DSC
Grades 6–8
Making Meaning
2000 Embarcadero, Suite 305
Oakland, CA 94606-5300
800.666.7270 * fax: 510.842.0348
devstu.org
®
An Uncommon
Response to the
Common Core
Page 2
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Strategies That Build
Comprehension and Community
DSC
MM-BROCH68-2012
Cover photo © Ereloom Studios
devstu.org
Table of Contents
2
Overview
An Uncommon Response to the Common Core—Reading . . . . . . . 2
Learning to Read and Work Together. . . . . . . . . . . . . . . . . . . . . . . . . . . 4
What’s Included. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Grade-level Components. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Alternative Making Meaning® Books:
Comprehension Strategies Libraries . . . . . . . . . . . . . . . . . . . . . . . . . 8
Individualized Daily Reading Libraries . . . . . . . . . . . . . . . . . . . . . . . . . 9
Grade-level Packages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Research Basis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Social Skills and Community Building . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Class Meetings. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Cooperative Structures. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
The Instructional Plan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
What’s So Special? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Program Assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Program Support for English Language Learners. . . . . . . . . . . . . . . . 19
20
Sample Pages
50
Resources
Sample Week for Grade 6. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Sample Week for Grade 7. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Sample Week for Grade 8. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Alternative Making Meaning Books:
Comprehension Strategies Libraries . . . . . . . . . . . . . . . . . . . . . . . . .
Individualized Daily Reading Libraries
Grade 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Grade 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Grade 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Professional Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
50
52
56
60
64
An Uncommon Response
to the Common Core—Reading
The Common Core State Standards define what all students are expected to know
and be able to do, but “not how teachers should teach.”1 The Making Meaning®
program offers student-centered, deeply interactive instruction that incorporates
the CCSS vision for student listening and speaking, close reading of varied and
increasingly complex texts, and personal writing expression.
The Common Core State Standards expect students to:
• Read a wide variety of high-quality, increasingly complex text across disciplines and genres
• Read for key ideas, details, craft, and structure, and integrate knowledge and ideas
• Synthesize, evaluate, and conduct comparative textual analysis
• Refer to texts in increasingly complex ways and cite textual evidence to support their thinking
• Be productive members of conversations that require them to engage in provocative talk about texts
with their teacher and peers in order to compare and synthesize ideas within and across texts
Electronic Correlation Database
DSC offers an in-depth correlation to the Standards of DSC’s literacy programs to help
teachers create lessons that prepare students for success. This online database is searchable
by standard, program unit, and lesson. To access it, visit devstu.org/ccss.
Common Core State Standards Initiative, Common Core State Standards for English Language Arts & Literacy in History/ Social Studies, Science,
and Technical Subjects, “Introduction,” June 2, 2010, 6.
1
2
DEVELOPMENTAL STUDIES CENTER
Making Meaning®
What in the text makes you think that?
In Making Meaning®, the structured partner work
and daily social interaction with collaborative
structures deepen the learning.
Students work together and “go back to the text”
to discuss, confirm, and extend their ideas.
Photo © Ereloom Studios
The Making Meaning program provides:
• 11–20 selected read-aloud trade books and
additional varied texts
A dual academic and social focus invites
students to:
• An explicit focus on social development
• Read closely and critically, weigh evidence, form
opinions, and develop habits of mind
• Rigorous lessons developed intentionally to
build consistency within and across units and
grade levels
• Participate in substantive discussions, understand
relevance, and connect with and debate ideas of
others on text-related topics
• Opportunities for teachers to confer with students
and probe for evidence in the text to support their
thinking
• Read, re-read, and reflect on their understanding,
strategy use, and text selection from a variety of
complex reading materials
For orders, information, and samples, visit devstu.org or call 800.666.7270.
3
Learning to Read and Work Together
The Making Meaning ® program uses powerful texts that capture students’ attention
and stimulate their thinking. Compelling read-aloud selections have been carefully
chosen to explicitly teach the comprehension strategies known to be used by
good readers. The program is a yearlong curriculum for grades 6–8 that teaches
students to make sense of text. The reading materials compel students to share their
passions and concerns. Students work together to create meaning and to connect
with each other. Structured partner work creates an environment where students
reveal strengths, expose weaknesses, and grow together as the class becomes a
community of readers.
Using Comprehension Strategies
Developing Socially
The program asks students to think on their own,
express their ideas, and be in charge of their own
learning. Explicit strategy instruction and practice
help students own and use the following comprehension strategies:
Each lesson has social objectives that help students
develop confidence in their ideas and which give
them opportunities to develop discussion and
communication skills. Social development includes:
• Making connections/Using schema
• Appreciating other people’s ideas
• Visualizing
• Discussing ethical issues in texts
• Wondering/Questioning
• Disagreeing in a respectful way
• Making inferences
• Asking clarifying questions
• Determining important ideas
• Justifying opinions
• Understanding text structure
• Taking responsibility for one’s own learning
and behavior
• Summarizing
• Synthesizing
4
DEVELOPMENTAL STUDIES CENTER
• Working together cooperatively
Making Meaning®
Making Meaning is something that integrates into everything you do each day.
It is about creating a sense of community and allowing the children to be equal
partners in what’s happening in the classroom and in the learning. You will see that
the students take ownership. You have to allow time in your classroom to do it, to
develop the lessons. You need to make a commitment to it, and the rewards are far,
far greater than you expect.”
— Gail Fay, grade 6 teacher, Newark, California
For orders, information, and samples, visit devstu.org or call 800.666.7270.
5
What’s Included
Grade-level packages include:
• Teacher’s Manual (2 volumes)
• Selected books, short stories, and articles
• Student Books (consumable)
• Assessment Book (consumable)
• Program orientation materials
Also Available
Alternative Books for Making Meaning Lessons:
Comprehension Strategies Libraries
Individualized Daily Reading (IDR) Libraries
Libraries of alternative read-aloud books enable teachers to
provide additional strategy practice or repeat a week of strategy
instruction using a different book (see pages 50–51).
Making Meaning CD-ROMs
For subsequent years of Making Meaning instruction, optional
grade-level CD-ROMs contain all the reproducible materials
needed for teachers and students. They are an alternative to
purchasing consumable materials.
The independent strategy practice lessons in the Making
Meaning® program provide students with valuable practice
in using comprehension strategies independently, but more
independent practice is needed if students are to become
truly proficient readers. The IDR Libraries, organized by
grades and readability, provide books for students to use in
independent reading. For a list of IDR titles, see pages 52–63.
Making Meaning Leadership Support Kit
The Making Meaning Leadership Support Kit provides the
tools and support for effective leadership and program
implementation to effect meaningful school change. While
the kit focuses primarily on implementation at grades K–6, the
support materials contained in the kit can be very helpful to
middle school teachers.
NOTE: For current pricing, please contact your local DSC representative, visit devstu.org/making_meaning,
or call 800.666.7270.
6
DEVELOPMENTAL STUDIES CENTER
Making Meaning®
Grade-level Components
Teacher’s Manual
SECOND EDITION
Student Book
STUDENT RESPONSE BOOK
Making Meaning
®
SECOND EDITION
STUDENT RESPONSE BOOK
The Making Meaning program
provides a Student Book for each
student. It includes activity sheets
correlated to lessons that students use
to record their thinking and an IDR
journal in which students record their
thoughts about their reading during
IDR. Consumable.
DSC
Strategies That Build
Comprehension and Community
®
SECOND EDITION
Making Meaning
The Teacher’s Manual provides detailed
lessons for strategy instruction, as well
as a scope and sequence for teaching
reading comprehension at each grade
level. The daily lessons revolve around
clearly defined teaching objectives and
partner work that build in complexity
as students move through the
program. In two volumes.
Illustration by Vivienne Flesher
VOLUME 1
TEACHER’S MANUAL
Making Meaning®
Grade 6
MM2-SB6-NFS
Project Name: Making Meaning 2e TM Cover— Grade 6 vol. 1
Trim size: 8.375” x 10.875”
Artist: Garry Williams
Round: FINAL pages
Date: 09/18/08
File Name: MM2-TM6-V1_cover.indd
Page #: 1
Colors used: 4c + PMS 485
Printed at: 100%
Editor: Erica Hruby
Comments:
Read-aloud Trade Books
Grade 6
Students’ listening comprehension typically exceeds their
reading comprehension. Listening to and discussing texts
together enables them to build background knowledge and
vocabulary, enjoy a common experience, build community,
share ideas, and collaborate to construct meaning.
Making Meaning
y(7IB5J8*TMRPMS( +;!z!”!z!”
Illustration by Vivienne Flesher
SECOND EDITION
ISBN 978-1-59892-752-8
2000 Embarcadero, Suite 305
Oakland, CA 94606-5300
800.666.7270 * fax: 510.464.3670
www.devstu.org
Assessment Book
ASSESSMENT
RESOURCE BOOK
®
The assessment in the Making
Meaning program is designed
to help teachers make informed
instructional decisions as lessons
are taught and track students’
reading comprehension and social
development over time. Consumable.
Strategies That Build
Comprehension and Community
MM2-AB6
Project Name: MM 2E G6 ARB Cover
Trim size: 8.375” x 10.875”
Artist: Garry Williams
Round: FINAL pages
Date: 10/01/08
File Name: MM2-AB6_cover.indd
Page #: 1
Colors used: PMS 485 + PMS 2945
Printed at: 80%
Editor: Erica Hruby
Comments: Preflight DONE
NOTE: For a list of components available separately and for current pricing, please contact your local DSC
representative, visit devstu.org/making_meaning, or call 800.666.7270.
For orders, information, and samples, visit devstu.org or call 800.666.7270.
7
Alternative Making Meaning® Books:
Comprehension Strategies Libraries
Lessons in the Making Meaning® program include suggestions for alternative books
that are suitable for reteaching the comprehension focus of the week. DSC has compiled
grade-level trade book sets—the Comprehension Strategies Libraries (CSL)—that include
many of these alternative books along with trade books that are paired with specific
comprehension strategies. You can use these suggested books to repeat the week of
instruction by replacing the lesson’s read-aloud with the alternative book selection,
chosen specifically to work with the prior week’s strategy instruction. For a list of
titles, see pages 50–51.
Alternative books can be used two ways:
1. Reteaching Making Meaning Lessons
The alternative books allow teachers to reteach each
lesson in the Making Meaning program using the
alternative book from the Comprehension Strategies
Library for a second lesson on the same strategy.
Each grade level has a customized library of teacherrecommended books carefully chosen for teaching
specific strategies. A list of comprehension strategies
paired with specific titles is provided with purchase.
Use a book from the library to repeat a week of
instruction. Teach the comprehension strategy
again, replacing the lesson’s read-aloud book with
the alternative selection.
2. Independent Reading
Invite students to use the alternative books for their
independent reading to apply the instructional
strategy work.
The CSL titles are a resource for tying independent
reading practice to specific comprehension strategy
instruction.
Grade 6 Library, Set 1
8
DEVELOPMENTAL STUDIES CENTER
Making Meaning®
Individualized Daily Reading Libraries
Weekly lessons conclude by asking students to apply the comprehension strategy
being studied to their independent reading. They are held accountable for doing it
and for sharing the application with others. These libraries are organized by grade
level and readability to enable teachers to provide “just-right” fiction and nonfiction
books for their students. Guided Reading and Lexile levels for IDR books can be
found on pages 52–63 and at devstu.org/idr.
What’s Included
Three grade-level libraries (6–8) contain a total
of 720 books. Each library represents a range of
genres and cultures—as well as a balance of female
and male characters and authors. Many of the
books model community-building values such as
responsibility and cooperation.
How the Libraries Are Organized
Each grade has a separate library that contains
multiple 10-book collections (24 collections
per grade level). For grade 6, the collections are
organized by level (easy, on-level, and challenging)
and type (fiction and nonfiction). Easy books are
below grade level by 1–1½ grades, on-level books
are on grade level, and challenging books are 1–1½
grades above grade level. The collections for grades
7–8 are organized by level (very easy, easy, and onlevel and above) and type (fiction and nonfiction).
Sample of grade 7 fiction titles
Very easy books are below grade level by 3 grades,
easy books are below grade level by 1–1½ grades,
and on-level and above books are on grade level.
How the Libraries Were Created
DSC scoured book sources to find engaging,
teacher-recommended titles for children. Reading experts reviewed relevant leveling information
(Lexile, Guided Reading, or Teachers College levels)
and evaluated each title individually to determine
its grade-level appropriateness. The collections
were refined based on feedback given by librarians,
teachers, and their students.
Purchase All or Some
Use these libraries to start an excellent independent
reading classroom library or to round out an existing
library with one or more targeted collections.
Sample of grade 8 nonfiction titles
For orders, information, and samples, visit devstu.org or call 800.666.7270.
9
Grade-level Packages: Grades 6–8
Grade 6 Classroom Package
10
MM2-CP6
Grade 7 Classroom Package
MM-CP7
Contents include: Teacher’s Manual (2 volumes), Orientation
Handbook and DVDs, Class Set (30 Student Response Books,
Assessment Resource Book), 18 read-aloud trade books
(listed below).
Contents include: Teacher’s Manual (2 volumes), Orientation
Handbook and DVDs, Class Set (30 Student Books in 2 volumes,
Assessment Record Book), 19 read-aloud trade books
(listed below).
Title
America Street: A Multicultural Anthology of Stories
And Still the Turtle Watched
Asian Indian Americans
Baseball Saved Us
Chato’s Kitchen
Dear Benjamin Banneker
Encounter
Every Living Thing
Life in the Oceans
New Kids in Town
Out of this World: Science Fiction Stories
Rosie the Riveter: Women in a Time of War
The Strangest of Strange Unsolved Mysteries,
Volume 2
Train to Somewhere
Voices from the Fields: Children of Migrant
Farmworkers Tell Their Stories
Volcano
Whales
Why Mosquitoes Buzz in People’s Ears
Title
Ancient Ones
Children of the Wild West
Death of the Iron Horse
The Dream Keeper and Other Poems
Finding Our Way
the flag of childhood
The Friendship
It’s Our World, Too!
The Land I Lost
Life in the Woodlands
New and Selected Poems
Only Passing Through
Roberto Clemente
Shattered
Sports Stories
The Village That Vanished
What If...? : Amazing Stories
Wolves
The Wretched Stone
Author
Mazer, ed.
MacGill-Callahan
Yoder
Mochizuki
Soto
Pinkney
Yolen
Rylant
Baker
Bode
Blishen, ed.
DSC
Emert
Bunting
Atkin
Lauber
Simon
Aardema
DEVELOPMENTAL STUDIES CENTER
Author
Bash
Freedman
Goble
Hughes
Saldaña, Jr.
Nye, ed.
Taylor
Hoose
Huynh
Hooper
Soto
Rockwell
Winter
Armstrong, ed.
Durant, ed.
Grifalconi
Hughes, ed.
Simon
Van Allsburg
Making Meaning®
Do you have enough
books for each
student to have
choices at the right
reading level?
Grade 8 Classroom Package
MM-CP8
Contents include: Teacher’s Manual (2 volumes), Orientation
Handbook and DVDs, Class Set (30 Student Books in 2 volumes,
Assessment Record Book), 11 read-aloud trade books
(listed below).
Title
the composition
The Giver
Immigrant Kids
In the Land of the Lawn Weenies
Life in the Polar Lands
Nellie Bly
The People Could Fly
Satchel Paige
Sharks
She Dared
When I was Your Age, Volume One
Author
Skarmeta
Lowry
Freedman
Lubar
Byles
Krensky
Hamilton
Cline-Ransome
Simon
Butts
Ehrlich, ed.
IDR
Research says:
• The amount of independent reading a student
does has consistently been found to relate to
growth in vocabulary, reading comprehension,
verbal fluency, and general information.
• Students who read independently become
better readers, score higher on achievement
tests in all subject areas, and have greater
content knowledge than those who do not.
DSC’s Individualized Daily
Reading Libraries
• Can be purchased in sets of ten by fiction
or nonfiction
• Are leveled easy, on-level, and challenging
(grade 6)
• Are leveled very easy, easy, and on-level
and above (grades 7–8)
CSL
Library of books to reteach lessons. See Comprehension
Strategies Libraries, pages 50–51.
IDR
Library of independent reading material for your students.
See Individualized Daily Reading Libraries, pages 52–63.
• Can help your students build a reading life
NOTE: For more information about Individualized Daily
Reading, please contact your local DSC representative,
visit devstu.org/idr, or call 800.666.7270.
For orders, information, and samples, visit devstu.org or call 800.666.7270.
11
Research Basis
Good readers construct meaning.
Reading aloud is key.
Isabel Beck says, “Building understanding is currently viewed as what a reader needs to do to read
successfully. It is important to consider that building
understanding is not extracting information from
the page, which is how reading was once characterized. Rather, building understanding involves
determining what information means. Reading is
constructing meaning.” 1
According to Lucy Calkins, “In the teaching of reading, there are only a handful of things that everyone
agrees are essential. Perhaps the most important of
these is the fact that children need to listen to the
best of children’s literature read aloud to them.” 5
Teaching comprehension
strategies works.
According to the National Reading Panel,
“Explicit or formal instruction in the application
of comprehension strategies has been shown to
be highly effective in enhancing understanding.” 2
Cooperative learning improves
comprehension.
The National Reading Panel says, “Having peers
instruct or interact over the use of reading strategies
leads to an increase in the learning of the strategies,
promotes intellectual discussion, and increases reading comprehension. This procedure saves on teacher
time and gives the students more control over their
learning and social interaction with peers.” 6
In an International Reading Association publication,
David Pearson and Nell Duke say, “Comprehension
improves when teachers provide explicit instruction
in the use of comprehension strategies.” 3
Student discussions are important.
Providing good literature is essential.
Classrooms should be listening
communities.
Ellin Keene says, “Teachers need to use authentic
and challenging texts (high-quality children’s
literature and well-written nonfiction) to help their
students move along the continuum from novice
to proficient reader.” 4
Michael Pressley says, “Children’s comprehension of
the ideas in text increases when they have conversations about literature with peers and teachers.” 7
Lucy Calkins says, “If we want children to know what
it is to take in the words and thoughts and stories
of another person and to let those words leave a
lasting mark, then we need to mentor children to
become citizens in a listening community.” 8
References
1. Isabel Beck, Margaret G. McKeown, Rebecca L. Hamilton, and Linda Kucan,
Questioning the Author: An Approach for Enhancing Student Engagement
with Text (Newark, DE: International Reading Association, 1987).
4. Ellin Oliver Keene and Susan Zimmermann, Mosaic of Thought:
Teaching Comprehension in a Reader’s Workshop (Portsmouth, NH:
Heinemann, 1997).
2. National Reading Panel, Teaching Children to Read: An Evidence-Based
Assessment of the Scientific Research Literature on Reading and Its
Implications for Reading Instruction (Bethesda, MD: National Institute of
Child Health and Human Development, 2000).
5. Lucy McCormick Calkins, The Art of Teaching Reading
(New York: Longman, 2001).
3. International Reading Association, “Effective Practices for Developing
Reading Comprehension” in What Research Has to Say About Reading
Instruction (Newark, DE: IRA, 2002).
7. Michael Pressley, Effective Beginning Reading Instruction: The Rest of the
Story from Research (Washington: National Education Association, 2002).
6. National Reading Panel, Teaching Children to Read.
8. Lucy McCormick Calkins, The Art of Teaching Reading.
12
DEVELOPMENTAL STUDIES CENTER
Making Meaning®
Social Skills and Community Building
The program teaches social skills and community building strategies directly,
teaching students to be effective partners who can express their own ideas and
appreciate and respect the ideas of others.
Social Skills and Community Building
Examples of social skills and where they are emphasized
6
7
8
Giving reasons to support thoughts
and opinions
Talking and listening to one another
Using prompts to add to another
person’s thinking
Asking clarifying questions
Reaching agreement
Discussing opinions respectfully
Confirming that you understand
another person
Including one another
Contributing to group work
Giving and receiving feedback
For orders, information, and samples, visit devstu.org or call 800.666.7270.
13
Class Meetings
The program includes three different kinds of class meetings to build and sustain
the reading community:
Norm-setting Class Meetings
Problem-solving Class Meetings
At the beginning of the year, students establish
norms for their life together in the classroom.
Students gain a shared perspective on a problem
and work to reach a common understanding
or solution.
Check-in Class Meetings
Students evaluate their interactions against the
norms they set for themselves at the beginning
of the year.
Supporting the Needs of All Students
For ELL students there is a lot of new vocabulary used in the stories. But the way
the lesson works, where students are talking to each other and helping each
other and asking questions, it’s very easy for ELL kids to understand the stories.
And they like them.”
— Kim Gray, grade 7/8 teacher, Albany Middle School
14
DEVELOPMENTAL STUDIES CENTER
Making Meaning®
Cooperative Structures
Structured partner work enables students to stop, think, discuss, and internalize
what they have read. The cooperative structures provide opportunities for students
to generate questions, visualize what they have been reading, and determine
what is important in the text. They learn the power of their own thinking and
begin taking responsibility for their own learning. Partner work includes:
Turn to Your Partner
Think, Pair, Write
Students turn to a partner sitting next to them to
discuss an issue or question. Pairs may then share
and discuss their thinking with the class.
Students think for a few minutes individually before
talking with a partner. They then write down their
ideas. They may share their writing with another pair
or with the class.
Think, Pair, Share
Students think individually about a question or
issue and then discuss their thoughts with a partner.
Pairs may report their thinking to another pair
or to the class.
Heads Together
Groups of four students discuss a question or issue
among themselves. Groups may share their thinking
with the class.
Group Brainstorming
Groups of four list as many ideas as they can about
a question or topic as a group member records.
For orders, information, and samples, visit devstu.org or call 800.666.7270.
15
The Instructional Plan
The program uses a combination of read-aloud selections, facilitated discussions,
collaboration, partner work, guided practice with text, and independent reading
to help students and teachers become a supportive community of interested
readers. Each lesson is built on the assumption that academic and social learning
flourish when they are integrated naturally rather than pursued separately.
16
Using Read-aloud Selections
Using Individualized Daily Reading (IDR)
The program uses powerful texts that open up and
change student thinking. There are stopping points
for discussion and engagement. Students create
meaning together and connect with each other and
the text. The program includes a level of questioning that invites students to interact with the text to
clarify information and ideas.
The program includes time each day for structured
independent reading. Students read books at their
own reading level, using appropriate comprehension strategies to manipulate their thinking and
understand the text. They also share their ideas
with reading partners, which reinforces their own
capacity to read and comprehend.
Developing Social Skills and Community
Learning Along with the Students
The program challenges students to find their own
capacity to think while they read. Dynamic partner
work allows all students to bring their thinking to
life and communicate clearly with others. Students
reveal strengths, expose weaknesses, and grow
stronger as the class becomes a community of
enthusiastic readers.
The social development in the Making Meaning®
program is deliberately structured and sequenced
to scaffold teachers’ learning as well as students’
learning. Integrating academic achievement with
social and ethical development is a powerful
instructional model. The strategies and patterns of
instruction build in complexity and depth across
units within a year, and across years as students
move through the grades. For example, the logistics
of working together are taught before students
learn about agreeing and disagreeing respectfully.
Skills such as visualizing are taught before making
inferences and summarizing.
DEVELOPMENTAL STUDIES CENTER
Making Meaning®
What’s So Special?
The Making Meaning ® program goes beyond the basic literacy skills of the early
elementary grades to the more challenging and rewarding literacy understanding
and analysis of middle school.
The program has two goals: teaching the comprehension strategies that good
readers use and developing students’ ability to communicate clearly and be
responsible partners. Academic rigor and collaborative learning are consistently
integrated in the following ways:
Explicit Strategies
Student Empowerment
Students learn explicit comprehension strategies to
help them understand what they read and construct
meaning on their own. The program is built on the
research that defines the thinking strategies proficient readers use to comprehend and interpret text.
Reading is thinking. The program makes students
responsible for understanding what they have read.
It helps students monitor their own comprehension.
Students become conscious of the thinking taking
place inside their heads.
Text Interaction
Content Area Support
Students are asked to discuss, analyze, mark up,
interpret, and draw inferences from text to support
their thinking and communicate their ideas.
The content area material that middle school students
encounter is complicated and not understood by just
“reading the words.” The program teaches specific
thinking processes that enable students to approach
content area text and understand what is important.
For orders, information, and samples, visit devstu.org or call 800.666.7270.
17
Program Assessment
The Making Meaning ® program provides ways to monitor students’ reading
comprehension and social development over time. Three kinds of assessments
help teachers make informed decisions about instruction.
The Teacher’s Manual provides a written assessment alert in each lesson
whenever an assessment is suggested. The Assessment Book provides specific
forms on which to record assessments.
Type of Assessment
18
Who’s Assessed?
What’s Monitored?
How Often?
Class Comprehension
Assessment
Whole class
• General evidence of
students’ use of the comprehension strategy taught
during the week
• Class success with partner
work
Weekly
Individual Comprehension
Assessment
Individual students
• Written student work
• Student application of the
unit strategy
• Evidence of student’s
comprehension
• The teacher incorporates
information from ongoing
IDR conferences
End of each unit
Social Skills Assessment
Individual students
• Application of the program’s
social skills to partner work
• Participation in lessons
• Integration of social values
into student behavior
Three times a year:
beginning, middle,
and end
DEVELOPMENTAL STUDIES CENTER
Making Meaning®
Program Support for
English Language Learners
The program’s instructional design includes many elements that researchers
have identified as “best practice” in comprehension instruction for English
Language Learners.
Research Suggests
Program Features
Reading aloud to students
Program employs read-aloud pedagogy as the
basis for all lessons.
Exposing students to various
genres and styles
Read-aloud texts include fiction, nonfiction,
poetry, fantasy, folklore, biography, expository
text, articles, and essays.
Selecting materials that reflect
students’ backgrounds
Texts represent a wide range of cultures.
Introducing students to unfamiliar
vocabulary
Read-aloud lessons include vocabulary for all
students as well as additional words for English
Language Learners (ELLs), with an emphasis on
academic language.
Checking comprehension by asking questions and
encouraging students to talk about their reading
Teachers encourage students to discuss their
thinking about texts.
Asking higher-level questions during and
after the reading
Teachers ask open-ended questions before,
during, and after the reading.
Providing frequent opportunities for group work
and peer collaboration
Pair or group activities are incorporated into
every lesson, promoting student talk.
Building background through discussions of
key concepts before reading
Lessons include text previews and other
activities before reading to assure adequate
“frontloading.”
Talking and listening to one another
Program promotes oral fluency.
For orders, information, and samples, visit devstu.org or call 800.666.7270.
19
Sample Week for Grade 6
Week 1
Overview
UNIT 6: MAKING INFERENCES
Fiction and Expository Nonfiction
Train to Somewhere
by Eve Bunting, illustrated by Ronald Himler
(Clarion, 1996)
Traveling west on an orphan train, Marianne seems to be the child
nobody wants—until she arrives in Somewhere.
A LT E R N AT I V E B O O K S
Rose Blanche by Roberto Innocenti
Ghost Train by Paul Yee
Unit 6  Week 1
Making Inferences
Fiction and Expository Nonfiction
Strategy Development
Comprehension Focus
• Studentsmake inferences to understand causes and effects in
narrative text.
Every weekly lesson focuses on a
specific comprehension strategy.
Follow the gold call outs to track
strategy development.
• Studentscontinuetouse text structure to explore narrative text.
240
• Studentsreadindependently.
Making Meaning®
Social Development Focus
Project Name: Making Meaning 2E TM— Grade 6 Unit 6 Week 1
Trim size: 8.375” x 10.875”
Artist: Scott Benoit
Project Name: Making Meaning 2E TM— Grade 6 Unit 6 Week 1
Studentsanalyzetheeffectoftheirbehavioronpartnerwork.
Round: Final•pages
Date: 10/03/08
Round: Final pages
Date: 10/03/08
File Name: MMR_TM_6.6.1.indd
File Name: MMR_TM_6.6.1.indd
Page #: 241
Page #: 240
• Studentsdevelopthegroupskillofusingpromptstoextend
Printed at: 80%
a conversation.
Editor: Erica Hruby
Colors used: PMS 2622, PMS 392
Trim size: 8.375” x 10.875”
Artist: Scott Benoit
Comments: Preflight DONE
Comments: Preflight DONE
DO AHEAD
•PriortoDay1,decidehowyouwillrandomlyassignpartnerstowork
together during the unit.
•Preparethe“CluestoInferencesinTrain to Somewhere” chart (see
Day 2, Step 2, on page 247).
•Maketransparenciesofthe“ExcerptfromTrain to Somewhere”
(BLM21–BLM22).
IfyouareteachingDevelopmental
Studies Center’s Making
Meaning Vocabulary program,
teachVocabularyWeek12this
week.Formoreinformation,
seetheMaking Meaning
Vocabulary Teacher’s Manual.
•PreparethedirectionschartforGuidedStrategyPractice(seeDay3,
Step3,onpage252).
Project Name: Making Meaning 2E TM— Grade 6 Unit 6 Week 1
Round: Final pages
Date: 10/03/08
Round: Final pages
Date: 10/03/08
File Name: MMR_TM_6.6.1.indd
Page #: 240
File Name: MMR_TM_6.6.1.indd
Page #: 241
Colors used: PMS 2622, PMS 392
Printed at: 80%
Colors used: PMS 2622, PMS 392
Printed at: 80%
Editor: Erica Hruby
Artist: Scott Benoit
Editor: Erica Hruby
Comments: Preflight DONE
20
DEVELOPMENTAL STUDIES CENTER
Every weekly lesson focuses on
specific social skill development.
Follow the green call outs to
track social development.
is an optional supplement for
grades K–6.
Grade Six
Trim size: 8.375” x 10.875”
Printed at: 80%
Editor: Erica Hruby
Making Meaning® Vocabulary
•Preparetomodelaskingwhy questions in independent reading (see
Day4,Step3,onpage255).
Project Name: Making Meaning 2E TM— Grade 6 Unit 6 Week 1
Social Development
Colors used: PMS 2622, PMS 392
241
Making Meaning®
Unit 6  Week 1
Day 1
Read-aloud
Materials
•
•
Train to Somewhere
Chartpaperandamarker
In this lesson, the students:
• Beginworkingwithnewpartners
• Make inferencesastheyhearastory
• Discusscharacter,setting,andplot
Making Inferences
• Use prompts to extend a conversation
Fiction and Expository Nonfiction
• Read independently for up to 30 minutes
Unit 6  Week 1
Day 2
Pair Students and Teach Prompts to Extend
Conversations
Randomlyassignpartnersandhavethemsittogether.Explainthat
duringthenextfewweeksthestudentswillworkinthesepairs.
Being a Writer Teacher
™
Youcaneitherhavethe
studentsworkwiththeirBeing
Guided Strategy Practice
Materials
Reviewthatinpreviouslessons,thestudentslearnedtoask
Making Inferences
Unit 6  Week 1
clarifyingquestions,confirmthattheyunderstoodtheirpartners’
Fiction and Expository Nonfiction
thinkingbyrepeatingbackwhattheyheard,andusepromptsto
Conversation”chartfrom helpthemlistenandconnecttheirideastotheirpartners’ideas.
Day1
Remind thestudentsthattheyshouldbeusingtheseskillsas
Teacher Note
• “Clues to Inferences in neededintheirpartnerconversations.
Thepromptsare:
a Writer partner or assign
• Train to Somewhere
themadifferentpartnerfor
theMaking Meaning
• lesson.
“Prompts to Extend a
In this lesson, the students:
•
•
•
•
Day 3
Make inferencesastheyhearastory
Discussconflictinthestory
Read independently for up to 30 minutes
•
•
•
Use prompts to extend a conversation
Review Using Prompts to Extend
Conversations
Train to Somewhere”chart,
preparedahead(seeStep2)
I agree with you, because…
•
”ReadingComprehension
In addition to what you
said,
Strategies”chart
I think…
Guided Strategy Practice
PromptstoExtendQ What suggestions do you have to help partners keep their • Train to Somewhere
• “Prompts to Extend a
In this lesson, the students:
conversation going?
aConversation
Remindthestudentstofocusontalkingforthewholetimeduring
partnerconversations,usingthepromptsonthe“PromptstoExtend
aConversation”chartasneeded.Tellthestudentsthatyouwill
checkinwiththemattheendofthelessontoseehowtheydid.
Conversation”chart
• Explore causes of events in a story
- Tellmemoreofyour
• Student Response Book
Explainthatkeepingaconversationgoingcanbechallenging,but
• Read independently
for up to 30 minutes
thinkingabout…
pages 36–37
thatbydoingsopartnersoftengainnewinsightsintothereading.
• Use prompts to
extend a conversation
- Let’stalkalittle
• Directionschart,prepared
Tellthestudentsthattodaytheywilllearnpromptstohelpthem
ahead(seeStep3)
moreabout…
extendtheirconversations.
Highlight Clues to Inferences in Train to Somewhere
Review Using Prompts to Extend Conversations
RemindthestudentsthattheyheardTrain to Somewhere read aloud
yesterday.Directtheirattentiontothe“CluestoInferencesinTrain
to Somewhere”chart,onwhichyouhavewrittenthefollowing
sentencesfromthebook:
“Theyfeeltheboys’musclesthroughtheircoats.Theysay
Pointoutthatsometimespartnersfinishwhattheyaresaying
quicklyandendupsittingwithoutsayinganythingfortherestof
thepartnerdiscussiontime.Ask:
Materials
I disagree with you, because…
242
Explainthattodaypartnerswillcontinuetofocusonusingprompts
toextendconversations.Reviewtheitemsonthe“Promptsto
ExtendaConversation”chart.
Making Meaning®
Teacher Note
thingslike:‘Thishere’sagoodone.’And,‘He’llbeuseful
Introduce Exploring Causes
Notethatboththefirstand
comeharvest.’”
second clues appear on
Unit 6  Week 1
Day 4
“MissRandolphwipeshereyes.‘Anything’sbetterthanbeing
onthestreetsofNewYork,’shesays.‘Alotofyouwill
Making Inferences
Independent Strategy Practice
In this lesson, the students:
•
Explorecausesofeventsasthey
read independently
•
Use prompts to extend a conversation
Round:
FinalWeek
pages
Review
the
Date: 10/03/08
•
Q
Smallself-sticknotesfor
eachstudent
Why does Marianne
give Mrs. Book the feather?
File Name: MMR_TM_6.6.1.indd
Page #: 247
•
Colors used: PMS 2622, PMS 392
Printed at: 80%
andexploredcharacter,setting,conflict,andplot.Reviewthatthey
attentiontotheexcerptfromTrain to Somewhere on Student
Editor: Erica Hruby
alsomadeinferencesastheythoughtaboutwhycertainthings
Comments: Preflight DONE
Response Book pages36–37,andexplainthattheexcerptisthepart
happened.Explainthattodaytheywillexplorecausesinthebooks
theyarereadingindependentlybyaskingwhy questions.
Artist: Scott Benoit
Remindthestudentsthattheyalsopracticedusingpromptsto
extendtheirconversations.Encouragethemtocontinuetopractice
Project Name: Making Meaning 2E TM— Grade 6 Unit 6 Week 1
theseskillstoday.
Trim size: 8.375” x 10.875”
Artist: Scott Benoit
Comments: Preflight DONE
Editor: Eri
Comments: Preflight DONE
Teacher Note
Havestudentswhoareunable
toreadtheexcerptontheir
ownreaditquietlyaloudwitha
partner, or read it aloud yourself
asthestudentsfollowalong.Then
havethemgobackandunderline
thecluesinthepassage.
Grade Six
Date: 10/03/08
Round: Final pages
Date: 10/03/08
Page #: 250
File Name: MMR_TM_6.6.1.indd
Page #: 251
Colors used: PMS 2622, PMS 392
Printed at: 80%
Colors used: PMS 2622, PMS 392
Printed at: 80%
Read Independently Without Stopping
251
Project Name: Making Meaning 2E TM— Grade 6 Unit 6 Week 1
Round: Final pages
File Name: MMR_TM_6.6.1.indd
Editor: Erica Hruby
Colors used: PMS 2622, PM
Artist: Scott Benoit
Materials
Book for modeling why
questions (see Step 3)
RemindthestudentsthatthisweektheyheardTrain to Somewhere
Withoutdiscussingthequestionasaclass,directthestudents’
Trim size: 8.375” x 10.875”
Round: Final pages
Trim size: 8.375” x 10.875”
• Narrative texts at
Explore Causes inappropriate
Train tolevels
Somewhere
for
independent reading
Remindthestudentsthatattheendofthestory,Marianne
Grade Six 247
• “Prompts to Extend a
gives Mrs.Bookafeather.Havepartnerstalkbrieflyaboutthe
followingquestion: Conversation”chart
Project Name: Making Meaning 2E TM— Grade 6 Unit 6 Week 1
Printed at: 80%
Project Name: Making Mea
File Name: MMR_TM_6.6.1
Explainthattodaytheywillexplorewhysomethingshappenas
theydoinTrain to Somewhere.
“Ipullmyselfbackintothecorneroftheseat.‘No,’I
Page #: 246
Student Response Book,
IDRJournalsection
Comments: Preflight DONE
dofine.’”
Date: 10/03/08
•
Transparenciesofthe
“Excerpt from Train to
Somewhere”(BLM21–BLM22)
Projectand
Name:
Making Meaning
2E TM— Grade 6 Unit 6 Week 1
Remindthestudentsthattheyhavebeenmakinginferencesto
Fiction
Expository
Nonfiction
Round: Final pages
Date: 10/03/08
helpthemunderstandwhatishappeninginstoriessuchasTrain
File Name: MMR_TM_6.6.1.indd
Page #: 242
to Somewhere and Encounter.Pointoutthattheycanalsousethe
Trim size:
8.375” x 10.875”
Colors used: PMS 2622, PMS 392
Printed at: 80%
strategytohelpthemfigureoutwhysomethinghappens—what
Artist: Scott Benoit
Editor: Erica Hruby
causesaneventtohappenthewayitdoesinthebook.
agentcomingroundtomakesurethechildrenareallright.’”
— Grade 6 Unit 6 Week 1
Assessment Resource Book
page12ofthebook.
“Shehasherlipspressedtightlytogether.‘There’llbean
whisper.‘No.’”
•
•
Trim size: 8.375” x 10.875”
Artist: Scott Benoit
Editor: Erica Hruby
Askthestudentstouseself-sticknotestomarktheplacetheybeginComments: Preflight DONE
readingandhavethemreadindependentlyfor10minutes.
Model Asking Why Questions
Stopthestudentsafter10minutes.Explainthatyouwouldlike
themtorereadanduse“StopandAskQuestions”toidentifyplaces
wheretheycanaskwhyquestions.Theywilluseadditionalself-stick
notestomarktheplaceswherequestionscometomind,andthey
willwritethequestionsonthenotes.
Teacher Note
Toprepareforthemodeling,have
thewhyquestionyouwillaskin
mindaheadoftime.(Forexample,
usingthebookEncounter, you
Modeltheprocedurebybrieflyintroducingthetextyouselected.
Readseveralsentencesaloud,andthinkaloudaboutawhy question
thatcomestomind.Jotthequestiononaself-sticknote,andplace
thenoteinthemarginwhereyoustoppedreading.
mightreadpage9andask,
“Whydoestheboybecome
moreafraidwhenthestrangers
pushsticksintothesand?”)
Grade Six
oject Name: Making Meaning 2E TM— Grade 6 Unit 6 Week 1
Project Name: Making Meaning 2E TM— Grade 6 Unit 6 Week 1
und: Final pages
Date: 10/03/08
Round: Final pages
Date: 10/03/08
e Name: MMR_TM_6.6.1.indd
Page #: 254
File Name: MMR_TM_6.6.1.indd
Page #: 255
lors used: PMS 2622, PMS 392
Printed at: 80%
Colors used: PMS 2622, PMS 392
Printed at: 80%
Editor: Erica Hruby
255
Trim size: 8.375” x 10.875”
Artist: Scott Benoit
Editor: Erica Hruby
For orders, information, and samples, visit devstu.org or call 800.666.7270.
Comments: Preflight DONE
21
Sample Week for Grade 6, Day 1
Social Development
Partners learn to use
prompts to enrich and
extend their conversations.
Unit 6  Week 1
Day 1
Read-aloud
Materials
•
•
Train to Somewhere
Chartpaperandamarker
In this lesson, the students:
•
•
•
•
•
Beginworkingwithnewpartners
Make inferencesastheyhearastory
Discusscharacter,setting,andplot
Use prompts to extend a conversation
Read independently for up to 30 minutes
Pair Students and Teach Prompts to Extend
Conversations
Being a Writer™ Teacher
Youcaneitherhavethe
Randomlyassignpartnersandhavethemsittogether.Explainthat
duringthenextfewweeksthestudentswillworkinthesepairs.
studentsworkwiththeirBeing
a Writer partner or assign
themadifferentpartnerfor
theMaking Meaning lesson.
Teacher Note
Thepromptsare:
•
•
•
I agree with you, because…
I disagree with you, because…
In addition to what you said,
I think…
Reviewthatinpreviouslessons,thestudentslearnedtoask
clarifyingquestions,confirmthattheyunderstoodtheirpartners’
Unit 6  Week 1  Day 1
thinkingbyrepeatingbackwhattheyheard,andusepromptsto
helpthemlistenandconnecttheirideastotheirpartners’ideas.
Remind thestudentsthattheyshouldbeusingtheseskillsas
Writethefollowingpromptsonasheetofchartpaperentitled
neededintheirpartnerconversations.
“PromptstoExtendaConversation”:
Making Inferences
Fiction and Expository Nonfiction
Pointoutthatsometimespartnersfinishwhattheyaresaying
- Tellmemoreofyourthinkingabout…
quicklyandendupsittingwithoutsayinganythingfortherestof
- Let’stalkalittlemoreabout…
thepartnerdiscussiontime.Ask:
Q
- Anotherwaytothinkaboutitmightbe…
What suggestions do you have to help partners keep their
conversation going?
Stateyourexpectationthatduring“TurntoYourPartner”or
“Think,Pair,Share”partnerswillcontinuetalkinguntilyousignal
Explainthatkeepingaconversationgoingcanbechallenging,but
forthemtoendtheirconversations.Encouragethemtousethe
thatbydoingsopartnersoftengainnewinsightsintothereading.
promptsandtheskillstheylearnedpreviouslyastheyworkintheir
Tellthestudentsthattodaytheywilllearnpromptstohelpthem
partnershipstoday.
extendtheirconversations.
Introduce Train to Somewhere
242
Making Meaning®
Project Name: Making Meaning 2E TM— Grade 6 Unit 6 Week 1
Trim size: 8.375” x 10.875”
Round: Final pages
Date: 10/03/08
File Name: MMR_TM_6.6.1.indd
Page #: 242
Colors used: PMS 2622, PMS 392
Printed at: 80%
Artist: Scott Benoit
Remindthestudentsthattheyhavebeenusingthestrategyof
making inferencestohelpthemmakesenseofstoriesandpoems.
Explainthatthisweektheywillcontinuetomakeinferences,and
willreviewstoryelements,includingcharacter,setting,conflict,
and plot.
Youmaywanttoremind
thestudentsthatwhenthey
make inferences,theyuse
Project Name: Making Meaning 2E TM— Grade 6 Unit 6 Week 1
clues from a story or poem
TellthestudentsthatyouwillreadTrain to Somewhere.Showthe
coverofthebookandreadthenamesoftheauthorandillustrator.
Trim size: 8.375” x 10.875”
Editor: Erica Hruby
Round: Final pages
Date: 10/03/08
File Name: MMR_TM_6.6.1.indd
Page #: 243
Colors used: PMS 2622, PMS 392
Printed at: 80%
tofigureoutsomething
thatisnotstateddirectly.
Artist: Scott Benoit
Explainthatthestorytakesplacein1878andisbasedonhistorical
Comments: Preflight DONE
events.Fromthemid-1850stothelate1920s,thousandsof
homelesschildrenandorphansfromNewYorkCityweresentby
traintotownsintheMidwesttofindfamiliesthatmightadopt
them.Thetrainswereknownasorphantrains.Theseorphantrains
no longer exist. Train to Somewhereisthefictionalstoryofagroup
ofhomelesschildrenandtheirjourneyonanorphantrain.
Comments: Preflight DONE
Teacher Note
Editor: Erica Hruby
Teacher Note
To provide additional
backgroundaboutorphan
trains,youmightreador
paraphrasethe“Introduction”
onpage3ofthebook.
Grade Six
Project Name: Making Meaning 2E TM— Grade 6 Unit 6 Week 1
22
Trim size: 8.375” x 10.875”
Artist: Scott Benoit
Date: 10/03/08
Round: Final pages
Date: 10/03/08
Page #: 242
File Name: MMR_TM_6.6.1.indd
Page #: 243
Colors used: PMS 2622, PMS 392
Printed at: 80%
Colors used: PMS 2622, PMS 392
Printed at: 80%
Editor: Erica Hruby
DEVELOPMENTAL STUDIES CENTER
Comments: Preflight DONE
Project Name: Making Meaning 2E TM— Grade 6 Unit 6 Week 1
Round: Final pages
File Name: MMR_TM_6.6.1.indd
Trim size: 8.375” x 10.875”
Artist: Scott Benoit
Comments: Preflight DONE
Editor: Erica Hruby
243
Making Meaning®
Unit 6  Week 1  Day 1
Making Inferences
Fiction and Expository Nonfiction
Students might say:
“Thestorytellshoworphansweretreatedbackinthe1800s.”
“Thisstorycouldn’thappentoday.Itcouldonlyhappenbackin
thedayswhentheyhadorphantrains.”
“NottoomanypeoplelivedoutWestbackthen.Thereweren’ta
lotofchildrenaroundtoadopt.That’sprobablywhytheysent
orphansfromNewYorkCity.”
Making Inferences
Fiction and Expository Nonfiction
Unit 6  Week 1  Day 1
Read Train to Somewhere Aloud
Q
What do you think it might have been like to be Marianne during
the train ride to Somewhere? Explain your thinking.
Q
What kind of person was Miss Randolph? What did you hear that
makes you think that?
Readthebookaloud,showingtheaccompanyingillustrations.
Youmightpreviewthetextand
illustrationswiththestudents
Duringthewhole-classdiscussion,bereadytorereadpassages
fromthetextandshowillustrationsagaintohelpthestudentsrecall
whattheyheard.Inaddition,pointoutinferencesabouttheplot,
setting,andcharactersasthestudentsmakethem.(Forexample,
youmightsay,“TheauthordoesnotdirectlystatethatMiss
Randolphwaskindheartedorthatshefeltbadforthechildren,but
youinferredthatfromcluesinthestory.”)
Suggested Vocabulary
priortoreadingthebookaloud
larkspur: plant sometimes used to make medicines (p. 4)
totheclass.Duringthereading,
New West: part of the United States now known as the Midwest (p. 4)
youmightstopperiodicallyto
tenements: old, crowded apartment buildings in the poor part of
a city (p. 8)
havethestudentsbrieflydiscuss
whatishappeninginthestory.
Possiblestopsareatthebottom
the Great Plains: enormous flat area of land stretching across the
Midwest(p.10)
of pages 8, 17, and 24.
scrawny:verythin(p.12)
Explainthatinthenextlessonthestudentswillcontinuetothink
aboutsetting,plot,andcharacter,andexploremakinginferences.
muff:tube-shapedcoveringforhands,usedtokeepthemwarm(p.14)
Teacher Note
Facilitateinteractionamongthe
studentsduringthewhole-class
discussionwithquestionssuchas:
Q
Who will confirm [Travis’s]
thinking by repeating back
what you heard [him] say?
Q
Turn to your partner and talk
about whether you agree or
disagree with what [Travis]
just said.
ELL Vocabulary
Q
EnglishLanguageLearnersmaybenefitfromdiscussingadditional
vocabulary,including:
Reflect on Partner Conversations
orphans: children with no parents (p. 4)
Brieflydiscusshowpartnersdidextendingtheirconversationsusing
prompts.Shareyourownobservations,andask:
stowaway: person or animal who hides on a vehicle to get a free ride (p. 4)
pry:removewithdifficulty(p.14)
Q
sassy:showingbadmanners;disrespectful(p.18)
down in the dumps: (slang) sad (p. 24)
a mite:(idiom)alittlebit(p.30)
Did you agree or disagree?
Explain your thinking.
What prompt on the “Prompts to Extend a Conversation” chart
did you try using today? How did that help to keep you and your
partner talking?
Discuss the Plot, Setting, and Characters in the Story
Teacher Note
Aspartnerstalk,circulateand
notewhetherthestudentsare
talkingforthewholetime,using
theprompts,andconfirmingand
clarifyingeachother’sthinking.Be
readytoshareyourobservations
attheendofthelesson.
Trim size: 8.375” x 10.875”
Firstinpairs,andthenasaclass,havethestudentsdiscussthe
followingquestions.Duringpartnerdiscussions,remindthe Making Inferences
Fiction and Expository Nonfiction
studentstocontinuetalkinguntilyousignalforthemtoendtheir
conversation.Remindthemtousethepromptsonthe“Promptsto
ExtendaConversation”chart,asneeded.Ask:
Q
What happens in this story (what is the plot)?
Q
Date: 10/03/08
File Name: MMR_TM_6.6.1.indd
Page #: 244
Colors used: PMS 2622, PMS 392
Printed at: 80%
Artist: Scott Benoit
Round: Final pages
TellthestudentsthatattheendofIDRtheywilltalkinpairsabout
File Name: MMR_TM_6.6.1.indd
thecharacters,setting,andplotintheirbooks.
Trim size: 8.375” x 10.875”
Editor: Erica Hruby
Colors used: PMS 2622, PMS 392
Date: 10/03/08
Page #: 245
Printed at: 80%
Attheendofindependentreading,havepartnersdiscussthe
setting,characters,andplotoftheirbooks.Aspairstalk,circulate
Project Name: Making Meaning 2E TM— Grade 6 Unit 6 Week 1
andcheckinwiththem.Ifstudentsarestruggling,askthem
Round: Final pages
Date: 10/03/08
File
Name: MMR_TM_6.6.1.indd
Page #: 245
questionssuchas:
Project Name: Making Meaning 2E TM— Grade 6 Unit 6 Week 1
Round: Final pages
Date: 10/03/08
File Name: MMR_TM_6.6.1.indd
Page #: 244
Colors used: PMS 2622, PMS 392
Printed at: 80%
Strategy Development
Artist: Scott Benoit
245
Usethe“IDRConferenceNotes”recordsheettoconductand
document individual conferences.
Making Meaning®
Trim size: 8.375” x 10.875”
Grade Six
Artist: Scott Benoit
Editor: Erica Hruby
Havethestudentsreadbooksatappropriatereadinglevels
Comments: Preflight DONE
independently for up to 30 minutes.
Comments: Preflight DONE
244
I N D I V I D U A L I Z E D D A I LY R E A D I N G
Document IDR Conferences/Have the Students Talk
About Character, Setting,Project
and Name:
Plot Making Meaning 2E TM— Grade 6 Unit 6 Week 1
the setting
and
place)?
is it1 an important part of
Project What
Name: is
Making
Meaning(time
2E TM—
Grade
6 UnitWhy
6 Week
Round: this
Final story?
pages
Unit 6  Week 1  Day 1
Trim size: 8.375” x 10.875”
Q
Editor: Erica Hruby
Comments: Preflight DONE
Colors used: PMS 2622, PMS 392
Benoit of your story?
Who is theArtist:
mainScott
character
Printed at: 80%
Editor: Erica Hruby
Comments: Preflight DONE
Students use prompts to
discuss the inferences they
are making about the story.
246
Q
How would you describe the main character?
Q
What is the setting of the story? Is the setting important? Why?
Q
What is the plot so far?
Q
What do you think will happen to the main character? Why?
Making Meaning®
Project Name: Making Meaning 2E TM— Grade 6 Unit 6 Week 1
Round: Final pages
Date: 10/03/08
File Name: MMR_TM_6.6.1.indd
Page #: 246
Colors used: PMS 2622, PMS 392
Printed at: 80%
For orders, information, and samples, visit devstu.org or call 800.666.7270.
Trim size: 8.375” x 10.875”
Artist: Scott Benoit
Comments: Preflight DONE
Editor: Erica Hruby
23
Trim size: 8.375” x 10.875”
Artist: Scott Benoit
Comments: Preflight DONE
Sample Week for Grade 6, Day 2
Strategy Development
Students make inferences
to discuss the conflicts that
characters in the story face.
Unit 6  Week 1
Making Inferences
Fiction and Expository Nonfiction
Day 2
Guided Strategy Practice
Materials
In this lesson, the students:
•
•
•
•
•
•
Train to Somewhere
•
“Clues to Inferences in
Train to Somewhere”chart,
preparedahead(seeStep2)
•
”ReadingComprehension
Strategies”chart
Make inferencesastheyhearastory
Discussconflictinthestory
Read independently for up to 30 minutes
Use prompts to extend a conversation
Review Using Prompts to Extend
Conversations
“Prompts to Extend a
Conversation”chartfrom
Day1
Making Inferences
Fiction and Expository Nonfiction
Remindthestudentstofocusontalkingforthewholetimeduring
partnerconversations,usingthepromptsonthe“PromptstoExtend
aConversation”chartasneeded.Tellthestudentsthatyouwill
checkinwiththemattheendofthelessontoseehowtheydid.
PromptstoExtend
aConversation
- Tellmemoreofyour
thinkingabout…
- Let’stalkalittle
Highlight Clues to Inferences in Train to Somewhere
moreabout…
theyusecluesfromthestory
tofigureoutsomething
Reread Train to Somewhere
Rereadthestory,stoppingaftereachpassageonthechart
(pages12,18,and26).Ateachstop,rereadthepassageandhave
thestudentsuse“Think,Pair,Share”todiscusswhattheyinfer.
Teacher Note
thingslike:‘Thishere’sagoodone.’And,‘He’llbeuseful
Notethatboththefirstand
comeharvest.’”
second clues appear on
“Shehasherlipspressedtightlytogether.‘There’llbean
theyinfer, or make inferences,
Explainthatthesearesentencesfromwhichareadercaninfer
meaningsthatarenotstateddirectly.Readthepassagesaloud,
andexplainthatyouwillreadthestoryaloudagain,andwillstop
ateachofthelinesonthechart.Ateachstop,thestudentswilluse
“Think,Pair,Share”totalkaboutwhattheyinferfromthepassage.
thatisnotstateddirectly.
RemindthestudentsthattheyheardTrain to Somewhere read aloud
yesterday.Directtheirattentiontothe“CluestoInferencesinTrain
to Somewhere”chart,onwhichyouhavewrittenthefollowing
sentencesfromthebook:
“Theyfeeltheboys’musclesthroughtheircoats.Theysay
Remindthestudentsthatwhen
Unit 6  Week 1  Day 2
Haveoneortwopairsreporttheirinferencetothewholeclass.Then
rereadthepassageandcontinuereadingtothenextstop.Donot
spend too long at any one stop.
page12ofthebook.
agentcomingroundtomakesurethechildrenareallright.’”
“MissRandolphwipeshereyes.‘Anything’sbetterthanbeing
Students might say:
onthestreetsofNewYork,’shesays.‘Alotofyouwill
“Weinferredthatsomepeoplejustwantedthekidstodothe
work.Theydidn’treallywantkidstolove.”
dofine.’”
“Ipullmyselfbackintothecorneroftheseat.‘No,’I
“WethinkMissRandolphisworriedthatthescrawnyladyis
goingtobemeantoMavis.Shewantstheladytoknowthat
someonewillbecheckingonMavis,sotheladyhadbetter
be nice.”
whisper.‘No.’”
“MissRandolphthinksthatevenbeingadoptedbymeanpeople
isbetterthanhavingnohomeatall.”
Grade Six
247
“Marianneisafraidhermotherwon’tbewaitingforheratthe
last stop.”
Ifthestudentsdisagreesignificantlyoninferencesthatmakesense
atanyofthestoppingpoints,discussthisbeforecontinuingwith
thelesson.Askthestudentstorefertothetexttosupporttheir
opinions,andaskprobingquestionssuchas:
Project Name: Making Meaning 2E TM— Grade 6 Unit 6 Week 1
eek 1
3/08
Round: Final pages
Date: 10/03/08
6
File Name: MMR_TM_6.6.1.indd
Page #: 247
Colors used: PMS 2622, PMS 392
Printed at: 80%
: 80%
Trim size: 8.375” x 10.875”
Artist: Scott Benoit
Editor: Erica Hruby
Comments: Preflight DONE
248
Q
What do you think [Miss Randolph/Marianne] might be thinking at
that moment? What in the book makes you think that?
Q
Why do you think Miss Randolph cries when she says, “A lot of you
will do fine”? Do you think she believes that? Why does that make
sense based on other things you know about the book?
Making Meaning®
Project Name: Making Meaning 2E TM— Grade 6 Unit 6 Week 1
Trim size: 8.375” x 10.875”
Artist: Scott Benoit
Comments: Preflight DONE
24
DEVELOPMENTAL STUDIES CENTER
Round: Final pages
Date: 10/03/08
File Name: MMR_TM_6.6.1.indd
Page #: 248
Colors used: PMS 2622, PMS 392
Printed at: 80%
Editor: Erica Hruby
Making Meaning®
I N D I V I D U A L I Z E D D A I LY R E A D I N G
Document IDR Conferences/Review the Reading
Comprehension Strategies
Directthestudents’attentiontothe“ReadingComprehension
Strategies”chartandremindthemthatthesearethestrategiesthey
havelearnedsofarthisyear.Askthemtonoticewhichstrategies
theyuseandwheretheyusethemduringtheirreadingtoday.At
theendofIDR,theywillsharewiththeclass.
ReadingComprehension
Strategies
- recognizingtext
features
- questioning
Havethestudentsreadindependentlyforupto30minutes.
Usethe“IDRConferenceNotes”recordsheettoconductand
document individual conferences.
Attheendofindependentreading,havethestudentssharetheir
readingandastrategytheyused—thenameofthestrategyand
wheretheyusedit—withtheclass.Havestudentswhocannotthink
ofacomprehensionstrategytheyuseddiscusswhattheyread.
EXTENSION
Unit 6  Week 1  Day 2
Learn More About Orphan Trains
Making Inferences
Fiction and Expository Nonfiction
Discuss the Story as a Whole Class
FAC I L I TAT ION T I P
Facilitateadiscussionusingthefollowingquestions.Use“Turnto
YourPartner”duringthisdiscussiontoincreaseparticipation,and
encouragethestudentstousethepromptsonthe“Promptsto
ExtendaConversation”chartastheytalk.
Duringthisunit,weencourage
Rereadthepassageonpage14beginningwith“‘Oh,Herbert.How
sweetthatlittlegirlis!’”andendingwith“I’msniffling,too.”Ask:
Q
you to avoid repeating or
paraphrasing students’
Havethestudentsworkindividuallyorinpairstoresearchand
reportonorphantrains.Thestudentscanfindinformationonthe
Internet,usingasearchengineandthekeyword“orphantrains.”
Thesebooksforyoungreadersarealsogoodresources:Children of
the Orphan TrainsbyHollyLittlefield,andOrphan Train Rider: One
Boy’s True Story and We Rode the Orphan TrainsbyAndreaWarren.
responses.Repeatingwhat
studentssaywhentheyspeak
toosoftlyorparaphrasing
themwhentheydon’tspeak
clearlyteachesthestudents
to listen to you but not to one
What conflicts or problems does Marianne face in this scene?
another.Helpthestudents
learn to take responsibility by
Students might say:
askingoneanothertospeak
“MarianneknowsthatshehastoletNorago,butshedoesn’t
reallywantto.”
up or by asking a question
“Iagreewith[Antonio].PartofMarianneprobablydoesn’twant
Noratobeadoptedbecauseshe’llmissher.Butsheknowsthat
gettingadoptedisthebestthingforNora.”
iftheydon’tunderstand
250 whataclassmatehassaid.
Making Meaning®
Project Name: Making Meaning 2E TM— Grade 6 Unit 6 Week 1
“Noradoesn’twanttogowiththecouple,butMariannemakes
hergo.Thatmusthavebeenreallytough.”
Q
Marianne says she “waited through so many Christmases” for her
mother to return for her. What do you think that might have been
like for Marianne?
Trim size: 8.375” x 10.875”
Artist: Scott Benoit
Round: Final pages
Date: 10/03/08
File Name: MMR_TM_6.6.1.indd
Page #: 250
Colors used: PMS 2622, PMS 392
Printed at: 80%
Editor: Erica Hruby
Comments: Preflight DONE
Trim size: 8.375” x 1
Artist: Scott Benoit
Comments: Preflig
PointoutthatthereadermustinfertheconflictsthatMarianne
faces,becausetheyarenotstateddirectlyinthestory.Explainthat
manyofthestudentsnaturallymadeinferencesthroughoutthe
story,andremindthemthatoneofthegoalsofstudyinginference
istobecomemoreawareofmakinginferencesastheyread.Being
awareofmakinginferenceswillhelpthemthinkmoreaboutwhat
theyread.
Social Development
Reflect on Partner Conversations
Facilitateabriefdiscussionofhowpartnersworkedtogether,and
shareexamplesyounoticedofhowpartnersconfirmedandclarified
eachother’sthinkingandusedpromptstoconnecttheirideasor
extendtheconversation.
Partners reflect on how they
confirmed each other’s thinking and use prompts to add to
their conversations.
Grade Six
249
Project Name: Making Meaning 2E TM— Grade 6 Unit 6 Week 1
Unit 6 Week 1
te: 10/03/08
Round: Final pages
Date: 10/03/08
ge #: 248
File Name: MMR_TM_6.6.1.indd
Page #: 249
Colors used: PMS 2622, PMS 392
Printed at: 80%
nted at: 80%
Unit 6  Week 1  Day 2
Making Inferences
Fiction and Expository Nonfiction
Trim size: 8.375” x 10.875”
Artist: Scott Benoit
Editor: Erica Hruby
Comments: Preflight DONE
For orders, information, and samples, visit devstu.org or call 800.666.7270.
25
Sample Week for Grade 6, Day 3
Unit 6  Week 1
Making Inferences
Fiction and Expository Nonfiction
Day 3
Strategy Development
Guided Strategy Practice
Materials
In this lesson, the students:
•
•
•
Students use inferences to
understand cause and effect
of events in the story.
Explore causes of events in a story
Read independently for up to 30 minutes
Use prompts to extend a conversation
Review Using Prompts to Extend Conversations
Explainthattodaypartnerswillcontinuetofocusonusingprompts
toextendconversations.Reviewtheitemsonthe“Promptsto
ExtendaConversation”chart.
Introduce Exploring Causes
•
•
Train to Somewhere
•
Student Response Book
pages 36–37
•
Directionschart,prepared
ahead(seeStep3)
•
•
Assessment Resource Book
•
Student Response Book,
IDRJournalsection
EnglishLanguageLearnersmay
“Prompts to Extend a
Conversation”chart
Making Inferences
Transparenciesofthe
Fiction and Expository Nonfiction
“Excerpt from Train to
Somewhere”(BLM21–BLM22)
ofthestoryinwhichMariannegivesMrs.Bookthefeather.Explain
thefollowingdirections,whichyouhavewrittenonchartpaper:
benefit from extra support to
makesenseoftheexcerpt.Show
Remindthestudentsthattheyhavebeenmakinginferencesto
helpthemunderstandwhatishappeninginstoriessuchasTrain
to Somewhere and Encounter.Pointoutthattheycanalsousethe
strategytohelpthemfigureoutwhysomethinghappens—what
causesaneventtohappenthewayitdoesinthebook.
Withoutdiscussingthequestionasaclass,directthestudents’
attentiontotheexcerptfromTrain to Somewhere on Student
Response Book pages36–37,andexplainthattheexcerptisthepart
toanswerthisquestion:WhydoesMariannegiveMrs.Book
thenreadtheexcerptaloud
thefeather?
astheyfollowalong,stopping
intermittently to talk about
3. Talkwithyourpartneraboutthesentencesyouunderlinedand
whatishappening.Thestudents
theinferencesyoumade.
may benefit from explanation
ofthefollowingpassages:
• “…eventhoughIwaswaiting
Why does Marianne give Mrs. Book the feather?
2. Rereadtheexcerpt,andunderlinesentencesthathelp
on pages 29 and 31 again;
insidemyselfformymother
Explore Causes in Train to Somewhere
Remindthestudentsthatattheendofthestory,Marianne
gives Mrs.Bookafeather.Havepartnerstalkbrieflyaboutthe
followingquestion:
1. Readtheexcerptquietlytoyourself.
anddiscusstheillustrations
Explainthattodaytheywillexplorewhysomethingshappenas
theydoinTrain to Somewhere.
Q
Unit 6  Week 1  Day 3
to come.”
• “‘Sometimeswhatyougetturns
Asthestudentsworkindividuallyandinpairs,circulateandhelp
themthinkabouttheinferencestheyaremakingandconfirmand
clarifyeachother’sthinkingbyasking:
Q
You underlined [“I’d thought my mother would look at me like
that”]. What did you infer from that sentence about why Marianne
gives Mrs. Book the feather?
Q
Can you confirm [Julia’s] thinking by repeating back what you
heard [her] say?
Q
Do you agree or disagree with [Julia]? Why?
Q
What question do you want to ask [Julia] to better understand
what [she’s] thinking?
outtobebetterthanwhatyou
Teacher Note
wantedinthefirstplace.’”
Havestudentswhoareunable
• “It’sfunnythewayitnestles
toreadtheexcerptontheir
there,asifitbelongs,asifithas
ownreaditquietlyaloudwitha
found its place at last.”
partner, or read it aloud yourself
asthestudentsfollowalong.Then
havethemgobackandunderline
thecluesinthepassage.
Grade Six
251
Project Name: Making Meaning 2E TM— Grade 6 Unit 6 Week 1
CLASS COMPREHENSION
3/08
Round: Final pages
Date: 10/03/08
ASSESSMENT
0
File Name: MMR_TM_6.6.1.indd
Page #: 251
Colors used: PMS 2622, PMS 392
Printed at: 80%
eek 1
: 80%
Trim size: 8.375” x 10.875”
Artist: Scott Benoit
Asyoucirculateamongthestudents,noticewhichsentences
theyunderlineandaskyourself:
Editor: Erica Hruby
Comments: Preflight DONE
Q Are the students identifying clues about why Marianne
gives Mrs. Book the feather?
Recordyourobservationsonpage16oftheAssessment
Resource Book.
252
Making Meaning®
Project Name: Making Meaning 2E TM— Grade 6 Unit 6 Week 1
Trim size: 8.375” x 10.875”
Artist: Scott Benoit
Comments: Preflight DONE
26
DEVELOPMENTAL STUDIES CENTER
Round: Final pages
Date: 10/03/08
File Name: MMR_TM_6.6.1.indd
Page #: 252
Colors used: PMS 2622, PMS 392
Printed at: 80%
Editor: Erica Hruby
Tr
A
C
Making Meaning®
Duringthisdiscussion,pointoutthattheauthordoesnotdirectlysay
whyMariannegivesMrs.BookthefeatherorhowMariannechanges,
butthestudentscaninferthesethings.Explainthatwritersoften
don’texplainwhyeventshappeninastoryorwhycharactersbehave
astheydo.Instead,readershavetomakeinferencestofigureoutwhy.
Explainthatinthenextlessonthestudentswillpracticemaking
inferencesaboutwhythingshappenthewaytheydointheir
independent reading books.
I N D I V I D U A L I Z E D D A I LY R E A D I N G
Read Independently/Write in Their IDR Journals
About Strategies They Used
Havethestudentsreadindependentlyforupto30minutes.
Beforethestudentsbeginto
Asthestudentsread,circulateamongthem.Observetheirreading
behaviorandengagementwiththetext.Askindividualstudents
questionssuchas:
readindependently,previewthe
questionsyouplantoaskthemas
theyarereading.
Unit 6  Week 1  Day 3
Making Inferences
Fiction and Expository Nonfiction
Q
What is your book about?
Q
What made you decide to read this book?
Q
(Nonfiction book) What do you already know about [planets]?
How does knowing this information about [planets] help you
understand this book?
Q
(Fiction book) Who is the main character in your book? How
would you describe him?
Q
What comprehension strategies are you using to help you
understand the character and what is happening?
Discuss as a Whole Class
Whenmostpairshavefinished,placethetransparenciesofthe
excerpt from Train to Somewhereontheoverheadprojector.Repeat
thequestion“WhydoesMariannegiveMrs.Bookthefeather?”Then,
askafewstudentstosharethesentencestheyunderlinedandthe
inferencestheymade.Facilitateadiscussionamongthestudents,
usingquestionssuchas:
Q
Do you agree or disagree with what [Jamil and his partner]
shared? Why?
Attheendofindependentreading,haveeachstudentwriteinher
IDRJournalaboutherreadingandastrategysheused—thename
ofthestrategyandwheresheusedit.Havestudentswhocannot
thinkofastrategywriteabouttheirreading.Haveafewstudents
sharetheirwritingwiththeclass.
IfyourEnglishLanguage
Learnersstruggletowrite,have
Students might say:
themdrawtoexpresstheir
“Iunderlined‘I’dthoughtmymotherwouldlookatmelikethat.’
Mariannegotthefeatherfromhermother.IthinkshethoughtMrs.
Bookwouldbelikeamothertoher,soshegivesherthefeather.”
“Ichose‘Somehowthiswomanunderstandsaboutme’because
Mariannethinkstheladyunderstandsher—likeherrealmomwould.”
thoughtsabouttheirreading.
254
Making Meaning®
“ThesentenceIunderlinedis‘Mymother’snotinSomewhere.
She’snotwaitinghereoranywhere.’Ithinkitshowsthat
Mariannehasgivenuponhermomandisreadyforanewmom.”
Project Name: Making Meaning 2E TM— Grade 6 Unit 6 Week 1
Trim size: 8.375” x 10.875”
Reread“Mrs.Booksticksthefeatherinthebandofherdroopyhat.
It’sfunnythewayitnestlesthere,asifitbelongs,asifithasfoundits
placeatlast.”Ask:
Q
Artist: Scott Benoit
Why do you think the author chooses to describe the feather in
this way?
Date: 10/03/08
Page #: 254
Colors used: PMS 2622, PMS 392
Printed at: 80%
Editor: Erica Hruby
Trim size: 8.375” x 10.875”
Artist: Scott Benoit
Comments: Preflight DON
Social Development
Reviewthatcharactersinstories,likepeopleinreallife,often
changeasaresultoffacingandresolvingconflicts.Drawthe
students’attentiontothesentence“There’sasortofcrumbling
insideofme,”andexplainthatthisisadramaticpointatwhich
Mariannechanges.Ask:
Q
Round: Final pages
File Name: MMR_TM_6.6.1.indd
Comments: Preflight DONE
Reflection helps partners
learn to disagree respectfully.
What was the crumbling that happened inside of Marianne? How
does she change as a result of this crumbling?
Students might say:
“Ithinkthecrumblingmeansthatshegaveupherideathatshe
wouldeverfindhermother.”
“Inadditiontowhat[Michael]said,Ithinksherealizesthat
maybeshecanbehappywithMr.andMrs.Book.”
Grade Six
253
Project Name: Making Meaning 2E TM— Grade 6 Unit 6 Week 1
Week 1
/03/08
Round: Final pages
Date: 10/03/08
252
File Name: MMR_TM_6.6.1.indd
Page #: 253
Colors used: PMS 2622, PMS 392
Printed at: 80%
at: 80%
Unit 6  Week 1  Day 3
Making Inferences
Fiction and Expository Nonfiction
Trim size: 8.375” x 10.875”
Artist: Scott Benoit
Editor: Erica Hruby
Comments: Preflight DONE
For orders, information, and samples, visit devstu.org or call 800.666.7270.
27
Sample Week for Grade 6, Day 4
Unit 6  Week 1
Making Inferences
Fiction and Expository Nonfiction
Day 4
Independent Strategy Practice
Materials
•
Narrative texts at
appropriate levels for
independent reading
In this lesson, the students:
•
Explorecausesofeventsasthey
read independently
•
•
Use prompts to extend a conversation
“Prompts to Extend a
Conversation”chart
•
Smallself-sticknotesfor
eachstudent
•
Book for modeling why
questions (see Step 3)
Review the Week
RemindthestudentsthatthisweektheyheardTrain to Somewhere
andexploredcharacter,setting,conflict,andplot.Reviewthatthey
alsomadeinferencesastheythoughtaboutwhycertainthings
happened.Explainthattodaytheywillexplorecausesinthebooks
theyarereadingindependentlybyaskingwhy questions.
Strategy Development
Students apply the strategy of
inferring and discuss how it relates
to their independent reading.
Remindthestudentsthattheyalsopracticedusingpromptsto
extendtheirconversations.Encouragethemtocontinuetopractice
theseskillstoday.
Read Independently Without Stopping
Askthestudentstouseself-sticknotestomarktheplacetheybegin
readingandhavethemreadindependentlyfor10minutes.
Model Asking Why Questions
Stopthestudentsafter10minutes.Explainthatyouwouldlike
themtorereadanduse“StopandAskQuestions”toidentifyplaces
wheretheycanaskwhyquestions.Theywilluseadditionalself-stick
notestomarktheplaceswherequestionscometomind,andthey
willwritethequestionsonthenotes.
Teacher Note
Toprepareforthemodeling,have
thewhyquestionyouwillaskin
mindaheadoftime.(Forexample,
usingthebookEncounter, you
Modeltheprocedurebybrieflyintroducingthetextyouselected.
Readseveralsentencesaloud,andthinkaloudaboutawhy question
thatcomestomind.Jotthequestiononaself-sticknote,andplace
thenoteinthemarginwhereyoustoppedreading.
mightreadpage9andask,
“Whydoestheboybecome
moreafraidwhenthestrangers
pushsticksintothesand?”)
Grade Six
Project Name: Making Meaning 2E TM— Grade 6 Unit 6 Week 1
Trim size: 8.375” x 10.875”
%
Artist: Scott Benoit
Round: Final pages
Date: 10/03/08
File Name: MMR_TM_6.6.1.indd
Page #: 255
Colors used: PMS 2622, PMS 392
Printed at: 80%
Editor: Erica Hruby
Comments: Preflight DONE
28
DEVELOPMENTAL STUDIES CENTER
255
Making Meaning®
Unit 6  Week 1  Day 4
Making Inferences
Fiction and Expository Nonfiction
Reflect on This Week’s Partner Work
Facilitateabriefdiscussionabouthowpartnersworked
together.Ask:
Social Development
Q
What did you enjoy about working with your partner this week?
Q
What is one way your partner work is improving? What is one
thing you want to keep working on as you continue to work
together? Talk to your partner about your thinking.
Partners review and discuss how
they worked together this week.
Nextweekyouwillrevisit
thisweek’sreadingtoteach
VocabularyWeek13.
Making Inferences
Fiction and Expository Nonfiction
Unit 6  Week 1  Day 4
Reread Independently and Ask Why Questions
Thismaybeespeciallydifficult
Havethestudentsrereadindependentlyfor10minutes.Circulate
andlookforevidencethatthestudentsareabletowritewhy
questions. Somestudentsmayhavedifficultygeneratingquestions.
Tohelpthesestudents,youmightask:
foryourEnglishLanguage
Learners.Theymayneedextra
Q
What is happening in this part of the book? What question that
begins with why can you ask about this part of the book?
Q
What is the main character doing, or how is the character
behaving? What question that begins with why can you ask about
the character?
support to generate questions.
Have Partners Discuss Their Questions
After10minutes,stopthestudents.Askthemtochooseoneof
theirquestionsanduse“Think,Pair,Share”todiscusswhetherthe
questionwasanswered,andifitwas,how.Remindeachstudentto
tellhispartnerthetitleandauthorofthebookandafewsentences
about
Project Name: Making Meaning 2E TM— Grade 6 Unit
6 Weekits
1 topic.
Trim size: 8.375” x 10.875”
Grade Six
Project Name: Making Meaning 2E TM— Grade 6 Unit 6 Week 1
Round: Final pages
Date: 10/03/08
Round: Final pages
Date: 10/03/08
File Name: MMR_TM_6.6.1.indd
Page #: 256
File Name: MMR_TM_6.6.1.indd
Page #: 257
Colors used: PMS 2622, PMS 392
Printed
at: 80%
Discuss
Colors used: PMS 2622, PMS 392
Printed at: 80%
Artist: Scott Benoit
Editor: Erica Hruby
Comments: Preflight DONE
256
Questions as a Class
Trim size: 8.375” x 10.875”
Artist: Scott Benoit
Haveafewvolunteerssharetheirquestionswiththeclass.Remind
Comments: Preflight DONE
eachstudenttosaythetitleandauthorofherbook.Probethe
students’thinkingbyasking:
Q
What was happening in the text when your question came
to mind?
Q
Is the question answered? If so, is it answered directly, or did
you figure out the answer by making an inference? Read us the
passage where it is answered.
Q
What do you want to ask [Alicia] about [her] book or what
[she] shared?
257
Editor: Erica Hruby
Making Meaning®
Project Name: Making Meaning 2E TM— Grade 6 Unit 6 Week 1
Trim size: 8.375” x 10.875”
Artist: Scott Benoit
Comments: Preflight DONE
Round: Final pages
Date: 10/03/08
File Name: MMR_TM_6.6.1.indd
Page #: 256
Colors used: PMS 2622, PMS 392
Printed at: 80%
Editor: Erica Hruby
Project Name: Making Meaning 2E TM— Grade 6 Unit 6 Week 1
Trim size: 8.375” x 10.875”
Artist: Scott Benoit
Round: Final pages
Date: 10/03/08
File Name: MMR_TM_6.6.1.indd
Page #: 257
Colors used: PMS 2622, PMS 392
Printed at: 80%
Editor: Erica Hruby
Comments: Preflight DONE
For orders, information, and samples, visit devstu.org or call 800.666.7270.
29
Sample Week for Grade 7
Unit 2 A
Overview
of Week 2
Exploring Expository Text
[Questioning]
Comprehension Focus
Strategy Development
• Studentsuse questioningtohelpthemmake
senseoftexts.
Wolves*
by Seymour Simon
(Scholastic, 1998)
Synopsis
Readerslearnabout
thecharacteristics
andhabitsofvarious
speciesofwolves.
*This book will also be used in Week 3.
Every weekly lesson focuses on a
specific comprehension strategy.
Follow the gold call outs to track
strategy development.
• Studentsuse schematoarticulateall
theythinktheyknowaboutatopicbefore
theyread.
Social Development Focus
• Studentsanalyzewhyitisimportantto
berespectful.
•Studentsdevelopthegroupskillofexplaining
theirthinking.
AlternativeBook
• Gorillas bySeymourSimon
53
30
DEVELOPMENTAL STUDIES CENTER
Social Development
Every weekly lesson focuses on
specific social skill development.
Follow the green call outs to track
social development.
Making Meaning®
Unit 2 A Week 2
Day 1
Materials
Read-Aloud
• Wolves(pp.5–11)
• Chartpaperandamarker
Lesson Purpose
Teacher Note
Students:
A Brainstormwhattheythinktheyknowabout
atopic.
ThepagesofWolves are
unnumbered.Foreasyreference,
A Use questioningtomakesenseofatext.
youmaywishtopencilinpage
A Explaintheirthinking.
numbers,beginningwiththe
Exploring Expository Text: Questioning
number1ontheright-handtitle
page.Page5begins“Imagine
About Questioning
snowfallingsilentlyinthegreat
Day 2
woodlands…”
Strategy Lesson
Materials
Questioningisaneffectivecomprehensionstrategybecause
ithelpsreadersactivelyengagewithtextandthinkabout
anauthor’sintent.Thestudentsexternalizetheirthinkingby
discussingtheirquestionsinWeek2andwritingtheminWeek3.
• Wolves(pp.12–17)
Theeventualgoalisthatthestudentsinternalizethestrategyof
• “QuestionsAboutWolves”chart
formingquestionsandreadingforanswersanduseitregularlyto
fromDay1
makesenseoftheirindependentreading.(Formoreinformation
Lesson Purpose
• “ReadingComprehension aboutquestioning,pleaseseepagexiv.)
Exploring Expository Text: Questioning
Strategies”chartfromWeek1
Students:
A Use questioningtomakesenseofatext.
A Explaintheirthinking.
Day 3
A Actrespectfullytowardtheirpartner.
REVIEW WOLVES AND DISCUSS QUESTIONING
Q Which questions were discussed in the reading yesterday? How
Materials
Guided Strategy Practice
Havepartnerssittogether.Remindthestudentsthatyesterday
theydiscussedquestionstheyhadaboutwolvesandheardyou
readfromthebook Wolves.Remindthemthattheyareexploring
questioning,areadingcomprehensionstrategyinwhichreaders
usequestionstohelpthemmakesenseoftext.
Reviewthequestionsonthe“QuestionsAboutWolves”chart,
andask:
GET READY TO WORK TOGETHER
Havepartnerssittogether.Explainthatduringtoday’slesson
theywilltalkaboutabookthatyoureadaloud.Encouragethem
• Wolves(pp.18–25)
tocontinuetofocusonexplainingtheirthinkingclearlytotheir
• Chartpaperandamarker
partner.Youwillaskthemtoreportontheirpartnerconversations
attheendofthelesson.
• Student Book,IDRJournalsection
Lesson Purpose
Students:
A Use questioningtomakesenseofatext.
INTRODUCE WOLVES
A Explaintheirthinking.
Remindthestudentsthatinthepastweektheyhavebeenexploring
A Actrespectfullytowardtheirpartner.
akindofnonfictioncalledexpositorytext.Inthenexttwoweeks
Questions ABOUT
theywilluseexpositorytexttolearnaboutoneofthemostmisWOLVES
understoodanimalsinnature.Showthecoverofthebook,readthe
- Howfastcanwolvesrun?
- Arewolvesanddogs titleandtheauthor’sname,andexplainthatduringthenexttwo
DISCUSS
RESPECT
FOR PARTNERS
related
?
weeksyouwillreadthebookinsections.
Explainthattodayyouwillreadmorefrom Wolves,andthe
studentswilltalkaboutthereadingwiththeirpartner.Remind
themthatattheendofthepreviouslesson,theythoughtabout
54 Making Meaning howtheywereshowingrespectforotherpeople’sthinking,
especiallyifitwasdifferentfromtheirown.Ask:
Q What other questions about wolves can we add to the chart?
were they discussed?
Q Which questions were not discussed?
Exploring Expository Text: Questioning
Quicklylistadditionalquestionsonthechart.Explainthatyouwill
continuereadingfromWolvestoday,andthatyouwillstopseveral
timestohavepartnerstalkaboutwhattheylearn.
READ ALOUD
Day 4
Q As you talk and listen to each other today, what do you want to
keep in mind in order to be respectful of other people’s thinking?
Q How does not showing respect for your partner’s thinking get in
Materials
Guided Strategy Practice
Readpages12–17aloud,showingthephotographs,andstopping
asdescribedonthenextpage.Dealwitheachsuggested
vocabularywordbrieflyasyouencounteritinthetext.
Lesson Purpose
Students:
A ReadtheexcerptfromWolvesthey
heardyesterday.
A Use questioningtomakesenseofthetext.
A Explaintheirthinking.
A Actrespectfullytowardtheirpartner.
Teacher Note
Thesequestionshelpthe
studentsthinkabouttheeffect
oftheiractionsontheirwork,
the way of partners working together?
feelings,andrelationships.If
• Wolves(pp.18–25)
Students might say:
theyhavedifficultyanswering
• “QuestionsAboutWolfPacks”
“Ifmypartnerdoesn’trespectwhatI’mthinkingabout,ithurts
myfeelings.” chartfromDay3
thequestions,suggestsome
answers,suchasthoseinthe
“Studentsmightsay”note.
“Whenpartnersdon’trespecteachother,theydon’twantto
• Student Bookpages8–9
worktogether.”
• Assessment Record Book
“Partnerswhodon’trespecteachothermightnotgettheirwork
Gradedonebecausetheydon’twanttohelpeachother.”
Seven 59• Student Book,IDRJournalsection
Encouragethestudentstobeawareofhowtheyareshowing
respectfortheirclassmatesduringthislesson.
DISCUSS RESPECT FOR DIFFERING OPINIONS
Havepartnerssittogether.Explainthattodaypartnerswilltalk
againaboutquestionstheyhaveaboutwolvesandhowthose
questionsareaddressedinthetext.Pointoutthatpartnersmay
havedifferingopinionsaboutthequestionsandhowtheyare
answered.Remindthemthatrespectingeachother’sthinking,
eveniftheydisagree,ispartofbeingagoodpartner.Tellthem
thatyouwillaskthemhowtheydidattheendofthelesson.
Grade Seven
63
FOCUS ON QUESTIONS ABOUT WOLF PACKS
ShowthecoverofWolves.Remindthestudentsthattheyheard
aboutwolfpacksandaskedquestionsbeforeandduringthereading
tohelpthembetterunderstandthetext.Explainthattodaytheywill
practiceusingquestionsastheyreadapassagefromWolves.
Refertothe“QuestionsAboutWolfPacks”chartcreatedyesterday,
andask:
Q Let’s look at the questions we asked about wolves. Which
questions do you remember being discussed in the reading
yesterday? Which were not discussed?
Teacher Note
Thestudentsarenotlikelyto
remembermanydetailsfrom
thereadingafterhearingitjust
once.Thisquestionisintended
Q Which questions are we still curious about?
onlytostimulatetheirthinking
andpreparethemtoreadthe
passageontheirown.
Grade Seven
67
For orders, information, and samples, visit devstu.org or call 800.666.7270.
31
Sample Week for Grade 7, Day 1
Unit 2 A Week 2
Materials
• Wolves(pp.5–11)
Day 1
Read-Aloud
Strategy Development
• Chartpaperandamarker
Students use the strategy of
questioning to reinforce what they
already know about the topic.
Lesson Purpose
Teacher Note
ThepagesofWolves are
unnumbered.Foreasyreference,
youmaywishtopencilinpage
numbers,beginningwiththe
number1ontheright-handtitle
page.Page5begins“Imagine
snowfallingsilentlyinthegreat
woodlands…”
Students:
A Brainstormwhattheythinktheyknowabout
atopic.
A Use questioningtomakesenseofatext.
A Explaintheirthinking.
About Questioning
Questioningisaneffectivecomprehensionstrategybecause
ithelpsreadersactivelyengagewithtextandthinkabout
anauthor’sintent.Thestudentsexternalizetheirthinkingby
discussingtheirquestionsinWeek2andwritingtheminWeek3.
Theeventualgoalisthatthestudentsinternalizethestrategyof
Exploring Expository Text: Questioning
formingquestionsandreadingforanswersanduseitregularlyto
makesenseoftheirindependentreading.(Formoreinformation
aboutquestioning,pleaseseepagexiv.)
Ask:
GET READY TO WORK TOGETHER
Q What do you think you know about wolves?
Havepartnerssittogether.Explainthatduringtoday’slesson
Have a few volunteers share their thinking with the class; then ask:
theywilltalkaboutabookthatyoureadaloud.Encouragethem
tocontinuetofocusonexplainingtheirthinkingclearlytotheir
Q Based on what you think you know, what questions do you have
partner.Youwillaskthemtoreportontheirpartnerconversations
about wolves?
attheendofthelesson.
Students might say:
INTRODUCE WOLVES
Making Meaning
thinking, you may want to have
them brainstorm words that
“Where do wolves live?”
commonly begin questions.
“How fast can wolves run?”
List their responses on a sheet
Remindthestudentsthatinthepastweektheyhavebeenexploring
“Are wolves and dogs related?”
akindofnonfictioncalledexpositorytext.Inthenexttwoweeks
theywilluseexpositorytexttolearnaboutoneofthemostmisList a few of the students’ questions on chart paper labeled
understoodanimalsinnature.Showthecoverofthebook,readthe
“Questions About Wolves.” (Listing only a few responses will keep
titleandtheauthor’sname,andexplainthatduringthenexttwo
the lesson moving. The students will have opportunities during the
weeksyouwillreadthebookinsections.
reading to add more questions.)
54
Teacher Note
To stimulate the students’
Explain that the first section of the book, which you will read
today, tells about characteristics shared by all species, or kinds,
of wolves. Ask them to keep their questions in mind as they listen
to the reading.
of chart paper labeled “Words
That Can Begin Questions.” The
students may suggest a number
of words, including who, what,
when, where, why, how, if, do, is,
are, and what if. Post the chart
where everyone can see it
during these lessons.
READ ALOUD
Read pages 5–11 aloud, showing the photographs, and stopping as
described on the next page. Deal with each suggested vocabulary
word briefly as you encounter it in the text.
Suggested Vocabulary
treacherous: not to be trusted (p. 5)
livestock: farm animals (p. 5)
descended from: originally from (p. 7)
domesticated: made to live with humans (p. 7)
traits: characteristics (p. 7)
adaptable: able to change (p. 8)
muzzle: the jaw and nose of an animal (p. 11)
Grade Seven
32
DEVELOPMENTAL STUDIES CENTER
55
Making Meaning®
Unit 2 A Week 2 A Day 1
Individualized Daily Reading
GET TO KNOW THE STUDENTS’ READING LIVES
Have the students read books at their appropriate reading levels
independently for up to 30 minutes.
Continue to monitor whether the students are reading books at
appropriate reading levels and whether they are making sense of
what they read. Probe their thinking with questions like those listed
under “Monitor the Students’ Reading” on page 40.
Exploring Expository Text: Questioning
As you confer with individual students and monitor their reading
levels, also talk to them about their reading lives to help you get
to know their reading attitudes, preferences, and experiences. To
guide your discussion, use one or two questions from Student Book
DISCUSS THE READING
own questions,
Note such as:
Facilitate a whole-class discussion about the reading. Be ready to page 3 or your Teacher
reread passages and show illustrations again to help the students
Use your “Teacher’s Facilitation
Q Tell me about yourself as a reader. What do you like to read?
recall what they heard. Ask:
Social Development
Students practice the skill
of explaining their thinking.
Bookmark” to help you facilitate the discussion in a way
Q Do you
have favorite authors or books? What do you like
Q What did you find out about the physical characteristics of wolves?
that creates opportunities
about them?
Q The author tells us that wolves are among the most intelligent
animals in nature. What reasons does he give for this?
Q How are wolves similar to domestic dogs?
Refer to the “Questions About Wolves” chart and ask:
Unit 2 A Week 2 A Day 1
Q Which questions got you thinking today as you listened to the
reading? How?
for the students to respond
to one another and that
Q What
would you like to read this year?
increases student accountability.
For example:
Q How do you feel about reading? Why do you [like/dislike] reading?
• Use “Turn to Your Partner”
when only a few students
Q How would
you like me to help you this year?
are responding or if many
students want to talk.
Make notes
about individual students and use this information
• Askmake
questions
that help
the instruction and your classto help you
decisions
about
students respond to one
room library.
another, such as: Do you agree
Explain that in the coming days the students will explore
or disagree with [Danny]?
English Language Learners may benefit
from discussing
additional
questioning,
a reading
comprehension strategy in which readers At the end of independent reading, give the students a few
What questions could we ask
vocabulary, including:
use questions to help them make sense of text. Tell them that you minutes to share what they read, either with a partner or as
[Emily] about what she said?
werewolf: person who turns into a wolf
5) more from Wolves tomorrow, and they will have another a class. Once again, circulate as the students share and note
will(p.read
their conversations.
savage: violent and dangerous (p. 5) opportunity to think about their questions about wolves.
ELL Vocabulary
fables: short stories in which animals speak and act like humans (p. 5)
reputation: character as seen by some people (p. 7)
loyal: faithful (p. 7)
REFLECT ON HOW THE STUDENTS
EXPLAINED THEIR THINKING
lone wolves: wolves who prefer to be alone (p. 8)
Stop after:
p. 7
Turn to
Your Partner
Facilitate a whole-class discussion about how partners did
explaining their thinking. Ask:
58
Making Meaning
“It seems strange that people love dogs and admire lions
Q How did you and your partner explain your thinking to each other
but dislike wolves.”
today? Were there times you did not understand each other? What
did you do when that happened? How did that help?
Have the students use “Turn to Your Partner” to discuss what they
have learned so far about wolves. After
a moment, refer to the
Students might say:
“Questions About Wolves” chart and ask the class:
“At one point my partner didn’t understand what I was saying,
and he asked me to say it again. I said it a little differently and
Teacher Note
Listen in while the pairs talk.
Check to see whether they
are referring to the book and
explaining their thinking.
56
Q Which of these questions have been
discussed in the reading
he understood.”
so far?
Save the “Questions About Wolves” chart for Day 2.
Q What other questions do you have that can be added to the chart?
Quickly record any additional questions on the chart, then reread
the last sentence before the stop and continue reading. Follow this
same procedure at the next two stops:
p. 8
“Wolves can also eat almost anything they catch, from a
moose to a mouse.”
p. 11
“The wolf’s closest relatives are the domestic dog, the
coyote, the jackal, and a dog of Australia called the dingo.”
Grade Seven
57
Making Meaning
For orders, information, and samples, visit devstu.org or call 800.666.7270.
33
Sample Week for Grade 7, Day 2
Exploring Expository Text: Questioning
Day 2
Strategy Lesson
Materials
• Wolves(pp.12–17)
• “QuestionsAboutWolves”chart
fromDay1
Lesson Purpose
Students:
• “ReadingComprehension
Strategies”chartfromWeek1
A Use questioningtomakesenseofatext.
A Explaintheirthinking.
Strategy Development
Students use questioning
to make sense of text.
A Actrespectfullytowardtheirpartner.
REVIEW WOLVES AND DISCUSS QUESTIONING
Havepartnerssittogether.Remindthestudentsthatyesterday
theydiscussedquestionstheyhadaboutwolvesandheardyou
readfromthebook Wolves.Remindthemthattheyareexploring
questioning,areadingcomprehensionstrategyinwhichreaders
usequestionstohelpthemmakesenseoftext.
Unit 2 A Week 2 A Day 2
Questions ABOUT
WOLVES
Reviewthequestionsonthe“QuestionsAboutWolves”chart,
andask:
Q Which questions were discussed in the reading yesterday? How
- Howfastcanwolvesrun?
Suggested Vocabulary
- Arewolvesanddogs
related?
biologists: scientists who study living things (p. 12)
litter: group of baby animals born at the same time to the same mother (p. 12)
were they discussed?
spindly: very thin (p. 14)
chance encounters: accidental meetings (p. 16)
Q Which questions were not discussed?
ELL Vocabulary
Q What other questions about wolves can we add to the chart?
English Language Learners may benefit from discussing additional
vocabulary, including:
Quicklylistadditionalquestionsonthechart.Explainthatyouwill
continuereadingfromWolvestoday,andthatyouwillstopseveral
timestohavepartnerstalkaboutwhattheylearn.
breeding: mating animals to produce babies (p. 12)
well-suited: useful (p. 16)
Stop after:
Teacher Note
READ ALOUD
Readpages12–17aloud,showingthephotographs,andstopping
asdescribedonthenextpage.Dealwitheachsuggested
vocabularywordbrieflyasyouencounteritinthetext.
p. 14
Notice how partners are talking
“Wolves are the largest members of the dog family, bigger
than any wild dogs and most domestic dogs.”
and listening to each other.
Use “Turn to Your Partner” to have the students discuss what
they have learned. After a moment, refer to the “Questions About
Wolves” chart and ask the class:
Look for examples of students
being respectful of each other’s
thinking. Share these with the
class at the end of the lesson.
Grade Seven
59
Q Which of these questions have been discussed in the reading
so far?
Teacher Note
The intent of this part of the
lesson is to help the students
get in the habit of generating
questions. Have them generate
any questions they can think
of related to the reading.
Accept their questions without
discussion. Hearing others’
questions gives the students
examples of the kinds of
questions that can be asked.
If a student offers an idea that
is not in the form of a question,
ask the class, “How can we state
that idea as a question?”
60
34
Making Meaning
DEVELOPMENTAL STUDIES CENTER
Q What other questions could we ask at this point?
Quickly record additional questions on the chart. If the students
have trouble generating questions, model some. (For example,
“Are some dogs, like huskies, a closer relative to the wolf than other
kinds of dogs?” “Why were there so few red wolves in the 1970s?”
“How could a wolf hunt a moose?”)
Without stopping to answer the questions, reread the last sentence
before the stop and continue reading. Follow this same procedure
for the next stop:
p. 16
“Like lions’ and tigers’, wolves’ teeth are well-suited for
catching and eating other animals.”
Continue reading to the end of page 16, showing the photograph
on page 17.
Making Meaning®
Unit 2 A Week 2 A Day 2
Teacher Note
In Making Meaning, respect
for a range of opinions and
ideas is an important part of
developing reading compre-
You might point out some ways you saw the students being
respectful of each other’s thinking during the lesson. (For example,
“Some partners did not interrupt each other. They did not criticize
each other’s questions. They looked interested in what their partner
was saying.”)
hension. It allows the students
to discuss their reading and use
of comprehension strategies
Explain that in the next lesson they will hear another section of the
book and have another opportunity to practice asking questions.
safely and openly, both with a
partner and with the class. If the
students have difficulty offering
ideas for ways to show respect
Individualized Daily Reading
for their partner’s thinking, give
several suggestions yourself.
GET TO KNOW THE STUDENTS’ READING LIVES
Have the students read independently for up to 30 minutes.
Continue to talk with individual students about their reading lives
using the ideas and questions on page 58. Also continue to monitor
whether the students are reading books at appropriate reading
levels and whether they are making sense of what they read.
At the end of independent reading, give the students a few
minutes to share what they read, either with a partner or as
a class. Once again, circulate as the students share and note
their conversations.
Exploring Expository Text: Questioning
DISCUSS THE READING AND QUESTIONS
Extension
Facilitate a whole-class discussion. Be ready to reread passages
and show photographs again to help the students recall what they
heard. Ask:
ASK QUESTIONS IN CONTENT-AREA READING
Ask the students to bring their social studies, science, or other
textbook to class, and have them use that textbook to practice
asking questions. Have partners share their questions with each
other; then have them share their questions with the class. Chart
the questions and facilitate a discussion about how the questions
are addressed in the reading.
Q What is one thing you learned from the reading today?
Refer to the “Questions About Wolves” chart and ask:
Q What is a question on the chart that was discussed in the reading
today? How was it discussed?
Q How did asking this question help you pay close attention to
the reading?
Q Which questions were not discussed? How do you know?
62
Making Meaning
ADD QUESTIONING TO THE “READING
COMPREHENSION STRATEGIES” CHART
Point out that questioning can be especially useful when reading
expository texts like Wolves, which are full of information that can
be hard to understand or remember.
Direct the students’ attention to the “Reading Comprehension
Strategies” chart and add questioning to it. Remind them that
the chart is meant to help them remember the comprehension
strategies they have learned so they can practice them in their own
reading. Explain that they will continue to explore questioning
together in the coming weeks, and encourage them to look for
opportunities to question in their independent reading.
reading comprehension
strategies
- Recognizing
textfeatures
- Questioning
Social Development
DISCUSS HOW PARTNERS SHOWED RESPECT
FOR EACH OTHER
Facilitate a brief discussion about how partners worked
together. Ask:
Students reflect on working
together in a respectful way.
Q If your questions were different from your partner’s, how did you
show that you respect your partner’s thinking? How did your
partner show that she respects your thinking? How was that
helpful to your work today?
Grade Seven
61
For orders, information, and samples, visit devstu.org or call 800.666.7270.
35
Sample Week for Grade 7, Day 3
Social Development
Exploring Expository Text: Questioning
Day 3
Guided Strategy Practice
Students practice showing
respect for each other’s thinking.
Materials
• Wolves(pp.18–25)
• Chartpaperandamarker
Lesson Purpose
• Student Book,IDRJournalsection
Students:
A Use questioningtomakesenseofatext.
A Explaintheirthinking.
A Actrespectfullytowardtheirpartner.
DISCUSS RESPECT FOR PARTNERS
Explainthattodayyouwillreadmorefrom Wolves,andthe
studentswilltalkaboutthereadingwiththeirpartner.Remind
themthatattheendofthepreviouslesson,theythoughtabout
howtheywereshowingrespectforotherpeople’sthinking,
especiallyifitwasdifferentfromtheirown.Ask:
Q As you talk and listen to each other today, what do you want to
keep in mind in order to be respectful of other people’s thinking?
Q How does not showing respect for your partner’s thinking get in
the way of partners working together?
Students might say:
“Ifmypartnerdoesn’trespectwhatI’mthinkingabout,ithurts
myfeelings.”
Unit 2 A Week 2 A Day 3
Teacher Note
Thesequestionshelpthe
studentsthinkabouttheeffect
oftheiractionsontheirwork,
feelings,andrelationships.If
theyhavedifficultyanswering
thequestions,suggestsome
answers,suchasthoseinthe
“Studentsmightsay”note.
INTRODUCE THE READING
Show the cover of Wolves, and explain that in today’s selection
they will learn how wolves live together in packs, and how wolves
communicate and hunt with their pack. Explain that you will stop
several times during the reading to have partners talk about what
they learn about these two groups, and to think of questions they
can ask.
“Whenpartnersdon’trespecteachother,theydon’twantto
worktogether.”
READ ALOUD AND ASK QUESTIONS
“Partnerswhodon’trespecteachothermightnotgettheirwork
donebecausetheydon’twanttohelpeachother.”
Read pages 18–25 aloud, slowly and clearly, showing the
photographs, and stopping as described below. Deal with each
suggested vocabulary word briefly as you encounter it in the text.
Encouragethestudentstobeawareofhowtheyareshowing
respectfortheirclassmatesduringthislesson.
Suggested Vocabulary
startle: surprise (p. 19)
ELL Vocabulary
English Language Learners may benefit from discussing additional
vocabulary, including:
Grade Seven
63
unfamiliar territory: unknown area (p. 20)
seasonally: during one part of the year, either spring, summer, fall, or
winter (p. 20)
Stop after:
p. 20
Turn to
Your Partner
“Of all of the sounds a wolf makes, its howl is the most
familiar.”
Use “Turn to Your Partner” to have the students discuss what they
have learned. After a moment, ask the class:
Q What questions could we ask at this point in the reading?
Teacher Note
Alternatively, you can continue to
list questions on the “Questions
About Wolves” chart from
Days 1 and 2 if the chart is not
already too long.
64
36
Making Meaning
DEVELOPMENTAL STUDIES CENTER
Quickly record the questions on a sheet of chart paper entitled
“Questions About Wolf Packs.” Without answering the questions at
this point, reread the last sentence before the stop and continue
Making Meaning®
Strategy Development
Unit 2 A Week 2 A Day 3
Students use questioning to
understand expository text.
Individualized Daily Reading
GET TO KNOW THE STUDENTS’ READING LIVES/
HAVE THEM WRITE IN THEIR “IDR JOURNAL”
Have the students read independently for up to 30 minutes.
Continue to monitor the students’ reading levels and
understanding and also continue to talk to individual students
about their reading lives.
At the end of independent reading, have the students write in their
“IDR Journal” about their reading.
Extension
READ A NEWS STORY
Exploring Expository Text: Questioning
Tell the students that reporters often try to answer five questions
when they investigate a news story: Who? What? Where? When?
and Why? (How? can sometimes replace Why?) When they read a
newspaper story, they can use the same questions to identify and
remember the story’s key information. Have the students read a
news article in a newspaper to find answers to the five questions.
Give the students a chance to share their findings with the class.
to the next stopping point. Follow this procedure at each of the
following stops:
p. 20
“Howling increases seasonally during the winter months,
and the sound may carry for six or more miles in cold,
clear air.”
p. 23
“This ‘dominance order’ helps prevent fighting within
the pack.”
p. 25
“Wolves hunt animals in different ways.”
Continue reading to the end of page 25.
DISCUSS THE READING
AND THE STUDENTS’ QUESTIONS
Facilitate a whole-class discussion. Be ready to reread passages
and show illustrations again to help the students recall what they
heard. Ask:
Q What is one thing you learned from the reading today?
Q What are some of the different sounds wolves make to
66
Making Meaning
communicate with other wolves? What do the sounds
communicate?
Q The author tells us that each wolf pack has a specific hierarchy.
How does this hierarchy help the pack function?
Refer to the “Questions About Wolf Packs” chart and ask:
Q Which questions got you thinking today as you listened to the
reading? How?
Social Development
Explain that they will revisit the list of questions tomorrow.
Students practice the skill
Save the “Questions About Wolf Packs” chart for Day 4.
of explaining their thinking.
Grade Seven
65
For orders, information, and samples, visit devstu.org or call 800.666.7270.
37
Sample Week for Grade 7, Day 4
Social Development
Exploring Expository Text: Questioning
Day 4
Guided Strategy Practice
Partners focus on how to
disagree respectfully.
Materials
• Wolves(pp.18–25)
• “QuestionsAboutWolfPacks”
chartfromDay3
Lesson Purpose
Students:
A ReadtheexcerptfromWolvesthey
heardyesterday.
A Use questioningtomakesenseofthetext.
• Student Bookpages8–9
• Assessment Record Book
• Student Book,IDRJournalsection
A Explaintheirthinking.
A Actrespectfullytowardtheirpartner.
DISCUSS RESPECT FOR DIFFERING OPINIONS
Havepartnerssittogether.Explainthattodaypartnerswilltalk
againaboutquestionstheyhaveaboutwolvesandhowthose
questionsareaddressedinthetext.Pointoutthatpartnersmay
havedifferingopinionsaboutthequestionsandhowtheyare
answered.Remindthemthatrespectingeachother’sthinking,
eveniftheydisagree,ispartofbeingagoodpartner.Tellthem
thatyouwillaskthemhowtheydidattheendofthelesson.
FOCUS ON QUESTIONS ABOUT WOLF PACKS
ShowthecoverofWolves.Remindthestudentsthattheyheard
aboutwolfpacksandaskedquestionsbeforeandduringthereading
tohelpthembetterunderstandthetext.Explainthattodaytheywill
practiceusingquestionsastheyreadapassagefromWolves.
Refertothe“QuestionsAboutWolfPacks”chartcreatedyesterday,
andask:
Q Let’s look at the questions we asked about wolves. Which
questions do you remember being discussed in the reading
yesterday? Which were not discussed?
Teacher Note
Thestudentsarenotlikelyto
remembermanydetailsfrom
thereadingafterhearingitjust
once.Thisquestionisintended
Q Which questions are we still curious about?
onlytostimulatetheirthinking
andpreparethemtoreadthe
passageontheirown.
Grade Seven
38
DEVELOPMENTAL STUDIES CENTER
67
Making Meaning®
Exploring Expository Text: Questioning
Q Do others agree that this question is answered in this way?
Why or why not?
Q How did thinking about the questions as you read the passage
help you pay close attention to the text?
Strategy Development
The teacher assesses the students’
ability to find information about
the questions they have raised.
Discuss any other questions about which the students found
information in the excerpt. Remind the students that the purpose
of learning the questioning strategy is to use it as a tool to pay close
attention to their independent reading. Encourage them to be
aware of their questions as they read on their own throughout
the day.
DISCUSS WORKING TOGETHER
Over the past two weeks, the students have focused on explaining
their thinking and on showing respect for one another’s thinking. Ask:
Q How have you improved in your ability to explain your thinking
Unit 2 A Week 2 A Day 4
clearly? When have you done that?
Q When you notice your partner or classmates treating you
Circle the questions that the students are still curious about, then
add the following question to the chart (or if it is already on the
chart, circle it):
Teacher Note
This question is not answered
directly in the selection, but
the answer to the question can
be inferred.
- Whydowolvesliveinpacks?
Explain that you have been thinking about this question, and that
you would like the students to read for information about it, as well
as other questions they are still curious about, as they reread the
section of Wolves that discusses wolf packs.
Direct their attention to the excerpt on Student Book pages 8–9.
Ask them to underline sentences that discuss the question, and any
other circled questions on the chart, and to be ready to share their
thinking with their partner and the class.
READ FOR ANSWERS USING AN EXCERPT
Teacher Note
If the students have trouble
dently, you might have them
aloud to them yourself as they
follow along.
Individualized Daily Reading
GET TO KNOW THE STUDENTS’ READING LIVES/
HAVE THEM WRITE IN THEIR “IDR JOURNAL”
Have the students read independently for up to 30 minutes.
Continue to monitor the students’ reading levels and understanding and also continue to talk to individual students about
their reading lives using the ideas and questions on page 58.
At the end of independent reading, have the students write in their
“IDR Journal” about their reading.
Have the students read the excerpt independently; then have pairs
discuss what they found out about the circled questions.
reading the excerpt indepenread it with a partner, or read it
respectfully, how does that feel? Why is it important that we
feel that way in our reading community?
Grade Seven
69
Class Comprehension Assessment
Circulate as partners talk. Listen for evidence that
they understand the text, and that they are looking
for information about the questions as they read.
Ask yourself:
Q Do the students understand the text?
Q Are they underlining sentences that address the questions?
Record your observations on page 9 of the Assessment Record Book.
DISCUSS THE READING AND QUESTIONS
Facilitate a whole-class discussion by asking:
Q What information did you find about the question, “Why do wolves
live in packs?” Read aloud a sentence that you underlined.
68
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39
Sample Week for Grade 8
Unit 3 A
Overview
of Week 5
Analyzing Elements of Fiction
Comprehension Focus
Strategy Development
• Studentsanalyze relationships among
character, setting, and plotinanovel.
The Giver
by Lois Lowry
(Laurel-Leaf Books, 2002)
Synopsis
Jonas’sworldseemsperfectuntil
heisselectedtoreceivespecial
trainingandfindsoutthetruth
abouthiscommunity.
Every weekly lesson focuses
on a specific comprehension
strategy. Follow the gold
call outs to track strategy
development.
• Studentsexploretheroleoftheclimaxin
theplot.
• Studentsmake inferencesandthinkabout
explicitandimplicitmeaningsintext.
• Studentsexplore literary devices,
includingsymbolism.
Social Development Focus
AlternativeBook
• Freak the MightybyRodmanPhilbrick
• Studentstakeresponsibilityfortheirlearning
andbehavior.
• Studentsdevelopthegroupskillofasking
clarifyingquestions.
Unit 3 covers an entire
novel in five weeks. The
class experiences and
discusses the literary
devices of a full-length
book together.
165
40
DEVELOPMENTAL STUDIES CENTER
Social Development
Every weekly lesson focuses
on specific social skill
development. Follow the
green call outs to track
social development.
Making Meaning®
Unit 3 A Week 5
Day 1
Materials
Read-Aloud
• The Giver(pp.152–166)
• “PlotOutlineforThe Giver”chart
fromWeek4
Lesson Purpose
Students:
A Make inferencestounderstandastory.
Analyzing Elements of Fiction
A Analyze relationships among character, setting,
and plotinanovel.
A Continueoutliningtheplotofthestory.
Day 2
A Explorecharacterchangeasaresultof
conflictandresolutionintheplot.
Materials
Read-Aloud and
Guided Strategy Practice
A Exploretheroleofclimaxinaplot.
• The Giver(pp.165–169)
A Use“HeadsTogether.”
• Chartpaperandamarker
• “WhatWeInferAboutJonas”
chartfromWeek2
• Student Bookpages31–33
Lesson Purpose
Analyzing Elements of Fiction
BRIEFLY REVIEW THE STORY
USING “HEADS TOGETHER”
• Student Book,IDRJournalsectionTellthestudentsthattheywilluse“HeadsTogether”asthey
Students:
A Make inferencestounderstandastory.
A Analyze relationships among character, setting,
and plotinanovel.
A Explorecharacterchangeasaresultof
conflictandresolutionintheplot.
Day 3
A Use“HeadsTogether.”
A Askclarifyingquestions.
reviewthepartsofThe Givertheyheardlastweek.Readeachof
thefollowingsentencesaloud.Foreachsentence,brieflyhave
Materials
Heads
groupsuse“HeadsTogether”tosharewhattheyremember
• The Giver(pp.170–179)
Together Read-Aloud
aboutthestoryfromthatsentence:
Lesson Purpose
p. 117 “Hedecidednottotell.”
• “PlotOutlineforThe Giver”chart
(fromWeek4)
p. 120 “‘Forgiveme,’hesaid.”
• Student Book,IDRJournalsection
Students:
p. 134 “‘What’swrong,Jonas?Itwasonlyagame….’”
A Finishoutliningtheplotofastory.
A Analyze relationships among character, setting,
p. 143 “‘It’sinyourrules,Jonas.Butitwasn’tinhers.’”
and plotinanovel.
DISCUSS ASKING CLARIFYING QUESTIONS
Remindthestudentsthatthisweektheyarefocusingon
understandingoneanotherduring“HeadsTogether.”Ask:
A Explorecharacterchangeasaresultof
p. 151 “‘Well,thereyouare,Jonas.Youwerewonderingabout
conflictandresolutionintheplot.
release,’hesaidinabittervoice.”
A Exploreanexampleofsymbolism.
Q Have you ever had trouble communicating exactly what you were
A Use“HeadsTogether”andaskclarifying
questions.
thinking with your group? What happened? What makes it hard
sometimes to communicate clearly?
REVIEW THE PLOT OUTLINE CHART
Directthestudents’attentiontothe“PlotOutlineforThe Giver”
chart.Reviewtheitemsonthechartunder“Jonas’slifeafterthe
Q What kinds of questions could your groupmates ask you to help
Teacher Note
ADD TO THEceremony.”
PLOT OUTLINE CHART
you communicate more clearly?
Ifthestudentshavedifficulty
Teacher Note
Directthestudents’attentiontothe“PlotOutlinefor The Giver”
generatingclarifyingquestions,
Ifnecessary,addthefollowing
chart,andreadtheitemsonthechartunder“Jonas’slifeafterthe
Students might say:
suggestafewyourselfsuchas
eventstothechart:
166 Making Meaningceremony.”Ask:
“Wecouldaskthepersontorepeatwhatshesaid.
thoseinthe“Studentsmight
“Wecouldask,‘Canyousayitanotherway?’”
“Wecouldsay,‘Doyoumean…?’andsaywhatweheard.”
say”note;thenask,“Whatother
Q What has happened since the climax of the story?
questionscouldyouask?”
Analyzing Elements of Fiction
“Jonashasabreakdownwhenherealizesthetruth.”
“TheGiverandJonasstartplanninghisescape.”
Day 4
Materials
“JonasfindsoutthatGabeisgoingtobereleasedin
themorning.”
• Fictiontextsatappropriatelevels
Independent Strategy Practice
forindependentreading
Asthestudentsshare,recordtheircommentsonthechartunder
“Jonas’slifeaftertheceremony.”
• “ReadingComprehension
Lesson Purpose
Students:
A Reviewthereadingcomprehension
strategiestheyhavelearned.
A Applystrategiesrelatedtofictiontotheir
independentreading.
A Use“HeadsTogether”andaskclarifying
questions.
A Haveacheck-inclassmeeting.
Grade Eight
171
Jonas’sescape.
- JonaslearnsthatGabe
Students might say:
“Wecouldsaywhatpartweunderstandandwhatpartwe
don’tget.”
- JonasandTheGiverplan
isgoingtobereleasedin
themorning.
- HetakesGabeandescapes
withoutsayinggoodbyeto
TheGiver.
- Theyhidefromsearchplanes
astheytravelfartheraway.
Strategies”chart
Explainthatyouwillreadthelasttwochaptersofthebooktoday.
• Medium-sizedself-sticknotes
Referringtotheplotoutline,ask:
foreachstudent
Assessment
Recordmight
Book end? Why would that make
Q How do you• think
this story
sense for this
story?
• (optional)Spacefortheclassto
sitinacircle
Encouragethestudentstolistenforhowtheauthorendsthestory
andanymoreevidencethatJonashaschanged.
Grade Eight
REVIEW STRATEGIES LEARNED IN THE UNIT
Directthestudents’attentiontothe“ReadingComprehension
Strategies”chartandreviewthatthestudentsusedquestioning,
inferring,andvisualizingtothinkandtalkaboutThe Giver.They
alsousedunderstanding elements (character, setting, and plot) and
devices (flashback, foreshadowing, symbolism).Ask:
175
reading comprehension
strategies
- Recognizing
textfeatures
- Questioning
Q What have you learned about what happens to main characters
in fiction?
Q What have you learned about setting? How is setting important to
what happens in the story?
Q What have you learned about how plots are put together?
Ifnecessary,remindthestudentsthattheyhaveexploredmany
relationshipsamongcharacter,setting,andplotastheyheard
The Giver.Theythoughtabouthowcharacterschangeasaresult
ofwhathappenstothem,howconflictisdevelopedinaplot,and
theroleoftheclimaxofastory.Theyalsothoughtabouthowthe
settingaffectsthecharactersandwhathappenstothem.
Grade Eight
179
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41
Sample Week for Grade 8, Day 1
Materials
• The Giver(pp.152–166)
Unit 3 A Week 5
Strategy Development
Day 1
Students read the next chapter
and a half to explore character
change and develop a plot outline.
Read-Aloud
• “PlotOutlineforThe Giver”chart
fromWeek4
Lesson Purpose
Students:
A Make inferencestounderstandastory.
A Analyze relationships among character, setting,
and plotinanovel.
A Continueoutliningtheplotofthestory.
A Explorecharacterchangeasaresultof
conflictandresolutionintheplot.
A Exploretheroleofclimaxinaplot.
A Use“HeadsTogether.”
Analyzing Elements of Fiction
BRIEFLY REVIEW THE STORY
USING “HEADS TOGETHER”
Heads
Together
Tellthestudentsthattheywilluse“HeadsTogether”asthey
reviewthepartsofThe Givertheyheardlastweek.Readeachof
Ask:
thefollowingsentencesaloud.Foreachsentence,brieflyhave
groupsuse“HeadsTogether”tosharewhattheyremember
Q What do you think are the most significant things that have
aboutthestoryfromthatsentence:
happened so far in the plot? Why do you think so?
p. 117 “Hedecidednottotell.”
p. 120 “‘Forgiveme,’hesaid.”
As the students respond, place a small star next to the items on
the chart.
p. 134 “‘What’swrong,Jonas?Itwasonlyagame….’”
Point out that in most fiction plots, there are a number of
significant events, or “high points,” that lead to the “highest point”
p. 143 “‘It’sinyourrules,Jonas.Butitwasn’tinhers.’”
or climax of a story. The author builds the conflict in the story
through these high points. In the climax, the most dramatic action
p. 151 “‘Well,thereyouare,Jonas.Youwerewonderingabout
release,’hesaidinabittervoice.”
occurs. This climax and what happens right after it result in the
most significant change for the main character. Explain that in this
story, Jonas’s viewing of the video showing the killing of the baby is
REVIEW THE PLOT OUTLINE CHART
the climax. Place a large star next to this item, and ask:
Directthestudents’attentiontothe“PlotOutlineforThe Giver”
chart.Reviewtheitemsonthechartunder“Jonas’slifeafterthe
Q How do you think Jonas will change as a result of seeing the video?
ceremony.”
Teacher Note
Some of the most significant
points in the plot include:
- Jonasisselectedtobe
TheReceiver.
- TheGivergivesJonasavery
painfulmemoryofwar.
- Jonasreceivesamemoryin
whichhelearnsaboutlove.
- Jonaswatchesavideoofhis
father“releasing”anewchild
andrealizesthathekilledit.
Students might say:
166
Making Meaning
“I think Jonas will start hating his father now that he knows
the truth.”
“I think Jonas will run away from the community. Maybe he will
ask to be released, like Rosemary.”
“I disagree with [Lyndon]. Now that he knows what ‘release’
means, I doubt he will want to do that.”
READ CHAPTER 20 AND PART OF CHAPTER 21 ALOUD
Explain that you will read the next one-and-a-half chapters aloud.
You will stop four times as you read today, and at each stop the
students will use “Heads Together” and talk about the thoughts
and questions they have.
Read aloud from page 152 to the break on page 166 after “And he
had taken Gabriel, too.” Stop as described on the next page.
Suggested Vocabulary
acquire: get (p. 156)
violation: breaking of a rule or law (p. 158)
solace: comfort (p. 161)
meticulously: carefully (p. 163)
Grade Eight
42
DEVELOPMENTAL STUDIES CENTER
167
Making Meaning®
Analyzing Elements of Fiction
Social Development
DISCUSS UNDERSTANDING ONE ANOTHER
DURING “HEADS TOGETHER”
Partners discuss the importance
of understanding each person’s
contribution.
Explain that over the past two weeks the students have been
focusing on contributing their ideas and including everyone during
“Heads Together.” This week, they will think about whether they are
really understanding one another in the group, and what they can
do if they don’t understand. Ask:
Q Have you had any experiences in which the group didn’t
understand what someone in the group was saying?
What happened? What did you do as a group?
Q Why is it important that everyone in the group understand
what everyone else is saying?
Explain that tomorrow the students will think about clarifying
questions they can ask to help them understand one another in
the group.
Individualized Daily Reading
Unit 3 A Week 5 A Day 1
READ INDEPENDENTLY AND MAKE INFERENCES
Have the students read fiction texts at their appropriate reading
levels independently for up to 30 minutes.
ELL Vocabulary
As the students read, circulate among them and talk to individual
English Language Learners may benefit from discussing additional
vocabulary, including:
students about their reading. Ask questions such as:
fleeing: running away (p. 158)
absence: not being there (p. 160)
Q What do you think this [story] is about? Why do you think that?
in unison: all together (p. 161)
opposite side: other side (p. 165)
Heads
Together
Q What inference did you make as you read today? What clues
helped you make the inference?
Use “Heads Together” at each of the following stopping points:
At the end of independent reading, have the students share their
p. 155 “Jonas watched him, and listened.”
inferences with the class. Have them share the inference and then
read the passage that helped them infer.
p. 161 “The Giver would help them.”
p. 164 “The Giver would know that Jonas had said goodbye.”
p. 165 “‘It’s bye-bye to you, Gabe, in the morning,’ Father had said,
in his sweet, sing-song voice.”
Grade Eight
169
Continue reading to the break on page 166.
DISCUSS THE STORY AS A CLASS
Facilitate a whole-class discussion using the following questions:
Q What have Jonas and The Giver decided to do? Why do you think
they’re doing it?
Q What happens to force Jonas to flee the night before they planned?
Q (Reread the following sentence on page 165: “‘It’s bye-bye to
you, Gabe, in the morning,’ Father had said, in his sweet, singsong voice.”) What’s unusual about the father’s behavior here?
Students might say:
“Jonas is forced to escape the night before because he finds out
that Gabe is going to be released in the morning.”
“I think the author wrote the passage that way because she
wants us to feel really horrified that the father is so sweet
toward a child he’s going to kill.”
168
Making Meaning
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43
Sample Week for Grade 8, Day 2
Strategy Development
Analyzing Elements of Fiction
Day 2
Read-Aloud and
Guided Strategy Practice
Lesson Purpose
Students:
Materials
• The Giver(pp.165–169)
• Chartpaperandamarker
Students explore and discuss
character changes as a result
of conflict.
• “WhatWeInferAboutJonas”
chartfromWeek2
• Student Bookpages31–33
• Student Book,IDRJournalsection
A Make inferencestounderstandastory.
A Analyze relationships among character, setting,
and plotinanovel.
A Explorecharacterchangeasaresultof
conflictandresolutionintheplot.
A Use“HeadsTogether.”
A Askclarifyingquestions.
Unit 3 A Week 5 A Day 2
DISCUSS ASKING CLARIFYING QUESTIONS
Remindthestudentsthatthisweektheyarefocusingon
understandingoneanotherduring“HeadsTogether.”Ask:
As the students brainstorm questions, record these on a sheet of
chart paper entitled “Clarifying Questions I Can Ask.” Ask:
Q Have you ever had trouble communicating exactly what you were
thinking with your group? What happened? What makes it hard
sometimes to communicate clearly?
Q If you don’t understand what someone says in your group today,
Q What kinds of questions could your groupmates ask you to help
you communicate more clearly?
Students might say:
“Wecouldaskthepersontorepeatwhatshesaid.
“Wecouldask,‘Canyousayitanotherway?’”
“Wecouldsay,‘Doyoumean…?’andsaywhatweheard.”
“Wecouldsaywhatpartweunderstandandwhatpartwe
don’tget.”
Teacher Note
Ifthestudentshavedifficulty
generatingclarifyingquestions,
suggestafewyourselfsuchas
Teacher Note
whose responsibility is it to make sure you do understand? Why is
it important to take that responsibility?
Encourage the students to make sure they understand one another
in their group today and to ask clarifying questions to help them.
Tell them that you will check in with them at the end of the lesson.
thoseinthe“Studentsmight
Some passages from the excerpt
say”note;thenask,“Whatother
that indicate character change
questionscouldyouask?”
include:
• “‘I won’t! I won’t go home! You
can’t make me!”
• “Jonas looked up wildly. ‘No
one heard that little twin cry,
DISCUSS CHARACTER CHANGE
Remind the students that in fiction stories, the main character
changes as a result of facing conflict. The most significant change
usually happens after the climax, or the most dramatic event in
the story. Remind the students that in The Giver, the climax is when
Jonas watches the video of the baby’s “release.”
either! No one but my father!’”
will take care of that, sir,’ Jonas
Direct the students’ attention to the “What We Infer About Jonas”
chart they created early in the story. Ask:
voice…. He couldn’t seem
Q What was Jonas like at the beginning of the story?
• “‘I will take care of that, sir. I
Grade
Eightsarcastic
171
mimicked
in a cruel,
to stop.”
• “‘But he lied to me!’
Jonas wept.”
• “Jonas wrapped his arms
around himself and rocked
his own body back and forth.
‘What should do? I can’t go
Have the students turn to Student Book pages 31–33. Point out that
the excerpt is from the part of the story they heard earlier. Ask the
students to individually reread the excerpt, and then work in their
group to underline passages that show how Jonas has changed
from the beginning of the story. Remind them to make sure they
are understanding one another and to ask clarifying questions,
if necessary.
back! I can’t!’”
• “Jonas found himself using
the nasty, sarcastic voice again.
‘Then we’ll have a sharing
of feelings?’”
• “‘And love,’ Jonas added,
remembering the family
scene that had so affected
him. ‘And pain.’ He thought
again of the soldier.”
172
44
Making Meaning
DEVELOPMENTAL STUDIES CENTER
After allowing sufficient time for groups to work, signal for their
attention and ask volunteers to share passages their group
underlined. Follow up with questions such as:
Q What does this passage tell us about how Jonas has changed?
Q Would the old Jonas have acted this way? Why does it make sense
that he has changed in this way?
Q Do you agree or disagree with what [Corazon] said? Explain.
Making Meaning®
Unit 3 A Week 5 A Day 2
Social Development
Students might say:
Partners focus on understanding
one another and asking clarifying
questions.
“Jonas is really loving toward Gabe and he takes care of him.
At the beginning of the story he ignored him more.”
“In addition to what [Marcus] said, at the beginning of the book,
Jonas counts on the community to tell him what to do when the
plane flies overhead. Now he has to figure it out on his own. He
hides and tries to make Gabe and himself cold.”
BRIEFLY REFLECT ON ASKING CLARIFYING QUESTIONS
Ask, and briefly discuss:
Q Did you have the opportunity to ask any clarifying questions in
your group today? Tell us about it.
Encourage the students to continue to look for opportunities to
ask clarifying questions to help them understand one another in
the group.
Analyzing Elements of Fiction
Individualized Daily Reading
DOCUMENT IDR CONFERENCES/
HAVE THE STUDENTS WRITE IN THEIR “IDR JOURNAL”
READ THE REST OF CHAPTER 21 ALOUD
Have the students read independently for up to 30 minutes.
Explain that you will reread part of what you read yesterday in
The Giver, then continue reading several more pages. You will stop
twice as you read so the students can use “Heads Together” and
talk about the thoughts and questions they have. Encourage them
to continue to listen for ways that Jonas has changed from the
beginning of the story.
Use the “IDR Conference Notes” record sheet to conduct and
document individual conferences.
At the end of independent reading, have the students write in
their “IDR Journal” about their inferences and the clues they used
to infer.
Reread from “Jonas reached the opposite side of the river” on page
165, then continue reading to the end of page 169, stopping as
described below.
Suggested Vocabulary
isolated place: a place without people (p. 167)
fugitives: people who run away or escape a place (p. 167)
taut: tight, stiff (p. 168)
vigilant: watchful (p. 169)
ELL Vocabulary
English Language Learners may benefit from discussing additional
vocabulary, including:
174
Making Meaning
stir: movement (p. 166)
Use “Heads Together” at each of the following stopping points:
p. 167 “Together the fugitives slept through the first
dangerous day.”
Heads
Together
p. 169 “Finally there was an entire day and night when
they did not come at all.”
DISCUSS THE STORY AS A CLASS
Facilitate a whole-class discussion using the following questions.
Be ready to reread from the text to help the students recall what
they heard. Ask:
Q What other evidence did you hear that Jonas has changed from
the beginning of the story?
Grade Eight
173
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45
Sample Week for Grade 8, Day 3
Strategy Development
Analyzing Elements of Fiction
Day 3
Read-Aloud
Students complete the plot
outline for the entire novel.
Materials
• The Giver(pp.170–179)
• “PlotOutlineforThe Giver”chart
(fromWeek4)
Lesson Purpose
• Student Book,IDRJournalsection
Students:
A Finishoutliningtheplotofastory.
A Analyze relationships among character, setting,
and plotinanovel.
A Explorecharacterchangeasaresultof
conflictandresolutionintheplot.
A Exploreanexampleofsymbolism.
A Use“HeadsTogether”andaskclarifying
questions.
ADD TO THE PLOT OUTLINE CHART
Directthestudents’attentiontothe“PlotOutlinefor The Giver”
chart,andreadtheitemsonthechartunder“Jonas’slifeafterthe
ceremony.”Ask:
Q What has happened since the climax of the story?
Students might say:
“Jonashasabreakdownwhenherealizesthetruth.”
“TheGiverandJonasstartplanninghisescape.”
“JonasfindsoutthatGabeisgoingtobereleasedin
themorning.”
Asthestudentsshare,recordtheircommentsonthechartunder
“Jonas’slifeaftertheceremony.”
Unit 3 A Week 5 A Day 3
Teacher Note
Ifnecessary,addthefollowing
eventstothechart:
READ CHAPTERS 22 AND 23 ALOUD
- JonasandTheGiverplan
Read chapters 22 and 23 aloud (pp. 170–179), stopping as
described below.
Jonas’sescape.
- JonaslearnsthatGabe
isgoingtobereleasedin
Suggested Vocabulary
themorning.
- HetakesGabeandescapes
withoutsayinggoodbyeto
TheGiver.
diminished: lessened and disappeared (p. 170)
cultivated fields: farmed fields (p. 171)
inadequate: not good enough (p. 174)
lethargy and resignation: tiredness and giving up (p. 176)
- Theyhidefromsearchplanes
impeded: slowed down (p. 176)
astheytravelfartheraway.
ELL Vocabulary
English Language Learners may benefit from discussing additional
vocabulary, including:
Explainthatyouwillreadthelasttwochaptersofthebooktoday.
Referringtotheplotoutline,ask:
flagging: weakening (p. 172)
summit: highest point (p. 177)
Q How do you think this story might end? Why would that make
sense for this story?
Heads
Together
Encouragethestudentstolistenforhowtheauthorendsthestory
andanymoreevidencethatJonashaschanged.
Grade Eight
Use “Heads Together” at each of the following stopping points:
p. 173 “He no longer cared about himself.”
175
p. 179 “But perhaps it was only an echo.”
DISCUSS THE STORY AS A CLASS
Facilitate a whole-class discussion using the following questions.
Be ready to reread from the text to help the students recall what
they heard. Ask:
Q What happens at the end of the story? Why do you think so?
Q What has happened to the memories Jonas had? What effect do
you think this will have on his community?
Q The author intentionally begins and ends the story in December.
Why do you think that is? How is Jonas’s December different at the
end, compared with the beginning?
176
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Making Meaning
DEVELOPMENTAL STUDIES CENTER
Making Meaning®
Unit 3 A Week 5 A Day 3
Social Development
Q Now that you have heard the whole novel, what would you say
Students reflect on their
contribution to working in
a group.
The Giver is really about? Why do you think so?
Q What did you learn about fiction that you think will help you when
you read your own novels?
Q What did you learn about working in groups that will help you the
next time you work in a group?
Encourage the students to continue to look for opportunities to ask
clarifying questions of one another when they work in their group.
Individualized Daily Reading
DOCUMENT IDR CONFERENCES/
HAVE THE STUDENTS WRITE IN THEIR “IDR JOURNAL”
Have the students read fiction texts independently for up to
30 minutes.
Analyzing Elements of Fiction
Use the “IDR Conference Notes” record sheet to conduct and
document individual conferences. At the end of independent
reading, have the students write in their “IDR Journal” about
how they did using self-monitoring and rereading with their
independent reading.
Students might say:
“At the end of the story, Jonas finds a community where people
have feelings and love. It’s hard to tell whether it really happens
or he dreams it, though.”
“I think Jonas saves his community. They get to have memories
now, and feelings.”
“I disagree with [Peter]. At the end it says maybe the music he
heard from the place he left was only an echo.”
“At the beginning of the story, Jonas feels apprehensive about
December. At the end, it’s about family and love and hope.”
Ask:
Q Where have we heard about the sled before?
Point out that sometimes when an author intentionally repeats an
image, the image comes to mean something in the story. Explain
that this is called symbolism. Ask the following question, and be
ready to reread earlier passages about the sled from pages 80–82
and 108–109:
178
Making Meaning
Q What do you think the sled has come to symbolize, or mean, in
the story? Why?
Students might say:
“I think the sled symbolizes life beyond the community.
Everything in the community was gray, but Jonas saw the sled
in color.”
“In addition to what [Felicia] said, Jonas didn’t even know what a
sled was at first. But now he knows it’s waiting for him. It shows
how Jonas changed.”
“The sled is also something that moves fast. It symbolizes his
escape to a new world.”
REFLECT ON THE GIVER AND ON
ASKING CLARIFYING QUESTIONS
Ask, and briefly discuss:
Q What did you enjoy about hearing and talking about The Giver
over the past few weeks?
Grade Eight
177
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47
Sample Week for Grade 8, Day 4
Strategy Development
Analyzing Elements of Fiction
Day 4
Independent Strategy Practice
Lesson Purpose
Students:
A Reviewthereadingcomprehension
strategiestheyhavelearned.
A Applystrategiesrelatedtofictiontotheir
independentreading.
A Use“HeadsTogether”andaskclarifying
questions.
Students identify and discuss the
literary devices in fiction and then
mark the devices they find in their
independent reading.
Materials
• Fictiontextsatappropriatelevels
forindependentreading
• “ReadingComprehension
Strategies”chart
• Medium-sizedself-sticknotes
foreachstudent
• Assessment Record Book
• (optional)Spacefortheclassto
sitinacircle
A Haveacheck-inclassmeeting.
REVIEW STRATEGIES LEARNED IN THE UNIT
Directthestudents’attentiontothe“ReadingComprehension
Strategies”chartandreviewthatthestudentsusedquestioning,
inferring,andvisualizingtothinkandtalkaboutThe Giver.They
alsousedunderstanding elements (character, setting, and plot) and
devices (flashback, foreshadowing, symbolism).Ask:
reading comprehension
strategies
Unit 3 A Week 5 A Day 4
- Recognizing
textfeatures
- Questioning
Remind the students that the purpose of studying elements and
devices of fiction is to help them use the elements and devices to
better understand the fiction they read on their own.
Q What have you learned about what happens to main characters
in fiction?
PREPARE TO MARK ELEMENTS
AND DEVICES IN INDEPENDENT READING
Q What have you learned about setting? How is setting important to
what happens in the story?
Explain that today the students will read their own fiction texts
independently. As they read, they will use self-stick notes to mark
places where they recognize elements or devices of fiction that
they have learned. Encourage them to be ready to share what they
marked in their group.
Q What have you learned about how plots are put together?
Ifnecessary,remindthestudentsthattheyhaveexploredmany
relationshipsamongcharacter,setting,andplotastheyheard
The Giver.Theythoughtabouthowcharacterschangeasaresult
ofwhathappenstothem,howconflictisdevelopedinaplot,and
theroleoftheclimaxofastory.Theyalsothoughtabouthowthe
settingaffectsthecharactersandwhathappenstothem.
READ INDEPENDENTLY AND
MARK ELEMENTS AND DEVICES
Heads
Together
Grade Eight
179
Have the students read fiction texts independently for 20–30
minutes. Stop them at ten-minute intervals and have them use
“Heads Together” to briefly share any elements they have marked
using self-stick notes. At the first stop, remind the students to tell
their group the title of their book and the name of the author, and
to say a few sentences about its plot.
Circulate among the students and notice whether they are
recognizing different elements of fiction in their reading. Probe
the thinking of individual students by asking questions such as:
Q What’s happening in your story?
Q Have you gotten to the climax of your story yet? If so, what
happens?
Q How is the character changing, or how do you think she will
change? What in the text makes you think so?
Q Are you noticing the author using [flashback/foreshadowing/
symbolism] in your story? How?
180
48
Making Meaning
DEVELOPMENTAL STUDIES CENTER
Making Meaning®
Analyzing Elements of Fiction
Social Development
The teacher leads a class meeting
to discuss responsible behavior in
group work.
Individual Comprehension Assessment
Before continuing with Unit 4, take this opportunity
to assess individual students’ progress in analyzing
elements of fiction to make sense of what they read.
Refer to pages 36–37 in the Assessment Record Book
for instructions.
IDR Conference Week
Take a break from the Making Meaning lessons in
the upcoming week and use your daily reading block
for5IDR.
As 4the students read independently, you will
Unit 3 A Week
A Day
have an opportunity to confer with every student and to
document these conferences using the “IDR Conference
Notes” record sheet. (See page 49 in the Assessment Record
During
the year, CLASS
each student’s
accumulated IDR
HAVE Book.)
A BRIEF
CHECK-IN
MEETING
conference
record
sheets will become a record of her
ABOUT
WORKING
IN GROUPS
time.will have a brief check-in class meeting,
Tell the progress
students over
that they
and have
them sitwith
so they
all see1,one
another.
Review
the class
Continue
Unitcan
4, Week
in the
following
week.
meeting ground rules.
Remind the students that they have learned and practiced “Heads
Together” and thought about taking responsibility for their group
work. Help the students reflect on their work together by asking:
Extension
Q What
have
youSYMBOLISM
learned about how
well-functioning
group
LOOK
FOR
IN aOTHER
STORIES
Analyzing Elements of Fiction
Class Comprehension Assessment
Listen for evidence that the students are making
sense of their reading. Ask yourself:
Q Do the students recognize when they are making inferences?
Q Do they recognize relationships among character, setting,
and plot?
Q Do they notice literary devices such as flashback,
foreshadowing, and symbolism?
Teacher Note
This is the last week in Unit 3.
works?
Invite the students to look for examples of symbolism in stories
they read, hear, or see (on television or at the movies) and to bring
Q How
you learned
to take
for the functioning
thesehave
examples
to share
withresponsibility
the class. Encourage
discussion about
of
yourthe
group?
what
symbols mean in the stories, and why those symbols
make sense for their stories.
Q What else have you learned about working in groups that will
help you the next time you work in a group?
Encourage the students to continue to look for opportunities to
take responsibility when working in groups by contributing ideas,
including everyone, and asking clarifying questions of one another.
Have the students briefly discuss how they did following the
ground rules during the class meeting. If necessary, review the
procedures for returning to their seats, and adjourn the meeting.
You will
reassign
Record your observations on page 15 of the Assessment
Record
Book.partners for
Unit 4.
Grade Eight
DISCUSS ELEMENTS AND DEVICES
USING “HEADS TOGETHER”
After the independent reading, use “Heads Together” to have the
students talk about the elements and devices they marked. Remind
them to take responsibility for the group work by contributing
their ideas, including everyone, and asking clarifying questions if
necessary. Tell them that you will check in to see how they did at
the end of the lesson.
183
Heads
Together
After allowing sufficient time for groups to share, signal for the
students’ attention and have a few volunteers share elements they
marked with the class. Probe the students’ thinking by asking:
182
Making Meaning
Q Read aloud the passage that you marked. How is that an example
of [foreshadowing]?
Q Why does it make sense that your character would change in that
way, based on what has happened in your story?
Q You marked a passage that describes the setting. How do you
think the setting affects the characters in your story?
Encourage the students to continue to mark elements they notice
as they read fiction independently.
Grade Eight
181
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49
Alternative Making Meaning® Books:
Library for Grade 6
Grade 6 Library, Set 1
Grade 6 Set 1 (17 titles)
MM2-CSL6-S1
Grade 6 Set 2 (18 titles)
MM2-CSL6-S2
Breaking Through
Jiménez
Babushka’s Doll
Polacco
Brown v. Board of Education
Good
The Ch’i-Lin Purse
Fang
Classic Poems to Read Aloud
Berry, ed.
Cuban Americans
Peterson
Coolies
Yin
Destination: Mars
Simon
Crocodiles & Alligators
Simon
Dia’s Story Cloth
Cha
Filipino Americans
Yoder
The First Moon Landing
Anderson
Five Brillant Scientists
Jones
Garbage Creek
Valgardson
Freedom’s Children
Levine
Ghost Train
Yee
Home to Medicine Mountain
Santiago
Iditarod Dream
Wood
Just a Dream
Van Allsburg
Life in a Dolphin Pod
Kalman
Mysteries of Alien Visitors and Abductions
Walker & Innes
Local News
Soto
Nothing Ever Happens on 90th Street
Schotter
Mutants & Monsters
Ho
Oceans
Simon
Once a Wolf
Swinburne
Rose Blanche
Innocenti
A Picture Book of Sojourner Truth
Adler
Story Painter
Duggleby
Sad Underwear and Other Complications
Viorst
Why the Sky Is Far Away
Gerson
Shingebiss: An Ojibwe Legend
Van Laan
The Wildlife Detectives
Jackson
Tea with Milk
Say
The Wretched Stone
Van Allsburg
Individual titles may be replaced. See the DSC website for current titles.
50
DEVELOPMENTAL STUDIES CENTER
Making Meaning®
Alternative Making Meaning® Books:
Libraries for Grades 7 and 8
Grade 7 Library
Grade 7 (23 titles)
Grade 8 Library
MM-CSL7-S1
Grade 8 (15 titles)
MM-CSL8-S1
50 Short Science Fiction Tales
Asimov & Conklin, eds.
The Cats in Krasinski Square
Hesse
America Street: A Multicultural Anthology of
Stories
Mazer, ed.
Cesar Chavez
Soto
The Courage to Be Yourself
Desetta, ed.
American Dragons
Yep, ed.
Crocodiles & Alligators
Simon
Black Cowboy, Wild Horses
Lester
Freak the Mighty
Philbrick
A History of US: The First Americans
Hakim
Growing Up in Coal Country
Bartoletti
Gorillas
Simon
Life in the Plains
Bradley
Adoff, ed.
Luba: The Angel of Bergen-Belsen
McCann
I Can Hear the Sun
Polacco
The Mysteries of Animal Intelligence
Steiger & Steiger
Kids on Strike!
Bartoletti
A History of US: The New Nation
Hakim
A History of US: Making Thirteen Colonies
Joy Hakim
Sixteen Years in Sixteen Seconds
Yoo
Malcolm X
Myers
Spiders
Simon
My Own True Name
Mora
Uncommon Champions
Kaminsky
The Ocean Biome
Smithyman & Kalman
The Vintage Bradbury
Bradbury
Waifs and Strays
de Lint
I Am the Darker Brother
Orson Scott Card’s InterGalactic Medicine Show Card
Patrol
Myers
Show Me a Hero
Schinto, ed.
Sixteen
Gallo, ed.
Song of the Trees
Taylor
The Stranger
Van Allsburg
Tree of Life
Bash
Waifs and Strays
de Lint
What Have You Lost?
Nye, ed.
When Marian Sang
Ryan
For orders, information, and samples, visit devstu.org or call 800.666.7270.
51
Library for Grade 6
Complete Grade 6 Library (240 titles) IDR-FNF6-S14
Grade 6 Set 1 Library (60 titles) IDR-FNF6-S1
Easy Fiction Set 1
IDR-F6-E-S1
IDR-NF6-E-S1
The Boy Who Owned the School
Paulsen
U
1070
Galaxies
Simon
T
1010
Crazy Lady!
Conly
U
570
The Gettysburg Address
Richards
V
810
The Ghost of Cutler Creek
DeFelice
T
790
Hardwood Heroes
Simpson
S
1120
The Half-a-Moon Inn
Fleischman
V
1010
Ivan the Terrible
Price
Q
710
Into the Land of the Unicorns
Coville
V
850
Mary Tudor
Buchanan
S
700
A Jar of Dreams
Uchida
R
970
Michael Rosen’s Sad Book
Rosen
T
—
Out Standing in My Field
Jennings
R
730
The Mystery of the Bermuda Triangle
Oxlade
V
—
Sammy Keyes and the Skeleton Man
Van Draanen
T
890
Snowboard!
Masoff
V
880
Sasquatch
Smith
X
680
Volcanoes
Morris
P
870
The Summer of the Swans
Byars
U
830
World’s Weirdest Critters
Packard
R
980
On-level Fiction Set 1
IDR-F6-OL-S1
On-level Nonfiction Set 1
IDR-NF6-OL-S1
Belle Prater’s Boy
White
V
760
Freedom Train
Sterling
T
910
The Cay
Taylor
V
860
Gray Wolf, Red Wolf
Patent
V
1060
Holes
Sachar
V
660
Hiding to Survive
Rosenberg
X
910
A House of Tailors
Giff
V
750
Micro Machines
Jefferis
R
—
Lyddie
Paterson
V
860
Panda Rescue
Bortolotti
X
—
Sammy Keyes and the Runaway Elf
Van Draanen
T
710
Revolutionary John Adams
Harness
P
—
The Samurai’s Tale
Haugaard
X
—
Salamander Rain
Pratt-Serafini
O
850
The Secret of Platform 13
Ibbotson
S
910
Stealing Home
Denenberg
V
930
The Skin I’m In
Flake
W
670
Surviving Hitler
Warren
Y
820
Walk Two Moons
Creech
W
770
Thieves!
Schroeder
X
—
Challenging Fiction Set 1
52
Easy Nonfiction Set 1
IDR-F6-C-S1
Bat 6
Wolff
Z
Dragon’s Gate
Yep
The Hobbit
Tolkien
Izzy, Willy-Nilly
Let the Circle Be Unbroken
Challenging Nonfiction Set 1
930
Blizzard!
W
730
Z
1000
Voigt
X
Taylor
X
Skeleton Key
Horowitz
A Stone in My Hand
Clinton
Under the Blood-Red Sun
When Zachary Beaver Came to Town
The Wreckers
Lawrence
IDR-NF6-C-S1
Murphy
Y
1080
The Boys’ War
Murphy
Y
1060
The Changing Role of Women
Ross
Z
—
790
Digital Revolutionaries
Lohr
X
—
850
The Greatest
Myers
Z
1030
X
630
Lincoln
Freedman
V
1110
W
540
Secrets of Sound
Sayre
Y
—
Salisbury
W
640
Tell Them We Remember
Bachrach
Y
1190
Holt
Y
700
Unbuilding
Macaulay
Y
1250
X
640
The Wright Brothers
Freedman
Y
1160
Guided Reading levels are in red and Lexile levels are in blue. Individual titles may be replaced. See the DSC website for current titles.
DEVELOPMENTAL STUDIES CENTER
Making Meaning®
Grade
Grade 6 Set 2 Library (60 titles)
Easy Fiction Set 2
IDR-F6-E-S2
Baseball Fever
Hurwitz
O
760
The Breadwinner
Ellis
V
630
Eagle Song
Bruchac
S
680
The Gift-Giver
Hansen
S
490
Hikaru no Go, Vol. 1
Hotta
V
—
Hoop Queens
Smith
W
—
Night of the Twisters
Ruckman
U
790
Sixth Grade Can Really Kill You
DeClements
S
700
Snap
McGhee
V
—
When the Tripods Came
Christopher
V
760
On-level Fiction Set 2
IDR-F6-OL-S2
The Boggart
Cooper
U
1030
Bud, Not Buddy
Curtis
T
Fair Weather
Peck
T
Going Home
Mohr
Max the Mighty
Philbrick
Sammy Keyes and the Hotel Thief
The Thief and the Beanstalk
IDR-FNF6-S2
Easy Nonfiction Set 2
6
IDR-NF6-E-S2
100 Most Disgusting Things on the
Planet
Claybourne
V
—
Bones
Simon
T
1020
Comets, Meteors, and Asteroids
Simon
T
1050
Earthquake Alert
Mehta-Jones
Q
—
The Egyptian News
Steedman
W
1000
Frozen Man
Getz
T
860
Leopold II
Olson
Q
750
The Mysteries of UFOs
Innes
W
—
Nascar
Eagen
R
—
A Walk in the Rainforest
Pratt
S
950
On-level Nonfiction Set 2
IDR-NF6-OL-S2
Burn
Kyi
W
950
The Clock
Mara
V
—
670
The Diary of Latoya Hunter
Hunter
X
690
T
680
Life in Ancient China
Challen
S
—
W
930
Michelangelo
Stanley
X
940
Van Draanen
T
840
The Moon and I
Byars
W
870
Catanese
X
—
Raptor!
X
—
Toning the Sweep
Johnson
Y
760
Laubach, Laubach,
& Smith
The Wanderer
Creech
V
830
Sojourner Truth
McKissackz
& McKissack
V
960
A Wrinkle in Time
L’Engle
W
740
True Spy Stories
Dowswell & Fleming X
—
Whale Rescue
Hoyt
—
Challenging Fiction Set 2
IDR-F6-C-S2
Challenging Nonfiction Set 2
W
—
IDR-NF6-C-S2
Habibi
Nye
V
850
100 Baseball Legends
Roberts
Y
—
Homecoming
Voigt
X
630
Children of the Dust Bowl
Stanley
Y
1120
Jacob Have I Loved
Paterson
X
880
Destination: Space
Simon
V
1160
The Mouse Rap
Myers
W
720
The Dog Who Wouldn’t Be
Mowat
W
—
Over Sea, Under Stone
Cooper
X
830
Great Fire
Murphy
W
1130
Roll of Thunder, Hear My Cry
Taylor
W
920
Hidden Worlds
Kramer
U
1040
A Summer Life
Soto
Z
990
Nelson Mandela
Denenberg
Y
950
Tangerine
Bloor
U
680
Red Scarf Girl
Jiang
Z
780
Touching Spirit Bear
Mikaelsen
Y
670
Three Cups of Tea
Mortenson
X
—
A Wizard of Earthsea
Le Guin
Z
1150
When I Was Your Age, Volume Two
Ehrlich, ed.
W
930
For orders, information, and samples, visit devstu.org or call 800.666.7270.
53
Library for Grade 6
Grade 6 Set 3 Library (60 titles)
Easy Fiction Set 3
IDR-F6-E-S3
Easy Nonfiction Set 3
IDR-NF6-E-S3
Anastasia at Your Service
Lowry
Q
670
Aliens
Herbst
Z
820
Baby
MacLachlan
T
670
Face to Face with Grizzlies
Sartore
R
—
Coraline
Gaiman
W
740
The Great Ships
O’Brien
V
—
Everest, Book One
Korman
R
690
It’s All in Your Head
Funston & Ingram
W
—
Maroo of the Winter Caves
Turnbull
V
840
On the Court with... Shaquille O’ Neal
Christopher
S
950
My Name Is Seepeetza
Sterling
V
720
Outside and Inside Giant Squid
Markle
U
—
Only You Can Save Mankind
Pratchett
V
600
The Roman Colosseum
Mann
T
1030
Tadpole
White
U
760
The Tarantula in My Purse
George
S
830
Taking Sides
Soto
S
750
W
—
Peck
V
750
Under the Ice: A Marine Biologist at
Work
Conlan
The Teacher’s Funeral
A Voice of Her Own
Lasky
S
940
On-level Fiction Set 3
IDR-F6-OL-S3
On-level Nonfiction Set 3
Basketball (or Something Like It)
Baskin
T
570
The All-New Book of Lists for Kids
Choron & Choron
X
—
The City of Ember
Duprau
W
680
Anne Frank: Beyond the Diary
1030
Levine
V
490
van der Rol
& Verhoeven
X
Dave at Night
Jazmin’s Notebook
Grimes
Z
980
Elephant Rescue
Morgan
W
—
P.S. Longer Letter Later
Danziger
U
750
The Endless Steppe
Hautzig
Y
940
Silverwing
Oppel
U
660
Gandhi
Pastan
V
1080
Stories to Solve
Shannon
Q
790
Hillary & Norgay
Whipple
R
—
The Swan Kingdom
Marriott
Z
910
Nature Shockers
Thomas
X
—
Tulsa Burning
Myers
W
690
Nightjohn
Paulsen
W
770
Twelve Impossible Things Before
Breakfast
Yolen
T
760
Of Beetles and Angels
Asgedom
X
—
Project Ultraswan
Osborn
U
970
Challenging Fiction Set 3
54
IDR-FNF6-S3
IDR-F6-C-S3
The Convicts
Lawrence
Y
—
Here Today
Martin
W
790
Kira-Kira
Kadohata
T
Kiss the Dust
Laird
The Last Dragon
IDR-NF6-OL-S3
Challenging Nonfiction Set 3
IDR-NF6-C-S3
Achoo!: The Most Interesting Book You’ll Romanek
Ever Read About Germs
X
990
740
Anne Frank’s Tales from the Secret
Annex
Frank
Z
950
W
850
Extraordinary African-Americans
Altman
T
1040
De Mari
W
950
Y
—
Schmidt
Y
1000
Fractals, Googols, and Other Mathematical Tales
Pappas
Lizzie Bright and the Buckminster Boy
Peter and the Starcatchers
Barry & Pearson
X
770
Leonardo da Vinci
Krull
Z
1010
Princess Academy
Hale
T
890
The Magical Worlds of Harry Potter
Colbert
X
—
Aaseng
V
1170
The Road to Memphis
Taylor
X
670
Navajo Code Talkers
Year of Impossible Goodbyes
Choi
W
840
Penguins!
Lynch
Y
—
Q Is for Quark
Schwartz
X
940
The World According to Dog
Sidman
Y
—
Guided Reading levels are in red and Lexile levels are in blue. Individual titles may be replaced. See the DSC website for current titles.
DEVELOPMENTAL STUDIES CENTER
Making Meaning®
Grade
Grade 6 Set 4 Library (60 titles)
Easy Fiction Set 4
IDR-F6-E-S4
IDR-FNF6-S4
Easy Nonfiction Set 4
6
IDR-NF6-E-S4
Any Small Goodness
Johnston
T
600
Ancient Greek Art
Hodge
Z
860
Bindi Babes
Dhami
V
—
Extreme Structures
Jefferis
Q
—
The Boxes
Sleator
V
—
Footprints on the Moon
Siy
T
920
The Graduation of Jake Moon
Park
U
680
Global Warming Alert!
Cheel
R
—
Juliet Dove, Queen of Love
Coville
T
670
The Great Serum Race
Miller
V
910
Math Talk
Pappas
W
—
The Inuksuk Book
Wallace
V
—
Project Mulberry
Park
U
690
Monsters
Herbst
Z
—
Rimshots
Smith
V
690
Six Million Paper Clips
W
—
Tales from the Brothers Grimm and the
Sisters Weird
Vande Velde
V
920
Schroeder
& SchroederHildebrand
The Time Hackers
Paulsen
V
880
There Are Bugs in Your Bed
Catchpole & Woods
R
—
R
940
On-level Fiction Set 4
IDR-F6-OL-S4
Elijah of Buxton
Curtis
W
1070
The Game of Silence
Erdrich
W
900
Getting Near to Baby
Couloumbis
V
740
Gossamer
Lowry
V
660
Gregor the Overlander
Collins
V
630
Lily’s Crossing
Giff
S
720
Locomotion
Woodson
V
—
No More Dead Dogs
Korman
U
610
Stories from the Silk Road
Gilchrist
X
860
True Lies
Shannon
V
660
Challenging Fiction Set 4
IDR-F6-C-S4
Bloody Jack
Meyer
Y
—
The Boys of San Joaquin
Smith
V
950
The Enchanted Castle
Nesbit
W
—
Flip
Lubar
X
550
Grand Mothers
Giovanni, ed.
Y
—
Inkheart
Funke
T
780
King of Shadows
Cooper
Z
1010
Sir Thursday
Nix
T
980
Throwing Shadows
Konigsburg
T
1010
Where the Broken Heart Still Beats
Meyer
Y
1000
You Wouldn’t Want to Sail on the Titanic Stewart
On-level Nonfiction Set 4
IDR-NF6-OL-S4
All of the Above
Pearsall
U
1000
Anne Frank: Her life in words and
pictures
Metselaarz
& van der Rol
Y
—
Battle Stations!
Shapiro
X
—
Behind the Secret Window
Toll
Y
910
Bodies from the Bog
Deem
X
1100
Freaky Flowers
Souza
S
1110
The Man-Eating Tigers of Sundarbans
Montgomery
S
890
Princess Diana
Mattern
X
—
Stonewall
Fritz
X
1030
To the Top of Everest
Skreslet & MacLeod
T
930
Challenging Nonfiction Set 4
IDR-NF6-C-S4
Across America on an Emigrant Train
Murphy
Y
1180
The Adventures of Sojourner
Wunsch
Y
1090
City
Macaulay
Z
1100
Hmm? The Most Interesting Book You’ll
Ever Read About Memory
Swanson
Y
1170
Sasquatches from Outer Space
Yule
Y
—
The Story of My Life
Keller
X
—
The Tarantula Scientist
Montgomery
W
890
To Be a Slave
Lester
Z
1080
Traitor
Fritz
X
1020
Sea Adventures
Brook
W
1070
For orders, information, and samples, visit devstu.org or call 800.666.7270.
55
Library for Grade 7
Complete Grade 7 Library (240 titles) IDR-FNF7-S14
Grade 7 Set 1 Library (60 titles) IDR-FNF7-S1
Very Easy Fiction Set 1
IDR-F7-VE-S1
IDR-NF7-VE-S1
Bone: Out from Boneville
Smith
—
360
Alia’s Mission
Stamaty
—
850
The Comeback Challenge
Christopher
M
750
Atlantis, the Lost City ?
Martin
—
980
The Dark Pond
Bruchac
—
820
Backstage at a Movie Set
Wessling
—
720
Dear Dumb Diary, Let’s Pretend This
Never Happened
Benton
—
1120
Big Bucks
Mattern
—
900
Drawing Lessons
Mack
—
650
Fear This Book
Szpirglas
—
—
Joey Pigza Loses Control
Gantos
T
800
Guinness World Records: Incredible
Collection
—
—
800
Neighborhood Odes
Soto
—
—
Microlife That Rots Things
Parker
Q
—
Skellig
Almond
—
490
My Life in Dog Years
Paulsen
S
1150
SOS Titanic
Bunting
V
690
Storms
Simon
—
940
Stand Tall
Bauer
U
520
A Whale Biologist at Work
Collard
—
970
Easy Fiction Set 1
IDR-F7-E-S1
Dizzy
Cassidy
—
—
Fever 1793
Anderson
Z
580
I Never Said I Wasn’t Difficult
Holbrook
—
—
The Lightning Thief
Riordan
—
Maniac Magee
Spinelli
W
Pictures of Hollis Woods
Giff
Sammy Keyes and the Hollywood
Mummy
Van Draanen
Scorpions
Easy Nonfiction Set 1
—
—
Backstage at an Animated Series
Fingeroth
—
790
Behind Rebel Lines
Reit
T
830
740
¡Béisbol!
Winter
—
960
820
Cleopatra
Stanley & Vennema
T
1000
V
650
Crime Scene
Bowers
—
—
—
750
Great Teams in Pro Football History
Giglio
X
—
Myers
Z
610
Money, Money, Money
Drobot
—
—
Singularity
Sleator
—
740
The Mystery of UFOs
Oxlade
V
—
Stormbreaker
Horowitz
Z
670
Woodsong
Paulsen
T
990
IDR-F7-OLA-S1
First Meetings
Card
—
850
Indigo’s Star
McKay
—
740
The Last Book in the Universe
Philbrick
W
740
A Mango-Shaped Space
Mass
—
—
Miracle’s Boys
Woodson
Z
660
Oddballs
Sleator
X
1010
Once Upon a Marigold
Ferris
W
840
Scorpia
Horowitz
—
680
The Wave Walkers
Meyer
—
—
Witness
Hesse
—
—
Animal Grossology
IDR-NF7-E-S1
Branzei
On-level and Above
Fiction Set 1
56
Very Easy Nonfiction Set 1
On-level and Above
Nonfiction Set 1
IDR-NF7-OLA-S1
Aha! The Most Interesting Book You’ll
Ever Read About Intelligence
Romanek
—
1020
Gross Universe
Szpirglas
—
—
Hello, America
Bitton-Jackson
—
—
I Want to Be...a Veterinarian
Maze & Grace
—
1070
Internet
Jefferis
—
—
Kids at Work
Freedman
T
Picture This: How Pictures Work
Bang
—
—
Tiger Rescue
Bortolotti
—
—
Top Secret
Janeczko
—
—
True Survival Stories
Dowswell
—
1080
Guided Reading levels are in red and Lexile levels are in blue. Individual titles may be replaced. See the DSC website for current titles.
DEVELOPMENTAL STUDIES CENTER
1140
Making Meaning®
Grade
Grade 7 Set 2 Library (60 titles)
Very Easy Fiction Set 2
IDR-F7-VE-S2
IDR-FNF7-S2
Very Easy Nonfiction Set 2
7
IDR-NF7-VE-S2
All Alone in the Universe
Perkins
S
720
Can Snakes Crawl Backward?
Berger & Berger
—
750
Anastasia’s Chosen Career
Lowry
Q
730
Cheerleading in Action
Crossingham
—
—
Disappearing Act
Fleischman
—
550
Croc and Gator Attacks
Fitzgerald
—
—
Hugging the Rock
Brown
—
—
Extreme Skydiving
—
—
Loser
Spinelli
U
650
Kalman
& Crossingham
Rules
Lord
—
780
How Do We Dream?
Myers
—
—
The Schernoff Discoveries
Paulsen
T
1030
How to Be a Samurai Warrior
Macdonald
Q
—
Secrets
Jocelyn, ed.
—
—
Microlife That Makes Us Ill
Parker
Q
—
Skeleton Man
Bruchac
V
730
Military Robots
White
—
1000
Swimming Upstream
George
—
—
Michael Jordan
Christopher
—
930
You Wouldn’t Want to Be a Roman
Gladiator!
Malam
—
810
Easy Fiction Set 2
IDR-F7-E-S2
Easy Nonfiction Set 2
IDR-NF7-E-S2
Al Capone Does My Shirts
Choldenko
—
600
Abraham Lincoln
Stone
W
—
The Boy Who Reversed Himself
Sleator
Y
710
Always Inventing
Matthews
—
960
Eagle Strike
Horowitz
—
690
Cars
Graham
—
890
Heartbeat
Creech
W
—
Digging for Bird-Dinosaurs
Bishop
—
1000
Heaven
Johnson
—
790
How Angel Peterson Got His Name
Paulsen
U
1180
Hoot
Hiaasen
W
760
Mandela
Kramer
—
—
Samir and Yonatan
Carmi
Z
810
My Season with Penguins
Webb
—
1040
Sammy Keyes and the Art of Deception
Van Draanen
T
660
V
Weeks
—
860
The Mystery of the Abominable
Snowman
Wallace
So B. It
Whales on Stilts
Anderson
—
760
Tony Hawk
Hawk & Mortimer
—
1000
You Wouldn’t Want to Be a Pyramid
Builder!
Morley
—
940
On-level and Above
Fiction Set 2
IDR-F7-OLA-S2
On-level and Above
Nonfiction Set 2
The Art of Keeping Cool
Lisle
—
730
Andy Warhol
Dovey Coe
Dowell
—
980
Dragon’s Blood
Yolen
X
870
A Girl Named Disaster
Farmer
X
730
Lionboy
Corder
—
850
Mister Monday
Nix
—
800
The Schwa was Here
Shusterman
—
790
Seven Daughters and Seven Sons
Cohen & Lovejoy
—
800
Tending to Grace
Fusco
—
760
Travel Team
Lupica
—
930
—
IDR-NF7-OLA-S2
Bolton
—
Attack of the Killer Video Book
Shulman & Krog
—
Brainstorm!
Tucker
P
1070
Burp! The Most Interesting Book You’ll
Ever Read About Eating
Swanson
—
1050
Cowboys of the Wild West
Freedman
X
1160
Do Cats Really Have Nine Lives?
Myers
—
Dolphin Man
Pringle
—
—
Made You Look
Graydon
—
620
Surviving the Extremes
Kamler
—
—
The Matchless Six
Hotchkiss
X
—
For orders, information, and samples, visit devstu.org or call 800.666.7270.
1050
—
—
57
Library for Grade 7
Grade 7 Set 3 Library (60 titles)
Very Easy Fiction Set 3
IDR-F7-VE-S3
Almost Forever
Testa
V
—
The Crow-Girl
Bredsdorff
—
810
The Girls
Koss
—
710
Journey of the Sparrows
Buss
—
760
The Lambkins
Bunting
—
580
Life, Love, and the Pursuit of Free
Throws
Rallison
—
800
The Mzungu Boy
Mwangi
—
—
Sees Behind Trees
Dorris
T
Shipwreck
Korman
—
Swear to Howdy
Van Draanen
—
—
Easy Fiction Set 3
Very Easy Nonfiction Set 3
IDR-NF7-VE-S3
Advertising
Milton
—
930
Amazing but True Sports Stories
Hollander
& Hollander
Q
1120
How It Was with Dooms
Hopcraft & Hopcraft —
—
I Found a Dead Bird
Thornhill
—
—
Pele
Buckley
—
—
Shannon: An Ojibway Dancer
King
—
810
Shark Attacks
Fitzgerald
—
890
840
Switched On, Flushed Down, Tossed Out Romanek
—
—
610
Tasmanian Devils
Markle
—
860
Yao Ming
Hareas
—
680
IDR-F7-E-S3
Easy Nonfiction Set 3
IDR-NF7-E-S3
Fast Sam, Cool Clyde, and Stuff
Myers
Y
860
Baseball’s Biggest Bloopers
Gutman
—
1000
The Folk Keeper
Billingsley
—
690
Buried in Ice
Beattie & Geiger
—
1010
I Am Regina
Keehn
U
720
Equal Opportunities
MacDonald
—
—
Notes from a Liar and Her Dog
Choldenko
—
580
A Frenzy of Sharks
Hall
An Ocean Apart, a World Away
Namioka
—
—
Petty Crimes
Soto
—
The Slave Dancer
Fox
Y
Squashed
Bauer
Surviving the Applewhites
Tolan
Thunder Cave
Smith
On-level and Above
Fiction Set 3
58
IDR-FNF7-S3
—
—
In Disguise! Stories of Real Women Spies Hunter
—
—
800
Rescues!
Lloyd Kyi
—
—
970
Robotics
Beyer
—
900
—
930
Rosa Parks: My Story
Parks & Haskins
U
970
—
820
Throw Like a Girl
Frost & Troussieux
—
—
—
620
The World of Flight
Graham
—
1080
IDR-F7-OLA-S3
On-level and Above
Nonfiction Set 3
IDR-NF7-OLA-S3
City of One
DeDonato, ed.
—
—
Blame It on the Rain
Lee
—
—
Heaven Eyes
Almond
—
420
The Blue Bear
Schooler
—
—
Interstellar Pig
Sleator
—
810
The Cat Handbook
Davis
—
—
The Legend of Buddy Bush
Moses
—
760
Drink Cultura
Burciaga
—
1090
A Little Piece of Ground
Laird
—
830
—
—
Hooper
—
—
Extraordinary People of the Civil Rights
Movement
Hardy & Hardy
Petals in the Ashes
Pirates!
Rees
—
800
Ice Bound
Nielsen & Vollers
—
—
Skybreaker
Oppel
—
750
Jewish Sports Stars
Goldman
—
—
Snow
Lynn
—
—
Left for Dead
Nelson
—
—
When the Emperor Was Divine
Otsuka
—
810
Marie Curie
Krull
—
—
The North Pole Was Here
Revkin
—
—
Guided Reading levels are in red and Lexile levels are in blue. Individual titles may be replaced. See the DSC website for current titles.
DEVELOPMENTAL STUDIES CENTER
Making Meaning®
Grade
Grade 7 Set 4 Library (60 titles)
Very Easy Fiction Set 4
IDR-F7-VE-S4
IDR-FNF7-S4
Very Easy Nonfiction Set 4
7
IDR-NF7-VE-S4
Boris
Rylant
—
—
Colin Powell
Englar
S
—
Chicken Boy
Dowell
—
860
Coming Distractions
Baker
—
—
Danger in the Narrows
Graf
—
—
Duel of the Ironclads
O’Brien
—
970
A Dog’s Life
Martin
—
870
Elsie’s War
Dabba Smith
—
—
The Falcon’s Malteser
Horowitz
—
640
First Response: By Land
Weintraub
—
—
Gold Dust
Lynch
—
690
Football Stars
Buckman
—
—
Homeless Bird
Whelan
X
800
Perspective
Flux
P
—
Kickoff
King
—
—
This Land Is My Land
Littlechild
—
700
Some of the Kinder Planets
Wynne-Jones
—
720
Urban Roosts
Bash
—
1080
Worlds Afire
Janeczko
—
—
Who Was Harry Houdini?
Sutherland
—
780
Easy Fiction Set 4
IDR-F7-E-S4
Easy Nonfiction Set 4
IDR-NF7-E-S4
12 Again
Corbett
—
800
All About Adoption
Lanchon
—
—
Bound
Napoli
—
800
Brian’s Song
Blinn
Z
—
The Ear, the Eye, and the Arm
Farmer
Y
660
Father Water, Mother Woods
Paulsen
V
The Fire Thief
Deary
—
—
Four Perfect Pebbles
Perl & Lazan
—
Frenchtown Summer
Cormier
—
—
Harry Houdini
Cobb
—
—
Johnny and the Dead
Pratchett
—
680
Into the Volcano
O’Meara
—
960
Letters from Wolfie
Sherlock
—
760
Looking for Life in the Universe
Jackson
—
—
Swan Sister
Datlow
& Windling, eds.
—
—
Renewable Energy
Saunders
& Chapman
P
—
Twists and Turns
McDonald
—
880
Skater Girl
Segovia & Heller
—
—
Zap
Fleischman
—
—
Three Wishes
Ellis
—
—
On-level and Above
Fiction Set 4
IDR-F7-OLA-S4
On-level and Above
Nonfiction Set 4
—
1080
IDR-NF7-OLA-S4
Across Five Aprils
Hunt
—
1100
Chew on This
Schlosser & Wilson
—
1110
The Boggart and the Monster
Cooper
U
1040
The Cold War
Taylor
—
—
The Borribles
de Larrabeiti
—
—
The Cowboy and His Elephant
MacPherson
—
—
Children of the River
Crew
—
700
Do Your Ears Pop in Space?
Mullane
—
—
Live and Let Shop
Spradlin
—
730
Don’t Sweat the Small Stuff For Teens
Carlson
—
1020
The Moves Make the Man
Brooks
Z
1150
Head of the Class
Eldredge & Eldredge —
—
Old Possum’s Book of Practical Cats
Eliot
—
—
PaperQuake
Reiss
—
700
Sweet and Sour
Kendall & Li
—
1020
Young Warriors
Pierce
& Sherman, eds.
—
850
The Secret of Priest’s Grotto
Taylor & Nicola
—
—
Shakespeare: His Work and His World
Rosen
—
1060
Understanding September 11th
Frank
X
1040
When Plague Strikes
Giblin
Z
1190
For orders, information, and samples, visit devstu.org or call 800.666.7270.
59
Library for Grade 8
Complete Grade 8 Library (240 titles) IDR-FNF8-S14
Grade 8 Set 1 Library (60 titles) IDR-FNF8-S1
Very Easy Fiction Set 1
IDR-F8-VE-S1
IDR-NF8-VE-S1
Dark Waters
MacPhail
—
460
The Airplane
Robinson Masters
—
—
Far North
Hobbs
—
820
Backstage at a Music Video
Cefrey
—
810
Looking for Red
Johnson
—
740
Gorilla Doctors
Turner
—
910
Make Lemonade
Wolff
Z
890
Great Teams in Baseball History
Altergott
X
—
Milkweed
Spinelli
Y
510
Jokelopedia
MindBenders
Shusterman
—
—
Weitzman, Blank,
—
Green, & Benjamin
Money Hungry
Flake
—
650
Sammy Keyes and the Search for
Snake Eyes
Van Draanen
—
650
Things Not Seen
Clements
V
690
Zazoo
Mosher
—
680
Easy Fiction Set 1
IDR-F8-E-S1
—
On the Track with Jeff Gordon
Christopher
—
1030
Recycle This Book
Gutman
—
—
Scholastic Book of Firsts
Buckley, Jr.
—
—
Super Subs
Jefferis
—
—
You Wouldn’t Want to Be on Apollo 13!
Graham
—
880
Easy Nonfiction Set 1
IDR-NF8-E-S1
Cuba 15
Osa
W
750
All the King’s Animals
Kessler
—
—
Dunk
Lubar
—
520
Building Big
Macaulay
—
—
Emperor Mage
Pierce
—
750
Dale Earnhardt Sr.
Christopher & Stout
—
—
Gathering Blue
Lowry
X
680
Guinness World Records: Fearless Feats
1100
Tashjian
—
800
Calkhoven
& Herndon eds.
—
The Gospel According to Larry
Heat
Lupica
—
940
The Hero’s Trail
Barron
—
—
The Jumping Tree
Saldaña
—
—
A Strong Right Arm
Green
—
—
Out of the Dust
Hesse
X
770
Super Humans
Thomas
—
—
Secrets in the Fire
Mankell
Z
—
The Vietnam War
Willoughby
Z
The Supernaturalist
Colfer
—
—
Vincent van Gogh
Green
—
1050
We Beat the Street
Davis, Jenkins, Hunt, —
& Draper
860
On-level and Above
Fiction Set 1
60
Very Easy Nonfiction Set 1
IDR-F8-OLA-S1
City of the Beasts
Allende
—
1030
The House of the Scorpion
Farmer
—
I Capture the Castle
Smith
—
I Feel a Little Jumpy Around You
Nye & Janeczko
—
A Northern Light
Donnelly
—
The Outcasts of 19 Schuyler Place
Konigsburg
—
Skin
Dahl
—
The Thief
Turner
The Truth About Forever
Dessen
The Year of the Hangman
Blackwood
On-level and Above
Nonfiction Set 1
—
IDR-NF8-OLA-S1
Almost Astronauts
Stone
—
660
Beautiful Child
Hayden
—
760
920
Close to Shore
Capuzzo
—
1200
—
Extraordinary Young People
Brill
W
970
—
Flags of Our Fathers
Bradley & Powers
—
950
840
Phineas Gage
Fleischman
—
1030
830
Restless Spirit
Partridge
Z
970
—
920
Ryan White
860
—
White
& Cunningham
—
—
—
820
Ultra Hush-Hush
Shapiro & Forrester
—
—
Within Reach
Pfetzer & Galvin
—
970
Guided Reading levels are in red and Lexile levels are in blue. Individual titles may be replaced. See the DSC website for current titles.
DEVELOPMENTAL STUDIES CENTER
—
Making Meaning®
Grade
Grade 8 Set 2 Library (60 titles)
Very Easy Fiction Set 2
IDR-F8-VE-S2
Bloomability
Creech
V
850
The Cat Returns
Hiiragi
—
—
Dead Man’s Gold
Yee
—
—
Eager
Fox
—
690
Flipped
Van Draanen
—
720
Monsoon Summer
Perkins
—
750
The Other Side of Truth
Naidoo
—
—
The Shakespeare Stealer
Blackwood
—
840
Somewhere in the Darkness
Myers
—
640
Technically, It’s Not My Fault
Grandits
—
—
Easy Fiction Set 2
IDR-F8-E-S2
IDR-FNF8-S2
Very Easy Nonfiction Set 2
8
IDR-NF8-VE-S2
The Bug Scientists
Jackson
—
Great Teams in College Basketball
History
DeCock
X
—
Guts
Paulsen
—
—
I Want to Be...a Fashion Designer
Maze & Grace
—
—
LeBron James
Christopher
—
—
On the Field with...Mia Hamm
Christopher
—
930
Physics: Why Matter Matters
Green
—
—
Spiders in the Hairdo
Holt & Mooney
—
720
They Did What?!
Szpirglas
—
—
What If the Hole in the Ozone Layer
Grows Larger?
Cefrey
—
810
Easy Nonfiction Set 2
1200
IDR-NF8-E-S2
The Caves of Steel
Asimov
—
750
Albert Einstein
Wishinsky
—
—
Define “Normal”
Peters
—
350
Cutting Edge
Maxwell
—
1020
Hope Was Here
Bauer
—
710
Dateline: Troy
Fleischman
—
860
The Land
Taylor
—
—
Empire State Building
Mann
—
1000
Messenger
Lowry
Y
720
Facing the Lion
Lekuton & Viola
—
720
Nothing but the Truth
Avi
U
—
Frida Kahlo
Laidlaw
—
1070
Shadow Spinner
Fletcher
—
710
Insider’s Guide to Action Sports
Higgins
—
—
Silent to the Bone
Konigsburg
V
810
Motion Pictures
Conley
—
1150
A Step from Heaven
Na
—
—
Surf!
Surf!
—
—
Wolf-Speaker
Pierce
—
710
Zzz...The Most Interesting Book You’ll
Ever Read About Sleep
Romanek
—
960
On-level and Above
Fiction Set 2
IDR-F8-OLA-S2
On-level and Above
Nonfiction Set 2
IDR-NF8-OLA-S2
13
Howe, ed.
—
740
The Blue Jean Book
Kyi
—
Airborn
Oppel
—
760
Maus: A Survivor’s Tale
Spiegelman
—
—
Down the Rabbit Hole
Abrahams
—
680
No Pretty Pictures
Lobel
Z
750
Downsiders
Shusterman
—
1110
Oh, Freedom!
King & Osborne
—
950
East
Pattou
—
900
Revenge of the Whale
Philbrick
—
1170
Eva
Dickinson
Z
1010
Rosie the Riveter
Colman
Z
1060
The Goose Girl
Hale
—
870
Shipwreck at the Bottom of the World
Armstrong
—
The Kite Rider
McCaughrean
—
—
Swimming to Antarctica
Cox
—
940
Shackleton’s Stowaway
Mckernan
—
740
They All Laughed...
Flatow
—
1120
Who Do You Think You Are?
Rochman
—
& McCampbell, eds.
—
Written in Bones
Bahn
—
—
For orders, information, and samples, visit devstu.org or call 800.666.7270.
—
—
61
Library for Grade 8
Grade 8 Set 3 Library (60 titles)
Very Easy Fiction Set 3
IDR-F8-VE-S3
Very Easy Nonfiction Set 3
IDR-NF8-VE-S3
Amazing Grace
Shull
—
720
Bedpans, Blood, & Bandages
Townsend
P
—
Bird
Johnson
—
710
The Doggy Dung Disaster
Sundem
—
—
Canyons
Paulsen
V
930
Guide Dogs
Lawrenson
—
—
Chu Ju’s House
Whelan
—
870
Guilty by a Hair!
Prokos
—
650
Code Talker
Bruchac
—
910
Looking Back
Lowry
X
900
The Empty Mirror
Collier
—
680
Mesa Verde
Quigley
Z
—
I’m Not Who You Think I Am
Kehret
—
640
The Mystery of ESP
Oxlade
W
—
Long Journey Home
Lester
—
810
The Railroad
Matthews
—
—
Parvana’s Journey
Ellis
W
640
Shake, Rattle & Roll
George-Warren
—
—
Someone Is Hiding on Alcatraz Island
Bunting
—
630
Witnesses to Freedom
Rochelle
—
970
Easy Fiction Set 3
IDR-F8-E-S3
Easy Nonfiction Set 3
IDR-NF8-E-S3
Drums, Girls, & Dangerous Pie
Sonnenblick
—
940
Alligator & Crocodile Rescue
Snyder
—
—
The Face on the Milk Carton
Cooney
Y
660
Bad Boy: A Memoir
Myers
—
970
Finding Miracles
Alvarez
—
770
Frida Kahlo and Diego Rivera
Sabbeth
—
—
The First Part Last
Johnson
—
—
Hana’s Suitcase
Levine
Y
—
The Friends
Guy
—
730
—
—
Deuker
—
630
Latino Baseball’s Finest Fielders/
Los Más Destacados Guantes
del Béisbol Latino
Stewart
Night Hoops
Out of Bounds
Naidoo
—
750
Rebuilding the Body
Fullick
Z
—
The Sledding Hill
Crutcher
—
—
Season of Rage
Cooper
—
—
When My Name Was Keoko
Park
—
610
Winterdance
Paulsen
W
1140
The White Mountains
Christopher
—
—
With Their Eyes
Thoms
—
—
Women of Hope
Hansen
—
1140
On-level and Above
Fiction Set 3
62
IDR-FNF8-S3
IDR-F8-OLA-S3
On-level and Above
Nonfiction Set 3
IDR-NF8-OLA-S3
Aleutian Sparrow
Hesse
—
—
Biometric Technology
Lockie
Z
—
The Glory Field
Myers
X
800
Catfish and Mandala
Pham
—
—
Hang a Thousand Trees with Ribbons
Rinaldi
—
560
Everyday Matters
Gregory
—
—
The Hitchhiker’s Guide to the Galaxy
Adams
—
1000
GirlWise
Devillers
—
—
Invisible
Hautman
—
730
Harriers
Shivers & Shivers
—
—
Malka
Pressler
—
—
Hiding the Elephant
Steinmeyer
—
—
Sleeper Code
Sniegoski
—
—
Hoodwinked
Shapiro & Forrester
—
—
The Tiger in the Well
Pullman
—
820
In My Hands
Opdyke & Armstrong —
890
Uglies
Westerfeld
—
770
Now Is Your Time!
Myers
Y
1030
Why I Wake Early
Oliver
—
—
We Just Want to Live Here
Rifa’i & Ainbinder
—
920
Guided Reading levels are in red and Lexile levels are in blue. Individual titles may be replaced. See the DSC website for current titles.
DEVELOPMENTAL STUDIES CENTER
Making Meaning®
Grade
Grade 8 Set 4 Library (60 titles)
Very Easy Fiction Set 4
IDR-F8-VE-S4
IDR-FNF8-S4
Very Easy Nonfiction Set 4
8
IDR-NF8-VE-S4
Biker Girl
Misako Rocks!
—
—
Be the Change!
Nunn, ed.
—
—
The Dream Bearer
Myers
—
680
Crimebusters
Gifford
—
—
The Duplicate
Sleator
—
690
Destination: Mars
Simon
—
1030
Emako Blue
Woods
—
600
Found Dogs
Lufkin
—
—
Keeper
Peet
—
780
Hans Christian Andersen
Varmer & Brøgger
—
—
Nory Ryan’s Song
Giff
T
600
Hiroshima
Tames
W
—
Perfect
Friend
—
590
Incredible Women Inventors
Braun
—
—
Pool Boy
Simmons
Y
650
Martin Luther King, Jr.
Pastan
—
—
Red Kayak
Cummings
—
800
Media Madness
Ali
—
—
Soldier’s Heart
Paulsen
V
1000
UFOs
Herbst
—
820
Easy Fiction Set 4
IDR-F8-E-S4
Easy Nonfiction Set 4
IDR-NF8-E-S4
Before We Were Free
Alvarez
—
890
The Crocodile Hunter
Irwin & Irwin
—
—
Big Mouth & Ugly Girl
Oates
—
720
The Dogs Who Found Me
Foster
—
—
The Canning Season
Horvath
—
870
Georgia O’Keeffe
Thomson
—
1070
Eyes of the Emperor
Salisbury
—
630
Glory Road
Haskins & Wetzel
—
—
I Am the Wallpaper
Hughes
—
680
How It Feels to Be Adopted
Krementz
—
—
I Never Saw Another Butterfly
Volavková, ed.
—
—
The Immune System
Ballard
Z
—
Jaguar
Smith
—
690
Jackie’s Nine
Robinson
—
1040
Rules of the Road
Bauer
X
850
The Other Side of the Sky
Ahmedi & Ansary
—
—
Shakespeare Bats Cleanup
Koertge
—
—
Streetball
Palmer
—
—
Shalamar Code
Clifford
—
830
The Underground Reporters
Kacer
—
—
On-level and Above
Fiction Set 4
IDR-F8-OLA-S4
Dancing on the Edge
Nolan
—
850
The Examination
Bosse
—
910
Good for Nothing
Noël
—
—
High Heat
Deuker
—
620
The Island
Paulsen
R
1050
Montmorency on the Rocks: Doctor,
Aristocrat, Murderer?
Updale
—
930
The Naming
Croggon
—
—
The Ropemaker
Dickinson
—
950
Sailing Alone Around the Room
Collins
—
—
This Same Sky
Nye, ed.
—
—
On-level and Above
Nonfiction Set 4
IDR-NF8-OLA-S4
33 Things Every Girl Should Know About Bolden, ed.
Women’s History
—
—
The 9/11 Report: A Graphic Adaptation
Jacobson & Colón
—
—
Body Doubles: Cloning Plants and
Animals
Morgan
Z
—
Come Back to Afghanistan
Akbar & Burton
—
—
Dear Mr. President
Young, ed.
—
—
Eyewitness on Alcatraz
Babyak
—
—
Gladiator
Watkins
—
1200
One at a Time
Leigh & Geyer
—
—
Rob Neyer’s Big Book of Baseball
Blunders
Neyer
—
—
Sorrow’s Kitchen
Lyons
—
1040
For orders, information, and samples, visit devstu.org or call 800.666.7270.
63
Professional Development
Professional development is vital to enhancing teachers’ abilities to help their
students learn to read with comprehension. Our workshops and follow-up support
visits give teachers opportunities to reflect and refine their own practice while
providing tools and strategies to help their students better understand what they
are reading. Our experienced team of staff developers can support schools and
districts in a variety of ways:
Support for Teachers
Teachers will receive carefully planned professional
development. Novice teachers as well as seasoned
veterans will find their thinking and experience
valued. This support can take the form of hands-on
workshops, coaching, and lesson studies.
Classroom Support
DSC staff developers can provide one-on-one support for teachers. This support often involves careful
planning of a lesson together; lesson observation,
modeling, or co-teaching; and a reflective debrief of
the lesson. This model can also be adapted for small
groups of teachers, such as grade-level groups.
64
DEVELOPMENTAL STUDIES CENTER
Support for Coaches/District
Staff Developers
We believe that building district capacity is essential
to a successful program implementation. To accomplish this, district-level coaches and staff developers
can participate in an array of professional development offerings. Our professional development is
designed to help all participants learn the program
while providing valuable tools and strategies to
support and improve instruction.
Support for Principals
Principals hold the key to successful program
implementation. As the school’s instructional
leader, the principal sets the tone and drives
instruction. Because this is such a difficult and
important role, we offer a variety of services for
principals to both learn the program and obtain
tools to support teachers.
Our Mission
Developmental Studies Center (DSC) is a nonprofit educational publisher dedicated to
children’s academic, ethical, and social development. Since 1980, DSC has developed
school-based and after-school programs that help children develop capacities to think
Foundation Funding for
Developmental Studies Center
The materials and services of Developmental Studies Center are made possible by the
generous support of the following institutions:
deeply and critically so they will continue learning throughout their lives and strengthen
The Annenberg Foundation, Inc.
The MBK Foundation
their commitment to such values as kindness, helpfulness, personal responsibility, and
The Atlantic Philanthropies (USA) Inc.
Mr. and Mrs. Sanford N. McDonnell
respect for others.
Booth Ferris Foundation
Mendelson Family Fund
The Robert Bowne Foundation, Inc.
MetLife Foundation
The Annie E. Casey Foundation
Charles Stewart Mott Foundation
Center for Substance Abuse Prevention
U.S. Department of Health and Human Services
National Institute on Drug Abuse,
National Institutes of Health
The Danforth Foundation
National Science Foundation
The DuBarry Foundation
New York Life Foundation
The Ford Foundation
Nippon Life Insurance Foundation
Google Inc.
NoVo Foundation
William T. Grant Foundation
Karen and Christopher Payne Foundation
Evelyn and Walter Haas, Jr. Fund
The Pew Charitable Trusts
Walter and Elise Haas Fund
The Pinkerton Foundation
The Horace Hagedorn Foundation
The Rockefeller Foundation
In Preparing Teachers
J. David and Pamela Hakman Family Foundation
Louise and Claude Rosenberg, Jr. Family Foundation
• With materials that scaffold their learning
Hasbro Children’s Foundation
The San Francisco Foundation
• With tools and strategies that build gradually in complexity
Charles Hayden Foundation
Shinnyo-en Foundation
• With assessment and reflection activities to improve teacher practice
The William Randolph Hearst Foundations
Silver Giving Foundation
Clarence E. Heller Charitable Foundation
The Spencer Foundation
The William and Flora Hewlett Foundation
Spunk Fund, Inc.
The James Irvine Foundation
Stephen Bechtel Fund
The Robert Wood Johnson Foundation
W. Clement and Jessie V. Stone Foundation
Walter S. Johnson Foundation
Stuart Foundation
In the Power of the Principal
Ewing Marion Kauffman Foundation
The Stupski Family Foundation
• To provide resources and support for ongoing instructional leadership
W.K. Kellogg Foundation
The Sulzberger Foundation, Inc.
• To use tools that model the values and set the vision and expectations
John S. and James L. Knight Foundation
Surdna Foundation, Inc.
• To play a key role in effective program implementation
Lilly Endowment, Inc.
John Templeton Foundation
Longview Foundation
U.S. Department of Education
Louis R. Lurie Foundation
The Wallace Foundation
The John D. and Catherine T. MacArthur Foundation
Wells Fargo Bank
We Believe
In Building Community
• By giving students a voice, encouraging their confidence and autonomy
• By engendering a sense of belonging and attachment to school
• By teaching students to work cooperatively and responsibly
• By developing cross-age buddy relationships and activities for families
In Academic Rigor for All Students
• That invites students to construct meaning
• That demands that students do the thinking
• That partner work deepens the understanding and learning
In Professional Development
• That reflects the constructivist pedagogy of our materials through interactive workshops
• That facilitates the effective use of cooperative structures to support thinking and interaction
• That engages participants in building the skills and understanding to implement our work
A.L. Mailman Family Foundation, Inc.
Our Mission
Developmental Studies Center (DSC) is a nonprofit educational publisher dedicated to
children’s academic, ethical, and social development. Since 1980, DSC has developed
school-based and after-school programs that help children develop capacities to think
Foundation Funding for
Developmental Studies Center
The materials and services of Developmental Studies Center are made possible by the
generous support of the following institutions:
deeply and critically so they will continue learning throughout their lives and strengthen
The Annenberg Foundation, Inc.
The MBK Foundation
their commitment to such values as kindness, helpfulness, personal responsibility, and
The Atlantic Philanthropies (USA) Inc.
Mr. and Mrs. Sanford N. McDonnell
respect for others.
Booth Ferris Foundation
Mendelson Family Fund
The Robert Bowne Foundation, Inc.
MetLife Foundation
The Annie E. Casey Foundation
Charles Stewart Mott Foundation
Center for Substance Abuse Prevention
U.S. Department of Health and Human Services
National Institute on Drug Abuse,
National Institutes of Health
The Danforth Foundation
National Science Foundation
The DuBarry Foundation
New York Life Foundation
The Ford Foundation
Nippon Life Insurance Foundation
Google Inc.
NoVo Foundation
William T. Grant Foundation
Karen and Christopher Payne Foundation
Evelyn and Walter Haas, Jr. Fund
The Pew Charitable Trusts
Walter and Elise Haas Fund
The Pinkerton Foundation
The Horace Hagedorn Foundation
The Rockefeller Foundation
In Preparing Teachers
J. David and Pamela Hakman Family Foundation
Louise and Claude Rosenberg, Jr. Family Foundation
• With materials that scaffold their learning
Hasbro Children’s Foundation
The San Francisco Foundation
• With tools and strategies that build gradually in complexity
Charles Hayden Foundation
Shinnyo-en Foundation
• With assessment and reflection activities to improve teacher practice
The William Randolph Hearst Foundations
Silver Giving Foundation
Clarence E. Heller Charitable Foundation
The Spencer Foundation
The William and Flora Hewlett Foundation
Spunk Fund, Inc.
The James Irvine Foundation
Stephen Bechtel Fund
The Robert Wood Johnson Foundation
W. Clement and Jessie V. Stone Foundation
Walter S. Johnson Foundation
Stuart Foundation
In the Power of the Principal
Ewing Marion Kauffman Foundation
The Stupski Family Foundation
• To provide resources and support for ongoing instructional leadership
W.K. Kellogg Foundation
The Sulzberger Foundation, Inc.
• To use tools that model the values and set the vision and expectations
John S. and James L. Knight Foundation
Surdna Foundation, Inc.
• To play a key role in effective program implementation
Lilly Endowment, Inc.
John Templeton Foundation
Longview Foundation
U.S. Department of Education
Louis R. Lurie Foundation
The Wallace Foundation
The John D. and Catherine T. MacArthur Foundation
Wells Fargo Bank
We Believe
In Building Community
• By giving students a voice, encouraging their confidence and autonomy
• By engendering a sense of belonging and attachment to school
• By teaching students to work cooperatively and responsibly
• By developing cross-age buddy relationships and activities for families
In Academic Rigor for All Students
• That invites students to construct meaning
• That demands that students do the thinking
• That partner work deepens the understanding and learning
In Professional Development
• That reflects the constructivist pedagogy of our materials through interactive workshops
• That facilitates the effective use of cooperative structures to support thinking and interaction
• That engages participants in building the skills and understanding to implement our work
A.L. Mailman Family Foundation, Inc.
DSC
Grades 6–8
Making Meaning
2000 Embarcadero, Suite 305
Oakland, CA 94606-5300
800.666.7270 * fax: 510.842.0348
devstu.org
®
An Uncommon
Response to the
Common Core
Page 2
Nonprofit. Mission Driven. Research Based. Since 1980.
facebook.com/thedscway
twitter.com/thedscway
youtube.com/thedscway
Strategies That Build
Comprehension and Community
DSC
MM-BROCH68-2012
Cover photo © Ereloom Studios
devstu.org
Making Meaning
®
Grades
6–8
Prices and Ordering Information
Grade-level Packages
Grade 6 Classroom Package
MM2-CP6
$795
Contents include: Teacher’s Manual (2 volumes), Orientation Handbook and DVDs,
Class Set (30 Student Books, 1 Assessment Book), 18 read-aloud trade books.
Grade 7 Classroom Package
MM-CP7
$805
Contents include: Teacher’s Manual (2 volumes), Orientation Handbook and DVDs,
Class Set (30 Student Books in 2 volumes, 1 Assessment Book), 20 read-aloud trade books.
Grade 8 Classroom Package
MM-CP8
$805
Contents include: Teacher’s Manual (2 volumes), Orientation Handbook and DVDs,
Class Set (30 Student Books in 2 volumes, 1 Assessment Book), 11 read-aloud trade books.
Replacement Class Sets
For subsequent years of Making Meaning instruction, replacement class sets of Student Books
and the Assessment Book are available.
Grade 6
MM2-RCS6
$195
MM-RCS7
$255
MM-RCS8
$280
Includes 30 Student Books and 1 Assessment Book.
Grade 7
Includes 30 Student Books in 2 volumes and 1 Assessment Book.
Grade 8
Includes 30 Student Books in 2 volumes and 1 Assessment Book.
(continues on back)
Making Meaning, Grades 6–8
®
Prices and Ordering Information
Comprehension Strategies Library
Libraries of alternative books for Making Meaning lessons that teachers can use for strategy
instruction, each chosen for teaching a specific strategy.
Grade 6 Set 1 (17 titles)
Grade 6 Set 2 (18 titles)
Grade 7 Set 1 (23 titles)
Grade 8 Set 1 (15 titles)
MM2-CSL6-S1
MM2-CSL6-S2
MM-CSL7-S1
MM-CSL8-S1
$149
$157
$244
$162
Individualized Daily Reading Libraries
These libraries, organized by grade level and readability, ensure that students have enough
“just-right” books in their classrooms. Each grade-level library contains 240 fiction and
nonfiction titles. IDR Support Kits are designed to help educators implement an effective
reading program.
Complete Grade 6 Library
IDR-FNF6-S14
$1,830
Includes 240 fiction and nonfiction titles.
IDR Support Kit, Grade 6
IDR-SK6
Complete Grade 7 Library
IDR-FNF7-S14
$55
$1,885
Includes 240 fiction and nonfiction titles.
IDR Support Kit, Grade 7
IDR-SK7
Complete Grade 8 Library
IDR-FNF8-S14
$55
$2,155
Includes 240 fiction and nonfiction titles.
IDR Support Kit, Grade 8
IDR-SK8
$55
Prices are in effect through August 2013. Some components are available separately. There is a 15% restocking fee for all returns. For more information, please
visit devstu.org or call 800.666.7270, option 5.
Shipping:
California residents please add local sales tax.
Orders under $30—add $5.00
Orders from $30 to $100—add $7.00
Orders over $100—add 8% of the materials subtotal
Orders over $10,000 shipping to one location—
add 4% of the materials subtotal
Orders over $25,000 shipping to one location—
free shipping
Orders outside the U.S.—varies by location,
minimum $10.00
Ordering Information:
To order call 800.666.7270
fax 510.842.0348
log on to devstu.org
e-mail [email protected]
Or mail your order to:
Developmental Studies Center
Publications Department
2000 Embarcadero, Suite 305
Oakland, CA 94606
Nonprofit. Mission Driven. Research Based. Since 1980.
MKT0615