Fast ForWord Reading Level 3 Teacher Manual · Fast ForWord reading level 3 | 11 The Learning...

Teacher Manual

Fast ForWord® Reading Level 3

2 | Fast ForWord reading level 3

Copyright ©2000–2011 Scientific Learning Corporation. All rights reserved. This document is supplied subject to the terms of the Scientific Learning Corporation license agreement. Information in this document is subject to change without notice.

Trademarks Fast ForWord® is a registered trademark of Scientific Learning Corporation.

Scientific Learning 300 Frank H. Ogawa Plaza Suite 600 Oakland, CA 94612-2040 Phone: 888-665-9707 Fax: 510-444-3580 Web: www.scientificlearning.com

Technical Support/Customer Service Phone: 888-358-0212 (US & Canada) Phone: 520-917-1200 (International) Email: [email protected] [email protected]

Third Edition

Fast ForWord reading level 3 | 3

InTrODucTIOn

The learnInG enVIrOnMenT

FaST FOrWOrD reaDInG leVel 3 eXercISeS

ScraP caT

how Students Work on Scrap cat how Students Progress through Scrap cat how Students advance in Scrap cat Scrap cat content

cOnTenTS

TWISTeD PIcTureS

how Students Work on Twisted Pictures how Students Progress through Twisted Pictures how Students advance in Twisted Pictures Twisted Pictures content

BOOK MOnKeyS

how Students Work on Book Monkeys how Students Progress through Book Monkeys how Students advance in Book Monkeys Book Monkeys content

GlOSSary


InTrODucTIOnWhat is Fast ForWord Reading?Fast ForWord Reading is a reading intervention solution that develops reading skills through inten-sive, adaptive software exercises. It is based on more than 30 years of research on how the brain learns and how this connects to language and reading. It increases processing efficiency and builds critical reading skills so districts get the most from their existing instructional approach.

Who Should uSe FaSt FoRWoRd Reading?Fast ForWord Reading software is for K-12 education institutions and clinical specialists worldwide whose students are reading below grade level.

What doeS FaSt FoRWoRd Reading level 3 teach?Fast ForWord Reading Level 3 concentrates on reading knowledge and fluency, with a focus on:➤ phonology and spelling➤ morphological properties and complexity ➤ syntactic complexity➤ vocabulary ➤ comprehension

To accelerate reading progress, Fast ForWord Reading Level 3 software develops critical brain processing efficiency in four key areas:➤ Builds memory by working on long-term recall of vocabulary and grammatical structures.➤ Improves attention by requiring selective attention to grammatical features of similar response

alternatives.➤ Develops processing of images and sounds quickly enough to discriminate between

their differences.➤ Develops sequencing by using word order to help determine precise meanings.

Just as physical exercise increases muscle strength and efficiency, Fast ForWord Reading Level 3 software exercises the brain, increasing its ability to learn better and faster. Each exercise targets and develops the processing efficiency needed for successful reading and learning.

In addition to the computer-based instruction, activity strategies and materials are provided for teachers. They can be used to provide guidance on appropriate student placement within the products as well as to give direct instruction, motivation, intervention, and supplemental instruction. Some of the activities are designed as individual activities. Others are appropriate for small-group instruction or for integrating into classroom reading curriculum. Some of the activities are designed for specific students such as ELL, Special Education and struggling readers.


hoW doeS FaSt FoRWoRd Reading WoRk?Four key components of this intervention product work together to create dramatic changes in brain function required to achieve universal literacy:

➤ Frequency and Intensity—Neuroscience research demonstrates that completing a set of learning tasks in a frequent, intense timeframe accelerates learning.

➤ Adaptivity—Exercises adapt with each key stroke to individual skill levels and responses, keeping students continuously challenged but not frustrated.

➤ Simultaneous Development—Exercises develop major cognitive and reading skills simultaneously to produce lasting improvements in learning.

➤ Timely Motivation—Tiered rewards are designed to maximize motivation from start to finish.

Online and offline activities combine to provide instructional opportunities and reinforcement that support each student’s journey toward reading proficiency.

hoW doeS FaSt FoRWoRd Reading help StRuggling ReadeRS?The exercises challenge students to remain focused on completing the exercises to obtain the maxi-mum benefit from the product. To lessen any distraction and discouragement, Fast ForWord Reading exercises include points and on-screen rewards that can be combined with motivational activities. These rewards and activities are effective ways to provide students with positive reinforcement. Rewarding students for their hard work encourages them to maintain sustained and focused atten-tion. Motivation is a critical factor in whether students achieve the high levels of participation and completion necessary for success (80% or higher). Lab coaches, teachers, administrators and parents can work together to create an effective program for building intrinsic and extrinsic motivation.

Timely intervention is key to supporting students’ effective performance on the exercises. Teachers can use informal and formal assessment strategies to identify when a student is experiencing difficulty.

What kind oF ReSultS can be expected?Students can achieve, on average, a 1 to 2 year gain in reading skills in 4 to 16 weeks using one of the prescribed protocols:

Neuroscience research confirms the importance of frequency and intensity of activity to build and strengthen new skills. The research-based protocol recommended here ensures students receive fre-quent and intense practice, while providing teachers with the flexibility to meet their instructional programs’ structure and objectives.

In addition, students often exhibit enhanced self-confi-dence, better communication, greater interest in learning, and improved mental agility and alertness, after working on these exercises.

30 minutes each day Five days a week for 12 – 16 weeks40 minutes each day Five days a week for 9 – 13 weeks50 minutes each day Five days a week for 6 – 10 weeks90 minutes each day Five days a week for 4 – 7 weeks


The Learning EnvironmentFast ForWord READINg Series can be used in a variety of scenarios within a school:

claSSRoom Setting In this scenario the teacher provides direct instruction using effective read-ing strategies to help students use the program before, during and after using Fast ForWord Reading. Often there may be a paraprofessional who may assist students as they work on the computer while the teacher works with other students on different activities.

➤ laRge gRoup – The teacher leads a discussion about the target skill(s) being addressed in Fast ForWord and demonstrates how the product works using a computer and large screen or projection system. Some of the teacher-directed offline activities, such as stories read aloud or practice with word lists or families, also may be done with a large group.

➤ Small gRoup – Students are given the directions in a small group by the teacher. Then each student goes to the computer to work on individualized exercises, adapted to his or her ability. As students finish, they may work on an offline activity that supports the exercises completed on the computer or prepares the student for the next exercise.

➤ individual Student – A student works on an individualized program either in the classroom or in a pull out program using the software and the offline activities.

computeR lab Students work on the program in the computer lab where there are many comput-ers. The Lab Coordinator or a paraprofessional may guide the student as needed.

media centeR This scenario works similar to the Computer Lab environment. Students work inde-pendently with assistance as needed from the media specialist or a paraprofessional.

No matter where Fast ForWord Reading is used, it is important to have a smooth implementation. Each station where a student works on the software should have the following elements:

❏ Computer with the minimum technical requirements

❏ Two sets of high-quality stereo headphones – one for the student, one for the teacher

❏ One Y-adapter for the headphones – This allows the teacher to listen to the student as he is working on the software.

❏ Headphones plugged into the computer with the Y-adapter

❏ Access to a printer

❏ Internet connection

The station should be located in such a way that the teacher/coach/aide can easily observe the student’s progress and intervene if he is struggling with the exercise.

There should also be room for the student to do paper and pencil seatwork on offline activities when finished with the online exercises as students may work at different speeds to complete their assignments.


Sample leaRning StationHere is a sample configuration of a learning station:

Partition

Clutter-free desk or table

Non-swivel chair

Computer

Stereo Y-adapter

2 sets of stereo headphones for student and teacher


Fast ForWord Reading level 3 Exercises

ScraP caTScrap cat uses categorization to help develop decoding skills, vocabulary,automaticwordrecognition,andanunderstandingofsemantics(meaning),syntax(partofspeech),phonology(soundstructure),morphology(wordstructure),andconceptualrelationships.ThestudenthelpsScrapCatrecyclethebottlesandcansbysortingthewordsintotheirappropriatecategories.

TWISTeD PIcTureSTwisted Pictures helps develop sentence comprehension, syntax (partofspeech),workingmemory,logicalreasoning,andvocabularyas the student matches the pictures to their descriptive titles . The studenthelpsthemuseumgetthingsorganizedbymatchingthecorrect descriptive sentences to their corresponding paintings .

BOOK MOnKeySBook Monkeys helps develop paragraph comprehension, the understandingofcauseandeffect,theabilitytomakeinferences,workingmemory,andvocabularyasthestudentreadsparagraphsandanswersrelatedquestions.Monkeyingaroundinthelibraryandnotputtingthebookswheretheybelonghasleftthelibraryinabigmess.Thestudenthelpsthelibrariangetthelibrarybackinorder.


catGOal➤ To improve automatic word recognition and understanding of

conceptual relationships.

OBjecTIVeS➤ Develop automatic word recognition.➤ Develop understanding of conceptual relationships.➤ Develop decoding, vocabulary and word categorization skills.➤ Understand semantic, syntactic, phonological and morphological

properties.

SKIllS cognitive SkillS Memory – long-term recall of vocabulary and sight words Attention – selective attention to process different aspects of the

vocabulary presented Processing – linguistic and visual processing

Reading/language aRtS SkillS ➤ Improve decoding, vocabulary, and word recognition skills by

working on: •Conceptualrelationships •Semantics •Syntax •Phonologicalproperties •Morphologicalproperties

ScRap

scrap cat


reaDInG currIculuM STanDarDS (Note: Scrap Cat exercise also presents instruction above and below grade level)

➤ Understand the basic features of a reading, select and know how to translate letter patterns into spoken language using phonics, syllabication, and word parts, and apply this knowl-edge for fluent oral and silent reading.

➤ Recognize and use knowledge of spelling patterns (diphthongs, special vowel spellings) when reading.

➤ Know and use complex word families when reading to decode unfamiliar words.➤ Decode regular multi-syllabic words.➤ Demonstrate knowledge of levels of specificity among grade-appropriate words.➤ Use the dictionary to learn the meaning and other features of unknown words.➤ Use knowledge of prefixes and suffixes to determine the meaning of words.➤ Identify adjectives and compound words.➤ Identify past, present, and future verb tenses properly.➤ Recognize the similarities of sounds in words.➤ Recognize the rhythmical patterns in a selection.

DescriptionScrap Cat helps participants develop decoding, vocabulary and word categorization skills. It helps students learn to automatically access the various dimensions of vocabulary, including semantic, syntactic, phonological and morphological properties. Scrap Cat helps students learn to be flexible when reading and encourages the development of automatic word recognition and the understanding of conceptual relationships. The student helps Scrap Cat recycle the bottles and cans by sorting the words into their appropriate categories.

How Students Work on Scrap CatWhen the student clicks the yellow paw, a bottle or can rolls down the recycling chute and displays a word. The student must figure out which category the word fits into, and then click that category’s bin on the right.

KeyBOarD ShOrTcuTSbutton keyboaRd ShoRtcut

Paw Space barCategory bags, left to right Number keys 1 through 4

scrap cat


If the student doesn’t understand a word, the student can look up the definition by clicking the “?” button at the bottom of the recycling chute. Scrap Cat presents the word and the number of syllables, along with a short definition. The student can click the speaker button if he or she wants to hear the word read aloud.

If the student doesn’t understand a category, the student can click the speaker next to each category bin to hear the category name read aloud, as well as hear additional information about the category, such as examples.

How Students Progress through Scrap CatScrap Cat progresses through four category types as follows:

➤ Semantic categoRieS: The student sorts words according to definition (such as animals and states).

➤ Syntactic categoRieS: The student sorts words into grammatical groups (such as nouns and verbs).

➤ phonological categoRieS: The student sorts words according to vowel sounds, consonant sounds, and syllables (such as “has one consonant sound” and “has the same vowel sound as ate”).

➤ moRphological categoRieS: The student sorts words by morpheme (such as “has a suffix that means full of” and “is a plural”)

How Students Advance in Scrap CatScrap Cat helps students advance by working on progressively larger numbers of words in progres-sively more categories.

➤ When starting to work on a new category type, such as semantics, Scrap Cat presents two dif-ferent categories (such as animals and things to wear) from the first category group. The student then sorts six different words (such as salamander and mitten) into these categories.

➤ After all six words have been sorted, Scrap Cat evaluates that group of trials. If the student has sorted at least 90 percent of the words correctly, Scrap Cat presents more categories and more words to sort until the student is sorting 20 words into 4 different categories.

➤ After the student has completed 90 percent of each group of trials correctly for the current cat-egory group, Scrap Cat advances to the next category group.

➤ If a group of trials includes fewer than 10 trials, the student may complete 1 trial incorrectly and still be considered for advancement.

scrap cat


maSteRyIf a student repeats a group of trials 3 times but does not achieve 90 percent correct, Scrap Cat presents a new category group from the same category type. Before the student completes the exercise, and after the student completes as much of the material in Scrap Cat as possible, Scrap Cat returns the student to the group (or groups) of trials that the student did not complete with 90 percent accuracy. Scrap Cat requires the student to work on this group (or groups) of trials until he or she achieves 90 percent accuracy.

pointS aWaRded in ScRap catScrap Cat awards points to the student based on the following conditions:

➤ coRRect anSWeRS: The student earns 4 points for each trial that is correctly completed without the use of the dictionary.

➤ dictionaRy-aided coRRect anSWeRS: If the student uses the dictionary, Scrap Cat awards only 1 point for a correct answer. In addition, that answer does not count toward the total cor-rect for the group of trials and is therefore not evaluated for advancement. A correct answer after dictionary use also does not count toward bonus points.

scrap cat


➤ bonuS pointS: After the student completes 10 trials correctly without the use of the dictionary, Scrap Cat rewards the student’s performance with 10 bonus points.

Scrap Cat Content

Semantic SoRting categoRieS

gRoup one

anIMalS ThInGS TO Wear ThInGS PeOPle can Be

TOOlS

fawn shirt daughter shovel

turkey crown queen saw

goose skirt artist hammer

turtle mitten scout pliers

skunk sweater author plow

horse boot soldier file

salamander pants scientist screwdriver

scrap cat


gRoup thReeThInGS WITh WheelS

ParTS OF The BODy ThInGS TO reaD ThInGS TO DO WITh yOur MOuTh

truck cheek magazine lick

skateboard forehead newspaper smile

tricycle elbow letter burp

train arm label talk

jeep shoulder sign laugh

wagon toenail book yell

scooter hip billboard giggle

gRoup FouRMOney Fun FaMIly DanGerOuS

coin circus father poison

dime birthday sister thorn

penny present grandfather knife

nickel party mother wreck

quarter hobby aunt claw

dollar games brother volcano

case laughter cousin criminal

gRoup tWo

ThInGS TO eaT ThInGS SOMeOne can Be

ThInGS TO FInD In The hOuSe

ThInGS TO FInD OuTDOOrS

strawberry clever stove hill

squash hungry blanket garden

bread practical sink surf

pear smart bathtub cloud

cheese curious lamp pool

soup handsome couch iceberg

hamburger brave bookcase raindrops

scrap cat


gRoup FiveMOnThS hOlIDayS STaTeS cOunTrIeS

january christmas california France

april Passover Alabama Germany

March Kwanzaa Delaware china

august halloween Texas australia

February Thanksgiving Mississippi Italy

November easter Idaho Peru

july ramadan Tennessee egypt

Syntactic SoRting categoRieSgRoup one (Nouns, Verbs, Adjectives, Prepositions)NOUNS VERBS aDjecTIVeS PrePOSITIOnS

glacier argue cloudy around

avocados caught rude over

colony stared important beside

bulb enjoy merry before

protection thinks silent below

automobile create worthless during

electricity fainted moist across

gRoup onehaS TWO SyllaBleS

haS The SaMe VOW-el SOunD aS ate

haS The SaMe VOW-el SOunD aS me

haS The SaMe VOW-el SOunD aS go

merchant plane these flow

rapid quail freeze globe

better sway dream clothes

panther break stream rope

shower strange leave road

myself vein weep woe

twinkle elevation greenery soap

phonological SoRting categoRieS

scrap cat


gRoup tWohaS The SaMe VOW-el SOunD aS mop

haS The SaMe VOW-el SOunD aS rope

haS The SaMe VOW-el SOunD aS rat

haS The SaMe VOW-el SOunD aS cut

spot goat have sponge

block hoped snap from

falter meadow glass some

closet clover crackle crumb

operate raincoat black cupcake

proper tone brat hush

model folk drag unto

gRoup thReehaS The “S” SOunD haS Three cOnSO-

nanT SOunDShaS Three VOWel SOunDS

haS One cOnSO-nanT SOunD

cell tread deliver are

lace pinch porcupine cue

tracing plate company toy

proceed brick blueberry bow

dressed third awfully shoe

display hired oriole obey

housework prize whatever thy

moRphological SoRting categoRieS

haS a PreFIX ThaT MeanS not or reverse

haS a SuFFIX MeanInG full of

nOne OF The aBOVe

disappear thankful read

displace grateful place

discontinue healthful attach

dishonest playful speed

careful dishes

truthful dull

gRoup one haS a SuFFIX ThaT

MeanS happened in the past

appeared

placed

attached

played

covered

ordered

thanked

discover

disorder

disagree

diseasehelpful

scrap cat


gRoup tWo IS a Plural nOun haS a PreFIX IS a POSSeSSIVe IS a cOMPOunD

WOrD

monuments untie theirs toothpaste

chimneys react hers afternoon

oxen preview our footstep

witnesses bicycle his dragonfly

cherries reset your turtleneck

elevators unlimited mine skyrocket

knives disabled my scrapbook

gRoup thReehaS a PreFIX ThaT MeanS again

haS a SuFFIX ThaT MaKeS IT an aDVerB

haS a PreFIX ThaT MeanS not

nOne OF The aBOVe

replay quickly uncover jelly

retie quietly unbend realize

reinvent properly uncommon reach

reset fully uncomfortable reading

refill probably undoes underground

rebound fortunately unfit uncle

retake silently unhook uniform


pictuReStWiSted

GOal➤ To develop sentence comprehension skills.

OBjecTIVeS➤ Improveskillsinusingsyntax(partofspeech).➤ Improve vocabulary skills.➤ Improve working memory.➤ Improve logical thinking skills.

SKIllS cognitive SkillS Memory — recall of vocabulary and grammatical structures

from long-term memory while holding multiple sentences in working memory and comparing them

Attention — sustained attention Processing — linguistic and visual processing Sequencing — use word order to help determine precise meanings

Reading/language aRtS SkillS

➤ Sentencecomprehension—Determinebestoffour syntactically similar sentences describing accompanying picture.

➤ Syntax—Workwith17syntacticstructuresofvaryingcomplexity.

➤ Logicalreasoning—Workwithsentencesthatuse reversiblenouns,similarvocabulary,andsimilarsyntax.

➤ Vocabulary — Use more advanced vocabulary words in longersentences;expandautomaticwordrecognitionskills.


tWiSted pictuReS

DescriptionTwisted Pictures helps the student improve sentence comprehension in the following ways:

➤ Sentence compRehenSion: Twisted Pictures presents four syntactically similar sentences, one of which best describes the picture shown. The participant must comprehend each sentence in order to choose the sentence that best describes the picture.

➤ Syntax: Twisted Pictures presents 17 syntactic structures of varying complexity.

➤ WoRking memoRy: The participant must hold each word of the four presented sentences in mind to construct a gist for each sentence, and then must hold those in mind while choosing the correct sentence. Developing working memory abilities will help the participant not only keep sentence meaning in mind but also read and comprehend more complicated and lengthy texts.

➤ logical ReaSoning: Because sentences use reversible nouns, similar vocabulary and similar syntax, the participant must use logical reasoning rather than relying only on common sense to comprehend each sentence and choose the correct sentence. Using logical reasoning to compre-hend sentences allows the participant to become a flexible reader.

➤ vocabulaRy: As the participant progresses, Twisted Pictures presents longer sentences that use more advanced vocabulary words. Vocabulary skills contribute to automatic word recognition, which is an important factor in fluent reading. Reading a key set of words several times in differ-ent sentences further contributes to automatic word recognition.

The student helps the museum get things organized by matching the correct descriptive sentences to their corresponding paintings.

reaDInG currIculuM STanDarDS (Note: Twisted Pictures also presents instruction that is above and below grade level)

➤ Use sentence and word context to find meaning of unknown words.➤ Understand and be able to use complete and correct declarative, interrogative, and

imperative sentences.➤ Identify articles.➤ Identify adjectives and compound words.➤ Identify pronouns.➤ Identify past, present, and future verb tenses properly.➤ Demonstrate comprehension by pinpointing answers in text.➤ Extract appropriate and significant information from text, including problems

and solutions.


tWiSted pictuReS

How Students Work on Twisted PicturesWhen the student clicks the yellow paw, a painting and four sentences appear. The student must choose the sentence that most accurately describes the painting.

How Students Progress through Twisted PicturesTwisted Pictures progresses through three levels of difficulty as follows:

➤ level 1: The student works on sentences that contain, on average, 6 words. Words are at the 2nd grade level at highest.

➤ level 2: The student works on sentences that contain, on average, 8 words. Words are at the 3rd grade level at highest.

➤ level 3: The student works on sentences that contain, on average, 12 words. Words are at the 4th grade level at highest.

At each level, Twisted Pictures presents 6 tiers of syntactic complexity. Each tier contains several dif-ferent syntactic structures (categories) that are all mastered at roughly the same age:

➤ 1St tieR: Simple clauses, prepositional phrases, negations, conjunctions

➤ 2nd tieR: Subject relativization—sentences containing a relative clause that describes the subject of the main clause

➤ 3Rd tieR: Transformations and embeddings that challenge Subject-Verb-Object parsing

➤ 4th tieR: Complex subject relativization—sentences containing a Subject-Verb-Object relative clause that describes the subject of the main clause

➤ 5th tieR: Object relativization—Subject-Verb-Object sentences containing a relative clause that describes the object of the main clause

➤ 6th tieR: Cleft sentences and subject infinitival clauses


Paw Space barResponses, top to bottom Number keys 1 through 4


tWiSted pictuReS

How Students Advance in Twisted PicturesTwisted Pictures presents syntactic structure categories in variable order to give the student exposure to all syntactic structures. This strategy simulates real-life situations in which the student is sur-rounded by people using a variety of syntactic structures in everyday conversation. It also prevents the student from advancing steadily and then suddenly getting stuck, becoming frustrated, and withdrawing attention from the exercise.

The student works on 4 different trials for each category, and the student works on all 4 of these trials before Twisted Pictures moves on to the next category. Twisted Pictures presents a total of 17 different syntax structure categories at each level.

maSteRyTwisted Pictures does not use plateau-based transitions for the following reasons: • Twisted Pictures presents all categories of syntactic complexity at each level. • Each level increases the difficulty of sentence length and vocabulary level but not the

complexity of the syntax.


tWiSted pictuReS

Therefore, Twisted Pictures requires the student to work on the trials at each level until he or she achieves 90 percent accuracy. At that point, the student is better prepared to work on the same syntactic structures in longer sentences with more difficult vocabulary words.

pointS aWaRded in tWiSted pictuReSTwisted Pictures awards points to the student based on the following conditions:

➤ coRRect anSWeRS: The student earns 7 points for each trial that is correctly completed.

➤ bonuS pointS: After the student completes 10 trials correctly, Twisted Pictures rewards the stu-dent’s performance with 20 bonus points.


tWiSted pictuReS

Subject-veRb attRibutive/Stative

leVel 1 leVel 2 leVel 3

the chicken is eating.The chicken is sitting .The cat is eating .The cat is standing .

the fat and smiling monkey is working hard.The thin and frowning monkey is eating .The fat and smiling cat is eating .The thin and frowning cat is working hard .

the magnificent, shiny horn is leaning dangerously.Themagnificent,shinyhornislyingsafely .Thebeautiful,woodenguitarisleaning dangerously .Thebeautiful,woodenpianoisleaning dangerously .

the dog is brown.The dog is small .The snake is green .Thesnakeisbig.

the tall dog is singing.The sitting dog is writing .The sad skunk is writing .The tall skunk is singing .

the wide-awake duck is performing brilliantly.The exhausted duck is performing poorly .Thewide-awakecatisperformingpoorly .The exhausted cat is performing brilliantly.

the zebra is sad.Thezebraisthin.The cow is sad .The cow is fat .

the scared dog is stepping softly.The curious dog is stepping softly .Thescaredsnakeisobserving.The curious snake is stepping softly .

the clean and tall horse is listening attentively.The clean and tall horse is staring blankly.The short and dirty cow is listening attentively .The clean and tall cow is staring blankly.

the skunk is alone.The skunk is clean .The monkey is alone .The monkey is dirty .

the lean cow is slipping.Thechubbycowisslipping.The lean horse is sitting .The short horse is slipping . .

the late chicken is messy and wrinkled.The late chicken is tidy and organized .The early skunk is messy and wrinkled .The late skunk is tidy and organized .

Twisted Pictures Content


tWiSted pictuReS

active voice: Subject-veRb-object (Svo)


the pig rows the skunk.The skunk rows the pig .The pig rows the dog .The skunk rows the dog .

the yellow giraffe seizes the brown hippopotamus.Thebrownhippopotamusseizesthe yellow giraffe .The yellow giraffe seizes the yellow balloons.Thebrownhippopotamusseizestheyellowballoons.

the stern conductor leads the disorderly band.Thedisorderlybandleadsthesternconductor .The stern conductor leads the boredaudience.Theboredaudienceleadsthedisorderlyband.

the monkey is paying the snake.The snake is paying the monkey .The monkey is paying the chicken .The snake is paying the chicken .

the brown bear bumps the red fox.Theredfoxbumpsthebrownbear.Thebrownbearbumpsthegreenturtle .Theredfoxbumpsthegreenturtle.

the young, poorly dressed violin player copies the old, well-dressed violin player.Theold,well-dressedviolinplayercopies the young, poorly dressed violin player .The old, poorly dressed violin player copies the young, poorly dressed violin player .Theold,well-dressedviolinplayercopiestheyoung,well-dressedviolin player .

the cat is holding the box.Theboxisholdingthecat.Theballisholdingthechicken .The chicken is holding the box.

the helpful cat serves the contented dog.The contented dog serves the helpful cat .The helpful cat serves the playful fox .The playful fox serves the contented dog .

the stout horn player follows the slender violin player.The slender violin player follows the stout horn player .The stout violin player follows the slender horn player .The slender horn player follows the stout violin player .

the cow sprays the zebra.Thezebraspraysthemonkey .Thezebraspraysthecow.The cow sprays the monkey .

the smiling skunk purchases an ice cream.The rude raccoon purchases an ice cream .The smiling skunk feeds some seagulls .The rude raccoon feeds some seagulls .

the fearful goat is clutching the light-hearted goose.Thelight-heartedgooseisclutching the fearful goat .The fearful goat is clutching the guitar .Thelight-heartedgoatisclutchingthe guitar .


tWiSted pictuReS

Simple negation


the cat is not playing Frisbee.ThecatisplayingFrisbee.The monkey is not playing Frisbee.The monkey is short .

the smiling dog is not speeding.The smiling dog is speeding .The frowning monkey is not speeding .The smiling monkey is speeding .

the sorrowful bear is not playing a brass instrument.Thesorrowfulbearisplayingabrassinstrument.The jolly wolf is playing a worn guitar .Thejollywolfisnotplayingabrassinstrument .

the dog is not jumping rope.The dog is jumping rope .The skunk is not jumping rope .The skunk is fat .

the giraffe is not copying the horse’s movements.Thegiraffeiscopyingthehorse’smovements .Thecowiscopyingthegiraffe’smovements .Thehorseiscopyingthegiraffe’smovements .

the curious raccoon is not clanging the metal bell.The mischievous monkey is not clangingthemetalbell.The curious raccoon is clanging the metalbell.The curious raccoon is not carrying a telescope .

the pig is not picking the flowers.The pig is picking the flowers .The dog is not picking the flowers .The dog is frowning .

the alarmed pig is not lifting the bar.Thedelightedpigisliftingthebar.The delighted cow is not lifting the bar.The alarmed horse is not lifting the bar.

the chubby duck is not playing a soft and pretty melody.Thechubbyduckisplayingasoftand pretty melody .The skinny dog is not playing a soft and pretty melody .The skinny dog is sitting in a short chair .

the cat is not playing hopscotch.The cat is playing hopscotch .The skunk is not playing hopscotch .The skunk is well dressed .

the blindfolded monkey is not aiming the ball correctly.Theblindfoldedmonkeyisaimingtheballcorrectly.Theworriedcatisaimingtheballcorrectly .The frowning cat is not aiming the ballcorrectly.

the piano player is not wearing torn blue jeans.The piano player is wearing torn bluejeans.Thesingeriswearingafancyballgown .The singer is playing the grand piano .


tWiSted pictuReS

Sv + pRepoSitional phRaSeS


the skateboard is under the bench.Thekiteisonthebench.Theskateboardisunderthepicnictable.The kite is under the picnic table.

the calm dog is sitting over the water.The nervous cat is sitting under the water .Thenervousdogissittingbesidethe water .The calm cat is sitting over the water .

the concerned violin player is looking down at his violin.The calm horn player is looking out at the crowd .The calm violin player is looking up at the ceiling .The concerned violin player is looking up at the conductor .

the cat sits on the slide.Thecatstandsbehindtheslide .The dog sits next to the slide .The dog stands under the slide .

the balloon is secured to the bench with a red ribbon.Theballoonissecuredtothebenchwithablueribbon.Theballoonissecuredtothebicyclewitharedribbon.Theballoonissecuredtothebicyclewithablueribbon.

the glaring conductor points directly toward the beaming tuba player.The glaring conductor points away fromthebeamingtubaplayer.The glaring conductor points directly toward the uncertain piano player .Thebeamingtubaplayerpointsaway from the glaring conductor .

the kite is hanging in a tree.The kite is flying in the air .Theballishanginginatree .Theballisflyingintheair.

the thankful pig’s prize came from the skunk.Theungratefulpig’sprizecamefrom the skunk .Thethankfuldog’sprizecamefromthe skunk .Thethankfulskunk’sprizecamefrom the dog .

the poodles in clever costumes are dancing toward each other on the stage.The poodles in clever costumes are dancing away from each other on the stage .The poodles in clever costumes are dancing toward each other in front of the stage .The poodles in clever costumes are dancing away from each other in front of the stage .

the cow jumps rope with the zebra.The cow is reading on the bench.The cow jumps rope with the snake .The chicken is reading on thebench.

the brave monkey crawls toward the concerned duck.Thebravemonkeycrawlsawayfrom the concerned duck .Thebraveduckcrawlstowardtheconcerned monkey .The concerned duck crawls away fromthebravemonkey.

the talented sheepdog is playing with the amusing armadillo under the stars.The talented sheepdog is playing with the amusing armadillo inside the tent .The amusing armadillo is playing without the talented sheepdog under the stars .The talented sheepdog is playing without the amusing armadillo inside the tent .


tWiSted pictuReS

conjunction oF np, vp, S uSing and, oR, neitheR-noR


the cow and the chicken are hot.The cow and the chicken are cold .The snake and the chicken are hot .The cow and the snake are hot .

the skunk is neither eating cotton candy nor eating an ice-cream cone.Theskunkisneithereatinganice-cream cone nor eating a hot dog .The snake is neither eating cotton candynoreatinganice-creamcone .Thesnakeisneithereatinganice-cream cone nor eating a hot dog .

the short, handsome dog and the tall, slender cat are singing joyfully and loudly.The tall, slender dog and the short, pretty cat are singing sadly and quietly.The short, pretty skunk and the short, handsome dog are singing joyfully and loudly .The tall, slender cat and the short, pretty skunk are singing sadly and quietly.

neither the dog nor the cat is playing tennis.neither the dog nor the cat issittingonablanket.neither the dog nor the cat is eating a picnic lunch .neither the dog nor the cat is happy .

the skinny hippo and the chubby giraffe are cheerful.Theskinnyhippoandthechubbygiraffe are gloomy .Thechubbyhippoandtheskinnyhorse are cheerful .Thechubbyhippoandthechubbyhorse are gloomy .

neither the spotted cow nor the sleek stallion is tuning a guitar.neither the spotted cow nor the sleek stallion is tuning a violin . neither the sleek stallion nor the grizzlybearistuningaviolin.neither the spotted cow nor the grizzlybearistuningaguitar.

the snake and the chicken are asleep.The snake and the chicken are awake .The skunk and the chicken are asleep .The snake and the skunk are asleep .

the zebra can choose the duck or the rabbit to get on the Ferris wheel.TheduckcanchoosethezebraortherabbittogetontheFerriswheel .Therabbitcanchoosethezebraor the monkey to get on the Ferris wheel .Thezebracanchoosetherabbitor the monkey to get on the Ferris wheel .

the pig is sitting and carefully taking apart his brass horn.The pig is sitting and playing his bagpipemournfully.The cat is sitting and playing her bagpipemournfully.The cat is standing and carefully takingapartherbrasshorn.

the cow and the zebra eat the cake.Thecowandthezebradon’teatthecake.Thecowandthezebraeatthe sandwich .Thecowandthezebraeatthebanana.

the cat and the dog are setting out their favorite food for lunch.The cat and the chicken are eating the lunch .The dog and the chicken are eating the lunch .The chicken and the monkey are setting out their favorite food for lunch .

the guilty monkey is returning the valuable music book and the polished violin.The guilty monkey is returning the valuablemusicbookandthewornguitar .The guilty monkey is returning the worn guitar and the polished violin .The pleased raccoon is returning thevaluablemusicbookandthepolished violin .


tWiSted pictuReS

Subject Relativization: Sv modiFieR (paSt and pReSent)


the cat that is smiling is swinging.The cat that is frowning is swinging .The cat that is smiling is falling .The cat that is frowning is standing .

the zebra that is searching is playing hide-and-seek.Thezebrathatissearchingisrowing a canoe .Thezebrathatishidingisplayinghide-and-seek.Thezebrathatishidingisrowingaboat.

the country cat that is playing quickly is jolly.Thecitycatthatisfiddlingslowlyisserious .Thecountrymousethatisfiddlingquicklyisserious.The city mouse that is playing slowly is jolly .

the balloon that escaped is purple.Theballoonthatescapedis orange .Theballoonthatescapedis yellow .Theballoonthatescapedisblue.

the brown cow that won is pleased and delighted.Thebrowncowthatwonissadandupset .Thebluehorsethatwonispleasedand delighted .The yellow dog that won is sad and upset .

the longhaired, laughing dog that is drumming is wild.The shorthaired, frowning dog that is dancing is tame .The longhaired, laughing monkey that is drumming is tame .The shorthaired, frowning monkey that is drumming is wild .

the dog that is sliding is fat.The dog that is spinning is thin .The cat that is sliding is fat .The chicken that is spinning is thin .

the pig that is rushing honked his horn.The pig that is lagging honked his horn .The cat that is rushing honked his horn .The duck that is rushing honked his horn .

the chubby, horn-playing cow that is running is humorous.Theskinny,violin-playingcowthatis standing is earnest .Thechubby,horn-playinghorsethat is standing is earnest .Theskinny,violin-playinghorsethat is running is humorous .

the red picnic basket that broke was full.Thegreenbagthatbrokewas full .Theredpicnicbasketthatbrokewasempty.Thegreenbagthatbrokewas empty .

the strong skunk that won is beaming.The tall skunk that lost is pouting .The thin chicken that won is beaming.The short chicken that lost is pouting .

the well-dressed skunk that is browsing is delighted.The skunk in the uniform that is purchasing is sad .Thewell-dressedpigthatisbrowsingissad.The pig in the uniform that is purchasing is delighted .


tWiSted pictuReS

Subject Relativization Sv Reduced


the cat crawling is young.The cat walking is old .The dog crawling is old .The dog walking is young .

the grinning dog announcing is fat.The frowning dog announcing is thin .The grinning cat announcing is thin .The frowning pig announcing is thin .

the capable alligator instructing is patient with his student.The confused alligator playing is worriedabouthisprogress.Thecapablecraneinstructingispatient with her student .The confused crane instructing is worriedaboutherprogress.

the pig sweating is rowing.Thepigreadingisfishing.The chicken sweating is rowing .The chicken reading is fishing.

the duck winning is an excellent pitcher.Theducklosingisaterriblepitcher.Theskunkwinningisaterriblepitcher .The skunk winning is an excellent pitcher .

the short, lazy drummer snoozing during the concert is under the stage.Theshort,hard-workingguitaristplayinginthebandissingingasong .The tall, lazy guitarist playing in the bandisunderthestage.Theshort,hard-workingdrummerplayinginthebandissingingasong .

the monkey frowning is struggling.The monkey smiling is resting . The dog smiling is struggling .The dog frowning is resting .

the friendly dog waving is wearing plaid pants.The friendly dog waving is wearing striped pants .The unfriendly cat waving is wearing plaid pants .The friendly cat waving is wearing striped pants .

the chubby, well-dressed pig boasting loudly is selling tickets.Thechubby,well-dressedpighiding meekly is selling pretzels .The lean, poorly dressed cow hiding meekly is selling tickets .The lean, poorly dressed cow boastingloudlyissellingpretzels.

the zebra napping is old.Thezebrareadingisyoung .The cow napping is old .The cow reading is young .

the cow signaling is wearing a hat.The cow racing is wearing a bathingsuit.Thezebrasignalingiswearingabathingsuit.The pig racing is wearing a hat .

the chubby duck quacking off-key is ashamed.The skinny duck playing his tune is proud .Thechubbyskunksingingoff-keyisashamed .The skinny skunk playing in tune is proud .


tWiSted pictuReS

Subject Relativization: negation


the monkey that is not talking is wet.The monkey that is not talking is dry .Thezebrathatisreadingis wet .The monkey that is talking is dry .

the pig that is not eating is feeling sick.The pig that is eating is smiling .The pig that is eating is feeling sick .The monkey that is not eating is smiling .

the rat in the black cap that is not dancing is listening to the jukebox.Theratintheblackcapthatisdancingislisteningtothejukebox.The cat in the dark sunglasses that is not dancing is listening to the radio .The rat in the dark sunglasses that is not dancing is listening to the radio .

the chicken that is not flying a kite is swinging.The chicken that is not flying a kite is jumping .The snake that is flying a kite is swinging .The chicken that is flying a kite is jumping .

the cow that is not joking with her friend is aiming the dart correctly.The cow that is joking with her friend is aiming the dart correctly .The pig that is not joking with her friend is not aiming the dart correctly .The pig that is joking with her friend is aiming the dart correctly .

the serious zebra that is not blowing her horn is reading.Thestoutcowthatisnotblowingherhornisnibbling.Theseriouszebrathatisblowingherhorn is reading .The slender monkey that is not blowingherhornisnotreading.

the pig that is not sitting in the sun is smiling.The pig that is not sitting in the sun is frowning .The pig that is sitting in the sun is smiling .The snake that is sitting in the sun is frowning .

the well-dressed skunk that is not preening is holding a fan.Thewell-dressedskunkthatispreening is holding a fan .Thewell-dressedzebrathatisnotpreeningisholdingacomb.Thewell-dressedzebrathatispreeningisholdinganumbrella.

the dog that is not composing music is reading a book of poems.The skunk that is not composing musicisreadingabookofpoems.The dog that is composing music is readingabookofpoems.The skunk that is composing music is readingabookofpoems.

the snake that is not reading is jumping.The snake that is not readingisroller-skating.The cat that is reading is jumping .The snake that is reading is jumping .

the scary monkey that is not popping up is excited.The scary monkey that is popping up is excited .The scary dog that is popping upisbored.The scary monkey that is poppingupisbored.

the monkey in the pretty frock that is not trying out for the band is bashful.The monkey in the pretty frock that is tryingoutforthebandisbashful.Thetigercubwithanelectricguitarthatisnottryingoutforthebandisnot daring .The monkey with an electric guitar thatisnottryingoutforthebandisdaring .


tWiSted pictuReS

inFinitival complement to veRb


the cow wants to swim.The cow wants to read .Thepigwantstoclimb.The pig wants to swim .

the cow wants to cheer up his cross friend.The cow wants to pester delighted friend .The pig wants to cheer up his cross friend .The horse wants to pester his cross friend .

the energetic chicken loves to play the white piano.Thelazychickenlovestobangonthelarge drums .The energetic duck loves to watch the talented musicians .The lazy dog loves to play the white piano .

the cat wants to play.The dog wants to play .The cat wants to eat .The dog wants to run .

the pig likes to construct sandcastles by the ocean.The pig likes to swim in the aquariumThe duck likes to construct sandcastlesbytheocean.The duck likes to swim in the aquarium.

the tall giraffe in the blue hat asked to test the long-necked guitar.The short giraffe in the green hat asked to test the precious violin .The short cow in the green hat asked totestthelong-neckedguitar.Thetallcowinthebluehataskedtotest the precious violin .

the tall monkey in the yellow jacket asked to fly the kite.The short monkey in the yellow jacket asked to holdtheballoon.Theshortzebrainthebluejacket asked to fly the kite .Thetallzebrainthebluejacket asked to hold the balloon.

the stylish snake wants to charm the silly salmon.The stylish snake wants to dance on the stage .The silly salamander wants to charm the stylish salmon .The stylish salmon wants to dance on the stage .

the busy dog wants to go to the music concert.Thebusydogwantstogototheaction movie .The daydreaming cat wants to go to the clothing store .The daydreaming cat wants to go to the action movie .

the chicken tries to save the drowning dog.The dog tries to save the drowning chicken .The chicken tries to save thesinkingboat.The dog tries to save the sinkingboat.

the excited pig likes to drag his little sister to all the rides.The excited pig likes to take tickets for the stage show .The gloomy dog likes to drag his little sister to all the rides .The excited dog likes to take tickets for the stage show .

the chubby chicken knows to tune the violin before playing.Thechubbychickenknowstotunethehornbeforeplaying.The skinny duck knows to tune the violinbeforeplaying.The skinny duck knows to open the musicbookbeforeplaying.


tWiSted pictuReS

paSSive voice: Subject-veRb-object (Svo)


the chicken is pushed by the cat.Thecatispushedbythechicken .Thechickenispushedbythe monkey .Themonkeyispushedbythe cat .

the lost pig was located by the clever duck.Thelostduckwaslocatedbythe clever pig .The lost monkey was located bythecleverpig.Thelostduckwaslocatedbythe clever monkey .

the seated violin player is accompanied by the standing horn player.The seated horn player is accompanied bythestandingviolinplayer.The seated horn player is accompanied bytheseatedpianoplayer.The standing piano player is accompaniedbytheseatedviolinplayer.

the ball was thrown by the cow in the red shirt.Theballwasthrownbythepig in the green hat .TheFrisbeewasthrownbythe cow in the red shirt .TheFrisbeewasthrownbythe pig in the yellow hat .

the pretty zebra was lifted by the mysterious cow.The mysterious cow was liftedbytheprettyzebra.Theprettysnakewasliftedbythemysteriouszebra.Theprettycowwasliftedbythe mysterious snake .

the famous music contest was won by the spotted horse in the formal black suit.Thefamousmusiccontestwaswonbythespottedcowintheblueballgown.Theprizemoneywaswonbythesplendidpigintheformalblacksuit.Theprizemoneywaswonbythespottedcowinthebrownsuit.

the skunk is tagged by the monkey.Themonkeyistaggedbythe skunk .Theskunkistaggedbythechicken .Thechickenistaggedbythe monkey .

the hungry cat is approached by the candy-apple seller.Thecandy-applesellerisapproachedbythehungrycat .Thecandy-applesellerisapproachedbytheticket-taker .The hungry cat is approached bytheticket-taker.

the laughing horn players are greeted by the handsome fiddle player outside the dance hall.Thehandsomefiddleplayerisgreetedbythelaughinghornplayersoutsidethedance hall .The grimacing horn players are greeted bythebagpipeplayeratthetrainstation.Thehandsomefiddleplayerisgreetedbythebagpipeplayeroutsidethedancehall .

the small boat was guided by the skunk on shore.Thesmallboatwasguidedbythecatintheboat.Thelargeboatwasguidedbytheskunkonshore.Thelargeboatwasguidedbytheskunkintheboat.

the well-dressed monkey was sprayed by the bratty cat.Thebrattycatwassprayedbythewell-dressedmonkey.Thewell-dressedskunkwassprayedbythebrattycat.Thewell-dressedmonkeywassprayedbythebrattyskunk .

the woeful, poorly dressed violin player is embraced by the comforting, well-dressed horn player.The woeful, poorly dressed horn player isembracedbythecomforting,well-dressed violin player .The woeful, poorly dressed violin player isembracedbythecomforting,well-dressed doorman .The comforting, poorly dressed violin playerisembracedbythewoeful,well-dressed horn player .


tWiSted pictuReS

Subject Relativization: Subject-veRb-object (Svo)


the zebra that chases the monkey is short.Thezebrathatchasesthemonkey is tall .The monkey that chases thezebraisshort.The monkey that chases thezebraistall.

the orange duck that passed the dog is cheering.The spotted duck that passed the dog is crying .The orange dog that passed the duck is cheering . The spotted dog that passed the duck is crying .

the frowning conductor that instructs the pretty chicken violin player is stout.The smiling chicken violin player that instructs the plain conductor is slender .The smiling conductor that instructs the plain chicken violin player is slender .The pretty chicken violin player that instructs the frowning conductor is stout .

the chicken that pulls the monkey is frowning.The monkey that pulls the chicken is frowning .The chicken that pulls the monkey is smiling .The monkey that pulls the chicken is smiling .

the bratty monkey that pesters the chicken is fat.The clever monkey that pesters the chicken is thin .Thebrattychickenthatpestersthe monkey is fat .The clever chicken that pesters the monkey is thin .

the anxious bandleader that hired the peaceful horn player is thin and hard-working.The peaceful horn player that hired theanxiousbandleaderisthinandhard-working.Theanxiousbandleaderthathiredthepeaceful horn player is fat and lazy .The peaceful horn player that hired theanxiousbandleaderisfatandhard-working.

the skunk that fed the dog is old.The dog that fed the skunk is old .The skunk that fed the dog is young .The dog that fed the skunk is young .

the dog that pushes aside the turtle scatters popcorn everywhere.The dog that pushes aside the turtle spills soda on herself .The turtle that pushes aside the dog scatters popcorn everywhere .The turtle that pushes aside the dog spills soda on herself .

the fresh-faced, young zebra that contacts the wealthy music producer is excited.Thefresh-facedyoungmusicproducerthatcontactsthewealthyzebraiscalm.Thefresh-faced,youngzebrathatcontacts the wealthy music producer is calm .The wealthy music producer that contactsthefresh-faced,youngzebrais excited .

the chicken that addresses the cow is scared.The chicken that addresses the cow is calm .The cow that addresses the chicken is scared .The cow that addresses the chicken is calm .

the horse that chooses the cow and the pig collects the money.The horse that chooses the cow andthezebraopensthegate.The cow and the pig that choose the horse collect the money .Thezebrathatchoosesthecowand the pig collects the money .

the handsome cat that manages the costumed singing trio is winking.The costumed singing trio that manages the handsome cat is winking .The handsome cat that manages the costumed singing trio is sitting .The costumed singing trio that manages the handsome cat is standing .


tWiSted pictuReS

Subject Relativization: Svo Reduced


the pig rowing the chicken wears a hat.The chicken rowing the pig wears a hat .The pig rowing the chickenwearsabackpack.The chicken rowing the pigwearsabackpack.

the little pig needing her older sister holds a lollipop.Thebigpigneedingheryounger sister holds a candy apple .The little pig needing her older sister holds a candy apple .Thebigpigneedingheryounger sister holds a lollipop .

the old dog tuning the white grand piano observes a tiny tuning fork.Theyoungdogplayingtheblackgrandpianoobservesanenormousmusicbook.The young cat playing the white grand pianoobservesanenormoustuningfork.Theoldcattuningtheblackuprightpianoobservesatinymusicbook.

the cow teaching the zebra is smiling.Thezebrateachingthecow is smiling .The cow teaching the zebraisfrowning.Thezebrateachingthecow is frowning .

the well-dressed monkey exiting the funhouse is trembling.The sloppy monkey exiting the funhouse is grinning .Thesloppyzebraexitingthefunhouseistrembling.Thewell-dressedzebraexiting the funhouse is grinning .

the feathered cow striking the silver and gold bells holds a long stick.The painted horse striking the silver and goldbellsholdsalongstick.Thepaintedhorsestrikingtheblackandbrowndrumsholdsashortstick.Thepaintedcowstrikingtheblackandbrowndrumsholdsashortstick.

the dog watching the monkey is holding a kite.The monkey watching the dog is holding a kite .The dog watching the monkey is carrying a soda .The monkey watching the dog is carrying a soda .

the little pig losing the group wants the dolls.The little pig losing the group wants the peanuts .The little dog losing the group wants the peanuts .The little dog losing the group wants the dolls .

the duck wearing headphones records the singer’s harmonies and the guitar player’s melody.The duck wearing headphones records thedrummer’sbeatsandtheguitarplayer’smelody.The skunk wearing headphones records thedrummer’sbeatsandtheguitarplayer’smelody.The skunk wearing headphones records thesinger’sharmoniesandtheguitarplayer’smelody.

the snake trailing the skunk carries a pair of scissors.The skunk trailing the snake carries a pair of scissors .The snake training the skunk carries a small shovel .The skunk trailing the snake carries a small shovel .

the cow waving the flag watches the boasts.Thecowwavinggood-byewatchesthepassers-by.Thezebrawavinggood-byewatchestheboats.Thezebrawavingtheflagwatchesthepassers-by.

the capable horse erecting the background scene balances gracefully on the leaning ladder.Thecapablehorsepaintingthebackgroundscenehangsdangerouslyfrom the leaning ladder .Thecreativecaterectingthebackgroundscenebalancesgracefullyontheleaningladder .Thecreativecatpaintingthebackgroundscenebalancesgracefullyontheleaningladder .


tWiSted pictuReS

double embedding


the cat that pushes the cow that has a blue hat has a yellow jacket.The cat that pushes the cow that has a yellow hat hasabluejacket.The cat that pushes the cowthathasabluehathasabluejacket.The cat that pushes the cow that has a yellow hat has a yellow jacket .

the mouse that dances on the spool that is large is small.The mouse that dances on the spool that is small is large .The mouse that dances on the spool that is small is small .The mouse that dances on the spool that is large is large .

the dog that whirls beside the raccoon that is playing a horn wears a blue, flowered dress.Thedogthatwhirlsbesidetheraccoon that is playing horn wears a blue,pinstripedsuit.Thedogthatwhirlsbesidetheraccoon that is playing the drums wearsablue,flowereddress.Thedogthatwhirlsbesidetheraccoon that is playing the drums wearsablue,pinstripedsuit.

the monkey that seeks the skunk that is hiding is fat.The monkey that seeks the skunk that is hiding is thin .The monkey that seeks theskunkthatisclimbingis tall .The monkey that seeks the skunkthatisclimbingisshort .

the beach balls that hang in a bunch near the table that is blue are striped.Thebeachballsthathanginabunchnearthetablethatisyellow are striped .Thebeachballsthathanginabunchnearthetablethatisblueare spotted .Thebeachballsthathanginabunchnearthetablethatisyellow are spotted .

the singing horse that entertains the crowd that is disorderly bows and gestures to the bandleader pig.The singing horse that entertains the crowd that is disorderly throws the tomatoes .The singing horse that entertains the crowdthatisslumberingbowsandgesturestothebandleaderpig.The singing horse that entertains the crowdthatisslumberingthrowsthetomatoes .


tWiSted pictuReS

double embedding


the dog that played with the cat that has a green ball has a white ball.The dog that played with the cat that has a white ballhasawhiteball.The dog that played with the cat that has a green ballhasagreenball.The dog that played with the cat that has a white ballhasagreenball.

the rabbit that skirted the crowd that is booing is crawling.Therabbitthatskirtedthecrowdthatisbooingisrunning.Therabbitthatskirtedthecrowd that is cheering is crawling .Therabbitthatskirtedthecrowd that is cheering is running .

the duck that thanks the contest official that clutches a prize weeps for joy.The duck that thanks the contest official that clutches a violin weeps for joy .The duck that thanks the contest official that clutches a violin glares bitterly.The duck that thanks the contest official that clutches a prize glares bitterly.

the chicken that taps the snake that is flying the kite is smiling.The chicken that taps the snake that is holding the balloonsissmiling.The chicken that taps the snake that is flying the kite is frowning .The chicken that taps the snake that is holding the balloonsisfrowning.

the horse that is stacking the prizes that are big is tall.The horse that is stacking the prizes that are small is tall .The horse that is stacking the prizesthatarebigisshort.The horse that is stacking the prizes that are small is short .

the musical street performers that captivate the crowd that is gathered on the dirty train platform are clasping brass instruments.The musical street performers that captivate the crowd that is consulting a posted map are clutching money .The tired workers that watch the musical street performers that are clutchingmoneyareclaspingbrassinstruments .The tired workers that watch the musical street performers that are consultingmapsareclaspingbrassinstruments .


tWiSted pictuReS

object Relativization: Subject-veRb (Sv)


the skunk comforts a monkey that is crying.The skunk comforts a monkey that is smiling .The monkey comforts a skunk that is crying .The monkey comforts a skunk that is smiling .

the horse chooses the skunk that is hiding behind a pole.The skunk chooses the horse that is waving and leaping .The horse chooses the skunk that is waving and leaping .The skunk chooses the horse that ishidingbehindapole.

the tall, well-dressed conductor praises the pretty, but messy-haired, piano player that bows deeply.Thetall,well-dressedpianoplayerpraisesthepretty,butmessy-haired,conductorthatnodsgently .Thetall,well-dressedconductorpraisesthepretty,butmessy-haired,pianoplayerthatnods gently .Thepretty,butmessy-haired,pianoplayerpraisesthetall,well-dressedconductorthatbowsdeeply.

the zebra trips a cow that is snacking.Thecowtripsazebrathatis snacking .Thezebratripsacowthatis reading .Thecowtripsazebrathatis reading .

the zebra helps the bewildered duck that is searching for the exit.Theduckhelpsthebewilderedzebrathatissearchingfortheexit.Theduckhelpsthebewilderedzebrathatissearchingfortherestroom .Thezebrahelpsthebewilderedduck that is searching for the restroom .

the poor songwriter approaches the well-dressed singer who exits at the theater’s back entrance.Thepoorsingerapproachesthewell-dressedsongwriterwhoexitsatthetheater’sfrontentrance .Thewell-dressedsongwriterapproachesthewell-dressedsingerwhoexitsatthetheater’sfront entrance .Thewell-dressedsongwriterapproachesthepoorsingerwhoexitsatthetheater’sbackentrance .

the cat follows the dog that is roller-skating.The dog follows the cat thatisroller-skating.The cat follows the dog thatisskateboarding.The dog follows the cat thatisskateboarding.

the observant cat recognizes the pig that is speaking.Theobservantpigrecognizesthecat that is speaking .Theobservantcatrecognizesthepig that is listening .Theobservantpigrecognizesthecat that is listening .

the singing mother cat calms the tired kitten that had been playing all day.The tired kitten calms the singing mother cat thathadbeensleepingallday.The tired mother cat calms the singing kitten thathadbeensleepingallday.The singing mother calms the singing kitten thathadbeenplayingallday.

the cow that sprays the zebra is wet.Thezebrathatspraysthecow is wet .The cow that sprays the zebraisdry.Thezebrathatspraysthecow is dry .

the cow avoided the snake that was calling loudly outside the show.The snake avoided the cow that was calling loudly outside the show .The cow avoided the snake that was sleepingbehindthetent.The snake avoided the cow that was sleepingbehindthetent.

the thin, concert-organizing chicken telephones the fat, opera-singing dog that eats constantly.The thin, opera singing dog telephones the concert organizing chicken that eats at mealtime .The fat, concert organizing chicken telephones the thin, opera singing dog that eats at mealtime .The thin, opera singing dog telephones the thin, concert organizing chicken that eats constantly .


tWiSted pictuReS

object Relativization: Svo


the pig rowed a skunk that dropped an umbrella.The skunk rowed a pig that droppedanumbrella.The pig rowed a skunk that ate a sandwich .The skunk rowed a pig that ate a sandwich .

the dog alarms the cat that buries the map under the boardwalk.Thecatalarmsthedogthatburiesthemapundertheboardwalk.The dog alarms the cat that hides somesunflowersbehindherback.The cat alarms the dog that hides somesunflowersbehindherback.

the lively zebra tunes the polished piano that occupies the center of the stage.The weary cow tunes the polished piano that occupies the center of the stage .The lively cow tunes the polished piano that occupies the center of the stage .Thewearyzebratunesthepolishedpiano that occupies the center of the stage .

the dog passes the snake that is eyeing an apple.The snake passes the dog that is eyeing an apple .The dog passes the snake that is wearing glasses .The snake passes the dog that is wearing glasses .

the rabbit commands the monkey that secures the poster to the pole.Themonkeycommandstherabbitthat secures the poster to the pole .Therabbitcommandsthemonkeythatsecurestheballoonstothecart.Themonkeycommandstherabbitthatsecurestheballoonstothecart.

the laughing monkey cheers the dancing duck that plays the violin.The dancing duck cheers the laughing monkey that plays the violin .The laughing monkey cheers the dancing duck that wears a green jacket .The dancing duck cheers the laughing monkey that wears a green jacket .

the zebra kissed the monkey that is holding a flower.Themonkeykissedthezebrathat is holding a flower .Thezebrakissedthemonkeythat is holding a watermelon .Themonkeykissedthezebrathat is holding a watermelon .

the pig cheered the cow that upset every bottle in the row.The cow cheered the pig that upset everybottleintherow.The pig cheered the cow that ate all theblueberrypies.The cow cheered the pig that ate all theblueberrypies.

the pushy raccoon urges the hesitant skunk that is studying music.The pushy skunk urges the hesitant raccoon that is studying dance .The pushy raccoon urges the hesitant skunk that is studying dance .The pushy skunk urges the hesitant raccoon that is studying music .

the chicken aids the cat that is wearing a blue hat.The cat aids the chicken that iswearingabluehat.The chicken aids the cat that is wearing a red jacket .The cat aids the chicken that is wearing a red jacket .

the duck hushes the horse that plays his boom box too loudly.The horse hushes the duck that plays hisboomboxtooloudly.The duck hushes the horse that plays his horn during the magic trick .The horse hushes the duck that plays his horn during the magic trick .

the dog bothers the snake that likes hearing music with headphones.Thesnakebothersthedogthatlikeshearing music with headphones .Thedogbothersthesnakethatstudieshistorywithagiantbook.Thesnakebothersthedogthatstudieshistorywithagiantbook.


tWiSted pictuReS

cleFting


it’s the snake that the monkey is poking.It’sthemonkeythatthesnake is poking .It’sthecatthatthemonkey is poking .It’sthecatthatthesnakeispoking .

it’s the young skunk that the busybody cow is telephoning.It’stheyoungcowthatthebusybodyskunkistelephoning .It’stheyoungsnakethatthebusybodycowistelephoning .It’stheyoungskunkthatthebusybodysnakeistelephoning .

it’s the resistant chicken with the concert tickets that the duck is trying to convince.It’stheresistantduckwiththeconcerttickets that the chicken is trying to convince .It’stheresistantskunkwiththeconcerttickets that the duck is trying to convince .It’stheresistantchickenwiththeconcert tickets that the skunk is trying to convince .

it’s the monkey that the snake is paying.It’sthesnakethatthemonkey is paying .It’sthechickenthatthemonkey is paying .It’sthechickenthatthesnake is paying .

it’s the bewildered horse that the honest pig is tapping.It’sthebewilderedpigthatthe honest horse is tapping .It’sthebewildereddogthatthe honest pig is tapping .It’sthehonestdogthatthebewilderedpigistapping.

it’s the horse’s tail hair that the thoughtless dog is plucking and stringing.It’sthedog’stailhairthatthethoughtlesshorse is plucking and stringing .It’sthezebra’stailhairthatthethoughtless dog is plucking and stringing .It’sthehorse’stailhairthatthethoughtlesszebraispluckingandstringing .

it’s the zebra that the cow is calling.It’sthecowthatthezebrais calling .It’sthesnakethatthecowis calling .It’sthesnakethatthezebraiscalling

it’s the talented cat that the masked dog is helping.It’sthetalenteddogthatthemasked cat is helping .It’sthetalentedmonkeythatthe masked dog is helping .It’sthetalentedcatthatthemasked monkey is helping .

it’s the hard-working cow with the tuba that the friendly pig with the pushcart is assisting.It’sthefriendlypigwiththepushcartthatthehard-workingcowwiththetubaisassisting .It’sthehard-workingdogwiththetubathat the friendly pig with the pushcart is assisting .It’sthehard-workingcowwiththetubathat the friendly dog with the pushcart is assisting .

it’s the cat that the dog is following.It’sthedogthatthecatisfollowing .It’stheskunkthatthecatis following .It’stheskunkthatthedogis following .

it’s the popular pig that the merry zebra is finding.It’sthepopularzebrathatthemerrypigisfinding.It’sthepopularbirdthatthemerryzebraisfinding.It’sthepopularpigthatthemerrycowisfinding.

it’s the hidden cat that the curious monkey glimpses.It’sthehiddenmonkeythatthecuriouscat glimpses .It’sthehiddensnakethatthedisinterested cat glimpses .It’sthehiddencatthatthedisinterestedsnake glimpses .


tWiSted pictuReS

Subject inFinitival clauSe


to catch the ball is what the cat really likes to do.Tocatchtheballiswhatthe dog really likes to do .To read is what the cat really likes to do .Toskateboardiswhatthedog really likes to do .

to capture the crawfish is what the dog really wants to do.Tocapturethecrawfishiswhatthe cat really wants to do .To jump in the ocean is what the dog really wants to do .Tofishiswhatthecatreallywants to do .

to startle the drummer is what the sneaky chicken holding the gong is hoping to do.To relax with a soda is what the sneaky chicken holding the gong is hoping to do .To startle the sneaky chicken is what the drummer holding a soda is hoping to do .To calm the sneaky chicken is what the drummer holding the gong is hoping to do .

to eat cake is what the zebra really likes to do.To eat cake is what the cow really likes to do .To eat a sandwich is what thezebrareallylikestodo.To eat a sandwich is what the cow really likes to do .

to satisfy his thirst is what the skunk really likes to do.To satisfy his hunger is what the skunk really likes to do .To satisfy his thirst is what the monkey really likes to do .To satisfy his curiosity is what the skunk really likes to do .

to organize the relaxed musicians is what the angry cat really wants to do.To play his guitar is what the happy pig really wants to do .To organize the relaxed musicians is what the angry skunk really wants to do .To sit on the couch is what the angry cat really wants to do .

to swim is what the dog really likes to do.To swim is what the snake really likes to do .Tofishiswhatthedogreally likes to do .Tofishiswhatthechickenreally likes to do .

to catch the cloth is what the skillful zebra really likes to do.TocatchtheFrisbeeiswhattheskillfulzebrareallylikestodo.To catch the cloth is what the skillful pig really likes to do .Tocatchtheballiswhattheskillful pig really likes to do .

to repeat her prize-winning performance is what the raccoon wants to do.Torepeathisprize-winningperformance is what the pig really wants to do .Toputupabanneriswhatthepigreally wants to do .To scrap her violin is what the raccoon really wants to do .

to sit in the shade is what the pig really likes to do.To sit in the shade is what the dog really likes to do .To eat watermelon is what the pig really likes to do .To eat watermelon is what the dog really likes to do .

to delight the crowd is what the dancing cow really likes to do.To delight the crowd is what the dancing horse likes to do .To pester the crowd is what the dancing cow really likes to do .To pester the crowd is what the dancing horse really likes to do .

to combine the sounds of different musical instruments is what the creative raccoon really likes to do.Tocombinethesoundsofdifferentmusical instruments is what the creative skunk really likes to do .To enjoy the performance of the street musician is what the pleased raccoon really likes to do .Toplayadirtyoldfiddleiswhatthecreative skunk really likes to do .


book monkeyS

GOal➤ To build paragraph comprehension skills.

OBjecTIVeS➤ Read for literal meaning, cause and effect relationships and

inferential comprehension.➤ Improve working memory.➤ Improve vocabulary skills.

SKIllS cognitive SkillS Memory — Hold in working memory the gist of the paragraph, as

well as important details, to answer the questions correctly, and readandcomprehendlonger,morecomplicatedtexts.

Reading/language aRtS SkillS ➤ Literal comprehension — Recall facts from the paragraph, such

as the main point. ➤ Causativecomprehension—Buildcauseandeffectrelationships. ➤ Inferentialcomprehension—Workwithvarioushypotheses

neededtobeformedinordertounderstandthetext. ➤ Vocabulary—Developadvancedvocabulary1to3gradelevels

above the vocabulary level appearing in longer paragraphs; build automatic word recognition.


Book Monkeys

DescriptionBook Monkeys helps the participant improve paragraph comprehension in the following ways:

➤ liteRal compRehenSion: Book Monkeys presents questions that ask the student to recall facts from the paragraph, such as the main point. The ability to extract the main point from a para-graph – the gist – contributes to comprehension of longer passages.

➤ cauSative compRehenSion: Book Monkeys presents questions about the cause of the events within the paragraph. Understanding cause and effect is important for comprehending and remembering text.

➤ inFeRential compRehenSion: Book Monkeys presents questions that ask the student about various hypotheses he or she needs to form in order to understand the text, such as to whom a pronoun refers and what the best title for the paragraph might be. Inferential comprehension is crucial for understanding the links between concepts and building a coherent gist for the entire passage.

➤ WoRking memoRy: The student must hold in working memory the gist of the paragraph, as well as important details, to answer the questions correctly. Developing working memory abilities helps the participant not only keep the gist of the paragraph in mind but also read and compre-hend longer, more complicated texts.

reaDInG currIculuM STanDarDS (Note: Book Monkeys also presents instruction that is above and below grade level)

➤ Use sentence and word context to find meaning of unknown words.➤ Understand and be able to use complete and correct declarative, interrogative, and

imperative sentences.➤ Identify pronouns.➤ Demonstrate comprehension by pinpointing answers in text.➤ Recall and summarize major points in text.➤ Make predictions about coming information.➤ Distinguish main idea and supporting details in expository text.➤ Distinguish cause and effect.➤ Extract appropriate and significant information from text, including problems

and solutions.➤ Determine the underlying theme or author’s message in fiction and nonfiction.


Book Monkeys

➤ vocabulaRy: As the participant progresses, Book Monkeys presents longer paragraphs that use more advanced vocabulary words. In addition, Book Monkeys regularly ask the student to identify the meaning of a word that is from 1 to 3 grade levels above the vocabulary level of the paragraph. Vocabulary skills contribute to automatic word recognition, an important factor in fluent reading.

Monkeying around in the library and not putting the books where they belong has left the library in a big mess. The student helps the librarian get the library back in order.

How Students Work on Book MonkeysWhen the student clicks the yellow paw, a monkey dangles an open book on the screen. The student must first read the displayed paragraph, click the Done Reading button, and then read the librarian’s question. Several scholarly monkeys display possible answers to the question, and the student must choose the correct answer.

After the student has answered two questions about the paragraph, Book Monkeys displays the para-graph again to help the student refresh his or her memory. The librarian asks six questions about each paragraph; the paragraph reappears after the student has answered the second and fourth questions.

How Students Progress through Book MonkeysBook Monkeys progresses through three levels of difficulty as follows:

➤ level 1: The student works on paragraphs of around 6 sentences; each sentence contains, on aver-age, 10 to 11 words. Questions are easier than level 2. Words are at the 2nd grade level at highest.

➤ level 2: The student works on paragraphs of around 5 to 6 sentences; each sentence contains, on average, 9 to 10 words. Words are at the 2nd grade level at highest.

➤ level 3: The student works on paragraphs of around 7 sentences; each sentence contains, on aver-age, 9 to 12 words. Words are at the 3rd grade level at highest.

At each level, Book Monkeys presents four nonfiction paragraphs and six fiction paragraphs. After the student has read a paragraph, Book Monkeys asks the student:

➤ Two literal questions of a true-false nature (This story does not tell you...)


Paw Space barDone Reading Space barResponses, top left to bottom right Number keys 1 through 4


Book Monkeys

➤ Two causative questions regarding causes of events within the paragraph (The animals dig the holes first because...)

➤ Two inferential questions that require the student to formulate a hypothesis about certain compo-nents of the paragraph. The two inferential questions are chosen from four possible types:

➤ The most appropriate title for the paragraph (The best title for this story is...)

➤ What is most likely to happen next (Which sentence would most likely come next?)

➤ The meaning of a particular word (The word “mayor” means...)

➤ Whom or what a particular pronoun refers to (The word “she” is talking about...)

At each level, the monkeys ask all types of inferential questions.


Book Monkeys

How Students Advance in Book MonkeysAfter Book Monkeys presents a paragraph and six questions about that paragraph, Book Monkeys evaluates the student’s responses. If the student answered all six questions correctly, Book Monkeys activates the yellow paw and allows the student to go on to the next paragraph. If the student has not answered a question correctly, Book Monkeys gives the student two more tries at it.

Book Monkeys allows the student to revisit incorrectly answered questions for two reasons. One is to accommodate the working memory capacity of young students; a student may have answered the question incorrectly simply because he or she could not remember the paragraph well enough. If so, the student will do better after reading the paragraph again. The second reason is that the student may not have developed the skills necessary to comprehend and extract the main point of a passage. By giving the student the chance to rethink his or her reading strategy, Book Monkeys guides the student toward reading for comprehension and retention of the salient points of a text.

During the student’s second attempt to answer a question correctly, Book Monkeys displays the para-graph again and the librarian repeats the question. The monkeys give the student the same four choices, but Book Monkeys grays out and deactivates the incorrect answer the student chose the first time.

After the student responds, Book Monkeys displays another question that wasn’t correctly answered (if there are any). After Book Monkeys cycles through all the questions that the student didn’t answer correctly the first time around, Book Monkeys evaluates the student’s responses. If the student still has not answered a question correctly, Book Monkeys gives the student one last attempt.

During the student’s third attempt to answer a question correctly, Book Monkeys displays the paragraph again and the librarian repeats the question. The monkeys give the student the same four choices, and Book Monkeys grays out and deactivates both incorrect answers that the student chose the first two times. If the student answers correctly, Book Monkeys displays the next question that has not yet been correctly answered (if any). If the student doesn’t choose the correct answer on the third try, Book Monkeys highlights the correct answer.

Book Monkeys does not give the student a fourth try at questions that the student has not answered correctly; after the third round of attempts, Book Monkeys activates the yellow paw and allows the student to progress to the next paragraph.

After the student has completed all the trials in one level, Book Monkeys evaluates all the trials for that level. In evaluating trials for advancement, Book Monkeys only considers the student’s first response to each question. If the student has chosen 90 percent of the answers correctly on the first try, Book Monkeys advances to the next level.


Book Monkeys

maSteRyBook Monkeys does not use plateau-based transitions to advance the student to the next level for the following reasons:

➤ Book Monkeys presents all categories of questions at all three levels.

➤ Level 2 increases the difficulty of the exercise by increasing the similarities between the target answer and the foils, but it does not increase the difficulty of the type of question asked.

➤ Level 3 increases the difficulty of the paragraph by increasing the number of sentences per para-graph, the sentence length, and the vocabulary level, but it does not increase the difficulty of the type of question asked.

Therefore, Book Monkeys requires the student to work on the trials at Level 1 until he or she achieves 90 percent accuracy. At that point, the student is better prepared to work on the same types of ques-tions at a higher level of difficulty.

pointS aWaRded in book monkeySBook Monkeys awards points to the participant based on the following conditions

➤ coRRect anSWeRS: The participant earns 12 points for each trial that is correctly completed on the first attempt. The participant earns 6 points for a trial that is correctly completed on the second attempt and 3 points for a trial that is correctly completed on the third attempt.

➤ bonuS pointS: After the participant completes 10 trials correctly, Book Monkeys rewards the participant’s performance with 40 bonus points.


Book Monkeys

Book Monkeys Content

level 1

TodayI’mgoingtothebigsoccergame.TheDaringDonkeysareplayingtheGreatGoats.Bothteamsrunveryfast.Thedonkeysareverygoodatkickingwiththeirbackfeet.Thegoatsaregreatatusingtheirheadstosendtheballflying.Whoeverwinstodaywillbethecitychampions!

(lITeral)

Which sentence is false? the great goats play baseball. The goats are great at using their heads . The game today is important . The donkeys are very good at kicking .

it is true that _______________________________________. both teams run very fast the Daring Donkeys will win the Great Goats are slow today’sgameisnotimportant

(cauSaTIVe)

the donkeys are special because they kick with their back feet are good runners movetheballwiththeirheads arebiggerthangoats

the goats are special because they hit the ball with their heads chase the donkeys always win every game kickwiththeirbackfeet

(InFerenTIal)

the best title for this story is a big Soccer game The Great Goats The Daring Donkeys I love Soccer

the story says, “Whoever wins today will be the city champions!” the word “champions” most likely means winners losers players goats


Book Monkeys

The animal city swimming pool is a popular place . everyone is welcome as long as they act nicely . In hot weather you might see dogs, ducks, alligators, and even a hippopotamus swimming together . Inthewinterthepoolisfullofpolarbears,seals,andpenguins.Hotorcold,youwon’tseelions,panthers,orhousecats.Mostcatsdon’tlikegettingwet!

(lITeral)

Which sentence is false?ducks won’t swim with dogs.The swimming pool is popular .alligators swim in hot weather .Polarbearsswimincoldweather.

it is true that _______________________________________.

alligators enjoy swimmingall dogs love cold waterpanthers swim in the summerducksaren’twelcome

(cauSaTIVe)

you might see polar bears in winter because they

like to swim in cold weatherlike hot weatherneed a lot of roomwon’tswimwithcats.

you won’t see cats swimming because they

don’t like getting wetare afraid of other animalsaren’twelcomeatthepooldon’tknowhowtoswim

(InFerenTIal)

this story is mostly aboutthe animal city swimming poolswimming in cold waterdogs and duckswhy lions swim

the story says, “the animal city swimming pool is a popular place.” the word “popular” most likely means

well-likedemptynot likedsmall


Book Monkeys

Mostbigcitiesarebusybydayandmuchquieteratnight.AnimalCityisveryactiveatnight.That’sbecausemanyanimalscomeoutonlyatnight.Thesenighttimeanimalssleepallday.Onceitgetsdark,bats,owls,hamsters,andmanyotherswakeup.Theywillstayawakeuntilthesuncomesupagain .

(lITeral)

Which sentence is false?animal city is quiet at night.Owls come out at night .hamsters sleep during the day .Mostcitiesarebusybyday.

it is true that _______________________________________.

nighttime animals sleep during the daymostcitiesarebusyatnightnighttimeanimalsdon’tneedsleepowls are afraid of the dark

(cauSaTIVe)

bats sleep during the day because theyare up all nightdon’tlikenoiselikebrightlightare lazy

animal city is different from other cities because it is

busy both night and daybusyduringthedayonlybusyatnightquietatnight

(InFerenTIal)

Which sentence would most likely come next in the story?

then they will head off to bed.Theyenjoyworkingbyday.hamsters enjoy the sunshine .Nowthecityisquiet.

the story says, “animal city is very active at night.” the word “active” most likely means

busyslowfunscary


Book Monkeys

MyfriendRogerisafennecfox.HecomesfromthedesertinAfricaandhashugeears.Hisbigearshelphimhearvery,verywell.Hecanheartinybugsmovingunderthesand.RogerhasaveryspecialjobinAnimalCity.Hegoesfromhousetoschooltomusichalltuningpianos.

(lITeral)

you would find a fox like Rogerin africaunder the sandinside treeson a farm

Which sentence is false?Roger doesn’t hear well.Rogerhasaspecialjob.roger has huge ears .roger is a fox .

(cauSaTIVe)

Roger has big ears becausethey help him hear betterhe is a foxhe is from africahe is afraid of noise

Roger can find tiny bugs because hecan hear them movingcan smell them hidingdigs into the sandcan see through the sand

(InFerenTIal)

the best title for this story would beRoger the Special Foxhow to Find BugsStoptheNoise!life in africa

Which sentence would most likely come next?because of Roger, the music sounds better.Hecan’ttuneafish,though.People shout and yell at him .roger wishes his ears were smaller .


Book Monkeys

Wejustsawashowcalled“MiceonIce.”Wejoinedthecrowdattheice-skatingrink.Ontheicewerehundredsofmiceinbeautifulcostumes.Theyworetinyiceskatesanddidspinsandjumpstomusic.Attheend,theyformedalonglineholdingeachother’stails.Astheyracedacrosstheice,thecrowdclapped and clapped .

(lITeral)

it is true thatthe mice wore tiny ice skatesmicedon’thavetailsthe show is called “Iced Mice”not many people came

Which sentence is false?the mice didn’t skate very well.a crowd watched the show .The mice did spins to music .The show was at a skating rink .

(cauSaTIVe)

the mice wore tiny ice skates becausemice have tiny feettheyheldeachother’stailsthey jumped to the musicthe crowd told them to

the crowd clapped becausethe show was endingthey were afraid of micethey were very coldthe show was starting

(InFerenTIal)

the best title for this story would bemice on SkatesMiceCan’tSkateATerribleNightlearning to jump

the story says, “on the ice were hundreds of mice in beautiful costumes.” the word “costume” most likely means

special clothingice skatesmusiclarge crowds


Book Monkeys

Let’svisittheFarm-AnimalFoodMarket.Thereisalargedepartmentwithseedsforchickens,ducks,and geese . There is a room full of dried oats for the horses . There are piles of different grasses for the cowsandsheep.Mostfarmanimalslikethefruitandvegetabledepartment.Becausepigswilleatrotten food, there is a smelly room just for them .

(lITeral)

Which sentence is false?there are cakes for sale.The market has many different foods .The store is especially for farm animals .Birds shop at the market .

it is true thatpigs will eat rotten foodnot many animals like fruitcowsdon’teatgrassall animals eat the same food

(cauSaTIVe)

the store has many departments becausedifferent animals like different foodsall animals enjoy eating the same thingmost farm animals like fruitsthebiganimalshurtthesmallanimals

pigs have a special room becausetheir food is smellypigsdon’tgetalongwithhorsesorsheepthey only like eating seedspigsnevereatfruitorvegetables

(InFerenTIal)

this story is mostly aboutone store where animals shopmany places animals like to visitwhy cows eat grassa good place to take your dog or cat

Which sentence would most likely come next?i’d rather not go in there!They share it with the horses .Pigs eat only fresh food .Mostsheepdon’tliketoshop.


Book Monkeys

SpringisaspecialtimeinAnimalCity.That’sbecausesomanyanimalshavetheirbabiesinspring.Youcanseenewlambsplayinginflocksofsheep.Intheparks,youcanwatchcalvesfollowingtheirmothercows.Youcanhearbabybirdschirpingfromnestshighinthetrees.Iespeciallylikewatchingfoals learning to run like stallions and mares .

(lITeral)

Which sentence is false?baby birds are born in the fall.Manybabyanimalsareborninspring.Youcanseesomebabiesintheparks.Spring is special in animal city .

it is true thatmany animal babies are born in springbabybirdscan’tchirpcalves live high in the treesfewanimalbabiesareborninspring

(cauSaTIVe)

you can hear baby birds because theyare chirpinglive in nestsare hiding in treesmake more noise than cows

Spring in animal city is a special time becausemany baby animals are bornthe weather is so warmthecitiesparksarebeautifullambsplaygames

(InFerenTIal)

the words “stallions and mares” most likely mean

adult horsesyoung sheepanimals who runbabycows

the story says, “in the parks, you can watch calves following their mother cows.” the word “calves” most likely means

baby cowsmother cowsgroups of pigscity people


Book Monkeys

all people need fresh water to live . That is why most large cities are near fresh water . cities near a lake orriverhaveasteadysupplyoffreshwaterclose-by.Thoseinthedesertornearthesaltwateroceanmay not . These cities must get fresh water from other places . Their water is carried to them through pipes from freshwater rivers and lakes .

(lITeral)

Which sentence is false?cities near lakes have a supply of salt water.all people need fresh water .Most large cities are near fresh water .Water is carried through pipes .

it is true thatall people need fresh waterfew large cities are near fresh waterdeserts have plenty of fresh waterall rivers and lakes have salt water

(cauSaTIVe)

cities in the desert get water piped in becausethere is no fresh water nearbythere are many rivers in the desertthey need salt waterdesertpeopledon’tneedwater

cities near the ocean get fresh waterfrom rivers and lakesright from the oceansent from the desertonly from rain

(InFerenTIal)

the best title for this story would beWater for citiesLifebesidetheOceanDesert lakesAllaboutPipes

the story says, “their water is carried to them through pipes from freshwater rivers and lakes.” the word “their” is talking about

cities not near lakes or riverscities near lakespeople in americarivers and lakes


Book Monkeys

Mosttallbuildingshaveelevators.Elevatorscarrypeopleandthingsbetweenfloors.First,youpressabuttontochoosewhethertogoupordown.Whentheelevatorarrives,getinandchoosethenumberfortheflooryouwant.Abellringstosignalthatyouhavearrivedattherightfloor.IlikeelevatorsbecauseI’drathernotclimbhundredsofstairs!

(lITeral)

Which sentence is true?elevators go up and down.Allbuildingshaveelevators.elevators carry only people .Tallbuildingsneverhavestairs.

Which sentence is false?tall buildings never have stairs.Mosttallbuildingshaveelevators.elevators go up and down .you must choose which floor you want .

(cauSaTIVe)

you press an elevator button becauseyou must choose which floor you wantyoudon’twantthedoorstoopensomeone asks you toabellisringing

Some people like elevators becausethey are faster and easier than stairselevators only go upelevatorswerebuiltlongagotheyareafraidoftallbuildings

(InFerenTIal)

the story says, “a bell rings to signal when you have arrived at the right floor.” the word “signal” most likely means

give a cueringlikeabellstart a songnice or kind

Which sentence would most likely come next?climbing stairs makes me tired.Iloveclimbingstairs.Elevatorsaren’tveryuseful.That’swhyIdon’tlikeelevators!


Book Monkeys

Citiesoftenhonorimportantpeopleandevents.Theymightbuildamonumenttohelppeoplerememberaspecialtime.Somemonumentshonorwarheroes.Othermonumentshonorimportantleaders, such as presidents . Most have a sign telling you what the monument is for . When you look at themonumentandreadthesign,youarelearningaboutacity’shistory.

(lITeral)

Which sentence is false?monuments never honor leaders.Monumentshelppeopleremember.Some monuments have signs .cities often honor people .

it is true thatmonuments help people remembermonuments never have signsyoucan’tlearnanythingfromamonumentcities never honor events

(cauSaTIVe)

cities build monuments because theywant to honor an important person or timedon’tlikebuildingsignsaretryingtoforgetthecity’spastneed a place for people to live

most monuments have signs becausethey explain what the monument is forpeople should practice readingcity people like signsleadersshouldn’tbeforgotten

(InFerenTIal)

the best title for this story would becity monumentsRememberingWarParks of the cityWho likes history?

this story is mostly aboutwhat monuments are forhowmonumentsarebuiltwhy presidents are importantwho studies history


Book Monkeys

Ifyoulikebaseball,youmightenjoylivinginabigcity.AlmosteverylargecityinAmericahasitsownbaseballteam.Ifyoubuyaticket,youcanvisittheballpark.Youcansitwithotherfansandcheerforyourfavoriteteam.ChicagoandNewYorkhavetwoteamseach!Iguesspeopleinthosecitiesarecrazyaboutbaseball.

(lITeral)

this story does not tell youthe rules for playing baseballtwocitieswherebaseballisplayedif you will need a ticketwhether or not you can cheer

it is true thatnew york has two baseball teamsChicagohasonlyonebaseballteamonlyafewlargecitieshavebaseballteamseverycityhastwobaseballteams

(cauSaTIVe)

you can visit a ballpark because youbuy a ticketareagoodballplayerare at least eight years oldarecrazyaboutbaseball

the writer of this story thinks people in new york and chicago are crazy about baseball because

both of those cities have two teams eachthey travel long distances to see a gamethey cheer louder than other fansthe writer lives in new york

(InFerenTIal)

the best title for this story would bebig-city baseballWhyILoveBaseballLet’sVisitChicagoAHitter’sGame

Which sentence would most likely come next in the story?

i wonder how they choose which team to watch.NewYorkhasthreebaseballteams!Theyprobablylikebasketball,too.It is more fun to visit the country .


Book Monkeys

Bigcitiesusuallyhaveseverallargehighways.Ittakesmanyyearstoplanandbuildthem.First,thecitygovernmentusesamaptodecidewherethehighwayshouldgo.Next,theybuyallthenecessaryland . Then, hundreds of workers remove anything on that land . Over several years, the new road is built.Whenitisfinished,cars,trucks,andbusseswilluseiteveryday.

(lITeral)

you can tell from this story thatmany people work together to build a new highwayitiseasytobuildahighwaymost cities have too many old roadshighways are not very useful

Which sentence is false?most highways are built quickly.highways take a lot of planning .The government helps to make decisions .Many workers clear the land .

(cauSaTIVe)

the city government uses a map becausethey need to plan where the highway should goitishardtofindyourwayonahighwaythe workers often get lostthey sell maps to earn money

a highway takes years to build becauseit is a big job using many peopletruckswon’tgetoutofthewayevery worker has to votemostcitypeopledon’tlikehighways

(InFerenTIal)

the story says, “First, the city government uses a map to decide where the highway should go.” the word “highway” means

a main roadaroadbuiltonahighbridgeany road that only trucks usea map of a large city

the story says, “next, they buy all the land needed for the highway.” the word “they” is talking about

the city governmentthe highwayscars and truckspeople who clear the land


Book Monkeys

level 2

Many animals work together at the city Flower Garden . First, dogs and foxes dig all the holes for the plants.Thenbirdsdropseedsintotheholes.Raccoonswatertheseedssotheywillgrow.Sheepandcows especially like eating grass .

(lITeral)

this story is aboutanimals working togethera visit to a gardenhow flowers growkeeping a garden neat

this story does not tell youraccoons dig holescows eat grassanimals work togetherbirdsplanttheseeds

(cauSaTIVe)

the animals dig the holes first becausethen there is a place for seedsdogsandfoxesworkharderthanbirdssheeparebestatdiggingtheraccoonsliketogofirst

the raccoons water the seeds becauseseeds need water to growthe dogs tell them tothey like tothe grass needs water

(InFerenTIal)

Which sentence would most likely come next?they keep the grass nice and short.Thecowshelpthebirdsplantseeds.Thefoxesalwaysfightwiththedogs.raccoons always come late .

the story says, “Sheep and cows especially like eating grass.” the word “especially” most likely means

very muchwon’ttrydon’tlikenever will


Book Monkeys

Thecityneedsaleadertobeincharge.Everyfouryears,theanimalsvoteformayor.Thisyear,atigerwon and now she runs the city . She is very smart and strong . all the animals like her even though she hassharpteeth!

(lITeral)

this story is aboutwho runs the cityhow animals votewhat tigers are likehaving sharp teeth

it is true thatthe animals chose the tigermostanimalsdon’tliketigerseveryanimaldoesn’tvotethecitydoesn’thavealeader

(cauSaTIVe)

the animals vote for a leader becausesomeone must run the citythe tiger has sharp teethtwo years have passedtigers are very smart

every four years, the animalsvote for a new mayorvote for a tigerlike their leaderchoose a new tiger

(InFerenTIal)

the word “she” is talking aboutthe tigerall animalsa voterevery leader

the word “mayor” meanssomeone in charge of the citya very mean tigera city animalsomeone who votes


Book Monkeys

Thecityhasbussesandtrains.Theytaketheanimalsfromplacetoplace.Alotofthesloweranimalsride on them . you might ride with a hen, a turtle, or some pigs . Fast animals would rather run or fly .

(lITeral)

many slow animalsride on busses and trainslike to rundon’twanttoridealways go from place to place

you can tell thatfast animals don’t often ridefast animals always ride trainspigs like to runslow animals never ride

(cauSaTIVe)

you might ride with a hen becausehens ride on busses and trainsturtlesdon’tliketoridepeople always ride on trainspigswon’tride

Fast animals don’t take busses because theywould rather run or flydon’tlikeslowanimalswould all rather flyonly like to take trains

(InFerenTIal)

the best title for this story ishow animals get aroundTheCity’sTrainsWhat Fast animals likePigs, hens, and Turtles

Which sentence would most likely come next?you won’t see a horse on your bus!Youbetterbuyatickettoday.Why does the city have trains?Bussesarebetterthantrains.


Book Monkeys

Manysnakesaregoodatclimbingtrees.Thatiswhytheyfixthecity’sstreetlights.Whenalightbreaks,asnakeiscalledtothatstreet.Thesnakeascendsthelightpole.Soonthecitynightisbrightagain.

(lITeral)

Snakes fix lights because theyare good at climbing polesare not afraid of lightsknowthecityisbrightbreakalotofstreetlights

When snakes do their jobthe city night has lighttheyalwaysclimbtreeslightsneverbreakthe night is dark

(cauSaTIVe)

When a light breaks, snakes help because theyare good at climbing treeslive on the groundneed a lot of lightare very smart

Why does the story say, “Soon the city night is bright again?”

because the snakes fixed the lights.Becausethesnakesliketoclimb.Because the city needs lights .Becausethelightsarebroken.

(InFerenTIal)

the story says, “the snake ascends the light pole.” the word “ascends” most likely means

climbs upfixesjumps downbreaks

Which sentence would most likely come next?that snake can go home for the night.Toobadthosesnakescan’tclimb!It is very dark tonight in the city .Those snakes need to get some more help .


Book Monkeys

Abuildingisonfire!Quicklysomeonecallsthefiredepartment.Herecometheelephants,racingtothescene.Theyshootwaterfromtheirtrunksandsoonthefiregoesout.Theanimalsareluckytohaveelephant heroes .

(lITeral)

in this storya building is on fireanelephantisintroubleelephantsstartfiresthefirewon’tgoout

in this story, which of the following is false?elephants are afraid of fire.Elephantsshootwateronthefire.Someone calls for help .The animals feel lucky .

(cauSaTIVe)

the elephants hurry to the fire because theyare the fire departmentare good at runninglikewatchingfiresowntheburningbuilding

the fire goes out becauseelephants shoot water on itthereisabigrainstormthebuildingburnsdownthe animals have good luck

(InFerenTIal)

the elephants “shoot water from their trunks.” the word “trunks” most likely means

long nosestree partslarge earsbigsuitcases

the best title for this story isthe elephant heroesWhy Buildings BurnOne Sad Dayelephants on Fire


Book Monkeys

In a zoo, animals live in cages and glass houses . Our city does not have a zoo . If people visit our city, they will see all kinds of animals . They might even think that animal city is a giant zoo . except, of course, the animals are running free .

(lITeral)

you can tell from this story that animals in a zoo

often live in cageslive in animal cityrun freedon’tlikepeople

in animal city, which of the following is not true?

animals live in cages.People who visit will see animals .animals are free in their city .AnimalCitydoesn’thaveazoo.

(cauSaTIVe)

people who visit animal city will seeanimals running freeonly three kinds of animalsa giant zooa city full of people

people might think animal city is a giant zoo because

they will see all kinds of animalsthere are many zoos thereall the animals live in cagespeople like zoos

(InFerenTIal)

the best title for this story would beno zoos here!I like Zooshow animals liveLet’sBuildZoos

Which sentence would most likely come next?you won’t see any cages.Youwon’tseeanybuildings.Theanimalswillbefighting.Theyarebuildinganewzoo.


Book Monkeys

Thestreetsinabigcitycangetverydirty.Mostcitieshavespecialtruckscalledstreetsweeperstocleanupthelitter.Thesetruckshavelargebrushesthatremovethelitterfromthestreet.Allthecarsmustmoveoffthestreetwhenitisbeingcleaned.

(lITeral)

Street sweepers clean the streets becausethe streets are dirtythey are special trucksthey dropped the litterthecarswon’tmoveaway

Which of the following is false?cars use brushes to sweep streets.Street sweepers are trucks .Street sweepers clean up litter .cars must move off the street when streets are cleaned .

(cauSaTIVe)

the brushes on street sweepersremove the litter from the streetmove cars off the dirty streetneedtobecleanedveryoftenhelp cars to stay clean

the cars must move becausethe street sweeper is comingthe city is getting darkthe police told them tolitterisremovedbythetruck

(InFerenTIal)

the best title for this story islet’s clean the Streetsclean up Those carshow to Build a Street Sweeperlitter and Brushes

Which sentence would most likely come next?now the street sweeper has room to clean.Street sweepers are special trucks .Most cities get very dirty .Weneedtofindawaytostoplitter.


Book Monkeys

Manycitieshavetheaterswhereyoucanwatchaplay.Ifyoubuyaticket,youcanseeactorsworkonstage.Actorswearcostumesandpretendtobesomeoneelse.Theymightsing,dance,ormakeyoulaugh . When the play is over, you clap to show you enjoyed it .

(lITeral)

this story is aboutseeing a playwearing costumeswhat cities havewhy actors live in cities

it is true thatactors work on stageall plays are done in the countryactors always go see playsactors clap after a play

(cauSaTIVe)

you clap to show you enjoyed the playget a ticket to the playpretend you are someone elseput a play on in a city

you can see actors workif you buy a ticketif you are wearing a costumebecauseyouhaveclappedbecauseyoucansinganddance

(InFerenTIal)

the best title for this story isSeeing a playhow to Buy a TicketWearing costumesWhy We clap

the story says, “they might sing, dance, or make you laugh.” “they” is talking about the

actorspeople watchingtheaterplays


Book Monkeys

Bigshipscometothecityharbor.Theshipsarebringingnecessarysupplies.Theshipscomeacrossoceansandrivers.Theshipsdockatthecity’sharborandunloadtheircargo.Everyoneinthecityisthankful for this cargo . now they have things they need to live and work .

(lITeral)

it is true thatships come to the harborshipsneverbringsuppliesno one likes shipsshipshavetroubledocking

this story is mostly aboutwhat ships do for a cityhow ships go across rivershow ships dockhowaharborworks

(cauSaTIVe)

the ships come to the city becausethey are bringing suppliesthecityhasaharborthey have crossed oceanseveryone in the city is thankful

everybody is thankful becausethey have the things they needtheshipsdockattheharborthe ships cross rivers and oceansbigshipstravelveryquickly

(InFerenTIal)

the best title for this story ishelpful Shipscrossing OceansWhat We WantThings We need

another word for “cargo” issuppliescitiesshipsharbor


Book Monkeys

a taxi is a car that takes someone from place to place . each taxi has a meter that keeps track of how longtheridetook.Thetaxidriverstartsthemeterassoonastheridergetsinthecar.Whenthecabgets to the right address, the driver stops the meter . The rider must pay the amount the meter shows .

(lITeral)

this story is abouthow taxis workwhy riders take taxiswhat drivers thinkgoing for a ride

it is false thatriders pay before the ridedrivers take moneyeach taxi has a meterthe driver stops the meter

(cauSaTIVe)

the driver starts the meter whenthe rider gets in the carthey have reached the right addressthe rider has left the carthe car goes from place to place

When the car gets to the right addressthe rider needs to pay the driverthe driver has to start the meterthe meter keeps runningthetaxiridehasjustbegun

(InFerenTIal)

Which sentence would most likely come next?the taxi moves on to pick up someone else.now the rider drives the taxi .Thedriverstopsthecar’smeter.Theriderhastostartthetaxi’smeter.

the best title for this story isa taxi Ridecity carsno Meters hereyou can Drive


Book Monkeys

level 3

Thebluesbandisplayingintheparktonight.Theyareexpectingahugecrowdbecausetheconcertisfree.Someoftheanimalsbringchairssotheywillfeelcomfortable.Theyliketoarriveearlytogetagoodspot.Otheranimalsbringblankets.Theywilllieoutunderthestarsasthemusicplays.Giraffesandelephantsusuallystandinthebackbecausetheyaresotall.

(lITeral)

it is false that the blues bandis selling ticketsis playing in the parkis playing at nightexpectsabigcrowd

this story is mostly aboutgoing to hear musicsetting up chairswhyanimalsbringblanketswhat tall animals do

(cauSaTIVe)

the band expects a huge crowd becausethe concert is freethey are playing at nightthe park is very prettygiraffes love music

Some animals arrive early because theywant to get a good spotneed to practice the musicarecarryingheavyblanketsare very tall

(InFerenTIal)

the best title for this story would beWhen the band playslife in the ParkMusic for Moneyunder the Stars

When the story says “...they will lie out under the stars,” the word “they” is talking about

animals who bring blanketsanimalswhobringchairsgiraffes and elephantsthebluesband


Book Monkeys

Many artists live in the city . Some of them like to mold things out of clay . Others like to draw or paint . a gorilla named john is famous for his paintings . he stands in his studio wearing a plastic suit and gloves.Hereachesintocansandthrowspaintofallcolors.Thepaintsplashesagainstbigpiecesofpaper .

(lITeral)

you can tell from this story thatsome animals draw and paintall animals like to use claythecitydoesn’thaveenoughartistsonly gorillas use paint

Which sentence about john is false?john draws great pictures.john is famous .john wears special clothing .john throws paint .

(cauSaTIVe)

john reaches into cans because heneeds to get paintwantsmorebrushesleft his gloves therelikes to mold things

the paint splashes against paper becausejohn throws the paintjohn is very famousthe gorilla is angrygorillasaren’tartists

(InFerenTIal)

Which sentence would most likely come next?What a messy way to paint!no one likes john .The gorilla needs more clay .he puts on his plastic suit .

the story says “he stands in his studio...” the word “studio” most likely means

a place where an artist workssomewhere movies are madea good place to keep a gorillaaquietroomforstudying


Book Monkeys

Thecitystreetsarecrowdedandbusy.Sometimesthecarsandtrucksarebackedupformiles!Noonelikesallthattraffic.Youhearalotofhonkinghornsandsqueakingbrakes.Youalsohearangrybarkingandgrowling!Whendriversaren’tcareful,theremaybeacrash.Toavoidsuchtrouble,manyanimalswalk .

(lITeral)

this story is mostly aboutproblems on the city’s streetswhy animals like to drivewho drives cars and truckslistening in the city

it is false thatall city animals walkyoumighthearsqueakingbrakessome animals growlthe city is crowded

(cauSaTIVe)

there may be a crash whendrivers aren’t carefulanimals walk too fasthorns honk too loudthecitygetsquiet

Some animals walk becausethey want to avoid troublethe city is too noisytheir cars have crashedthe streets are empty

(InFerenTIal)

the best title for this story would becrowded Streetsangry animalsTrucksAreTroubleGrowling and Barking

the story says, “no one likes all that traffic.” the word “traffic” most likely means

the movement of cars and truckswalking very faststreets and roadstheproblemswithangryanimals


Book Monkeys

Marthaisacanarywholovestosing.Sheisstudyingtoimprovehervoice.Livinginabigcitygivesheran advantage . There are many teachers and schools to help Martha . every Thursday, she goes to see MasterMockingbird.Heisanexpertsinger.Withhisteaching,Marthawillbecomeagreatsinger,too.

(lITeral)

this story is mostly abouta canary who studies singingwhymockingbirdsaregoodteacherswhy canaries like citiestheproblemswithsingingclass

you can tell that marthawants to improveisn’tagoodsingercan’tfindtherightteacherwouldratherbeflying

(cauSaTIVe)

martha may become a great singer because she

has a good teacheris a canarylives in the countrydoesn’tlikestudying

living in the city is an advantage becausethere are many different schoolsall canaries like the cityclasses are on Thursdayitissuchaquietplace

(InFerenTIal)

the story says, “She is studying to improve her voice.” the word “she” is talking about

a canary named marthaevery canaryMasterMockingbirda singing teacher

the story says, “he is an expert singer.” the word “expert” most likely means

someone with a special skill or knowledgeanymockingbirdwhoteachesan animal who wants to learnterribleandmean


Book Monkeys

Everyhomeandbusinessinthecityneedswater.Thewatertravelsfromthecity’slakesthroughpipes.Thepipeslieunderthecity’sstreetsintunnels.Thesetunnelsweredugbymoles.Thousandsofmolesspent many years digging . They worked day and night to complete the task . every thirsty animal is grateful to those moles .

(lITeral)

you can tell from this story that moleswork day and nightlike waterdon’tenjoyworkingare very happy

this story is mostly aboutmoles who dug tunnelsthecity’slakeswhy animals need waterwhymolesbuildbusinesses

(cauSaTIVe)

the city needs tunnels so there is a place for water pipessince moles get very thirstybecausethelakesaregoingdryso moles have a place to live

the animals are grateful becausethe moles helped bring them waterthe city has so many lakesmolesaregoodatbuildingpipestunnels are under the streets

(InFerenTIal)

Which sentence would most likely come next?Without them, the city would be dry.Moles have to work day and night .every city needs lots of water .Tunnels and pipes are not too important .

the best title for this story isthose helpful molesVery Thirsty animalsMoles at homeWhy cities need Water


Book Monkeys

Bobisabearwhohatestocook.LifeinthecityisperfectforBob.Whenheishungry,hegoesouttoeat.Thecityhasmanyplacestodine.Bob’sfavoritemealissalmonwithhoney.Hegoestoarestaurantandordersthreeplatesfull!Thecookworksquicklytofeedthathungrybear.

(lITeral)

bob likes the city becauseit has many places to dineitisbusyandcrowdedhe likes to cook for othershe has so many friends

the story doesn’t saywhat bob’s job iswhat the cook doeshowBobfeelsaboutcookingwhatBoblikestoeat

(cauSaTIVe)

bob goes out to eat becausehe is hungryhe loves to cooka friend asks him tohe is out of salmon

the cook works quickly becausebob is a very hungry bearhe always is in a hurryBobisangryandmeanlife in the city moves fast

(InFerenTIal)

the story says, “he goes to a restaurant and orders three plates full!” the word “restaurant” most likely means

a place to eat a mealanywherethatbearslikesomewherebearsgotocooka large city house

When the story says, “When he is hungry...,” the word “he” is talking about

a bear named bobthe cookanybeara salmon


Book Monkeys

Everycityneedsagovernmenttohelpitrunsmoothly.Thegovernmentiselectedbythecitizensofthecity.Themembersofthegovernmentmakeimportantdecisionseveryday.Theycreateabudgettodecidehowtospendthecity’smoney.Forexample,thebudgettellshowmuchmoneygoestofixroads, schools, and hospitals . When more money is needed, the government raises taxes .

(lITeral)

this story is mostly aboutthings government doeshow citizens elect a governmentwhat city schools needwhere money comes from

Which of the following is false?there is no money for roads.The government makes decisions .The government might raise taxes .citizens elect the government .

(cauSaTIVe)

every city needs a government becausecities need to run smoothlycitizens spend too much moneyhospitalsareintroubleno one likes to run the schools

the government raises taxes whenmore money is neededthe citizens elect a governmenttheycan’tmakeplansthe city needs new leaders

(InFerenTIal)

the story says, “they create a budget to decide how to spend the city’s money.” the word “they” is talking about

the city’s governmentthe teachers in schoolanyone living in the citythe doctors in the hospitals

the story says, “they create a budget to decide how to spend the city’s money.” the word “budget” most likely means

a plan for using moneywhat a government doesa way to get taxesawaytofixschools


Book Monkeys

Justimaginetheamountofmailarrivinginacityeachday!Nowconsiderallthemailleavingthecity.Thepostalserviceisverybusy.Thepostalworkershavetosortthemailtogetittotherightaddress . They must transport all the mail from place to place . It takes a lot of work just to get one letter through.Asinglelettermaytravelonfourtrucksandseveralairplanes!

(lITeral)

this story is mostly abouthow the postal service workswhy mail is importanttrucks that carry mailwhy addresses are important

a single lettertravels in many waysis not much worknever leaves the citydoesn’tgetsorted

(cauSaTIVe)

the mail is sorted becauseit must get to the right addressittravelsbyairplanethere are many postal workerspackagescancauseproblems

in this story, trucks and airplanes are important because

they carry mail from place to placethe postal service needs to get the right addressthey help to sort the mailthey help the city’s people get around

(InFerenTIal)

the best title for this story would bethe city’s mailOne Single lettera Day in the cityBuy a Stamp

the story says “they must transport all the mail from place to place.” the word “transport” most likely means

to carry something from one place to anotheranythingthatneedstobesortedthebestwaytoaddressaletterthinkaboutanddecide


Book Monkeys

Everycitytakesprideinitstallbuildings.Specialbuildings,newandold,givethecityacertainlook.Whenyouseeapostcardofacity,youmayrecognizeitbyitsskyline.Youknowthecitybytheshapeandoutlineofthebuildings.OnlytheskylineofChicagohasthehuge,blackSearsTower.ThecityofSeattle is known for the Space needle . These landmarks make each city individual .

(lITeral)

this story is mostly aboutspecial buildings in citiesthe city of chicagowhy we like Seattlelooking at postcards

big cities take pride intheir tall buildingshaving good postcardsmostlytheirnewbuildingsonlytheiroldbuildings

(cauSaTIVe)

you might recognize a city becauseyou see buildings you knowsomeonetellsyouthecity’snamea lot of cities are alikeeverycityhasthesamebuildings

each city is individual becauseit has special landmarksit has the Space needlethey are fun places to visiteveryonelikesnewbuildings

(InFerenTIal)

the best title for this story would becity buildingsOld Buildings Must Goa Trip to SeattleChicago’sSearsTower

the story says, “only the skyline of chicago has the huge, black Sears tower.” the word “skyline” most likely means

buildings forming an outline against the skythe way a postcard picture is takenwhy we like citiesthecloudsthatyouseeineverybigcity


Book Monkeys

Ifyoulikewatchingsports,acityisgreat!Youcanseeabigleaguebaseballteamplayontheirhomefield.Youmightgotoanindoorarena.Manycitieshavehockey,basketball,andfootballteams.Sportsfansfillthearenatocheerfortheirfavoriteteam.Ifyoubuyaticket,youcanjointhecrowd.Indoorsoroutdoors, you can see a game throughout the year .

(lITeral)

this story is mostly aboutseeing sports in a citywhy cities are crowdedhowtobuyaticketbaseballandhockey

this story doesn’t sayhow much tickets costwhere you could see gamesanythingaboutbaseballwhat sports cities have

(cauSaTIVe)

a city is great for sports becausethere are games throughout the yearbaseballisacountrygamesports fans like to cheerall the tickets are free

you can see a team play ifyou buy a ticketyou are a good playertheybuildanewfieldyou visit in the winter

(InFerenTIal)

the best title for this story would beWatching city teamsLet’sSeeFootballThe Summer GamesWhy Teams Play

the story says, “you might go to an indoor arena.” the word “arena” most likely means

a building for activitya place for outdoor sportsany place for ice skatingan empty room


aadaptivity With every mouse click, exercises in the Fast ForWord® product exercises adapt (or adjust) to the individual skill level of each participant to ensure participants are appropriately challenged.

aFFix Prefix or suffix; sounds or letters attached to the beginning or end of a word or base to modify meaning or part of speech.

attention The ability to focus on information and tasks, and ignore distractions.

auditoRy diScRimination The ability to detect differences in sounds; may be gross ability, such as detecting the differences between the noises made by a cat and dog, or fine ability, such as detecting the differences made by the sounds of letters “m” and “n.”

auditoRy memoRy The ability to retain information which has been presented orally; may be short term memory, such as recalling information presented several seconds before; long term memory, such as recalling information presented more than a minute before; or sequential memory, such as recalling a series of information in proper order.

automaticity Automatic word recognition; the fast, effortless word recognition that comes with a great deal of reading practice (emerging and developing readers may be accurate, but slow and inefficient at word recognition). Continued reading practice helps word recognition become more automatic, rapid, and effortless. Automaticity refers only to accurate, speedy word recognition, not to read-ing with expression.

bbaSic SkillS The building blocks for language and reading development: visual attention, auditory dis-crimination, and sustained auditory attention. Fast ForWord® products provide exercises that improve sound sequencing skills, fine motor skills, hand-eye coordination, pattern recogni-tion and color/shape identification.

bRain plaSticity The ability of the brain to change through expe-rience or learning.

ccauSe and eFFect The connection or relationship between a precip-itating event or reason, and its effects or results.

chaRacteR tRaitS Various aspects of the character in a passage or story; authors develop characterization by providing these.

cognitive ability Intellectual ability; thinking and reasoning skills.

cognitive SkillS Memory, attention, perception and language skills, as used in phonological memory, phonological processing and memory, sentence memory and word discrimination, and sequencing.

compRehenSion The ability to derive the message or meaning from text; the reason for reading.

context clueS Information from the surrounding words, illus-trations, or sentences that helps give meaning to a specific word or phrase.

GlOSSary


cRitical thinking The process of conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication.

ddecode To use the alphabetic principle (that each letter represents a speech sound) to sound out a word; decoding starts when the reader recovers the phonemes that the letters of a word ‘stand for’ and then blends those phonemes in a recognizable word.

digitally-enhanced Speech SoundS The use of computers to slow down and enhance the sounds that convey phonemes so that they can be differentiated.

diRectionality The ability to accurately perceive the spatial orientation of print (e.g., the print concept of reading from left to right and top to bottom).

dRaW concluSionS Use facts and inferences to make a judgment or decision.

FFaSt poWeR leaRning™ FoRmula An acronym for Frequency and Intensity, Adaptivity, Simultaneous development, and Timely motivation; neuroscience-based prin-ciples used by Fast ForWord® products to enable student learning.

FaSt FoRmula: FRequency/intenSity Occurring or repeating at short intervals. In the context of Fast ForWord® products, frequency and intensity refers to the recommended protocol of daily participation and concentrated activity.

FaSt FoRmula: SimultaneouS development Exercising multiple skills at the same time. Each

Fast ForWord® exercise focuses on a specific set of reading tasks and simultaneously develops underlying cognitive processes such as memory, attention, processing, and sequencing.

FaSt FoRmula: timely motivation The Fast ForWord® exercises provide immedi-ate rewards for correct responses. In addition, patented technologies give students only one opportunity per question to respond correctly, which reduces guessing and encourages students to maintain high levels of attention and effort.

FaSt FoRmula: adaptivity With every mouse click, exercises in the Fast ForWord® product exercises adapt (or adjust) to the individual skill level of each participant to ensure participants are appropriately challenged.

FiguRative language Language which makes use of certain literary devices or literary techniques such as metaphor in which something other than the literal meaning is implied.

Fine motoR development The achievement of precise and accurate move-ment and use of hands and upper extremities, making possible accurate reaching, grasping, and manipulation of objects.

Fluency The ability to read a text accurately and quickly. Fluent readers can decode and recognize words automatically and understand their meaning at the same time.

ggRapheme The smallest part of written language that rep-resents a phoneme in the spelling of a word. A grapheme may be one letter, such as d, l, and p; or several letters, such as ch, sh, and th.

gRaphic oRganizeR A visual device for organizing information around a concept, theme, or topic.


hhigh-FRequency WoRdS Common words that appear very often in writ-ten or spoken language (e.g., the, of, and, a, to, in, is, you).

iinFeR Draw meaning form a combination of clues in the text without explicit reference to something that was stated in the text.

inteRvention StRategieS Approaches to promote positive classroom behaviors and foster effective learning.

llanguage StRuctuReS grammatical elements found in every language (e.g., nouns, verbs, consonants, vowels).

leaRning mapS™ An acronym for Memory, Attention, Processing, and Sequencing; foundational cognitive skills required for effective reading and targeted by Fast ForWord® products.

leaRning mapS™: memoRy The ability to store information and ideas, which is essential for word recognition, comprehen-sion of complex sentences, and remembering instructions. Includes both working memory and long-term memory.

leaRning mapS™: pRoceSSing The ability to accurately perceive and manipulate information. In the context of reading, process-ing refers to the ability to distinguish speech sounds and identify letter and word forms.

leaRning mapS™: Sequencing Placing the detail of information in its accus-tomed order (e.g., days of the week, the alphabet). In the context of reading, sequencing is the ability to determine the order of letters within words or words within sentences.

leaRning mapS™:attention The ability to focus on information and tasks, and ignore distractions.

letteR-Sound coRReSpondence The principle that each letter represents a unit of sound (a phoneme).

mmemoRy The ability to store information and ideas, which is essential for word recognition, comprehension of complex sentences, and remembering instruc-tions. Includes both temporary or ‘working’ memory and long-term memory.

moRphological aWaReneSS The ability to understand and correctly use the base words, small words, letters, and letter com-binations that modify the meaning of a word (e.g., re/view) or its part of speech (e.g., sad/ness).

nneuRoScience Study of the brain and its functions, especially their relation to behavior and learning.

pphonemeS The smallest units of sound in spoken language that make a difference in the meaning of words. When added together, phonemes create syllables, which allow the creation of words; English contains 44 phonemes and these bear a compli-cated relation to the 26 letters of the alphabet. Sometimes one letter represents one phoneme, but sometimes two letters represent a phoneme or one letter represents two phonemes. For instance, “ox” is made up of three phonemes: /aa/, /k/, and /s/, “she” is made up of two pho-nemes: /sh/ and /e/.

phonemic aWaReneSS The ability to hear, but also explicitly identify, and manipulate the sounds of spoken language.


phonetic Spelling Spelling a word as it sounds: ‘bag’ has a phonetic spelling but ‘yacht’ does not.

phonicS A method of instruction in reading that is based on the alphabetic principle that there is a pre-dictable relationship between phonemes (sounds in spoken language) and graphemes (letters that represent the sounds) that can be used to decode and read words.

plaSticity The ability of a neural network to be reconfig-ured or rewired; changing connections within a neural network.

plateau-baSed tRanSitionS Fast ForWord is designed to cross-train multiple skills within each exercise, but also to allow a student who is not progressing in one area to continue to advance in other areas. To accom-plish this goal, some exercises use plateau-based transitions to allow the student to train on dif-ferent material when the student becomes stuck on an aspect of the focus skill and is not able to progress immediately. Fast ForWord then returns the student to this material before allowing the student to complete the exercise.

poSt-Reading StRategieS Strategies that take place after reading to help the reader consolidate, reflect and integrate new information and concepts with previously learned understandings.

pRe-Reading StRategieS Activities that take place before reading to help the reader access relevant prior knowledge, preview the text, and attempt to predict the text’s topic or main idea and thereby set a goal and a purpose for reading.

pRoceSSing The ability to accurately perceive and manipulate information. In the context of reading, process-ing refers to the ability to distinguish speech sounds and identify letter and word forms and how these embody the relation between printed words and the spoken words they represent.

pRotocol Specific product process (e.g., Fast ForWord Reading Level 3: 50 minutes per day, 5 days/week, 6-10 weeks.

RRead–aloudS Prose or poetry that is read aloud with students. Read-aloud texts are generally at a higher reading level than the listener would be able to read and comprehend independently.

Reading Rate The speed at which a selection is read, the read-ing rate depends on the level of the text as well as the manner in which it is read, and on the purpose for reading.

Rhyme A property of the sounds of words in which words share key phonemes. The most common form of rhyme involves a match between the vowel and final consonants (e.g, perfect or exact rhyme: differing consonant sounds followed by identical vowel and word ending, as in “run, fun”). Rhyme is important to beginning readers because it helps draw their attention to the sys-tematic relation between print and phonemes. It is also an important literary device because of its aesthetic appeal and because it can serve as an aid to memory.

Rhythm A sound device characterized by the musi-cal quality created by a pattern of stressed and unstressed syllables. Rhythm helps to draw atten-tion to the syllables in words and ultimately to the vowels.


SSound Sequencing SkillS The ability to recognize, analyze, and/or produce a number of sounds combined in sequence.

Sight WoRdS Words a student can recognize on sight without applying phonics or other word-attack skills. These tend to be the high frequency words, many of which do not use phonetic spellings.

StoRy elementS Basic parts of a story: setting, characters, plot, conflict, point of view, and theme.

SummaRize Make a brief statement about the essential ideas in a text.

SuStained auditoRy attention The ability to concentrate on what is heard continuously over the course of many stimuli.

Syntax The structure of a language that concerns the formation of sentences. It is a set of rules which specify how grammatical markers and words are combined to make meaningful sentences. The rules of syntax make reference to words as ‘parts of speech’ (for instance, noun or adverb) and determine how these can be ordered, combined and moved about in the sentence.

ttimely motivation The Fast ForWord® exercises provide immedi-ate rewards for correct responses. In addition, patented technologies give students only one opportunity per question to respond correctly, which reduces guessing and encourages students to maintain high levels of attention and effort.

vviSual attention One of the basic skills necessary for language and reading development; it involves being able to focus on what the eyes are seeing.

viSual diScRimination The ability to detect similarities and/or differ-ences in materials which are presented visually, e.g., ability to discriminate ‘h’ from ‘n’, ‘o’ from ‘c’, ‘b’ from ‘d’, etc.

viSual memoRy The ability to retain a mental picture of informa-tion which is presented visually; may be short term memory, such as recalling information pre-sented several seconds before; long term memory, such as recalling information presented more than a minute before; or sequential memory, such as recalling a series of information in proper order.

vocabulaRy Includes knowing the meaning of single words that represent objects, groups of objects, actions, relationships, qualities of space and time and knowing how these words function as parts of speech (e.g, nouns, verbs, etc.).

WWoRd Recognition The ability to read or pronounce a word; usually implies that the word is recognized immediately by sight and that the student does not need to apply word analysis skills. Does not imply understanding of the word.

WoRking memoRy The short-duration, limited-capacity memory system that simultaneously stores and manipu-lates information in order to accomplish a task. Working memory specifically refers to a system that uses internal speech to store and manipu-late information — as a series of letters, a list of words, a set of sentences. An analogous system called the ‘visual spatial scratchpad’ stores visual or graphic information.

Fast ForWord Reading Level 3 Teacher Manual · Fast ForWord reading level 3 | 11 The Learning...

Documents

Transcript of Fast ForWord Reading Level 3 Teacher Manual · Fast ForWord reading level 3 | 11 The Learning...