CELEBRATION PRESS READING: GOOD HABITS, GREAT READERS 2007

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1 CELEBRATION PRESS READING: GOOD HABITS, GREAT READERS 2007 correlated to New York Learning Standards for English Language Arts For More Information Contact Your Sales Team at Charlie Eisenberger, Ext Keith Eisenberger, Ext Evan Eisenberger, Ext. 5052

2 Standard 1 Language for Information and Understanding 1. Listening and reading to acquire information and understanding involves collecting data, facts, and ideas; discovering relationships, concepts, and generalizations; and using knowledge from oral, written, and electronic sources. Intermediate Listening and Reading Students interpret and analyze information from textbooks and nonfiction books for young adults, as well as reference materials, audio and media presentations, oral interviews, graphs, charts, diagrams, and electronic data bases intended for a general audience. Unit 2, Week 2 & 3: Asking Questions pp Unit 5: Great Readers Read to Learn pp Unit 6, Week 2: Taking Notes on Nonfiction pp Reading Skill: Understanding Nonfiction Features Lewis and Clark: A Journey of Discovery (DRA2 Level 50) Living History (DRA2 Level 50) Pompeii: A City Frozen in Time (DRA2 Level 50) Wetlands (DRA2 Level 50) Students compare and synthesize information from different sources. pp. 50, 53, 67, 70 Unit 2, Week 5: Summarizing and Synthesizing pp Unit 3, Week 3, Focus Lesson 2: Making Text-to-Text Connections pp Unit 5, Week 5: Evaluating Nonfiction pp Reading Skill: Make Connections Growing Up With Music: The Amazing Marsalis Family (DRA2 Level 50) What Is a Government? (DRA2 Level 50) Reading Skill: Compare and Contrast Locomotion (DRA2 Level 50) Mirror, Mirror (DRA2 Level 50) Reading Skill: Summarize Mermaids (DRA2 Level 50) Paralympics (DRA2 Level 50) pp. 50, 51, 53, 67, 68, 71 1

3 Students use a wide variety of strategies for selecting, organizing, and categorizing information. pp Unit 2, Week 5: Summarizing and Synthesizing pp Unit 6, Week 1: Taking Notes on Fiction pp Unit 6, Week 2: Taking Notes on Nonfiction pp Reading Skill: Categorize and Classify Ocean Travelers (DRA2 Level 50) Survival: Animal Adaptations (DRA2 Level 50) Students distinguish between relevant and irrelevant information and between fact and opinion. Students relate new information to prior knowledge and experience. Students understand and use the text features that make information accessible and usable, such as format, sequence, level of diction, and relevance of details. pp. 54, 71 pp Unit 2, Week 5: Summarizing and Synthesizing pp Unit 6, Week 1: Taking Notes on Fiction pp Unit 6, Week 2: Taking Notes on Nonfiction pp pp. 50, 54, 66, 71 Unit 3, Week 1 & 2: Activating Background Knowledge pp Unit 3, Week 3: Making Connections pp Reading Skill: Making Connections Growing Up With Music: The Amazing Marsalis Family (DRA2 Level 50) What Is a Government? (DRA2 Level 50) Unit 5, Week 1: Locating Facts and Information pp Unit 5, Week 3: Identifying and Using Text Features pp Unit 5, Week 4: Identifying and Using Text Structure pp Unit 6, Week 2: Taking Notes on Nonfiction pp Reading Skill: Use Nonfiction Features Lewis and Clark: A Journey of Discovery (DRA2 Level 50) Living History (DRA2 Level 50) Pompeii: A City Frozen in Time (DRA2 Level 50) Wetlands (DRA2 Level 50) Reading Skill: Understand Nonfiction Text Structure Crafts and Games Around the World (DRA2 Level 50) Finding a Way: Six Historic U.S. Routes (DRA2 Level 50) 2

4 Four Great Cities (DRA2 Level 50) If We Had Wings: The Story of the Tuskegee Airmen (DRA2 Level 50) Living Through a Natural Disaster (DRA2 Level 50) pp. 53, 54, 70, Speaking and writing to acquire and transmit information requires asking probing and clarifying questions, interpreting information in one s own words, applying information from one context to another, and presenting the information and interpretation clearly, concisely, and comprehensibly. Intermediate Speaking and Writing Students produce oral and written reports on topics related to all school subjects. Every lesson provides multiple opportunities for students to discuss and write about all school subjects as they related to the books included in the program. In the Shared Reading lessons the Talk Together and Write About It sections specifically highlight these chances. In Guided Reading lessons the Discuss the Text and Writing options offer these occasions. In addition, teachers ask questions throughout the lessons encouraging student discussion. The following are examples of the subjects the texts in the program cover: Unit 3, Week 1, Focus Lesson 3: Broadening Your Reading Diet pp Flags (social studies) Light and Shade (science) If We Had Wings: The Story of the Tuskegee Airmen (DRA2 Level 50 social studies) Survival: Animal Adaptations (DRA2 Level 50 science) Wildlife Photographer (DRA2 Level 50 art) Write It Down! (DRA2 Level 50 English/language arts) Students establish an authoritative stance on the subject and provide references to establish the validity and verifiability of the information presented. Students organize information according to an identifiable structure, such as compare/contrast or general to specific. pp Unit 7, Week 3: Seeking Alternative Perspectives pp Unit 7, Week 4, Focus Lesson 3: Making and Supporting Value Judgments About Text pp Students have the opportunity to organize information according to an identifiable structure when completing the Write About It activities in the Shared Reading Wrap Up and the Writing extension activity in each Guided Reading Teaching Plan. 3

5 pp. 28, 65, 82, 340 Unit 2, Week 5: Summarizing and Synthesizing pp Unit 6, Week 1: Taking Notes on Fiction pp Unit 6, Week 2: Taking Notes on Nonfiction pp Reading Skill: Compare and Contrast Locomotion (DRA2 Level 50) Mirror, Mirror (DRA2 Level 50) Reading Skill: Summarize Mermaids (DRA2 Level 50) Paralympics (DRA2 Level 50) Students develop information with appropriate supporting material, such as facts, details, illustrative examples or anecdotes, and exclude extraneous material. pp. 50, 54, 67, 71 Students can develop information using the program s books as supporting material. The books and lessons also provide examples of how to use this supporting material. Unit 2, Week 5: Summarizing and Synthesizing pp Unit 3, Week 3: Making Connections pp Unit 5, Week 1: Locating Facts and Information pp Unit 7, Week 4, Focus Lesson 3: Making and Supporting Value Judgments About Text pp Reading Skill: Summarize Mermaids (DRA2 Level 50) Paralympics (DRA2 Level 50) Reading Skill: Making Connections Growing Up With Music: The Amazing Marsalis Family (DRA2 Level 50) What Is a Government? (DRA2 Level 50) Students use the process of pre-writing, drafting, revising, and proofreading (the writing process ) to produce well constructed informational texts. Students use standard English for formal presentation of information, selecting appropriate grammatical constructions and vocabulary, using a variety of sentence structures, and observing the rules of punctuation, capitalization, and spelling. pp. 50,51, 53, 55, 67, 68, 70 When completing the Write About It activities available in every Shared Reading Wrap Up and the Writing extension activities in the Guided Reading Teaching Plans encourage students to use the writing process to produce well-constructed informational texts. The Talk Together prompts in each Shared Reading lesson, the Discuss the Text section in each Guided Reading Teaching Plan, and other discussion questions throughout the lessons supply many opportunities for students to demonstrate their use of standard English. 4

6 pp pp Standard 2 Language for Literary Response and Expression 1. Listening and reading for literary response involves comprehending, interpreting, and critiquing imaginative texts in every medium, drawing on personal experiences and knowledge to understand the text, and recognizing the social, historical and cultural features of the text. Intermediate Listening and Reading Students read and view texts and performances from a wide range of authors, subjects, and genres. Students understand and identify the distinguishing features of the major genres and use them to aid their interpretation and discussion of literature. Shared Reading Offers a wide range of authors, subjects, and genres in the teacher modeling texts, including 2 fiction titles and 7 nonfiction titles, Student Readers, and selected excerpts on audio CDs. Guided Reading Includes 18 fiction titles and 27 nonfiction titles covering a variety of genres. pp Unit 4: Great Readers Understand How Stories Work pp Unit 5: Great Readers Read to Learn pp Reading Skill: Understand Genre 40 Famous Women (DRA2 Level 50) The Museum Chase (DRA2 Level 50) The Mystery of the Rescued Rubies (DRA2 Level 50) Tiger Woods (DRA2 Level 50) Reading Skill: Use Nonfiction Features Lewis and Clark: A Journey of Discovery (DRA2 Level 50) Living History (DRA2 Level 50) Pompeii: A City Frozen in Time (DRA2 Level 50) Wetlands (DRA2 Level 50) Reading Skill: Understand Nonfiction Text Structure Crafts and Games Around the World (DRA2 Level 50) Finding a Way: Six Historic U.S. Routes (DRA2 Level 50) Four Great Cities (DRA2 Level 50) If We Had Wings: The Story of the Tuskegee Airmen (DRA2 Level 50) Living Through a Natural Disaster (DRA2 Level 50) pp. 52, 53, 69, 70 5

7 Students identify significant literary elements (including metaphor, symbolism, foreshadowing, dialect, rhyme, meter, irony, climax) and use those elements to interpret the work. p. 65 Unit 4: Great Readers Understand How Stories Work pp Unit 7, Week 1: Questioning the Commonplace in a Text pp Reading Skill: Understand Plot and Mood Eagle Song (DRA2 Level 50) Stories of Adventure (DRA2 Level 50) Students recognize different levels of meaning. pp. 52, 55, 69, 72 Unit 3, Week 4: Making Inferences pp Unit 5, Week 2: Making Inferences From Nonfiction pp Unit 6, Week 3: Self-Monitoring pp Unit 6, Week 4: Visualizing pp Reading Skill: Make Inferences Animal Heroes (DRA2 Level 50) Saving Curiosity Falls (DRA2 Level 50) Students read aloud with expression, conveying the meaning and mood of a work. Students evaluate literary merit based on an understanding of the genre and the literary elements. pp. 51, 53, 54, 68, 70, 71 pp , 105, 177, 243, 269 pp. 6-7, 35, 39 pp Unit 4: Great Readers Understand How Stories Work pp Unit 5: Great Readers Read to Learn pp pp. 52, 53, 70, Speaking and writing for literary response involves presenting interpretations, analyses, and reactions to the content and language of a text. Speaking and writing for literary expression involves producing imaginative texts that use language and text structures that are inventive and often multilayered. Intermediate Speaking and Writing Students present responses to and interpretations of literature, making reference to the literary elements found in the text and connections with their personal knowledge and experience. The Shared Reading Wrap Up provides Write About It activities that allow students to use their reading journals to respond to and reflect on the strategies they ve learned during the week, making reference to literary elements and 6

8 connections. pp , Unit 3, Week 3: Making Connections pp Unit 4, Week 4: Understanding and Analyzing Theme pp Unit 7, Week 1: Questioning the Commonplace in a Text pp Unit 7, Week 4, Focus Lesson 3: Making and Supporting Value Judgments pp Each Guided Reading Teaching Plan offers Options for Further Instruction, which includes a Writing extension activity, based on a significant element or feature of the text. Reading Skill: Analyze Character, Setting, or Theme Stories to Make You Laugh (DRA2 Level 50) The Egyptian Collar Mystery (DRA2 Level 50) Reading Skill: Understand Plot and Mood Eagle Song (DRA2 Level 50) Stories of Adventure (DRA2 Level 50) Students produce interpretations of literary works that identify different levels of meaning and comment on their significance and effect. Students write stories, poems, literary essays, and plays that observe the conventions of the genre and contain interesting and effective language and voice. Students use standard English effectively. pp. 51, 52, 55, 68, 69, 73 The Shared Reading Wrap Up provides Write About It activities that allow students to use their reading journals to respond to, interpret, and reflect on the literary works that are part of the program. pp , Unit 4, Week 4: Understanding and Analyzing Themes pp Unit 5, Week 2: Making Inferences from Nonfiction pp Unit 7, Week 1: Questioning the Commonplace in a Text pp pp. 52, 53, 55, 69, 70, 72 During the completion of the Write About It activity in the Shared Reading Wrap Up and the Writing extension activity in each Guided Reading Teaching Plan, students consider the convention of genre and write using appropriate language and voice. These elements can later be incorporated into their own stories, poems, songs, and other types of writing. Students can also explore these elements in the Writer s Craft Mini-lesson. pp. 197, 345 The Talk Together prompts and Write About It activity in each Shared Reading lesson, and the Discuss the Text section and Writing extension activity in each Guided Reading Teaching Plan provide ample opportunities for students to demonstrate their use of standard English. 7

9 pp , pp

10 Standard 3 Language for Critical Analysis and Evaluation 1. Listening and reading to analyze and evaluate experiences, ideas, information, and issues requires using evaluative criteria from a variety of perspectives and recognizing the difference in evaluations based on different sets of criteria. Intermediate Listening and Reading Students analyze, interpret, and evaluate information, ideas, organization, and language from academic and nonacademic texts, such as textbooks, public documents, book and movie reviews, and editorials. Students assess the quality of texts and presentations, using criteria related to the genre, the subject area, and purpose (e.g., using the criteria of accuracy, objectivity, comprehensiveness, and understanding of the game to evaluate a sports editorial). Students understand that within any group there are many different points of view depending on the particular interests and values of the individual, and recognize those differences in perspective in texts and presentations. (E.g., in considering whether to let a new industry come into a community, some community members might be enthusiastic about the additional jobs that will be created while others are concerned about the air and noise pollution that could result.) Students evaluate their own and others work based on a variety of criteria (e.g., logic, clarity, comprehensiveness, conciseness, originality, conventionality) and recognize the varying effectiveness of different approaches. Unit 7, Week 2: Considering the Role of the Author pp Unit 7, Week 3: Seeking Alternative Perspectives pp Unit 7, Week 4: Reading Critically pp pp. 55, 72, 73 Unit 5, Week 5: Evaluating Nonfiction pp Unit 7, Week 2: Considering the Role of the Author pp Unit 7, Week 4: Reading Critically pp pp. 53, 55, 70, 72, 73 Unit 7, Week 2: Considering the Role of the Author pp Unit 7, Week 3: Seeking Alternative Perspectives pp Unit 7, Week 4, Focus Lesson 1: Recognizing Bias pp pp. 55, 72, 73 Unit 5, Week 5: Evaluating Nonfiction pp Unit 6, Week 3: Self-Monitoring pp Unit 7, Week 4, Focus Lesson 3: Making and Supporting Value Judgments pp pp. 53, 54, 55, 70, 71, 72, 73 9

11 2. Speaking and writing for critical analysis and evaluation requires presenting opinions and judgments on experiences, ideas, information, and issues clearly, logically, and persuasively with reference to specific criteria on which the opinion or judgment is based. Intermediate Speaking and Writing Students present (in essays, position papers, speeches, and debates) clear analyses of issues, ideas, texts, and experiences, supporting their positions with well developed arguments. Students have many opportunities to express their analyses of books and related issues, ideas, and experiences during the Talk Together portion of the Shared Reading lessons; when completing the Write About It activities available in every Shared Reading Wrap Up; during the Discuss the Text portion of the Guided Reading lessons; and as they work on the Writing extension activities in every Guided Reading Teaching Plan. Unit 7, Week 4, Making and Supporting Value Judgments pp , Students develop arguments with effective use of details and evidence that reflect a coherent set of criteria (e.g., reporting results of lab experiments to support a hypothesis). Genre: Nonfiction/ Persuasive Write It Down! (DRA2 Level 50) Students develop arguments with effective use of details and evidence during the Talk Together portion of the Shared Reading lessons; when completing the Write About It activities available in every Shared Reading Wrap Up; during the Discuss the Text portion of the Guided Reading lessons; and as they work on the Writing extension activities in every Guided Reading Teaching Plan. Unit 7, Week 4, Making and Supporting Value Judgments pp , 353 Students monitor and adjust their own oral and written presentations according to the standards for a particular genre (e.g., defining key terms used in a formal debate). Students use standard English, precise vocabulary, and presentational strategies effectively to influence an audience. Genre: Nonfiction/ Persuasive Write It Down! (DRA2 Level 50) Students monitor and adjust their presentation when participating in class/ group discussions prompted by the Talk Together portion of the Shared Reading lessons and Discuss the Text portion of the Guided Reading lessons, and when completing writing activities from Write About It in every Shared Reading Wrap Up and the Writing extension activity in the Guided Reading Teaching Plan. The Talk Together prompts and Write About It activity in each Shared Reading lesson, and the Discuss the Text section and Writing extension activity in each Guided Reading Teaching Plan provide ample opportunities for students to demonstrate their use of standard English, precise vocabulary, and presentation skills. 10

12 Each week of instruction includes two skill-based Minilessons designed to be incorporated into the instructional week. One of the five focuses is Word Study. Guided Reading Students can also use vocabulary introduced in the Vocabulary section of each Guided Reading Teaching Plan. pp Standard 4 Language for Social Interaction 1. Oral communication in formal and informal settings requires the ability to talk with people of different ages, genders, and cultures, to adapt presentations to different audiences, and to reflect on how talk varies in different situations. Intermediate Listening and Reading Students listen attentively to others and build on others ideas in conversations with peers and adults. Best practice routines are emphasized throughout program. s focus on think-pair-share helps students learn to listen attentively and recognize they can build on others ideas in conversations. The Talk Together portion of every Focus Lesson is a structured way to direct student discussion, allowing them to practice these skills. pp The Discuss the Text section, as well as other questions and discussion prompts in every Guided Reading Teaching Plan, also allow students to practice listening attentively and build on others ideas. Students express ideas and concerns clearly and respectfully in conversations and group discussions. pp Best practice routines are emphasized throughout program. s focus on think-pair-share helps students learn to express ideas and concerns clearly and respectfully. The Talk Together portion of every Focus Lesson is a structured way to direct student discussion, allowing them to practice these skills. pp The Discuss the Text section, as well as other questions and discussion prompts in every Guided Reading Teaching Plan, also allow students to practice expressing ideas and concerns clearly and respectfully. 11

13 Students learn some words and expressions in another language to communicate with a peer or adult who speaks that language. Students use verbal and nonverbal skills to improve communication with others. pp This program does not teach students words or expressions in any language other than English. The Talk Together prompts in each Shared Reading lesson, the Discuss the Text section in each Guided Reading Teaching Plan, and other discussion questions throughout the lessons supply many opportunities for students use their verbal and nonverbal skills. 2. Written communication for social interaction requires using written messages to establish, maintain, and enhance personal relationships with others. Intermediate Speaking and Writing Students write social letters, cards, and electronic messages to friends, relatives, community acquaintances, and other electronic network users. Students use appropriate language and style for the situation and the audience and take into account the ideas and interests expressed by the person receiving the message. When completing the Write It Down activity available in every Shared Reading Wrap Up and the Writing extension activities in the Guided Reading Teaching Plans, students will have an opportunity to write in a variety of ways, which can be transferred into friendly notes, cards, and letters. Write It Down! (DRA2 Level 50) Each week of instruction includes two skill-based Minilessons designed to be incorporated into the instructional week. Word Study and Writer s Craft are two of the five options. Words and techniques from these mini-lessons can be used when students complete the Write It Down activity available in each Wrap Up, as well as opportunities beyond the program. pp. 197, 345 Students can also use vocabulary introduced in the Vocabulary section of each Guided Reading Teaching Plan. Students adjust their vocabulary and style when completing the Writing extension activity, which is a part of every lesson. 12

14 Students read and discuss social communications and electronic communications of other writers and use some of the techniques of those writers in their own writing. Each week of instruction includes two skill-based Minilessons designed to be incorporated into the instructional week. One of the five focuses is Writer s Craft. Write It Down! (DRA2 Level 50) 13

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