14 Levels 6–8 Accelerate Reading Achievement in Middle Schools with Research-Based, Proven Interventions Bridge the gap between struggling and proficient readers, bringing students up to grade level, with this rigorous and focused reading intervention program. Teach key reading skills by focusing on reading comprehension, fluency, word recognition, academic vocabulary, phonics, and more! This high-interest resource contains 30 standards-based lessons while allowing for differentiation strategies to target students who are on, above, and below grade level. With a wide variety of prepared resources and features, this kit will save teachers prep time, making it easy to implement right away. Inside Every Kit • Teacher’s Guide with 30 standards-based lessons • Full-color Student Guided Practice Book • 6 interactive Literacy Games • Assessment Guide • Digital Resources include all kit components plus audio recordings, teacher resources, assessments as Google Forms™, and Refocus Mini-Lessons in slide and PDF formats FOCUSED READING INTERVENTION Focused Reading Intervention Complete Kits and Student Guided Practice Books Each kit includes a single Student Guided Practice Book; additional copies can be ordered. Level Product Item # Price Level 6 Complete Kit 21143 $799.99 Student Guided Practice Books 21180 1–9 Copies: $18.99 ea. 10+ Copies: $16.99 ea. Level 7 Complete Kit 21144 $799.99 Student Guided Practice Books 21181 1–9 Copies: $18.99 ea. 10+ Copies: $16.99 ea. Level 8 Complete Kit 21145 $799.99 Student Guided Practice Books 21182 1–9 Copies: $18.99 ea. 10+ Copies: $16.99 ea. …We’re going to recover the people’s trust by standing up again for the values Americans admire. The party of Lincoln, Roosevelt and Reagan is going to get back to basics. In this country, we believe everyone has something to contribute. Everyone deserves the opportunity to reach their God-given potential, from the boy whose descendants arrived on the Mayflower to the Latina daughter of migrant workers. We’re all God’s children, and we’re all Americans. We believe in low taxes, spending discipline, and open markets. We believe in rewarding hard work and risk-takers. We believe in letting people keep the fruits of their labor. We believe in a strong defense, work, faith, service, and a culture of life. We believe in personal responsibility, the rule of law, and judges who dispense justice impartially. …I will keep taxes low and cut them where I can. My opponent will raise them. I will open new markets to our goods and services. My opponent will close them. I will cut government spending. He will increase it. My tax cuts will create jobs; his tax increases will eliminate them. My health-care plan will make it easier for more Americans to find and keep good health-care insurance. His plan will force small businesses to cut jobs and reduce wages. His plan will force families into a health-care system where a bureaucrat stands between you and your doctor. We all know that keeping taxes low helps small businesses grow and create new jobs. Cutting the second-highest business tax rate in the world will help American companies compete. This will keep jobs from going overseas. Doubling the child tax exemption from $3,500 to $7,000 will improve the lives of millions of American families. Reducing government spending and getting rid of failed programs will let you keep more of your own money. You will get to save, spend, and invest as you see fit. Excerpted and adapted from U.S. Senator John McCain’s acceptance speech for the Republican nomination for president September 4, 2008 Watch Watch Watch Watch Watch Watch Watch Watch Watch Watch Watch Watch Watch Watch Watch Watch Watch Watch Watch Watch Watch Watch Watch Watch Watch Watch Watch Watch Watch Watch Watch Watch Watch Watch Watch Watch Watch Watch Watch Watch Watch Watch Watch Watch Watch Watch Watch Watch Watch Watch Watch Watch Watch Watch 21181—Focused Reading—Student Guided Practice Book © Teacher Created Materials Lesson 20 120 Student Guided Practice Book in Print & Digital Formats Teacher’s Guide Assessment Guide Literacy Games © Teacher Created Materials 21171— Focused Reading Intervention Level 6—Teacher’s Guide © Teacher Created Materials 21171— Focused Reading Intervention Level 6—Teacher’s Guide Informational Text Informational Text Informational Text 59 Lesson 2 Using Evidence from the Text Learning Objectives Language Conventions: Ensure that pronouns are in the proper case. Vocabulary Acquisition and Use: Use the relationship between particular words to better understand each of them. Reading Informational Text: Cite textual evidence to support analysis of what the text says explicitly, as well as inferences drawn from the text. Writing: Plan an event that celebrates the Omni Parker House Hotel’s haunted heritage. Progress Monitoring The Student Guided Practice Book pages below will be used to formally and informally assess student understanding of the concepts. Materials • Student Guided Practice Book (pages 12–17) • Boston Haunting (filename: bostonhaunting.pdf) • Audio CD (Track 02) • Literacy Game Sets • Digital Literacy Games • highlighters • lined paper Skill Overview: Using Evidence from the Text Students need to develop the ability to closely examine and analyze informational texts. From these close examinations, students must also draw inferences. To support their text analysis, students must cite specific facts and evidence from the text. In Boston Haunting, students will support their comprehension with textual evidence to gain a deeper, more accurate understanding of it. Name: ___________________________________________ Date: _________________ Quick Check 1 Which of these sentences contains an objective pronoun? A She’s the best runner on the team. B That bicycle isn’t mine. C Did Mr. Blake find his car keys? D That’s exactly the same book I gave him. 2 Use the context of the sentence below, as well as what you know about synonyms and antonyms, to determine the meaning of grogginess. As you shake off your grogginess, the apparition disappears. So you chalk up that vision to sleepiness and head to the dining room for breakfast. A drowsiness B alertness C terror D hunger 3 Which sentence provides evidence that the Omni Parker House Hotel’s former owner may be a ghost? A “You suspect the same man visited you both that morning.” B “Yet, he’s no threat: He simply asks if you’re enjoying your stay.” C “There’s one problem: Harvey Parker died in 1884.” D “Then, after a clam-chowder supper, you return to your hotel near Boston Common.” 4 The author mentions that the man at the foot of the bed is “...no threat.” What evidence supports this statement? A “And when you reach your room, a rocking chair is creaking away—but it must be invisible, because there’s no rocker in sight.” B “He simply asks if you’re enjoying your stay.” C “He seems out of place.” D “You spend an ordinary day walking the Freedom Trail.” © Teacher Created Materials 21180—Focused Reading—Student Guided Practice Book Lesson Lesson 2 17 17 Name: ___________________________________________ Date: _________________ Lesson 2 Isn’t It Evident? Directions: Use the passage to answer the questions below. Complete the sentences by citing textual evidence. 1 What might an ordinary trip to Boston include? _______________________________________________________________________ I know this, because the passage says ________________________________________ _______________________________________________________________________ 2 What was unusual about the man standing at the foot of the bed? _______________________________________________________________________ I know this, because the passage says ________________________________________ _______________________________________________________________________ 3 What real events happened on the hotel’s third floor that might be the source of the eerie events there today? _______________________________________________________________________ I know this, because the passage says ________________________________________ _______________________________________________________________________ Challenge: Write a question whose answer can be found in the passage. Give it to a classmate to answer. Make sure your classmate cites textual evidence in the answer. ___________________________________________________________________________ ___________________________________________________________________________ 21180—Focused Reading—Student Guided Practice Book © Teacher Created Materials 14 Name: ___________________________________________ Date: _________________ Written Response Directions: Plan an event that celebrates the Omni Parker House Hotel’s haunted heritage. Event Name: _______________________________ Event Details Date:__________________________ Time:__________________________ Location: _______________________ _______________________________ _______________________________ Planned Activities Menus Dinner: Late-Night Snacks: Breakfast: Extra Details (special guests, bands, rattles, prizes, souvenirs): 21180—Focused Reading—Student Guided Practice Book © Teacher Created Materials Lesson 2 16 Name: ___________________________________________ Date: _________________ Lesson 2 Word Work Part 1: Pronoun Cases Directions: Circle the correct pronouns in the sentences below. Write subjective, objective, or possessive on the lines to name the pronoun cases. 1 ___________________________ (Yours/You) spend an ordinary day walking the Freedom Trail. 2 ___________________________ (You, Your) suspect the same man visited ___________________________ (you, your) both that morning. 3 There, ___________________________ (you/your) mom goes ghostly white when ___________________________ (her, she) views a portrait of the Omni Parker House Hotel’s former owner. 4 It seems ___________________________ (he, his) never retired from ___________________________ (he, his) role, even in death. Part 2: Language and Vocabulary Directions: Examine the relationships between the bold words. Write synonym, antonym, or homograph on the Relationship line. Then, write a definition for each word. 1 As you shake off your grogginess, the apparition disappears. So you chalk up that vision to sleepiness and head to the dining room for breakfast. Relationship: ___________________________________________________________ Definitions: ____________________________________________________________ _______________________________________________________________________ 2 As you shake off your grogginess, the apparition disappears. So you chalk up that vision to sleepiness and head to the dining room for breakfast. Relationship: ___________________________________________________________ Definitions: ____________________________________________________________ _______________________________________________________________________ © Teacher Created Materials 21180—Focused Reading—Student Guided Practice Book 13 Name: ___________________________________________ Date: _________________ Lesson 2 What I Learned Directions: Use the chart below as the L column (What I learned) from the KWL chart you started before reading. Challenge: Make a list of questions you still have after reading Boston Haunting. ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ What I Learned I learned, because the passage said _____ © Teacher Created Materials 21180—Focused Reading—Student Guided Practice Book 15 Boston Common. Ordinary becomes eerie. The elevator stops at the third floor, where no one is waiting. Your mom thinks she’s so tired she’s seeing spots—only you spot the same orbs floating in the hallway. And when you reach your room, you hear a rocking chair creaking away—but it must be invisible, because there’s no rocker in sight. You decide something was off in the chowder, climb into bed, and sleep through the night. You must still be half asleep the next morning, because you see a man at the foot of your bed. He seems out of place. First, there’s his dated clothing and odd moustache. Then, there’s the fact that he’s standing in your room. Yet, he’s no threat: He simply asks if you’re enjoying your stay. As you shake off your grogginess, the apparition disappears. So you chalk up that vision to sleepiness and head to the dining room for breakfast. There, your mom goes ghostly white when she views a portrait of the Omni Parker House Hotel’s former owner. You suspect the same man visited you both that morning. There’s one problem: Harvey Parker died in 1884. In life, Parker was always checking up on and entertaining visitors. It seems he never retired from his role, even in death. Parker even plays host to ghostly guests who never rolled out their luggage. An actress died in her room on the third floor in 1876. Some believe she’s the one calling the elevator. Others think it’s the man who died in Room 303, where the sound of laughter was reported until the room was turned into a closet. Tales of men in stovepipe hats suggest the third floor might lodge the “Saturday Club,” a group of writers including Henry Wadsworth Longfellow, Henry David Thoreau, Charles Dickens, and Ralph Waldo Emerson. No one lives on the third and tenth floors of the Omni Hotel, but some presence resides there. It’s easy to dismiss tales that come from ghost hunters, who have something to prove. But it’s hard to dispute unsuspecting guests. How would you respond if 21180—Focused Reading—Student Guided Practice Book © Teacher Created Materials Lesson 2 12 21464—Focused Reading—Assessment Guide © Teacher Created Materials Name: _________________________________________________________________________ Posttest (cont.) Go On Questions 14–20: Read the passage. Then, answer the questions. Life’s a Beach Narrator: Christopher, Zachary, and Tyler visit the beach one sizzling day. What could possibly go wrong? [Two teens relax on towels.] Christopher: Tyler’s been gone for eons. Zachary: He probably got disoriented coming back from the concession stand. He couldn’t navigate his way out of a cul-de-sac. Christopher: Shouldn’t we search for him? Zachary: Nah, he’s fine… [Steps onto sand.] Ouch—the sand is scorching! Let’s investigate the water—the whitecaps are awesome. Narrator: Clearly, Zachary isn’t apprehensive, but…should he be? Christopher: I really think— Zachary: It’s a hundred degrees! Do you want to attack those waves or wait for Tyler? [An ambulance is heard approaching.] Christopher: [Jumps up.] Something terrible’s happened—we should have gone after him. Tyler: [Appears over sand dunes.] After who? Hey, taste this slushy. It’s mango-zombie-flesh—Disgusting Flavor of the Day! Christopher: Glad you’re back, man! Let me taste. Narrator: Well, everything had a happy ending…this time. 14. What is the theme of this play? A surfing B war C self-protection D friendship 15. How is the story resolved? A Tyler shows up. B Christopher and Zachary argue about whether to look for Tyler. C Zachary goes surfing. D An ambulance is heard approaching. 32 Visit tcmpub.com/FRI-cat INTERVENTION
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