 for a description.)
ELL Support
Give ELL students the words ahead of time, so that they can find them more easily in the dictionary. This will help them get involved in the game.
Extension Idea
Allow students to create their own dictionary games that would allow students to use context clues. Then, have them write the rules for their games, as well as play the game with the class.
Vocabulary
Name_________________________________________________
Definition Blocks
Directions: Write the new vocabulary word in the top block. Then, write the various definitions on the next three blocks. On the fifth block, write the sentence that contains the new vocabulary word. Then, in the bottom block, write which definition is appropriate for the word in the sentence, and what context clues led you to your conclusion.
108
Sample Lesson
Vocabulary
Definition Blocks in a Butter Battle

Standard/Objective
Use a variety of context clues to decode unknown words (e.g., draws on earlier reading, reads ahead). (McREL Language Arts Standard 5.5) Students will decide which definition is appropriate for a vocabulary word taken from The Butter Battle Book by Dr. Seuss by using context clues from a given sentence.
The Lesson
1. Write the following sentences, taken from The Butter Battle Book, on separate pieces of paper. Underline the vocabulary words. A. Then, finally he said, with a very sad shake from his very old head, As you know, on this side of the Wall are the Yooks. B. But we Yooks, as you know, when we eat breakfast or sup, spread our bread with the butter side up. C. Slingshots, dear boy, are not modern enough. Also, write the three definitions, given on the sample graphic organizer (page 110), under each sentence for students to write down and choose from. 2. Next, hang the papers around the room. Show the class the Definition Blocks Overhead, and explain the use of context clues to figure out the meaning of an unknown word in a sentence. Give each student a copy of the Definition Blocks graphic organizer (page 108). Divide them into three different groups. Have each group take turns at the different sheets of paper, writing down the sentence and vocabulary word, as well as the three possible definitions for each word, on their graphic organizers. Explain to them that all of the definitions are true for that word, but they must decide, within their groups, which one is most appropriate based on context clues. Then, ask the students to explain which definition is most appropriate for the way the word is used in the sentence, as well as stating why, on their graphic organizers. 3. Allow the class to have their own butter battle, in which they debate, back and forth, which definition is the correct one, and why. Show them the sample graphic organizer (page 110) if no conclusion can be drawn for the correct definition of the word based solely on context clues. Then, read The Butter Battle Book to the class.
ELL Support
Give the ELL students the correct definition for the words ahead of time, so that they are not confused but can instead, relate the word to the sentence.
Extension Idea
Allow students to create Butter Battle vocabulary games that would ask students to use context clues. Then, have them write the rules for their games, as well as play the game with the class.
109
Vocabulary
Name_________________________________________________
Definition Blocks for The Butter Battle Book

Directions: Write the new vocabulary word in the top block. Then, write the various definitions on the next three blocks. On the fifth block, write the sentence that contains the new vocabulary word. Then, in the bottom block, write which definition is appropriate for the word in the sentence, and what context clues led you to your conclusion.
shake spread modern
a frothy drink of milk and ice cream get rid of
put out from being folded
ahead of times
cover by putting across or over move back and forth cause to become widely known But we Yooks, as you know, when we eat breakfast or sup, spread our bread with the butter side up. Definition two is correct because when you put butter on bread, you cover the bread by putting the butter across it.
relating to recent fashion or style part of present day art, music, or literature Slingshots, dear boy, are not modern enough.
Then finally he said, with a very sad shake from his very old head, As you know, on this side of the Wall are the Yooks.
Definition three is correct because it says he gave a shake from his head. That means you move your head back and forth.
Definition one is correct because the person is saying that sling-shots are not ahead of the times, or advanced enough.
110
Word Recognition Lesson

Students learn to identify contractions and the words that are combined to form a contraction in The Contraction Train lesson. The Contraction Train graphic organizer asks students to combine words in order to create contractions for those words.
The Contraction Train Graphic Organizer

1. Go over the rules for contractions and how to convert various words into contractions. Then, write several different contractions on index cards. Write the matches for those same contractions on another set of index cards. 2. Give each student an index card and a copy of The Contraction Train graphic organizer (page 112). Then, explain to the class that each of them have either a contraction in their hands or the words that form the contraction. It is their job to find the person in the classroom who has their match. Once they find the match, they should write the words on the contraction train under the correct cart, along with the correct way to form the contraction. Place The Contraction Train Overhead where students can see it, and demonstrate how to use the organizer. 3. Once the students find the match for the first contraction, have them bring you the index cards. Then, ask them to draw another index card in which they will find a matching contraction. Continue until the students have matched at least five contractions and the words that form them. 4. Then, ask the class to share their contractions. Create a list of all of the contractions on the board. Ask the students to create stories using the contractions from their graphic organizers.
Skills Connection
Word Recognition contractions Blooms Level Knowledge (See page 7 for a description.)
ELL Support
Give ELL students the opportunity to use a list of contractions or dictionaries during the word match. This way, they can have references when finding the match to their words.
Extension Idea
Have students use the contractions on their graphic organizers to write pretend conversations they might have with a famous person of their choice. Have them highlight the contractions used in their conversations.
Word Recognition
Name_________________________________________________
The Contraction Train

Directions: Write one contraction and the words that form it on each car of the train below.
112
Sample Lesson
Word Recognition
Contractions in Dialogue
Standard/Objective
Uses phonetic and structural analysis techniques, syntactic structure, and semantic context to decode unknown words (e.g., vowel patterns, complex word families, syllabication, root words, affixes). (McREL Language Arts Standard 5.4) Students will write contractions for commonly combined words using The Contraction Train graphic organizer, as they appear in the dialogue of various literature books.
The Lesson
1. Write the following contractions on the board: cant, Im, shes, were, Ive, its, and theyve. Then, ask the class to identify what the words are called. See if the students can tell you what two words were combined to create each of the contractions. 2. Review the rules for making contractions, along with the difference between a contraction and a possessive. Then, explain to students that contractions are often used in books when there is dialogue. Dialogue is a conversation between two or more people. 3. Give each student a copy of The Contraction Train graphic organizer (page 112). Show the class where the contractions that are listed in step number one would be placed on the organizer. Then, divide the class into small groups. Give each group a literature book to read. Possible books to use that contain dialogue are: The Rough Faced Girl by Rafe Martin, Nine for California by Sonia Levitin, and Wilfrid Gordon McDonald Partridge by Mem Fox. Explain to the class that they are going to be reading a book in their groups. Each time they find a contraction in the story, they should write it on their graphic organizers. Then, once they have completed the book, they need to go back to their organizers and write down the two words that were combined to create the contractions. 4. After the groups have completed their graphic organizers, divide the class up so that they are in new groups, with each group having a representative from each of the different literature books. Tell the members of the new groups to share the contractions they found in their stories. Ask the groups to write down any contractions from the other stories on their graphic organizers that were not previously listed. You may also show them the sample graphic organizer (page 114) for other contractions that they might not have listed.
ELL Support
Give ELL students dictionaries to use when writing the two words that make up the contractions. This way, they have resources available if they cannot figure out, on their own, which two words create the contractions.
Extension Idea
Ask students to find partners. Then, with the partners, ask them to have a conversation about an appropriate topic. As the two are talking, have them record on the graphic organizers each time the other person uses a contraction. Then, have the students write summaries of their conversations, using the contractions from their graphic organizers.
Word Recognition
Name_________________________________________________
The Contraction Train for Dialogue

Directions: Write one contraction and the words that form it on each car of the train below.
Will Contractions well we will Ill I will
114

Students will divide words into syllables using a dictionary as they complete the Its in the Bag graphic organizer. Students will also differentiate between words containing different numbers of syllables. This graphic organizer allows students to divide words into syllables so that they can see the different parts of a word and how it should be read.
Its in the Bag Graphic Organizer

1. Give each student a vocabulary list or current spelling list. Explain to them that words can be divided into syllables. Once you divide a word into syllables, you can more easily sound it out in order to read it. Explain that you can often identify the number of syllables a word has by clapping your hands with each part of the word. Practice this with one of the spelling words as a class. 2. Divide the class into small groups. Assign each group three to four of the spelling or vocabulary words. Explain to the students that they are going to be using dictionaries to find their assigned words. They will then decide how many syllables each word has, and divide the words into the syllables. Show students the Its in the Bag Overhead and demonstrate how to fill it out by writing the syllables inside the grocery bags on the graphic organizer. 3. Give each student a copy of the Its in the Bag graphic organizer (page 116). Then, ask the groups to divide their words into syllables and write them on the organizers. Finally, ask the groups to show the rest of the class the way each word is divided by completing the Its in the Bag Overhead as a class. 4. Once every word has been divided into syllables, ask the students to use the back of the graphic organizer to categorize the words into one-syllable, two-syllable, three-syllable, and four-syllable words.
Skills Connection
Word Recognition syllables Blooms Level Comprehension (See page 7 for a description.)
ELL Support
Create instruments, such as homemade cymbals, that ELL students can use to hear the various syllables found in a word. Encourage them to use the instruments to divide the words into syllables.
Extension Idea
Ask students to find five- and six-syllable words in the dictionary, or in a current unit of study. Then, ask them to share the words with the class.
Word Recognition
Name_________________________________________________
Its in the Bag

Directions: Write your vocabulary or spelling words on the bags below. Divide the words into syllables using a dictionary. Then,write the syllables on the groceries inside the bag to show how the words can be divided.
116
Sample Lesson
Word Recognition
Its in the Poetry Bag

Standard/Objective
Uses phonetic and structural analysis techniques, syntactic structure, and semantic context to decode unknown words (e.g., vowel patterns, complex word families, syllabication, root words, affixes). (McREL Language Arts Standard 5.4) Students will divide vocabulary words taken from poems found in Where the Sidewalk Ends by Shel Siverstein into syllables using the Its in the Bag graphic organizer.
The Lesson
1. Divide the class into small groups. Give each group a copy of Where the Sidewalk Ends by Shel Silverstein. Then, ask the groups to decide on a poem they will perform for the class. 2. Before students choose a poem, show them the sample graphic organizer (page 118). Explain to the students that they are going to choose a poem that uses a variety of words with various syllables. Explain that syllables are the sounds that create a word and that by sounding out words using the syllables, unknown words can often be more easily identified. Distribute the Its in the Bag graphic organizers (page 116) to the students. 3. Tell students that they should each choose six interesting words from the poem that contain various numbers of syllables. They should then write those words, dividing them into the correct syllables, on the graphic organizers, which will be given to them. Encourage the groups to use dictionaries when dividing the words into syllables. You may want to show them an example of how a dictionary divides the words into syllables using bullets. 4. Once they have completed the organizers, the groups should decide on an interesting way to present their poems to the class. In their presentation, they should stress the syllables of their vocabulary words either by clapping, stomping, using homemade instruments, or in another creative way. 5. Allow the groups to practice and perform the poems for the class. As each group finishes its performance, ask the class to identify the vocabulary words they used and the number of syllables in each word.
ELL Support
Assign a poem to ELL students from Where the Sidewalk Ends that would be most appropriate for their reading level. Also, encourage them to use instruments to help them hear the various syllables in the words.
Extension Idea
Ask students to create their own silly, Silverstein-like poems to perform in front of the class. The poems should contain words with various numbers of syllables, including fiveand six-syllable words.
117
Word Recognition
Name_________________________________________________
Its in the Bag for Poetry

Directions: Write your vocabulary or spelling words on the bags below. Divide the words into syllables using a dictionary. Then,write the syllables on the groceries inside the bag to show how the words can be divided.
but
tons un un done but ton
Wil toi let
ming
ton
mat
ter
118

Hammering in the Comparatives asks students to create the comparative and superlative forms of various words. Students will change the form of various words, by adding the er and est endings to them, as they complete Hammering in the Comparatives graphic organizer.
Hammering in the Comparatives Graphic Organizer

1. Give students two minutes to create lists of words they would use to describe themselves. Allow students to share some of their words with the class. As they share them, write the words on the board. Explain to the students that these words are called adjectives because they describe something. 2. Next, choose three of the words from the list and write them on the Hammering in the Comparatives Overhead. Explain the rules for using er and est. Explain that a comparative is used when two things are being compared, and it is made by adding er to the end of a word. A superlative adds an est to the end of the word and is used when three or more things are being compared. You may also choose to teach one rule per lesson. For example, this lesson may be only about changing words that end in a y to their comparative and superlative forms. 3. Ask volunteers to change the three words on the overhead to their comparatives. Write them on the graphic organizer, then ask them to change the words to their superlatives. Write those on the overhead as well. Finally, ask the class to use the words correctly in a sentence. 4. After the class is comfortable with making comparatives and superlatives, distribute the Hammering in the Comparatives graphic organizer (page 120). Ask students to think of a character from the books they are currently reading. Have them write three adjectives to describe that character on their organizers. Then, ask them to complete their organizers by changing those words into the comparatives and superlatives. They should write two sentences on the hammers for the two words, showing the correct use of the comparatives and superlatives in the sentences.
Skills Connection
Word Recognition using comparatives and superlatives Blooms Level Application (See page 7 for a description.)
ELL Support
Give ELL students a list of the rules on a sheet of paper, as well as examples, so they have a reference when changing the words to their comparatives and superlatives.
Extension Idea
Ask students to compare the characters in the story with other characters in the story, using the adjectives on their graphic organizers. Tell them that the comparisons must be true.
Word Recognition
Name_________________________________________________
Hammering in the Comparatives

Directions: Write a different adjective on the first nail of each set below. Then, change the adjective to create the comparative and superlative form of the word. Write these on the second and third nails in each set. Finally, write two sentences on the hammers using the comparatives and superlatives correctly.
120
Sample Lesson
Word Recognition
Hammering in Art
Standard/Objective
Uses adjectives in written compositions (e.g., pronominal, positive, comparative, superlative). (McREL Language Arts Standard 3.4, Level III) Students will change the adjectives used to describe artwork to form the comparative and superlative of those words by using the Hammering in the Comparatives graphic organizer.
The Lesson
1. Show students the following works of art: Rene Magrittes The Great War, Picassos Three Musicians, and Edvard Munchs The Scream. Ask them to use three adjectives to describe each of the three pictures. 2. Next, place the Hammering in the Comparatives sample graphic organizer (page 122) on the overhead. This overhead uses only words ending in y, but you may also choose to use one-syllable words, or two-syllable words that do not end in y, as well as other words, depending on how many rules you wish to cover for the comparative/superlative activity. 3. Explain to the students how to change each of the three adjectives into their comparatives and superlatives. Next, ask the class which characters in the pictures seem happier? Show them the sample sentences on the organizer, in which the comparative word for happier is used in a sentence. Do the same for the other words, as well as the superlatives. 4. Give each student a copy of the Hammering in the Comparatives graphic organizer (page 120). Then, ask them to create new lists of adjectives after looking at other pieces of art work. Have them use those adjectives to complete their own organizers. The sentences should compare the art work, just as they did in the sample graphic organizer (page 122). 5. Ask students to share the different pieces of artwork, as well as their sentences they formed using comparatives and superlatives. Have students write their examples on the Hammering in the Comparatives Overhead.
ELL Support
Provide ELL students a list of the rules on a sheet of paper, as well as examples, so they have a reference when changing the words to their comparatives and superlatives. Or, give them only one rule to follow and use, such as changing one-syllable words ending in e to their comparative and superlative forms.
Extension Idea
Ask students to compare the characters in the painting to themselves, using the adjectives on their graphic organizers. Tell them that the comparisons must be true.
121
Word Recognition
Name_________________________________________________
Hammering in the Comparatives for Art

Directions: Write a different adjective on the first nail of each set below. Then, change the adjective to create the comparative and superlative form of the word. Write these on the second and third nails in each set. Finally, write two sentences on the hammers using the comparatives and superlatives correctly.
angry
angrier
angriest
happy
happier
happiest
122

Students learn to pronounce words, as well as find the meaning of those words, as they complete The Tail End of the Word graphic organizer. Students will organize words into various categories based on the word endings as they complete this graphic organizer.
The Tail End of a Word Graphic Organizer

1. Choose two to three word endings that are currently on the students spelling or vocabulary lists. Such word endings might include tion, cian, and sion. Write these words endings on large pieces of poster board and place them around the room. 2. List the rules for the word endings on the poster boards. Then, read a word from the new spelling or vocabulary list aloud. Ask the students to raise their hands to vote on which word ending that word has. Write the word on the poster board with the correct ending. Do the same for three to four other words. 3. When students understand the rules for each of the word endings, give them each a copy of The Tail End of the Word graphic organizer (page 124). Ask the class to complete the organizers as you read the rest of the words aloud, categorizing them under the proper word endings based on the rules. You may wish to model how to complete the organizer using The Tail End of the Word Overhead. 4. Once students have completed their organizers, give them their spelling or vocabulary lists so that they may check to see if they categorized their words correctly.
Skills Connection
Word Recognition sorting words using word endings Blooms Level Analysis (See page 7 for a description.)
ELL Support
Allow ELL students to work with partners when categorizing the words on their graphic organizers.
Extension Idea
Ask students to find other words that also have the same word endings as the ones found on their graphic organizers.
Word Recognition
Name_________________________________________________
The Tail End of a Word

Directions: Write each word ending on a tail of one of the animals below. Then, categorize the list of words given to you into the appropriate categories by writing the words on the bodies of the animals.
124
Sample Lesson
Word Recognition
The Tail End of ible and able Words

Standard/Objective
Uses phonetic and structural analysis techniques, syntactic structure, and semantic context to decode unknown words (e.g., vowel patterns, complex word families, syllabication, root words, affixes). (McREL Language Arts Standard 5.4) Students will discover the rule for the ible and able word endings in order to categorize words into appropriate categories on The Tail End of a Word graphic organizer.
The Lesson
1. Read the following list of words to the students: possible, passable, terrible, and manageable. Ask the students, without them seeing the words, how each word ending is spelled. Write the endings the students say on the board. Then, spell the words correctly on the board. Explain to students that many words have the same sound at the end, but actually have different spellings. Luckily, there are rules that help us remember the spellings for these words. The rule for the ible and able ending is that any word that can stand on its own would have the -able ending, such as manageable. Manage is a word by itself, without the able, but, the word terrible needs the ible to be a word. 2. Give each student a copy of The Tail End of a Word graphic organizer (page 124). Have them write ible and able on the tail of the dog and the mouse. Then, give the class a list of other words that contain the ible and able endings. You should read them orally to the students. As you read them, ask the students to think of the rules in order to categorize the words under the correct word ending on their graphic organizers. Explain to the students that the cat on the organizer will not be used for this activity, as they are only categorizing two word endings. 3. Once the students have completed their organizers, write the words on the board so that they can check for the correct spelling on their organizers, as well as checking that they categorized the words correctly. Show them the sample graphic organizer (page 126) so that they may see other words that are not on their lists that end in ible or able. You may also choose to do this activity with other confusing word endings, such as tion, sion, and cian or simply word endings that are not related but are still confusing, such as ia and ight.
ELL Support
Allow ELL students to work with partners when categorizing the words on their graphic organizers.
Extension Idea
Ask students to find other words besides the ones you named with the ible and able word endings.
125
Word Recognition
Name_________________________________________________
The Tail End of a Word for Words Ending in able and ible
Directions: Write each word ending on a tail of one of the animals below. Then, categorize the list of words given to you into the appropriate categories by writing the words on the bodies of the animals.
horrible terrible possible tangible invincible knowledgeable manageable remarkable passable rechargeable
able

Compounding the Problem asks students to recognize compound words as they are used in sentences, as well as understand that two words can be placed together to form a compound word. Students will use the Compounding the Problem graphic organizer to create original compound words, as well as definitions for them.
Compounding the Problem Graphic Organizer

1. Create a list of spelling or vocabulary words that contain compound words. Show the list to the class. Ask the students if they can identify what is special about each of these words. Explain to them that when two whole words are put together they create compound words with entirely new definitions. 2. Next, place the Compounding the Problem Overhead where students can see it. Ask students how you would complete the graphic organizer to show that two whole words are combined to create one compound word. Complete the organizer as a class using the spelling or vocabulary words. 3. Then, write each small word that is used to create a compound word from the spelling list onto index cards. Give each student an index card and a Compounding the Problem graphic organizer (page 128). Tell them that they are now going to create original compound words by placing two small words together. Have the students form a circle. Ask each student to write the small word from the index card on their graphic organizers in the first part of the equation. Then, have them pass their cards to the next person. They should now write the new word they have in the second box on the equation in order to create a new, original compound word. Have students pass the cards again until they have created four new compound words. 4. Then, ask them to create silly definitions for the new words, as well as use the new words in sentences. Have them share their new, silly words with the class.
Skills Connection
Word Recognition compound words Blooms Level Synthesis (See page 8 for a description.)
ELL Support
Allow ELL students to use pictures along with the words to create picture compound words.
Extension Idea
Ask students to create dictionaries for their new compound words, defining them and explaining how they can be used in a sentence.
Word Recognition
Name_________________________________________________
Compounding the Problem

Directions: Write two small words in the first two boxes of the equations below. Then, write the compound word that is formed in the third box of the equation. Write the definition for the compound word and use it in a sentence.
+ Definition: Sentence:
128
Sample Lesson
Word Recognition
The Other Side of Compound Words

Standard/Objective
Uses phonetic and structural analysis techniques, syntactic structure, and semantic context to decode unknown words (e.g., vowel patterns, complex word families, syllabication, root words, affixes). (McREL Language Arts Standard 5.4) Students will identify compound words as they are used in the literature book, The Other Side, by Jacqueline Woodson. They will then record these words, find the definitions for them, and create a sentence using the compound words on the Compounding the Problem graphic organizer.
The Lesson
1. Read the following list of compound words to the students: herself, everyone, without. Ask students what all of the words have in common. Explain to them that these words are compound words. Compound words are words that are created when two whole words are combined to make a new word with a new meaning. 2. Explain that these compound words are found in the story The Other Side. Give each student a copy of the Compounding the Problem graphic organizer (page 128). Tell them that you are now going to read the story aloud. As you read, tell them to listen for compound words in the story. As they hear the compound words, they should write them on their graphic organizers. 3. Once you have read the story to the students, read it again so they can listen for more compound words. Then, give them the opportunity to complete the rest of their organizers by filling in the definitions and creating original sentences for the words. 4. Share the compound words the students found in the story with the class. Also, show them the sample graphic organizer (page 130) to see if they found the same words. Ask students how compound words help them reading. Is it easier to read a compound word since it is made up of two smaller words?
ELL Support
Allow ELL students to draw pictures to go along with the compound words found in the story. You may also give them the opportunity to find the compound words in the story by looking through the book on their own, rather than having to identify the compound words only by hearing
Extension Idea
Ask students to explain what the fence in the story symbolizes. In their explanations, ask them to use the compound words from their graphic organizers.
129
Word Recognition
Name_________________________________________________
Compounding the Problem for The Other Side

Directions: Write two small words in the first two boxes of the equations below. Then, write the compound word that is formed in the third box of the equation. Write the definition for the compound word and use it in a sentence. rain + coat = raincoat
Definition: a coat that is waterproof Sentence: My mother tells me to wear my raincoat when the weatherman predicts storms.
some
times
sometimes
Definition: happening on certain occasions, but not always Sentence: We dont always go to the park, but we go sometimes.
side
ways
sideways
Definition: going toward one side Sentence: You could tell the boy was confused when he tilted his head sideways.
any
body
anybody
Definition: any one person; anyone Sentence: That ride has no restrictions, so anybody is allowed to ride.
130

Ballooning Vowel Pairs asks students to compare and explain the difference between words that contain the same vowel sounds, but have different vowel pairs. Students discriminate between vowel pairs and their sounds in the Ballooning Vowel Pairs lesson. The graphic organizer, Ballooning Vowel Pairs, asks students to write words with vowel pairs in the appropriate place on the graphic organizer.
Ballooning Vowel Pairs Graphic Organizer

1. Choose a set of vowel pairs for students to learn for this lesson. Such vowel pairs sets might be ay and ai, ei and ee, oo and ew, or oi and oy. Write the vowel pairs on the board, and ask students what sound those vowel pairs make. 2. Then, place the class into two different groups. Give each group a vowel pair, and each student a Ballooning Vowel Pairs graphic organizer (page 132). Explain the directions for the graphic organizer to the class using the Ballooning Vowel Pairs Overhead as a model. Next, ask the groups to list as many words as they can think of that contain their vowel pair in five minutes. They may use dictionaries as a reference to make sure that the words they think of are not spelled using the other vowel pair in the set. 3. Once five minutes is up, see which side of the class has the most words. Declare them the winners. Then, have each group share their words with the rest of the class. Have the other group add the new words to their graphic organizers as they are being shared. 4. Have the students use at least five words from their graphic organizers in paragraphs that summarize a literature book they are currently reading.
Skills Connection
Word Recognition vowel pairs Blooms Level Evaluation (See page 8 for a description.)
ELL Support
Ask ELL students to concentrate on only one vowel pair, such as ai, instead of the two in a set, such as ai and ay words.
Extension Idea
Give students the task of creating rhyming poems that use the vowel pairs. The poems should tell about a literature book they are currently reading.
Word Recognition
Name_________________________________________________
Ballooning Vowel Pairs

Directions: Write the vowel pair on the center balloon in each set below. Then, list words that contain the vowel pair in the other balloons in the bunch.
132
Sample Lesson
Word Recognition
Balloons for Bartholomew and the Oobleck

Standard/Objective
Uses phonetic and structural analysis techniques, syntactic structure, and semantic context to decode unknown words (e.g., vowel patterns, complex word families, syllabication, root words, affixes). (McREL Language Arts Standard 5.4) Students will differentiate between the ew and oo vowel pairs as they select appropriate words that would be part of Bartholomew and the Oobleck by Dr. Seuss and list those words on the Ballooning Vowel Pairs graphic organizer.
The Lesson
1. Show students the cover of Bartholomew and the Oobleck. Ask them what same sound occurs in both Bartholomew and oobleck. Tell them that the vowel pairs oo and ew both create the same sound but have different spellings. 2. Give each student a copy of the Ballooning Vowel Pairs graphic organizer (page 132). Ask them to think of ew and oo words that might appear in Bartholomew and the Oobleck, based on the cover and the title. Then, have them list the ew and oo vowel pairs on the graphic organizer. 3. Ask students to share their lists with the class, justifying why the words they chose might be found in the story. Share the sample graphic organizer (page 134) with other ew and oo words that might be found in the story. 4. Then, read the story to the class, asking them to pay attention to see if any other ew or oo words, as well as the ones they listed, appear in the book. 5. Ask students to create reviews of Bartholomew and the Oobleck, explaining how the story either should have used or did use the words from the students graphic organizers.
ELL Support
Ask ELL students to concentrate on only one vowel pair, such as oo, instead of both the oo and ew vowel pairs.
Extension Idea
Ask students to create poems about Bartholomew and the Oobleck, explaining the book while using the words from their graphic organizers.
133
Word Recognition
Name_________________________________________________
Ballooning Vowel Pairs for Bartholomew and the Oobleck

Directions: Write the vowel pair on the center balloon in each set below. Then, list words that contain the vowel pair in the other balloons in the bunch.
doom kaboom
goo
oo
threw blew cartoon
ew
chewy
grew
134
Appendix
Works Cited
Bos, C. N. and P. L. Anders. (1992). Using interactive teaching and learning strategies to promote text comprehension and content learning for students with learning disabilities. International Journal of Disability, Development and Education 39:225238. Boyle, J. R. and M. Weishaar. (1997). The effects of expert-generated versus student-generated cognitive organizers on the reading comprehension of students with learning disabilities. Learning Disabilities Research & Practice 12:228235. Brookbank, D., S. Grover, K. Kullberg, and C. Strawser. (1999). Improving student achievement through organization of students learning. Chicago: Masters Action Research Project, Saint Xavier University and IRI/Skylight. DeWispelaere, C. and J. Kossack. (1996). Improving student higher order thinking skills through the use of graphic organizers. Elk Grove Village, IL: Masters Thesis, Saint Xavier University. Doyle, C. S. (1999). The use of graphic organizers to improve comprehension of learning disabled students in social studies. Union, NJ: Master of Arts Research Project, Kean University. Gallego, M. A., G. Z. Duran, and D. J. Scanlon. (1990). Interactive teaching and learning: Facilitating learning disabled students progress from novice to expert. In J. Zutell and S. McCormick (Eds.), Literacy theory and research: Analyses from multiple paradigms: Thirty-ninth yearbook of the National Reading Conference (pp. 311319). Chicago: National Reading Conference. Gallick-Jackson, S. A. (1997). Improving narrative writing skills, composition skills, and related attitudes among second grade students by integrating word processing, graphic organizers, and art into a process approach to writing. Fort Lauderdale, FL: Master of Science Practicum Project, Nova Southeastern University. Gardill, M. C. and A. K. Jitendra. (1999). Advanced story map instruction: Effects on the reading comprehension of students with learning disabilities. The Journal of Special Education 33:217. Griffin, C., L. Malone, and E. Kameenui. (1995). Effects of graphic organizer instruction on fifth-grade students. Journal of Educational Research 89:98107. Griffin, C., Simmons, D.C., and E. J. Kameenui. (1991). Investigating the effectiveness of graphic organizer instruction on the comprehension and recall of science content by students with learning disabilities. Journal of Reading, Writing, and Learning Disabilities International 7:355376 Jensen, E. (1998). Teaching with the Brain in Mind. Association for Supervision and Curriculum Development: Alexandria, VA. Moore, D. and J. Readence. (1984). A quantitative and qualitative review of graphic organizer research. Journal of Educational Research 78:1117. National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Olsen, K. D. (1995). Science Continuum of Concepts for Grades K-6. Books for Educators: Covington, WA. Retrieved April 4, 2005, from http://www.nichd.nih.gov/publications/nrp/smallbook.htm. Ritchie, D. and C. Volkl. (2000). Effectiveness of two generative learning strategies in the science classroom. School Science & Mathematics 100:8389. Sinatra, R. C., J. Stahl-Glemake, and D. N. Berg. (1984). Improving reading comprehension of disabled readers through semantic mapping. Reading Teacher 38:2229. Sprenger, M. (1999). Learning & Memory: The Brain in Action. Association for Supervision and Development: Alexandria, VA.
Appendix

What Is a Flip Book?
The Graphic Organizer Flip Book on the following pages is a compact, informative chart that shows differentiated organizers at a glance. It is a handy tool for busy teachers who want to create lessons using graphic organizers. It also divides the graphic organizers into the levels of Blooms Taxonomy, which enables the teacher to challenge students to think on all levels within the cognitive domain. This flip book is a reference guide for teachers. The tabbed pages make it easy to flip to the desired level of Blooms Taxonomy. On each page in the flip book are key verbs as well as thumbnail images of graphic organizers associated with that level of Blooms Taxonomy. On the last page of the flip book is a list of leading questions that correlate with all the levels of Blooms Taxonomy.
Directions for Making the Flip Book

1. Carefully rip the next four sheets of paper (pages 137144) out of the book along the perforated cut near the spine. 2. Fold each page along the dotted gray line. You need to fold the odd pages over the even sides of each page. For your reference, the page numbers are included above the gray fold lines. 3. After all the pages have been folded carefully, place them in order. The sheet with pages 137138 is on the top or outside. The inside or middle sheet is pages 143144. 4. At this point, your flip book should have the six levels of Blooms Taxonomy listed down the right side. The last flap should read Question Stems. If you do not see these words down the right side, you probably folded one of the pieces of paper the wrong way. Take the book apart and check each fold. 5. You may want to staple the book together to make it easier to use. If you do staple it, make sure you staple very close to the fold so that you can read all the text. 6. Keep in mind, as you look at your finished flip book, that imperfections in the printing of the pages might affect the way the pages line up. You can refold individual pages before stapling it to make the book line up better.
136
outside fold page 137
inside fold page 138
Knowledge
Question stems for knowledge activities include: What is . . . ? When did ____ happen? How many . . . ? Can you remember . . . ? Who was . . . ? Where did ____ happen? What is the meaning of . . . ? How would you describe . . . ?
Comprehension
Question stems for comprehension activities include: How would you summarize . . . ? What was the main idea of . . . ? Can you compare and contrast . . . ? What facts support . . . ? Can you define . . . ? How could you describe . . . ? Who was a key character in . . . ? Can you restate in your own words . . . ?
Application
Question stems for application activities include: How would you classify . . . ? What questions might you ask . . . ? How would you use a . . . ? Could you substitute something for . . . ? Could the same event have happened in . . . ? In what ways could you apply . . . ? What would happen if . . . ? What would you change if . . . ?
Knowledge
Evaluation Skills
This cognitive skill requires that students: make judgments based on evidence judge the value of something using criteria support their judgments judge the value of material for a given purpose examine a person/policy/event and tell whether it measures up to a certain standard When asking questions that require evaluation, the following verbs are used: appraise criticize give opinions prioritize argue critique interpret rate assess defend judge recommend compare estimate justify support conclude evaluate predict value
Graphic Organizers for Comprehension
Comprehension
Synthesis Skills
This cognitive skill requires that students: understand and explain facts create new ideas by pulling parts of the information together reform individual parts to make a new whole take a jumble of facts and add them up to make sense When asking questions that require synthesis, the following verbs are used: arrange compile develop invent propose assemble compose forecast manage rearrange categorize construct formulate organize reconstruct collect create hypothesize plan set up combine design imagine prepare write
Graphic Organizers for Application
Application

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Quality Resources for Every Classroom Instant Delivery 24 Hours a Day Thank you for purchasing the following

Christi E. Parker, M.A.Ed.

Publisher Corinne Burton, M.A.Ed.

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Nonfiction Skills (cont.)

Appendix Nonfiction Skills

Graphic Organizer Overheads

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#936030 Graphic Organizers for Reading

#936030 Graphic Organizers for Reading

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#936030 Graphic Organizers for Reading

#936030 Graphic Organizers for Reading

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Shell Educational Publishing

#936030 Graphic Organizers for Reading

Combining Graphic Organizers and Blooms Taxonomy

#936030 Graphic Organizers for Reading

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Combining Graphic Organizers and Blooms Taxonomy (cont.)

Purpose and Intent of Standards

How to Find Standards Correlations

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#936030 Graphic Organizers for Reading

McREL Language Arts Standard

Hot Diggity Dog!

Comparing a Character to Myself

Connect the Dots

The Connection Curse

Picture Pyramid The Solution Scoop I Need a Voice

One, Two, Three, Read

The Babe and I Read Too!

And the Beat Goes On!

And the Beat Goes On in the Air Reading Together in America

Just Say It!

How Would the Worm Say It?

Its in the Cards

The Order of the Day

Extra, Read All About It!

Extra, Read All About the Headline News

#936030 Graphic Organizers for Reading

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McREL Language Arts Standard

Cutting Through Cause and Effect

Hats Off to Facts and Opinions A Picture Tells a Thousand Words

Stopping for Synonyms

Losing Control Over Synonyms Affixes Are Everywhere

Amazing Analogies Chain of Words

Definition Blocks The Contraction Train

Its in the Bag

Its in the Poetry Bag

Hammering in the Comparatives The Tail End of a Word

Hammering in Art The Tail End of -ible and -able Words

Compounding the Problem

The Other Side of Compound Words

Ballooning Vowel Pairs

Balloons for Bartholomew and the Oobleck

Shell Educational Publishing

#936030 Graphic Organizers for Reading

General Information on the Graphic Organizer

Blank Graphic Organizer

Graphic Organizer Overheads