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Reader’s Workshop Teacher’s HandbookSuccessMaker Enterprise

Released June 2008

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Part Number 606 001 267

Contents

Chapter 1 Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1Course Versions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1Student Placement and Progress . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2Course Content and Organization. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2Worksheets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3Appendixes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3

Chapter 2 Content . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5Scope and Sequence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5Specific Skill Strands . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6Integrated Reading Strands . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7

Chapter 3 The Session . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9Course Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9

Specific Skill Strands Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Passage Comprehension Strand Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . 10Thematic Lessons Strand Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Student Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11Help. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11Student Report. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Response Checking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Correct Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Incorrect Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Analysis of Keyboarding and Spelling Mistakes . . . . . . . . . . . . . . . . . . . . . 14Timing Out . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Ending a Session. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Chapter 4 Progress Through the Course . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Initial Placement Motion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Standard Motion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Motion in the Strands . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Motion in the Thematic Lessons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Chapter 5 The Teacher’s Role. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21Effective Use of the Course . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Worksheets. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21Extended Activity Sheets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Scheduling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Contents iii

iv

Assigning the Course . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22Starting Level . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22Enrollment Options . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23Selected Strands . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23

Introducing the Exercises to Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25Encouraging Student Progress . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25Using the Reports . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25

Appendixes A Scope and Sequence of Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27

B Proportions of Strands at Each Grade Level. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31

C Proportions of Skill Areas in the Thematic Lessons . . . . . . . . . . . . . . . . . . . . . . . .33

D Distribution and Descriptions of Passage Types. . . . . . . . . . . . . . . . . . . . . . . . . . .35

E Skill Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37

F Vocabulary Words by Grade Level—U.S. Version . . . . . . . . . . . . . . . . . . . . . . . . .55

G Vocabulary Words by Grade Level—International Version . . . . . . . . . . . . . . . . .65

H Examples from the Passage Comprehension Strand . . . . . . . . . . . . . . . . . . . . . . .75

I Content Summary of the Thematic Lessons Strand . . . . . . . . . . . . . . . . . . . . . . . .87

J Exercise Types. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .103

K Glossary—U.S. Version. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .111

L Glossary—International Version . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .113

M Selecting Skill Objectives by Level for Worksheets . . . . . . . . . . . . . . . . . . . . . . . .115

N Extended Activity Sheets—U.S. Version . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .125

O Extended Activity Sheets—International Version . . . . . . . . . . . . . . . . . . . . . . . . .143

Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .161

Contents

1
Overview
The SuccessMaker® Reader’s Workshop course is a comprehensive, computer-based course designed to develop literacy skills for students whose reading abilities range from third grade through 6th grade level.

Reader’s Workshop supplements and supports the classroom reading program by providing individualized instruction, practice, and reinforcement for students at any level of achievement. The course promotes overall reading and critical thinking skills by developing students’ proficiency in the areas of

• word analysis

• word meaning

• literal comprehension

• interpretive comprehension

• reference skills

• passage comprehension

The content of Reader’s Workshop was developed to correspond to the content and vocabulary of standardized tests and the basic skills portions of state frameworks.

Course VersionsReader’s Workshop is available in two versions: a U.S. version and an International version. The International version was adapted from the existing U.S. version by consultants in the United Kingdom, Canada, Australia, and New Zealand. It differs from the U.S. version in that its spellings and terms are appropriate for those countries. In addition, the content differs slightly from that of the U.S. version, with several new passages and Thematic Lessons developed specifically for the International audience. The International version is accessible through an enrollment option.

1

Student Placement and ProgressStudents are placed appropriately in the Reader’s Workshop course through an Initial Placement Motion (IPM) process, which evaluates each student’s performance and revises his or her level in the next segment. Throughout the student’s work in the course, standard motion algorithms evaluate his or her performance data to select the mix of strands and the sequence of exercises within a strand—truly individualizing the course on the basis of the student’s needs.

In two strands of the course, Passage Comprehension and Thematic Lessons, Reader’s Workshop provides both practice in specific reading skills as well as integrated practice. In these strands, students apply many reading skills to a variety of reading passages and graphics.

The course presents reading passages on a wide range of topics in several writing styles, as well as graphic materials such as online tables and charts.

Two key factors enable the course to effectively individualize reading instruction.

• The course’s large database of material includes many more exercises in each skill area and at each grade level than any one student is likely to see.

• The instructional system selects exercises for each student, based on the student’s demonstrated strengths and weaknesses in each skill area.

Course Content and OrganizationThe content and organization of the course are designed so that each reading skill is practiced frequently, with a gradual increase in exercise difficulty and reading level. This organization by skill areas, or strands, enables the management system to track skills separately so that the instructional system can vary the skills emphasis, based on individual student performance. As the system evaluates a student’s performance on each exercise, the system reestablishes the number of exercises the student will do in that strand and level.

The strands approach to individualization balances rapid progress in strong skill areas with increased focus on weaker skill areas. The proven result of this method of exercise selection is that each student achieves the greatest possible progress in the course. The strands approach promotes individual achievement across a wide range of student abilities and backgrounds.

During each session in the course, the student does a variety of exercises from among the skill areas of the course. The exercises are formatted for easy reading and include color borders and characters to add interest. During sessions in Thematic Lessons, each passage is introduced with a color illustration. Color illustrations are also used as the basis for exercises in interpreting graphic information. The number of different exercise types and reading tasks prepares the student for diverse real-world reading activities.

2 Teacher’s Handbook for Reader’s Workshop

WorksheetsIn Reader’s Workshop, the teacher can print out computer-generated worksheets in the skill areas of word analysis, word meaning, literal and interpretive comprehension, and reference skills. The worksheets provide additional practice that can be individualized for each student. In addition, supplementary offline writing activities may be reproduced from this handbook as extensions of the Thematic Lessons.

AppendixesThe remainder of this handbook describes the content of the course, how the student takes sessions, how progress through the course is determined, and what the teacher’s role is. The handbook’s appendixes provide detailed, specific information that teachers may also find useful.

• Appendix A presents the course scope and sequence.

• Appendix B shows the proportions of exercises in the various strands at each grade level.

• Appendix C shows the proportion of exercises in the various skill areas for the Thematic Lessons.

• Appendix D describes the types of passages in the integrated reading strands.

• Appendix E lists the skill objectives for the course with exercise examples from the skill strands.

• Appendix F lists the vocabulary words by level for the U.S. version of the course.

• Appendix G lists the vocabulary words by level for the International version of the course.

• Appendix H gives examples from the Passage Comprehension strand.

• Appendix I is a content summary of the Thematic Lessons strand.

• Appendix J describes the exercise types in the course.

• Appendix K lists the online Glossary words for the U. S. version.

• Appendix L lists the online Glossary words for the International version.

• Appendix M gives information on selecting skill objectives for worksheets.

• Appendix N contains extended activity sheets for the Thematic Lessons for the U. S. version.

• Appendix O contains extended activity sheets for the Thematic Lessons for the International version.

Overview 3

2
Content
Scope and SequenceReader’s Workshop consists of five specific skill strands and two integrated reading strands. Figure 1 shows the strands of the course, their grade-level ranges, and the groupings used in this handbook to describe shared features of the strands. Appendix A presents a chart of the course’s scope and sequence of objectives.

Figure 1 The Strands and Strand Groupings

The specific skill strands provide systematic reading instruction and skill building in five skill areas: interpretive comprehension, literal comprehension, word meaning, word analysis, and reference skills. The two integrated reading strands, Passage Comprehension and Thematic Lessons, integrate reading skills as students read complete passages and answer comprehension exercises. Each Thematic Lesson contains a variety of reading selections and sets of exercises centered on a particular theme. The reading material in the Passage Comprehension and Thematic Lessons strands includes a broad range of topics appropriate for the grade levels. In each strand of the course, exercises are arranged so that objectives are reviewed as the content, reading level, and exercises gradually increase in difficulty.

The distribution of exercises across the skill areas of the course is shown in Appendixes B and C, while the distribution and types of passages are described in Appendix D.

Strands

Thematic Lessons (TL)

Passage Comprehension (PC)

Interpretive Comprehension (IC)

Literal Comprehension (LC)

Word Meaning (WM)

Word Analysis (WA)

Reference Skills (RS)

3.0 4.0 5.0 6.0 7.0 7.5

Grade Levels

Strand Groupings

ComprehensionStrands

VocabularyStrands

IntegratedReadingStrands

Specific SkillsStrands

5

Specific Skill StrandsThe specific skill strands in Reader’s Workshop contain over 8,000 exercises distributed among five skill areas. For detailed information on the skill objectives and sample exercises from the specific skill strands, refer to Appendix E. The list below shows the skills addressed in each strand.

• Interpretive ComprehensionInferential and critical thinking, fact and opinion, cause and effect, character study, valid and false inference, analogy, figurative language

• Literal ComprehensionFacts, syntactical relationships, categories, sequence of events, similarities, pronoun references

• Word MeaningDefinitions, synonyms, antonyms, word categories

• Word AnalysisLetter and sound discrimination, prefixes, suffixes, root words, compound words, contractions

• Reference SkillsAlphabetizing, using guide words, choosing appropriate reference materials

The Interpretive Comprehension strand develops the student’s ability to read between the lines by drawing inferences from and making conclusions about a short text. Exercises encourage the student to infer ideas that are implied rather than directly stated in the text.

The Literal Comprehension strand provides practice in locating information that is explicitly stated in a brief selection. The exercises develop the student’s ability to comprehend text on a literal level, primarily through question-and-answer or sentence-combining exercises in which the student identifies the correct answer by referring to specific information in the text.

The Word Meaning strand builds vocabulary skills by introducing approximately 350 target vocabulary words at each grade level and providing extensive practice with each target word. By using target words in a variety of contexts, the student develops broad understanding of the words. Appendix F lists all of the target vocabulary words in the strand by grade level for the U.S. version. Appendix G lists all of the target vocabulary words in the strand by grade level for the International version.

The Word Analysis strand develops skills in structural and phonetic analysis of words. Exercises present new words in context and focus on applying decoding skills, increasing sight vocabulary, and developing word attack strategies.

The Reference Skills strand gives the student practice in the basic skills needed to find specific information in a variety of reference materials. The strand includes exercises in determining the appropriate reference book for a particular purpose and exercises in alphabetizing.


Integrated Reading StrandsThe Passage Comprehension strand is a tutorial strand that integrates the specific skills practiced in the other strands of the course. The strand contains 500 passages from the areas of practical reading, poetry, literature, science, health and safety, fine arts, and the social sciences, as well as short fictional selections. Appendix D gives detailed descriptions of the types of passages in the course and the proportion of each by type.

Each passage in the strand is followed by a set of five exercises that provide practice in a range of literal and interpretive comprehension and critical reading skills. Exercises in the strand are categorized into 46 skills, which are described in Appendix E. Cloze-style exercises are included throughout the strand, in which the student draws on the context of the whole passage to select a word that completes one of the sentences in the passage. Tutorial messages for every exercise provide additional information and guidance. Messages for vocabulary-related exercises advise the student to use the online Glossary to find out the meanings of specific words.

Appendix E identifies the skill objectives in the Passage Comprehension strand, and Appendix H provides examples of exercises from the strand.

The topics in the Thematic Lessons strand were chosen from among those popular among elementary school students. The material is drawn from diverse content areas, as indicated by the lesson titles in Table 1. Note that topics for the International version are the same as those for the U.S. version, except for grade levels 3.75, 5.75, and 6.25.

Table 1 Grade Levels and Lesson Titles of Thematic Lessons

Grade Level U.S. Lesson Title International Lesson Title

3.003.253.503.75

Pets and Pet CareBirthday PartySeedsPostal Service

Pets and Pet CareBirthday PartySeedsNewspapers & Books

4.004.254.504.75

Community HelpersPlantsTrainsPuppets


5.005.255.505.75

Animals in KenyaCavesFolktalesThe Old West

Animals in KenyaCavesFolktalesThe Canadian West

6.006.256.506.75

Ocean MammalsNative AmericansHealth and NutritionEarthquakes

Ocean MammalsNative AustraliansHealth and NutritionEarthquakes

Content 7

Each Thematic Lesson has from five to eight sections. Each section is self-contained and consists of an introduction, a reading passage or informational graphic, and a set of exercises. The introduction to each section includes an illustration and a short message that serve as an advance organizer for the student. The subsequent passage or informational graphic conveys the lesson theme. The exercises in each section are from various skill areas, with particular emphasis on interpretive and critical thinking skills. When the student is in a passage-based section, he or she can look up the meanings of target words in the passage, using the online Glossary. Appendix I summarizes the sections of each lesson and identifies the skills practiced in each section.

Each lesson contains from 35 to 50 exercises. In some sections of the lessons, the exercises are categorized as primary or secondary. Primary exercises cover all of the instructional objectives of the strand. Secondary exercises support the skill or information addressed in many of the primary exercises.

The student does all of the primary exercises in a section. A secondary exercise is presented to the student if he or she answers the associated primary exercise incorrectly. In some cases, the student is presented with the primary exercise again, so that he or she can apply the information gained from working through the secondary exercise to the original, more difficult exercise. The performance-based selection of secondary exercises provides individualization of instruction within the lesson format.

Other sections of the Thematic Lessons focus on one particular skill and contain a pool of exercises, all of equivalent difficulty. The number of exercises a student takes beyond an established minimum is based on his or her performance in the section.


3
The Session
After selecting Reader’s Workshop from the list of available courses, the student sees the opening screen for Reader’s Workshop. Most sessions consist of exercises from the specific skill and Passage Comprehension strands. Thematic Lessons are presented at regular intervals in the course. In each session, strands and exercises are dynamically selected, based on individual student performance.

Course Exercises Reader’s Workshop contains a variety of exercise types. The student’s work on each exercise develops and reinforces a particular skill. Table 2 gives brief descriptions of the exercise types. (For more detailed descriptions, see Appendix J.)

The student uses the mouse to respond to most exercises. As the pointer controlled by the mouse touches any of the displayed answer choices, that choice is highlighted. When the student clicks the highlighted selection, it is evaluated as the answer.

The following paragraphs describe what the student sees while working in the exercises for the specific skill strands, the Passage Comprehension strand, and the Thematic Lessons strand.

Table 2 Exercise Types

Exercise Type Student Task Method of Response Strands*

* PC = Passage Comprehension; LC = Literal Comprehension; WA = Word Analysis; TL = Thematic Lessons.

Multiple-Choice Select a choice Mouse click All

Multiple-Choice, Cloze Select a choice Mouse click PC

Multiple-Choice, Fill-in Select a choice Mouse click or typed response All but PC

Fill-In Construct an answer Typed response LC, WA

Sentence Selection Select a sentence within a passage Mouse click TL

Word or Phrase Selection Select a choice in red within a passage Mouse click TL

Selection from Graphic Select part of an illustration Mouse click TL

9

Specific Skill Strands ExercisesWhen the student enters an exercise set from a specific skill strand, a banner is displayed across the top of the screen to identify the skill being practiced. These banners, or “advance organizers,” show the student which reading skill is being developed. Table 3 lists the skill strands and their identifying banners and characters. Display of the characters is an option that the teacher may set. (See Table 4, “Enrollment Options,” on page 24.)

Passage Comprehension Strand ExercisesA passage is displayed when the student enters an exercise set in this strand. There is a default maximum time for the student to read the passage before the exercises are presented. The default time of 2 minutes is adequate for the average student to read the passages, but the amount of time can be adjusted by the teacher. (See Table 4, “Enrollment Options,” on page 24.) To begin exercises before that time expires, the student presses the return key or clicks the Done box in the bottom left corner. All the exercises are multiple choice. Some sets include a cloze-style exercise, completed through multiple choice.

Thematic Lessons Strand ExercisesThe student is introduced to a new Thematic Lesson in the session that precedes the new lesson. At the end of that session (consisting of exercises in specific skill and Passage Comprehension strands), an introductory illustration and a brief announcement of the new lesson theme are displayed. At the start of the next session, the introductory illustration is again displayed, and the student begins working in the sections of the new lesson.

In passage-based sections, the passage is displayed and the student is given time to read. (The 2-minute default time is the same as in the Passage Comprehension strand.) The student is encouraged to use the Glossary before the exercises begin, but the Glossary is available throughout the section. Exercises begin when the passage reading time expires or when the student presses the return key or clicks the Done box in the bottom left corner.

Table 3 Identifying Banners and Characters for Specific Skill Strands

Strand Identifying Banner Character

Word Analysis Word Attack Skills Wizard

Literal Comprehension Locating Details Dolphin

Interpretive Comprehension Reading for Meaning Fox

Reference Skills Alphabetical OrderLocating InformationUsing Reference Books

Robot

Word Meaning Understanding Vocabulary Monkey


The exercise types, described briefly in Table 2, on page 9, are detailed in Appendix J. Answers to all the exercises are selected via the mouse. Instructions are provided for exercises that differ from standard multiple-choice exercises.

In graphics-based sections, the student has time to read the material and its introduction before the exercises begin.To complete the exercises, the student selects from traditional text choices or selects parts of the graphic.

The 90-second default time for completing each exercise is governed by the time-out time option. If more—or less—time is needed, the teacher may set the time-out time as appropriate for individual students. (See Table 4, “Enrollment Options,” on page 24.)

Student ResourcesReader’s Workshop has three student resources that provide additional information at the student’s request. The resources are the exercise Help, a Student Report, and a Glossary. Available at any time, they are represented by three icons at the top of the screen, as shown in Figure 2. To use a resource, the student uses the mouse to click the resource icon.

Figure 2 Student Resource Icons

The teacher can deactivate the Help and Student Report resources for individual students. Resources that have been deactivated do not highlight when touched by the mouse pointer and cannot be accessed by the student.

HelpThe Help resource provides the answer to the current exercise. This resource is useful when the student cannot determine which answer is likely to be correct and does not want to guess. When the student clicks the Help icon, the correct answer is provided automatically.

For evaluation purposes and for the course reports, exercises completed by Help are counted as incorrect, but they are tallied separately from the student’s other incorrect answers on the Student Report.

The Session 11

Student ReportThe Student Report resource depicts the student’s performance in the current session, in the form of a horizontal bar graph. The three bars show the number of exercises correct (the ribbon), the number incorrect (the “X”), and the number answered with the Help resource (the “?”). Each bar is shaded in proportion to the number of exercises it represents. When the student selects the Student Report, the report form is displayed, along with the student’s name and the course title. A congratulatory message is displayed when the student has achieved a high proportion of correct answers. To return to the exercises after checking the report, the student clicks the Done box in the lower left corner of the report.

GlossaryThe Glossary resource includes selected words from the Passage Comprehension and Thematic Lessons strands. There are 288 Glossary entries in the U.S. version and 400 in the International version. Appendix K lists all of the Glossary words for the U.S. version, while Appendix L lists the Glossary words in the International version.

Each Glossary entry gives the pronunciation, part of speech, and meaning of the word, followed by a sample sentence, and, in some cases, an illustration. The number of times that the student accesses the Glossary is shown in the session information on a course report.

The Glossary has two modes: alphabetical, for all the strands except the Thematic Lessons strand, and passage-specific, for the Thematic Lessons strand.

In all strands except the Thematic Lessons strand, an alphabetical index of Glossary words appears on the screen when the student clicks the Glossary icon. The student locates the appropriate word in the list, clicks it to put it in the blank at the top of the menu, and then clicks OK to see its entry. The student can look up as many words as he or she wishes before clicking Done to close the Glossary and continue the session. Figure 3 shows a sample Glossary entry selected from the list.

Figure 3 Glossary Entry from the Passage Comprehension Strand


In passages of the Thematic Lessons strand, when the student clicks the Glossary icon, the key vocabulary words in the passage change color, and an icon indicating that the Glossary is available is displayed in the bottom left corner. The student then clicks one of the colored words, and its Glossary entry is superimposed over the passage; the alphabetical index does not appear. Clicking the Done box in the bottom right corner of the entry removes the entry from the screen so that the passage is redisplayed.

Response CheckingWhen the student responds to an exercise in Reader’s Workshop, the answer is immediately checked, and appropriate feedback is provided. This immediate response keeps the student’s attention on the exercise and encourages the development of reading skills.

Correct AnswersWhen a student answers an exercise correctly on the first try, a brightly colored “first-place” ribbon appears in the lower left corner of the screen. If the student’s answer choice is correct on the second try, an outline of the ribbon appears, indicating that the final response is correct.

Occasionally, an animated character gives a performance as a reward, before the ribbon appears, for exercises correctly answered on the first try. These animated characters include a diving alligator, a boy blowing bubble gum, a descending hot air balloon, a flying bird, a circus elephant, and an acrobatic mouse. The same animated character appears throughout a session.

These optional graphics may be deactivated through an enrollment option of the management system. Refer to the management system documentation for information about setting or changing enrollment options.

Incorrect AnswersWhen the student’s first response is incorrect and an exercise has only two choices (e.g., a true-false exercise), the correct answer is highlighted.

When an exercise has more than two choices and the student’s first response is incorrect, a try-again icon prompts the student to answer again.

In the Passage Comprehension and Thematic Lessons strands, both the try-again icon and a tutorial message are displayed when the student selects a wrong answer. The messages provide guidance while the student is working on longer, more complex text or graphic material. The functions of the tutorial messages range from directing the student to the location of pertinent information in the passage, to guiding the student in reaching a reasonable conclusion based on the passage.

In any strand, if the student’s second answer to an exercise is incorrect, the correct answer is displayed in a different color. Then the student moves on to the next exercise.

The Session 13

Analysis of Keyboarding and Spelling MistakesMost exercises can be answered by selecting a choice with the mouse. When the student must type an answer (or chooses to type an answer), the answer is checked not only for correctness but also for possible keyboarding or spelling mistakes. As in the example that follows (Figure 4), when the student’s response is correct in content but spelled incorrectly, an owl points out the correct spelling and directs the student to retype the answer. When the student does so, the exercise is counted as correct so that the student’s progress is not hindered by mistakes unrelated to reading. Students can be encouraged to work quickly even on exercises that require typed responses, knowing that slight mistakes can be corrected without penalty.

Figure 4 Example of Error Analysis

Error messages are specific to the type of mistake. For example, if a student types “litle” when the correct answer is “little,” the following message is displayed:

You chose the right word, but “little” is spelled with two t’s.

If a student types “mary” for the correct answer “Mary,” the following is displayed:

You chose the right word, but it always begins with a capital letter. Type “Mary” again beginning with a capital letter. To make a capital letter, hold down the Shift key.

Similar messages are displayed for other capitalization mistakes, common consonant confusions (such as m for n, and b for d), the use of a comma instead of an apostrophe, the omission of an apostrophe, and other common spelling or keyboarding mistakes.

If a student’s answer is very close to the correct answer but the mistake in the answer cannot be categorized, the student sees the following message:

You might have the right idea, but the spelling is <xxxxx>. Check the spelling and type the answer again.


After a message of this type is displayed, the student is given a second try at answering the exercise. The next attempt must be correct in order for the exercise to be counted as correct.

Timing OutThe student has a time limit, called time-out time, for completing each exercise. The default setting for this enrollment option is 90 seconds. Time-out time can be adjusted by the teacher, if necessary, by changing this enrollment option.

If a student does not select an answer within the time-out time, a small alarm clock icon appears and “rings” in the lower left corner of the screen (Figure 5). The instructional system counts the timed-out exercise as an incorrect response, and it is reported as a timed-out exercise on the course report. On exercises that allow a second try, the student is given a second chance to answer. The student can time out on both the first try and the second try. The time that the student spends using student resources is not counted against the time-out time.

Figure 5 Sample Screen Showing Alarm Clock Timed-Out Icon

Ending a SessionA session ends when a student has been taking exercises for approximately the time designated by the Session Length enrollment option. If the student is in a specific skill strand when time is up, the session ends after the student completes the current exercise. If the student is in a Passage Comprehension set or in most Thematic Lesson sections, the session will not end until the set or section is completed. This avoids unnecessary repetition of passages in the student’s next session.

At the end of the session, the instructional system presents the Student Report, which summarizes the student’s overall performance for the session. The totals for exercises (1) answered correctly, (2) answered incorrectly, and (3) answered with Help are shown both in numerals and on a bar graph. When the student clicks the Done box in the bottom left corner of the Student Report, the session ends.

The Session 15

To leave a session early—that is, before the session would automatically end—either select Quit from the File menu or request the Student Report. When the report appears on the screen, press Ctrl + z (holding down the Control key and pressing the letter z). Leaving a session this way does not affect the student’s records or progress. The system records the student’s score and updates the student’s performance history so that the student’s position in the course reflects the work done in the session.


4
Progress Through
the Course

The instructional system includes course-specific rules, or algorithms, for selecting exercises. As the student answers each exercise, the correctness of the response is recorded. The algorithms use the recorded performance data to dynamically establish the student’s next exercise in the course.

Initial Placement MotionBecause each student’s initial starting level is estimated on the basis of performance outside the Reader’s Workshop course, that initial estimate may be only a rough approximation of the student’s level in the course. For this reason, Pearson has developed Initial Placement Motion (IPM), an adaptive process that successively revises the student’s level in each strand of the course.

The IPM process commences after the course is assigned to the student; IPM is driven by the student’s initial performance in the course. During IPM, the student takes exercises only from the specific skill and Passage Comprehension strands, not from the Thematic Lessons strand. This selection ensures a large sampling of representative exercises.

IPM remains active for 10 segments consisting of 25 exercises each.

At the end of each 25-exercise segment, IPM makes inferences based on the student’s performance in the segment just completed and revises his or her level for the next segment. IPM makes the following adjustments:

• When the student is proceeding comfortably at his or her current level, IPM keeps the student at that level.

• When the student is encountering unusual difficulty at the current level, IPM reduces the student’s level by .25.

• When the student is not being challenged sufficiently at the current level, IPM advances the student’s level by .25.

The IPM adjustments may occur at any time during the student’s session.

At the conclusion of IPM, the Thematic Lesson closest to, but not exceeding, the student’s current average is presented. IPM concludes at the end of the session during which the student completes the tenth 25-exercise segment.

The total time expected for completing IPM is about three hours.

17

Standard MotionStandard motion algorithms are in effect throughout the student’s use of the course, including IPM sessions. These rules use the student’s performance data to select the mix of strands and the sequence of exercises within a strand.

The exercises gradually increase in difficulty and grade level as a student progresses in a skill area. Because the system keeps track of progress strand by strand, it accommodates the student’s varying abilities across skill areas. For example, a student more skilled in locating detail than in determining an implication from a statement moves quickly to more challenging exercises from the Literal Comprehension strand but does more exercises at easier levels of the Interpretive Comprehension strand.

Motion in the StrandsThe mix of exercises that a student encounters in a session is affected by his or her performance on the skill objectives; also, individualized remedial review affords the student additional chances to master difficult objectives. The mix of strands is determined both by the distribution of strands in the course and by any need for remedial review. Motion is similar in all the specific skill strands; motion in the Passage Comprehension strand differs from that in the specific skill strands.

Specific Skill StrandsIn exercise sets for the specific skill strands, the motion algorithms determine how many exercises will be presented before the student advances to the next set. If the student correctly answers several exercises in sequence, this is strong evidence that the student has mastered that set. The student skips the remainder of the set and advances to the next set of exercises. If the set is not mastered by the final exercise, the set is marked for later review.

Passage Comprehension StrandIn a Passage Comprehension set, the student does all the exercises associated with a passage before a mastery determination is made. The student does not advance by skipping exercises in the set, because each exercise represents a different comprehension task. At the end of the set, if the student has correctly answered a high percentage of the exercises, the set for that passage is considered mastered. If not, it is marked for later review.

Individualized Remedial ReviewIndividualized remedial review is a method of delaying the reintroduction of a skill objective or objectives that the student has found difficult. It takes advantage of the possibility that, given time, the student may learn from other experiences within or outside the course and may then be able to master the skill or skills associated with that set.


Six strands—Interpretive Comprehension, Literal Comprehension, Word Meaning, Word Analysis, Reference Skills, and Passage Comprehension—are designated as review strands. Unmastered sets in these strands become review sets. During each session, these review sets can be selected, as well as sets from the student’s current instructional level in these strands.

The probability of review being chosen is called the “review quotient.” The review quotient is an estimate of the percentage of time that the student will spend in review over the next few sessions. As the number of exercise sets that are marked for review increases, the review quotient increases. If the review quotient approaches 100%, then the student is taking review almost exclusively and is not progressing through the course.

When the student has demonstrated mastery or has taken the maximum number of exercises available in a review set, the system marks the set as completed, and the student moves on.

Strand SelectionAt each grade level, the exercise sets of the specific skill and Passage Comprehension strands are distributed in the proportions shown in Appendix B. This distribution is based on reading textbooks and tests. During sessions in these strands, a strand is selected in proportion to the weighting of that skill area at the student’s grade level. However, the weighting of one strand is increased if the student’s level in it is significantly below the others or if several sets in it have been marked for review. The result is that exercises in the student’s weaker strands are presented more often during the session.

Before an exercise set of the Passage Comprehension strand is selected, the student must successfully complete the Word Meaning set at the same level. This constraint is particularly valuable at grade levels 6.8 to 7.5, where the Word Meaning exercises act as both vocabulary preparation and a preview of the passage topic. At the lower grade levels, delaying the presentation of passages until the corresponding vocabulary set is completed ensures that the student receives adequate skill practice before the integrated activity is presented. Before a Thematic Lesson begins, the student must advance beyond that lesson’s grade level in the Passage Comprehension strand. At the end of the session in which this occurs, the Thematic Lesson is announced.

Motion in the Thematic LessonsTwo algorithms are used to respond to student progress in the Thematic Lessons. Many lesson sections have a sequence of exercises with a range of objectives. In these sections, the exercises are categorized as primary or secondary. Every student is presented with all the primary exercises so that his or her work is guaranteed to include all of the objectives of the section. In addition, if the student answers particular exercises incorrectly, the associated secondary exercises are presented so that the objective of the primary exercise is reinforced.

Progress Through the Course 19

Thematic Lessons also include sections of equivalent exercises on a single skill objective. In these sections, the student does three to eight exercises. Depending on the number correct in sequence and the percentage correct in the section, the student takes additional exercises or advances to the next section.


5
The Teacher’s Role
Effective Use of the CourseReader’s Workshop is designed to supplement classroom instruction and assist the teacher in diagnosing and remediating problem skill areas. By offering appropriate exercises, checking student responses for accuracy, providing immediate feedback on answers, and adjusting the grade level as the student’s skills develop, Reader’s Workshop reinforces the classroom treatment of many reading skills.

Teachers can monitor their students’ progress by using the many reports available for the course. The reports can be displayed on the computer screen and also printed out. Some of the reports focus on individual student performance in Reader’s Workshop; others provide information about the progress and overall achievement of groups of students.

See the reports documentation for complete information about requesting and interpreting reports and for a list of the reports that are available specifically for Reader’s Workshop.

WorksheetsWorksheets are individualized, computer-generated, printed pages of exercises that are available through the management system. Teachers may find the worksheets useful as homework or as tools for working individually with students. The exercises are taken from all the specific skill strands. Each strand is identified on the worksheets with the same banner as on the screen. (See Table 3, on page 10.)

Teachers can choose from several options to select the strands and levels for worksheets. Exercises can be selected from the student’s current levels across the strand or can be composed exclusively of exercises from the student’s lowest strand or from a teacher-selected strand. Exercises are selected from those within a close range of the student’s current level so that the student’s online exercises will not be duplicated exactly on the worksheets.

Another option provides worksheets of exercises from a strand and level selected by the teacher to focus the student on a single skill. Appendix M lists the levels for which worksheets for specific skills are available.

21

Extended Activity SheetsExtended activity sheets are available for the Thematic Lessons. Appendix N presents the activity sheets available for the U.S. version, while Appendix O presents the extended activity sheets for the International version. The activities range from guided creative writing to composing letters and making lists. As students complete a Thematic Lesson, they can be assigned the associated activity sheet to integrate reading and writing skills.

SchedulingTo receive the greatest benefit from participation in a computer-assisted course such as Reader’s Workshop, students should work frequently and regularly in it. Daily practice in short sessions is more effective than longer, infrequent sessions.

The best way for students to improve their reading is to read. In Reader’s Workshop, the student reads and responds to large numbers of exercises. Students who follow a schedule of daily 15-minute sessions for a full school year accrue about 30 hours in the course and achieve reading-level gains that relate directly to the time spent in this controlled practice. Longer or more frequent sessions should be considered, based on your class or school achievement goals.

Assigning the CourseThe management system documentation details the procedure for assigning the course to students.

Starting LevelReader’s Workshop can be assigned to students at any tenth of a grade level from 2.8 to 7.5. If standardized achievement test scores for reading are available, follow these guidelines in assigning the course to students:

• If students are reading below grade level, assign the course at a level one-half grade year below the students’ test placement.

• If students test at or above grade level, assign the course at the level of the students’ grade in school. For example, students at the third-grade level of reading instruction should be assigned the beginning level of the course.

If scores are not available, assign the course to students at a level one-half grade year below estimated placement.


Enrollment OptionsReader’s Workshop can be modified to meet the needs of individual students or school requirements. The modifications are made by using the management system to change the default values of the enrollment options for the course.

The enrollment options can be modified when the course is assigned to the student or changed after the student has begun working in the course. Refer to the management system documentation for instructions on assigning the course to students and modifying the enrollment options.

Table 4 (on the next page) lists the enrollment options for Reader’s Workshop, along with descriptions and default values for each option.

Selected StrandsIn addition to the enrollment options, you can modify the starting level and the active or inactive status for each of the seven strands in the course. The default values are active for all strands at the beginning level (2.80). Active strands should be set at approximately the same level. When the student signs on, only the active strands will be presented. Standard motion algorithms guide the student through the selected strands as he or she works through the course. Note that if the Thematic Lessons strand is selected as the only strand, IPM will not be in effect.

The Teacher’s Role 23

Table 4 Enrollment Options

Enrollment Option

Default Value

Function Modifying the Value

Course Status active Controls if the student course is available to the student.

Change the value to prevent a student from working in the course, but preserve the student's history.

Session length (minutes)

15 Controls the number of minutes a student can spend in Reader’s Workshop, each time he or she enters the course. The session will end automatically when the session length has been reached.

Change this value to shorten or lengthen the student session to accommodate scheduling or individual needs. The 15-minute session allows the student to work on a large number and variety of reading exercises (about 20 to 30, depending on individual speed).

Progression time (seconds)

30 Controls the amount of time, in seconds, between the completion of one exercise and the automatic start of the next.

Change this value to increase or decrease the progression time between exercises. The student can override the progression time by clicking the mouse button or pressing the return key to go to the next exercise.

Time-out time (seconds)

90 Controls the number of seconds the student has to complete an exercise.

Change this value for students who need less or more time to respond.

Passage reading time (seconds)

120 Controls the number of seconds the student is given to read the passages in the Passage Comprehension strand and the Thematic Lessons strand before the first exercise appears on the screen below the passage.

Change this value for students who need less or more time to read the passages. A student who finishes reading the passage before the time elapses can move on to the exercises by pressing the return key or clicking Done.

Initial Placement Motion

active Activates Initial Placement Motion (IPM). This allows the program to determine an appropriate starting level for the student that is neither too difficult nor too easy, based on the student’s initial performance.

If you want the program to determine a starting level for your student, IPM must be active for the student’s first session and remain active once the student begins the course. IPM remains active until the student has completed 10 segments consisting of 25 exercises each. To turn off IPM, select Inactive.

Help icon active Controls access to the Help icon, which provides the answer to an exercise.

Select Inactive if you do not want the student to have access to the Help icon. The Help icon should normally be left on (active).

Student Report icon

active Controls access to the Student Report icon, which allows the student to see his or her performance totals in the current session or to end a session early.

Select Inactive if you do not want the student to be able to exit the course in the middle of a session. If the Student Report icon is inactive, the student will not be able to use Ctrl + z to end a session.

Optional graphics

active Controls the presentation of characters (sometimes animated) associated with the specific skill strands and occasional animation sequences that reward answers correct on the student’s first try.

Select Inactive if you do not want the student to see these graphic enhancements.

International mode

inactive Determines the version of Reader’s Workshop presented to the student.

Select Active if you want to assign the International version of this course to the student, instead of the U.S. version.


Introducing the Exercises to StudentsStudents may need help in understanding how to do each of the exercise types. Appendix J provides instructions for and an example of each type.

Encouraging Student ProgressStudents may need advice on how to work through exercises, particularly during their initial sessions. Encourage students to consider the exercise text and their answers carefully. Point out the color banners, which are displayed on the screen to help students become familiar with the objectives of the course.

Some students try to achieve a high percentage score for each session by working on only a small number of exercises. As students become familiar with the course, let them know that they make progress not only by working accurately but also by increasing the number of exercises they complete, rather than by getting a high percentage correct on a very small number of exercises. Students should strive to keep both the rate and accuracy of their responses high as they go through the course.

Using the ReportsCourse reports are the primary means of monitoring student progress in Reader’s Workshop. They provide the kind of detailed data you’ll need for measuring student progress and intervening when necessary. Also, the reports enable you to assist your students by

• tracking individual performance over short- and long-term periods.

• identifying strengths and weaknesses and planning appropriate instruction or intervention.

• reporting on and comparing long-term progress within student groups or between classes.

As each student progresses through Reader’s Workshop, the system maintains continuous records on his or her performance and selects the next learning activities accordingly. The performance data are stored in a cumulative history file for each student and appear on the course reports.

Enable IPS data collection

inactive Activates Individualized Prescriptive Strategy (IPS) data collection, which is a predictive control process that uses learning trajectories to provide current forecasts of student achievement in Reader’s Workshop.

If you plan to use a report that contains IPS information, select Active when you assign the course to the student. IPS data collection begins as soon as IPM is over.

Table 4 Enrollment Options Continued

Enrollment Option

Default Value

Function Modifying the Value

The Teacher’s Role 25

The management system documentation contains information about requesting and printing the reports. For a complete description of the reports available for Reader’s Workshop, see the reports documentation.


A
Scope and Sequence
of Objectives

This appendix contains a chart of the scope and sequence of objectives in Reader’s Workshop. The distribution of objectives is presented in halves of a grade year. The symbol ✧ indicates levels at which the objective is treated, and the symbol ✦ indicates levels at which the objective receives major emphasis. See Appendixes C, E, H, and I for more detailed information about the skill objectives in the Specific Skill, Passage Comprehension, and Thematic Lessons strands.

27

28 .

Level

.0 5.5 6.0 6.5 7.0

✦ ✦

✦ ✦

✦ ✧

✦ ✧

✦ ✦

✦ ✦ ✦ ✦

✦ ✦ ✦ ✦

✦ ✦ ✦ ✧

✦ ✦ ✦ ✧

✦ ✦ ✦

✦ ✦ ✦

✧ ✧ ✧

✦ ✦ ✦

✦ ✦ ✦

✦ ✦ ✦

✦ ✦ ✦

✦ ✦ ✦

✦ ✦ ✦

✦ ✦ ✦

✦ ✦ ✦

✦ ✦ ✦

✦ ✦ ✦

Teacher’s H

and

bo

ok fo

r Read

er’s Wo

rksho

p

Strand and ObjectiveGrade

3.0 3.5 4.0 4.5 5

Word Analysis

WA 01: Decode words in context. ✦ ✦ ✦

WA 02: Recognize consonant patterns. ✦ ✧

WA 03: Recognize vowel patterns. ✦ ✦ ✦

WA 04: Identify compound words or their components. ✦ ✦ ✦ ✦ ✦

WA 05: Identify contractions or their components. ✦ ✦ ✦ ✦ ✦

WA 06: Identify root words of words with prefixes or suffixes. ✧ ✦ ✦ ✦ ✦

WA 07: Use or define words with prefixes. ✧ ✦ ✦ ✦ ✦

WA 08: Use or define words with suffixes. ✧ ✦ ✦ ✦ ✦

WA 09: Identify correct forms of verbs in context. ✧ ✦ ✧

WA 10: Identify correct forms of adjectives in context. ✧ ✧ ✧

Word Meaning

WM 11: Identify word meanings. ✦ ✦ ✦ ✦ ✦

WM 12: Use vocabulary in context. ✦ ✦ ✦ ✦ ✦

WM 13: Identify synonyms, using context clues. ✦ ✦ ✦ ✦ ✦

WM 14: Identify antonyms, using context clues. ✧ ✦ ✦ ✦ ✦

Literal Comprehension

LC 15: Identify explicitly stated information in a short text. ✦ ✦ ✦ ✦ ✦

LC 16: Identify pronoun referents. ✧ ✧ ✧ ✧ ✦

LC 17: Identify sequence or time of events. ✦ ✦ ✦ ✦ ✦

LC 18: Combine or restate sentences. ✦ ✦ ✦ ✦ ✦

LC 19: Classify words by category. ✦ ✦ ✦ ✦ ✦

Interpretive Comprehension

IC 20: Make inferences from details in a short text. ✦ ✦ ✦ ✦ ✦

IC 21: Distinguish between fact and opinion. ✦ ✦ ✦ ✦ ✦

IC 22: Recognize logical conclusions. ✦ ✦ ✦ ✦ ✦

IC 23: Recognize cause-and-effect relationships. ✦ ✦ ✦ ✦ ✦

IC 24: Analyze characters, based on their speech or actions. ✦ ✦ ✦ ✦ ✦

IC 25: Recognize effective descriptive language. ✦ ✦ ✦ ✦

IC 26: Recognize figurative language. ✦ ✦

IC 27: Determine author’s viewpoint, purpose, or tone. ✦ ✦

IC 28: Recognize analogies. ✦ ✦

✦ ✦ ✦

✦ ✦ ✧

✦ ✦ ✦ ✦

✦ ✧ ✧ ✧

✧ ✧ ✧ ✧

✦ ✦ ✦ ✦

✦ ✦ ✦ ✦

✦ ✦ ✦

✧ ✧ ✧ ✧

✦ ✦ ✦ ✦

✦ ✦ ✦ ✦

✦ ✦ ✦ ✦

✦ ✦ ✦ ✧

✧ ✧ ✦ ✦

✦ ✦ ✦ ✦

✦ ✦ ✦ ✦

✦ ✦ ✧ ✧

el

5.5 6.0 6.5 7.0

Scop

e and

Sequ

ence o

fO

bjectives

29

Reference Skills

RS 29: Determine alphabetical order. ✦ ✦ ✦ ✦ ✧

RS 30: Identify appropriate reference words for given tasks. ✦ ✦ ✦ ✦ ✦

RS 31: Use guide words to locate information. ✦ ✦ ✦ ✦

Passage Comprehension

PC 32: Identify explicitly stated information. ✦ ✦ ✦ ✦ ✦

PC 33: Identify sequence of events or steps. ✦ ✦ ✦ ✦ ✦

PC 34: Complete a passage, using context clues (cloze-type). ✧ ✧ ✧ ✧ ✧

PC 35: Identify main ideas. ✦ ✦ ✦ ✦ ✦

PC 36: Make inferences. ✦ ✦ ✦ ✦ ✦

PC 37: Identify word meaning in context. ✦ ✦ ✦ ✦ ✦

PC 38: Recognize cause-and-effect relationships. ✧ ✧ ✧ ✧ ✧

PC 39: Draw conclusions or predict outcomes. ✦ ✦ ✦ ✦ ✦

PC 40: Analyze characters, based on their speech or actions. ✧ ✧ ✧ ✧ ✦

PC 41: Recognize figurative or poetic language. ✧ ✧ ✧ ✧ ✧

PC 42: Identify type of passage or writing style. ✦ ✦ ✦ ✦ ✦

PC 43: Determine author’s viewpoint, purpose, or tone. ✧ ✧ ✧ ✧ ✧

PC 44: Use information to make applications or analogies. ✦ ✦ ✦ ✦ ✦

PC 45: Make evaluations or judgments. ✧ ✧ ✧ ✧ ✦

PC 46: Interpret charts, indexes, or illustrations. ✦ ✦ ✦ ✦ ✦

Strand and ObjectiveGrade Lev

3.0 3.5 4.0 4.5 5.0

B
Proportions of Strands at
Each Grade Level

Reader’s Workshop has more than 11,000 exercises across the strands of the course. These exercises are distributed in the proportions shown below and at the grade levels indicated. See Appendix C for the distribution of skill areas in the Thematic Lessons strand.

Grade Levels PC IC LC WM WA RS

2.8–3.9 20% 10% 20% 30% 15% 5%

4.0–4.9 20% 10% 20% 30% 15% 5%

5.0–5.9 20% 20% 20% 30% 5% 5%

6.0–6.7 20% 25% 15% 30% 5% 5%

6.8–7.5 50% –– –– 50% –– ––

Strand Code Strand

PC Passage Comprehension

IC Interpretive Comprehension

LC Literal Comprehension

WM Word Meaning

WA Word Analysis

RS Reference Skills

31

C
Proportions of Skill Areas in
the Thematic Lessons

This appendix shows the proportions of skill areas practiced in the Thematic Lessons. The skill areas are integrated within each lesson. Student performance in these skill areas is combined with the data on their performance in the strands of the same name and summarized in the course reports. Exercises in the word meaning and word analysis skill areas have been combined to reflect the proportion of exercises that focus on target vocabulary.

LevelU.S. Lesson Title/International Lesson Title*

* If different from U.S. lesson title.

Number of Exercises

Proportion of Exercises

IC LC WM, WA RS

3.003.253.503.75

4.004.254.504.75

5.005.255.505.75

6.006.256.506.75

Pets and Pet CareBirthday PartySeedsPostal Service/Newspapers and Books


Animals of KenyaCavesFolktalesOld West/Canadian West

Ocean MammalsNative Americans/Native AustraliansHealth and NutritionEarthquakes

36384437

42354536

35474539

39384547

25%13%25%16%

33%54%20%20%

32%19%51%31%

54%42%27%34%

20%29%18%27%

19%23%24%20%

17%15%20%31%

41%37%22%13%

38%37%21%35%

26%23%22%22%

17%36%13%23%

5%5%

13%11%

17%21%36%22%

22%0%

34%42%

34%30%16%15%

0%16%38%42%

Summary by Grade

Grade 3Grade 4Grade 5Grade 6

155158166169

20%31%33%40%

23%21%21%27%

33%23%22%9%

24%25%24%24%

Totals for the Strand 648 31% 23% 22% 24%

33

D
Distribution
and Descriptionsof Passage Types

The Passage Comprehension and Thematic Lessons strands contain 581 passages on which comprehension exercises are based. This appendix details the number and proportion of each type of passage in the course and gives a brief description of each type.

Distribution

Description of Passage Categories

FictionMost fiction passages involve young characters who are exploring a topic in science, social studies, or another school subject. Many passages present a realistic fictional situation, often including a dialogue between characters. Above level 6.80, short dramatic scenes are presented.

Folktales and MythsThese include American and international folktales, Greek and Roman myths, and Aesop’s fables.

PoetryThe poems describe situations and emotions that are familiar to children, give factual information, describe the lives of animals, or are simply entertaining. Most of the poems are rhymed verse.

Passage Types Number of Passages Percent of Total

Fiction

Folktales and Myths

Poetry

Letters

Science

Social Studies

Practical Reading

149

23

21

38

119

131

100

26%

4%

4%

7%

20%

22%

17%

Total 581 100%

35

LettersSeveral types of letters are represented, including personal letters to friends or relatives and simple business letters to organizations or public officials. Topics include personal news, current social concerns, requests for services or information, and explanations of topics in science and social studies.

SciencePassages resemble excerpts from science textbooks and popular science articles. Topics are drawn from the life sciences, physical sciences, geology, astronomy, and health. Within these passages, scientific vocabulary is developed in context.

Social StudiesThese passages describe historical events and the way people live in various countries and cultures around the world. Passages on the geography and wildlife of particular regions are included. Historical topics include history (U.S. history, primarily) and the development of important inventions. Biographical passages focus especially on the contributions of women and people of various ethnic groups.

Practical ReadingPassages include charts, recipes, schedules, tables of contents or indexes from books, lists of directions, or short simulated excerpts from newspaper advertisements, tourist brochures, or other factual reading material. In the Thematic Lessons strand, informational graphics include maps, diagrams, and illustrations.


E
Skill Objectives
This appendix lists the 46 skill objectives addressed in Reader’s Workshop and provides a complete skill objective statement and sample exercises for each. The table below lists the skill objectives as they appear on the course reports with strand code and skill objective number. (The International version uses different spellings, as appropriate.) On subsequent pages, the skill objectives are listed by strand, with a full skill objective statement and one to three sample exercises. The sample exercises are from the U.S. version and are all labeled with their grade levels. However, all exercises at the specified level are not from the same skill. To request worksheets for particular skills, see Appendix M and the management system documentation.

This appendix gives complete skill objective statements for the Passage Comprehension strand; the sample exercises for this strand are presented in Appendix H by grade level, along with their associated passages.

Strand Code & Skill Objective Number

Skill Objective Statement

WA 01 Decode words in context.

WA 02 Recognize consonant patterns.

WA 03 Recognize vowel patterns.

WA 04 Identify compound words or their components.

WA 05 Identify contractions or their components.

WA 06 Identify root words of words with prefixes or suffixes.

WA 07 Use or define words with prefixes.

WA 08 Use or define words with suffixes.

WA 09 Identify correct forms of verbs in context.

WA 10 Identify correct forms of adjectives in context.

WM 11 Identify word meanings.

WM 12 Use vocabulary in context.

WM 13 Identify synonyms, using context clues.

WM 14 Identify antonyms, using context clues.

LC 15 Identify explicitly stated information in a short text.

37

LC 16 Identify pronoun referents.

LC 17 Identify sequence or time of events.

LC 18 Combine or restate sentences.

LC 19 Classify words by category.

IC 20 Make inferences from details in a short text.

IC 21 Distinguish between fact and opinion.

IC 22 Recognize logical conclusions.

IC 23 Recognize cause-and-effect relationships.

IC 24 Analyze characters, based on their speech or actions.

IC 25 Recognize effective descriptive language.

IC 26 Recognize figurative language.

IC 27 Determine author’s viewpoint, purpose, or tone.

IC 28 Recognize analogies.

RS 29 Determine alphabetical order.

RS 30 Identify appropriate reference works for given tasks.

RS 31 Use guide words to locate information.

PC 32 Identify explicitly stated information.

PC 33 Identify sequence of events or steps.

PC 34 Complete a passage, using context clues (cloze-type).

PC 35 Identify main ideas.

PC 36 Make inferences.

PC 37 Identify word meaning in context.

PC 38 Recognize cause-and-effect relationships.

PC 39 Draw conclusions or predict outcomes.

PC 40 Analyze characters, based on their speech or actions.

PC 41 Recognize figurative or poetic language.

PC 42 Identify type of passage or writing style.

PC 43 Determine author’s viewpoint, purpose, or tone.

PC 44 Use information to make applications or analogies.

PC 45 Make evaluations or judgments.

PC 46 Interpret charts, indexes, or illustrations.

Strand Code & Skill Objective Number

Skill Objective Statement


Word Analysis Strand (WA)

WA 01: Decode words in context.Given a sentence with a missing word and answer choices that are visually similar, the student will select the word that fits the context.

3.08

Hold my _____.

hang hand than hard

WA 02: Recognize consonant patterns.Given a sentence with a missing word and answer choices that differ only in the initial or final consonant or consonant blend, the student will select the word that fits the context.

2.86

Ann cooks in a _____.

ban pan fan

3.58

Two trees grow in the _____.

part park

WA 03: Recognize vowel patterns.Given a sentence with a missing word and answer choices that differ only in the vowel, vowel digraph, or diphthong, the student will select the word that fits the context.

4.41

Henry washed the dishes in the bathroom _____.

sink sunk

WA 04: Identify compound words or their components.Given a sentence containing a compound word and one of its component words, the student will identify the second component word.

4.52

The evergreen tree stays _____ forever.

gray even green

Given a sentence that describes a compound word using its two component words, the student will select the compound word that completes the sentence.

Skill Objectives 39

4.63

Hills at the foot of a large mountain are _____.

hilltops footballs foothills

Samples of compound words in Reader’s Workshop, by level:

3.00–3.99

cookbook newspaper sailboatdaylight notebook streetlightheadache rainstorm sunrisehomesick redhead

4.00–4.99

birdbath cheekbone rosebushbirthday evergreen seafoodblueberry foothills skydivingblackberry handmade stopwatchbookshelf leftovers

5.00–5.99

earthquake rattlesnake suitcaseheadline skylight waistlinelifeboat skyline wallpaper

6.00–6.99

airmail handshake sunglassesbankbook lightweight toothpickbirthrate overpass

WA 05: Identify contractions or their components.Given a sentence that contains a contraction and a parallel sentence containing one of the component words of the contraction, the student will complete the parallel sentence with the second component word.

3.25

I shouldn’t stand in this mud puddle.

I should _____ stand in this mud puddle.


4.19

She’s eating soup with a fork.

_____ is eating soup with a fork.

Contractions included in the strand are those formed from

verb + not—with the verbs:verb + be (is, am, are, was, were)verb + do (does, did)verb + have (has)verb + canverb + couldverb + shouldverb + will

pronoun + be (is, am, are)pronoun + have (has, had)pronoun + will

WA 06: Identify root words of words with prefixes or suffixes.Given a sentence containing a target word with a prefix or suffix and a second sentence related in meaning, the student will complete the second sentence by choosing the correct root word.

3.19

A big dog took our weekly paper.Our paper comes once a _____.

day week month year

5.03

Uncle Fritz left the car lights on, so the battery became discharged.

The battery was not _____ because Uncle Fritz left the car lights on.

clean charged free bugged used

WA 07: Use or define words with prefixes.Given a target word with a prefix, the student will complete a definition of the prefix by choosing a word that has the same meaning as the prefix.

3.47

In the word “rebuild,” “re” means _____.

again not with

Skill Objectives 41

Given a sentence containing a target word with a prefix and a second sentence with the root word of the target, the student will complete the second sentence by choosing a word that has the same meaning as the prefix.

3.81

Anna found an uneaten apple.

The apple was _____ eaten.

partly all not

Given a descriptive sentence, the student will complete a second similar sentence by choosing the word with the correct prefix and meaning.

6.38

It’s not very logical to plan on living to be 300 years old.

It’s _____ to plan on living to be 300 years old.

illegal illiterate illogical illustrated

Prefixes included in this strand are

un dis antire im undermis in ilpre en ir

WA 08: Use or define words with suffixes.Given a sentence containing a target word and a second similar sentence with a blank, the student will select the suffixed form of the target word that fits the meaning of the first sentence.

3.52

Marlene helped me.

Marlene was _____.

helpful hopeful helpless

5.87

Bert envies Hank’s ability to shoot baskets in gym.

Bert is _____ of Hank’s ability.

joyous furious devious envious precious

Suffixes included in the strand are

ly less ness tioner (noun) ish ment ousful able al izey


WA 09: Identify correct forms of verbs in context.Given a sentence that is missing a verb, the student will complete the sentence by choosing the verb with the correct form for the context.

3.74

Kent likes to _____ letters.

mailed mails meal mail

WA 10: Identify correct forms of adjectives in context.Given a sentence containing an adjective and a blank, the student will complete the sentence by choosing the comparative or superlative form of the adjective.

3.97

Maria can run fast, but her sister can run _____.

fatter faster fasten

Word Meaning Strand (WM)

WM 11: Identify word meanings.Given an example sentence using a target word, the student will select the definition of the target word.

2.80

Jill and her brother look alike. They both have black hair and brown eyes. “Alike” means _____.

differentlike one anotherlike nobody else

4.68

We speak English in America. To us, French is a foreign language. “Foreign” means _____.

of all countriesof another countryof your own country

WM 12: Use vocabulary in context.Given an example sentence using a target word, the student will demonstrate an understanding of the word by completing another sentence.

2.97

Fall and spring are seasons of the year.

_____ is also a season.

Snow Cloud Blue Winter Fun
Skill Objectives 43

Given a descriptive sentence, the student will complete a second sentence by selecting a target word appropriate to the context.

3.03

Sue is hungry. Billy will _____ her a sandwich.

clean wish offer jump eat

3.57

Dad has a new job. He was _____ to help build the new school.

fired piled sung washed hired

A student sees vocabulary words presented in different contexts and at different levels of the course. This allows the student to become familiar with the word’s range of meaning and usage. For example, the next three exercises on refuge are at the fourth-grade level.

4.17

When the girls threw snowballs at the boys, the boys hid in the fort. The fort was the boys’ refuge from the girls. A refuge is a _____.

scary placesafe placeplace for boys

4.20

On cold nights, the kitten slept in the warm garage. The garage was the kitten’s _____ from the cold.

fir rug car refuge whiskers

4.26

Jennie ran into the house to hide from her sister.

She went into the house for _____.

food refuge sleep clothing games

WM 13: Identify synonyms, using context clues.Given a sentence containing a target word and a related sentence with a blank, the student will select a synonym for the target word.

3.26

Mom fixed the tire on the car.

Mom _____ the tire on the car.

broke washed answered repaired collected

N O T E


WM 14: Identify antonyms, using context clues.Given a sentence containing a target word and a related sentence containing a blank, the student will select an antonym for the target word.

5.77

Margo dresses in vivid colors like orange and red. She does not wear _____ colors like light pink and white.

loud bright pale brilliant shocking

Literal Comprehension Strand (LC)

LC 15: Identify explicitly stated information in a short text.Given a statement and a question about it, the student will locate the answer in the statement.

5.64

Vivian petted monsters in her dreams last night.

What did Vivian pet in her dreams last night? ________

6.33

Joanna wanted to go to the store where her mother works. She got on the wrong bus and ended up at the police station. Where does Joanna’s mother work?

on the busat a storeat the police station

LC 16: Identify pronoun referents.Given sentence(s) containing a referent and a pronoun, the student will select or type the word that identifies the referent.

4.75

Fred’s suitcase was so full that he had to sit on it to close it. Fred had to sit on his ________ to close it.

LC 17: Identify sequence or time of events.Given a sentence describing two events, the student will complete the sentence by choosing the correct word to indicate the sequence of events.

4.94

Lisa had to wait for her cereal until _____ her brother came back from the grocery store.

before while after breakfast

Skill Objectives 45

LC 18: Combine or restate sentences.Given one or two sentences containing several details, the student will complete a sentence that restates some or all of the original information. Structures of given sentences include compound sentences, sentences in the passive voice, sentences with compound subjects and predicates, interrogatives, sentences containing modifiers and predicate adjectives, sentences with displaced subjects, and complex sentences.

6.02

We were watching Wade leave for the Army. We felt sad. Watching Wade leave for the Army, we felt ____.

LC 19: Classify words by category.Given a word, the student will identify the category in which that word belongs.

3.29

Saturday is a _____.

month pay day week

4.53

Mexico is a _____.

building feeling food country

Given a list of words, the student will select the word that does not belong in the same category as the others.

5.29

Which word does not belong with the others in meaning?

doctor laboratory baker farmer teacher

Given a category label and a list of words, the student will select the word that fits the category.

6.39

Which word names a storm?

volcano drowning hurricane earthquake barricade


Interpretive Comprehension Strand (IC)

IC 20: Make inferences from details in a short text.Given a description of a situation, the student will make a simple inference and select the correct word or phrase to complete a sentence.

3.42

“The toaster just won’t get hot any more,” said Dad. “I guess it’s _____.”

fixed mean new broken lonely

6.25

The animals in the zoo grow restless at feeding time. The animals get restless when they are _____.

asleep hungry dirty fatigued quiet

IC 21: Distinguish between fact and opinion.Given a description of a situation, the student will select a sentence that is a fact (or opinion) about the situation.

3.34

Jane got wet because she forgot her umbrella.

Which is an opinion?

Jane got wet.Jane makes too many mistakes.Jane forgot her umbrella.

Given two or more sentences, the student will select the one that is a fact (or opinion).

4.34

Which is a fact sentence?

The records are underneath the record player.Records aren’t as good as tapes.

Given a statement, the student will decide whether it is fact or opinion.

5.27

“Reading is more fun than math,” said Joe.

This is _____.

a factJoe’s opinion

Skill Objectives 47

IC 22: Recognize logical conclusions.Given a statement, the student will answer a question on what can logically be concluded from that statement.

4.36

Oscar missed school the day of the spelling test.Is it true that Oscar was there for the spelling test?

yesnocan’t tell

IC 23: Recognize cause-and-effect relationships.Given a sentence implying a cause-and-effect relationship, the student will complete a sentence that specifically defines the cause and the effect.

2.99

The loud drum music hurt Jack’s ears. Jack’s ears hurt because _____.

he was happythe music was too loudthey were sore

IC 24: Analyze characters, based on their speech or actions.Given an example of a character’s speech or actions, the student will select the word or phrase that best describes the character.

4.52

“Look at those pins go down,” Ingrid said. “I love bowling.” Ingrid is _____.

enjoying herselfunhappywishing she were home

IC 25: Recognize effective descriptive language.Given a sentence comparing one thing to another, the student will identify which of the five senses is used to make the comparison.

4.52

The baby’s skin was softer than the inside of a petal. This is something you can _____.

hear smell see feel taste


Given a sentence with a blank, the student will choose the word that makes the sentence more descriptive or interesting.

4.96

Which word makes the sentence more interesting?

“Oh, no!” Dad _____, “those dogs from next door have been digging in my garden again!”

exploded said

Given two similar sentences, the student will identify the sentence that is more descriptive or interesting.

6.56

Which sentence is more interesting?

The big truck went by Al’s house and honked its horn.

The huge truck blasted its horn as it raced past Al’s house.

IC 26: Recognize figurative language.Given a sentence with a blank, the student will identify the most appropriate figure of speech to complete the sentence.

5.36

When his mother told him to go to bed, Hal groaned like a _____.

wounded oxhappy birdpine tree

Given a sentence with a figure of speech, the student will complete another sentence that defines or describes the figure of speech.

6.73

The airplane gleamed against the black clouds like a diamond in coal. Some things being compared to each other here are clouds and _____.

a planecoala diamond

IC 27: Determine author’s viewpoint, purpose, or tone.Given a descriptive sentence, the student will select the word or phrase that best characterizes the viewpoint, purpose, or tone of that sentence.

4.96

The waves uncovered shells and treasures for Maggie on the sand. This sentence makes the waves sound _____.

worried cruel proud silly helpful

Skill Objectives 49

Given two sentences, the student will identify the sentence that has a particular viewpoint, purpose, or tone.

5.05

Which sentence makes Carl sound gentle?

Carl stroked and petted the fuzzy little kittens.Carl kept petting the kittens even though they wanted to be fed.

IC 28: Recognize analogies.Given an incomplete analogy in a sentence, the student will choose the correct word to complete the analogy.

5.53

Chew is to cheese as _____ is to milk.

cold liquid food drink eat

Reference Skills Strand (RS)

RS 29: Determine alphabetical order.Given a word, the student will select from a list the word that follows or precedes it alphabetically.

3.10

The word _____ comes before “pair” alphabetically.

other river quick

Given a target letter, the student will select from a list the letter that follows it alphabetically.

3.14

The letter f comes before _____.

b d p e

Given a list of words, the student will select the word that comes first (or last) alphabetically.

4.37

Which word comes last alphabetically?

renew require resist reptile


RS 30: Identify appropriate reference works for given tasks.Given a research topic, the student will select the appropriate reference work to use. Reference works include the newspaper, encyclopedia, telephone book, atlas, and dictionary.

2.99

To find out what “tadpole” means, you would look in _____.

an encyclopediaa dictionarya telephone book

6.64

To find out if Chicago is near a lake, you would look in _____.

a newspapera telephone bookan atlas

RS 31: Use guide words to locate information.Given guide words from a dictionary page, the student will select a word that could be found on the same page.

3.99

The word _____ comes between the words “rice—school” in the dictionary.

puddle realize teeth rubber

Given a set of guide letters from an encyclopedia page, the student will select a topic that could be found on that page.

4.49

The word _____ comes between the letters “Am—Ao” in the encyclopedia.

ant alphabet apple airplane

Passage Comprehension Strand (PC)

PC 32: Identify explicitly stated information.Given a passage, the student will locate or restate information directly from the text.

PC 33: Identify sequence of events or steps.Given a passage, the student will identify the sequence of events or steps of a procedure, or will identify when an event took place.

PC 34: Complete a passage, using context clues (cloze-type).Given a passage with a blank, the student will select the most appropriate word to complete the passage.

Skill Objectives 51

PC 35: Identify main ideas.Given a passage, the student will identify the main idea or the most appropriate title.

PC 36: Make inferences.Given a passage, the student will use the stated information to make reasonable inferences.

PC 37: Identify word meaning in context.Given a passage with a vocabulary word, the student will identify the meaning of the word as used in the passage.

PC 38: Recognize cause-and-effect relationships.Given a passage, the student will identify the cause of an event or its effect.

PC 39: Draw conclusions or predict outcomes.Given a passage, the student will identify a logical conclusion or prediction.

PC 40: Analyze characters, based on their speech or actions.Given a passage containing a description of a character’s speech or actions, the student will identify the character’s mood, or viewpoint, or one of the character’s personality traits.

PC 41: Recognize figurative or poetic language.Given a passage with a figurative or poetic phrase, the student will identify its meaning in the context.

PC 42: Identify type of passage or writing style.Given a passage, the student will identify the style of writing as being fiction, nonfiction, a letter, a poem, a fable, a myth, a table of contents, or an index.

Given a passage, the student will identify a part of the writing as being fact or opinion; fantasy or reality.

PC 43: Determine author’s viewpoint, purpose, or tone.Given a passage, the student will identify the author’s viewpoint, purpose, or tone.

PC 44: Use information to make applications or analogies.Given a passage, the student will use the information presented to solve a problem or to answer a question about a new situation with similar characteristics.

Given a passage, the student will use the information presented in the passage to complete an analogy.


PC 45: Make evaluations or judgments.Given a passage, the student will make inferences from the stated information in order to evaluate or make judgments concerning new situations.

PC 46: Interpret charts, indexes, or illustrations.Given a chart, index, or table of contents, the student will locate, interpret, or apply specific information.

Given a graphic display (map, diagram, or illustration), the student will identify information in the display to answer literal and inferential comprehension questions.

Skill Objectives 53

F
Vocabulary Words
by Grade Level—U.S. Version

Listed here are the vocabulary words for the U.S. version of Reader’s Workshop. Approximately 350 vocabulary words are presented and reviewed at each full grade level of the Word Meaning strand. Words at levels 2.8–3.0 are included in Grade 3, the first full grade level of the course.

Grade 3

Aabsentaccidentagreealikeallowamountancestoranchoranotheranswerantlersappearappetiteapproachaquariumarriveartistatmosphereaverage

Bbacteriabarebasketbeastbeautybehaviorbelly

bentbicyclebirthblizzardblockbloodboardbodyboneboredboulderbounceboundbrainbranchbreakfastbreezebridgebrightbrilliantbroadburrowbushbusinessbutterfly

Ccabincalicocandlecarvecastle

caterpillarcattlecavitycellarcellscentercertainchainchairchancecheesechiefchimneyclassclevercliffclimateclothcloudcollectcolonycomfortablecommunityconditionconductorconstellationcontinentcontinuecopycorrectcottoncousin

crawlcropcrouchcrownculture

Ddangerdensedentistdesertdifferentdifficultdigestiondipperdiscoverdiseasedistancedividedoctordoubt

Eedgeemptyenergyengineerenoughequatorescapeevaporateexcited

exhaleexperimentexplainexplore

Ffactoryfamousfavoritefemalefencefinallyfloatforestforwardfrightenfrozenfruitfurniture

Ggalaxygardengasgathergazegentleglareglowgracefulgraingroup

Hhandsomeharmhealthhealthyhirehollowhorizonhorriblehospitalhugehumanhurricanehusband

Iideaimaginaryimportantinchinhaleinsectinstantinstinctinstrumentinvisibleinviteisland

Jjuice

55

Kkingdomkitchenkneeknock

Lleapleatherlenslettucelibraryliquidloadlooseloudlumber

Mmachinemagnetmalemanagemarketmeasuremembermentionmessagemetalmiddlemillionmixmodelmodernmoleculemotormuscle

Nnailnarrownationnativenaturalnaturenecessary

neighborhoodnoonnorthnoticenurse

Ooceanofferofficeoperationorchardoxygen

Ppackpackagepaddlepairparentpasturepatiencepatientpeachpenguinpileplanetplatepleasantplowpollutionpondpourpracticepreferpressurepretendproblemproducepromiseprotectproteinproudprovepurpose

Qquarrelquarterqueen

Rradioraiseranchratherreasonrecognizeregionrepairreplyreptilereturnroarrocket

Ssafetyscalescamperscattersciencesearchseasonsensesserioussettlementshadowsshakeshapesharesharpsheltershinyshouldersignalsimplesingleslenderslideslimsmooth

snailsniffsocialsoilsoldiersourcesouthspacespeakspecialspidersquaresquirtstarstatesteamsteerstemstomachstormstraightstreamstretchstringstudysubmarinesupplysupportsurfacesurround

Ttastetaxteethtemperaturetenderterriblethoughtthroattickettimbertonguetowardtowertractor

traffictrailtraveltwins

Uuniverseunless

Vvalleyvaluablevegetableveinvillage

Wwanderwasteweatherweightwelcomewhalewheatwhisperwifewildwildernesswolfwoundwrinkle

Zzero

Grade 4

Aabandonabilityabolishaccelerateaccelerationaccurateactual

adobeadvanceadventureagriculturealtitudea.m.amazeapproachargumentashamedassist

Bbalancebalconybanishbannerbattlebeautifulbenefitbiographybiologybitterblazebluffbotherbrassburden

Ccanyoncapsizecenturyceremonychaptercheckcheerfulclaimcoarsecolonialcomplainconfessconstructcostumecowardlycreek


crewcrispcruelcurrentcustom

Ddamagedangerousdaringdeciduousdeclaredehydratedemanddemonstratedescendantdestinationdestroydevelopdevicedevourdiagonaldigestdiphtheriadisagreeabledisappointdisasterdisguisedissolvedisturbdraftdragondrama

Eeagerearthechoeconomicsefficienteffortelbowemancipateembarrassenchantenemy

enormouserosionestimateeveningexcellentexpertexplodeextinct

Ffablefaintfigurefloodfluidfogfoolishforageforceforeignfossilfrontierfurious

Ggallopgenuineghostglaciergloomygoalgradualgranitegreedyguestguide

Hhabithalthandleharvestheredityhesitatehideousholiday

honesthostilehumiliatehungryhut

Iideaidolillusionimaginationimproveindependenceinfantinjureinjuryinsertinterruptintroduceinventirrigate

Jjealousjeweljinglejudgmentjungle

Kknightknot

Llaborlashlegendlevellingerliteraturelizardlocationlodgeloyaltylumber

Mmagazinemagicmarblematerialmathematicsmattermedicinemercilessmethodmigratemiraclemistakemodulemoisturemosaicmotionmystery

Nnationalnaturalneedlenervesnervousnotchnuisance

Oobjectobserveoccasionoccuroffspringoriginalornamentounce

Ppacepantparticleparticularperchperfectperhaps

permanentperpetualpioneerplainsplankpleadp.m.poempolicypolishpopulationpossesspossibleprairiepreparepreventprideprivateprogramprotestproud

Qquarryquenchquest

Rraiserarereassurereflectrefugereluctantremainremoverepeatrescuerivalruderustle

Ssaddlesalutesatisfyscrubseizesereneshiversimilarsimpleskeletonsocietysolidsolvesplinterspreadstarestationstatuesteepstreamsubtractsucceedsurvivesuspectswampswiftsynonym

Ttaletametasktensionterritorythicktradetraditiontragictreasuretrialtribetwilight

Vocabulary Words by Grade Level—U.S. Version 57

Uuncommonuniqueunpleasanturgeurgencyurgent

Vvacuumvaguevegetationvelvetvictoriousviolentvolcanovoyage

Wwailwealthwearywidowwillingwisdomwitnesswonderwrangle

Yyawn

Grade 5

Aabdomenachievementacrobatalgaealterannualapprenticearidastronomerautomatic

Bballadbarricadebeckonblendblightblunderboldbotanybrandishbrazenbreedbuoy

Ccactuscalculatecaloriecanopycarbohydratecareercatalogcautioncautiouscemeterycertainchariotcoaxcolleaguecommunicatecomplicatedcomplimentcomputeconcentrateconfidentcontemporarycontemptcorruptcreatecrestcrimsoncrisiscriticizecylinder

Ddazzledecadedecentdeclaredefiantdensedependentdiagnosisdiagramdialectdiameterdiscerndismaldomesticatedominantdroughtdungeon

Eearthquakeeclipseelectronelectronicelevationelevatoremergeemphasisenduranceequivalenterrorescortexaggerateexertexhaustedexpansionexquisiteexultant

FFahrenheitfantasticfatiguefertilefictionfinance

flankfootprintformulafranticfugitivefungusfuselage

Ggadgetgallongaugegenerationgeographygeologygeometryghastlyglanceglimpseglitterglowergrammargravitygropeguaranteegypsy

Hhatchhearthheavehingehomesteadhospitalityhumidhumidityhydrogenhypothesis

Iidenticaliglooimitateimmigrantimmortalimmune

implementimploreincredibleindependentindexindignantinertiainfiniteingredientinheritinspectioninstallmentinternalinvasioninvertebrateinvestigateisolateivory

Jjustice

Kknight

Llaboratorylariatlatitudelaunchlavaledgelegitimateleisurelocationlogiclurch

Mmachinerymajesticmanemarinemarrowmassagemassive

maximummeandermechanicsmediocremellowmelodymeteorminiaturemiragemoccasinmonstrousmural

Nnaturalistnauticalnavigationneutralnitrogennominatenostrilnotifynotionnucleus

Oobedienceobservatoryobserveobviousoperateoptimismorchestraoriginal

Ppallidpanicparachuteparallelpartnershippatronpenetrateperennialperilpersist


petitionpolicypolitepostagepoultryprecautionpredicamentprehistoricpresumeprocedureprofoundpromptprophecyproverbpublic

Qquarantine

Rraidrecessrecreationrefineryrefractionrehearserelationshiprelaxreproachreputationrequirementreservationreservoirreviverhymerobustrotationroutine

Ssacredsarcasticsaturatesavageschedulescream

seniorsensitivesequencesessionshallowshattershrewdshriekshrinksiegesignalsignaturesimultaneoussmothersnarlsociologysolarsouvenirspeciesspecificspecimenspherespinespongestampedesterilesubmergesuffocatesummitsuperstitionsurgeonsurveyorsurvivalsymbolsympathetic

Ttapestrytawnytechnicaltelescopetemporarytheorythicketthrivetidaltorrent

tortillatouristtournamenttranquiltranslatetrapezetreacherytriangletropicaltutortwilighttyranny

Uultimateunabridgeduniteuniversaluniversityunpredictableurbanusherutilityutilize

Vvacantvaccinevegetationvehicleveteranvibratevicinityvigorvitalvividvolunteervulture

Wwallowwalnutwanewaverweapon

wearinesswedgewharfwistful

Yyearnyieldyonder

Zzenith

Grade 6

Aabolitionaboundabruptaccommodateaccompliceaccomplishaccumulateaccurateacidacknowledgeactiveadolescentadvancementadversaryadvertiseaffectaggressiveagilealertalienallegiancealrightaltaralternatealuminumamateurambitiousamiableamusing

anguishanniversaryannounceantidoteantiqueapparatusapplauseapplianceapplyapprehensivearchitectarrayascendattackauctionauthoravalancheaversionaward

Bballadballotbarelybarterbasebenevolentbeseechblisterbluntbracebrandishbreathtakingbrisklybrittlebrowsebudge

Ccalculatecalmcampaigncancelcantercarnivorecasual

celebratecentennialcentimeterchafecharacterchartchasmchastencherishchidechlorinechorechroniclechunkclamberclimaxcollapsecollectioncollisioncolonistcombatcombinecombustioncompetecomplicatedcompositioncondescendconfidentconfrontcongratulateconiferousconservationconsiderconsideratecontemporarycontrolconvertcosmopolitancratercrevicecriticcriticismculturalcurb


Ddebatedeclinedecoratedecreasedegeneratedemolishdesolatedestructiondevelopmentdevoteedignitydilapidateddilateddilutedisappeardislikedisorderlydissuadedistinctdistinguisheddivertdoubtfuldrearydrenchdubiousduplicatedurable

Eebbebonyelementelementaryeliminateemaciatedembraceemergenceendeavorendlessenergeticenhanceenlargeenrageentertainepidemic

epitaphestablisheternityexaminationexcludeexhilarateexpensiveexperienceextinguishextract

Ffailurefalconfalterfamefamiliarfanfeatfiestafightflatnessflavoredflimsyflounderflouryfocusfoliagefootprintforgeryformidablefortitudefortunatelyfragmentfragrantfrictionfrownfrugalfurtive

Ggapgaugegenerousgeyser

glistengrandgrievegrimace

Hhailstonehairyheighthiddenhithoaxhobbyhoneymoonhorizontal

Iidentificationignoreimpenetrableinclineincreaseindignantinduceindulgeinferiorinfluenceinstitutioninsulateintactintangibleintelligentinterferenceinterviewinventioninventorinvigorateirritable

Jjerkjubilant

Kkindle

Llawlessnessleafyliberationlimitedlowerluckilylucrativelunar

Mmajormammothmaneuvermangledmanipulatemanualmanufacturermascotmedievalmenacemetropolitanmistymodifymonotonymoralemorselmountainsidemournmovementmyth

Nnarrateneglectnomadicnonchalantnormalnotablenourishmentnovice

Oobeseobscurityobsoleteominousopponentoppositionordinaryoutcomeoverlookover-the-counter

Ppacifypastepatentpatiopatriotpeakpelletpenaltyperilousperimeterpersevereperspirepersuadepicturesqueplateauplausibleplummetplungepneumoniapopularporcelainposterprescriptionpreyprisonerprofessionalproneproverbprowpunishmentpyramid

Qqualityquarrelquestionnaire

Rradarradiumrarelyrebuildrecentrecipereconstructrecreatereductionreflexrefusalregisterrejectreluctanceremarkableremedyremodelremoteremovalremoverepairrepealreposereprimandresentresidentialrestrictresultretrievereverencereviewreviewerrevolveridgeriverfrontrotaterowdyrubbleruinrumor


Ssagesalvagescalpscalyscenescoffscornscrapescriptssearself-addressedsentenceseparateserviceshredshylyskepticalslantslapsliceslitslopesmoldersnapsnowflakessnowysolitudesoothespecificspectatorsporesqueezestablestagestagecoachstarchsteadystereotypestingstingystrengthenstridestrikestylesubstantialsubtle

successfullysucculentsuddenlysullensummitsurfsurveysweepstakessymmetry

Ttakeofftalentedtarnishtedioustempesttendencytentacleterrainthreatenthrongtimetabletimidtokentolerancetransformtraversetreacheroustreattreatmenttremorstrendtunnelturbulenttycoontyrant

Uunavailableuncouthuncultivatedundertowuneventfulunfortunatelyuninhabitedunique

unitedunknownunrulyupwardsuranium

Vvacantvagrantvaguevaliantvanquishvarietyvehementvelocityvendorvengeanceventilateverdictverticalvigilancevigorousvirusvowvulgar

Wwarningwarrantywaterfallwell-behavedwhetwilywincewitherwrench

Grade 7

Aabsorbabundanceabundantaccessaccessible

accommodationsaccuseaccustomactionadaptaddictionadjournadjustadmitadmittanceadvertisementadvisoryaffiliateagitationagreementaideallergicallergyalleviateannoyapplicationappreciateapproximatelyarchaicarthritisassemblyassistantassociateathleticattendattendantattractattractionauthorizeautomateautomobileavoidawkward

Bbagelbaggagebanboastboombotanistbreathe

broadcastbrochurebulgebuzz

Ccablecafecalculatorcampsitecancercanningcaptivatecausecellcementcerealchannelchargecharlatanchefchemicalchoicechopstickscirculatoryclarifyclerkcoilcolorfulcomedycommercialcommitcommoncommunicationcompactcomplexcompulsioncomputerconcealconcentrationconcerningconcreteconeconnectconnoisseurconstantlyconsume

consumercontinuouslycontributionconvenienceconventionalcookwarecostlycouncilcouponcourteouscrimecritiquecrossbreedcuisinecushioncyclecyclist

Ddailydealdecisiondecomposedecomposerdecordefectdefectivedefensivedegreedelaydeletedeluxedenydepositdepressingdepthdesigndesignerdesirabledesiredetectdeterioratedeteriorationdetermineddeterrentdiabetesdiabetic


digitaldirectiondirectordisappointmentdisconnectdiscouragedisgustdismantledisplaydisruptiondistastefuldistributedistrustdomesticdonationdonordramatistdrawingdrivewaydullnessduty

Eeaseeconomicaleffectelectricityelephantelevateeliminationeminentemployeeencourageenforcementensureenterpriseentranceentrepreneurenvironmentequaletchingevaluateevaporationeventuallyevilevolveexcess

excessiveexerciseexhibitexistexoticexposeexpressionextendextensiveextinctionextremeextremely

Ffacilityfactorfarcefarefascinatedfashionfeaturefeeferociousfertilizefinitefitnessflightforcefulforecastforetellforgettableformationfragileframefreezefrequencyfrustratefrustrationfulfillfull-time

Ggaingallerygenesgeranium

gourmetgrapefruitgravitationalgrowthguilty

Hhaphazardharborhardenhardyharmfulharmlessheadquartersheightenhemhigh-spiritedhighwayhinderhindrancehobbyisthollerhonorhorrorhypnosis

Iidentifyillustriousimpoverishedimpracticalinaccessibleinactiveinactivityinadequateinconvenientindividualindividuallyindustrializedineffectiveinexpensiveinhabitinjectioninnocentinsanityinsensitive

installinstallationinstructinsultintelligenceintruderinventoryinvestinvitationitch

Jjanitorjustify

Kkeyboard

Llandlordlandmarklayerleastlecturelicenselifestylelimitationsliquefylogicallong-livedloomlossloungeloxludicrouslumpy

Mmagnifymammalmasterpiecemasterworksmaturemeanmemorablemental

metabolismmildmineralmisfortunemisunderstandmoanmoderatelymolluskmotoristmotor skillsmundane

Nnectarnegotiationnutrition

Ooatmealobligationobsessionobstacleoccasionallyopinionopportunityoptionoracleordinanceorganizationorganizeoriginateoutdatedouteroverpopulation

Ppainkillerparagraphpart-timepassengerpatternpedestrianperceiveperformanceperiodperiodically

perishableperspectivepersuasionpettyphysicalpickypiercepintplayerplaywrightplentifulplugpoisonpollpostponepowerpracticalpredictpredictionpremiumpreparationpreservedpresidentprestigiouspreviousprintedpriorprocessproducerprofitsprogrammingprohibitprominentpropproperproviderpsychologicalpsychologistpublishedpulsatepurchase

Qquartquiz


Rrandomrapidratereactreactionrealisticrearrangerecallrecipientrecklessredecoratereflectionrefuseregardingregenerateregulationrejectionrelativerelaxationreleaserelieverenewrenovaterentalreplacereplacementreporterrescheduleresistanceresolveresortresponserestaurateurrestorerestrictionsrevealrhythmrinkripenroamingrollerroommate

Ssalamanderscrimshawsculptureseamseamstressseaportsecretarysecurityseparatelyseparationseriessermonservingshortenshort-livedsignificantsimilaritysinglysinusessitesneezesnoresobsocializesoftensolidifysorrowspaciousspoilsporadicallystabstatementstatisticsstatuettestereostewardessstraysubstancesuggestionsunglassessuperiorsupervisesurplussurroundingssusceptibleswell

swerveswitchsymptomsystem

Ttechniquetextiletexturethoughtfulthrillingthrobticketingtidetimertopographytragedytransactiontransmittrivialtrunktwisttype

Uunanimouslyunattendedunawareunbalanceduncivilizeduncomplicatedunderdevelopedunderestimatedunderwaterunidentifiedunionunpopularityunrelatedunskilledunsuitableupsetutensil

Vvalidvaluedvariationversevesselvisorvisualvoid

Wwaiterwaitressweaverwell-manneredworkbookworkshopworthless


G
Vocabulary Words
by Grade Level—International Version

Listed here are the vocabulary words for the International version of Reader’s Workshop. Approximately 350 vocabulary words are presented and reviewed at each full grade level of the Word Meaning strand. Words at levels 2.8–3.0 are included in Grade 3, the first full grade level of the course.

Grade 3

Aabsentaccidentagreealikeallowamountancestoranchoranotheranswerantlersappearappetiteapproachaquariumarriveartistatmosphereaverage

Bbacteriabarebasketbeastbeautybehaviourbelly

bentbicyclebirthblizzardblockbloodboardbodyboneboredboulderbounceboundbrainbranchbreakfastbreezebridgebrightbrilliantbroadburrowbushbusinessbutterfly

Ccabincandlecarvecastlecaterpillar

cattlecavitycellarcellscentrecertainchainchairchancecheesechiefchimneyclassclevercliffclimateclothcloudcollectcolonycomfortablecommunityconditionconductorconstellationcontinentcontinuecopycorrectcottoncousincrawl

cropcrouchcrownculture

Ddangerdensedentistdesertdifferentdifficultdigestiondiscoverdiseasedistancedividedoctordoubt

Eedgeemptyenergyengineerenoughequatorescapeevaporateexcited

exhaleexperimentexplainexplore

Ffactoryfamousfavouritefemalefencefinallyfloatforestforwardfrightenfrozenfruitfurniture

Ggalaxygardengasgathergazegentleglareglowgracefulgraingroup

Hhandsomeharmhealthhealthyhirehollowhorizonhorriblehospitalhugehumanhurricanehusband

Iideaimaginaryimportantinhaleinsectinstantinstinctinstrumentinvisibleinviteisland

Jjuice

65

Kkingdomkitchenkneeknock

Lleapleatherlenslettucelibraryliquidloadlooseloud

Mmachinemagnetmalemanagemarketmeadowmeasuremembermentionmessagemetalmiddlemillionmixmodelmodernmoleculemotormuscle

Nnailnarrownationnativenaturalnaturenecessary

neighbourhoodnoonnorthnoticenurse

Ooceanofferofficeoperationorchardoxygen

Ppackpackagepaddlepairparentpatiencepatientpeachpenguinpileplanetplatepleasantploughpollutionpondpourpracticepractisepreferpressurepretendproblemproducepromiseprotectproteinproudprovepurpose

Qquarrelquarterqueen

Rradioraiseranchratherreasonrecogniseregionrepairreplyreptilereturnroarrocket

Ssafetyscalesscamperscattersciencesearchseasonsensesserioussettlementshadowsshakeshapesharesharpsheltershinyshouldersignalsimplesingleslenderslideslimsmooth

snailsniffsocialsoilsoldiersourcesouthspacespeakspecialspidersquaresquirtstarstatesteamsteerstemstomachstormstraightstreamstretchstringstudysubmarinesupplysupportsurfacesurround

Ttastetaxteethtemperaturetenderterriblethoughtthroattickettimbertonguetowardstowertractor

traffictrailtraveltwins

Uuniverseunless

Vvalleyvaluablevegetableveinvillage

Wwanderwasteweatherweightwelcomewhalewheatwhisperwifewildwildernesswolfwoundwrinkle

Zzero

Grade 4

Aabandonabilityabolishaccelerateaccelerationaccurateactual

advanceadventureagriculturealtitudea.m.amazeapproachargumentashamedassist

Bbalancebalconybanishbannerbattlebeautifulbenefitbiographybiologybitterblazebluffbotherbrassburden

Ccapsizecenturyceremonychaptercheckcheerfulchequeclaimcoarsecolonialcomplainconfessconstructcostumecowardlycrew


crispcruelcurrentcustom

Ddamagedangerousdaringdeciduousdeclaredehydratedemanddemonstratedescendantdestinationdestroydevelopdevicedevourdiagonaldigestdisagreeabledisappointdisasterdisguisedissolvedisturbdraftdragondrama

Eeagerearthechoeconomicsefficienteffortelbowemancipateembarrassenchantenemyenormouserosion

estimateeveningexcellentexpertexplodeextinct

Ffablefaintfigurefloodfluidfogfoolishforageforceforeignfossilfrontierfurious

Ggallopgenuineghostglaciergloomygoalgorgegradualgranitegreedyguestguide

Hhabithalthandleharvestheredityhesitatehideousholidayhonest

hostilehumiliatehungryhut

Iideaidolillusionimaginationimproveindependenceinfantinfluenzainjureinjuryinsertinterruptintroduceinventirrigate

Jjealousjeweljinglejudgementjungle

Kknightknot

Llabourlashlegendlevellingerliteraturelizardlocationlodgeloyalty

Mmagazinemagicmarblematerialmathematicsmattermedicinemercilessmethodmigratemiraclemistakemodulemoisturemosaicmotionmystery

Nnationalnaturalneedlenervesnervousnotchnuisance

Oobjectobserveoccasionoccuroffspringoriginalornament

Ppacepantparticleparticularperchperfectperhapspermanent

perpetualpioneerplainsplankpleadp.m.poempolicypolishpopulationpossesspossiblepreparepreventprideprivateprogrammeprotestproud

Qquarryquenchquest

Rraiserarereassurereflectrefugereluctantremainremoverepeatrescuerivalruderustle

Ssaddlesalutesatisfyscrubseize

sereneshiversimilarsimpleskeletonsocietysolidsolvesplinterspreadstarestationstatuesteepstreamsubtractsucceedsurvivesuspectswampswiftsynonym

Ttaletametasktensionterritorythicktradetraditiontragictreasuretrialtribetwilight

Uuncommonuniqueunpleasanturgeurgencyurgent

Vocabulary Words by Grade Level—International Version 67

Vvacuumvaguevegetationvelvetvictoriousviolentvolcanovoyage

Wwailwealthwearywidowwillingwisdomwitnesswonderwrangle

Yyawn

Grade 5

Aabdomenachievementacrobatalgaealterannualapprenticearidastronomerautomatic

Bballadbarricadebeckonblendblightblunder

boldbotanybrandishbrazenbreedbuoy

Ccactuscalculatecaloriecanopycarbohydratecareercataloguecautioncautiouscemeterycentigradecertainchariotcoaxcolleaguecommunicatecomplicatedcomplimentcomputeconcentrateconfidentcontemporarycontemptcorruptcreatecrestcrimsoncrisiscriticisecylinder

Ddazzledecadedecentdeclaredefiantdense

dependentdiagnosisdiagramdialectdiameterdiscerndismaldomesticatedominantdroughtdungeon

Eearthquakeeclipseelectronelectronicelevationemergeemphasisenduranceequivalenterrorescortexaggerateexertexhaustedexpansionexquisiteexultant

Ffantasticfatiguefertilefictionfinanceflankfootprintformulafranticfugitivefungusfuselage

Ggadgetgaugegenerationgeographygeologygeometryghastlyglanceglimpseglitterglowergrammargravitygropeguaranteegypsy

Hhatchhearthheavehingehospitalityhumidhumidityhydrogenhypothesis

Iidenticaliglooimitateimmigrantimmortalimmuneimplementimploreincredibleindependentindexindignantinertiainfiniteingredientinherit

inspectioninstalmentinternalinvasioninvertebrateinvestigateisolateivory

Jjustice

Kknight

Llaboratorylatitudelaunchlavaledgelegitimateleisurelocationlogiclurch

Mmachinerymajesticmanemarinemarrowmassagemassivemaximummeandermechanicsmediocremellowmelodymeteorminiature

miragemoccasinmonstrousmural

Nnaturalistnauticalnavigationneutralnitrogennominatenostrilnotifynotionnucleus

Oobedienceobservatoryobserveobviousoperateoptimismorchestraoriginal

Ppallidpanicparachuteparallelpartnershippatronpenetrateperennialperilpersistpetitionpolicypolitepostagepoultryprecautionpredicamentprehistoric


presumeprocedureprofoundpromptprophecyproverbpublic

Qquarantine

Rraidrecreationrefineryrefractionrehearserelationshiprelaxreproachreputationrequirementreservationreservoirreviverhymerobustrotationroutine

Ssacredsarcasticsaturatesavageschedulescreamseniorsensitivesequencesessionshallowshattershrewdshriekshrink

siegesignalsignaturesimultaneoussmothersnarlsociologysolarsouvenirspeciesspecificspecimenspherespinespongestampedesterilesubmergesuffocatesummitsuperstitionsurgeonsurveyorsurvivalsymbolsympathetic

Ttapestrytawnytechnicaltelescopetemporarytheorythicketthrivetidaltorrenttortillatouristtournamenttranquiltranslatetrapezetreacherytriangle

tropicaltutortwilighttyranny

Uultimateunabridgeduniteuniversaluniversityunpredictableurbanusherutiliseutility

Vvacantvaccinevegetationvehicleveteranvibratevicinityvigourvitalvividvolunteervulture

Wwallowwalnutwanewaverweaponwearinesswedgewharfwistful

Yyearnyieldyonder

Zzenith

Grade 6

Aabolitionaboundabruptaccommodateaccompliceaccomplishaccumulateaccurateacidacknowledgeactiveadolescentadvancementadversaryadvertiseaffectaggressiveagilealertalienallegiancealtaralternatealuminiumamateurambitiousamiableamusinganguishanniversaryannounceantidoteantiqueapparatusapplauseapplianceapplyapprehensivearchitectarray

ascendattackauctionauthoravalancheaversionaward

Bballadballotbarelybarterbasebenevolentbeseechblisterbluntbracebrandishbreathtakingbrisklybrittlebrowsebudge

Ccalculatecalmcampaigncancelcantercarnivorecasualcelebratecentennialcentimetrechafecharacterchartchasmchastencherishchidechlorinechore

chroniclechunkclamberclimaxcollapsecollectioncollisioncolonistcombatcombinecombustioncompetecomplicatedcompositioncondescendconfidentconfrontcongratulateconiferousconservationconsiderconsideratecontemporarycontrolconvertcosmopolitancratercrevicecriticcriticismculturalcurb

Ddebatedeclinedecoratedecreasedegeneratedemolishdesolatedestructiondevelopmentdevoteedignitydilapidateddilated


dilutedisappeardislikedisorderlydissuadedistinctdistinguisheddivertdoubtfuldrearydrenchdubiousduplicatedurable

Eebbebonyelementelementaryeliminateemaciatedembraceemergenceendeavourendlessenergeticenhanceenlargeenrageentertainepidemicepitaphestablisheternityexaminationexcludeexhilarateexpensiveexperienceextinguishextract

Ffailurefalconfalterfamefamiliarfanfeatfiestafightflatnessflavouredflimsyflounderflouryfocusfoliagefootprintforgeryformidablefortitudefortunatelyfragmentfragrantfrictionfrownfrugalfurtive

Ggapgaugegenerousgeyserglistengrandgrievegrimace

Hhailstonehairyheighthiddenhit

hoaxhobbyhoneymoonhorizontal

Iidentificationignoreimpenetrableinclineincreaseindignantinduceindulgeinferiorinfluenceinstitutioninsulateintactintangibleintelligentinterferenceinterviewinventioninventorinvigorateirritable

Jjerkjubilant

Kkindle

Llawlessnessleafyliberationlimitedlowerluckilylucrativelunar

Mmajormammothmangledmanipulatemanoeuvremanualmanufacturermascotmedievalmenacemetropolitanmistymodifymonotonymoralemorselmountainsidemournmovementmyth

Nnarrateneglectnomadicnonchalantnormalnotablenourishmentnovice

Oobeseobscurityobsoleteominousopponentoppositionordinaryoutcomeoverlookover-the-counter

Ppacifypastepatentpatiopatriotpeakpelletpenaltyperilousperimeterperiodpersevereperspirepersuadepicturesqueplateauplausibleplummetplungepneumoniapopularporcelainposterprescriptionpreyprisonerprofessionalproneproverbprowpunishmentpyramid

Qqualityquarrelquestionnaire

Rradarradiumrarelyrebuildrecentrecipe

reconstructrecreatereductionreflexrefusalregisterrejectreluctanceremarkableremedyremodelremoteremovalremoverepairrepealreposereprimandresentresidentialrestrictresultretrievereverencereviewreviewerrevolveridgerotaterowdyrubbleruinrumour

Ssagesalvagescalpscalyscenescepticalscoffscornscrapescriptssearself-addressed


sentenceseparateserviceshredshylyslantslapsliceslitslopesmouldersnapsnowflakessnowysolitudesoothespecificspectatorsporesqueezestablestagestagecoachstarchsteadystereotypestingstingystrengthenstridestrikestylesubstantialsubtlesuccessfullysucculentsuddenlysullensummitsurfsurveysweepstakesymmetry

Ttake-offtalentedtarnishtedioustempesttendencytentacleterrainthreatenthrongtimetabletimidtokentolerancetransformtraversetreacheroustreattreatmenttremorstrendtunnelturbulenttycoontyrant

Uunavailableuncouthuncultivatedundertowuneventfulunfortunatelyuninhabiteduniqueunitedunknownunrulyupwardsuranium

Vvacantvagrantvaguevaliantvanquishvarietyvehementvelocityvendorvengeanceventilateverdictverticalvigilancevigorousvirusvowvulgar

Wwarningwarrantywaterfallwell-behavedwhetwilywincewitherwrench

Grade 7

Aabsorbabundanceabundantaccessaccessibleaccommodationaccuseaccustomactionadaptaddiction

adjournadjustadmitadmittanceadvertisementadvisoryaffiliateagitationagreementaideallergicallergyalleviateannoyapplicationappreciateapproximatelyarchaicarthritisassemblyassistantassociateathleticattendattendantattractattractionauthoriseautomateavoidawkward

Bbaggagebanboastboombotanistbreathebroadcastbrochurebulgebuzz

Ccablecafecalculatorcampsitecancercanningcaptivatecausecellcementcerealchannelchargecharlatanchefchemicalchoicechopstickscirculatoryclarifyclerkcoilcolourfulcomedycommercialcommitcommoncommunicationcompactcomplexcompulsioncomputerconcealconcentrationconcerningconcreteconeconnectconnoisseurconstantlyconsumeconsumercontinuouslycontributionconvenienceconventional

cookwarecostlycouncilcouponcourteouscrimecritiquecrossbreedcuisinecushioncyclecyclist

Ddailydealdecisiondecomposedecomposerdecordefectdefectivedefensivedegreedelaydeletedeluxedenydepositdepressingdepthdesigndesignerdesirabledesiredetectdeterioratedeteriorationdetermineddeterrentdiabetesdiabeticdigitaldirectiondirectordisappointmentdisconnect


discouragedisgustdismantledisplaydisruptiondistastefuldistributedistrustdomesticdonationdonordramatistdrawingdrivewaydullnessduty

Eeaseeconomicaleffectelectricityelephantelevateeliminationeminentemployeeencourageenforcementensureenterpriseentranceentrepreneurenvironmentequaletchingevaluateevaporationeventuallyevilevolveexcessexcessiveexerciseexhibitexhibitionexist

exoticexposeexpressionextendextensiveextinctionextremeextremely

Ffacilityfactorfarcefarefascinatedfashionfeaturefeeferociousfertilisefinitefitnessflightforcefulforecastforetellforgettableformationfragileframefreezefrequencyfrustratefrustrationfulfillfull-time

Ggaingallerygenesgeraniumgourmet

grapefruitgravitationalgrowthguilty

Hhaphazardharbourhardenhardyharmfulharmlessheadquartersheightenhemhigh-spiritedhighwayhinderhindrancehobbyisthonourhorrorhypnosis

Iidentifyillustriousimpoverishedimpracticalinaccessibleinactiveinactivityinadequateinconvenientindividualindividuallyindustrialisedineffectiveinexpensiveinhabitinjectioninnocentinsanityinsensitiveinstallinstallation

instructinsultintelligenceintruderinventoryinvestinvitationitch

Jjanitorjustify

Kkeyboard

Llandlordlandmarklayerleastlecturelicencelifestylelimitationsliquefylogicallong-livedloomlossloungeludicrouslumpy

Mmagnifymammalmasterpiecematuremeanmemorablementalmetabolismmildmineralmisfortune

misunderstandmoanmoderatelymolluscmotoristmotor skillsmundane

Nnectarnegotiationnutrition

Ooatmealobligationobsessionobstacleoccasionallyopinionopportunityoptionoracleordinanceorganisationorganiseoriginateoutdatedouteroverpopulation

Ppainkillerparagraphpart-timepassengerpatternpedestrianperceiveperformanceperiodicallyperishableperspectivepersuasionpettyphysical

pickypierceplayerplaywrightplentifulplugpoisonpollpostponepowerpracticalpredictpredictionpremiumpreparationpreservedpresidentprestigiouspreviousprintedpriorprocessproducerprofitsprogramprogrammingprohibitprominentpropproperproviderpsychologicalpsychologistpublishedpulsatepurchase

Qquiz

Rrandomrapidratereactreaction


realisticrearrangerecallrecipientrecklessredecoratereflectionrefuseregardingregenerateregulationrejectionrelativerelaxationreleaserelieverenewrenovaterentalreplacereplacementreporterrescheduleresistanceresolveresortresponserestaurateurrestorerestrictionsrevealrhythmrinkripenroamingrollerroom-mate

Ssalamandersculptureseamseamstressseaportsecretarysecurityseparately

separationseriessermonservingshortenshort-livedsignificantsimilaritysinglysinusessitesneezesnoresobsocialisesoftensolidifysorrowspaciousspoilsporadicallystabstatementstatisticsstatuettestereostewardessstraysubstancesuggestionsunglassessuperiorsupervisesurplussurroundingssusceptibleswellswerveswitchsymptomsystem

Ttechniquetextiletexturethoughtful

thrillingthrobticketingtidetimertopographytragedytransactiontransmittrivialtrunktwisttype

Uunanimouslyunattendedunawareunbalancedunciviliseduncomplicatedunderdevelopedunderestimatedunderwaterunidentifiedunionunpopularityunrelatedunskilledunsuitableupsetutensil

Vvalidvaluedvariationversevesselvisorvisualvoid

Wwaiterwaitressweaverwell-manneredworkbookworkshopworthless


H
Examples
from the PassageComprehension Strand

This appendix provides samples of the passages and exercises in the Passage Comprehension (PC) strand from the U.S. version of Reader’s Workshop. Each passage is labeled by grade level and category, and each exercise is labeled with its skill code number and a short description of the skill.

Grade 3

3.06 FictionTim has two cats. Midnight is a black cat with green eyes. Snowflake is a white cat with yellow eyes. Yesterday Tim noticed something interesting about them. The cats were sleeping quietly in the sun. Tim petted each one. Midnight’s fur was much warmer than Snowflake’s fur. Dark colors keep heat from the sun more than light colors do.

PC 32: Locate detailsWhat did Tim notice?

Snowflake’s fur was warmer than Midnight’s fur.Both cats had very warm fur.Both cats had cool fur.Midnight’s fur was warmer than Snowflake’s fur.

PC 38: Cause and effectBoth cats had been sleeping in the sun.Why was Midnight’s fur warmer than Snowflake’s fur?

Midnight had green eyes.Midnight had darker fur.Snowflake had lighter fur.Snowflake had yellow eyes.

PC 32: Locate detailsTim learned that _____.

light colors get warmer in the sun than dark colorsdark colors get warmer in the sun than light colorsonly cats with black fur can get warm in the sunwhite fur never gets warm in the sun

75

PC 44:ApplicationsSnowflake sees a black chair and a white chair in the sun.Snowflake likes warm chairs, so she should sit on _____.

the white chairthe black chair

PC 44:ApplicationsTim wants a cool shirt for summer. He should choose _____.

a light colora dark color

3.74 LetterDear Sheri,

I just got back from the hospital, where a doctor took out my tonsils. Most people have two small, pink tonsils at the back of their throats. These healthy tonsils catch germs to keep the people from being sick. My tonsils were making ME sick. They were big and red, and they hurt! My throat is still a little sore now, but I’m glad my tonsils are gone.

Love,Jessica

PC 42: Type of passageThis kind of writing is an example of a _____.

poemsonglettermyth

PC 37: Words in contextTonsils are _____.

germsa sicknesshospitalspart of the body


PC 32: Locate detailsAccording to the letter, most people’s tonsils are NOT _____.

healthysmallpinkred

PC 43: Author’s viewpointJessica feels _____.

happy that her tonsils are outangry because her throat is sorescared after being in the hospitalglad to be sick

PC 33: SequenceJessica had her tonsils taken out _____.

before they hurt herafter they became redwhile they were small and pinkafter she wrote the letter to Sheri

Grade 4

4.17 Table of Contents

PC 46: Interpret table of contentsChapter 6 begins on which page?

7 15 22 30

Table of Contents

Chapter1. Mike’s Backyard2. Spring Starts Early3. Building a Nest4. Discovering the Eggs5. Huge Appetites6. Busy Parents7. Another Spring

Page147

11152230

Examples from the Passage Comprehension Strand 77

PC 46: Interpret table of contentsPage 11 is the first page of which chapter?

3 5 1 4

PC 46: Interpret table of contentsIn which chapter would you find birds making a nest?

6 3 7 2

PC 46: Interpret table of contentsWhich chapter ends the book?

7 6 5 4

PC 46: Interpret table of contentsIn which chapter would you find page 17?

7 2 4 5

4.51 Tall TaleOne morning, Mrs. Bunyan looked out her kitchen window and said, “Paul, that road up the mountain is so crooked! Please see if you can straighten it out.”

Paul was only twelve, but he was big for his age, about twenty feet tall. He harnessed his blue ox, Babe, and tied a rope from the top of the road to Babe’s harness. Together they pulled and pulled. When the road was finally straight, they found they had a long piece of road left over. They used it to make a path from the sawmill to the town.

PC 42: Type of passageThis kind of writing is called a _____.

mythfairy taletall taleletter

PC 42: Reality-fantasyWhich sentence tells you that this is a tall tale?

Paul tied a rope to Babe’s harness.Paul was about twenty feet tall.Mrs. Bunyan looked out her kitchen window.The road up the mountain was crooked.


PC 42: Reality-fantasyWhich sentence tells about something that could really be true?

There was a long piece of road left over.Paul and Babe straightened a road.Paul was only twelve years old.Babe was a blue ox.

PC 40: Character analysisMrs. Bunyan probably _____.

doesn’t want Paul to go outsidetreats her son like a normal boyis afraid of her sonthinks Paul just pretends to be big

PC 43: Author’s purposeSomeone probably wrote this story to _____.

trick peopleentertain peopletell liestell a secret

Grade 5

5.02 ScienceWhy do we keep milk, leftovers, and other foods in a refrigerator? If we don’t keep these foods cold, they will spoil. Food can spoil if certain bacteria grow on it. Most bacteria grow best on food that is at room temperature or warmer. At these temperatures, bacteria reproduce very quickly. One cell splits in half to make two cells. The two cells soon become four cells. Bacteria can reproduce every 25 minutes! At cooler temperatures, bacteria reproduce much more slowly.

PC 37: Words in contextBacteria can spoil our food.Bacteria are ________.

very small living thingsspoiled foodsmean peoplecats or dogs


PC 35: Main ideaThis paragraph tells you how bacterial cells _____.

heat upreproducediecool off

PC 37: Words in contextBacteria can reproduce quickly.In this passage, reproduce means _____.

to copy a letterto make more bacteriato increase in sizeto spoil some food

PC 37: Words in contextThe water in this tub is room temperature.The water is _____.

as warm as the air in the roomas cool as juice in the refrigeratorgood for a warm bathhot enough to heat the whole room

PC 44: ApplicationsA population of 100 bacterial cells can grow to _____ in 50 minutes.

200 400 600 800

Grade 6

6.00 ScienceWhile almost all types of mammals live on land, the largest mammals of all inhabit the oceans. Adult whales can be up to a hundred feet in length. Among whales, the blue whale is the largest. A large blue whale’s heart is the size of a compact car and pumps hundreds of gallons of blood through its body. When a blue whale gives birth, its baby, called a calf, weighs two tons and is twenty-five feet long. The calf drinks more than fifty gallons of its mother’s milk a day and grows very quickly.


PC 44: AnalogiesThe blue whale’s heart is compared to a compact car because _____.

they are similar in sizehearts are like car enginesthey last about the same timeboth need fuel

PC 35: TitleSelect the best title for this passage.

Blue Whales, the Largest MammalsThe Habits of WhalesThe Life Cycle of WhalesLand and Ocean Mammals

PC 45: EvaluationsThe main idea of the passage is that blue whales are very large mammals. Which of the following facts supports this idea?

The blue whale’s lungs weigh up to one ton.Whales cannot live in fresh water.The whale family includes dolphins and porpoises.Some whales migrate to the coast of Mexico in the autumn.

PC 32: Locate detailsThe following are characteristics of all mammals. Which two are mentioned in the passage as characteristics of whales?

Mammals give birth to living babies.Mammal babies feed on mother’s milk.Mammals have hair or fur.Mammals are warm-blooded.Mammals breathe air.

PC 45: JudgmentsCompare the length of the largest adult whales to a blue whale calf.

They are four times as long as the calf.They are about the same length as the calf.They are twice as long as the calf.


6.18 HistoryThe Conestoga wagon was a type of large, covered wagon used by American pioneers for westward travel. It was manufactured in Pennsylvania’s Conestoga Valley and was most used in the mid-1800s. The width of its wheels made travel possible across the soft mud and grass of the vast prairies.

This sturdy wagon could carry six tons. Its curved floor kept possessions from falling out, and its white canvas cover kept out rain and dust. When fully loaded, the Conestoga wagon required six strong horses to pull it.

PC 36: InferencesWhen was the Conestoga wagon probably used most?

1776–17861850–18601800–18101900–1910

PC 36: InferencesThe Conestoga wagon probably got its name from _____.

its curved floorits sturdy coverthe kind of wheels it hadthe place where it was made

PC 38: Cause and effectWhy did Conestoga wagons have wide wheels?

to roll more easily over mud and grassto sink into the soft mudto travel better on roadsto travel better over the Rocky Mountains

PC 37: Words in contextThe Conestoga wagon was sturdy.This means that it _____.

wasn’t cleandid not break easilywas very heavywas expensive


PC 39: Draw conclusionsFamilies probably used the Conestoga wagon to move west because it _____.

was built like a houselooked like a tentlooked good on a prairiecarried their belongings well

6.26 Poem“It’s just a little mess,” I said.“It’s not so bad.” Mom shook her head.She shut my door and left me there.I saw a jacket on the chair.

“Okay, I’ll hang the jacket up.But what about that paper cup,My comic books, that apple core,And all that clothing on the floor?”

I picked up toys and got a broom.Soon I had a roomy room.My mother says it’s great! I’ll betShe hasn’t seen the closet yet.

PC 35: TitleChoose the best title for this poem.

“Mom Cleans the House”“Playing at Home”“Cleaning My Bedroom”“Making Mom Angry”

PC 40: Character analysis What was Mom probably thinking at the beginning of the poem?

“This is just a little mess.”“Stay in your room until it’s clean!”“You can play now if you want to.”“Do your homework now.”

PC 41: Figurative language The ninth line means _____.

I bought toys and a broom that day.I can lift many heavy things.I cleared the floor and swept it.I was rewarded with a broom.


PC 37: Words in contextThe tenth line tells you that _____.

the room had plenty of clear spacethe room was largesomeone was playing with toy carssomeone is saying nonsense words

PC 36: InferencesWhat probably happened to the clothes, books, and toys?

They were left on the floor.They were thrown out.The mother cleaned them up.They were put into the closet.

Grade 7

7.34 ScienceHypnosis, once just a stage show act, is now finding a respected place in medical science. When doctors use hypnosis instead of drugs and anesthesia, pain can be controlled without the side effects associated with some painkillers. Cancer patients, for example, can reduce or end their dependence on painkillers, which often confuse the mind and slow down recovery. Even blood loss during surgery can be reduced. Unfortunately, not everyone can be hypnotized, but many physicians are using hypnosis whenever possible and getting excellent results.

PC 41: Figurative languageWhat does the first sentence tell you about hypnosis?

It is impossible to really hypnotize someone.Hypnosis is only a trick for a stage show.People have changed their opinions about hypnosis.Only doctors are allowed to use hypnosis.

PC 32: Locate detailsHypnosis is now an alternative to _____.

surgerytreatment by a doctorstage entertainmentpainkillers and anesthesia


PC 32: Locate detailsAccording to the paragraph, why is a replacement for drugs desirable?

Drugs have unwanted side effects.Drugs are expensive.Drugs are not effective in treating all illnesses.Drugs have to be taken often.

PC 32: Locate detailsAccording to this passage, which of the following is most accurate?

Hypnosis is a painkilling drug.Hypnosis can be used instead of surgery.Some cancer patients can benefit from hypnosis.Any person can benefit from hypnosis.

PC 32: Locate detailsWhy can’t every patient benefit from the medical use of hypnosis?

Some people cannot be hypnotized.Some people need surgery.Some people have cancer.Every patient CAN benefit from hypnosis.


I
Content Summary
of the ThematicLessons Strand

This appendix gives a summary of the content of each separate section in a Thematic Lesson, as well as the Glossary words and exercise skill objectives for each lesson in the Thematic Lessons strand. The teacher can use this appendix as a guide in planning reinforcement and enrichment activities for students.

Thematic Lessons for the International version contain appropriate terms and spelling. Lessons that have different content in the International version are marked with an asterisk (*), and the lesson content for the International version is described.

3.00 Pets and Pet Care

Section 1 Snowball Gets Ready for the Pet ShowThe student reads a story and uses the Glossary for these words: favorite, tricks, perform, and prizes. Exercise objectives are choosing the best title, identifying the main idea, locating details, making inferences, using compound words, and using vocabulary in context.

Section 2 Learning About the Parts of WordsA Word Wizard presents a series of theme-related words in exercises that focus on word analysis skills, including beginning blends, medial vowel sounds, rhyming words, and final blends.

Section 3 Pet Show on Saturday at Lincoln ParkUsing a schedule of events presented in a poster, the student applies literal and inferential practical reading skills.

Section 4 Frank Picks Out a Kitten at the Pet ShopThe student reads a story and uses the Glossary for these words: cuddled, litter, hug, and stroked. Exercise objectives are identifying the main idea, locating details, selecting a definition, making and supporting inferences, and identifying a character’s feelings.

Section 5 Using Words in SentencesA Word Wizard presents a series of theme-related sentences that focus on using vocabulary in context.

87

3.25 Birthday Party

Section 1 The Twins Plan a Birthday PartyThe student reads a story and uses the Glossary for these words: invited, theme, decorated, guest, and bunch. Exercise objectives are identifying the main idea, selecting a definition, choosing a synonym, locating details, making inferences, and identifying sequence.

Section 2 Sending Out a Party InvitationThe student reads a party invitation and a passage describing the twins’ plans for sending out their invitations. Exercise objectives are selecting a definition, locating details, and identifying true/false statements.

Section 3 Birthday Party ActivitiesUsing graphic illustrations of four different party activities, the student matches descriptive sentences with their related illustrations.

Section 4 Recipe for Making Party PizzasThe student uses an actual recipe and does related exercises to develop practical reading skills, including identifying key words, identifying sequence, following directions, and locating details.

Section 5 Making Plans for a PartyThe student reads a passage and uses the Glossary for these words: guest, invite, invitations, decorations, theme, suggestions, and refreshments. Exercise objectives are identifying the main idea, choosing the best title, using word categories, choosing correct word forms, locating details, drawing conclusions, and identifying cause-and-effect relationships.

3.50 Seeds

Section 1 A Package That Can SproutThe student reads a passage about seed structure and uses the Glossary for these words: covering, package, protect, and sprout. Exercise objectives are choosing the best title, making generalizations, locating details, drawing conclusions, and identifying synonyms.

Section 2 How Some Seeds TravelThe student reads a passage about how some seeds are dispersed. Glossary words in this passage are fluffy, parachute, ripe, shrink, and scattered. Exercise objectives are identifying the main idea, locating details, drawing conclusions, making comparisons, and choosing word meanings appropriate to passage context.


Section 3 Choosing Appropriate Word MeaningsA Word Wizard presents a set of exercises using theme-related words that have multiple meanings. In each exercise, the student determines the meaning that is used in sentence context.

Section 4 Planting a Bean GardenThe student reads directions about how to plant a bean garden. Glossary words in this passage are smooth, inch, often, furrow, and hoe. Exercise objectives are identifying synonyms, identifying sequence, drawing conclusions, and interpreting directions.

Section 5 A Letter to LeeThe student reads a letter from Dana to Lee that tells of Dana’s delight in successfully growing some beans. Exercise objectives are identifying the style of writing, locating details, identifying the main idea, drawing conclusions, and identifying and inferring sequence.

Section 6 Reading a Table of ContentsThe student reads a table of contents from a book about gardening and applies literal and inferential reference reading skills.

3.75 Postal Service*

Section 1 A Letter to Cheer Up GrandpaThe student reads a story and uses the Glossary for these words: address, center, neatly, and sealed. Exercise objectives are identifying the main idea, locating details, identifying sequence, making generalizations, predicting outcomes, and making inferences.

Section 2 Parts of an EnvelopeUsing an envelope labeled with a stamp, return address, and mailing address, the student determines whether statements about the information on the envelope are true or false.

Section 3 History of the U.S. Post OfficeA Word Wizard presents information about the history of the U.S. Post Office. The student uses the information to answer literal comprehension questions.

Section 4 The Meaning and Use of ZIP CodesA Word Wizard presents information about ZIP codes. The student uses the information to answer a series of literal and interpretive comprehension questions.

Section 5 History of the Pony ExpressA Word Wizard presents information about the history of the Pony Express. The student uses the information to answer literal comprehension questions.

Content Summary of the Thematic Lessons Strand 89

Section 6 The Largest Mail System in the WorldThe student reads a passage and uses the Glossary for these words: delivery, local, and sorted. Exercise objectives are identifying the main idea, locating details, using vocabulary in context, and applying information to a new situation.

Section 7 Sorting the Mail by ZIP CodesPresented with three ZIP code zones, the student sorts a series of envelopes by ZIP code.

3.75 Newspapers and Books (International Version)

Section 1 Cindy Reads the NewspaperThe student reads a story and uses the Glossary for these words: exciting, interest, latest, rescued, and wandered. Exercise objectives are identifying the main idea, locating details, identifying sequence, making generalizations, predicting outcomes, and making inferences.

Section 2 Front Page of a NewspaperUsing the front page of a newspaper, which shows the name of the paper, the date, and the headline, the student determines whether statements about the information in the newspaper are true or false.

Section 3 History of the Printing PressA Word Wizard presents information about the history of the printing press. The student uses the information to answer literal comprehension questions.

Section 4 The Meaning of ISBN NumbersA Word Wizard presents information about ISBN numbers. The student uses the information to answer a series of literal and interpretive comprehension questions.

Section 5 William CaxtonA Word Wizard presents information about William Caxton. The student uses the information to answer literal comprehension questions.

Section 6 Recycling PaperThe student reads a passage and uses the Glossary for these words: energy, mills, products, pulp, and recycling. Exercise objectives are identifying the main idea, locating details, using vocabulary in context, and applying information to a new situation.

Section 7 Sorting the Headlines in the NewsPresented with three sections from a newspaper, the student sorts newspaper headlines into the appropriate sections.


4.00 Community Helpers

Section 1 Visiting Community HelpersThe student reads a story about a class of students on a field trip and uses the Glossary for these words: community, firefighter, tour, newscaster, and event. Exercise objectives are identifying the main idea, making inferences, identifying sequence, solving problems, locating details, and drawing conclusions.

Section 2* Police Officer’s EquipmentThe student studies an illustration of a police officer and different kinds of equipment used on the job. The student then reads a series of descriptions of the pieces of equipment and matches the descriptions with the appropriate pictures.

Section 2 (International Version) Ambulance EquipmentThe student studies an illustration of an ambulance and the different kinds of equipment it carries. The student then reads a series of descriptions of the pieces of equipment and matches the descriptions with the appropriate pictures.

Section 3 What I Want to Be When I Grow UpThe student reads a story about what Cindy wants to be when she grows up. The Glossary words are community, firefighter, newscaster, and veterinarian. Exercise objectives are choosing the best title, identifying the main idea, drawing conclusions, identifying a character’s feelings, locating details, using vocabulary in context, identifying synonyms, determining cause and effect, and predicting outcomes.

Section 4 Bicycle Safety RulesUsing a list of bicycle safety rules, the student applies practical reading and problem-solving skills.

Section 5 Job Descriptions of Community HelpersThe student reads a list of job descriptions for three community helpers. Exercise objectives are identifying the main idea, locating details, using vocabulary in context, identifying synonyms, drawing conclusions, and determining the author’s purpose.

4.25 Plants

Section 1 Helpful Parts of PlantsThe student reads a passage about plant structure and uses the Glossary for these words: absorb, several, toward, special, and role. Exercise objectives are locating details, drawing conclusions, identifying the main idea, and supporting the main idea with new information.


Section 2 Using PrefixesA Word Wizard presents a series of prefixed words in sentences. The student reads each sentence, determines the meaning of the prefixed word, and chooses another sentence that conveys a similar meaning.

Section 3 Food from PlantsThe student reads a passage about the parts of plants that are sources of food. Glossary words in this passage are broccoli and cauliflower. Exercise objectives are identifying the main idea, locating details, supporting the main idea with new information, and recognizing the author’s purpose.

Section 4 Identifying Fact and OpinionA Word Wizard presents a series of statements. The student determines whether each statement is a fact or an opinion.

Section 5 Lucy’s DreamThe student reads a story about a girl who dreams about a magic plant. The Glossary words for this story are powers, tidy, cluttered, and sighed. Exercise objectives are choosing the best title, identifying the main idea, using vocabulary in context, locating details, drawing conclusions, and recognizing the author’s purpose.

4.50 Trains

Section 1 Different Kinds of TrainsThe student reads a passage and uses the Glossary for these words: passengers, freight, goods, engine, locomotive, and caboose. Exercise objectives are identifying the main idea, locating details, using vocabulary in context, determining analogous relationships, identifying synonyms, and making inferences.

Section 2 Using Compound WordsA Word Wizard presents a series of exercises about trains. The student identifies the compound words.

Section 3 Building RailroadsThe student reads a passage about the development of railroads and uses the Glossary for these words: tracks, rails, girder, ties, and roadbed. Exercise objectives are choosing the best title, identifying the main idea, locating details, identifying sequence, determining cause and effect, and using vocabulary in context.

Section 4 Train Engine Signals ChartUsing a chart of train signals and definitions, the student applies practical reading and problem-solving skills.


Section 5* The World’s First Transcontinental RailwayThe student reads a story about one of the greatest days in train history and uses the Glossary for these words: transcontinental, coasts, joined, celebration, and spikes. Exercise objectives are choosing the best title, locating details, using vocabulary in context, and drawing conclusions.

Section 5 (International Version) The Coming of the RailwayThe student reads a story about the origin of the railway and uses the Glossary for these words: continuous, destination, goods, locomotive, passengers, and remote. Exercise objectives are choosing the best title, locating details, using vocabulary in context, and drawing conclusions.

Section 6* Train Menu from the 19th CenturyUsing a dinner menu from a 19th-century train, the student applies literal and inferential practical reading skills.

Section 6 (International Version) Dinner Menu from a Passenger TrainUsing a dinner menu from a modern passenger train, the student applies literal and inferential practical reading skills.

4.75 Puppets

Section 1 History of PuppetsThe student reads a passage and uses the Glossary for these words: puppet, shadow, ancient, stage, and marionette. Exercise objectives are identifying the main idea, making inferences, locating details, drawing conclusions, and using vocabulary in context.

Section 2 Puppet Book Table of ContentsUsing a table of contents, the student applies literal and inferential reference skills.

Section 3 Different Kinds of PuppetsThe student reads a passage describing four different kinds of puppets and uses the Glossary for these words: categories, simple, puppeteers, and popular. Exercise objectives are identifying the main idea, using vocabulary in context, locating details, and recognizing classifications.

Section 4 Making a PuppetUsing a set of directions for making a paper bag puppet, the student applies literal and inferential practical reading skills.

Section 5 Scene from a Puppet PlayThe student reads a puppet play scene in which a son surprises his mother by cleaning his room. Exercise objectives are identifying the main idea, identifying terms used in playwriting, locating details, and detecting mood.


5.00 Animals in Kenya

Section 1 A Visit to Tsavo National ParkThe student reads an essay about animals in Kenya and uses the Glossary for these words: habitat, grasslands, environment, and cuddly. Exercise objectives are using vocabulary in context, locating details, supporting a conclusion, making inferences, and identifying the author’s point of view.

Section 2 Elephants on the GrasslandsThe student reads a passage about elephants and uses the Glossary for these words: vast, endangered, extinct, roam, and retreat. Exercise objectives are locating details, using vocabulary in context, drawing conclusions, and supporting the main idea with new information.

Section 3 Reading a ChartUsing a chart that compares three animals of the grasslands in Kenya, the student applies literal and inferential practical reading skills.

Section 4 Reading a DirectoryUsing a page from a travel directory, the student applies literal and inferential practical reading skills.

Section 5 The Silent GiantsThe student reads a passage about giraffes and uses the Glossary for these words: keen and extraordinary. Exercise objectives are identifying the main idea, using vocabulary in context, locating details, predicting outcomes, making inferences, and supporting the main idea with new information.

5.25 Caves

Section 1 How Caves Are MadeThe student reads a passage about the formation of different kinds of caves and uses the Glossary for these words: hollow, forces, chamber, and gradually. Exercise objectives are choosing the best title, identifying the main idea, recognizing summary statements, identifying sequence, defining categories, locating details, and making inferences.

Section 2 Common Types of CavesUsing a chart of descriptions of five kinds of caves, the student identifies the statements presented in a series of exercises as true or false.

Section 3 Cave-Related WordsUsing a chart of cave-related words and definitions, the student completes a series of vocabulary-building exercises.


Section 4* Cave Areas in the United StatesUsing a map of selected caves in the United States, the student applies literal and interpretive map-reading skills.

Section 4 (International Version) Common Cave FormationsUsing a diagram of cave formations, the student applies literal and interpretive skills in diagram reading.

Section 5 Exploring a CaveThe student reads a story about two children’s adventure in a cave and uses the Glossary for these words: explore, passage, chamber, and relieved. Exercise objectives are identifying the main idea, locating details, using vocabulary in context, making generalizations, detecting mood, drawing conclusions, and making inferences.

Section 6 Cave Safety RulesUsing a list of safety rules for cave explorers, the student applies practical reading and problem-solving skills.

5.50 Folktales

Section 1 FolktalesThe student reads a passage about folktales and uses the Glossary for these words: fictional, existed, amazing, conquer, evil, and noble. Exercise objectives are identifying the main idea, using vocabulary in context, making inferences, drawing conclusions, and locating details.

Section 2 The Monkey and the FishThe student reads an African fable and uses the Glossary for these words: clever and curious. Exercise objectives are drawing conclusions, locating details, and supporting interpretations.

Section 3 Understanding Figurative LanguageA fox presents a series of short paragraphs that contain common idiomatic and figurative phrases. The student reads each paragraph and chooses the meaning that best fits the idiomatic or figurative phrase.

Section 4 When a Story Is a FolktaleThe student reads a passage that outlines some characteristics that are true of folktales. Glossary words for this passage are original and phrase. Exercise objectives are identifying the main idea, using vocabulary in context, locating details, solving problems, and identifying the author’s purpose.

Section 5 A Chinese Cinderella TaleThe student reads a passage that includes an ancient Chinese fairy tale. Cruel is the Glossary word in this passage. Exercise objectives are locating details, identifying sequence, detecting implicit comparisons, making inferences, locating details, making generalizations, and solving problems.


Section 6 Using an IndexUsing an index from a book about folktales, the student applies literal and inferential reference skills.

5.75 The Old West*

Section 1 Covered Wagons of the Pioneer DaysThe student reads a passage about pioneer days and uses the Glossary for these words: migrated, belongings, trails, and caravan. Exercise objectives are identifying the main idea, locating details, using vocabulary in context, inferring cause and effect, and recognizing paraphrasing.

Section 2 Pioneers Moving WestIn a series of theme-related exercises about pioneer days, the student uses context clues to complete several sentences.

Section 3 Major Trails WestThe student reads a passage about the major pioneer trails and uses the Glossary for these words: overland, routes, settlers, organized, and plains. Exercise objectives are choosing the best title, making inferences, locating details, making generalizations, and recognizing characteristics of pioneer trails.

Section 4 Pioneer Trails MapUsing a map of the major trails leading west, the student applies literal and interpretive map-reading skills.

Section 5 The Great American BisonThe student reads a passage about the history of buffalo and uses the Glossary for these words: bison, profit, extinct, and roam. Exercise objectives are choosing the best title, using synonyms, locating details, identifying cause and effect, using vocabulary in context, and making generalizations.

5.75 The Canadian West (International Version)

Section 1 Red River Carts and the Pioneer TrailThe student reads a passage about Canadian pioneers and the Red River Carts they used. The student uses the Glossary for the words belongings and migrated. Exercise objectives are identifying the main idea, locating details, using vocabulary in context, inferring cause and effect, and recognizing paraphrasing.

Section 2 Pioneers Moving WestIn a series of theme-related exercises about Canadian pioneer days, the student uses context clues to complete several sentences.


Section 3 The Carlton TrailThe student reads a passage about the Carlton Trail and uses the Glossary for these words: overland, route, and settlers. Exercise objectives are choosing the best title, making inferences, locating details, making generalizations, and recognizing characteristics of pioneer trails.

Section 4 Carlton Trail MapUsing a map of the Carlton Trail, the student applies literal and interpretive map-reading skills.

Section 5 The Great American BisonThe student reads a passage about the history of the buffalo and uses the Glossary for these words: bison, profit, extinct, and roam. Exercise objectives are choosing the best title, using synonyms, locating details, identifying cause and effect, using vocabulary in context, and making generalizations.

6.00 Ocean Mammals

Section 1 Blue Whales, the Largest MammalsThe student reads a passage describing whales. Glossary words for this passage are mammal, inhabit, and compact. Exercise objectives are locating details, deriving word meaning from context, solving problems, drawing conclusions, identifying the main idea, and supporting the main idea with new information.

Section 2 Interpreting Facts About WhalesFor each exercise, the student reads a series of facts about the two types of whales. The student then determines whether a statement that interprets each fact is true or false.

Section 3 Migration of Gray WhalesThe student reads a passage about whale migration and uses the Glossary for these words: annual, destination, and intelligence. Exercise objectives are drawing conclusions, locating details, solving problems, and applying information to new situations.

Section 4 Gigi, a Gray Whale at Sea WorldThe student reads a true story about Gigi. Glossary words are female, aquarium, capture, mixture, and signal. Exercise objectives are drawing conclusions, analyzing characters, locating details, supporting interpretations, and predicting outcomes.

Section 5 Protecting WhalesThe student reads a passage that includes some regulations protecting whales. Glossary words for the passage are extinct, international, and limited. Exercise objectives are locating details, identifying the main idea, deriving word meaning from context, and drawing conclusions.


6.25 Native Americans*

Section 1 Native AmericansThe student reads a passage about the history of two groups of Native Americans. Glossary words for this passage are inhabit, diminished, descendant, migrated, and ancestor. Exercise objectives are identifying the main idea, locating details, drawing conclusions, and supporting the main idea with new information.

Section 2 Reading a MapUsing a map of northwestern North America, the student applies literal and interpretive map-reading skills.

Section 3 Eskimos TodayThe student reads a passage about Eskimos and uses the Glossary for these words: parka, subzero, and ancient. Exercise objectives are identifying the main idea, making inferences, locating details, and recognizing summary statements.

Section 4 Native American HomesThe student reads a series of paragraphs that describe early Native American homes. For each paragraph, the student integrates textual and pictorial information by choosing one of five illustrations to identify the home that is described.

Section 5 The Navajo WayThe student reads a passage about Navajo people and uses the Glossary for these words: legends and tradition. Exercise objectives are making inferences, locating details, drawing conclusions, predicting outcomes, and supporting the main idea with new information.

Section 6 A Navajo SongThe student reads a translation of an ancient Navajo song. Glossary words for this passage are translation and pollen. Exercise objectives are using vocabulary in context, recognizing synonyms, locating details, interpreting figurative language, and identifying the main idea.

6.25 Native Australians (International Version)

Section 1 Native AustraliansThe student reads a passage about the history of Native Australians. Glossary words for this passage are Aborigines, dingo, mainland, nomadic, primitive, and tribes. Exercise objectives are identifying the main idea, locating details, drawing conclusions, and supporting the main idea with new information.


Section 2 Reading a MapUsing a map of Australia that shows the migration of the Native Australians, the student applies literal and interpretive map-reading skills.

Section 3 Aboriginal StorytellingThe student reads a passage about Aboriginal storytelling and uses the Glossary for these words: Aborigines, Dreamtime, ochre, and sacred. Exercise objectives are identifying the main idea, making inferences, locating details, and recognizing summary statements.

Section 4 Native Australian WeaponsThe student reads a series of paragraphs that describe early Native Australian weapons. For each paragraph, the student integrates textual and pictorial information by choosing one of five illustrations to identify the weapon described.

Section 5 Early Aboriginal LifestyleThe student reads a passage about Aboriginal people and uses the Glossary for the words inland and yams. Exercise objectives are making inferences, locating details, drawing conclusions, predicting outcomes, and supporting the main idea with new information.

Section 6 Aboriginal SongThe student reads a translation of a traditional Aboriginal song. Glossary words for this passage are traditional and translation. Exercise objectives are using vocabulary in context, recognizing synonyms, locating details, interpreting figurative language, and identifying the main idea.

6.50 Health and Nutrition

Section 1 Basics of NutritionThe student reads a passage and uses the Glossary for these words: diet, calories, balanced, nutrition, and nutrients. Exercise objectives are identifying the main idea, locating details, using vocabulary in context, drawing conclusions, and making inferences.

Section 2 Important Vitamins for a Healthy BodyUsing a chart that contains information about vitamins, major body functions, and good food sources, the student applies literal and interpretive practical reading skills.

Section 3 Crazes in BicyclingThe student reads a passage about popular periods in the history of bicycling and uses the Glossary for these words: craze, restrictive, benefits, pollute, environment, and fad. Exercise objectives are using vocabulary in context, identifying the main idea, locating details, making inferences, and drawing conclusions.


Section 4 Calories Burned by Physical ActivitiesUsing a chart that shows categories of physical activities, the student applies literal and inferential practical reading skills.

Section 5 The Heimlich ManeuverThe student reads a passage about a lifesaving technique. Glossary words are administering, arises, technique, and situation. Exercise objectives are choosing the best title, supporting interpretations, making inferences, locating details, and using vocabulary in context.

6.75 Earthquakes

Section 1 The Cause of EarthquakesThe student reads a passage describing the causes of earthquakes. Glossary words for this passage are interest, investigation, outermost, continent, material, pressure, and vibration. Exercise objectives are identifying the main idea, locating details, making inferences, recognizing paraphrasing, and applying information.

Section 2 Multiple Meanings of WordsA Word Wizard presents a set of exercises using theme-related words that have multiple meanings. For each word, the student determines the meaning that is used in the sentence context.

Section 3 Layers of the EarthUsing a diagram of the earth’s layers, the student applies literal and interpretive reference skills.

Section 4 Earthquake WavesUsing a diagram that shows the path of earthquake waves through the earth’s layers, the student applies literal and interpretive reference skills.

Section 5 Discovering the Layers of the EarthThe student reads a short passage about earthquake waves and their role in the discovery of the layers of the earth. The exercises integrate textual information with a diagram. Exercise objectives are recognizing summary statements and drawing conclusions.

Section 6 The Ring of FireUsing a map of the Ring of Fire and a short introductory passage, the student applies literal and interpretive map-reading skills.


Section 7 Alaskan EarthquakeThe student reads a true story about the 1964 Alaskan earthquake. Glossary words for this passage are violent, harbor, port, freighter, and disappear. Exercise objectives are identifying the main idea, locating details, recognizing paraphrasing, analyzing characters, drawing conclusions, and supporting interpretations.

Section 8 Earthquake PreparednessThe student reads a list of what to do in the event of an earthquake. Glossary words are sturdy, utility, debris, and permit. Exercise objectives are identifying the main idea, deriving word meaning from context, drawing conclusions, and solving problems.


J
Exercise Types
This appendix provides explanations and examples of six exercise types used in Reader’s Workshop:

• Multiple-choice

• Fill-in, multiple-choice

• Fill-in

• Sentence selection from passage

• Word or phrase selection from passage

• Selection from graphic display

The first screen for each exercise type is shown here, together with a brief explanation of the procedure by which the student completes the exercise. The second screen for each exercise type is also shown, along with an explanation of the feedback provided by the instructional system. Descriptions of the variations for each exercise type are also included. Note that exercises from the U.S. version are used in the examples.

103

Multiple-Choice

Procedure:• Move the pointer to the appropriate answer

choice. When the pointer touches a choice, the choice is highlighted, as shown on the sample screen.

• Click a highlighted choice to select it.

Feedback:• If the selection is correct, the word(s) change

color. The vivid color appears as faded print, as shown on the sample screen. A colored ribbon appears in the lower left corner of the screen. A message about the answer and a congratulatory comment may also appear.

• If the selection is incorrect, the incorrect choice fades and a tutorial message may appear at the bottom of the screen. If the exercise offers a second try, the “try again” sign is displayed in the lower left corner.

• If the selection is correct on the second try, the outline of a ribbon appears in the lower left corner of the screen.

• If the selection is incorrect on the second try, the incorrect choice fades, and the correct answer changes color.

Variations:• Exercises with two choices allow only one try;

those with more choices allow two tries.

• Some exercises in Thematic Lessons require that two answers be selected. Special instructions appear on the screen for these exercises.


Fill-In, Multiple-ChoiceThis type of exercise can be answered either by clicking the choice or by typing the word on the keyboard. Both methods are described below.

Procedure for Using the Mouse:• Move the pointer to the appropriate answer

choice. When the pointer touches a choice, the choice is highlighted.

• Click the highlighted choice to select it. The selected word appears in the answer blank.

Procedure for Typing on the Keyboard:• Type the appropriate choice. The cursor before

the blank indicates where the answer will be displayed.

• To change the answer, press the Backspace or Delete key and type your changes.

• Press the return key to indicate that the answer is ready for evaluation.

Feedback:• If the answer is correct, the cursor disappears, the

answer in the blank changes color, the choice is boxed in color, and a colored ribbon appears in the lower left corner of the screen.

• If the answer is incorrect, the answer in the blank disappears, the answer choice box fades, and either an owl with an error-analysis message or the “try again” sign is displayed at the bottom of the screen.

• If the answer is correct on the second try, the outline of the ribbon appears in the lower left corner of the screen.

• If the answer is incorrect on the second try, the answer in the blank disappears, and the correct word appears in color. The correct answer choice in the box also changes color.

Exercise Types 105

Fill-In

Procedure:• Type the appropriate word to answer the exercise.

The cursor before the blank indicates where the answer will be displayed.

• To change the answer, press the Backspace or Delete key and type your changes.

• Press the return key to indicate that the answer is ready for evaluation.

Feedback:• If the answer is correct, the cursor disappears and

the answer changes color. As the sample screen above shows, the vivid color appears as faded print. A ribbon is displayed in the lower left corner of the screen.

• If the answer is incorrect, the answer disappears, and either an owl with an error-analysis message or the “try again” sign is displayed at the bottom left corner.

• If the answer is correct on the second try, the outline of a ribbon appears in the lower left corner of the screen.

• If the answer is incorrect on the second try, the answer disappears, and the correct word appears in color.


Sentence Selection from Passage

Procedure:• Move the pointer to the appropriate sentence in

the passage. When the pointer touches a sentence, the sentence is highlighted. To find a sentence in the passage, click the bar on the right to scroll the passage up or down.

• Click the highlighted sentence to select it.

Feedback:• If the selection is correct, the sentence remains

colored (indicated by highlighting on the sample screen) and a colored ribbon appears in the lower left corner of the screen. A message about the answer appears, along with a congratulatory comment.

• If the selection is incorrect, the incorrect sentence reverts to black text and a tutorial message may appear at the bottom of the screen. The “try again” sign is displayed in the lower left corner.

• If the selection is correct on the second try, the sentence remains colored, and the outline of a ribbon is displayed in the lower left corner of the screen.

• If the selection is incorrect on the second try, the incorrect choice fades, and the correct sentence changes color.

Exercise Types 107

Word or Phrase Selection from Passage

Procedure:• Move the pointer to any of the choices displayed

in color in the passage. The choices in the sample screen are indicated by boxes. When the pointer touches a choice, the choice is highlighted.

• Click the highlighted choice to select it.

Feedback:• If the selection is correct, the answer remains

highlighted, the other choices turn black again, and a colored ribbon appears in the lower left corner of the screen. A message about the answer may also appear, along with a congratulatory comment.

• If the selection is incorrect, the answer fades, and a tutorial message may appear at the bottom of the screen. The “try again” sign is displayed in the lower left corner.

• If the selection is correct on the second try, the answer remains highlighted, and the outline of a ribbon is displayed in the lower left corner of the screen.

• If the selection is incorrect on the second try, the answer fades, the other choices turn black again, and the correct choice is highlighted.

Variation:• Some exercises require that two answers be

selected. Special instructions appear on the screen for these exercises.


Selection from Graphic Display

Procedure:• Move the pointer to the appropriate part of the

picture displayed on the screen. Selectable parts of the picture may be indicated by boxes. When the pointer touches a selectable part of the picture, that part is highlighted.

• Click the highlighted part to select it.

Feedback:• If the selection is correct, it is shown inside a

colored box with the bottom and right sides shadowed in color. A colored ribbon appears in the lower left corner of the screen. A message about the answer may also appear, along with a congratulatory comment.

• If the selection is incorrect, the choice fades, and a tutorial message may appear at the bottom of the screen. The “try again” sign is displayed in the lower left corner.

• If the selection is correct on the second try, it is shown inside a colored box with the bottom and right sides shadowed in color. The outline of a ribbon is displayed in the lower left corner of the screen.

• If the selection is incorrect on the second try, the incorrect choice fades, and the correct part of the picture is boxed with a thin colored line.

Exercise Types 109

K
Glossary—U.S. Version
The following words are contained in the Glossary for the U.S. version of Reader’s Workshop. During all strands except Thematic Lessons, the student can access the entry for any of these words, using the menu that appears when the Glossary icon is clicked. The student is in a special Glossary mode during Thematic Lessons and can directly access words in a TL passage by clicking the Glossary icon and then marking the word in the passage.

absorbaddressadministeralgaeamazingancestorancientannualaquariumariseastronomeratmospherebacteriabalancedbelongingsbenefitbibliographybillbisonbroccolibunchbureaucaboosecaloriecanoecanvascapturecaravancarbohydratecategory

cauliflowercautiouslycelebrationcellcenterchamberchlorophyllchoircleverclutteredcoastcommunitycompactconductorconquerconstantlycontinentcoveringcoyotecrazecruelcuddlecuddlycuriousdebrisdecorateddecorationdeliverydescendantdestination

devourdiameterdietdigestive tractdiminishdinosaurdisappeardistancedomedomesticdwelldwellerelephant sealembryoemotionenableencloseendangerengineengraveenvironmentessentialestablisheventeventuallyevilexistexoskeletonexplanationexplore

extinctextraordinaryfadfascinatefavoritefeaturefeefemalefictionalfirefighterflirtfluffyforcefossilfreightfreighterfungusfurrowgadgetgasolinegeologistgirdergoodsgraduallygranitegrasslandguesthabitatharborharmonica

hawkHinduhoehollowhughumidityhybridillustrationinchingredientinhabitinhabitantinheritinlandinsecticideinstallintelligenceinterestinteriorinternationalintervalinvestigationinvitationinvitejoinkeenlarvalegendlichenlimited

litterlocallocomotivemammalmaneuvermanufacturemarionettematerialmigratemixturemoistmoleculemosquitonativeneatlynewscasternoblenostrilnourishmentnutrientnutritionnymphoffspringoftenorbitorganismorganizeoriginaloutermostoverland

111

overseaspackageparachuteparasiteparkapassagepassengerperformpermanentpermitpetroleumphotosynthesisphrasepigmentplainpollenpollutepopularpopulationportportraitpossessionpowerprairiepredatorprejudicepressureprizeprofitprotectpupapuppetpuppeteerracialrailreciperefreshmentregionreignrelievedreproducereputationrestrictiveretreatrevealreviseriperoadbed

roamroutescattersealseldomself-addressedsettlerseveralshadowshriekshrinksighsignalsimplesituationsmoothsortspecialspeciesspellspikesproutstagestrokestubbornsturdysub-zerosuggestionsurfacesymboltechniqueterritorythemethreatenthrivetidytietiptoleratetourtowardtracktraditiontraditionaltrailtranscontinentaltranslationtrick

tropicaltuftutilityvastversionveterinarianvetovibratevibrationviolentwadewater vapor


L
Glossary—
International Version

The following words are contained in the Glossary for the International version of Reader’s Workshop. During all strands except Thematic Lessons, the student can access the entry for any of these words, using the menu that appears when the Glossary icon is clicked. The student is in a special Glossary mode during Thematic Lessons and can directly access words in a TL passage by clicking the Glossary icon and then marking the word in the passage.

abandonabdomenAborigineabruptlyabsorbaddressadministeradvancealgaeamazingambulanceancestorancientannualanthemaquariumariseastronomeratmosphereattractionauthoritybacteriabalancedbanquetbasinbeaverbelongingsbenefitbibliographybill

bisonbroccolibunchbureaucaloriecamouflagecanoecanvascapturecarbohydratecareercategorycauliflowercautiouslycelebrationcellcentimetrecentrechambercherry pickerchlorophyllchoircivilcleverclutteredcoastcommunitycompactcomplimentcompulsory

conductorconquerconservationconserveconstantlycontinentconvictcounsellorcoveringcoyotecrazecruelcuddlecuddlycuriouscylinderdeafeningdebrisdeclinedecorateddecorationdefydeliverydemonstratedescendantdesigndestinationdestroydevourdiameter

dietdigestive tractdiminishdingodinosaurdisappeardiscoverdistancedomedomesticDreamtimedwelldwellerearthquakeecologicalelephant sealembryoemergencyemotionenableencloseendangerenergyengineengraveenvironmentequipmenterectessentialestablish

eventeventuallyevilexcitingexistexoskeletonexpensiveexperienceexpertiseexplanationexploreextinctextraordinaryfadfamousfascinatefavouritefeaturefeefemalefibrefictionalfirefighterfluffyforceformfossilfoundfreightfreighter

fuelfungusfurrowgadgetgallerygamegenerategeologistgirdergoldfieldgoodsgraduallygranitegrasslandguesthabitatharbourharmonicahawkheightHinduhoehollowhonourhorizontalhughumidityhybridillustrationindustrial

113

ingredientinhabitinhabitantinheritinitiateinlandinsecticideinstallinstructionintelligenceinterestinteriorinternationalintervalinventinvestigationinvitationinvitejoinkeenkilometrelandmarklandscapelarvalatestlegendlicencelichenlimitedlitterlocallocomotivemainlandmammalmanoeuvremanufacturemarionettematerialmeadowmigratemilitarymillmissionmissionarymixturemoistmolecule

mosquitomuseumnativeneatlynewscasternoblenomadicnostrilnotablenourishmentnutrientnutritionnymphochreoffspringoftenoperaopportunityorbitordinaryorganiseorganismoriginaloutermostoverlandoverseaspackageparachuteparasiteparkapassagepassengerperformpermanentpermitpetroleumphotosynthesisphrasepigmentpioneerpitchplainpollenpollutepopularpopulationport

portraitpossessionpowerpredatorprejudicepremierpreservepressureprevailingprimitiveprizeproductprofitprotectprovidepulppupapuppetpuppeteerpurchaseracialrailranchreciperecyclerefreshmentrefuseregionreignrelievedremoterennetreproducereputationrescuerestorerestrictiveretreatrevealreviseriperoadbedroamrolerouteruggedsacred

saplingscattersceneryscrubsealseldomself-addressedseparatesettlerseveralshadowshaftshriekshrinksighsignalsignificantsimplesituatesituationsmoothsortspecialspeciesspellspikesproutstagestatisticsstrokestubbornsturdysub-zerosuggestionsurfacesymboltechniqueterracottaterritorythemethreatenthrivetidytietiptoleratetour

towardstracktraditiontraditionaltrailtranscontinentaltranslationtribaltribetricktrolltropicaltuftturbinetutorutilityvalidvarietyvastveilversionvetvetovibratevibrationviolentwadewanderwater vapouryam


M
Selecting Skill Objectives
by Level for Worksheets

This appendix allows you to obtain worksheets for specific skill objectives. A worksheet can be printed from a single skill objective in any of the following strands: Word Analysis (WA), Word Meaning (WM), Literal Comprehension (LC), Interpretive Comprehension (IC), and Reference Skills (RS). The teacher can specify the strand and level for specific skill objectives. Listed in the sections that follow are the levels from which worksheets for specific skills can be obtained. The same skill objective is usually addressed in several other levels of the course as well, but is not the sole focus at those levels. (See Appendix E for the distribution of exercises by skill objective in the course as a whole.)

The first five exercises of the worksheet will be from the skill specified by the teacher. If more than five exercises are selected, the remainder will come from the level(s) that immediately follow the chosen level and will usually be from another skill objective of the selected strand.

The U.S. and International worksheets have the same skills at each level, so this appendix applies to both. The correct worksheets, i.e., U.S. or International, are selected for the student, based on the setting of the International Mode enrollment option in the Reader’s Workshop course assignment for that student. You do not need to specify a version when you request the worksheets.

If one of the levels listed for a strand is specified for a student’s online session, the exercises of the particular objective will be mixed with exercises of other objectives of the strand at that level.

N O T E

N O T E

115

Word Analysis Strand

WA 01: Decode words in context.2.80 2.86 2.923.11 3.18 3.21 3.36 3.41 3.53 3.62 3.64 3.67 3.77 3.78 3.813.83 3.86 3.884.03 4.06 4.16 4.23 4.26 4.47

WA 02: Recognize consonant patterns.2.82 2.97 2.993.03 3.06 3.07 3.12 3.18 3.21 3.27 3.34 3.58

WA 03: Recognize vowel patterns.2.84 2.88 2.93 2.963.01 3.15 3.23 3.32 3.33 3.37 3.43 3.49 3.71 3.84 3.924.08 4.22 4.43

WA 04: Identify compound words or their components.2.903.10 3.30 3.38 3.48 3.56 3.66 3.754.00 4.21 4.37 4.48 4.56 4.64 4.85 4.975.21 5.28 5.33 5.44 5.51 5.85 5.976.13 6.26 6.36 6.44 6.51

WA 05: Identify contractions or their components.2.85 2.89 2.953.00 3.04 3.08 3.14 3.19 3.25 3.29 3.85 3.90 3.95 3.994.04 4.11 4.14 4.19 4.29 4.82 4.955.03 5.10 5.26 5.38 5.82 5.956.10 6.18 6.31 6.41

WA 06: Identify root words of words with prefixes or suffixes.4.51 4.53 4.55 4.58 4.59 4.60 4.62 4.63 4.66 4.67 4.69 4.704.71 4.73 4.74 4.75 4.77 4.785.56 5.67 5.69 5.74 5.77 5.876.56 6.59 6.62 6.64 6.67 6.69

WA 07: Use or define words with prefixes.3.63 3.69 3.82 3.974.15 4.25 4.27 4.40 4.49 4.875.00 5.08 5.18 5.36 5.41 5.46 5.49 5.62 5.726.03 6.08 6.21 6.28 6.33 6.38 6.46 6.49


WA 08: Use or define words with suffixes.3.26 3.59 3.73 3.934.07 4.18 4.30 4.33 4.36 4.41 4.44 4.45 4.90 4.925.05 5.13 5.15 5.23 5.31 5.54 5.64 5.90 5.926.00 6.05 6.15 6.23 6.54

WA 09: Identify correct forms of verbs in context.3.40 3.47 3.55 3.60 3.70 3.744.10 4.34

WA 10: Identify correct forms of adjectives in context.4.01 4.32 4.52

Selecting Skill Objectives by Level for Worksheets 117

Word Meaning Strand

This table indicates only a small percentage of the exercises for skills WM 11–WM 14. Most of the levels at which these skills occur contain exercises from more than one WM objective and are therefore not listed.

WM 11: Identify word meanings.2.913.80 3.954.11 4.12 4.23 4.41 4.63 4.64 4.78 4.80 4.845.19 5.34 5.64 5.68 5.80 5.816.037.32 7.38

WM 12: Use vocabulary in context.3.29 3.69 3.705.897.47

WM 13: Identify synonyms using context clues.3.32 3.384.02 4.055.85

WM 14: Identify antonyms using context clues.3.53 3.63 3.684.08 4.22 4.33 4.995.20 5.29 5.38 5.47 5.57 5.786.10 6.22 6.54

N O T E


Literal Comprehension Strand

LC 15: Identify explicitly stated information in a short text.2.83 2.87 2.92 2.953.00 3.04 3.06 3.07 3.09 3.12 3.14 3.18 3.21 3.25 3.33 3.343.36 3.38 3.40 3.43 3.48 3.52 3.61 3.70 3.75 3.78 3.92 3.933.974.00 4.06 4.12 4.17 4.21 4.22 4.31 4.41 4.47 4.52 4.58 4.624.66 4.71 4.76 4.81 4.83 4.84 4.87 4.89 4.93 4.975.01 5.04 5.12 5.14 5.21 5.33 5.38 5.41 5.43 5.44 5.47 5.525.56 5.60 5.64 5.66 5.74 5.81 5.906.08 6.19 6.33 6.48 6.73

LC 16: Identify pronoun referents.3.27 3.47 3.66 3.844.755.17 5.23 5.28 5.48 5.53 5.63 5.72 5.84 5.92 5.93 5.986.01 6.05 6.11 6.23 6.34 6.39 6.43 6.45 6.52 6.55 6.60 6.636.67 6.73

LC 17: Identify sequence or time of events.2.85 2.983.15 3.28 3.39 3.55 3.60 3.63 3.69 3.86 3.964.26 4.33 4.59 4.945.08 5.15 5.36 5.766.13

LC 18: Combine or restate sentences.2.82 2.86 2.88 2.93 2.96 2.993.01 3.05 3.10 3.16 3.19 3.22 3.26 3.31 3.37 3.41 3.44 3.503.53 3.56 3.59 3.64 3.71 3.73 3.74 3.76 3.81 3.82 3.87 3.893.93 3.94 3.994.01 4.03 4.04 4.05 4.07 4.08 4.09 4.10 4.11 4.15 4.16 4.184.20 4.23 4.25 4.27 4.28 4.32 4.34 4.36 4.38 4.39 4.40 4.424.43 4.45 4.49 4.51 4.54 4.55 4.56 4.60 4.63 4.64 4.65 4.674.69 4.72 4.73 4.74 4.77 4.78 4.82 4.85 4.86 4.88 4.90 4.924.95 4.96 4.985.00 5.03 5.05 5.06 5.07 5.10 5.16 5.18 5.20 5.22 5.25 5.265.27 5.30 5.31 5.32 5.34 5.37 5.40 5.42 5.45 5.50 5.51 5.545.55 5.58 5.61 5.62 5.65 5.67 5.70 5.73 5.75 5.78 5.83 5.865.87 5.96 5.996.02 6.04 6.07 6.10 6.14 6.16 6.17 6.20 6.25 6.28 6.30 6.316.37 6.40 6.42 6.51 6.52 6.57 6.61 6.64 6.69 6.72 6.73


LC 19: Classify words by category.2.80 2.84 2.89 2.90 2.94 2.973.03 3.08 3.11 3.17 3.20 3.23 3.29 3.30 3.32 3.42 3.45 3.493.51 3.54 3.58 3.62 3.65 3.67 3.72 3.77 3.83 3.85 3.88 3.903.95 3.984.14 4.19 4.29 4.30 4.37 4.44 4.48 4.50 4.53 4.61 4.70 4.995.09 5.19 5.29 5.39 5.49 5.59 5.69 5.71 5.77 5.896.26 6.36 6.46 6.54 6.66


Interpretive Comprehension Strand

IC 20: Make inferences from details in a short text.2.80 2.83 2.87 2.90 2.993.02 3.04 3.07 3.11 3.17 3.19 3.22 3.28 3.30 3.33 3.37 3.433.46 3.51 3.54 3.60 3.63 3.66 3.69 3.70 3.72 3.76 3.81 3.863.90 3.93 3.984.01 4.04 4.11 4.14 4.20 4.23 4.25 4.30 4.34 4.37 4.48 4.514.64 4.66 4.67 4.72 4.76 4.81 4.84 4.925.00 5.03 5.10 5.16 5.23 5.25 5.36 5.38 5.43 5.49 5.56 5.665.69 5.73 5.88 5.95 5.986.05 6.08 6.13 6.17 6.20 6.29 6.35 6.36 6.38 6.41 6.45 6.516.58 6.63 6.73 6.76

IC 21: Distinguish between fact and opinion.2.84 2.92 2.963.05 3.14 3.23 3.34 3.48 3.55 3.58 3.67 3.78 3.83 3.87 3.923.954.02 4.16 4.17 4.22 4.39 4.42 4.58 4.69 4.75 4.82 4.985.01 5.06 5.12 5.17 5.27 5.30 5.50 5.81 5.876.18 6.28 6.34 6.39 6.47 6.57 6.64

IC 22: Recognize logical conclusions.2.89 2.953.08 3.13 3.25 3.36 3.45 3.52 3.64 3.73 3.964.05 4.33 4.36 4.46 4.55 4.60 4.63 4.785.04 5.09 5.20 5.22 5.32 5.34 5.41 5.48 5.53 5.65 5.86 5.925.946.12 6.25 6.31 6.33 6.40 6.52 6.70 6.74

IC 23: Recognize cause-and-effect relationships.3.01 3.16 3.20 3.39 3.42 3.614.08 4.19 4.28 4.45 4.49 4.52 4.86 4.935.08 5.15 5.28

IC 24: Analyze characters based on their speech or actions.2.86 2.933.10 3.26 3.31 3.49 3.57 3.75 3.844.13 4.26 4.43 4.57 4.61 4.73 4.875.26 5.31 5.44 5.45 5.52 5.60 5.70 5.75 5.80 5.83 5.89 5.966.02 6.10 6.23 6.36 6.42 6.59 6.66 6.68 6.76


IC 25: Recognize effective descriptive language.3.89 3.994.10 4.31 4.40 4.54 4.70 4.83 4.85 4.88 4.94 4.975.07 5.14 5.72 5.826.09 6.46 6.56 6.65 6.76

IC 26: Recognize figurative language.4.955.21 5.37 5.42 5.47 5.51 5.55 5.58 5.62 5.64 5.76 5.84 5.915.976.06 6.11 6.21 6.24 6.30 6.49 6.60 6.61 6.69 6.72

IC 27: Determine author’s viewpoint, purpose, or tone.4.89 4.965.05 5.19 5.29 5.39 5.59 5.63 5.78 5.866.01 6.04 6.11 6.14 6.16 6.19 6.43 6.48 6.54 6.55 6.61 6.626.71 6.73 6.75

IC 28: Recognize analogies.4.90 4.995.11 5.18 5.33 5.40 5.54 5.61 5.67 5.74 5.77 5.85 5.90 5.935.996.00 6.07 6.15 6.22 6.27 6.32 6.37 6.44 6.50 6.53 6.67


Reference Skills Strand

RS 29: Determine alphabetical order.2.80 2.85 2.91 2.953.03 3.06 3.10 3.14 3.22 3.26 3.30 3.33 3.37 3.41 3.49 3.533.56 3.60 3.64 3.72 3.764.06 4.26 4.37 4.45 4.49 4.56 4.68 4.915.06 5.18

RS 30: Identify appropriate reference works for given tasks.2.993.18 3.45 3.68 3.87 3.954.03 4.14 4.22 4.33 4.41 4.53 4.64 4.76 4.87 4.955.03 5.30 5.33 5.41 5.49 5.53 5.60 5.64 5.72 5.87 5.956.03 6.06 6.10 6.14 6.22 6.30 6.33 6.41 6.49 6.53 6.60 6.646.72 6.76

RS 31: Use guide words to locate information.3.83 3.91 3.994.10 4.18 4.30 4.60 4.72 4.835.10 5.14 5.22 5.26 5.37 5.45 5.56 5.68 5.76 5.83 5.91 5.996.18 6.26 6.37 6.45 6.56 6.68


N
Extended Activity
Sheets—U.S. Version

This appendix consists of 16 reproducible activity sheets that engage students in reading-related writing tasks. These open-ended activities extend the Thematic Lessons and guide students through various thinking and writing processes, including brainstorming, organizing ideas, summarizing, devising plans of action, reasoning, and imaginative writing.

As students complete the Thematic Lessons, teachers can select and distribute the associated writing activities. Students can complete the activities independently, in groups, or with assistance.

The Thematic Lesson levels and their corresponding activity sheet titles are listed below. (The Thematic Lesson level is identified at the bottom of each sheet.)

TL300 How Do You Take Care of Your Pet?TL325 Let’s Plan a Party!TL350 Sensational SeedsTL375 Greetings from My Home to Yours!TL400 You Can Be a Community HelperTL425 Award-Winning GreeneryTL450 All Aboard!TL475 Writing Your Own Puppet PlayTL500 A Vacation Beyond Compare!TL525 Be a Spelunker!TL550 Timeless Tale-TellerTL575 Life on a Wagon TrainTL600 Find Out About Ocean MammalsTL625 Time to Travel!TL650 What Does a Label Tell You?TL675 Preparing for Emergencies

The activity sheets are provided as duplication masters; permission to copy is granted to licensed users of Pearson software.

125

TL300 How Do You Take Care of Your Pet?

Name ______________________________________________________________________________________________________________________

How Do You Take Care of Your Pet?
Taking care of a pet is an important job. Find out how well you are caring for your pet. If you don’t have a pet, pretend that you are caring for your friend’s pet.
For each question with a ☞, circle YES or NO. Then answer the next question.

☞ Do you feed your pet yourself? YES NO

What foods does your pet eat?

_________________________________________________________________________ _________________________________________________________________________

_________________________________________________________________________ _________________________________________________________________________

_________________________________________________________________________ _________________________________________________________________________

☞ If you feed your pet snacks, what are they?

_________________________________________________________________________ _________________________________________________________________________

_________________________________________________________________________ _________________________________________________________________________

☞ Does your pet have water nearby at all times? YES NO

How much water does your pet drink each day?

___________________________________________________________________________________________________________________________________________________________

☞ Does your pet exercise every day? YES NO

What kind of exercise does your pet get?

___________________________________________________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________________________________________________

☞ Do you play with your pet each day? YES NO

What activities do you do?

_________________________________________________________________________ _________________________________________________________________________

_________________________________________________________________________ _________________________________________________________________________

If you answered YES to all the questions with a ☞, CONGRATULATIONS! If you answered NO to any of them, think about what you can do to take better care of your pet. Your pet will love you for it!

Copyright © 2008 Pearson Education, Inc. U.S. TL300

TL325 Let’s Plan a Party!

Name ______________________________________________________________________________________________________________________

Let’s Plan a Party!
Pretend that you are going to give a party. It can be a party for your birthday, Valentine’s Day, or another day.
☞ What kind of party will you give? ________________________________________________________________________________________________________

☞ When and where will you have the party?

Date and time: ________________________________________________________________________________________________________________________________

Place: _____________________________________________________________________________________________________________________________________________

☞ Name some people you will invite.

_________________________________________________________________________ _________________________________________________________________________

_________________________________________________________________________ _________________________________________________________________________

_________________________________________________________________________ _________________________________________________________________________

☞ List the decorations and refreshments you will need.DECORATIONS REFRESHMENTS

_________________________________________________________________________ _________________________________________________________________________

_________________________________________________________________________ _________________________________________________________________________

_________________________________________________________________________ _________________________________________________________________________

☞ List some party games for everyone to play.

_________________________________________________________________________ _________________________________________________________________________

_________________________________________________________________________ _________________________________________________________________________

_________________________________________________________________________ _________________________________________________________________________

On the back of this page, design an invitation to send to your guests.


TL350 Sensational Seeds

Name ______________________________________________________________________________________________________________________

Sensational Seeds
Pretend that one day you were walking through the woods. Suddenly, some seeds fell from the trees above. When you looked at the seeds, you could see that they were magic.
☞ How could you tell they were magic? What did the seeds look like? What did they feel like?

___________________________________________________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________________________________________________

☞ You planted some of the seeds. What happened next?

___________________________________________________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________________________________________________

☞ You plan to give some of the seeds to someone for a present. Why would magic seeds be a good present for that person?

___________________________________________________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________________________________________________

☞ What do you think the person will do when the seeds begin to sprout?

___________________________________________________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________________________________________________


TL375 Greetings from My Home to Yours!

Name ______________________________________________________________________________________________________________________

Greetings from My Home to Yours!
Writing letters is one way to keep in touch with a friend or relative. Choose a person you would like to get a letter from.
☞ Look carefully at the letter form. Then write a letter on the lines below. When you have finished, cut on the dotted lines. Mail your letter!

Date

Dear (Name),_____________________________________________________________

_____________________________________________________________

____________________(your news here) _______________

_____________________________________________________________

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Sincerely,(Your name)

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Dear _____________________________________________________________ ,

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TL400 You Can Be a Community Helper

Name ______________________________________________________________________________________________________________________

You Can Be a Community Helper
There are many ways to help make your community a safe and friendly place to live. You don’t have to be a grown-up to be a community helper. You can begin today!
☞ Think of a friend, relative, or neighbor who needs some help. How can you help this person?

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☞ Think of a job that you could do in your school. What steps can you take to get started?

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☞ Plan a project that you and a few friends might do to help the community. One helpful project would be collecting bottles or cans and giving the money you earn to a charity. Describe another project that you could do.

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TL425 Award-Winning Greenery

Name ______________________________________________________________________________________________________________________

Award-Winning Greenery
Pretend you have planted the perfect garden. A magazine called BEST GARDENS AND GREENERY is having a contest to find the best garden of the year.
☞ Enter the contest by writing a letter to the editor of the magazine. Use details to make it easy for the editor to picture your garden. What does your garden look like? How big are the plants? What colors are in the garden?

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Dear Editor:

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TL450 All Aboard!

Name ______________________________________________________________________________________________________________________

All Aboard!
Traveling by train can be an exciting way to take a trip. Pretend that your family is traveling by train.
☞ Where are you going? How long will you be on the train? Where will you eat? If you are spending the night on the train, where will you sleep?

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☞ Describe some of the things you might see along the way.

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☞ Compare riding on a train with some other ways to travel. Tell how they are alike and how they are different.

WAYS TOTRAVEL LIKE THE TRAIN DIFFERENT FROM THE TRAIN

car _________________________________________________________________ _________________________________________________________________

jet _________________________________________________________________ _________________________________________________________________

ship _________________________________________________________________ _________________________________________________________________

bus _________________________________________________________________ _________________________________________________________________


TL475 Writing Your Own Puppet Play

Name ______________________________________________________________________________________________________________________

Writing Your Own Puppet Play
Writing your own puppet play can be plenty of fun. Answer these questions to write the first scene of your play. With a little practice, you will be writing many puppet plays for puppeteers to perform!
☞ What will be the title of your scene?

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☞ A setting is where the scene takes place. What is the setting for the scene?

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☞ The puppets are the characters in a puppet play. What characters will be in the scene?

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☞ What will happen in the scene? What will the puppets do? What will they talk about?

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☞ Follow playwriting format to show what the puppets say and do. Look at how the sample below is written. Read what Jason says and does. The words that Jason says follow his name. Jason’s actions are described in ( ).

JASON: Mom, I am going to go outside to play. (He walks to the door.)

Now you are ready to begin writing your scene! Use the lines below to start your scene. Use the back ofthis paper if you need more space.


TL500 A Vacation Beyond Compare!

Name ______________________________________________________________________________________________________________________

A Vacation Beyond Compare!
Next month you plan to travel to Kenya for a safari, but you would really like someone to go with you. Choose words and phrases that will make one of your friends want to take the trip too.
☞ Write six words or phrases that describe the beauty of the grasslands in Kenya. Choose words that will help your friend see, hear, smell, and feel things that are in Kenya.

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☞ Write three exciting reasons to visit Kenya.

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☞ Now, use some of the words and reasons that you listed above to write a short paragraph that would persuade your friend to travel to Kenya with you. Make the trip irresistible!

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TL525 Be a Spelunker!

Name ______________________________________________________________________________________________________________________

Be a Spelunker!
A spelunker is a person who explores caves as a hobby. Pretend that you are with a cave expert and a group of other spelunkers. You have just passed through the entrance of a deep, dark cave in the forest.
☞ Describe how it feels to be inside the cave. Use details from your senses to make your description easy for a reader to imagine.

Can you see anything? Can you taste anything?What do the walls and floor of the cave feel like?What does the cave smell like? What sounds do you hear?Is it hot, cold, dry, or damp inside the cave?

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☞ Explain some of the safety rules that you followed when you explored the cave.

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TL550 Timeless Tale-Teller

Name ______________________________________________________________________________________________________________________

Timeless Tale-Teller
If you could travel backward in time, you could become a famous storyteller in the year 1327. For fun, retell your favorite folktale to change its traditional ending.
☞ What is your favorite folktale?

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☞ How has this tale traditionally ended? Write a brief summary.

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☞ Now write an exciting new ending that will surprise your listeners the next time they hear this folktale.

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TL575 Life on a Wagon Train

Name ______________________________________________________________________________________________________________________

Life on a Wagon Train
The pioneers on a wagon train led difficult lives. Pretend that you and your family have joined a wagon train moving west. At the beginning of the trip, you decide to keep a diary of everything that happens along the way. At the end of each day, you write a page in your diary.
☞ The date today is July 15, 1852. What happened on the wagon train? Where are you now? What is the weather like? Have you seen any Indians? Are there any buffalo roaming the plains? Do you have friends on the wagon train? How far did you travel today?

July 15, 1852

Dear Diary,

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TL600 Find Out About Ocean Mammals

l

Name ______________________________________________________________________________________________________________________

Find Out About Ocean Mammals
You have read about whales and dolphins. One way you can learn more about ocean mammals is to request information from an aquarium. Use this form to plan and write a letter.
One aquarium that could send you information is:

Sea World1720 South Shores RoadSan Diego, CA 92109

☞ List two or three questions about whales or dolphins.

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Dear Sea World Staff:

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TL625 Time to Travel!

Name ______________________________________________________________________________________________________________________

Time to Travel!
Imagine you are a travel agent who specializes in nature tours. Plan a tour to the Arctic North or to the southwestern desert in North America.
☞ Describe the land where your tour will take place. Include details about the local animal life, plant life, and climate.

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☞ Describe the lodging where the tourists will stay. Keep in mind the time of year that the tour will take place.

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☞ Explain two activities that would be fun for the tourists to do. Remember to choose activities that suit the land and climate where the tourists will be visiting.

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TL650 What Does a Label Tell You?

Name ______________________________________________________________________________________________________________________

What Does a Label Tell You?
Labels appear everywhere—on cans, boxes, foods, medicines, clothing, and other things you use every day. Labels give important information about the contents and use of a product.
☞ Find a food label and read the information on it. Note that the ingredients are listed in order of largest amount to smallest amount contained in the product.

List the first four ingredients contained in the food.

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List four of the nutrients given on the label.

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☞ It is very important to be able to read and understand labels on medicine containers. Ask an adult to find a medicine label for you, and then study the information.

The dosage is the amount of medicine to be taken. What is the dosage for children?

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Most medicine labels contain a warning. List at least one warning from the label.

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☞ Find a clothing label and study it. What is the material made of?

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What instructions are given for washing or cleaning the fabric?

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TL675 Preparing for Emergencies

Name ______________________________________________________________________________________________________________________

Preparing for Emergencies
After an earthquake like the Alaska quake in 1964, people may be unable to get food or water for several days. They may be without electrical power as well. Serious storms and floods can cause the same problems. How can you prepare for such emergencies?
☞ List the foods and supplies you would need in an emergency that lasts several days.FOODS SUPPLIES

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☞ Add to your list by talking with others or by finding written information. Check your telephone book. It may include suggestions about preparing for emergencies. Your librarian can also help you find more information.

☞ List your information. Write down the names of people you talked to or reference books you used.

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O
Extended
Activity Sheets—International Version

This appendix consists of 16 reproducible activity sheets that engage students in reading-related writing tasks. These open-ended activities extend the Thematic Lessons and guide students through various thinking and writing processes, including brainstorming, organizing ideas, summarizing, devising plans of action, reasoning, and imaginative writing.

As students complete the Thematic Lessons, teachers can select and distribute the associated writing activities. Students can complete the activities independently, in groups, or with assistance.

The Thematic Lesson levels and their corresponding activity sheet titles are listed below. (The Thematic Lesson level is identified at the bottom of each sheet.)

TL300 How Do You Take Care of Your Pet?TL325 Let’s Plan a Party!TL350 Sensational SeedsTL375 Making the News!TL400 You Can Be a Community HelperTL425 Award-Winning GreeneryTL450 All Aboard!TL475 Writing Your Own Puppet PlayTL500 A Vacation Beyond Compare!TL525 Be a Spelunker!TL550 Timeless Tale-TellerTL575 Life on the Carlton TrailTL600 Find Out About Ocean MammalsTL625 Time to Travel!TL650 What Does a Label Tell You?TL675 Preparing for Emergencies

The activity sheets are provided as duplication masters; permission to copy is granted to licensed users of Pearson software.

143

TL300 How Do You Take Care of Your Pet?

Name ______________________________________________________________________________________________________________________

How Do You Take Care of Your Pet?
Taking care of a pet is an important job. Find out how well you are caring for your pet. If you don’t have a pet, pretend that you are caring for your friend’s pet.
For each question with a ☞, circle YES or NO. Then answer the next question.

☞ Do you feed your pet yourself? YES NO

What foods does your pet eat?

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If you feed your pet snacks, what are they?

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☞ Does your pet have water nearby at all times? YES NO

How much water does your pet drink each day?

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☞ Does your pet exercise every day? YES NO

What kind of exercise does your pet get?

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☞ Do you play with your pet each day? YES NO

What games do you play?

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If you answered YES to all the questions with a ☞, CONGRATULATIONS! If you answered NO to any of them, think about what you can do to take better care of your pet. Your pet will love you for it!

Copyright © 2008 Pearson Education, Inc. Int’l TL300

TL325 Let’s Plan a Party!

Name ______________________________________________________________________________________________________________________

Let’s Plan a Party!
Pretend that you are going to give a party. It can be a party for your birthday, Valentine’s Day or another day.
☞ What kind of party will you give? ________________________________________________________________________________________________________

☞ When and where will you have the party?

Date and time: ________________________________________________________________________________________________________________________________

Place: _____________________________________________________________________________________________________________________________________________

☞ Name some people you will invite.

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☞ List the decorations and refreshments you will need. DECORATIONS REFRESHMENTS

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☞ List some party games for everyone to play.

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On the back of this page, design an invitation to send to your guests.


TL350 Sensational Seeds

Name ______________________________________________________________________________________________________________________

Sensational Seeds
Pretend that one day you were walking through the woods. Suddenly, some seeds fell from the trees above. When you looked at the seeds, you could see that they were magic.
☞ How could you tell they were magic? What did the seeds look like? What did they feel like?

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☞ You planted some of the seeds. What happened next?

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☞ You plan to give some of the seeds to someone for a present. Why would magic seeds be a good present for that person?

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☞ What do you think the person will do when the seeds begin to sprout?

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TL375 Making the News!

Name ______________________________________________________________________________________________________________________

Making the News!
Imagine that something exciting or strange happened at school today. It’s your job to write it up for your local newspaper.
☞ Choose what you are going to write about, and make up a headline that will make people want to read your news story. Then write your article on the lines below.

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Copyright © 2008 PPearson Education, Inc. l TL375

TL400 You Can Be a Community Helper

Name ______________________________________________________________________________________________________________________

You Can Be a Community Helper
There are many ways to help make your community a safe and friendly place to live. You don’t have to be a grown-up to be a community helper. You can begin today!
☞ Think of a friend, relative or neighbour who needs some help. How can you help this person?

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☞ Think of a job that you could do in your school. What steps can you take to get started?

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☞ Plan a project that you and a few friends might do to help the community. One helpful project would be collecting up litter near your school. (Be sure to wear gloves and let the school know what you plan to do.) Describe another idea that you could use.

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Copyright © 2008 Pearson Education, Inc. l TL400

TL425 Award-Winning Greenery

Name ______________________________________________________________________________________________________________________

Award-Winning Greenery
Pretend you have planted the perfect garden. A magazine called BEST GARDENS AND GREENERY is having a contest to find the best garden of the year.
☞ Enter the contest by writing a letter to the editor of the magazine. Use details to make it easy for the editor to picture your garden. What does your garden look like? How big are the plants? What colours are in the garden?

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Dear Editor:

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TL450 All Aboard!

Name ______________________________________________________________________________________________________________________

All Aboard!
Travelling by train can be an exciting way to take a trip. Pretend that your family is travelling by train.
☞ Where are you going? How long will you be on the train? Where will you eat? If you are spending the night on the train, where will you sleep?

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☞ Describe some of the things you might see along the way.

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☞ Compare riding on a train with some other ways to travel. Tell how they are alike and how they are different.

WAYS TOTRAVEL LIKE THE TRAIN DIFFERENT FROM THE TRAIN

car _________________________________________________________________ _________________________________________________________________

jet _________________________________________________________________ _________________________________________________________________

ship _________________________________________________________________ _________________________________________________________________

bus _________________________________________________________________ _________________________________________________________________


TL475 Writing Your Own Puppet Play

Name ______________________________________________________________________________________________________________________

Writing Your Own Puppet Play
Writing your own puppet play can be good fun. Answer these questions to write the first scene of your play. With a little practice, you will be writing many puppet plays for puppeteers to perform!
☞ What will be the title of your scene?

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☞ A setting is where a scene takes place. What is the setting for the scene?

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☞ The puppets are the characters in a puppet play. What characters will be in the scene?

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☞ What will happen in the scene? What will the puppets do? What will they talk about?

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☞ Follow playwriting format to show what the puppets say and do. Look at how the sample below is written. Read what Jason says and does. The words that Jason says follow his name. Jason’s actions are described in ( ).

JASON: Mother, I am going to go outside to play. (He walks to the door.)

Now you are ready to begin writing your scene! Use the lines below to start your scene. Use the back ofthis paper if you need more space.

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TL500 A Vacation Beyond Compare!

Name ______________________________________________________________________________________________________________________

A Vacation Beyond Compare!
Next month you plan to travel to Kenya for a safari, but you would really like someone to go with you. Choose words and phrases that will make one of your friends want to take the trip too.
☞ Write six words or phrases that describe the beauty of the grasslands in Kenya. Choose words that will help your friend see, hear, smell and feel things that are in Kenya.

_________________________________________________________________________ _________________________________________________________________________

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☞ Write three exciting reasons to visit Kenya.

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☞ Now, use some of the words and reasons that you listed above to write a short paragraph that would persuade your friend to travel to Kenya with you. Make the trip irresistible!

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TL525 Be a Spelunker!

Name ______________________________________________________________________________________________________________________

Be a Spelunker!
A spelunker is a person who explores caves as a hobby. Pretend that you are with a cave expert and a group of other spelunkers. You have just passed through the entrance of a deep, dark cave in the forest.
☞ Describe how it feels to be inside the cave. Use details from your senses to make your description easy for a reader to imagine.

Can you see anything? Can you taste anything?What do the walls and floor of the cave feel like?What does the cave smell like? What sounds do you hear?Is it hot, cold, dry or damp inside the cave?

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☞ Explain some of the safety rules that you followed when you explored the cave.

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TL550 Timeless Tale-Teller

Name ______________________________________________________________________________________________________________________

Timeless Tale-Teller
If you could travel back in time, you could become a famous storyteller in the year 1327. For fun, retell your favourite folk tale to change its traditional ending.
☞ What is your favourite folk tale?

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☞ How has this tale traditionally ended? Write a brief summary.

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☞ Now write an exciting new ending that will surprise your listeners the next time they hear this folk tale.

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TL575 Life on the Carlton Trail

Name ______________________________________________________________________________________________________________________

Life on the Carlton Trail
The pioneers who travelled the Carlton Trail led difficult lives. Pretend that you and your family have joined a caravan moving west. At the beginning of the trip, you decide to keep a diary of everything that happens along the way. At the end of each day, you write a page in your diary.
☞ The date today is July 15, 1852. What happened in the caravan? Where are you now? What is the weather like? Have you seen any native people? Are there any buffalo roaming the plains? Do you have friends in the caravan? How far did you travel today?

July 15, 1852

Dear Diary,

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TL600 Find Out About Ocean Mammals

Name ______________________________________________________________________________________________________________________

Find Out About Ocean Mammals
You have read about whales and dolphins. One way you can learn more about ocean mammals is to request information from an aquarium. Use this form to plan and write a letter. Ask your teacher for the address of a sea life centre, and send your letter there.
☞ List two or three questions about whales or dolphins.

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. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

_________________________________________________________________________

Dear Sir or Madam:

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✄


TL625 Time to Travel!

Name ______________________________________________________________________________________________________________________

Time to Travel!
Imagine you are a travel agent who specialises in nature tours. Plan a tour to the Australian outback or a natural area you are familiar with.
☞ Describe the land where your tour will take place. Include details about the local animal life, plant life and climate.

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☞ Describe the lodging where the tourists will stay. Keep in mind the time of year that the tour will take place.

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☞ Explain two activities that would be fun for the tourists to do. Remember to choose activities that suit the land and climate where the tourists will be visiting.

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Copyright © 2008 Pearson Education, Inc. L650

TL650 What Does a Label Tell You?

Name ______________________________________________________________________________________________________________________

What Does a Label Tell You?
Labels appear everywhere—on cans, boxes, foods, medicines, clothing and other things you use every day. Labels give important information about the contents and use of a product.
☞ Find a food label and read the information on it. Note that the ingredients are listed in order of largest amount to smallest amount contained in the product.

List the first four ingredients contained in the food.

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List four of the nutrients given on the label.

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☞ It is very important to be able to read and understand labels on medicine containers. Ask an adult to find a medicine label for you, and then study the information.

The dosage is the amount of medicine to be taken. What is the dosage for children?

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Most medicine labels contain a warning. List at least one warning from the label.

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☞ Find a clothing label and study it. What is the material made of?

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What instructions are given for washing or cleaning the fabric?

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TL675 Preparing for Emergencies

Name ______________________________________________________________________________________________________________________

Preparing for Emergencies
After an earthquake like the Alaska quake in 1964, people may be unable to get food or water for several days. They may be without electrical power as well. Serious storms and floods can cause the same problems. How can you prepare for such emergencies?
☞ List the foods and supplies you would need in an emergency that lasts several days.FOODS SUPPLIES

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☞ Add to your list by talking with others or by finding written information. Your local library may be able to help you.

☞ List your information. Write down the names of people you talked to or reference books you used.

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Index

A

answers, studentchecking, 13system response to correct, 13system response to incorrect, 13

C

comprehension strands, 5

E

enrollment optionslist of, 24modifying, 23–24

errorsanalysis, 14–15sample of, 14

exerciseserror messages in, 14–15response to, 13–15spelling errors in, 14–15types of, 9, 25, 103–109

extended activity sheetsdescription of, 22for International version, 143–159for U.S. version, 125–141

G

Glossary resourcedescription of, 12list of words in International version, 113–114list of words in U.S. version, 111–112sample of, 12

H

Help resource, 11

I

Initial Placement Motion, 17

integrated reading strandsdescription of, 5, 7–8passage types in, 35–36proportions of skill areas in, 33sample exercises in, 75–85

International versiondescription of, 1extended activity sheets, 143–159Glossary, 113–114vocabulary list, 65–73

Interpretive Comprehension stranddescription of, 6grade levels of, 5in strand grouping, 5proportions of, 31review, 19sample exercises in, 47–50scope and sequence of objectives in, 28skill objectives for, 38, 47–50skills in, 6

IPM. See Initial Placement Motion.

L

Literal Comprehension stranddescription of, 6grade levels of, 5in strand grouping, 5proportions of, 31review, 19sample exercises in, 45–46scope and sequence of objectives in, 28skill objectives for, 37–38, 45–46skills in, 6

161

P

Passage Comprehension strandanswer messages in, 13–15description of, 7examples of passages and exercises in, 75–85exercises in, 10grade levels of, 5in strand grouping, 5, 7motion in, 18proportions of, 31review, 19sample exercises in, 51–53scope and sequence of objectives in, 29selection of, 19skill objectives for, 38, 51–53

R

Reader’s Workshopeffective use of, 21–22enrollment options in, 22–24exercises in, types of, 9, 103–109extended activity sheets for, 22, 125–141, 143–159Glossary for, 12, 111–112, 113–114International version of, 1introducing to students, 25motion in, 18–20overview of, 1–3progress through, 17–20scope and sequence of, 27–28skill objectives, list of, 37–38strands in, 5–8U.S. version of, 1worksheets for, 21, 115–123

Reference Skills stranddescription of, 6grade levels of, 5in strand grouping, 5proportions of, 31review, 19sample exercises in, 50–51scope and sequence of objectives in, 29skill objectives for, 38, 50–51skills in, 6

reports, 21, 25

response checking, 13–15

review, individualized remedial, 18

S

sessionsending, 15–16scheduling, 22

skill objectiveslist of, 37–38scope and sequence of, 27–28worksheets for, 115–123

specific skill strandsbanners for, 10description of, 5grouping of, 5levels of worksheets available for, 115–123list of, 6motion in, 18proportions of, 31selection of, 19skill objectives in, 37–53worksheets for, 21, 115–123

standard motion, 18–20

starting level, 22

strandscomprehension, 5, 6grade levels of, 5groupings of, 5integrated reading, 7–8motion in, 18proportions of, 31review, 18scope and sequence of skills in, 27–28specific skill, 6system selection of, 19worksheets for, 115–123

Student Reportdescription of, 12ending a session, 16

student resourcesdescription of, 11icons for, 11use of, 11–13

T

Thematic Lessons strandanswer messages in, 13


content summary of, 87–101description of, 7exercises in, 10extended activity sheets for, 125–141, 143–159grade levels and lesson titles of, 7grade levels of, 5in strand grouping, 5motion in, 19–20passage types in, 35–36proportions of, 31proportions of skill levels in, 33selection of, 19

time, time-out, 15

V

versions of courseInternational, 1U.S., 1

vocabulary, list of by grade levelfor International version, 65–73for U.S. version, 55–63

vocabulary, treated in course. See Word Analysis and Word Meaning strands.

W

Word Analysis stranddescription of, 6grade levels of, 5in strand grouping, 5proportions of, 31review, 19sample exercises in, 39–43skill objectives for, 37, 39–43skills in, 6

Word Meaning stranddescription of, 6grade levels of, 5in strand grouping, 5

proportions of, 31review, 19sample exercises in, 43–45scope and sequence of objectives in, 28skill objectives for, 37, 43–45skills in, 6vocabulary words in, 55–63, 65–73

worksheetsdescription of, 21selecting skill objectives for, 115–123

Index 163

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