Rourke Reading Web User Guide

Teachers Guide
Reading Intervention for Grades 1 through 12
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Table of Contents
Reading Intervention and the Reading Web.................................................................... 4 Getting Started with the Reading Web............................................................................ 7 Accessing the Reading Web Online........................................................................................................ 8
Adding Site Data to Reading Web.......................................................................................................... 9 Reading Progress Assessment (RPA)..................................................................................................... 12 Materials Management......................................................................................................................... 35
Workstations and Instruction with the Reading Web.................................................... 23 Understanding Student Data and Generating Reports.................................................. 36 Instructional Tools........................................................................................................... 39
Parent Letter......................................................................................................................................... 40 Vocabulary Building.............................................................................................................................. 41 Vocabulary Building Reproducibles...................................................................................................... 42 Online Reading Web Dictionary............................................................................................................ 56 Comprehension Check.......................................................................................................................... 57 Comprehension Reproducibles............................................................................................................. 58 Book Report Prompts............................................................................................................................ 75 Computer Learning Overview............................................................................................................... 82 Reading Web System Requirements..................................................................................................... 86 Online Teacher Resources..................................................................................................................... 87 Reading Web Title List.......................................................................................................................... 88 Reading Web Program Materials.......................................................................................................... 90 Frequently Asked Questions................................................................................................................. 91 Book Summaries................................................................................................................................... 93 Comprehension Questions Reproducible........................................................................................... 120
Appendixes...................................................................................................................... 81
Reading Intervention and the Reading Web
Reading Intervention and the Reading Web

Welcome to the Reading Web! Reading Web (RW) is a reading intervention program for students in grades 1 through 12 reading at Kindergarten through 8th grade reading levels. Reading Web (RW) takes a workstation approach to reading intervention that provides students multiple opportunities to build and apply vocabulary, develop comprehension strategies, build reading skills, and develop reading fluency. The teachers role of coaching and instructing students is an integral part of students success in Reading Webs intervention model. The Reading Web has three components: The Reading Progress Assessment (RPA) is an online assessment that serves two main purposes. It is the placement test and the pre - and post-test. The online portion of the Reading Web has reading passages with vocabulary and comprehension checks. Each passage comes from one of the books the students will be reading. The online portion of the Reading Web serves as a before-reading-the- book introduction to build students vocabulary, comprehension, fluency, and confidence. The nonfiction books are for reading instruction. Depending on the needs of the students, the teacher uses the books for one-on-one reading tutoring, small group instruction, independent reading, or a combination of the three. While reading the books, the students are engaged in vocabulary and comprehension activities.
What Do Teachers Do, What Do Students Do, What Do Administrators Do...

Teachers... Assign student logins and passwords Identify pre-test passages for students to read in the Reading Progress Assessment (RPA) Assess students pre-test scores to determine Initial Placement Level (IPL) for Reading Web books and passages Interact with students as they are working at the workstations to monitor progress, conference, and instruct Assess students scores after completing the computer passages to determine if the students are ready to move to reading the book Assign Vocabulary Building and Comprehension Check activities for each book Meet with individual students or small groups at the Teacher Instruction Workstation for guided reading instruction Assess students comprehension of content using the book specific reproducible provided with the online Teachers Notes Monitor students progress by checking online folders regularly, listen to students recordings, and create reports Communicate with parents Students... Read assigned Reading Progress Assessment and Reading Web passages Work independently or with a partner at workstations Complete all Vocabulary Building and Comprehension Check activities assigned Complete Reading Response Journal activities assigned Partner with other students to share Vocabulary Building and Comprehension Check responses Evaluate performance and conference with teacher Administrators... Support Reading Web implementation by scheduling time for Reading Web Introduce Reading Web to the school so all teachers know what the program is about and who is eligible to participate Periodically monitor students progress by checking online student folders or asking the Reading Web teacher to provide a report for you
Getting Started with the reading web

Accessing the Reading Web Online Adding Site Data to Reading Web Reading Progress Assessment (RPA)
Getting Started with the Reading Web

Accessing the Reading Web Online
Reading Web is easy to access on any Internet connected computer at the web address provided below.
www.rourkereadingweb.com
When prompted, you simply login using the username and password provided to you by Rourke or by your Reading Web site administrator. Once you are logged in, you will be able to add students, create groups, view student data, listen to student voice recordings, print student and group reports, and access the Teachers Guide and other online resources. The web address for Reading Web is the same for both teachers and students. Your login and password determines your access to either the teacher or student portions of the program. Type of Login Site Reading Web Administrator Number Per Site 1 Login Allows User To View/Add /Update/Delete all teachers at site View/Add/Update /Delete /Print Reports for all students at site View/Add/Update /Delete all groups at site View/Print online Teachers Guide, online glossary, and other resources View passage menu View/Add/Update/Print Reports for all students View/Add/Update/Delete groups View/Print online Teachers Guide, online glossary, and other resources View passage menu Take Reading Progress Assessment (RPA) tests Read passages and do vocabulary and comprehension activities View personal Scorecard View online glossary
Teacher
Unlimited for site
Student
Unlimited for site
Adding Site Data to Reading Web
FIRST
The Reading Web Site Administrator assigns teacher logins and passwords. 1. Click on Teachers Tab at the top of the screen. 2. Then click on Add a Teacher at the top right of the screen. 3. Input teacher information. 4. Make sure to click SAVE at bottom of screen.
Tabs
Only site administrators should have a check mark in this box. If a teacher leaves your site, check this box so the teacher cannot access Reading Web. If you record the password in the Notes, you will not have to create a new password if the user forgets it!
If you need to edit information its easy! Just go to the tab (Groups, Students, or Teachers) and click on Edit at the top right of the screen.
SECOND
The Teacher or Site Administrator create groups. 1. Click on Groups Tab at the top of the screen. 2. Then click on Add a Group at the top right of the screen. 3. Input name of group (i.e. 5thPeriod Smith...). 4. Select the teacher the group is assigned to. 5. Make sure to click SAVE at bottom of screen.
Features of groups: Students can be in multiple groups New groups can be created at any time Students can be added or removed from a group at any time
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THIRD
The Teacher or Site Administrator assigns student logins and passwords. 1. Click on Students Tab at the top of the screen. 2. Then click on Add a Student at the top right of the screen. 3. Input student information. Student Number is schools choice. Only check the Block students ability to login? if the student is no longer in the program. Students can be assigned to multiple groups. 4. Book filters are usually set after the student takes the RPA. After the students initial placement level is identified, the teacher can choose to edit the students record and select the book levels the student will have access to. This is an optional feature. 5. Make sure to click SAVE at bottom of screen. 6. View newly created Student Folder to make sure student information is correct. If changes need to be made, click on Edit at the top right of the screen.
Check all groups that student is in.
Once students have taken the RPA and you know their IPL, you may choose to limit the RW passages that the student has access to.
If you record the password in the Notes, you will not have to create a new password if the user forgets it!
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Reading Progress Assessment (RPA)

The Reading Progress Assessment (RPA) is a quick and easy online reading assessment to identify a students instructional reading level and assess vocabulary and comprehension skills. Students read short, leveled passages that are followed by a vocabulary assessment and a comprehension assessment. The RPA automatically scores the students in fluency, vocabulary, and comprehension. The RPA is integral to success with the Reading Web because it identifies the students Initial Placement Level (IPL) and it provides pre- and post-test data. To take the RPA, students must first be given a Reading Web login and password. If you havent already assigned student logins and passwords refer to the previous section. RPA scores are saved online in the students Reading Web folder with the scores of their RW passages. In the student folder, a star beside a title indicates that it is an RPA passage.
RPA Passages
Title Grade Guided Reading Level D F H J M P R U X Z Lexile Level 100 210 300 420 550 680 730 850 925 1000 Word Count 78 48 91 65 87 94 81 146 122 167 WPM Goal
Ants Ducks Planets Butterflies Bats Icebergs Hazardous Waste Minerals Telescopes Genetics
1.1 1.4 1.7 2.0 2.9 3.6 4.3 5.0 6.0 7+
50-60 60-70 70-80 70-80 80-90 90-100 100-110 110-120 110-120 110-120
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FIRST
Students read the two pre-test passages based on their grade level. The first passage is below-grade-level and the second passage is on-grade-level. The passages for each grade level are identified below. Each RPA passage takes under 10 minutes to complete. All students must take both pre-test passages. 1. The student accesses the Reading Web at www.rourkereadingweb.com and logs in using their assigned login and password. 2. The student clicks on the TEST ME button at the top of the page.
3. The student selects the assigned below-grade-level pre-assigned passage and takes the assessment. After completing the assessment and viewing their Scorecard, the student takes the assigned on-grade-level assessment.
4. After completing both assessment passages, the student notifies the teacher that they have completed both of the assigned RPA passages. This completes the pre-test. 13
Suggested Pre- and Post-Test Passages By Grade Level
Pre/Post Test Passages for Students in 1st Grade

Passage Ants Planets Grade 1st 1st Guided Reading Level D H Lexile Level 100 300 Word Count 78 91 WPM Goal 50-60 70-80
Pre/Post Test Passages for Students in 2nd Grade

Passage Ants Bats Grade 1st 2nd Guided Reading Level D M Lexile Level 100 550 Word Count 78 87 WPM Goal 50-60 80-90
Pre/Post Test Passage for Students in 3rd Grade

Passage Ducks Icebergs Grade 1st 3rd Guided Reading Level F P Lexile Level 210 680 Word Count 48 94 WPM Goal 60-70 90-100
Pre/Post Test Passage for Students in 4th Grade

Passage Butterflies Hazardous Waste Grade 2nd 4th Guided Reading Level J R Lexile Level 420 730 Word Count 65 81 WPM Goal 70-80 100-110

Passage Bats Minerals Grade 2nd 5th Guided Reading Level M U Lexile Level 550 850 Word Count 87 146 WPM Goal 80-90 110-120

Passage Icebergs Telescopes Grade 3rd 6th Guided Reading Level P X Lexile Level 680 925 Word Count 94 122 WPM Goal 90-100 110-120
Pre/Post Test Passage for Students in 7th Grade and Up

Passage Hazardous Waste Genetics Grade 4th 7+ Guided Reading Level R Z Lexile Level 730 1000 Word Count 81 167 WPM Goal 100-110 110-120
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SECOND
Now that the student has completed the pre-test, the teacher will score both passages to determine whether or not the student needs to read additional passages to find their Initial Placement Level (IPL). 1. Using the rubric scores (+, , x) provided in the students folder, the teacher converts the rubric scores to point values and calculates a total score for each passage. Rubric Fluency Points Word Meaning Comprehension Points Total Score Points
RPA Passage: Rubric Point Values Conversion Chart (+) = 5 Points ( ) = 3 Points ( x ) = 0 Points 2.
Once the rubric scores are converted to points, the teacher compares each total score to the scores on the Initial Placement Chart and decides whether the student needs to read additional RPA passages to find their Reading Web Initial Placement Level. Total Score: 11-13
Passage is at the appropriate reading level for this student. Student is ready to begin the Reading Web.
Total Score: 15
Passage is too easy for this student. Student needs to read a higher level assessment passage.
Total Score: 6-10

Passage is too challenging for this student. Student needs to read a lower level assessment passage.
Total Score: 0-5

Passage is at this students frustration level. Student needs to read a lower level assessment passage.
Have student read the next higher assessment passage.
Assign student a beginning Reading Web title at this reading level.
Have student read the next lower assessment passage.
Have student read the next lower assessment passage.
3. If the Initial Placement Level (IPL) was not determined on the two pre-test passages, the teacher assigns the student either a lower level or higher level passage until the student scores a total of 11-14 points on a passage. If a student scores 0-5 points on the assessment RPA passage Ants (Grade 1, Level D), then he may need more individualized instruction and intervention before beginning the Reading Web. If a student scores 15 points on the RPA passage Genetics, then he/she may not need to participate in the Reading Web program. Or the teacher can elect to have him/her participate to build pre-reading strategies, test-taking skills, reading fluency, and reading confidence. 4. Once a student has taken the pre-tests and know their IPL, the teacher assigns the student their first Reading Web book and passage. 15
THIRD
All students take RPA post-tests at the end of each term or when they are exiting the Reading Web program. The post-test for each term should be the same two RPA passages that they read at the beginning of the term. When a student reads an RPA passage or Reading Web passage multiple times, the computer records each score separately so all student data is preserved. For example, if a student reads Ducks and Icebergs as their pre-test, they would read Ducks and Icebergs as their post-test. Teachers can print reports showing the RPA scores for individual students or Reading Web Groups. Or the teacher may prefer to keep a class roster of RPA scores. The Reading Progess Assessment Class Data Sheet is provided for this purpose.
Have a Look... Using the RPA

The following example follows John Rourke from pre-testing to determining his Initial Placement Level. Student: John Rourke Grade Level: 3rd
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After John finishes reading both passages the teacher reviews his scores to determine whether or not he needs to read more RPA passages to find his IPL.
John R. RPA Passage: Ducks Rubric Point Values Conversion Chart (+) = 5 Points ( ) = 3 Points ( x ) = 0 Points John R. RPA Passage: Icebergs and the Titanic Rubric Rubric Point Values Conversion Chart (+) = 5 Points ( ) = 3 Points ( x ) = 0 Points Fluency Points Word Meaning Comprehension Points Total Score Points Rubric Fluency Points Word Meaning Comprehension Points Total Score Points
+ +
5 3 5 13
3 3 0 6
Teacher Analysis: Because John scored 13 points on the Level F (Ducks) RPA passage, his first Reading Web passage will be the Level F passage, Stars.
Example of Completed Reproducible:
Student
John
Passage
Passage
Passage
R.
Date: Date: Date: 9/3/10 9/3/10 Title: Ducks Title:Icebergs Title: Level: Level: Level: 210 680 Fluency: Fluency: Fluency: 5 3 Vocab:Comp: Vocab:Comp: Vocab:Com 3 5 3 0 TOTAL: 13 TOTAL:6 TOTAL:
Date: Date: Date: Title: Title: Title: John has completed his RPA pre-testing and is ready to move to Workstation 1 of ReadingLevel: Web. Level: Level: Fluency: Fluency: Fluency: Vocab:Comp:Vocab:Comp:Vocab:Com TOTAL: TOTAL: TOTAL:
Date: Title:
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Date: Title:
Date: Title:
Reading Web Student Assessment Record Sheet

Date of Pre-Testing:___________________________ Date of Post-Testing:_______________________ Students Name:______________________________ Students Grade:__________________________ Schools Name:_______________________________ Teacher:___________________________________ Step 1: Pre-Testing Data Directions: Record students scores on the Pre-Test Passages.
Pre-Test Passage #1 Level: _________ Title:________________________________________ Pre-Test Passage #2 Level: _________ Title:________________________________________ Fluency Score: (+) (-) (x) Word Meaning Score: (+) (-) (x) Comprehension Score: (+) (-) (x) Fluency Score: (+) (-) (x) Word Meaning Score: (+) (-) (x) Comprehension Score: (+) (-) (x)
Step 2: Initial Placement Testing Data Directions: Convert students scores from the pretest passages to points. Then calculate the TOTAL SCORE for
each passage and record the results. Use the chart on page 3 of the RPA Teachers Guide to determine Initial Placement Level (IPL). Record the IPL in the box at the bottom of the page.
RPA Pre-Test Passage #1 Title: Level: Rubric Point Values Conversion Chart (+) = 5 points (-) = 3 points (x) = 0 points Fluency Points Word Meaning Points Comprehension Points TOTAL SCORE
(fluency points + word meaning points + comprehension points)
PRE-TEST PASSAGES
TOTAL SCORE RESULTS (check one)
oScore of 15 points = Too Easy oScore of 11-13 points = Appropriate Reading Level oScore of 6-10 points = Too Challenging oScore of 0-5 points = Frustration Level
RPA Pre-Test Passage #2 Title: Level: Rubric Point Values Conversion Chart (+) = 5 points (-) = 3 points (x) = 0 points Fluency Points Word Meaning Points Comprehension Points TOTAL SCORE
ADDITIONAL PLACEMENT TEST PASSAGES (If needed)

Additional Title for RPA Initial Placement: Level: Rubric Point Values Conversion Chart (+) = 5 points (-) = 3 points (x) = 0 points Fluency Points Word Meaning Points Comprehension Points TOTAL SCORE
Additional Title for RPA Initial Placement: Level: Rubric Point Values Conversion Chart (+) = 5 points (-) = 3 points (x) = 0 points Fluency Points Word Meaning Points Comprehension Points TOTAL SCORE
INITIAL PLACEMENT LEVEL (IPL): 18
Step 3: Progress Monitoring Data Directions: At four-week intervals, record the book title and computer generated score for Reading Web book
the student is currently reading. Week 4 of Program, Date: __________________ Level: _________ Title:________________________________________ Week 8 of Program, Date: __________________ Level: _________ Title:________________________________________ Week 12 of Program, Date: __________________ Level: _________ Title:________________________________________ Week 16 of Program, Date: __________________ Level: _________ Title:________________________________________ Week 20 of Program, Date: __________________ Level: _________ Title:________________________________________ Week 24 of Program, Date: __________________ Level: _________ Title:________________________________________ Week 28 of Program, Date: __________________ Level: _________ Title:________________________________________ Week 32 of Program, Date: __________________ Level: _________ Title:________________________________________ Week 36 of Program, Date: __________________ Level: _________ Title:________________________________________ Fluency Score: (+) (-) (x) Word Meaning Score: (+) (-) (x) Comprehension Score: (+) (-) (x) Fluency Score: (+) (-) (x) Word Meaning Score: (+) (-) (x) Comprehension Score: (+) (-) (x) Fluency Score: (+) (-) (x) Word Meaning Score: (+) (-) (x) Comprehension Score: (+) (-) (x) Fluency Score: (+) (-) (x) Word Meaning Score: (+) (-) (x) Comprehension Score: (+) (-) (x) Fluency Score: (+) (-) (x) Word Meaning Score: (+) (-) (x) Comprehension Score: (+) (-) (x) Fluency Score: (+) (-) (x) Word Meaning Score: (+) (-) (x) Comprehension Score: (+) (-) (x) Fluency Score: (+) (-) (x) Word Meaning Score: (+) (-) (x) Comprehension Score: (+) (-) (x) Fluency Score: (+) (-) (x) Word Meaning Score: (+) (-) (x) Comprehension Score: (+) (-) (x) Fluency Score: (+) (-) (x) Word Meaning Score: (+) (-) (x) Comprehension Score: (+) (-) (x)
Step 4: Post-Testing Data Directions: Record Post-Test scores in the chart below.
Post-Test Passage #1 Level: _________ Title:________________________________________ Post-Test Passage #2 Level: _________ Title:________________________________________ Fluency Score: (+) (-) (x) Word Meaning Score: (+) (-) (x) Comprehension Score: (+) (-) (x) Fluency Score: (+) (-) (x) Word Meaning Score: (+) (-) (x) Comprehension Score: (+) (-) (x)
Comments and Observations
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Reading Web Student Reading Record

Date Title Started:____________________________ Students Name:______________________________ Schools Name:_______________________________ Book Title:___________________________________ Assessment of Computer-Based Activities Directions: Use the chart below to record the students scores generated by the computer. Then record
students scores in the chart and calculate the total score to determine whether the student is ready to read the book, needs to re-do the computer activities, or needs to move to a lower level text.
WPM Rate:________ o (+) WPM for level o () 10-20% below o (x) More than 20% below WPM Number Word Meaning correct:_____ o (+) 4 or more correct o () 2 or 3 correct o (x) 0 or 1 correct Number Comprehension correct:______ o (+) 4 or more correct o () 2 or 3 correct o (x) 0 or 1 correct
Date Title Completed:______________________ Students Grade:__________________________ Teacher:___________________________________ Book Level:________________________________
Total Score for Computer Activities

Rubric Point Values Conversion Chart (+) = 5 points (-) = 3 points (x) = 0 points Fluency Points Word Meaning Points Comprehension Points TOTAL SCORE
Total Score Instructional Decisions 11-15 points = Student is ready to move from the computer to the book. 6-10 points = Student needs to re-do the computer activities before moving to the book. 0-5 points = Title is too challenging for student, student should be assigned a new title at a lower level or a different title at the same level.
Rubric to assess students reading for Phrasing, Expression, and Intonation. Then record the scores in the chart and calculate a total score. As you are listening to the student read, listen for reading behaviors such as re-reading to correct missed words, words student didnt say correctly, long pauses in reading, etc.
Teacher Evaluation of Students Reading on Recorded Passage: Directions: After listening to the students recording, assess the students reading by using the Fluency
Fluency Rubric
Scoring Phrasing Score 1 point if most of students reading is wordby-word Score Expression Score 1 point if the student reads with no expression Scoring Intonation Score 1 point if the student reads with no intonation Score 2 points if the student reads with little or inappropriate intonation Score 3 points if the student reads with some intonation Score 4 points if the student reads with appropriate intonation Score 2 points if the student reads with little or inappropriate expression Score 3 points if the student reads with some expression Score 4 points if the student reads with appropriate expression Score 2 points if most of students reading is in twoword phrases Score 3 points if most of Score 4 points if most of students reading is in students reading is in three- or four-word phrases meaningful phrases
Total Score for Teacher Evaluation of Recorded Reading

Phrasing Points Expression Points Intonation Points TOTAL FLUENCY SCORE
(phrasing points + expression points + intonation points)
Reading Behaviors Observed
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Assessment of Teacher Directed Activities and Independent Reading

Directions: After the student successfully completes the computer-based activities, move the student to the Teacher Directed Activities and Independent Reading. Over the next 3 or 4 days, the student will read the book. 1. Vocabulary Activity Select one Vocabulary Activity sheet from pages 21-28 of the RW Teachers Guide. Have student complete the assigned vocabulary sheet while they are reading the book.
Date: Assigned Vocabulary Sheet Assessment of Vocabulary Sheet
2. Response Journal After student has completed reading the book, assign a Response Journal Prompt from this guide for the student to write.
Date: Assigned Response Journal Prompt Assessment of Response Journal Prompt
3. Comprehension Activity After student has completed reading the book, assign a Comprehension Activity sheet from this guide.
Date: Assigned Comprehension Sheet Assessment of Comprehension Sheet
4. Teacher Lead Individual Reading Conference

When was conference held? o After student read passage on computer o While student was reading the book o After student completed reading the book What was the focus of the reading conference? _________________________________________________________________ Comment from Student or Teachers Notes and/or Observations:
5. Book Report (Monthly Activity) Directions: Each month, have the student select one of the RW Titles they read during the month to write a Book Report about. Then have the student choose one Book Report Prompt from this guide.
Date: Student Selected Book Report Prompt Assessment of Book Report
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Reading Progress Assessment Class Data Sheet Date: Teacher: Class/Period: Student Passage Passage Passage Passage Passage Passage
Date: Date: Date: Date: Date: Date: Title: Title: Title: Title: Title: Title: Level: Level: Level: Level: Level: Level: Fluency: Fluency: Fluency: Fluency: Fluency: Fluency: Vocab:Comp:Vocab:Comp:Vocab:Comp:Vocab:Comp:Vocab:Comp:Vocab:Comp: TOTAL: TOTAL: TOTAL: TOTAL: TOTAL: TOTAL:
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Total Score: 15 Points = Passage is too easy. Student needs to read another assessment passage at a higher level. Total Score: 11-13 Points = Passage is at the appropriate reading level. This is the students Initial Placement Level. Total Score: 6-10 Points = Passage is too challenging. Student needs to read another assessment passage at a lower level. Total Score: 0-5 Points = Passage is at the frustration level. Student needs to read another assessment passage at a lower level.
Scoring Rubric Conversions: (+) = 5 Points () = 3 Points (X)= 0 Points
Workstations and Instruction with the Reading web
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Workstations and Instruction with the Reading Web

There are six Reading Web Workstations. They are Book Preview, Computer, Reading, Vocabulary Building, Comprehension Check, and Teacher Instruction. For each book a student reads, they will work at all six workstations one or more times. Depending on the length of the class period and the length of the book, it will take students 5 to 10 periods to complete all six workstations for each book.
Teacher Instruction
Book Preview
Teacher Instruction
Computer
Vocabulary Building
Reading
Comprehension Check
Teacher Instruction
Its important to note that Teacher Instruction is a fluid station. The teacher may work with students at any station or may choose to pull students for one-on-one tutoring or small group work.
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Workstation 1: Book Preview

The purpose of the Book Preview Workstation is to activate students prior knowledge. Students briefly skim and scan their assigned book looking at the pictures, reading the headings, and/or reading the captions. This activity builds the connection between the book and the computer passage.
Book Preview Teaching Strategies

Book Preview
For younger students, guide students through a book-walk. o Use leading questions to help them focus on important concepts or vocabulary words. o Scaffold students in connecting the concept to things they already know or have experienced. For English Language Learners, facilitate a conversation that helps students build connections between vocabulary they are familiar with in their first language and the vocabulary in the book. o Encouraging students to talk about the pictures is an important way to facilitate this. For students who tend to rush through skimming and scanning assign them one of the comprehension worksheets that has a KWL type format with a before reading the book section.
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Workstation 2: Computer
The purpose of the Computer Workstation is to scaffold students in developing appropriate before-reading strategies while building background knowledge, vocabulary, comprehension, and reading fluency for the book they will be reading after they complete the computer activities.
Computer Teaching Strategies

Computer
Before students move from the Computer Workstation to the Reading Workstation, review their Scorecard to see if they need to re-do the passage before moving into the book. Using the values below, quickly calculate the students total score on the passage. If the total score is 10 or below, the student should re-do the passage before moving to the Reading Workstation. If the total score is 11 or higher, the student is ready to move to the Reading Workstation. Rubric Point Values Conversion Chart (+) = 5 Points () = 3 Points (x) = 0 Points
Online Teacher Resources available at
www.rourkereadingweb.com

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The Reading Web Teachers Guide Book Summaries including the vocabulary words from the partner passage The five Comprehension Questions that students answer on the computer passage Teachers Notes for each Reading Web book
Alternate Computer Teaching Strategy

PARTNERING AT THE COMPUTER
Partnering at the computer on the Reading Web has proven to make the reading activities more effective. In partnering, one student is the Reading Partner who engages in the reading activities. At his side is the Listening Partner who encourages the Reading Partner by helping him focus on the tasks, commenting on the outcomes, and in general, serving as an audience of one. While sitting alongside the Reading Partner, the Listening Partner holds a printed copy of the three comprehension questions that the narrator introduced during the Background Knowledge section of each web-based passage. These three questions serve as a purpose for reading the passage that the Reading Partner sees next. He will be required to answer those three questions as part of the final assessment exercise. (See Resources section of this guide for reproducible copies of the questions.) Its important to teach the Listening Partners how to coach their Reading Partners with appropriate comments and questions. In addition to modeling coaching comments and questions with the class, it is helpful to give each Listening Partner a copy of the next page to include in their reading folder or notebook.
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Comments and Questions for Listening Partners

BACKGROUND KNOWLEDGE Listening Partner: Did you hear the three questions? Lets review them. ( the Listening Partner reads them aloud from the reproducible ) PRONUNCIATION SECTION Listening Partner: Which six words are the hardest? Click on each one and say them out loud with the narrator. SPOKEN GLOSSARY SECTION Listening Partner: Which word do you think is correct? ASSISTED READING SECTION Listening Partner: Ill read along with you too. ECHO READING/RECORDING Listening Partner: When the words turn blue, read them out loud. (after the Reading Partners recorded voice is played back) Did it sound like you? Do you want to record it again? REPEATED READING Listening Partner: Remember, read accurately with expression. ( looking at the Words Per Minute Goal shown on the printed reproducible ) The goal is _____Words Per Minute. How did you do? WORD MEANING SECTION Listening Partner: First, read all the definitions. Then match the ones you know best. Now match the rest. COMPREHENSION SECTION Listening Partner: Listen to all three answers, then choose one. STUDENTS SCORECARD Listening partner: Lets review your score. How many plus marks did you get? How well did you think you did?
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Workstation 3: Reading
The purpose of the Reading Workstation is for students to engage in reading the assigned book. While students are reading the book they will also spend time working at the Vocabulary Building Workstation and the Comprehension Check Workstation. Determining the appropriate reading setting for students is key to their success. Students may start reading the book in one setting and switch to another as their needs change. The chart below reflects the most support to the least support reading settings.
One-on-One Tutoring
For students who qualify for RTI Tier III intervention, the teacher should begin each book with one-on-one tutoring.
Small Group Instruction
For students who qualify for RTI Tier II intervention, the teacher should begin each book in a small group setting with other students reading the same book.
Partner Reading
Partner reading can be used for all RW students. It allows students to read the book with another student who is reading the same book.
Independent Reading
Independent reading can be used for all students. It allows students who are being successful with a book to read with no support.
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Reading Teaching Strategies

Reading
One effective way to support students while they are reading is to have quick reading conferences with them. Teachers should conference with each student at least once a week while they are at the Reading Workstation. Each question below is a lead-in to a conversation about the book the child is reading. As the child responds to your question, ask additional questions to have the child further explain their response, reflect more on the book, or deepen comprehension. General Questions What does this book make you think about? What is the best part of the book so far? Whats the big idea in the book you are reading? What were some of the details or ideas that support the big idea? Do you have any questions about the topic that the author didnt answer? What were some questions you had while you were reading? Did the author answer them later in the book? Author Questions What did the author have to know or research to write this book? What do you think the author wants you to learn from this book? Why do you think the author wrote this book? Organization, Text Structure, and Literary Elements What type of text structure did the author use? Did it fit the content? Can you think of another book about the same topic? How are the books alike? How are they different? Were you able to predict what information was coming next? If so, what helped you? How did the author help you use your five senses? Did the author use any comparisons? Can you give me an example? Graphic Features How did the pictures or illustrations help you create images in your mind? How did you use the pictures or illustrations while you were reading? Did they help you understand the topic? Show me a graphic feature (pictures, charts, maps...) that was helpful. Tell me about it. Do you like the graphics in the book? Why or why not? Did the illustrations and words work together? Would you have understood one without the other? Explain.
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Workstation 4: Vocabulary Building

The purpose of the Vocabulary Building Workstation is to deepen the understanding of Tier II and Tier III vocabulary words. This workstation provides the opportunity for the student to learn vocabulary embedded in authentic text.
Vocabulary Building Teaching Strategies

Vocabulary Building
After completing the Computer Workstation students will begin the Reading Workstation. Before the student begins reading the book a vocabulary reproducible should be assigned to complete simultaneously with the reading. The vocabulary reproducibles are in the Graphic Organizers and Reproducibles section of this guide. When the vocabulary reproducible is assigned the teacher will provide scaffolded instruction on the appropriate method the student will use to complete the reproducible. o For younger students and English Language Learners, the teacher will provide a demonstration of the vocabulary reproducible giving several examples of how that specific worksheet will be completed. The student works on completing the vocabulary reproducible while engaged in reading the text. The student should review the glossary words before beginning the reading and the vocabulary reproducible. After completing the Vocabulary Building reproducible, have students partner with another student who has read the same book to review their vocabulary words.
An online Reading Web Dictionary is accessible to students at www.RourkeReadingWeb.com. The Reading Web Dictionary provides all of the glossary words from all RW titles, pronunciation guides, and usage sentences.
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Workstation 5: Comprehension Check

The purpose of the Comprehension Check Workstation is to apply reading for meaning strategies and skills, as well as extension activities.
Comprehension Check Teaching Strategies

Comprehension Check
While the student is reading the book or after they have completed the book, the teacher will assign one of the Comprehension Check reproducibles provided in the Graphic Organizers and Reproducibles section of this guide. When the comprehension reproducible is assigned the teacher will provide scaffolded instruction on the appropriate method the student will use to complete the reproducible. o For younger students and English Language Learners, the teacher will provide a demonstration of the comprehension reproducible giving several examples of how that specific worksheet will be completed. After completing the Comprehension Check reproducible, have students partner with another student who has read the same book to share their work and have a conversation about the what they learned.
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Alternate Comprehension Check Teaching Strategy

An alternative to Comprehension reproducibles is having students write reading response journal prompts.
Reading Response Journal Prompts for Nonfiction Books

Using Your Five Senses to Create Images in Your Mind Were there places in the book that helped you make a picture in your mind? Draw a . picture of one of the parts and label it. What words did the author use to help you see a clear picture in your mind of what you were reading? Does the author use comparisons to help you visualize the information you are reading? What are those comparisons? Draw a picture to show what was the same and what was different. Connect Reading to Your Own Experiences Have you ever had any of the same experiences as the subject of the book you just read? What did you already know about this subject? Did you learn anything that surprised you? What new information did you learn that you did not know before you read this book? Ask Questions and Make Predictions What important information did you learn? What question could you ask to learn more on this subject? Where could you look for more information? What other information do you think the author could include in the book? What questions did you have before reading the book? What questions did you have while you were reading the book? What questions did you have when you finished reading the book?
Pause While Reading to Reflect While you are reading, stop when you find something interesting. After reading, write about the parts of the book you found to be interesting. Tell how the author made it interesting. Is there someone else who would enjoy reading this book? Who would it be and why? What is the main idea that the author wants you to understand? Think about some questions you had before you started to read. While you are reading, pause when you think you have an answer to one of those questions. Can you answer it? Do you have another question now that you have answered the first one? Make Inferences and Draw Conclusions State a new fact that you learned and tell why you think the author included this information. What important features of the book would support you as a reader? Was there a table of contents, glossary, or index? Did you use them? Why are they important to a reader? Draw a picture of one of the animals, places, or people you read about. Do you think it was important for you to learn this information? Why or why not?
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Workstation 6: Teacher Instruction

The purpose of the Teacher Instruction Workstation is to provide the opportunity for conferencing, review, strategy instruction and assessment, before, during, and/or after the reading of the text. During this Workstation students in the class may be involved in different activities. Some students may be working independently at other Workstations, some may be working with the teacher in small groups or one on one, and others may be working in collaborative groups. The teacher can confer with students during this time one on one or in small groups about students reading and Reading Web activities given to the students. The activities provided in the Reading Web are created to fit in the reading time already established in your classroom. While some students are engaged in guided reading practice, learning workstations, or one on one instruction, the students that are involved in Reading Web activities will complete the majority of the work independently with the teacher providing monitoring and conferencing.
Teacher Instruction Teaching Strategies

Teacher Instruction
Teacher Instruction may occur before, during, or after the reading of the text. o Before reading the text the teacher provides strategies and skills to be utilized during the reading of the text and explicit instruction of the reproducible(s) used during the reading. This may require modeling how to complete the reproducibles and providing examples of completed reproducibles. o During the reading of the text the teacher provides assistance with any reading strategies and skills and vocabulary usage. During this Workstation some students may be working independently and the teacher is monitoring their work and conferencing about the progress of the reading activities or he/she may be working in small groups providing guided reading support while students are reading the text. o After reading the text the teacher provides assistance in completing the comprehension reproducibles and leading a discussion about the text. This is also the time that the teacher may hold individual conferences to discuss the activities completed by the students. See conferencing suggestions. Each title in the Reading Web also has a Rourke Teacher Note provided online (Teaching Tools). The Teacher Note provides : Summary Correlation to Standards Teaching Points for Guided Writing and Reading Guided Lesson Plan Reproducible Comprehension Assessment The Teacher Note book specific reproducible is a book specific assessment tool that the student completes after they have finished all RW Workstations. The teacher should assess the students work and keep the reproducible as evidence of students learning. Its important for students to see the books they are reading in the Reading Web as more than just part of the program. One way to do this is every nine weeks, have students select one book they really enjoyed and do a book report on the book to share with the class. The Teaching Tools of this guide provides 17 book report prompts for this purpose. 34
Rourke Reading Web Materials Management

If you use a computer lab for Rourke Reading Web: All computers up to date and in working order Headphones with microphone at each workstation Copies of the text that will be utilized by students accessible to teacher and students for Book Preview Vocabulary and Comprehension Reproducibles printed and available for student use Reading Response Prompts available for students to use during workstations have students utilizing Rourke Reading Web in the classroom: All computers up to date and in working order Headphones with microphone at each workstation Copies of the text that will be utilized by students accessible to teacher and students for Book Preview Vocabulary and Comprehension Reproducibles printed and available for student use Reading Response Prompts available for students to use during workstations Rules posted for proper computer etiquette o work quietly at computer workstation o have materials ready at your workstation o do not disturb neighbors while working on computer have students utilizing Rourke Reading Web outside of the classroom or lab setting: Computer up to date and in working order Headphones with microphone available at computer Folders, files, and/or cartons to hold copies of books and reproducibles Individual Rule Sheet for student o work quietly at computer workstation o have materials ready at your workstation o do not disturb neighbors while working on computer
If you If you
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Understanding Student Data and Generating Reports
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Understanding Student Data and Generating Reports

The Reading Web has two options for viewing student data and generating reports. Student information can be viewed in the Student Data Folders or by generating a report using the Reports tab. Student Data Folders To view individual students data folders, click on the Students Tab at the top of the page. Then click on the students name. Student data files can be printed or exported to an Excel file. Student voice recordings are accessed in this folder. All student voice recordings are saved on Rourkes secure website for one calendar year. Each time a student reads a passage, the data is recorded and stored. If the student re-reads a passage, a new entry for that title is added to the list of scores. It does not replace any previous entries.
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Reports To generate reports on individual students, student groups, students in a teachers class, students in a school, or students in a district, click on the Reports Tab at the top of the screen. Then select the information you want to appear on the report by clicking on the drop down menus under each heading. The date range options allow you to select the time period that the data in the report will reflect. To have the grade level benchmark show on the report, select the appropriate benchmark from the drop down menu under the heading Skill Level Benchmark.
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Instructional Tools
Parent Letter Vocabulary Building Reproducibles Online Reading Web Dictionary Comprehension Reproducibles Computer Passages Vocabulary Words Comprehension Questions Teachers Notes for Books Book Report Prompts
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Dear Parent, Welcome to the Reading Web! Reading Web is a web-based program that your student uses at school and can also be accessed at home on your personal computer or on any internet connected computer. The Reading Web program provides students the opportunity to practice reading skills and strategies in highly engaging nonfiction reading practice activities. The Reading Web starts with your child accessing a reading passage that is taken from one of the books utilized in the Rourke Reading Web. Your child is provided background information about the topic they are going to read, then given pronunciation assistance for any words they might find difficult, and a glossary that provides definitions to key vocabulary words. Your child is then taken through several reading activities that start with the student reading a selected passage from a book. Your child is provided multiple opportunities for assistance with the computer narrating the text, the student repeating the selection, and then reading the selection independently. Once your child has completed reading the selection from the text they are given comprehension questions and questions about word meaning to determine if they are ready to move on to reading the book. The student is given the book and vocabulary and comprehension activities to complete during their reading and after the reading is completed. The activities provided will focus on vocabulary and comprehension development. These activities assist your student in building their skills in reading in an exciting and engaging way. Your child will practice reading skills and work on becoming a more fluent reader all while learning important nonfiction content through engaging books. You may also have your child access the Rourke Reading Web at home and utilize these fun passages to practice reading in the comfort of your home. You can access the Rourke Reading Web with your childs login information at:
www.RourkeReadingWeb.com
We hope you are as excited about this new and engaging opportunity to provide your child with reading practice at home and at school as we are. If you have any questions about the Rourke Reading Web please contact me directly. Thank you!
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Vocabulary Building
The Reading Web Vocabulary Building graphic organizers are designed to be used with any RW book. Students should be assigned an appropriate graphic organizer before they start reading a book. The student then uses the graphic organizer as a learning tool while they are reading the book. The teacher can then quickly check on students understanding of key vocabulary while they are reading and intervene if necessary. An online Reading Web dictionary is provided for student usage. Students can access this dictionary with their RW login. The dictionary includes pronunciation guides, definitions, and usage sentences for all RW glossary words.
Vocabulary Tiers Definitions

Tier One Words: basic words used frequently in life students acquire understanding of these words with little or no instruction
Tier Two Words: high frequency use in a variety of content areas explicit instruction needed for acquisition lack of understanding of these words causes gaps in intermediate readers comprehension Tier Three Words: used only in a specific content area explicit instruction with examples supports students . ability to understand and apply content
Beck, I.L., McKeown, M.G., and Kuncan, L. (2002). Bringing Words to Life: Robust Vocabulary Instruction. NY: Guiford Press.
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READING WEB VOCABULARY APPLICATION

Title:__________________________
Vocabulary Development
Name:__________________________________________________ Date:___________________
Directions: Scan the book to find ten words that are unfamiliar to you. Write the unfamiliar words in the first column and the sentence from the book that includes the word in the second column. Use context clues to determine your own definition and write it in the third column. Finally, write the dictionary definition in the last column. Unfamiliar Word Sentence From the Book What I Think it Means Dictionary Definition
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Title:___________________________________
Using Context Clues
Name:__________________________________________________ Date:___________________
Directions: As you read, use the chart below to list five words that are new to you.
What I Think It Means
In the first column, list words from the book that are unfamiliar. In the second column, tell what you think the word means. Use clues from the sentence and paragraph to help you. In the third column, write the dictionary definition for the word. Choose the definition that most closely matches the words meaning as it is used in the text. Dictionary Definition
Unfamiliar word
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Title:__________________________ Directions: As you read, use the chart below to list 10 words that are new to you.
Using Context Clues
Name:__________________________________________________ Date:___________________
In the first column, list words from the book that are unfamiliar. In the second column, tell what you think the word means. Use clues from the sentence and paragraph to help you. In the third column, write the dictionary definition for the word. Choose the definition that most closely matches the words meaning as it is used in the text. Unfamiliar Word What I Think it Means Dictionary Definition
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READING WEB VOCABULARY APPLICATION Vocabulary

Title:__________________________
Name:__________________________________________________ Date:___________________
Directions: For each box, find a word from the book that is new to you. Write the word on the line in the center of the box. In the four corners of the box: 1. Write a definition for the word 2. Write a synonym for the word 3. Write a sentence using the word 4. Draw a picture of the word Sentence Definition
Definition
Sentence
45 Picture Sentence Synonym Definition Picture Synonym
Synonym
Picture Sentence
Definition
Synonym
Picture
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Title:__________________________ Directions: For each box, find a word from the book that is unfamiliar to you. Write the word on the line in the center of the box. In the four corners of the box: 1. Use the dictionary to write a definition for the word 2. Write a synonym for the word 3. Write a sentence using the word 4. Draw a picture of the word Definition Sentence Definition
Vocabulary
Name:__________________________________________________ Date:___________________
Sentence
Synonym Definition
Picture Sentence
Synonym Definition
Picture Sentence
Synonym Definition
Picture Sentence
Synonym Definition
Picture Sentence
Synonym Definition
Picture Sentence
Synonym Definition
Picture Sentence
Synonym
Picture
Synonym
Picture
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Title:____________________________
Synonyms
Name:__________________________________________________ Date:___________________
Directions: Choose five words from the book and think of synonyms for the words. Write each word and its synonym in the first column. Then write a definition for the words and draw an illustration in the second column. Synonym Pairs Definition and Illustration
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Title:____________________________
Synonyms
Name:__________________________________________________ Date:___________________
Directions: Choose 10 words from the book and think of synonyms for the words. Write each word and its synonym in the first column. Then write a definition for the words and draw an illustration in the second column. Synonym Pairs Definition and Illustration
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Title:__________________________
Name:__________________________________________________ Date:___________________
Directions: Scan the book to find a word that is unfamiliar to you. Write the unfamiliar word in the box at the top. In the box below write a sentence from the book that includes that word. In the next box write what you think the word means. In the box on the bottom write the dictionary definition.
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Title:__________________________
Name:__________________________________________________ Date:___________________
Directions: You will become a Word Detective. Write your name in the Detectives name box. Find a word in the book that you are having difficulty with and write it in the center box titled WORD. Then write the sentence where you found the word in the appropriate box. In the Context Clues boxes write something that gave you a clue to the words meaning. Fill in the rest of the boxes: Part of Speech (noun, verb, adjective), My Own Sentence (write your own sentence using this word, and then write your Own Definition. In the final box at the bottom draw a picture that will help remind you of what that word means to you. Detectives Name: Sentence where I found the word:
Context Clue:
WORD:
Part of Speech:
Context Clue:
My Own Sentence:
My Own Definition:
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Title:__________________________
Name:__________________________________________________ Date:___________________
Directions: Write one of the glossary words in the diamond in the center. Then write synonyms for that word in the rectangles and antonyms in the ovals. In the bottom the student will identify a person, thing, or animal that the word describes or fits.
Vocabulary Cluster
Person
Thing
Animal
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Title:__________________________
Name:__________________________________________________ Date:___________________
Directions: Write a glossary word in the center square. Then complete the boxes surrounding it by writing your own definition, the part of speech, at least one synonym and antonym, a sentence utilizing the word and then a picture that reminds you of the word in the bottom rectangle. Own the Word My Definition:
Part of Speech:
My Sentence:
Synonyms:
WORD:
Antonyms:
A Picture to remind me of this word:
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READING WEB VOCABULARY APPLICATION Vocabulary Development

Title:__________________________
Name:__________________________________________________ Date:___________________
Directions: Write a glossary word in the center Word box. The fill in the boxes below with synonyms, things that are like the word, and antonyms. You may also include illustrations. Concept Map Word
Synonyms
Things that are like this
Antonyms
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Title:__________________________
Name:__________________________________________________ Date:___________________
Directions: Using the book select words from the text that begin with each of the letters of the alphabet. You may also illustrate any chosen words. As an extension turn the paper over and write sentences using the words in your alphabox. AlphaBoxes
WX
YZ
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Title:__________________________
Name:__________________________________________________ Date:___________________
Directions: Write a glossary word in the first box marked Word. In the Visual Representation box create an illustration that represents that word. In the Definition box write your own definition of the word. In the Personal Association or Characteristic box write something that will help to remind you of this word or write some of the characteristics of this word. Verbal and Visual Word Association Word Visual Representation
Definition
Personal Association or Characteristic
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Online Reading Web Dictionary

To assist students with their vocabulary worksheets, a dictionary including a definition, pronunciation guide, and a usage sentence for all glossary words from all Reading Web books is provided online. Students simply login to the Reading Web and click on the Dictionary Tab.
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Comprehension Check
The Reading Web Comprehension Check graphic organizers are designed to be used with any RW book. Students should be assigned an appropriate graphic organizer while they are reading a book as it is very important to check comprehension as students are reading nonfiction instead of waiting until they finish a book. Since RW books take more than one session to read, students may complete a Comprehension Check graphic organizer at the end of each reading session. This allows the teacher to quickly check students understanding of the content and intervene if necessary. When students have completed reading a RW book, the teacher should assign the book specific reproducible provided with the online Teachers Note as a comprehension assessment.
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READING WEB REPRODUCIBLE
Retelling
Name:__________________________________________________ Date:___________________ Title__________________________ Directions: Answer these questions about the book . 1. What was the most interesting part of the book? Draw a picture of it here.
2. Explain your picture. What does it show? ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________
3. What else would you like to learn about this subject? ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________
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Descriptive Characteristics
Name:__________________________________________________ Date:___________________
Characteristics of a _____________________ Directions: Choose one thing you learned about in the book. Draw a diagram of it and label its important characteristics. Write a brief description of each characteristic and a title for your illustration.
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KWL
Name:__________________________________________________ Date:___________________ Directions: Think about the book _________________________________. What do you already know about this subject? What would you like to learn? Before reading the book, fill in the first two columns on the chart. After reading, fill in the third column with some things you have learned. Include page numbers where you found your information in the book.
What I Know
What I Wonder
What I Learned
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Draw, Label, and Share Facts
Name:__________________________________________________ Date:___________________
Title: ______________________________ Directions: Draw a picture of something you learned about in the book. Label all of its parts. Then write five Did you know facts about your object.
Draw and label. Did you know
Did you know
61 Did you know Did you know Did you know

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Before, During, After
Name:__________________________________________________ Date:___________________ Title__________________________ Directions: Answer the questions. Be sure to use complete sentences.
1. List three questions you have about the book before reading. a.__________________________________________________________________________________ b.__________________________________________________________________________________ c.__________________________________________________________________________________
2. List three questions that occurred to you while reading the book. a.__________________________________________________________________________________ b.__________________________________________________________________________________ c.__________________________________________________________________________________
3. List three questions you still have after reading the book. a.__________________________________________________________________________________ b.__________________________________________________________________________________ c.__________________________________________________________________________________
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Comparing ________________and________________________
Compare and Contrast with a Venn Diagram
Name:__________________________________________________ Date:___________________
Directions: Use the Venn diagram to compare two things you learned about in the book. On the left side write things that only apply to _______________. On the right side write things that only apply to ______________. Use the middle space to write things that the two characters have in common. _________________ _________________
63 Both
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Word Web
Name:__________________________________________________ Date:___________________
Title: ___________________________________ Directions: Choose an idea you read about in the text. Begin the word web by writing the main idea in the box. Fill in the circles with subtopics.
Subtopic:
Subtopic:
64 Subtopic:
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Subtopic:

Title:____________________________
Synonyms
Name:__________________________________________________ Date:___________________
Directions: Choose five words from the book and think of synonyms for the words. Write each word and its synonym in the first column. Then write a definition for the words and draw an illustration in the second column. Synonym Pairs Definition and Illustration
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Directions: Think about the book ____________________________. What did you learn? 1. Make notes about your reading on the chart below. 2. Share your notes with a partner. What I knew about ____________ before reading: What I learned about __________ from the book:
Learning Journal
Name:__________________________________________________ Date:___________________
What Id like to learn more about:
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Putting Events in Time Order
Name:__________________________________________________ Date:___________________ Title__________________________ Directions: First use the book to make a list of 4 important events. List them in the box below. Four important events:
Now complete the timeline below. Sequence the events you listed above in the order they happened by writing each event in the correct box.
1st Event
2nd Event
3rd Event
4th Event
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Title:__________________________
Main Idea and Details
Name:__________________________________________________ Date:___________________
Directions: Think of an important idea you learned about in the book. In the middle of the concept map below, write the topic. On the four lines, write four main ideas relating to your topic. Give two more details about each main idea on the horizontal lines.
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Title:__________________________
Learning Journal
Name:__________________________________________________ Date:___________________
Directions: Think about the book _______________________________. What did you learn? 1. Make notes about the reading on the chart below. 2. Share your notes with a partner. Learning Journal What I knew about ___________ before reading: What I learned about _____________ from the book: What Id like to learn more about:
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Retelling
Name:__________________________________________________ Date:___________________ Title:____________________________ Directions: Answer these questions about the book _______________________________. 1. What was the most interesting part of the book? ______________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ________________________________________
2. Tell three new things you learned as you read. ________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________
3. What is one new word that you encountered in the book? What does it mean? Use it in a sentence of your own.__________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ 4. What questions do you have about what you learned in the book? Where could you look to find the answers? _______________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________
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Title:____________________________
Cause and Effect
Name:__________________________________________________ Date:___________________
Directions: A fishbone chart is one way to organize multiple causes and one effect. Choose a cause-and-effect relationship from the book. Fill in the fishbone chart below. On the line beside each cause, add a detail giving more information about that event.
71 Cause Effect
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Title:____________________________
Sequence of Events
Name:__________________________________________________ Date:___________________
Directions: Choose something from the book that follows a sequence of events. In the boxes, sketch an illustration of each event. On the lines below each box, describe what is taking place. If necessary, draw more boxes on the back of the paper.
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______________________ ______________________ ______________________ ______________________ ______________________ ______________________
______________________ ______________________ ______________________
______________________ ______________________ ______________________
______________________ ______________________ ______________________
______________________ ______________________ ______________________

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Title:__________________________
Questioning
Name:__________________________________________________ Date:___________________
Directions: In the first column (Questions) write any questions you have as you read the text. In the second column (Reactions) write what you are thinking about as you read this text. In the last column (Reflections) write your reflections or connections to what you read.
Questions
Reactions
Reflections
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Title:__________________________
Connections
Name:__________________________________________________ Date:___________________
Directions: In the first column write or draw a sentence, phrase, or picture from the book you read. In the second column write about the connection you made to what you put in the first column. Was it a text text connection, text-self connection, or text-world connection? Connections Sentences, phrases, photos, and graphics from the text My connections Text-Text, Text-Self, Text-World
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Book Report Prompts

Directions: Print out the book report cards on cardstock and cut apart into cards. You can laminate them and place them in a special box that is accessible to all students. Then have students select the format that best fits the book they are reporting on.
Write a letter to a friend explaining what you read about in your book. Provide five important facts Include details about each fact Explain why you think it is important for your friend to know this information
1 Create a book jacket for your book. Write a short summary about the book on the back Write a brief biography about the author and illustrator for the inside flap
2
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Write a new beginning for the book using a different hook to catch the reader. Question Startling fact Noise (onomatopoeia) Exclamation Universal words (every day, everyone, all, world) Quotation Definition
3 Write a letter to the author of the book using examples from the book to explain what you found to be interesting or something new that you learned. Composing skills (description, comparisons, active verbs, sentence structures) Word choice Organization Pictures and graphics Authors opinions Facts or information
4 Write a new ending for the book using ending technique. Invitation to reader to act Clincher Prediction Question to the reader Summary Circle back to the beginning Tell how you felt Universal words (every day, everyone, all, world)
5
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Write a review of a book. Write a short summary Tell what you liked and did not like using specific examples from the book Give the book a star rating (one star means dont read, five stars means must read)
6 Use a large brown paper bag as a book jacket. Illustrate the front and back of the bag as if it is a book jacket Place objects inside the bag that will help you to share what you learned Choose objects that relate to your topic
7 Write a newspaper article and retell the information as if you were really there. Include who, what, where, when, why, and how Use a catchy heading that includes a verb Illustrate the article
8
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Make a map of the place you read about. If the place changes, make a trail leading the reader from one setting to the next Explain how the place affects the problem or solutions to the problem Include geographical information such as landforms, waterways, and names of countries, cities, towns, or continents
9 Make a bookmark for the book. Illustrate the front using pictures about your topic Write five reasons you like the book and why on the back of the bookmark Leave the bookmark in the book for the next reader when you return it to the classroom library
10 Create a word wall of all of the important vocabulary words you found in your book. Use index cards or sticky notes Illustrate each word Group words together which are similar in meaning Alphabetize the words
11
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Dress up as the person in the book. Present yourself to your class as if you are that person Use simple props Try to display emotions or behaviors your person might display Use important phrases or quotes the person might use
12 Write to a movie production company. Tell them why they should make a documentary out of this book. Provide important facts and information about this book Composing skills (description, comparisons, active verbs, sentence structures) Word choice Organization Pictures and graphics
13 Pretend your book is being made into a documentary. Illustrate one scene from the movie Describe what is happening in the scene Write some dialogue for a narrator to speak Name some real-life movie stars who would portray the people from your book
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Create a poster or diagram of something you learned in a nonfiction book. Label important features, characteristics, or behaviors Write a caption explaining the poster or diagram
15 Be a TV reporter and report the story as if it is happening live. Use exciting verbs Write a headline which includes a verb Include who, what, where, when, why, and how
16 Create a model of something you learned about. Write an explanation of the model Composing skills (description, comparisons, active verbs, sentence structures) Word choice Organization
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Appendixes
Computer Learning Overview Online Teachers Resources Technical Specifications Reading Web Title List Reading Web Program Components Frequently Asked Questions
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Computer Learning Overview

When working on one of the leveled web-passages students engage in BEFORE Reading activities that front-load vocabulary, DURING Reading activities that scaffold repeated readings, and AFTER Reading activities that assess fluency rate, vocabulary and comprehension.
1
Log-in: The student enters their name and password.
2
Menu: The student chooses a title or selects a title
determined by the teacher.
3
Background: The student listens to a pictorial narration. The narration concludes with the narrator asking three questions to prompt a reason for reading.
4
Pronunciation: The student is presented with a page of text from the book and is urged to click on various words to hear their correct pronunciation.
5
Spoken Glossary: The student is presented with the same text with five key words colored in blue. The student is directed to click on each word to see and hear the word from a spoken glossary.
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6
Assisted Reading: The student is presented with the same passage and is prompted to read along with the narrator and the words highlighted in yellow.
7
Echo Reading: The student is prompted to echoread phrase-by-phrase following the narrators reading. The students voice is recorded and played back.
8
Repeated Reading: The student is presented
with the same passage and is prompted to read it aloud without the assistance of the narrator. The blue highlighter paces the student through the text.
9
Reading Rate: Then the student is again presented
with the same passage and is prompted to read and record without the support of the narrator or the yellow highlighter. The students recording is timed.
10
Word Meaning: The student is presented with two
columns of text. The student is prompted to match the key words with the appropriate definitions.
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Comprehension Questions: The student is presented with five multiple choice comprehension questions.
12
Scorecard: The student is presented with the Scorecard showing key words that caused difficulty, and actual Reading Rate for this passage in WPM, and the level of success in answering the five Comprehension Questions.
83
Student Computer Learning Overview

When introducing students to the Reading Web, use the Computer Student Learning to introduce students to what they will be expected to do in each task. The text in black is the directions the student will be given with each task.
1
Enter your name and password to start the program.
2
Choose the book you would like to read by clicking on it.
3
As you read, keep the following questions in mind...
4
Using your mouse, click on any word and I will pronounce it for you. Listen to at least six words or more.
5
Click on any blue, underlined word and I will read it and tell you what it means. After reviewing all the blue, underlined words, click on the NEXT button to move ahead.
6
Click on PLAY and read this page aloud with me.
84
7
Im going to read a phrase highlighted in yellow. Then, when it turns blue, you read the same phrase. I will record your voice and when you are finished, it will play back. Click on the GO button when you are ready.
8
This time I want you to read this page aloud by yourself with accuracy and expression. Follow the words highlighted in blue. I will record and play it back so you can hear yourself read. Click on the GO button when you are ready.
9
Now read this page as accurately as possible with expression. When you are ready, click on the CLOCK, then when you are finished click on the STOP button. I will automatically tell you how fast you read. Begin when you are ready.
10
Match each word in the left hand column to its correct definition in the right hand column.
11
I am going to give you five comprehension questions. Here is the first question Now answer the next question Now answer the next question Now answer the next question Now answer the next question
12
Scorecard is displayed.
85
Reading Web System Requirements

All items must be met or exceeded by higher specifications or newer versions.
All platforms
Flash: Sound: Internet: Version 9 Sound card with attached speakers and microphone Broadband cable, DSL, or T1 connection (512 kbps or faster)
Windows PC
Operating system: Web browser: Specifications: Windows XP, Windows Vista Internet Explorer 7 - Firefox 3 Pentium 4 2.0 GHz, Athlon64 3200, Core Solo 1.3 GHz 512 MB of RAM
Apple Macintosh
Operating system: Web browser: Specifications: OS X 10.4, OS X 10.5 Safari 2 - Firefox 3 PPC G4 1.42 GHz, Core Solo 1.5 GHz 512 MB of RAM
Please note: AOL is not supported on any platform. Some system settings such as font DPI and visual assistance software may cause display issues. Please contact Rourke Publishing prior to purchasing if you believe you may encounter issues with any of these items.
Security
Flash Security: Web Security Access via protected Network
Network Bandwidth
Download Action kbps Download 128 kbps Total: 128 kbps Upload Action kbps Recording 22 kbps Response overhead 8 kbps Total: 30 kbps Bandwidth per student Download 128 kbps Upload 30 kbps Classroom requirements Students 30 Rule of 5 Download 768 kbps Upload 180 kbps
86
Online Teacher Resources

Reading Web Teachers Guide Teacher Notes: A lesson plan with a reproducible specifically designed to be used with each individual Rourke Reading Web Text. Each Teacher Note contains: Summary of the text Guided Reading level information (GR level and Lexile) Word Count and 100th word Standards addressed in the text and Teacher Note Guided Reading strategies (writing craft, comprehension, reading strategies, and academic vocabulary) Lesson: warm up, introduction, and after reading activity Book specific comprehension assessment reproducible Dictionary: Provided in dictionary format (word, pronunciation guide, definition, and usage sentence). The Reading Web Dictionary will contain each vocabulary word from every Rourke Reading Web title. Comprehension Questions: This section provides the 5 comprehension questions used in the Computer Workstation portion of the Rourke Reading Web. Also provided will be an answer key for all comprehension questions. Book Summaries: Provides a brief overview of each title in the Rourke Reading Web. This overview contains: Title Guided Reading Level Lexile Level Grade Level Target Words Per Minute Summary Vocabulary Words
87
Reading Web Titles for 1st through 12th Grade

Title level WPM Title level WPM
Our Senses Our Sun Brings Life Run, Swim, Fly Stop and Go, Fast and Slow Day and Night I Use Science Tools Stars Moon Sun Space Earth Shapes and Patterns We Know Creeping Crawlers Life Cycle of a Monarch Butterfly Planets Animal Habitats Me and My Shadow: A Book About Light Floating and Sinking Living or Nonliving? Measuring Our World Plant Life Cycles Growing Up Green Trees: Earths Lungs Recycling Earths Resources Magnet Power Matter Comes in All Shapes Clean and Green Trees Dont Freeze Filling the Earth with Trash Made of Metal Paintball Whats on the Food Chain Menu? How Muscles and Bones Hold You Up Zap! Its Electricity! Studying Weather Climates Where Did the Water Go? Life Cycles: Chickens Life Cycles of Butterflies and Moths Allosaurus Albert Einstein
B D D D E E F G G G G G G G H H H I I I I J J J J J K K K K K K L L M M M M M N
60-70 60-70 60-70 60-70 60-70 60-70 60-70 60-70 60-70 60-70 60-70 60-70 60-70 60-70 60-70 60-70 60-70 70-80 70-80 70-80 70-80 70-80 70-80 70-80 70-80 70-80 80-90 80-90 80-90 80-90 80-90 80-90 80-90 80-90 80-90 80-90 80-90 80-90 80-90 90-100
Bamboo Life Cycles: Sunflowers Gravity! Do You Feel It? Gray Wolves Rainforests Volcanoes Hurricanes Glaciers Wild Horses Coral Reefs Savannahs Gorillas Whales Freaky Faces Bloodsuckers Desert Dinners Freshwater Feeders Speed Demons Strikers Quarterbacks Goalies Weather Sharks Big Cats Oceans Space Cell Phones MP3 Players Continents Geology Computers Build it Green Plants Out of Place Video Games Energy Ice to Steam Animal Invaders Exploring the Solar System Pedro and the Coyote Hispanic Culture
N N N O O O O O O O P P P P P P P P Q Q Q Q R R R R R R R R R R R S S S S S S S
90-100 90-100 90-100 90-100 90-100 90-100 90-100 90-100 90-100 90-100 90-100 90-100 90-100 90-100 90-100 90-100 90-100 90-100 90-100 90-100 90-100 90-100 100-110 100-110 100-110 100-110 100-110 100-110 100-110 100-110 100-110 100-110 100-110 110-120 110-120 110-120 110-120 110-120 110-120 110-120
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Title level WPM
Title level WPM
African American Culture Our Footprint on Earth The Internet and Email Going Green Restoring Wetlands GPS Infections, Infestations, and Diseases Microworlds Islamic Culture Native American Culture Ancient Egyptian Culture Food Chains and Webs Solar Energy
S T T T T T T T T T T U U
110-120 110-120 110-120 110-120 110-120 110-120 110-120 110-120 110-120 110-120 110-120 110-120 110-120
Wind Energy Biofuels You Cant Wear These Genes Turn on the Lights Rot and Decay Understanding Models Using Scientific Tools The Cheerleaders Cells Rocks, Minerals, and Soil Sorting the Elements Karate Gymnastics
U U U U U U U U V V V W X
110-120 110-120 110-120 110-120 110-120 110-120 110-120 110-120 110-120 110-120 110-120 110-120 110-120
Have a Look at a Book Summary

Guided Reading Lexile Grade Target Title Level Level Level WPM
Creeping Crawlers G 250 1 60-70
Learn about bugs that creep and crawl. Bugs found around your home and school. Bugs that crawl then fly.
Vocabulary Words: poisonous, chrysalis, cocoon, colonies, aphids
89
Program Materials
The following materials are included with your Reading Web purchase:
10-packs of each title 10 headsets with attached microphones A comprehensive Teachers Guide Individual Teachers Notes for each title Unlimited student logins for your site
Materials available at an additional cost:
Webhosted eBook versions of all titles
90
Frequently Asked Questions
Q. Where do students begin? A. Students begin by taking the Reading Progress Assessment (RPA) to determine their
Initial Placement Level (IPL).
Q. How long does it take students to complete all six workstations on a book? A. Most students take 5 to 10 class periods to complete all six workstations. Q. How long do students spend at the Computer Workstation? A. Most students take 20-30 minutes to complete a computer passage. Q.
If the class period ends before a student finishes the activities at the Computer Workstation does the program save what they have completed so far? passage the next time they are at the Computer Workstation.
A. No. Since this is an instructional time, the student will start at the beginning of the Q. What constitutes good performance? A. The following rubric is used on the student scorecard and in the student folder.
(+) Indicates a good performance or a score of 5 points () Indicates an OK performance or a score of 3 points (x) Indicates a poor performance or a score of 0 points To calculate and assess the students total score on a passage refer to the section on the Reading Progress Assessment.
Q. How do you select titles for students? A. Teachers should select titles for students based on the students reading level,
total score on the current passage, assessment of the work a student completes at the workstations, and the observations the teacher makes during instruction and conferencing.
91
Q. Do all students read all of the books? A. No. Students read only the books that are at their reading level. Q. Is there a specific sequence that the students should read the books in? A. No. The teacher should select books for the students based on the students needs. Q. Does the student have to work on the same computer all of the time? A. No. The student can work on any Internet connected computer (school, home,
library...) and their work will be saved in their student folder.
Q. Do students need to do all of the workstations? A. Yes. All six workstations are integral to successful reading intervention for students.
92
NONFICTION books and web passages

Our Senses B BR K 60-70
Easy Reading about the five senses.
Vocabulary Words: senses*, brain, eyes, touch, tongue
Our Sun Brings Life D
100
1 60-70
Emergent readers learn facts about the Sun the important role it plays for our planet.
Vocabulary Words: sky, Sun, Earth, water, fruits
Run, Swim, Fly
100
1 60-70
Emergent readers learn how some living things move in water, in air, and on land.
Vocabulary Words: fly, night, cheetahs, penguins, climbs*
Stop and Go, Fast and Slow D
100
60-70
Emergent readers observe the way things move in different directions and speeds.
Vocabulary Words: push, pull*, straight, seesaw, spins
Tier two vocabulary words are indicated by an asterisk (*).
93
Day and Night E 150 1 60-70
Emertgent readers learn about the cycle of day and night.
Vocabulary Words: planet, Sun, day, night, Moon
I Use Science Tools E
150
1 60-70
Emergent readers explore various scientifc tools such as a microscope, magnifying glass, and ruler.
Vocabulary Words: hand lens, microscope, ruler, scale*, timer
Stars
200
1 60-70
Stars and their mysteries are revealed in this incredible book about stars.
Vocabulary Words: gas, gravity*, dim*, meteoroids, atmosphere*
Moon
250
1 60-70
The Moon is the focus of this book and provides the most current information about its composition, distance from Earth, who has visited, and if there are future plans to return. Vocabulary Words: solar system, orbits*, planets, craters, poles*
94
Sun G 250 1 60-70
The Sun and its characteristics are discussed in this book. The impact that the Sun has on our planet is also addressed.
Vocabulary Words: solar system, planets, orbit*, gases, gravity
Space
250
1 60-70
Outer space and its characteristics are discussed and identified throughout this book. The most up to date information from current research is provided.
Vocabulary Words: atmosphere*, orbit*, astronauts, telescopes, galaxy
Earth
250
1 60-70
Provides the most current facts about the Earth including atmosphere, composition of the planet, space travel from the planet, and other interesting facts.
Vocabulary Words: planet, orbits*, atmosphere*, solar system, equator
Shapes and Patterns G We Know
250
1 60-70
Teaches young readers about shapes and patterns using the seasons of the year and pictures of nature.
Vocabulary Words: triangle, oval, rhombus, trapezoid, hexagon
95
Creeping Crawlers G 250 1 60-70
Learn about bugs that creep and crawl. Bugs found around your home and school. Bugs that crawl then fly.
Vocabulary Words: poisonous, chrysalis, colonies, environment*, aphids
Life Cycle of a Monarch Butterfly
250
1 60-70
Describes and compares the physical characteristics, habitat, behavior, life cycle, diet, and reproduction of these amazing insects Vocabulary Words: pupa, nectar, spiral, migrate*, hibernate
Planets
300
1 60-70
The planets are highlighted in this book and answers questions such as distance between the planets, how many planets are really in our solar system, current and future travel plans, and who studies the planets.
Vocabulary Words: orbit*, solar system, terrestrial, gas, iron
Animals Habitats
300
1 60-70
Early readers learn about different animal habitats.
Vocabulary Words: habitat*, shelter*, grasslands, tropical, equator
96
Me and My Shadow H 300 1 60-70
Early readers learn how some objects block light while light shines through others.
Vocabulary Words: shadow, blocks*, light*, casts*, shine*
Floating and Sinking I
350
1 70-80
Early readers investigate which materials, shapes, and sizes float or sink.
Vocabulary Words: cork, floats, sinks, metal, shape
Living or Nonliving? I
350
1 70-80
Early readers learn about what living things need as well as which things are nonliving in nature.
Vocabulary Words: energy, computer, breath, healthy, bloom
Measuring Our World I
350
1 70-80
Introduces students to various measuring tools and different ways of measuring objects.
Vocabulary Words: centimeter, millimeter, balance, ingredient, speedometer
97
Plant Life Cycles I 350 I 70-80
Early readers learn about plant life cycles.
Vocabulary Words: reproduces*, life cycle, bulb*, nutrients, shoot*
Growing Up Green J
400
2 70-80
Young readers will discover what they can do to make greener choices as they grow up.
Vocabulary Words: recycle, reuse, compost pile, fossil fuels, carbon dioxide
Trees: Earths Lungs J
400
2 70-80
Young readers will discover why trees are so important to a healthy Earth.
Vocabulary Words: lungs, carbon dioxide, oxygen, stomata, energy*
Recycling Earths Resources J
400
70-80
Young readers will discover what Earths resources are and how they can help recycle them.
Vocabulary Words: resources*, metals, recycle, recycling center, compost
98
Magnet Power J 400 2 70-80
Early readers investigate magnets.
Vocabulary Words: magnet, force*, attracts, poles*, repel*
Matter Comes in All Shapes J

Early readers investigate what matter is.
400
70-80
Vocabulary Words: matter*, mass*, liquid, solid, gas
Clean and Green Energy
450
80-90
Young readers will discover what types of energy are clean and have less impact on the environment. Vocabulary Words: energy*, renewable, solar, electricity, turbine
Trees Dont Freeze K
450
2 80-90
Discusses how animals and trees adapt to cold weather and gives information about boreal forests and mountainside trees. Vocabulary Words: weather, climate*, insulation, migrate, dormant
99
Filling the Earth with Trash K 450 2 80-90
Young readers will discover what happens to trash in a landfill.
Vocabulary Words: garbage, waste*, reduce, recycle, reuse
Made of Metal
450
2 80-90
Explains about the many things made of metal and why they are so useful.
Vocabulary Words: properties*, foil*, rigid, electricity, attract*
Paintball
450
2 80-90
Paintball, a wild activity, is highlighted along with who enjoys playing it, rules that are followed, and safety equipment that must be worn.
Vocabulary Words: paintball, forest rangers, pellets, gelatin, goggles
Whats on the Food Chain Menu?
450
2 80-90
Intermediate readers explore whos eating who and where.
Vocabulary Words: nutrients, nonliving, producers*, consumers*, omnivores
100
How Muscles and Bones L 500 2 80-90 Hold You Up
Explores how our skeletons and muscles are made, how they are held together, how model skeletons help us learn and understand our bodies, and the importance of muscles. Vocabulary Words: replica, hinges*, socket, disc, biceps
Zap! Its Electricity L 500 2 80-90

Intermediate readers explore electricity.
Vocabulary Words: electricity, energy*, work*, power lines, conductor*
Studying Weather and Climates
550
2 80-90
Intermediate readers explore the difference between climate and weather.
Vocabulary Words: weather, climate*, precipitation, meteorologists, drought
Where did the Water Go? M
550
80-90
Intermediate readers explore concepts of evaporation, condensation, and water as a solid, liquid, or gas.
Vocabulary Words: melted, liquid, water vapor, gas, temperature
101
Life Cycles: Chickens M 550 2 80-90
Describes the physical characteristics, habitat, behavior, life cycle, diet, and reproduction of these feathery producers of eggs.
Vocabulary Words: domestic*, flocks, pests, breeds*, comb*
Butterflies and Moths M
550
2 80-90
Describes and compares the physical characteristics, habitat, behavior, life cycle, diet, and reproduction of these amazing insects
Vocabulary Words: reproduce*, pupa, chrysalis, cocoons, migrate
Allosaurus
550
2 80-90
Discover the world of this mighty carnivore who hunted in packs of two or more and had a thick body that ended in a long tail. Vocabulary Words: boxcar, jaw, jurassic, theropods, Tyrannosaurus rex
Albert Einstein
600
3 90-100
Biographical and science-related information, examining the life of Albert Einstein and his knowledge of physics. Vocabulary Words: genius, scientist, experiments, physics, relativity*
102
Bamboo N 600 3 90-100
Describes the life cycle of bamboo and explains why bamboo are important to humans, animals, and other plants Vocabulary Words: nodes*, rhizomes, culm, growing season, renewable resource
Life Cycles: Sunflowers N
600
3 90-100
Introduction to the physical characteristics, life cycle, and harvesting of sunflowers.
Vocabulary Words: nutrients, growing season, disk flowers, pollen, ray flowers
Gravity! Do You Feel It? N

Intermediate readers explore concepts of gravity.
600
90-100
Vocabulary Words: gravity*, force*, universe, gravitational pull, weight
Gray Wolves
625
3 90-100
Beautiful photos and text examines the issues endangered gray wolves face and how they can be saved. Vocabulary Words: pack*, alpha*, offspring, carnivores, endangered species*
103
Rainforests O 625 3 90-100
Beautiful photos and text examines the issues faced by rainforest habits and how they can be saved. Vocabulary Words: canopy, environment, mammals, abundant*, predators
Volcanoes
625
3 90-100
Description of volcanoes that are dormant, parts of a volcano, the ring of fire, hot spots, and deadly eruptions. Vocabulary Words: dormant, eruption, magma, supervolcano, extinction*
Hurricanes
625
3 90-100
Explains the step-by-step process of the hurricane including its strength, speed, the parts of a hurricane, danger zones, evacuation, damages, and hurricane hunters. Vocabulary Words: tropical, meteorologist, storm surge, landfall, evacuate*
Glaciers
625
3 90-100
Beautiful photos and text examines the issues faced by glacier habits and how they can be saved.
Vocabulary Words: frigid, continental, gravity, sediment, erode
104
Wild Horses N 600 3 90-100
Discusses the history of American wild horses, what they look like and facts about owning one. Vocabulary Words: feral, domestic*, habitats, stallion, foals
Coral Reefs
800
5 110-120
Beautiful photos and text examines the issues faced by coral reef habitats and how they can be saved.
Vocabulary Words: marine, algae, species, nutrients, microscopic
Savannahs
675
3 90-100
Beautiful photos and text examines the issues faced by savannah habits and how they can be saved. Vocabulary Words: shrubs, herbivores, predators, damage, overgraze
Gorillas
675
3 90-100
Beautiful photos and text examines the issues endangered gorillas face and how they can be saved. Vocabulary Words: habitat*, jungles, Africa, endangered species, tropical rainforests
105
Whales P 675 3 90-100
Beautiful photos and text examines the issues endangered whales face and how they can be saved. Vocabulary Words: exotic, extinction, gills, mammals, blubber
Freaky Faces
675
3 90-100
Provides information about the wide variety of features that animals have and why their features are important. Vocabulary Words: vertebrates, ambush*, camouflage*, primates, foraging
Bloodsuckers
675
3 90-100
Fascinating facts and information about organisms that survive by sucking blood.
Vocabulary Words: insectivores, climates, malaria, dengue fever, proboscis
Desert Dinners
675
3 90-100
Desert habitats support a varied and interesting food web. Desert animals are highlighted and identified as predator, prey, or both. Vocabulary Words: food chain, photosynthesis, food web, ecosystem, adaptations*
106
Freshwater Feeders P 675 3 90-100
The question of who eats what in a freshwater habitat is answered in this book about food webs.
Vocabulary Words: ecosystem, nutrients, primary consumers*, primary producers*, food chain
Speed Demons
675
3 90-100
Engaging text describes the fastest animals on Earth.
Vocabulary Words: species, insects, mammals, camouflage*, accelerate*
Strikers
700
3-4 90-100
Introduces the striker position in soccer and the skills necessary for the position.
Vocabulary Words: attacker*, offensive*, formations*, back*, midfielder
Quarterbacks
700
3-4 90-100
Introduces the quarterback position in football and the quarterbacks skills.
Vocabulary Words: offense*, center*, handoff*, pitch-out, option*
107
Goalies Q 700 3-4 90-100
Introduces the goalie position in soccer and explains the goalies skills.
Vocabulary Words: headed*, dribble, shortstop, extension, eye-hand coordination
Weather
625
4 90-100
Discusses weather and how water effects it, talks about seasons, climate, temperature, storms and weather forecasting. Vocabulary Words: water vapor, evaporation, condensation, precipitation, saturated
Sharks
725
4 100-110
Learn basic art techniques and interesting facts while drawing sharks. Perfect for illustrated reports.
Vocabulary Words: skeleton, cartilage, prey, predators, impulses*
Big Cats
725
4 100-110
Learn basic art techniques and interesting facts while drawing big cats. Perfect for illustrated reports. Vocabulary Words: mammal, acceleration, camouflage*, prey, muscular
108
Oceans R 725 4 100-110
Explores the worlds oceans, discusses the dangerous currents and storms produced from the ocean and talks about some marine life and keeping the ocean clean.
Vocabulary Words: immense*, industry*, petroleum, equator, tsunami
Space
725
4 100-110
Explores the solar system, the Earth and its Moon, the Sun, the eight planets and other objects in space.
Vocabulary Words: solar system, stars, outer space, atmosphere, astronaut
Cell Phones
725
4 100-110
The most current information on cell phones is provided in this book. Also included are facts about how they work, how to text, and how they have impacted our world.
Vocabulary Words: LCD, keyboard, battery, electricity, charger
MP3 Players
725
4 100-110
Provides most current information on the technology behind the MP3 player. Includes characteristics, uses, how it works, and future applications.
Vocabulary Words: compact disks, cassette, MP3, digitize, digital
109
Continents R 725 4-5 100-110
Explores the seven continents and how the Earths plates are always moving and changing the continents. Vocabulary Words: continents, hemisphere, arid*, tropical, territories*
Geology
725
4-5 100-110
Defines Geology, discusses the earths layers, soil, plate tectonics, types of rocks, land formation and the rock cycle Vocabulary Words: core*, mantle, crust, lithosphere, Soil*
Computers
725
4-5 100-110
Computers are the focus of this book. A timeline of the invention of the computer provides a clear explanation of how our world has changed since the advent of this important invention.
Vocabulary Words: email, hard drive, monitor*, cursor, mouse
Build It Green
725
4-5 100-110
Learn about eco-friendly building materials and techniques and the science behind them.
Vocabulary Words: VOCs, toxic*, conserve*, synthetics, nontoxic*
110
Plants Out of Place R 725 4-5 100-110
Learn about the destructive effect non-native plants can have on an environment.
Vocabulary Words: invasive plants, food webs, herbicides, manual*, biological control
Video Games
775
5 110-120
This book describes the most current and popular video games, the history of video games, how they work, and the impact they might have on our future.
Vocabulary Words: consoles, silicon, microprocessors, designers, animators
Energy
775
5 110-120
Explores energy, how we use it, different types and forms, conservation and transformation of energy, renewable vs. non-renewable and energy conservation Vocabulary Words: energy, work*, kinetic energy, potential energy, Law of Conservation of Energy
Ice to Steam
775
110-120
Discusses solids, liquids and gases; changing states of matter; water and the weather and evaporation Vocabulary Words: liquid*, solid*, gas*, water vapor, volume*
111
Animal Invaders S 775 5 110-120
Learn about the destructive effect non-native animals have on native plants and animals when they invade an environment. Vocabulary Words: native animals, habitats, nonnative animals, ecosystem, extinction*
Exploring the Solar System S
775
110-120
Learn about how physics, math, and science work together to help us understand our solar system and beyond.
Vocabulary Words: astronauts, astronomers, comets, asteroids, meteoroids
Pedro and the Coyote S

Folklore about a young boy and a tricky coyote.
775
5 110-120
Vocabulary Words: Guanajuato, padre, madre, buenos dias, seor*
Hispanic Culture
775
5 110-120
Hispanic art and culture come to life with rich illustrations
Vocabulary Words: Hispanic, guild*, apprentices, missions*, adobe
112
African-American Culture S 775 5 110-120
Rich descriptions and illustrations of African-American art, history, and culture
Vocabulary Words: trendsetters*, period*, renaissance, sculptures, blues
Our Footprint on Earth T
800
5 110-120
Learn about the impact that humans have on the Earth, its environment, and how to reduce the damage. Vocabulary Words: industrial revolution, fossil fuel, greenhouse gas, global warming, solar energy
The Internet and Email T
800
5 110-120
The Internet and email have changed our lives. Find out why by reading the history, characteristics, uses, and future applications of this incredible invention.
Vocabulary Words: cyberspace, network*, email, website, URL
Going Green
800
5 110-120
Eco-friendly energy is explained. The most current information is provided while establishing the understanding that it does not take much to make the world a better place.
Vocabulary Words: fossil fuels, turbine, generator, thermal*, industry*
113
Restoring Wetlands T 800 5 110-120
Discover the vital role of disappearing wetlands and what can be done to protect and restore this resource. Vocabulary Words: wetland, ecosystems, reservoirs, impurities*, habitats
GPS
800
5 110-120
Always know where you are by using a GPS locator. Includes characteristics, uses, how it works, and future applications.
Vocabulary Words: satellites*, atomic clocks, breadcrumb trail, track log, receivers
Infections, Infestations T and Diseases
800
5 110-120
Learn about the history of many infections, infestations, and diseases, whats being done to stop them, and what you can do to stay healthy.
Vocabulary Words: disease*, infection*, pathogens, infestations, parasite*
Microworlds
800
5 110-120
Introduces atoms and molecules, talks about the elements, bonding and reacting, and matter and materials
Vocabulary Words: atoms, molecules*, particles, matter*, materials*
114
Islamic Culture T 800 5 110-120
Examines the rich and forgotten contributions of Islamic art and culture
Vocabulary Words: algebra, scholar, stucco, geometrics, arabesques
Native American Culture T
800
110-120
Native American culture comes back to life in the details of these beautiful illustrations
Vocabulary Words: Native Americans, kachina tihus, kachina, Europeans, reservations*
Ancient Egyptian Culture T
800
110-120
Beautiful illustrations chronicle the history and origin of art in ancient Egypt
Vocabulary Words: civilization, monuments, mummies, serekh, tombs
Food Chains and Webs U
825
5 110-120
Discusses the food chain and how it includes a description of terms like energy, producers, consumers, decomposers and how it all fits together.
Vocabulary Words: extinct, environment, energy, producers, photosynthesis
115
Solar Energy U 825 5 110-120
Solar energy is explained. Included in the book is where it comes from, who uses it, and the positive and negative benefits of using it.
Vocabulary Words: renewable*, insulated*, parabolic trough, photovoltaic cells, silicon
Wind Energy
825
110-120
The uses of wind energy is the topic of this book. Explains the positive and negative impact this form of energy can have on our world.
Vocabulary Words: kinetic energy, potential energy, mechanical energy, irrigation, wind vane
Biofuels
825
5 110-120
Provides the history of biofuels, different uses, positive and negative characteristics, and how they will impact the future. Vocabulary Words: photosynthesis, chlorophyll, glucose, agriculture, enzymes
You Cant Wear These Genes T
800
110-120
Learn about genes and heredity through clear text, photographs, and graphics.
Vocabulary Words: offspring*, genetics, deoxyribonucleic acid, species*, gene
116
Turn on the Light U 825 5 110-120
Explores electricity from the power plant to your home, to how it is made, to circuits, how we use electricity and the effects our changing world and weather have on how it works Vocabulary Words: matter, atom, proton, neutron, electron
Rot and Decay
825
110-120
Discusses things that rot and breakdown and things that dont, how decomposing things may feed insects or animals or help the soil, and talks about recycling
Vocabulary Words: decompose, organic matter, chemical*, environment, nutrient
Understanding Models U
825
5 110-120
Learn how models extend understanding of scientific concepts and enhance presentations.
Vocabulary Words: scale models*, scientific models, representation*, proportional*, graphical models
Using Scientific Tools U
825
5 110-120
Learn how scientific tools are used to extend understanding and measure results.
Vocabulary Words: process*, optical*, observatories*, electron microscope, centrifuge
117
The Cheerleaders U 825 5 110-120
Focuses on the history of cheerleaders, the skills and attitudes needed today, and the roles that color guards, winter guards, and team mascots play.
Vocabulary Words: cardiovascular, plyometric, choreography, enthusiasm*, verbal encouragement*
Cells
875
5 110-120
Learn about the basic building blocks of all living things - cells.
Vocabulary Words: cells*, nucleus*, chromosomes, genes, traits*
Rocks, Minerals, and Soil V
875
110-120
Learn how the Earths rocks, minerals, and soil are formed and what they are made of.
Vocabulary Words: humus, elements*, igneous, sedimentary, metamorphic
Sorting the Elements V
875
5 110-120
Explores elements and atoms, rows and columns, common elements, metals and nonmetals and elements into compounds
Vocabulary Words: elements*, atoms, nucleus*, periodic table, atomic number
118
Gymnastics W 900 6 110-120
Explains how gymnastics develop muscle strength, balance, overall physical flexibility, and can add up to give great sense of self-esteem and confidence. Vocabulary Words: cultures*, vault*, horizontal*, parallel*, repetition*
Karate
925
6 110-120
Explains how karate is a form of fighting using hands and feet and it is also used to teach discipline and self-defense.
Vocabulary Words: courtesy*, sensei, distributed*, extended*, kiai
Instructional Reading Levels

Grade Level Guided Reading Level Lexile DRA Accelerated Reader WPM Goals K AB BR A,1-2 K-K.5 N/A 1 CDEFGHI BR-350 3-16 1.0-1.8 60-70 2 JKLM 400-550 18-28 2.0-2.9 80-90 3 NOP 600-675 30-38 3.0-3.6 90-100 4 QRST 700-800 38-44 4.0-4.8 100-110 5 UVW 825-900 44-50 5.0-5.6 110-120 6 XY 925-975 60 6.0-6.5 110-120 7 Z 1000-1200 70 7-7.6 120+ 80 8+ 120+ 8+ Z+
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Comprehension Questions Reproducible

The comprehension questions on the following pages are the questions that the student answers at the end of the web passage. Many teachers find it helpful to copy and laminate the questions for use by the students while they are reading the passage. Answer Key:
Our Senses 1. c 2. b 3. a 4. c 5. b Shapes and Patterns We Know 1. b 4. b 2. c 5. a 3. a Creeping Crawlers 1. b 4. a 2. b 5. b 3. c Life Cycle of a Monarch Butterfly 1. b 4. a 2. a 5. a 3. c Planets 1. a 2. c 3. c 4. b 5. a Trees: Earths Lungs 1. c 4. a 2. b 5. c 3. b Recycling Earths Resources 1. b 4. b 2. b 5. c 3. a Magnet Power 1. a 4. a 2. b 5. b 3. c Matter Comes in All Shapes 1. c 4. a 2. a 5. c 3. b Clean and Green Energy 1. c 4. a 2. b 5. a 3. b Trees Dont Freeze 1. a 4. a 2. b 5. c 3. a Filling the Earth with Trash 1. a 4. b 2. c 5. a 3. b Made of Metal 1. b 4. c 2. b 5. a 3. a Paintball 1. a 2. a 3. b 4. b 5. a How Muscles and Bones Hold You Up 1. a 4. b 2. c 5. a 3. a Zap! Its Electricity 1. a 4. c 2. c 5. c 3. a Studying Weather and Climates 1. a 4. a 2. c 5. c 3. b Where did the Water Go? 1. a 4. c 2. b 5. b 3. a Life Cycles: Chickens 1. c 4. b 2. b 5. c 3. a Life Cycles Butterflies and Moths 1.c 4.b 2.b 5.b 3.b Allosaurus 1. b 2. c 3. c 4. a 5. d Gravity! Do You Feel It? 1. b 4. a 2. a 5. b 3. c Gray Wolves 1. c 4. b 2. c 5. b 3. a Rainforest 1. b 2. c 3. a Volcanoes 1. a 2. b 3. c Hurricanes 1. c 2. b 3. c Glaciers 1. c 2. a 3. b 4. c 5. b
Our Sun Brings Life 1. c 4. c 2. b 5. a 3. a Run, Swim, Fly 1. b 4. a 2. c 5. c 3. a Stop and Go, Fast and Slow 1. a 4. c 2. b 5. b 3. c Day and Night 1. a 4. c 2. b 5. a 3. c I Use Science Tools 1. a 4. b 2. c 5. b 3. a Stars 1. a 2. b 3. c Moon 1. a 2. b 3. c Sun 1. b 2. b 3. c Space 1. c 2. b 3. b Earth 1. b 2. c 3. a 4. a 5. b
4. a 5. c
Animal Habitats 1. c 4. a 2. a 5. b 3. b Me and My Shadow 1. c 4. b 2. a 5. a 3. c Floating and Sinking 1. c 4. b 2. b 5. a 3. a Living or Nonliving? 1. c 4. a 2. b 5. b 3. c Measuring Our World 1. c 4. b 2. b 5. a 3. a Plant Life Cycles 1. a 4. c 2. c 5. b 3. a Growing Up Green 1. b 4. b 2. a 5. a 3. c
4. d 5. c
4. b 5. c
Wild Horses 1. a 4. d 2. b 5. a 3. b Coral Reefs 1. b 4. b 2. c 5. a 3. c Savannahs 1. c 2. b 3. a Gorillas 1. b 2. c 3. b Whales 1. b 2. c 3. a 4. b 5. c
4. b 5. c
4. a 5. c
Albert Einstein 1. a 4. a 2. b 5. b 3. b Bamboo 1.a 4.c 2.c 5.b 3.a Life Cycles: Sunflowers 1. c 2. a 3. c
4. a 5. c
4. c 5. a
Whats on the Food Chain Menu 1. c 4. c 2. a 5. a 3. b
4. c 5. a
4. b 5. a
4. c 5. b
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Freaky Faces 1. c 4. a 2. b 5. a 3. b Bloodsuckers 1. c 4. d 2. b 5. a 3. b Freaky Faces 1. c 4. a 2. b 5. a 3. b Desert Dinners 1. c 4. a 2. a 5. b 3. b Freshwater Feeders 1. b 4. a 2. c 5. c 3. a Speed Demons 1. c 4. a 2. a 5. c 3. b Strikers 1. a 2. b 3. c 4. d 5. b
Cell Phones 1. b 4. c 2. a 5. c 3. a MP3 Players 1. c 4. a 2. b 5. d 3. b Continents 1. c 2. b 3. c Geology 1. c 2. b 3. c Computers 1. a 2. c 3. b 4. d 5. c
Hispanic Culture 1. a 4. a 2. b 5. c 3. b African American Culture 1. b 4. a 2. a 5. b 3. b Our Footprint on Earth 1. b 4. a 2. c 5. c 3. b The Internet and Email 1. a 4. c 2. c 5. a 3. b Going Green 1. b 4. b 2. c 5. b 3. a Restoring Wetlands 1. b 4. c 2. a 5. a 3. c GPS 1. b 2. a 3. c 4. a 5. b
Food Chains and Webs 1. b 4. a 2. a 5. b 3. c Solar Energy 1. c 4. a 2. a 5. c 3. b Wind Energy 1. c 4. b 2. a 5. a 3. c Biofuels 1. c 2. b 3. b 4. c 5. a
Sorting the Elements 1. c 4. b 2. b 5. c 3. c Gymnastics 1. c 4. b 2. b 5. c 3. b Karate 1. c 2. b 3. b 4. a 5. b
4. a 5. c
4. c 5. a
Build It Green 1. c 4. c 2. b 5. a 3. a Plants Out of Place 1. b 4. b 2. c 5. c 3. a Video Games 1. a 4. a 2. c 5. a 3. a Energy 1. b 2. c 3. b 4. a 5. c
You Cant Wear These Genes 1. b 4. a 2. a 5. c 3. c Turn on the Light 1. b 4. a 2. a 5. c 3. c Rot and Decay 1. b 4. b 2. a 5. c 3. c Understanding Models 1. b 4. a 2. c 5. c 3. c Using Scientific Tools 1. a 4. c 2. c 5. b 3. b The Cheerleaders 1. a 4. d 2. b 5. b 3. c Cells 1. c 2. a 3. c 4. b 5. a
Quarterbacks 1. c 4. b 2. b 5. a 3. c Goalies 1. a 2. c 3. b Weather 1. b 2. c 3. a Sharks 1. b 2. c 3. a Big Cats 1. c 2. b 3. b Oceans 1. c 2. b 3. a Space 1. c 2. a 3. b 4. c 5. a
Infections, Infestations, and Diseases 1. a 4. c 2. b 5. a 3. b Microworlds: Unlocking the Secrets of Atoms and Molecules 1. c 4. c 2. b 5. a 3. c Islamic Culture 1. b 4. c 2. a 5. c 3. b Native American Culture 1. b 4. c 2. a 5. a 3. c Ancient Egyptian Culture 1. c 4. c 2. b 5. b 3. c
4. b 5. c
Ice to Steam 1. b 4. a 2. a 5. b 3. c Animal Invaders 1. c 4. a 2. b 5. a 3. b Exploring the Solar System 1. b 4. a 2. a 5. c 3. c Pedro and the Coyote 1. a 4. a 2. b 5. d 3. c
4. b 5. c
4. a 5. c
4. b 5. c
Rocks, Minerals, and Soil 1. b 4. b 2. a 5. c 3. b
4. b 5. a
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Our Senses
1: What is the part of the body that controls your thinking? a. senses b. eyes c. brain 2: What is one of your senses? a. hands b. seeing c. brain 3: What do your eyes help you do? a. see b. talk c. touch
Guided Reading Level B
Lexile Level BR
WPM Goal 60-70
4: Which of the 5 senses do your hands help you with? a. listening b. seeing c. touching 5: Without your___________you couldnt taste your food. a. eyes b. tongue c. nose
our sun brings life

1: Where can you see the stars at night? a. Earth b. Hollywood c. sky 2: What is the only star we can see during the day? a. Earth b. Sun c. Moon 3: Where do all humans live? a. Earth b. Sun c. stars
Guided Reading Level D
Lexile Level 100
WPM Goal 60-70
4: What do humans need to survive? a. money b. shelter c. water 5: What do we call the juicy parts of plants that we can eat? a. fruits b. seeds c. leaves
Run, Swim, fly

1: What animal flies mostly at night? a. bird b. bats c. penguins 2: A__________is a spotted animal that runs fast. a. owl b. zebra c. cheetah 3: What type of bird can swim? a. penguin b. sparrow c. crow
Lexile Level 100
WPM Goal 60-70
4: How does a monkey get to the top of a tree? a. climbs b. crawls c. jumps 5: What do we call the time of day when it is dark? a. sunset b. sunrise c. night
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Stop and go, Fast and Slow

1: What do you do to move something towards you? a. pull it b. push it c. spin it 2: What do you do to move something away from you? a. pull it b. push it c. spin it 3: When something goes in one direction without turning it goes___________. a. backwards b. sideways c. straight
Lexile Level 100
WPM Goal 60-70
4: On the playground what goes up and down? a. merry-go-round b. monkey bars c. seesaw 5: What do you do when you turn around quickly? a. pull b. spin c. push
day and night

1: What happens when the Earth turns? a. the Sun rises and sets b. it causes an earthquake c. the Earth does not turn 2: What do we call the eight large bodies circling the Sun? a. moons b. planets c. stars 3: During the _______________the sky is light. a. night b. evening c. day
Guided Reading Level E
Lexile Level 150
WPM Goal 60-70
4: What is the time called after the Sun has set? a. moonlight b. sunrise c. night 5: How is the Moon visible to us at night? a. it reflects light from the Sun b. it moves quickly c. it moves slowly
I Use science tools

1: Why would you use a hand lens? a. to make objects look bigger b. to measure objects c. to weigh objects 2: What do you use to examine something very small? a. ruler b. scale c. microscope 3: What do you use if you want to measure an objects length? a. ruler b. scale c. microscope
Guided Reading Level E
Lexile Level 150
WPM Goal 60-70
4: What can you use to help with a recipe? a. microscope b. scale c. hand lens 5: What can you use to count down time? a. scale b. timer c. microscope
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stars
1: What are stars made of? a. gas b. liquid c. rock 2: What holds the gases together that make a star? a. rock b. gravity c. heat 3: Stars become _______________ as their gases lose their energy. a. brighter b. stronger c. smaller
Guided Reading Level F
Lexile Level 200
WPM Goal 60-70
4: A shooting star is actually a a. meteoroid b. planet c. rock 5: What is the name of the galaxy we live in? a. Orion b. Milky Way c. Sun Belt
moon
1: The Moon orbits the a. Earth b. Sun c. Solar System 2: Everything in our solar system travels around the a. Earth b. Sun c. Solar System 3: The Moons surface is covered with a. water b. sand c. craters
Guided Reading Level G
Lexile Level 250
WPM Goal 60-70
4: The craters at the Moons poles contains a. water b. ice c. rocks 5: Moonlight is actually_________________ reflecting off the Moons surface. a. stars b. fire c. sunlight
sun
1: Which is the closest star to Earth? a. Mercury b. Sun c. Moon 2: How many planets orbit the Sun? a. 7 b. 8 c. 9 3: What is the Sun made up of? a. fire b. air c. gases
Lexile Level 250
WPM Goal 60-70
4: What keeps the Suns gases together to form a giant ball? a. gravity b. heat c. air 5: How many stars are there in our universe? a. millions b. thousands c. billions
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Space
1: Where is outer space? a. in the center of the Earth b. just above the Earths surface c. above the Earths atmosphere 2: How do you get to outer space? a. jet plane b. space shuttle c. hot air balloon 3: What is a galaxy? a. the Sun, the Moon and the Earth b. a collection of stars and planets c. all the stars in the Universe
Lexile Level 250
WPM Goal 60-70
4: What would you compare the stars in our galaxy with? a. fish in an ocean b. mountains in a mountain range c. plants in a garden 5. What information do we get from orbiting satellites? a. how many people live on planet Earth b. how much air there is in outer space c. what there is in outer space
earth
1: How many planets from the Sun is the Earth? a. two planets b. three planets c. four planets 2: What shape is the Earth? a. perfectly round b. perfectly flat c. shaped like a ball 3: What is Earths atmosphere made of? a. air b. water c. land
Lexile Level 250
WPM Goal 60-70
4: How long does it take Earth to orbit around the Sun? a. one full day of 24 hours b. one full month of 30 days c. one full year of 12 months 5: What would happen if there was no air in the atmosphere? a. we could not breathe b. nothing would happen c. the Earth would not spin
1: What is an object with three sides called? a. square b. triangle c. hexagon 2: What is the name of the shape that is eggshaped? a. circle b. rhombus c. oval 3: What is a shape with four equal sides that is not a square? a. rhombus b. rectangle c. trapezoid
Shapes and Patterns We Know
Guided Reading Level O
Lexile Level 625
WPM Goal 90-100
4: The trapezoid has 4 sides but only two are____________. a. straight b. parallel c. curved 5: The bee hive contains many perfectly shaped__________________. a. hexagons b. circles c. ovals
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Creeping Crawlers
1: What do some caterpillars have to protect them? a. fur b. poisonous spines c. hard shells 2: Why do caterpillars build a chrysallis? a. to have a home b. to turn into a butterfly c. to store food 3: How are butterflies and moths similar? a. they both eat ants b. they both crawl c. they both were caterpillars
Lexile Level 250
WPM Goal 60-70
4: Where do ants build their homes? a. underground b. in trees c. in leaves 5: What does a ladybug like to eat? a. plants b. aphids c. other ladybugs
1: The pupa stage lasts up to how many days? a. 8 b. 12 c. 14 2: What does the butterfly drink from the flower? a. nectar b. juice c. water 3: You can drink from a straw.What does the butterfly drink from that is like a straw? a. nose b. mouth c. proboscis
Life Cycle of a Monarch Butterfly
Lexile Level 250
WPM Goal 60-70
4: What is it called when animals move from one area to another in the winter? a. migrate b. hibernate c. proboscis 5: What is it called when animals rest through the winter? a. hibernation b. migration c. pupa
planets
1: The planets in our solar system orbit around the a. Sun b. Moon c. Earth 2: A planet must have a powerful a. light b. orbit c. gravity 3: Which is the closest planet to the Sun? a. Venus b. Earth c. Mercury
Guided Reading Level H
Lexile Level 300
WPM Goal 60-70
4: Which is the only planet known to support life? a. Sun b. Earth c. Moon 5: Which planet is also known as the Red Planet? a. Mars b. Mercury c. Venus
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animal habitats
1: What is the place where an animal lives? a. forest b. grasslands c. habitat 2: Why does an animal seek shelter? a. protection b. food c. hunting 3: What habitat do grass eating animals live in? a. desert b. grasslands c. arctic
Lexile Level 300
WPM Goal 60-70
4: Which habitat is warm and wet all year? a. tropical rainforest b. desert c. equator 5: What is the imaginary line around the middle of the Earth? a. North Pole b. equator c. South Pole
Me and my shadow
1: What can you create by blocking light? a. casting b. shining c. shadow 2: When you cast a shadow your body__________________the light. a. blocks b. moves c. forms 3: A lamp helps us see by shining_____________. a. dark b. shadows c. light
Lexile Level 300
WPM Goal 60-70
4: What do you do when you make a shadow appear? a. glow b. cast c. shine 5: What does the Sun and a lamp do? a. shine b. cast c. block
floating and sinking

1: What can you use to close a bottle? a. metal b. air c. cork 2: What does a boat do on water? a. sinks b. floats c. flies 3: When something goes to the bottom of the pool it _________________. a. sinks b. floats c. hovers
Guided Reading Level I
Lexile Level 350
WPM Goal 70-80
4: Cars are made out of what hard material? a. plastic b. metal c. cork 5: The _____________of the ball is a sphere. a. shape b. weight c. size
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living or nonliving?
1: Why do animals need food? a. to breathe b. to build a home c. to make energy 2: What is one thing you can do with a computer? a. store energy b. store information c. make energy 3: What do we need to breathe? a. food b. water c. air
Lexile Level 350
WPM Goal 70-80
4: What is one thing we need to be healthy? a. water b. clothing c. medicine 5: A plants flowers appear when they_____________________. a. grow b. bloom c. die
Measuring our world

1: What measurement tells you how long something is? a. speedometer b. balance c. centimeter 2: How can you tell when two objects weigh the same? a. use a speedometer b. use a balance c. use a ruler 3: What is included in a recipe? a. ingredients b. cake c. spoons
Lexile Level 350
WPM Goal 70-80
4: What do you use to show how fast you are traveling in a car? a. guage b. speedometer c. gas pedal 5: When you are making a cake what helps you add the right amount of each ingredient? a. measuring cups and spoons b. balance c. speedometer
Plant life cycles

1: Why are seeds important to plants? a. to reproduce b. to grow bulbs c. for nutrients 2: What is the process by which plants begin, reproduce, and die? a. decaying b. growing c. life cycle 3: What is the part of the plant where food is stored? a. bulb b. stem c. roots
Lexile Level 350
WPM Goal 70-80
4: Why do plants need nutrients? a. to reproduce b. to attract butterflies c. to grow 5: A _____________is a new plant stem. a. root b. shoot c. bulb
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growing up green
1: Being green means to take care of our a. cars b. world c. home 2: What can you recycle? a. paper b. fuel c. fabric 3: What do you put in a compost pile? a. plastic b. cans c. leaves
Guided Reading Level J
Lexile Level 400
WPM Goal 70-80
4: Burning fossil fuels adds what to the air? a. oxygen b. carbon dioxide c. hydrogen 5: What helps to remove carbon dioxide from the air? a. trees b. cars c. water
trees: earths lungs

1: Why are trees the lungs of our world? a. they do the breathing for all living things b. they are very large c. they breathe in carbon dixode and breathe out oxygen 2: What are stomata? a. small stems b. tiny holes c. small leaves 3: Why do trees need sunlight? a. to stay warm b. they use the Suns energy to make food c. they need water
Lexile Level 400
WPM Goal 70-80
4: What would happen to people and animals if there were no trees? a. they might run out of oxygen b. they would have to make oxygen c. they would get hot 5: When trees have extra oxygen, they a. burn it up b. use if for energy c. let it out into the air
recycling earths resources

1: Water, metals, and trees are all a. fake b. resources c. unnatural 2: What can be done to help save used resources? a. you can stop using them b. you can recycle them c. you can remove them 3: What happens at a recycling center? a. metal cans are melted and made into new cans b. glass bottles are broken and thrown away c. leftover food is eaten by birds
Lexile Level 400
WPM Goal 70-80
4: If you use compost your garden will a. get ready for winter b. grow c. turn totally brown 5: Why do some cities reward people for recycling? a. they want to make people feel good b. they want to win a contest c. they want to help save the Earths resources
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magnet power
1: What is attracted to a magnet? a. metal b. marbles c. wood 2: A ________________is something that pulls or pushes something else. a. field b. force c. pole 3: What does a magnet do to iron? a. pushes it b. repels it c. attracts it
Lexile Level 400
WPM Goal 70-80
4: The north pole of a magnet is attracted to ___________of another magnet. a. the south pole b. the north pole c. the west pole 5: What happens when two north poles of a magnet are pushed together? a. they stick b. they repel c. they attract
matter comes in all shapes

1: Most things are made of__________________. a. gas b. liquid c. matter 2: How do we measure the amount of matter an object has? a. its mass b. its energy c. its liquid 3: What do we call a substance we can pour? a. gas b. liquid c. solid
Lexile Level 400
WPM Goal 70-80
4: What are most objects that hold their shape? a. solid b. liquid c. gas 5: When you smell something cooking what is in the air? a. liquid b. solid c. gas
clean and green energy

1: Why would you use renewable energy to make machines work? a. it is dirty b. it runs out c. it wont get used up 2: Solar panels work better a. at night b. during the day c. during a rainstorm 3: Solar panels use the Suns heat to make electricity, wind turbines use ________ to make electricity. a. light b. wind c. farms
Guided Reading Level K
Lexile Level 450
WPM Goal 80-90
4: What is geothermal energy? a. water energy from deep inside the Earth b. water energy from currents c. water energy from lakes 5: What can we use to make clean and green energy? a. water b. coal c. oil
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trees dont freeze

1: How do some animals stay warm in cold weather? a. they grow fur which insulates them b. they wrap themselves in blankets c. they live high in trees 2: How do some plants survive freezing weather? a. they stay out of the wind b. they become dormant c. they generate their own heat 3: Why do some animals migrate? a. to escape the cold b. to see new things c. to leave their parents
Lexile Level 450
WPM Goal 80-90
4: What does adapt mean? a. to adjust to a change b. to move away from a change c. to suffer from a change 5: How do some trees adapt to cold weather? a. they cant do anything about it b. they migrate to avoid the wintery cold c. they curl up their leaves to save heat
filling the earth with trash

1: Why do we have landfills? a. to dump garbage b. to feed birds c. to fill land 2: Why is dirt spread over waste in a landfill? a. to look better b. to grow plants c. to keep pests away 3: It is important to _____________the amount of garbage we produce. a. recycle b. reuse c. increase
Lexile Level 450
WPM Goal 80-90
4: Why do we recycle paper? a. to create more waste b. to make new products c. to make more bottles 5: What is one way to help planet Earth? a. reuse things b. throw things away c. add to landfills
made of metal
1: The different_________of metals make them very useful. a. shapes b. properties c. colors 2: What can you use to wrap up your food for lunch? a. wire b. foil c. gold 3: Being__________is one property of metal that makes it useful. a. rigid b. colorful c. big
Lexile Level 450
WPM Goal 80-90
4: Why is copper used to make electrical wire? a. it is a light b. it is cheap c. it is an excellent conductor 5: Why are magnets attracted to refrigerators? a. refrigerators are made of steel b. refrigerators are also magnets c. refrigerators are covered in plastic
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PAINTBALL
1: What was the original use for paintball guns? a. to mark trees and cattle b. to paint houses c. an Olympic sport 2: How big are paintball pellets? a. more than half an inch across b. two inches across c. one inch across 3: Why do players wear goggles? a. to protect their knees b. to protect their eyes c. to protect their ears
Lexile Level 450
WPM Goal 80-90
4: Why did paintball become a game? a. people wanted to shoot paint on each other b. people wanted to start competitions c. people were afraid of each other 5: Why are paintballs made out of gelatin? a. so people can eat them after they finish the game b. to hold more liquid inside c. to break upon contact
Whats On the food chain menu

1: What do water and food provide to animals? a. habitat b. producers c. nutrients 2: Water is an example of something______________in a habitat. a. nonliving b. producing c. consuming 3: How do producers get food? a. animals b. Sun c. grocery store
Lexile Level 450
WPM Goal 80-90
4: Animals living in the jungle are all___________________. a. nonliving b. carnivores c. consumers 5: What do we call an animal that eats both plants and animals? a. omnivore b. carnivore c. nutrients
how muscles and bones hold you up

1: How is a house similar to our bodies? a. they both have frameworks b. they both have lungs c. they both have windows 2: What are some joints similar to? a. glass b. steel plates c. hinges 3: What are the bones in our back called? a. vertebrae b. ligaments c. intestines
Guided Reading Level L
Lexile Level 500
WPM Goal 80-90
4: What would happen if we didnt have bones in our body? a. we would move much faster b. we would not be able to stand upright c. we would have to eat a lot to grow 5: Which of the following best describes what allows our body to move? a. muscles, bones and joints allow our body to move b. muscles make our bodies move c. we only need our bones to move
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zap! its electricity

1: What powers the lights in a home? a. electricity b. computers c. appliances 2: What do we need to make heat, light, and sound? a. conductors b. homes c. energy 3: ________is the transfer of mechanical energy. a. work b. energy c. electricity
Guided Reading Level L
Lexile Level 500
WPM Goal 80-90
4: What carries electricity into our homes? a. metal b. conductors c. power lines 5: What do we call any material that electricity can travel through? a. producer b. plastic c. conductor
1: What can we tell from the weather? a. temperature b. atmosphere c. climate
studying weather and climates
Guided Reading Level M
Lexile Level 550
WPM Goal 80-90
4: What do we call the scientists that study weather? a. meteorologists b. weather person c. scientist 5: When it hasnt rained in a very long time this can cause a _____________________. a. hurricane b. precipitation c. drought
2: What do we call the weather patterns we look at over time? a. studying b. drought c. climate 3: What is another name for rain or snow? a. weather b. precipitation c. climate
where did the water go?

1: What happens to ice when it gets warm? a. it melts b. it freezes c. it becomes a gas 2: What is the form of water you can pour? a. gas b. liquid c. solid 3: When water disappears from a puddle in the sun what has it become? a. water vapor b. liquid c. dust
Lexile Level 550
WPM Goal 80-90
4: What is an invisible form of water? a. liquid b. condensation c. gas 5: When the weather is getting warm what is rising? a. condensation b. temperature c. gases
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life cycles: chickens

1: Most chickens cannot a. crow b. lay eggs c. fly 2: Farmers raise chickens for their a. feathers b. eggs c. skin 3: Chickens help to control____________on the farm. a. pests b. weeds c. other animals
Lexile Level 550
WPM Goal 80-90
4: Chickens, on the farm, eat a. dirt b. seeds c. eggs 5: Chickens first became tame, or domestic over a. 100 years ago b. 2000 years ago c. 4000 years ago
Butterflies and Moths

1. What do all living things have? a. wings b. scales c. a life cycle 2. How are butterflies different from humans? a. they eat through their life cycle b. they change forms through their life cycle c. they do not have a life cycle 3. When an egg hatches the ___________stage of life begins a. third b. second c. first
Lexile Level 550
WPM Goal 80-90
4. A chrysalis is a shell that a. protects moth caterpillars b. protects butterfly pupa c. protects eggs 5. Why do some types of butterflies migrate to warm places in the winter? a. they like to live in cold places b. they need to live in a warm place c. they fly to exercise
ALLOSAURUS
1: What was allosaur as big as? a. a freight train b. a boxcar c. a jumbo jet 2: During which time period did allosaur roam the Earth? a. Triassic b. Paleozoic c. Jurassic 3: Which group of dinosaurs did allosaur belong to? a. sauropods b. theropods c. megalosaurs
Lexile Level 550
WPM Goal 80-90
4: What does becoming extinct mean? a. living on Earth for many years b. ceasing to exist c. becoming Tyrannosaurus rex 5: What allowed allosaurs to be big meat eaters? a. their thick bodies and long tails b. their sharp claws and big legs c. their big jaws and sharp teeth
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albert einstein
1: What is a genius? a. a very smart person b. a scientist c. an engineer 2: What is a scientist? a. a person that works in a hospital b. a person that studies nature c. a person that works in space 3: Albert Einstein spent much of his time a. in school b. doing scientific experiments c. writing
Guided Reading Level N
Lexile Level 600
WPM Goal 90-100
4: Albert Einsteins work changed the scientific field of a. physics b. experiments c. nature 5: Albert Einstein changed the scientific field of physics by writing a. the Einstein papers b. special theory of relativity c. the physics equation
Bamboo
1. What is bamboo? a. grass b. trees c. flowers 2. Rhizomes are underground stems, culms are a. seeds b. leaves c. above ground stems 3. When do culms sprout? a. spring b. winter c. fall
Lexile Level 600
WPM Goal 90-100
4. Why are culms from rhizomes able to reach their full height in one growing season? a. they die after two years b. they die after one season c. rhizomes store food for future growth 5. Why are bamboo plants a renewable resource? a. they grow slowly b. they grow back quickly c. they are not expensive
life Cycles: sunflowers

1: Sunflowers come in many colors including yellow, orange, and a. green b. blue c. red 2: Sunflower roots take up water and ___________ from the soil. a. nutrients b. carbon dioxide c. seeds 3: Sprouts reach their full height in one a. month b. year c. growing season
Lexile Level 600
WPM Goal 90-100
4: What are the colorful outer flowers called? a. disk flowers b. ray flowers c. edge flowers 5: What are the flowers called that produce pollen, nectar, and seeds? a. disk flowers b. ray flowers c. producing flowers
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gravity do you feel it?

1: What pulls objects towards the ground? a. weight b. gravity c. mass 2: What do you use when you push something heavy? a. force b. gravity c. weight 3: The planets and stars are all part of the __________________. a. gravitational pull b. Earth c. universe
Lexile Level 600
WPM Goal 90-100
4: What helps keep you in your seat on a roller coaster? a. gravitational pull b. universe c. mass 5: What is one thing that would change if you visited the Moon? a. height b. weight c. age
gray wolves
1: What is another name for a family of wolves? a. herd b. flock c. pack 2: The father wolf is also called the a. dominant wolf b. lead wolf c. alpha wolf 3: What is another name for the pups in a wolf pack? a. offspring b. parents c. wolverines
Lexile Level 625
WPM Goal 90-100
4: An animal that eats other animals is called a a. herbivore b. carnivore c. hunter 5: So many wolves have been killed they are now a. extinct b. endangered c. plentiful
rainforest
1: The tall trees form a _______________over the rainforest. a. layer b. canopy c. shield 2: The many birds in the rainforest feed on a. other birds b. tree bark c. fruits and insects 3: Smaller animals are prey to the many ______________ of the rainforest. a. predators b. mammals c. monkeys
Lexile Level 625
WPM Goal 90-100
4: The tallest trees in the rainforest form the a. canopy b. understory c. emergent layer 5: How tall do trees grow in the canopy layer of the rainforest? a. 100 feet b. 200 feet c. 300 feet
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Volcanoes
1: When did Mount St. Helens erupt? a. May 18, 1980 b. March 18, 1980 c. May 18, 1990 2: What is another name for molten rock? a. crust b. magma c. mantle 3: Where is a supervolcano located in the United States? a. Yosemite National Park b. Grand Teton National Park c. Yellowstone National Park
Lexile Level 625
WPM Goal 90-100
4. What is a dormant volcano? a. a volcano that just exploded b. a volcano that could explode c. a volcano that will never explode 5. Why is the blast of a volcano compared to an atomic bomb? a. because it is very noisy b. because it is very powerful c. because it heats the environment
HURRICANES
1: What is a hurricane made of? a. wind b. rain c. both wind and rain 2: Does a hurricane begin over land or water? a. over land b. over water c. either one 3: What kind of damage can a hurricane cause? a. destroy buildings b. take lives c. both a and b
Lexile Level 625
WPM Goal 90-100
4. What does the word evacuation mean? a. to dig a hole in the ground b. to move out of a dangerous place c. to stay in the same place 5. A storm surge is a. a huge wall of ocean water b. a large amount of sand and debris c. a rotating windstorm
Glaciers
1: What helps a glacier form? a. rain b. ice c. snowfall 2: The two main types of glaciers are valley glaciers and a. continental b. constant c. mountain 3: Valley glaciers begin to form a. in the valleys b. at the top of mountains c. in the oceans
Lexile Level 625
WPM Goal 90-100
4: Because of the force of movement, valley glaciers______________the natural landscape. a. form b. erode c. create 5: What pulls the accumulated snow and ice of a valley glacier into the valley? a. wind b. rain c. gravity
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WILD HORSES
1: What are other names for wild horses? a. free roaming and mustangs b. foals and stallions c. mares and ponies 2: Where do wild horses live? a. on many different farms b. in many different habitats c. on many different ranches 3: What are wild horse families called? a. groups b. bands c. troops
Guided Reading Level N/O
Lexile Level 600-625
WPM Goal 90-100
4. Why can wild horses survive in desert-like conditions? a. because they like it there b. because they can live with a small amount of grass c. because that is where the people keep them 5. How do mustang horses compare to mustang cars? a. they look alike b. they are both fast and strong c. they have nothing in common
Coral Reefs
1: The coral reefs are home to 25 percent of the worlds a. animals b. marine life c. plants 2: The main component of the coral reef is a. plants b. rocks c. coral 3: Scientists classify corals as relatives of a. dolphins b. fish c. jellyfish
Guided Reading Level T
Lexile Level 800
WPM Goal 110-120
4: The zooxanthellae provide the coral with a. shape b. nutrients c. size 5: Coral polyps use their tentacles to catch and then feed on a. microscopic zooplankton b. fish c. snails
savannahs
1: The savannah is full of plant eating animals known as a. carnivores b. vegetarians c. herbivores 2: The grazing animals of the savannah are hunted by a. herbivores b. predators c. each other 3: Allowing the animals to eat too much of the grass is a. overgrazing b. protecting the crops c. overpopulating the savannah
Guided Reading Level P
Lexile Level 675
WPM Goal 90-100
4: Ranchers and farmers have altered savannahs for a. no reason b. agricultural use c. overgrazing 5: Grasslands are disappearing in the savannahs because a. there is a drought b. bush fires c. farmers planting rows of crops
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gorillas
1: What is the natural habitat of the gorilla? a. zoos b. jungles c. desert 2: How many gorillas live in Africa? a. 700 b. 5000 c. 50,000 3: Because so many gorillas have been killed by hunters they are now a. only seen in zoos b. an endangered species c. extinct
Lexile Level 675
WPM Goal 90-100
4: How do gorillas get most of their water? a. rivers b. lakes c. eating leaves 5: What do gorillas eat? a. plants and berries b. small animals c. bamboo
whales
1: Whales are different than fish because they have _____________instead of gills. a. blowholes b. lungs c. a mouth 2: What protects whales from the cold? a. fur b. skin c. blubber 3: Whales are threatened by human factors such as a. fishing nets b. cities c. beaches
Lexile Level 675
WPM Goal 90-100
4: Whales are a. giant fish b. a type of shark c. mammals 5: How are baby whales born? a. hatched from eggs b. born live c. on land
FREAKY FACES
1: Which animals are called vertebrates? a. jellyfish and crabs b. worms and spiders c. dogs and cats 2: How do flathead fish hunt? a. set traps b. use camouflage c. swim fast 3: How many kinds of monkeys are there? a. less than 6 b. more than 250 c. approximately 100
Lexile Level 675
WPM Goal 90-100
4: How do scientists divide animals into groups? a. by the animals common features b. by the animals diets and habitats c. by the animals colors and lifespan 5: To which animal group do humans belong? a. invertebrates b. vertebrates c. neither
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BLOODSUCKERS
1: What kind of bats are blood suckers? a. black bats b. flying bats c. vampire bats 2: When are mosquitoes dangerous? a. when mosquitoes buzz b. when mosquitoes carry malaria c. when mosquitoes breed 3: How do mosquitoes spread disease? a. by flying far away b. by transferring infected blood c. by spitting on us
Lexile Level 675
WPM Goal 90-100
4: What do we know about mosquitoes? a. mosquitoes can be annoying but harmless b. mosquitoes can spread diseases to humans c. mosquitoes can be annoying and can spread disease 5: To whom are insectivores harmful? a. insectivores are harmful to insects b. insectivores are harmful to humans c. insectivores are harmful to humans and insects
DESERT DINNERS
1: What do all living things need to survive? a. sun and water b. sun, water, and air c. sun, water, air, and food 2: How much of the Earths surface do desert ecosystems cover? a. one third b. one half c. two thirds 3: What do plants and animals do which lets them live in desert areas? a. they migrate to other places b. they adapt to their environment c. they stay the same and hope for the best
Lexile Level 675
WPM Goal 90-100
4: Which is an example of photosynthesis? a. photographers developing negatives in sunlight b. green plants absorbing sunlight c. animals eating green plants 5: What is a food web? a. all of the food chains in an area b. the largest food chain in an ecosystem c. a spiders trap to catch insects
FRESHWATER FEEDERS
1: Where is fresh water found? a. oceans b. lakes c. seas 2: What does sunlight do for plants and tiny water animals? a. burns b. dries c. gives energy 3: What do zooplankton feed on? a. phytoplankton b. river trout c. the Suns energy
Lexile Level 675
WPM Goal 90-100
4: Which are primary consumers? a. zooplankton b. phytoplankton c. both a and b are correct 5: What is one difference between a lake and a pond? a. lakes are bigger than ponds b. ponds have flowing water while lakes dont c. both are surrounded by land
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SPEED DEMONS
1: Why is speed an important ability for some species? a. to escape from predators b. to catch prey c. both a and b are correct 2: What is a special talent that some species have to help them survive? a. camouflage b. singing c. dancing 3: Who are the fastest runners on the planet? a. human beings b. cheetahs c. horses
Lexile Level 675
WPM Goal 90-100
4: Why are Cheetahs compared to a fast sports car? a. because they can accelerate at a high speed b. because they can run 70 miles per minute c. because they are faster than other animals 5: Why are antelopes not an easy prey for Cheetahs? a. antelopes run faster than Cheetahs b. antelopes have big strong antlers c. antelopes run very fast for very long distances
Guided Reading Level P/Q Lexile Level 675-700 WPM Goal 90-100
STRIKERS
1: What position does the striker usually line up in? a. closest to opposing goal b. closest to their own goal c. on the sidelines 2: Who can be a striker? a. the coach b. forward, midfielder, or back c. the goalie 3: Who is most likely to score a goal? a. the goalie b. the back c. the striker
4: Which skills are most important for strikers? a. running, kicking, dribbling b. running, shouting, jumping c. running, diving, sliding 5. What is the strikers job? a. to pass to midfielders b. to protect the goal c. to attack the goal
QUARTERBACKS
1: Which position is usually the most important on the offensive team? a. wide receiver b. center c. quarterback 2: Who is usually the first player to get the ball from the center on most plays? a. the halfback b. the quarterback c. the tight-end 3: Which things is a quarterback allowed to do? a. pass, handoff, run b. pass, handoff, run, and kick c. pass, handoff, run, kick and pitch
Guided Reading Level P/Q
WPM Goal 90-100
4: Which skill is most important for quarterbacks? a. to run fast b. to pass accurately c. to block well 5: Why is the quarterback the most important position on offense? a. because he can tackle other players b. because he has to make key decisions c. because he can run with the ball
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GOALIES
1: How do you get a score in soccer? a. kick the ball into the net b. run past the goal line c. pass the ball to another player 2: What is a goalies job? a. to score goals b. to block passes c. to protect the goal 3: What position in baseball is similar to a soccer goalie? a. outfielder b. shortstop c. pitcher
Guided Reading Level P/Q
WPM Goal 90-100
4: Where on the field is the goalie positioned? a. in the center b. near the sideline c. around the goal 5: Which skill is very important for goalies? a. outstanding eye-hand coordination b. a loud, clear yelling voice c. speed for long distance running
Weather
1: Water vapor is when water changes from liquid to a. solid b. gas c. fuel 2: When water droplets become heavy in the clouds and fall to the ground it is called a. condensation b. saturation c. precipitation 3: When water vapor cools and returns to liquid form it is called a. condensation b. saturation c. precipitation
Guided Reading Level Q
Lexile Level 700
WPM Goal 90-100
4: When water vapor rises it cools and condenses into tiny droplets to form a a. solid b. cloud c. rainbow 5: As liquid is heated by the Suns warmth, it changes into a ______form. a. solid b. vapor c. gas
sharks
1: Unlike other fish, sharks do not have a. gills b. bones c. fins 2: A sharks skeleton is made of a. bone b. muscle c. cartilage 3: Sharks have special senses, they can feel_____________that helps keep them safe. a. vibrations b. predators c. sound
Guided Reading Level R
Lexile Level 725
WPM Goal 100-110
4: Sharks can feel electric a. shocks b. impulses c. eels 5: All sharks are a. mammals b. scary c. fish
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big cats
1: What is the worlds fastest mammal? a. leopard b. tiger c. cheetah 2: How do big cats hide when hunting? a. in trees b. camouflage c. in caves 3: What is the organ that helps a big cat roar? a. lungs b. larynx c. heart
Lexile Level 725
WPM Goal 100-110
4: How fast can a cheetah run? a. 70 mph b. 60 mph c. 50 mph 5: What is another name for the voice box? a. lungs b. chords c. larynx
OCEANS
1: How much of the Earth is covered with water? a. one quarter b. one half c. three quarters 2: What good things come from the ocean? a. hurricanes b. seafood c. tsunamis 3: What destructive things come from the ocean? a. tsunamis b. petroleum c. salt
Guided Reading Level R/S
WPM Goal 100-110
4: Why would life on Earth be impossible without the oceans? a. oceans carry most of the worlds drinking water b. oceans provide things people need to survive c. oceans waters carry the salt to put on their food 5: What does It is where hurricanes are born mean? a. this is where hurricanes die out b. this is where hurricanes are not dangerous c. this is where hurricanes are formed
Guided Reading Level R Lexile Level 725 WPM Goal 100-110
Space
1: What is the space beyond the Earths atmosphere called? a. atmosphere b. hydrosphere c. outer space 2: What do we call a person that travels in space a. astronaut b. space traveller c. cosmonaut 3: The farther you go from Earths surface the ______________the atmosphere becomes. a. thicker b. thinner3 c. heavier
4: As you reach outer space, there is almost a. too much oxygen b. no air c. no stars 5: What do we call the layer of gases surrounding the Earth? a. atmosphere b. outer space c. clouds
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CELL PHONES
1: What kind of screen is on a cell phone? a. CRT (cathode ray tube) b. LDC (liquid crystal display) c. plasma 2: How do you talk and hear on a cell phone? a. with microphones and speakers b. with cameras and CD players c. with the LCD and battery 3: How are cell phones powered? a. with a battery b. with a microprocessor c. with a SIM chip
Lexile Level 725
WPM Goal 100-110
4: How is a cell phone the same as a computer? a. you always use them to make phone calls b. they both have keys with letters and numbers c. they only run with batteries 5: What if a cell phone did not have a microphone? a. you would not be able to speak to the person you called b. you would not be able to hear the person you called c. nothing, the cell phone would still be good to use
Guided Reading Level R Lexile Level 725 WPM Goal 100-110
MP3 PLAYERS
1: These days, what do many young people use to listen to music? a. records b. T.V. c. MP3 players 2: What makes MP3 players so popular? a. colorful cases b. digitized sound c. carrying straps 3: How many songs can you save on an MP3 player? a. ten b. thousands c. millions
4: How has MP3 players changed the way we listen to music? a. it allows us to select from thousands of songs b. it allows us to listen to the latest news c. the batteries are cheaper 5: One of the advantages of the MP3 technology is a. to use less space when organizing files b. to avoid losing data c. to be used with any technology
CONTINENTS
1: What does the Earth look like from space? a. a tiny green ball b. a big blue frisbee c. a big blue marble 2: Where is Australia located on Earth? a. the Northern Hemisphere b. the Southern Hemisphere c. on Antarctica 3: How many countries are on the continent of North America? a. 25 b. 33 c. 23
Guided Reading Level R/S
WPM Goal 100-110
4: What is meant by the land down under? a. land under the Equator b. land under the North Pole c. land under the ocean 5: What does the Sun look like from space? a. a big balloon b. a big ball of fire c. a big circle
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Geology
1: What is the hottest part of the Earth? a. mantle b. crust c. core 2: The Earths surface is a. smooth b. hard and solid c. soft 3: The lithosphere is made up of the a. core and inner core b. mantle and core c. crust and upper mantle
Lexile Level 725
WPM Goal 100-110
4: The hydrosphere is the _______________on the Earths surface. a. water b. air c. rock 5: At the very top of the lithosphere is where we find a. water b. air c. soil
Computers
1: What is email? a. an instant message b. a game c. homework 2: Where does a computer store most of its information? a. emails b. software c. hard drive 3: We see the work we are doing on a computer on the ______________ a. hard drive b. monitor c. mouse
Lexile Level 725
WPM Goal 100-110
4: What do you use to type a document or an email? a. mouse b. cursor c. keyboard 5: The _______________ is used to control what you do and to complete tasks on the computer. a. mouse b. cursor c. keyboard
Build it green
1: What materials are natural? a. vinyl and carpet b. rubber and paint c. adobe and hay 2: If you are painting your bedroom, you should buy paints that a. have high VOCs b. have low-VOC or zero-VOC c. have varnish 3: Why are well insulated homes green homes? a. they dont waste energy b. they are painted green c. they let cold air in and warm air out
Lexile Level 725
WPM Goal 100-110
4: Why is it important to conserve water and energy when building green? a. it is easier to build a house b. it makes our houses look nicer c. it is good for the Earth 5: Some green homes make their own energy using a. wind turbines b. gas c. waterfalls
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Plants out of place

1: What is an invasive plant? a. a native plant b. a nonnative plant c. a young plant 2: By creating lots of shade invasive plants a. are helpful to the plants beneath them b. turn white c. are harmful to the plants beneath them 3: Most people feel that invasive plants need to be controlled because they a. harm the environment b. help insects c. help native plants
Lexile Level 725
WPM Goal 100-110
4: Which method for controlling invasive plants is the least healthy for people? a. biological control b. herbicides c. manual removal 5: When people remove plants manually a. they save a lot of time b. they still use chemicals c. it can be a lot of work
VIDEO GAMES
1: When were video games first introduced? a. the 1970s b. the 1960s c. the 1980s 2: What is the microprocessor also known as? a. the lungs b. the heart c. the brains 3: What does an animator do? a. create images for video games b. create recipes for cook books c. create solutions to problems
Guided Reading Level S
Lexile Level 775
WPM Goal 110-120
4: What was the disadvantage of first generation arcade video games? a. they had limitations b. they were easy to carry c. they were attractive 5: What did the second generation of video games do? a. acted like humans b. stored information c. worked on its own
Energy
1: Work is the ability to make an object a. stop b. move c. disappear 2: A light bulb uses electrical________________ to light up. a. force b. movement c. energy 3: The movement of the pitchers arm gives___________energy to the baseball. a. moving b. kinetic c. potential
Lexile Level 775
WPM Goal 110-120
4: A boulder that stops on a hillside has ______________energy. a. potential b. kinetic c. moving 5: The Law of Conservation of Energy means the energy that exists a. grows b. stops c. remains the same
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Ice to Steam
1: What is a liquid? a. A substance that has a fixed shape. b. A wet substance that you can pour. c. A wet substance that is solid. 2: Ice is the same material as liquid water, but it has different properties because it is a a. gas b. liquid c. solid 3: The air around the Earth is a. gas b. oxygen c. vapor
Lexile Level 775
WPM Goal 110-120
4: Gases do not have fixed shapes or a. volumes b. vapor c. smell 5: The amount of space something takes up is its a. shape b. volume c. area
animal invaders
1: Native animals are animals that a. are new to the ecosystem b. have been brought to the ecosystem c. already existed in the ecosystem 2: Animals that have been brought to a new location a. are always harmful b. are nonnative animals c. are native animals 3: What happens when an invasive species enters a new environment? a. it becomes part of the environment b. it competes with the native animals c. it isolates itself from the native animals
Lexile Level 775
WPM Goal 110-120
4: What happens when the native animal population is reduced? a. it affects the food chain b. more native animals are brought in c. more nonnative animals need to be brought in 5: How do people transfer nonnative animals? a. by traveling b. by eating c. by dancing
exploring the solar system

1: Who travels in space? a. astronomers b. astronauts c. anthropologists 2: How do astronomers use the principals of math and physics to learn about the universe? a. to chart out the galaxies and solar systems b. they use them when they travel in space c. they use them to create new planets 3: What is larger? a. solar system b. galaxy c. universe
Lexile Level 775
WPM Goal 110-120
4: What star do the eight planets in our solar system orbit around? a. the Sun b. the Moon c. the comets 5: What do comets, asteroids, and meteoroids have in common? a. they are made of rock and ice b. they are made of metal or rock c. they orbit the Sun
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PEDRO AND THE COYOTE

1: Where did Pedro live? a. on a farm b. in the city c. in the suburbs 2: What did he do there? a. he traveled b. he worked c. he swam 3: Who were his favorite animals? a. cows b. sheep c. chickens
Lexile Level 775
WPM Goal 110-120
4: What was Pedros main responsibility? a. to take care of his family b. to take care of milking the cows c. to take care of the chickens 5: Why was a visit from Seor Coyote not a good day for Pedro? a. Seor Coyote was helpful b. Seor Coyote was mean c. Seor Coyote was funny
hispanic culture
1: What have Hispanic traditions deeply influenced in the United States? a. art and culture b. travel and recreation c. cars and planes 2: What is a guild system? a. a group of horses b. a group of painters c. a group of chefs 3: Why would an apprentice work with a master for several years? a. to have company b. to learn from the master artist c. to teach the master artist
Lexile Level 775
WPM Goal 110-120
4: Spain was a Roman Catholic country, as a result the Aztecs and other native people a. were forced to become Roman Catholic b. taught about a new religion c. saw a new religion 5: What is adobe? a. a mixture of sticks and stones b. a mixture of water and cement c. a mixture of straw and clay
african american culture

1: Who are trendsetters? a. a type of dog b. people who set a new style c. people who never change things 2: What is the Great Migration? a period when many African Americans a.
moved to urban Northern cities b. a period when many African Americans moved to the rural South c. a period when many African Americans moved out West
Lexile Level 775
WPM Goal 110-120
4: What made Meta Vaux Warrick Fullers sculptures unique? a. she used African American themes and
folk tales to help her create them
b. she made them in Paris, France c. she made them in Venice, Italy
3: Why did the Great Migration set the scene for the Harlem Renaissance? a. all the African Americans that moved
5: Why are the blues sad? a. the first African Americans that sang them had happy lives b. the first African Americans that sang them had difficult lives c. the first African Americans that sang them had easy lives
were already great artists b. there were many talented African American artists in one place c. none of the African American were artists
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Our footprint on earth

1: In the 1700s people began replacing human workers with a. cars b. machines c. robots 2: Fossil fuels are coal, natural gas, and a. water b. wind c. oil 3: When we burn coal, oil, and natural gas for fuel too much _________________enters the atmosphere at one time. a. dioxide b. carbon c. fuel
Lexile Level 800
WPM Goal 110-120
4: Greenhouse gases are trapping more of the Suns energy in the Earths atmosphere causing a. global warming b. thunderstorms c. snow storms 5: When the Sun sends solar energy to the Earth what percentage is reflected back toward space? a. 50 % b. 70% c. 30%
THE INTERNET AND EMAIL

1: Where does the Internet exist? a. in cyberspace b. in outer space c. in our imagination 2: What are some of the things you can do on the Internet? a. do homework and send emails b. find information and play games c. both a and b 3: What do the letters www stand for? a. World Wide Wrestlers b. World Wide Web c. World Wide Wonder
Lexile Level 800
WPM Goal 110-120
4: Emails are delivered by internet as mail is delivered by a. a trucker b. a friend c. a mailman 5: What is the benefit of the Internet and email? a. it makes communication more convenient b. it has separated people c. it has made people communicate less
GOING GREEN
1: What are two sources of fossil fuels? a. water and sand b. oil and coal c. oxygen and fire 2: About how many coal burning power plants are there in the world? a. 100,000 b. 75,000 c. 50,000 3: What are some alternative sources of energy? a. solar and wind energy b. people power c. soda and chips
Lexile Level 800
WPM Goal 110-120
4: Fossil fuels are bad for the Earth because a. they contaminate our atmosphere b. they make our streets dirty c. they are not good to eat 5: When comparing two types of energy it is important to keep in mind a. the effect on the environment b. the smell c. the amount needed
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Restoring wetlands
1: What is an ecosystem where water covers the soil or is near the surface of the soil? a. tundra b. wetlands c. arctic 2: A place where large amounts of water can be stored is called a a. reservoir b. ecosystem c. habitat 3: Wetlands act as a filter to remove___________ from the water that passes through them. a. dirt b. fish c. impurities
Lexile Level 800
WPM Goal 110-120
4: The wetlands are filled with many different______________________. a. water sources b. rivers c. habitats 5: What is the water that is stored beneath the wetlands called? a. groundwater b. reservoirs c. ecosystems
GPS
1: Satellites run on what type of energy? a. wind b. solar c. electricity 2: A track log shows a. where you have been b. where you can go c. how long it will take to get somewhere 3: A GPS_________records your journey as you travel. a. tracker b. navigator c. receiver
Lexile Level 800
WPM Goal 110-120
4: A breadcrumb trail helps you a. retrace your steps b. make dinner c. keep the exact time on Earth 5: A satellite makes how many rotations around the Earth in one day? a. 1 b. 2 c. 3
Infections, Infestations, and diseases

1: When you do not have a disease you feel a. healthy b. tired c. sick 2: People can get an infection when a. they clean a cut b. a cut gets dirty c. they put medicine on a cut 3: Pathogens make you feel a. happy b. ill c. energetic
Lexile Level 800
WPM Goal 110-120
4: What is it called when your kitchen is full of ants? a. an infection b. parasites c. an infestation 5: A parasite a. sucks your blood b. is a disease c. is a host
150
microworlds
1: Atoms and molecules are made of a. matter b. wood c. particles 2: What are atoms? a. molecules b. tiny particles c. large particles 3: What is a molecule? a. an atom b. an electron c. groups of atoms joined together
Lexile Level 800
WPM Goal 110-120
4: Matter is the stuff things are made of, materials are a. heavier than matter b. lighter than matter c. types of matter 5: How can you tell that all atoms and molecules are not the same? a. because all materials are not the same b. because all materials are the same c. because all materials are made of atoms and molecules
islamic culture
1: When traders brought paper west from China, a. it caused fires b. it was used in all types of books c. it was used as fuel 2: What might have happened if there was not paper in the 800s? a. the works of Plato and Aristotle might have been lost b. there would have been computers c. there would have been typewriters 3: What is algebra? a. a type of food b. a type of math c. a type of furniture
Lexile Level 800
WPM Goal 110-120
4: Why did people put stucco on walls? a. to make them strong b. to keep them up c. to hide the mud-brick walls 5: What are arabesques? a. circles b. squares c. plant shapes
native american culture

1: Why was Native American art made? a. to hang in museums b. for everyday use c. to sell to Europeans 2: Why of art? did Native American art become works a. they were carefully made b. they were broken c. they were old
Lexile Level 800
WPM Goal 110-120
4: What is a kachina? a. a dancer b. a singer c. the spirit of a living thing 5: Why did the beads women in the Eastern tribes use change over time? a. they were influenced by Europeans and other tribes b. they wanted to look better than other tribes c. they were running out of stones and seeds
3: Some books are used to teach math. Kachina tihus are used to teach a. hunting b. sewing c. religion
151
ancient egyptian culture

1: What is the ancient Egyptian culture famous for? a. food b. movies c. art 2: Why do people from all over the world want to visit the pyramids? a. they are miniature monuments b. they are huge monuments c. they are tiny monuments 3: Kings ruled Egypt, scribes a. sang for kings b. danced for kings c. made lists of their kings
Lexile Level 800
WPM Goal 110-120
4: Who did the head of a dynasty pass the throne to? a. his brother b. his wife c. his son or daughter 5: What is a serekh? a. an ancient animal b. an image of a palace with a falcon on top c. a scribe
Food Chains and webs

1: An extinct animal _____________________ a. is dying out. b. no longer exists. c. is in danger. 2: Where an animal lives is__________________ a. its environment. b. the forest. c. the ocean. 3: Without ______________living things cannot grow or move. a. food b. water c. energy
Guided Reading Level U
Lexile Level 825
WPM Goal 110-120
4: A living thing that makes its own food is a _______________ a. producer b. animal c. chef 5: Photosynthesis requires plants to use sunlight and______________ a. food b. water c. dirt
solar energy
1: What type of resource is solar energy? a. nonrenewable b. a planet c. renewable 2: How does a thermal collector work? a. it absorbs heat energy b. it leaks heat energy c. it creates heat energy 3: What happens when a parabolic trough directs sunlight to tubes and transfers heat? a. energy is lost b. it makes steam c. it makes a solid
Lexile Level 825
WPM Goal 110-120
4: PV cells use sunlight to a. make electricity b. make steam c. insulate metal 5: How could we make solar power more affordable? a. make smaller thermal collectors b. make less efficient thermal collectors c. develop new more efficient thermal collectors
152
wind energy
1: What type energy does wind have? a. potential energy b. mechanical energy c. kinetic energy 2: Kinetic energy is the energy of motion while potential energy is a. stored energy b. electrical energy c. mechanical energy 3: When does a wind-driven machine work? a. it only runs during the day b. it only runs at night c. it runs when there is wind
Lexile Level 825
WPM Goal 110-120
4: A wind vane a. measures the wind b. shows the direction of the wind c. changes the direction of the wind 5: Why is it useful to use wind energy? a. it is renewable b. it is always windy c. it is nonrenewable
BIOFUELS
1: How do plants use energy from the Sun? a. they reflect the Suns rays b. they shade themselves under leaves c. they create their own food 2: What is the largest farm crop in the United States? a. soybeans b. corn c. wheat 3: How can plants replace products, such as gasoline? a. by using less of the Suns energy b. by being turned into biofuels c. by using less water to grow
Lexile Level 825
WPM Goal 110-120
4: What is the process that converts corn to ethanol? a. atomic Fission b. fermentation c. reverse Osmosis 5: Fermentation means a. to keep b. to change c. to destroy
you cant wear these genes

1: Who do parents pass traits to? a. other species b. their offspring c. their friends 2: What is DNA? a. coded genetic material b. an atom c. an element 3: Humans are always born to humans and kittens are always born to ____________. a. pigs b. mice c. cats
Lexile Level 800
WPM Goal 110-120
4: Why do humans have a large number of genes? a. they have many traits b. DNA is simple c. All offspring look the same 5: Chemical reactions occur ________________. a. outside the cell b. beside the cell c. inside the cell
153
turn on the light

1: Matter is made up of many a. objects b. atoms c. protons 2: An atom can be seen a. through a microscope b. through a telescope c. through binoculars 3: Protons and neutrons are found in the a. electrons b. water c. nucleus
Lexile Level 825
WPM Goal 110-120
4: What jumps from atom to atom to create an electrical current? a. electrons b. protons c. neutrons 5: Everything around us is made of a. air b. electrical current c. matter
Rot and decay

1: When a plant begins to break down into small parts it is a. recycling b. decomposing c. growing 2: When something was once alive it creates a natural waste as it decomposes also called a. organic matter b. chemicals c. recycling 3: What is released when decomposers break up waste? a. decay b. air c. chemicals
Lexile Level 825
WPM Goal 110-120
4: What is the environment? a. decaying plants b. natural surroundings c. matter 5: All plants and animals need ___________to grow. a. waste b. chemicals c. nutrients
understanding models
1: What are scale models? a. graphical models b. physical models c. imaginary models 2: If you wanted to understand your function in the universe, what type of model would you use? a. a scale model b. a physical model c. a conceptual model 3: Scale models are proportional to an original object, graphical models are a. round b. square c. flat
Lexile Level 825
WPM Goal 110-120
4: Why do we use mathematical models? a. to help us predict things like the global population in 10 years b. to show proportions of the original object c. to look like the original object 5: Scientific models a. are always scale models b. are always mathematical models c. come in many forms
154
using scientific tools

1: Telescopes are used to see a. distant objects b. close objects c. near objects 2: What do optical telescopes use? a. water b. electrons c. light 3: If you need to take a very close look at a small object you should put it under a. a magnifying glass b. an electron microscope c. a telescope
Lexile Level 825
WPM Goal 110-120
4: What is useful about the metric system? a. it measures things in yards b. it measures things in feet c. each unit is connected 5: What does a centrifuge do? a. blends liquid mixtures b. separates liquid mixtures c. makes liquid mixtures
The cheerleaders
1: What physical skills do cheerleaders need? a. control, strength, and balance b. running a mile in under 5 minutes c. sitting perfectly still 2: Why do cheerleaders perform plyometric exercises? a. to stay limber b. to gain strength c. to grow tall 3: Why is verbal encouragement important? a. to be upbeat and depressed b. to everyone knows the time c. for better performance
Guided Reading Level T/U
WPM Goal 110-120
4: One of the requirements in being a cheerleader is a. being a circus performer b. having excellent physical skills c. developing into a good reader 5: What do gymnasts and cheerleaders have in common? a. they are both weak minded b. they are both athletes c. they are both comedians
cells
1: What do all living things have? a. a claw b. a tooth c. a cell 2: The cytoplasm is a. jellylike b. solid c. gas 3: Where are chromosomes? a. inside the cell membrane b. outside of the cell c. inside the nucleus
Guided Reading Level V
Lexile Level 875
WPM Goal 110-120
4: Genes determine a. all the cells activities b. your hair color c. your likes and dislikes 5: Why do plants have a stiff outer wall surrounding their cell membrane? a. to protect them b. to keep in pests c. to keep in pesticides
155
rocks, minerals, and soil

1: What is humus? a. inorganic matter b. organic matter c. chickpeas 2: When do minerals begin to build a solid shape? a. at a certain temperature b. when it is dark c. when there is liquid 3: When looking for minerals, you may find them in many a. crystals b. forms c. fibers
Lexile Level 875
WPM Goal 110-120
4: Metamorphic rock is formed when a preexisting rock a. falls b. is heated c. is replaced 5: Why might you find sedimentary rock near mountains? a. mountains are made of rock b. mountains have magma c. small particles fall off of mountains
sorting the elements

1: What are elements made of ? a. molecules b. compounds c. one kind of atom 2: How many protons, neutrons, and electrons does each element have? a. the same number b. different numbers c. equal numbers 3: The lightest element has a. two protons and two electrons b. three protons and three electrons c. one proton and one electron
Lexile Level 875
WPM Goal 110-120
4: Why might there be more than ninety-two elements shown on the periodic table? a. some known elements where not listed b. new elements might be discovered in the future c. room was made on the chart to list compounds 5: When two or more different atoms join together they make a. an element b. an atom c. a compound
GYMNASTICS
1: What are the four gymnastic events that girls compete in? a. running, jumping, swimming, and singing b. rings, pommel horse, horizontal bar, and parallel bars c. floor, balance beam, uneven parallel bars, and vault 2: How do gymnasts master new moves? a. by being lucky b. with practice and repetition c. by talking with their fans 3: What are a some of the benefits of being a gymnast? a. large financial rewards b. good for your body, mind, and future c. lots of time for a busy social life
Guided Reading Level W/X
WPM Goal 110-120
4: Why is gymnastics a very demanding sport? a. it requires good communication b. it requires top conditioning c. it requires height 5. Gymnastics can a. make a persons body weak b. make a persons body too strong c. make a persons mind and body healthy
156
KARATE
1: What does every karate session begin and end with? a. a curtsy b. a right hand punch c. a courtesy bow 2: What is a basic ready stance in karate? a. the horse stance b. the front stance c. the sumo stance 3: How much of your weight should you have on your front leg in the front stance? a. 25 to 35 percent b. 60 to 70 percent c. 100 percent
Guided Reading Level W/X
WPM Goal 110-120
4: Why does every karate session begin with a courtesy bow? a. to show respect b. to stretch c. to say hello 5: Why is it important to distribute your weight evenly in a front stance? a. to stand up straight b. to keep the balance c. to get ready to fight
157
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Teachers Guide

Reading Intervention for Grades 1 through 12

Post Office Box 643328 Vero Beach, FL 32964

Reading Intervention and the Reading Web

Reading Intervention and the Reading Web

What Do Teachers Do, What Do Students Do, What Do Administrators Do...

Getting Started with the reading web

Getting Started with the Reading Web

Unlimited for site

Unlimited for site

Adding Site Data to Reading Web

Check all groups that student is in.

Reading Progress Assessment (RPA)

1.1 1.4 1.7 2.0 2.9 3.6 4.3 5.0 6.0 7+

Suggested Pre- and Post-Test Passages By Grade Level

Pre/Post Test Passages for Students in 1st Grade

Pre/Post Test Passages for Students in 2nd Grade

Pre/Post Test Passage for Students in 3rd Grade

Pre/Post Test Passage for Students in 4th Grade

Pre/Post Test Passage for Students in 5th Grade

Pre/Post Test Passage for Students in 6th Grade

Pre/Post Test Passage for Students in 7th Grade and Up

Total Score: 6-10

Total Score: 0-5

Have student read the next higher assessment passage.

Assign student a beginning Reading Web title at this reading level.

Have student read the next lower assessment passage.

Have student read the next lower assessment passage.

Have a Look... Using the RPA

Example of Completed Reproducible:

Reading Web Student Assessment Record Sheet

TOTAL SCORE RESULTS (check one)

ADDITIONAL PLACEMENT TEST PASSAGES (If needed)

TOTAL SCORE RESULTS (check one)

TOTAL SCORE RESULTS (check one)

INITIAL PLACEMENT LEVEL (IPL): 18

Comments and Observations

Reading Web Student Reading Record

Date Title Completed:______________________ Students Grade:__________________________ Teacher:___________________________________ Book Level:________________________________

Total Score for Computer Activities

Total Score for Teacher Evaluation of Recorded Reading

Reading Behaviors Observed

Assessment of Teacher Directed Activities and Independent Reading

4. Teacher Lead Individual Reading Conference

Scoring Rubric Conversions: (+) = 5 Points () = 3 Points (X)= 0 Points

Workstations and Instruction with the Reading web

Workstations and Instruction with the Reading Web

Workstation 1: Book Preview

Book Preview Teaching Strategies

Computer Teaching Strategies

Online Teacher Resources available at

Alternate Computer Teaching Strategy

Comments and Questions for Listening Partners

Small Group Instruction

Reading Teaching Strategies

Workstation 4: Vocabulary Building

Vocabulary Building Teaching Strategies

Workstation 5: Comprehension Check

Comprehension Check Teaching Strategies

Alternate Comprehension Check Teaching Strategy

Reading Response Journal Prompts for Nonfiction Books

Workstation 6: Teacher Instruction

Teacher Instruction Teaching Strategies

Date Title Completed:____ Students Grade: Teacher:_ Book Level:______________

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