Space Exploration
Level T/44
Social Studies Teacher’s Guide
Skills & Strategies
Anchor Comprehension
Strategies
• Identify cause and effect
Comprehension
• Make connections
• Summarize information
• Use graphic features to interpret
information
Word Study/Vocabulary
• Use context clues to determine word
meaning
Social Studies Big Idea
• The modern information, technology, and
communications revolutions have roots
in the contributions of ancient and early
space explorers.
B
e n c h m a r k
E
d u c a t i o n
C
o m p a n y
overview
Related
Resources
Comprehension Strategy Posters
(for Assessed Skills/Strategies)
•Summarizing Information
•Identifying Cause and Effect
Thematic Poetry Connections
(in Reading & Writing Poetic Forms)
•“Apollo 11” (Marcy Barack)
Comprehension Strategy
Assessment Handbook (Grade 5)
• Ongoing Assessments #29 and #30
Notable Trade Books
for Read Aloud
•Angliss, Sarah and Colin Uttley.
Cities in the Sky: A Beginner’s Guide
to Living in Space. Copper Beach
Books, 1998.
•Barrett, Norman S. Space Machines.
Franklin Watts, 1994.
•Bender, Lionel. Telescopes.
Gloucester Press, 1991.
Web Site for Content Information
•Nasa: Just for Kids
www.nasa.gov/kids.html
Investigate a variety of connected
space web sites just for kids.
theme
connections
Astronomy
Time and Distance
Space Pioneers
Space Exploration
skills and strategies
This lesson teaches and/or reinforces the following skills and strategies:
Summarize or Paraphrase Information (pp. 3–9)
• Identify Cause and Effect (p. 5)
• Activate Prior Knowledge (p. 4)
• Analyze Text Structure and Organization (p. 4)
• Use Context Clues to Determine
Word Meaning (pp. 4, 5)
• Use Graphic Features to
Interpret Information
(pp. 5, 6)
• Draw Conclusions (p. 6)
• Use Text Features to Locate Information (p. 6)
This skill/strategy is the focus of the Ongoing Assessments for
this title.
National contenT standards
Science
Earth and Space Science: c
Science as Inquiry: a, b
Science and Technology: b
table of contents
Before Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Chapters 1 & 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Chapter 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Chapters 4 & 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
After Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Writing Workshop and Writing Model . . . . . . . . . . . . . . . . 8, 9
Reproducible Graphic Organizer . . . . . . . . . . . . . . . . . . . . . . 10
Content-Area Extension Activities (BLMs) . . . . . . . . . . . . . . . . 11
Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Before
Reading
Introduce the Book
Book
Summary
Author Rachel Kranz introduces students to space
exploration from a variety of
perspectives. First she explores
the history from ancient times
to the present. Then she
describes the
importance of space stations
and shuttles, and identifies
some of the knowledge
recently gained by space
probes and telescopes. Finally
she presents intriguing
questions about the future of
space exploration.
Draw students’ attention to the front cover of the book. Read the
title together. Turn to the back of the book and read the blurb and
author information. Examine the table of contents. Page through the
book, looking at the photographs and captions. While previewing,
pose the following questions to encourage students to think about
the text before reading.
Based on your preview, what do you predict this book is about?
What do you think the author will talk about?
Do you think this book is fiction or nonfiction? Why?
What kinds of features would you expect to find in a
nonfiction book? Do you see those features here?
What do you think of when you hear the word space? How about
exploration?
What do the pictures in this book make you think about?
Do you recognize any of the names mentioned in this book?
Which ones?
What kinds of special vocabulary words do you think you’ll find in
this book?
•
•
•
•
•
•
•
Set a Purpose for Reading
Summarizing Space Exploration
Chapter
Big Ideas
Summary
1
2
This text provides an excellent opportunity for students to focus on the
strategies of summarizing or paraphrasing information and identifying
cause and effect. Explain that the author is going to present information
about several aspects of space exploration. One of the best ways for
students to understand what they are reading is to summarize or paraphrase the information. Have students locate the Table of Contents at
the beginning of the book. Say: Look over the chapter titles. Notice that
each chapter is about a different aspect of space exploration. Point out
that each chapter has a few big ideas and a lot of details in it. It will help
if readers summarize the big ideas as they read.
Also explain that the author often uses cause-and-effect relationships to
present information. This format can also help readers connect big ideas
and details to aid in understanding information.
3
4
5
© 2011 Benchmark Education Company, LLC
Introduce the
Graphic Organizer
Provide each student with a copy of the Summarizing Space Exploration
graphic organizer. Explain that as they read, each student will be
looking for data to fill in the chart. You might suggest that they place
sticky notes in the margins of pages where they identify big ideas
to summarize.
Space Exploration
$
3
CHAPTERS
1&2
TEACHING TIPS
Meaningful Activities
for Rapid Readers
• Answer the question in the “Think
It Over!” box on page 10.
Read the Text
pages 2–14
Use the following prompt to set a purpose for the reading: As you read,
think about what you already know about space exploration. How can
you use prior knowledge or personal connections to help you read and
understand new information?
Ask students to read the chapters independently. Invite them to use
sticky notes to jot down personal connections they make as they read.
Also ask them to flag information they can use to complete the graphic
organizer. Finally, ask them to flag any unfamiliar words they encounter.
When the group has finished, use the activities below to focus on skills,
strategies, and text and graphic features of the book.
Focus on comprehension
Discuss Using Prior Knowledge
Invite students to share personal connections they made to the text.
Ask: What information was already familiar to you? What information
was entirely new? What did you learn from your reading? Did personal
connections make reading about space exploration more interesting?
Why or why not?
Begin the Graphic Organizer: Summarizing Information
Ask students to reread or skim and scan the text to locate information
for the graphic organizer. Draw students’ attention to the structure of
Chapters 1 and 2. The author presents detailed information about early
astronomers and the history of the space race. The information is more
easily understood if students summarize each chapter. Ask: How would
you summarize these two chapters? What big ideas should be put in the
summary? What information should be left out? How does summarizing
help you understand the text?
Prompts to Help Readers
Monitor Comprehension
• Good readers ask themselves
questions while they read.
While you are reading, jot down
a few questions on sticky notes.
See if you can answer the
questions by the end of the
reading assignment.
• Look for context clues to help
you define unfamiliar words.
Use Context Clues
Have students look at the word
astronomy (page 2). They should
note that the author defines
astronomy in the next sentence.
Now have students look at the word
astronomer (page 2). The author
defines the word in context with the
phrase space scientist.
Then tell students to apply this
strategy to other unfamiliar words
they flagged. These might include:
revolve, p. 3
telescope, p. 5
space race, p. 8
satellite, p. 9
orbit, p. 9
Analyze Time-Order Text Structure
spacecraft, p. 11
Point out that general and specific dates are part of the information
given in Chapters 1 and 2. Explain to students that one way to understand chronological information is to create a time line. Time lines are
also a good way to summarize information. Have students prepare a
time line for Chapters 1 and 2. Ask: How does creating a time line help
you as you read?
Invite students to skim the rest of the book to find other time lines.
Explain that creating a brief time line for every chapter might help them
remember and understand the detailed information in the book.
cosmonaut, p. 12
$
4
Space Exploration
astronaut, p. 12
© 2011 Benchmark Education Company, LLC
chapter
3
TEACHING TIPS
Meaningful Activities for
Rapid Readers
• Reread the “Life in Space” box on
Read the Text
page 20. Describe what your
exercise routine might be like if
you were an astronaut.
pages 15–20
Use the following prompt to set a purpose for the reading: As you read,
think about the information the author is presenting. This chapter had
events that occurred for a reason. Identifying cause-and-effect
relationships is one way to understand what you read.
Prompts to Help Readers
Monitor Comprehension
Ask students to read the chapter independently. Invite them to use
sticky notes to flag sections of the text that support their ideas about
causes and effects. Explain that cause-and-effect relationships can be
stated in a paragraph without using the typical clue word because.
Students must infer the relationship. Also ask them to flag any ideas
that can help them with the graphic organizer, as well as any unfamiliar
words they encounter. When the group has finished, use the activities
below to focus on skills, strategies, and text and graphic features of
the book.
• Good readers read at a consistent
Invite students to share their ideas about cause and effect. Encourage
them to point out examples from the text that helped them identify
cause-and-effect relationships. If students have difficulty, use a think
aloud to model how a good reader thinks through cause-and-effect
relationships.
On page 15 the author states, “The space station allowed the
cosmonauts to spend extended periods of time in space so that scientists
could observe the effects of space travel.” In this example, the cause is
the cosmonauts’ extended periods of time in space. The effect is that scientists could observe the effects of space travel. I know that because of
the clue word “so.”
Ask students to reread or skim and scan the text to locate information
for the graphic organizer. Pictures and captions are a good source of
information.
Use Graphic Features: Photographs
Point out the photograph on page 15. Ask students what value it has.
They should notice that the photograph:
• provides a visual enhancement of the text.
• shows details of an idea.
Challenge students to examine the photographs on pages 16 and 17.
Ask: How do the photographs help you understand the chapter better?
© 2011 Benchmark Education Company, LLC
Use Context Clues
Have students look at the term
space shuttle (page 16). Explain that
authors often define unfamiliar
terms by including descriptions of
the term in the text around it. Use
the word web below as an example
of deciphering a term’s meaning.
context clue
transports people
context clue
kind of
space
vehicle
space
shuttle
clue
 context
goes between
Earth and
space station

Continue the Graphic Organizer: Summarizing Information
pace. Reading at the correct
speed will help you understand
what you are reading.

Discuss Identifying Cause and Effect
text is arranged. If you get
confused while reading, review
the material and determine
how the author arranged
the information.

Focus on comprehension
• Good readers notice the way the
definition
a type of space vehicle that
transports people between
Earth and a space station
Then tell students to apply this strategy
to other unfamiliar words they flagged.
These might include:
launched, p. 15
transport, p. 16
applicants, p. 18
weightless, p. 20
Space Exploration
$
5
CHAPTERS
4&5
TEACHING TIP S
Meaningful Activities for
Rapid Readers
• Read the “Think It Over!” box on
Read the Text
pages 21–30
Use the following prompt to set a purpose for the reading: As you reach
the end of the book, draw conclusions about why you think people are
so fascinated by space exploration.
Ask students to read the chapters independently. Encourage them to
jot down conclusions on sticky notes. Also ask them to flag ideas for
the graphic organizer, as well as any unfamiliar words they encounter.
When the group has finished, use the activities below to focus on
skills, strategies, and text and graphic features of the book.
page 23. Do you think there is life
in outer space? What or who do
you think might live in other galaxies?
• Answer the questions in the
question box on page 30.
Prompts to Help Readers
Monitor Comprehension
• If you lose the meaning, go back
and reread the section where
you lost concentration.
• Look for context clues to help
you define unfamiliar words.
Focus on comprehenSion
Discuss Drawing Conclusions
Invite students to share their conclusions with the group. Ask: What
information did you use to draw your conclusions about why people
are fascinated by space exploration? What is your proof? Explain your
thinking to the rest of the group.
Complete the Graphic Organizer: Summarizing Information
Ask students to reread or skim and scan the text to locate information
to complete the graphic organizer. Ask: What are you able to determine about summarizing from your graphic organizer?
Use Graphic Features: Charts
Use Text Features: Italic Print
Explain to students that certain
proper nouns are printed in italics.
Have them find the word Voyager
One (page 21). Names of space
shuttles, space stations, space probes,
and satellites are italicized in this
book. Have students find the
following italicized words:
Voyager 2, p. 22
Galileo, p. 23
Pathfinder, p. 26
Sojourner, p. 26
Point out the chart on page 28. Ask students what they notice about
the chart. They should notice that the chart:
• provides a way to compare and contrast two items.
• summarizes information in the text.
• is a visual presentation of information.
Explain that authors use charts to make information easier to read and
understand. Suggest that students can use charts in their own writing
to clarify information for readers.
$
6
Space Exploration
© 2011 Benchmark Education Company, LLC
after
Reading
SYNTHESIZE
AND ASSESS
Retell and Summarize
As a group, generate an oral or
written retelling of the book. Select
the key points to create a summary.
Respond
Ask students what was most
interesting about the book. What they
did not like and why. What questions
they still have. What additional
information they might have included
if they had been the author.
Use Text Features: Captions
Point out the captions on pages 26
and 27. Ask students what information
they can gather from them.
The completed graphic organizer below can serve as a model for
assessing students’ ability to summarize information.
Summarizing Space Exploration
Chapter
1
2
Make Predictions
Have students use the graphic
organizer to make predictions about
the future of space exploration.
Record these ideas.
3
4
5
© 2011 Benchmark Education Company, LLC
Big Ideas
Summary
1. Early astronomers had
differing viewpoints.
2. Telescopes helped
determine the truth.
Early astronomers had differing
ideas about space. The
invention of the telescope
helped clarify information.
1. The space race began after
WW II.
2. Russia launched the first
unmanned and manned
spacecraft.
3. The U.S. launched Apollo 11
in 1961.
After WW II, Russia and the
U.S. began the space race.
Russia sent the first unmanned
and manned space craft into
orbit. The U.S. soon followed
with Apollo 11.
1. The Russians put the first
space station in orbit.
2. Space stations could tell
scientists about the effects
of living in space.
The first space station was
orbited by the Russians.
Scientists could study the
effects of living in space.
1. Space probes solved planet
mysteries.
2. Space probes clarified
previous information.
Space probes were designed
to answer questions about the
planets and clarify previous
misconceptions.
1. Many people think we
should continue space
exploration.
2. Many say we should
abandon space exploration.
The future of space exploration
is undecided.
Space Exploration
$
7
writing
workshop
TEA CHI N G TI PS
Process WrItINg Steps
1. Have students independently
complete a similar chart summarizing another chapter from
their graphic organizer.
mini-lesson
Writing Focus: Summarizing Information
Remind students that in the book Space Exploration, they read about
the history of space exploration, the use of space shuttles and space
stations, and the recent discoveries of space probes and telescopes.
Ask students to review their Summarizing Space Exploration graphic
organizer to identify one chapter that they would like to write about
in more detail.
On chart paper or the board, create a chart like the one below showing
the big ideas from Chapter 1 and the supporting details.
BIG IDEASDETAILS
Space exploration began
thousands of years ago. Ideas were
both accurate and inaccurate.
Egyptians, Arabs, and Greeks such
as Pythagoras, Aristarchus, and
Ptolemy, and others such as
Copernicus, Galileo, and
Isaac Newton
2. Have students independently
write a first draft.
3. After students complete
their first draft, they should
revise and edit it.
4. Conference with each
student following the first
revision and editing.
5. Have students make any
additional changes and
create a final copy of
their paragraph.
6. Finally, invite students to
share their paragraph with
a group of other students.
Ideas included things revolve
around Earth, Earth is round, things
revolve around the Sun.
Telescopes helped clarify
misinformation from previous
explorers.
Galileo proved Earth revolved
around the Sun.
Newton’s telescope allowed
people to see farther into space.
Planets were discovered.
Others before him had built rockets.
Robert Goddard wanted to
build a rocket that could travel
to the Moon.
He was the first to discover that a
rocket needed extra power to travel
to outer space.
Use the reproducible Writing Model to demonstrate how the
information in the chart can be used to write a summary paragraph.
Remind students that summaries should keep the sequence of the
original text.
$
8
Space Exploration
writing
ASSigNmeNt
Write a paragraph
summarizing another
chapter from your
graphic organizer.
© 2011 Benchmark Education Company, LLC
Writing Model: Summarizing Information
Into Space!
Space exploration began thousands of years
big ideas
ago. Many ideas were accurate, while others were
inaccurate. Aristarchus’ belief that everything in outer
space revolved around the Sun was correct.
However, Ptolemy’s view that everything revolved
around the Earth was not. Ideas became more accurate with the invention of telescopes. Telescopes
helped prove many early ideas true or false.
Telescopes also
identified space objects previously missed by the
unaided eye. Robert Goddard’s search for a rocket
that would travel in outer space led to a new era
details
of exploration. He discovered that rockets needed
extra power to travel to outer space.
writing tip
Big ideas can be stated before the details
or after them.
© 2011 Benchmark Education Company, LLC
Space Exploration
Name:_ ____________________________________________ Date:______________
Summarizing Space Exploration
Chapter
Big Ideas
Summary
1
2
3
4
5
Space Exploration
© 2011 Benchmark Education Company, LLC
Name:_ ____________________________________________ Date:______________
What’s In a Name?
The eight planets listed below have intriguing names that come from
ancient gods or goddesses. Use resource books to identify their origins.
Also include any other interesting information you find.
1. Mercury:
2.Venus:
3. Mars:
4. Jupiter:
5. Saturn:
6.Uranus:
7.Neptune:
8. Pluto:
© 2011 Benchmark Education Company, LLC
Space Exploration
Name:_ ____________________________________________ Date:______________
Constellation Clues
Ancient people named constellations, or star clusters, using characters
from cultural stories. Using the clue words provided for each, identify
the constellation and write its name in the space provided. Then on the
back of this paper, design your own constellation and name it.
1._ an ocean invertebrate with many legs: _________ __________
2._ a large canine: _ ___________________________ __________
3._ an insect with a powerful sting:_________________________
4._ king of the jungle: _ __________________________________
5._ a little bear:_________________________________________
6._ a small canine: ______________________________________
7._ an unfriendly black bird: ______________________________
8._ a big bear:__________________________________________
9._ a male bovine: ______________________________________
10._ a legendary, fire-breathing creature:_____________________
Space Exploration
© 2011 Benchmark Education Company, LLC
Name:_ ____________________________________________ Date:______________
How Hot Is It?
People in the United States measure temperature in degrees Fahrenheit.
People in many other countries use the metric-system unit of degrees,
Celsius. Use the formula below to convert the temperatures of the stars
listed from Celsius to Fahrenheit. Use a calculator if needed. Show your
work in the space provided.
To convert from Celsius to Fahrenheit:
•
•
•
Multiply the number by 9.
Divide the answer by 5.
Add 32 to the total.
1. Sirius: 9,000 degrees Celsius
3. Betelgeuse: 3,300 degrees Celsius
__________ degrees Fahrenheit
__________ degrees Fahrenheit
2. Polaris: 5,700 degrees Celsius
4. Sun: 5,900 degrees Celsius
__________ degrees Fahrenheit
__________ degrees Fahrenheit
© 2011 Benchmark Education Company, LLC
Space Exploration
Name:_ ____________________________________________ Date:______________
Mnemonic Memories
A mnemonic device is a memory aid people use to remember lists and
orders of things that are not easy to remember. Creating a mnemonic
device for the planets can help you remember their names as well as the
order in which they appear. Examine the planet mnemonic devices
below, and then create at least one of your own. Be sure your device is
a sentence.
My
Mercury
Many
Very
Venus
Very
Educated
Earth
Entertaining
Mother
Mars
Monkeys
Just
Jupiter
Just
Served
Saturn
Stayed
Us
Uranus
Up
Nine
Neptune
Nights
Pizzas
Pluto
Playing
My mnemonic device: __________________________________________
_______________________
_________________________________________________________________
Space Exploration
© 2011 Benchmark Education Company, LLC
A n swer
Ke y
What’s In a Name?
Constellation Clues
1. Mercury: the swift messenger of the Roman gods; planet closest to the Sun
1._ an ocean invertebrate with many legs: _________
Cancer __________
2.Venus: Roman goddess of love and beauty; brightest planet in the solar system
Canis Major
2._ a large canine: _ ___________________________
__________
3. Mars: Roman god of war; planet nearest Earth
3._ an insect with a powerful sting:_________________________
Scorpio
4. Jupiter: in Roman mythology, the supreme god and ruler of heaven; the largest and
Leo
4._ king of the jungle: _ __________________________________
brightest of the outer planets
Ursa Minor
5._ a little bear:_________________________________________
5. Saturn: in Roman mythology, old deity, father of Jupiter; sixth planet from the Sun
6.Uranus: the father of Saturn in Roman mythology; seventh planet from the Sun
7.Neptune:
6._ a small canine: ______________________________________
Canis Minor
Corvus
7._ an unfriendly black bird: ______________________________
Roman god of the sea; second most remote planet in the solar system
8. Pluto: Roman god of the lower world; planet farthest from the Sun
Ursa Major
8._ a big bear:__________________________________________
Taurus
9._ a male bovine: ______________________________________
Draco
10._ a legendary, fire-breathing creature:_____________________
How Hot Is It?
1. Sirius: 9,000 degrees Celsius
3. Betelgeuse: 3,300 degrees Celsius
16,232
__________
degrees Fahrenheit
5,972
__________
degrees Fahrenheit
2. Polaris: 5,700 degrees Celsius
4. Sun: 5,900 degrees Celsius
Mnemonic Memories
My
Mercury
Many
Very
Venus
Very
Educated
Earth
Entertaining
Mother
Mars
Monkeys
Just
Jupiter
Just
Served
Saturn
Stayed
Us
Uranus
Up
Nine
Neptune
Nights
Pizzas
Pluto
Playing
My mnemonic device: __________________________________________
Answers will vary. Check
_______________________
students’ answers for accuracy,
spelling, and sense.
_________________________________________________________________
10,292
__________
degrees Fahrenheit
© 2011 Benchmark Education Company, LLC
__________
degrees Fahrenheit
10,652
Space Exploration
Space Exploration
Navigators Teaching Guides provide flexible options to meet a variety of instructional needs…
Lesson-at-a-Glance
Sample Lesson Planning Guides
Before Reading (p. 3)
Introduce the Book
Set a Purpose for Reading
√ Introduce the Graphic Organizer:
Summarizing Space Exploration*
5-Day Lesson
Day for Assessed
Skills & Strategies
During Reading (pp. 4–6)
Read the Text: Chapters 1 & 2
Focus on Comprehension Mini-Lessons:
Discuss Using Prior Knowledge
√ Begin the Graphic Organizer*
Analyze Time-Order Text Structure*
Use Context Clues*
1
Read the Text: Ch. 1 & 2
Focus on Comprehension:
√ Begin the Graphic
Organizer
Read the Text: Chapter 3
Focus on Comprehension Mini-Lessons:
√ Discuss Identifying Cause and Effect*
√ Continue the Graphic Organizer*
Use Graphic Features: Photographs
Use Context Clues*
Read the Text: Chapters 4 & 5
Focus on Comprehension Mini-Lessons:
Discuss Drawing Conclusions*
√ Complete the Graphic Organizer*
Use Graphic Features: Charts
Use Text Features: Italic Print
2
After Reading (p. 7)
Synthesize and Assess Activities:
Retell and Summarize*
Respond
Use Text Features: Captions
Make Predictions*
3
Writing Workshop (pp. 8–9)
Mini-Lesson
√ Assignment: Summarizing Information*
Content-Area Extension Activities
on Blackline Masters (pp. 11–14)
What’s In a Name?
Constellation Clues
How Hot Is It?
Mnemonic Memories
Copyright © 2011 Benchmark Education Company, LLC. All rights reserved. Teachers
may photocopy the reproducible pages for classroom use. No other part of this
guide may be reproduced or transmitted in whole or in part in any form or by any
means, electronic or mechanical, including photocopy, recording, or any information
storage or retrieval system, without permission in writing from the publisher.
ISBN: 978-1-59000-522-4
Introduce the Book
Set a Purpose for
Reading
√ Introduce the
Graphic Organizer
5-Day Flexible
Lesson
Introduce the Book
Read the Text: Ch. 1 & 2
Select or create
mini-lessons by using
the comprehension
pre-assessments to
determine student
needs.*
Read the Text: Ch. 3
Focus on Comprehension:
√ Discuss Identifying
Cause and Effect
√ Continue the Graphic
Organizer
Read the Text: Ch. 3
Read the Text: Ch. 4 & 5
Focus on Comprehension:
√ Complete the
Graphic Organizer
Read the Text: Ch. 4 & 5
Select or create
mini-lessons.*
Select or create
mini-lessons.*
Accelerated
3-Day
Lesson
Introduce
the Book
Read the Text:
Ch. 1 & 2
Read the Text:
Ch. 3
Read the Text:
Ch. 4 & 5
Synthesize
and Assess
Synthesize and Assess
4
Writing Mini-Lesson
Writing Assignment
Writing Mini-Lesson
Writing Assignment
5
Writing Assignment
Writing Assignment
Content-Area
Extension
Activities (BLMs)
Content-Area
Extension
Activities (BLMs)
√
Checkmarked skills may be assessed by using the tests provided in the Comprehension
Strategy Assessment Handbook.
Preassessments
are available in the Comprehension Strategy Assessment Handbook.
*