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blend engaging text and graphics to new series that are
specifically designed to meet CCSS requirements.
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HMH’s customized Bookroom option simplifies the Bookroom building
process with the perfect mix of titles to fit your budget and needs. We
can design your custom Bookroom to meet CCSS and additional state/ Custom Bookroom Features:
local standards, serve special populations, and fit any size budget.
• Teaching Notes
With a customized Bookroom, you’ll find all the advantages of standard • Six-packs of Leveled
Readers in plastic sleeves
Bookrooms—economic savings, more titles available to all students for
deeper reading, easier management—and the additional customization • Leveling Labels online
will help you best meet the varied needs of your students to support • Storage options
reading development.
• Ramp up to more complex texts by offering Leveled Readers on the same topic as the target texts.
• Practice the rigor of the Standards in a learning sandbox—a selection of texts students can read
with greater confidence.
• Build domain knowledge and vocabulary with Leveled Readers aligned to the Standards.
• Loop back to Leveled Readers from a complex text so students can make connections and build analytic skills.
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Leveled Readers & Bookrooms Trusted Quality. Rich Selection. One Source.
PM titles
America’s #1 Resource for available in
My eBookroom!
Leveled Reading see back cover
2 3
PM Science Reader
Overview A boy goes to the park with his dad. He sees things made of Focus on Fluency ESL-ELL tip
•
Haydon
metal, rubber, plastic, wood, and rope. Use a computer presentation program or a transparency to display this
sentence: The box is made of wood. With children, read aloud the sentence. Before reading the book,
Reading Vocabulary Words bucket p. 4, rubber p. 7, hammock p. 8, write the first stanza of “Mary
Say Important words are often written with dark letters. Wood is an important
rope p. 15 Had a Little Lamb” on chart
word in this story.
Phonics Skill Identifying and segmenting syllables
• Have children scan the story for words in boldface. Have them list the paper. Point to the words as
Fluency Point Emphasizing words in boldface words. Say These words will help you understand the story. you play an audiotape of this
Comprehension Strategy Building background knowledge song. Then have children clap
Reading Reading Strategy Looking for words you know Focus on Comprehension the rhythm as you play the
Word Count: 119 • Explain that sometimes readers need to learn more about a subject before song again. Have children
they read a book. What they learn will help them understand difficult identify the two-syllable words
or new words and ideas. Give children information about the building
in the song (Mary, little).
High-Frequency
Words
1 Before Reading materials referred to in the story.
PM Science Readers
66 Teacher’s Guide
9994212842 What Is It Made Of PM Science Readers Red 1
Red Level 67
2 PM Science Readers Red What Is It Made Of 9994212842
PM Plus (1–5) PM Photo Stories (K–2) PM Math Readers (K–2) PM Science Readers (K–2)
More titles at levels Magenta Real photos and realistic stories Support literacy and sequential Integrate literacy and science with
through Sapphire help children make connections to math instruction simultaneously content based on national science
their own lives standards
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Leveled Readers & Bookrooms Trusted Quality. Rich Selection. One Source.
The stunning visuals and engaging topics found in BOLDPRINT® Kids
Readers (Grades K-3) teach reading comprehension strategies and fou
BOLD
skills through guided reading (Levels Look. BOLD Content.
A-R).
BOLD Approach.
» Each reader connects to 1 of 5 reading comprehension strategies
» Atvisuals
The stunning leastand1 engaging
book per level
topics foundcombines
in BOLDPRINT®fiction andReaders
Kids Graphic non-fiction
(Grades K–3) teach
reading»comprehension
Guided Reading lessons
strategies and in the
foundational skillsback
throughof each
guided reader
reading offer
(Levels A–R). a content
area co
• Each activity to subjects,
reader connects including:
to 1 of 5 reading writing,
comprehension math, art, science, and social studie
strategies
• At least 1 book per level combines fiction and nonfiction
» Teaching
• Guided tipsinsupport
Reading lessons ELL,reader
the back of each theoffer
Common Core
a content area Reading
connection activity to subjects,
Standards,
including and
writing, math, more!and social studies
art, science,
• Teaching tips support ELL, the Common Core Reading Standards, and more!
Online Program Guide available
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complete balanced literacy program.
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For teaching tips, see the BOLDPRINT® Kids Graphic Readers Program Guide at www.steckvaughnboldprint.com.
and Reading Foundational Skills Reading Foundations answering the following questions to m
3b. Know spelling-sound correspondences for additional Word Study: Compound Words Page 4 Say: On page 4, Shelly says
common vowel teams. High-Frequency Words: family, fish, take care of them. Why is this an i
Foundational Skills Informational Text
2. Identify the main topic of a multiparagraph text
happy, really, show, sound, start,
teach, through, time, turn, water
Page 11 Say: The author includes a
What is the author trying to expla
4. Determine the meaning of words and phrases in a text Reading Vocabulary: assistant, dolphin, Page 13 Say: What do you think a
6. Identify the main purpose of a text, including what the flippers, surface, swallow, teeth, they do? How do you know?
author wants to answer, explain, or describe. trainer, trick, underwater, welcome Page 15 Say: On page 9, the autho
8. Describe how reasons support specific points the author Fluency: Reading with Expression commands. What reasons from th
makes in the text
9. Compare and contrast the most important points
Before Reading:
presented by two texts on the same topic.
Review the Comprehension Strategy
• Say: Now that you have read the story
Strategy Introduction main idea is. Draw a concept web for t
circles and work in toward a main idea.
Making Connections Modeling Example Say: The impor
• Introduce the book by pointing to the cover and reading the title to the class. dolphins and how they act with tr
• Have children make a text-to-world connection. Say: This story takes place at learners. They are curious and play
an aquarium. Does this setting remind you of something? suggest other details from the stor
dolphins are wonderful animals th
Introduce the Comprehension Strategy
• Remind children that good readers iden
• Point to the Identifying Main Idea/Theme visual on the inside front cover of
children to identify the main idea when
this book. Say: Today we will learn how to identify the main idea of a book by
• For additional Common Core reading s
figuring out the most important idea. Books also contain important details
Program Guide at www.steckvaughnbo
that help explain the main idea.
• Draw a concept web on the board. In the middle circle, write There are many
ways to help your community. In the outer circles, write volunteer at animal ELL SUPPORT: Use visuals to reinforce w
shelter, donate clothes, and pick up litter. Ask children for more suggestions. the illustrations to explain the dolphins' an
Modeling Example Say: As you read a book, try to figure out the most shaped noses. On page 6, point out the do
important idea. Our concept web shows a main idea surrounded by the teeth. Stress these words as you point
important details that support it. A book does not always say what its
Modeling Examples main idea is. Sometimes you have to figure it out using the important SCIENCE CONNECTION: Ask childr
details. For instance, if the middle circle were blank, you could guess that dolphins while reading. Then read a book a
the main idea is about how you can get involved in your community. About Whales and Dolphins by Gilda Berg
• Say: Good readers identify a book’s main idea because it helps us understand list facts they learned from the second bo
what the author is trying to tell us. The main idea is the most important idea.
During Reading:
Strategy Application
Comprehension Strategy: Apply the Comprehension Strategy
Identifying Main Idea/Theme • Distribute copies of the book My Day with Dolphins and have children read
aloud independently. Encourage children to point to each word as they read.
Common Core Reading Standards • When children reach the end of pages 4, 11, 13, and 15, lead them in discussing and
Foundational Skills Reading Foundations answering the following questions to monitor their understanding of the text.
3b. Know spelling-sound correspondences for additional Word Study: Compound Words Page 4 Say: On page 4, Shelly says that trainers teach dolphins tricks and
common vowel teams. High-Frequency Words: family, fish, take care of them. Why is this an important detail?
Informational Text happy, really, show, sound, start, Page 11 Say: The author includes a lot of important details about dolphins.
2. Identify the main topic of a multiparagraph text teach, through, time, turn, water What is the author trying to explain?
4. Determine the meaning of words and phrases in a text Reading Vocabulary: assistant, dolphin, Page 13 Say: What do you think a trainer's assistant is? What do you think
6. Identify the main purpose of a text, including what the flippers, surface, swallow, teeth, they do? How do you know?
author wants to answer, explain, or describe. trainer, trick, underwater, welcome Page 15 Say: On page 9, the author writes dolphins can remember simple
8. Describe how reasons support specific points the author Fluency: Reading with Expression commands. What reasons from the book show this statement is true?
makes in the text
9. Compare and contrast the most important points
presented by two texts on the same topic.
Review the Comprehension Strategy
After Reading: • Say: Now that you have read the story, let’s all share what we think the
main idea is. Draw a concept web for this story. Start with details in the outer
StrategyMaking
ReviewConnections
circles and work in toward a main idea.
Modeling Example Say: The important details in this story are about
dolphins and how they act with trainers. Say and write: Dolphins are fast
• Introduce the book by pointing to the cover and reading the title to the class.
• Have children make a text-to-world connection. Say: This story takes place at learners. They are curious and playful. They like to do tricks. Have children
an aquarium. Does this setting remind you of something? suggest other details from the story. Say and write: The main idea is that
dolphins are wonderful animals that should be respected by humans.
Introduce the Comprehension Strategy
• Remind children that good readers identify a book’s main idea. Encourage
• Point to the Identifying Main Idea/Theme visual on the inside front cover of
children to identify the main idea when they read other books.
this book. Say: Today we will learn how to identify the main idea of a book by
• For additional Common Core reading skill practice, see the BOLDPRINT® Kids
figuring out the most important idea. Books also contain important details
ELL Support
Graphic Readers Program Guide at www.steckvaughnboldprint.com.
that help explain the main idea.
• Draw a concept web on the board. In the middle circle, write There are many
ways to help your community. In the outer circles, write volunteer at animal ELL SUPPORT: Use visuals to reinforce written words. Take a picture walk and use
shelter, donate clothes, and pick up litter. Ask children for more suggestions. the illustrations to explain the dolphins' anatomy. On page 5, point out the bottle-
Modeling Example Say: As you read a book, try to figure out the most shaped noses. On page 6, point out the dorsal fin and flippers. On page 7, point out
important idea. Our concept web shows a main idea surrounded by the teeth. Stress these words as you point and have children repeat after you.
important details that support it. A book does not always say what its
main idea is. Sometimes you have to figure it out using the important SCIENCE CONNECTION: Ask children to list facts they learned about
details. For instance, if the middle circle were blank, you could guess that dolphins while reading. Then read a book about dolphins, such as Splash! A Book
the main idea is about how you can get involved in your community. About Whales and Dolphins by Gilda Berger, aloud to children. Then have children
Content Area
• Say: Good readers identify a book’s main idea because it helps us understand
what the author is trying to tell us. The main idea is the most important idea.
list facts they learned from the second book. Have them compare their lists.
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Leveled Readers & Bookrooms Trusted Quality. Rich Selection. One Source.
Now with 50
Extreme Motivation, new titles, all coupled
with Common Core
Extreme Pairing, and based instruction!
Extreme Instruction!
Pair-It Extreme engages a new generation of students in the digital age with:
• Thematic clusters with cutting-edge images, exciting topics, and
recurring characters
• Extended reading on a topic, coupled with a strategic instructional approach
• Powerful connections between fiction and nonfiction texts
• Five Pillars Plus instruction includes critical thinking, listening, speaking, writing,
and now visual literacy
An ammonite fossil.
making the text interactive and engaging. The plants are food for Land animals live in places where they
can find food and water.
plant-eating dinosaurs,
ferns
4 like Brachiosaurus. 5
ng • Writing •
e aki Vi s
Sp
Five Pillars PLUS
ua
A Theme Opener introduces students to the
l Li
i ng
Five Pillars
tera
• Listen
cluster and its Guiding Question—a theme-
Phonemic Awareness
cy •
related question that students will revisit as they Phonics
s
Fluency
Cri tic
read each book. A Theme Wrap-Up concludes the
dard
Comprehension
OVERVIEW This book names and tells facts about dinosaurs. It is organized
tan
cluster with an engaging Big-Picture discussion
al T
Vocabulary
by dinosaur habitat, including land, river, forest, swamp, beach, sea, deep
water, air, and cliffs. The book ends with a quiz about each dinosaur’s habitat.
eS
hi
FOCUS SKILLS
ki t
ta
n
of the Guiding Question. ng
Comprehension Focus
eS
Comprehension Strategy: Synthesize: Analyze Argument
• Co
Cor
Listening Focus
Purposeful Listening: Connect Ideas and Information
Skill Focus
mmon
Text Features: Headings
The Book Lessons—two for each book in the Word Study: Prefix pre-
Fluency: Change Voice to Reflect Content and Characters
Vocabulary: Words about dinosaurs
Claire Llew
Llewellyn
eweellyn
Writing Focus
KEY OBJECTIVES
Reading: Informational: Describe how reasons support specific points the
builds skills in reading, speaking, listening, Nonfiction author makes in a text; Text Features: Know and use headings to efficiently
locate information in a text; Fluency: Read grade-level prose aloud with accuracy,
expression, and understanding; Word Study: Decode words with the prefix pre-.
Writing: Write explanatory texts that introduce a topic, use facts to develop
READING VOCABULARY
2_RNLETN916095.indd 1 4/21/12 12:04 PM
For All For ELL Previewing Prompts
Cover and title page: Read aloud the title, author, table of
safari
contents, and the book preview on the back cover.
fossils, dinosaurs
million,
creatures
Pages 2–5: What kind of creatures are pictured on pages 4–5?
(dinosaurs)
The lesson routine is consistent: Build
length, height, Pages 6–9: What food is this dinosaur able to eat because of its height
forest
Pages 10–13: Where are these dinosaurs making their nests and laying
jagged beach
their eggs? (on a beach)
Pages 14–17: What body part does this massive sea creature use to
Pages 20–24: Describe the creature that is leaping off the cliff. (It has
ANALYZE ARGUMENT ORGANIZER
My Book ______________________________________________________
_______________________________________________________________
_______________________________________________________________
DIFFERENTIATION FOR ELLS author’s points and reasons helps readers better understand the How does this reason support the point?
_______________________________________________________________
_______________________________________________________________
information in a text.
A Steck-Vaughn Pair-It Extreme
English-Spanish Cognates Tell children that some words have the same
meaning and almost the same spelling in English andModel
ENGAGING
the word dinosaur in the title and say the Spanish word
RELUCTANT READERS
aloud
Point to Analyze Argument Display and read
Synthesize:
in Spanish.
page 8. Say:
dinosaurio. Ask In the first sentence, the author states that
page A
supports rigor for all students.
a volunteer to say the word dinosaur/dinosaurio in Spanish and then
many animals liveinin forests. To find her reasons, I wonder why many animals
English. Repeat Magazine
the activityReading
with other English-Spanish cognates, such
Allow live in forests, and I read on in the text. I read two reasons why many animals
as imagine/imaginar on to
children page 2, air/aire
approach the on page 3, insects/insectos
on page 18, andbook
area/área and crocodile/cocodrilo live
like a magazine,
in forests:
on page so that they can hide among the trees and because there is plenty
24. Have
children use each English the
reviewing word in a sentence.
pictures, of food there. Model filling out the Analyze Argument Organizer as you
labels, and fact boxes first model identifying author’s points and the reasons that support them.
and beginning with any
section they choose. Explain
SET PURPOSE FOR READING
that children can read the
sections out of order, as long Tell children to identify the author’s points and reasons that support them
as they read the entire text.
in order to analyze arguments as they read. Tell children to be ready to
share the author’s points and reasons they found as they read.
Steck-Vaughn Pair-It Extreme
STRATEGIC READING
Have each child read the book at his or her own pace while you move
2_RNLETN916095.indd 2
around the group and listen4/21/12
in as12:04
children
PM
read to themselves, offering
assistance as needed. Coach children to apply the phonics skills and
comprehension strategy as they read.
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Leveled Readers & Bookrooms Trusted Quality. Rich Selection. One Source.
Series at a Glance
Series Title Science Social Studies Writing Connection
Infoquest, 3–6 • • •
Lighthouse, K–2 • • •
PM Platinum, K–2 • • •
PM Plus, K–5 • • •
PM Stars, K–2* • •
Sails, K–5* • • •
• • •
• • • •
• •
• • •
• • • •
• • •
• •
• •
• •
• •
• • •
• •
• • •
•
• • • •
• • • •
800.225.5425 | hmhco.com/leveled-reading • 11
Leveled Readers
& Bookrooms
Includes titles from
series favorites like
PM Books, Pair-It
Extreme, Sails,
Trusted Quality. Rich Selection. One Source. Flying Colors, and
Gigglers!
My eBookroom
Access over 1,000 eBooks for Grades K–5
anytime with just the click of a mouse.
hmhco.com • 800.225.5425