Text Connections
Reading Intervention to Build Comprehension and Critical Reading Skills
The TextConnections program was designed for adolescents who have mastered basic phonics and decoding but lack solid comprehension and critical thinking skills. TextConnections focuses on comprehension strategies and skills and includes vocabulary, fluency, writing, and independent reading. By mastering
these skills, your students may become engaged, competent readers of the kinds of text they must understand for success in their academic, personal, and professional lives.
All instructional approaches and learning tasks are based on seven key principles: scaffolded instruction,
guided inquiry, metacognitive strategies, cooperative learning, memory connections, individualized learning,
motivation and engagement. Student performance is assessed formally through reading passages followed
by multiple-choice, short-answer, and open-response test items. Other assessments include oral reading
fluency, progress-monitoring graphs, quick writes and writing projects, and vocabulary journals.
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Overview
TextConnections is a full-year course specifically designed for
adolescents who have mastered basic phonics and decoding
skills, but lack solid comprehension and critical-thinking skills.
TextConnections:
• focuses on comprehension skills and strategies with support from
vocabulary, fluency, writing, and independent reading instruction
Grade Level(s):
Green Level (6–9);
Magenta Level (9–12)
Program Length:
Full-year course
Eligible Funding:
IDEA-EIS, Title I, 21st
CCLC, Striving Readers
Implementation Models:
Double block period,
shadow class, daily
after school program
• has clearly stepped-out lessons to make it easy to teach reading
at the secondary level
• includes research-based, engaging, interactive instruction that brings
success and reading back into the lives of striving adolescent learners
One reason for the initial success of our tieredlearning/RTI system is PCI TextConnections. It
is satisfying to find programs that actually help
struggling readers, give them more confidence,
and allow them to catch up. It is also exciting
to find a tool that teachers believe in and
that is producing results in student achievement.
Assistant Superintendent of Curriculum
Units provide a variety of texts across subject areas
2
Unit 1
Reading Self and Society
seeing the relevancy and purpose
of reading
Unit 4
Reading Science
learning to comprehend science,
procedural, and expository texts
Unit 2
Reading Media
acquiring critical-thinking skills
through everyday experiences
with media
Unit 5
Unit 3
Reading English Language Arts
learning to read, respond to, and
discuss literature
Reading Social Studies or History
learning to comprehend history,
historical fiction, and informational
sources, including primary source
documents, maps, timelines, and
data charts
TextConnections
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Strand by Strand... the Highlights
Comprehension
Because comprehension is the end goal of reading,
TextConnections focuses instruction on the cognitive and
metacognitive strategies proven to help students become
successful independent readers and critical thinkers.
Explicit instruction focuses on key strategies such as:
• Generating questions
• Making inferences
• Monitoring
comprehension
(including learning
to think aloud)
• Visualizing
• Summarizing and
synthesizing
• Building on prior
knowledge
• Connecting text to
text, text to self,
and text to world
Vocabulary
Students develop key areas of
vocabulary that are critical to
understanding difficult text. By
building knowledge of academic
vocabulary, structural vocabulary,
and content-specific terminology,
students are better able to comprehend
text across subject areas.
Independent Reading
Independent reading in the program
provides opportunities for students
to apply their new skills and
strategies. They gain confidence
and motivation needed to become
successful readers and thinkers.
Fluency
Striving adolescent learners improve
fluency by focusing on one characteristic
of fluent reading at a time with
leveled fluency practice passages
that match students’ ability levels.
Writing
Writing contributes to comprehension
by helping students become more
active classroom participants.
Students complete a range of writing
activities, such as Quickwrites,
open-ended responses, and
process writing assignments.
PROGR AM WALK THROUGH
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3
Student Materials
Gre e n
Magen Level for Grad
ta Leve
l f or G r e s 6 –9
ades 9
–12
Student Guide
• Graphic organizers
• Goals contract
• Self assessments
se
ssment O
o
pp
• Fluency passages and rubrics
• Comprehension checks
As
• Over 60 short selections with space for
interactive notes
r tunit y
UNIT 1: READING SELF AND SOCIETY
As
ssment O
r tunit y
SECTION 2: Wha
t are hum
an rights?
Name
Date
Comprehension
Check
Directions: Afte
r reading “Tw
o Camps in One
of the correct
,”
answer or resp
ond on the line answer the questions belo
w. Circle the lett
s provided.
er
1. Write a brie
f summar y of
this passage.
© 2007 Kaplan, Inc.
2. Which idea
is suppor ted by
the details in
the four th para
A. Listening is
graph?
an essential part
of making pea
B. Seeds of Pea
ce.
ce has many sim
ilarities to othe
C. The beginni
r summer cam
ng of a camp ses
ps.
sion is the mos
D. Campers lear
15
t difficult time
.
n about peace
and tolerance.
3. The Arabs
and Israelis hav
e been in confl
following describ
ict with one ano
es a root cause
ther for years.
of this dispute?
Which of the
A. snipers and
suicide bombers
B. a small strip
of land
C. Israeli mis
siles
D. the Seeds
of Peace Center
in Jerusalem
4. Which of the
following wou
ld be another
good title for this
A. “Only One
passage?
Point of View”
B. “A Summer
of Fun”
C. “War With
out End”
Text Connec tion
s
works by maki
ng the
process of rea
ding
visible through
ac tivities tha
t help
student s think
about
the way they
rea d.
Term: Inference
My Understanding: 1 2 3 4
on DNA
Description: You can figure something out based
Term:
Vocabulary Journal
Description
information you have even though it didn’t exactly
say
it stand
in
: DNA
Drawing:
• Interactive resource for
vocabulary development
• Process for building
academic vocabulary
My Understand
ing: 1 2
3 4
s for deox yribo
nucleic acid.
It is a
mits features
to the offspring.
of the parents
It is like what
you inherit from
Drawing:
your parents.
the book; you have to think about what cluessubst
youance
have.
in a cell that
trans
Sentence: DNA
makes up part
of who you are.
Sentence: Good readers know how to make inferences by
thinking about what they read.
© 2007 Kaplan,
Inc.
17
Combination Sets
Middle School Student Materials; PA1084-R4........................................................ $39.95
High School Student Materials; PA1087-R4............................................................ $39.95
4
4
o
pp
se
TextConnections Vocabular y Journal
TextConnections
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The student
Theguides
student
include
guidesselections
include selections
from a variety
from of
a variety of
literary genres,
literaryincluding
genres, including
fiction, high-interest
fiction, high-interest
articles, and
articles, and
informational
informational
text. Additionally,
text. Additionally,
a wide range
a wide
of expository
range of expository
texts in the
texts
content-areas,
in the content-areas,
includingincluding
science and
science
social
and social
studies, reinforce
studies, reinforce
and expand
andcore
expand
knowledge.
core knowledge.
Troubles Like
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by Lady Rhyme
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Got troubles like
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Push one problem
Push one problem
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Then another one
attacks
attacks
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Pas
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Tell the parents
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But turn in bed
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find the time
e
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Martin Luther
Martin
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Free, But Not Equal: The
Free,
Post-Civil
But Not War
Equal:
Years
The Post-Civil War Years
African Americans were
African
freedAmericans
from slavery
were
after
freed
the from
Civil slavery
War. after the Civil War.
But the journey toward
But
equality
the journey
was just
toward
beginning.
equality
Inwas
the just
South,
beginning. In the South,
nd work.
nd work.
ousands of
ousands of
ey wanted to distanceey wanted to distance
themselves from the memories
themselves
of from
slavery.
theFor
memories
some families,
of slavery.
theFor some families, the
rst step toward success.
rstAn
step
toward success. An African-American
African-American
middle class began to middle
appear class
in thebegan
early twentieth
to appear in
century.
the early twentieth century.
ey also
ey also
wanted to educate themselves
wanted toand
educate
their children.
themselves
Many
andof
their
these
children. Many of these
children would go on to
children
play key
would
rolesgo
in on
thetocivil
playrights
key roles
movement
in the civil rights movement
of the 1950s and 1960s.of the 1950s and 1960s.
TextConnections Student
TextConnections
Guide
Student Guide
© 2007 Kaplan, Inc.
UNIT 5: READING UNIT 5: READING
HISTORY
HISTORY
Of course, ind
Of
rse,
ifferencecou
ifference can
can beind
be tempting—
tempting—
seduct ive. It is
sed ive
. is so
more than tha
re than tha
so muchuct
ch easmo
easier It
t,
ier to loo
to lookmu
k aw t,
much easier to
much
away from
ier to
avoid sucheas
avo
tims. It isaysofrom victims. It is so
id
h rudvic
e interruptsuc
e interr
dreams, our hop dreams,rud
upt
ion
ion
s to our work,
s to our work,
hopes. It is, aft
es. It is, afterour
our
our
er
awkward, troublall, awkward, troubl
involved in ano
inv ed inall,
anothe
esome, to be
esome, to be
ther perolv
r person’s pai
’s
n
n and despair.
who is indiffere
whoson
despair. Yet, for
is indpai
iffereand
nt, his or
nt, his
or her neighbthe
person Yet, for the person
her neighb
or
or
therefore, the
therefo
are
are
of
of
re,
no consequen
no
ir lives are me their lives are me
ce. d, consequence. And,
ngl . Their hidaningless
ang uish is of no
ang uish ani
. TheirAn
hidden or eve
is of noess
or even
interest.
interest. Indden
n visible
vis
iffere
ere
abstraction.
abstraInd
red ible
ctioiff
n. nce reduces the Othnce
er to anuces the Other to an
Excerpt 2
Excerpt 2
Over there, beh
Ov
re, behind the
ind er the
ck
ck gat of Au
the most tragic
the thestbla
of Auschbla
sch
tragicgates
wit z (OWesSH
of all primo
all pri
-vits), wit z (OWSH-vits),
soners
ers wereofthe
were the “M
were called. Wr
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lmanner,” as the
. Wrapped“M
apped in theled
er,” theuse
in
the
y
y
ir
ir
n blankets, the torn blaas
the ground, sta
the ground,tor
nke
ts,
y
y would sit or
sta
wo
ring vacant ly
ring vacant ly
sit or liethe
lie on
into space,
int uld
space,
they were—stra
the were—
unawon
aware ofowh
are
strangersun
of
ngers toy the
wh
o
o
or
or
where
where
ir surroundingto their surrounding
pain, hunger,
pai hunge
s. They no lon
s.
r, thirst. They
thirst. Thn,
ger felt They no longer felt
feared not
feared not hin
were dead and
we eydea
hing. They
ey felt not hing.
d
not hing.g.ThTh
did notre
know it.and did not knowfelt
They
ey
it.
© 2007 Kaplan, Inc.
Photograph of Peter
Photograph
Quezada.ofCopyright
Peter Quezada.
© SojinCopyright
Kim. Reprinted
© Sojin
with
Kim.
permission
Reprintedof
with permission of
Peter Quezada. Peter Quezada.
Photograph of Martin
Photograph
Luther King
of Martin
Jr. 1964.
Luther King Jr. 1964.
Available at http://en.wikipedia.org/wiki/File:Martin_Luther_King_Jr_NYWTS.jpg
Available at http://en.wikipedia.org/wiki/File:Martin_Luther_King_Jr_NYWTS.jpg
Public Domain. Public Domain.
Excerpts from “The
Excerpts
Perils of
from
Indifference,”
“The Perils aofspeech
Indifference,”
delivered
a speech
by Elie Wiesel
delivered
at the
by Elie Wiesel at the
White House on April
White
12,House
1999.on
Available
April 12,at1999.
http://clinton3.nara.gov/WH/EOP/First_
Available at http://clinton3.nara.gov/WH/EOP/First_
Lady/html/generalspeeches/1999/19990412.html.
Lady/html/generalspeeches/1999/19990412.html.
Public Domain. Public Domain.
PROGR AMPROGR
WALKAM
THROUGH
WALK THROUGH
5
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5
Interactive
Interactive
Magazine
Magazine
rs.
Trade Publishe
Cover reprinted
wit h permiss
ion of Harco urt
Trade Publishe
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blishers .
rt Trade Pu
inted with
permission
of Harcou
rt Trade Pu
of Harcou
permission
inted with
TextConnections
TextConnections
Cover repr
Middle School Student Literature Set; PA1083-R4.................................................. $40.00
High School Student Literature Set; PA1086-R4..................................................... $40.00
blishers .
Award-Winning
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magazine-style
a magazine-style
collection
collection
of articles,
of articles,
fiction,
fiction,
cartoons,
cartoons,
andand
poems
poems
about
about
breakthroughs—in
breakthroughs—in
music,
music,
communication,
communication,
medicine,
medicine,
space,
space,
andand
more.
more.
Cover reprinted
m Rubicon.
permission fro
es used wit h
Timeline imag
Bo ldprin t and
Typically
Typically
forfor
Grades
Grades
6–9
6–9
Radical
Radical
Radiation!
Radiation!
Life Life
in the
in the
Atomic
Atomic
AgeAge
informs
informs
readers
readers
about
about
radiation
radiation
andand
atomic
atomic
theory
theory
andand
theirtheir
positive
positive
andand
negative
negative
effects
effects
on society
on society
fromfrom
medical
medical
x-rays
x-rays
to to
catastrophic
catastrophic
bombs
bombs
in World
in World
WarWar
II. II.
on.
ion from Rubic
Bo ldprin t and
Timeline imag
es used wit h
permission fro
m Rubicon.
Bo ldprin t and
Timeline imag
es used wit h
permission fro
m Rubicon.
Student
Student
Literature:
Literature:
Green
Green
Level
Level
m Rubicon.
Revolution!
Revolution!
contains
contains
12 interactive
12 interactive
articles
articles
including
including
examinations
examinations
of the
oflives
the lives
of noted
of noted
individuals
individuals
(Nelson
(Nelson
Mandela,
Mandela,
Elizabeth
Elizabeth
Eckford,
Eckford,
SteveSteve
Biko,Biko,
and and
others)
others)
who who
havehave
fought
fought
for freedom
for freedom
and equality.
and equality.
rs.
Cover reprinted
wit h permiss
ion of Harco urt
Trade Publishe
rs.
Trade Publishe
ion of Harco urt
wit h permiss
VeryVery
Far Away
Far Away
FromFrom
Anywhere
Anywhere
Else,Else,
by celebrated
by celebrated
author
author
Ursula
Ursula
K. K.
LeGuin,
LeGuin,
follows
follows
the course
the course
of of
two teenagers’
two teenagers’
friendship
friendship
during
during
theirtheir
senior
senior
year year
of of
highhigh
school.
school.
This This
affecting
affecting
novelnovel
is a coming-of-age
is a coming-of-age
portrayal
portrayal
of young
of young
adults
adults
struggling
struggling
to betotrue
be true
to to
themselves
themselves
and follow
and follow
theirtheir
dreams.
dreams.
Cover reprinted
Expository
Expository
Chapter
Chapter
Book
Book
m Rubicon.
Timeline imag
es used wit h
permission fro
m Rubicon.
permission fro
Bo ldprin t and
In a Class
In a Class
of Her
of Own
Her Own
is a historical
is a historical
fiction
fiction
graphic
graphic
novelnovel
that that
also also
features
features
expository
expository
text about
text about
the true
the true
storystory
of Ruby
of Ruby
Bridges,
Bridges,
the the
six-year-old
six-year-old
girl who
girl who
mademade
civil civil
rights
rights
history
history
in 1960
in 1960
as the
asfirst
the first
African
African
American
American
to to
attend
attend
an all-white
an all-white
school
school
in New
in New
Orleans.
Orleans.
es used wit h
Graphic
Graphic
Novel
Novel
Timeline imag
Cover reprinted
wit h
The Cloning
The Cloning
Controversy
Controversy
provides
provides
a brief
a brief
and accessible
and accessible
introduction
introduction
to genetics,
to genetics,
as it as
explores
it explores
the the
controversy
controversy
surrounding
surrounding
the the
possibility
possibility
of human
of human
cloning.
cloning.
Bo ldprin t and
Bo ldprin t and
shers.
urt Trade Publi
Timeline imag
es used wit h
permission fro
Interactive
Interactive
Magazine
Magazine
Award-Winning
Award-Winning
Novel
Novel
Harco
permission of
Bo ldprin t and
Cover reprinted
wit h permiss
ion of Harco urt
Trade Publishe
rs.
Timeline imag
es used wit h
permission fro
m Rubicon.
Typically
Typically
forfor
Grades
Grades
9–12
9–12
Student
Student
Literature:
Literature:
Magenta
Magenta
Level
Level
PROGR
PROGR
AM WALK
AM WALK
THROUGH
THROUGH
7
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7
Teacher
Teacher
Materials
Materials
Teacher
Teacher
Guide
Guide
• At-a-glance
• At-a-glance
“big picture”
“big picture”
planning
planning
• Built-in
• Built-in
assessment
assessment
guidelines
guidelines
and resources
and resources
• Time-saving
• Time-saving
lessons,
lessons,
clearlyclearly
stepped
stepped
out out
• Reproducibles
• Reproducibles
• Explicit,
• Explicit,
research-based
research-based
instruction
instruction
support
support
o-bell”o-bell”
“Bell-t“Bell-t
hing
hing
everyt
everyt
s
s
provide
provide
ers need!
ers need!
teachteach
TalkinTgaAlkbing Ab
out out
Positive
Additional
Additional
Support
Support
• Vocabulary
• Vocabulary
PosterPoster
with academic
with academic
terms terms
needed
needed
for school
for school
success
success
• Talking
• Talking
AboutAbout
Text Poster
Text Poster
with ways
with ways
to discuss
to discuss
the author’s
the author’s
craft craft
• Whole-class
• Whole-class
activities
activities
on CD-ROM
on CD-ROM
for whiteboard
for whiteboard
projection
projection
(also (also
available
available
as transparencies
as transparencies
for overhead
for overhead
projectors)
projectors)
Positive
Ways to Dis
Ways to Dis
the Autho cussthe Autho cuss
r’s Craft
r’s Craft
The author
The author
Nega
Negative
L AN
that excite uses sensor
tha excite uses senL
sorA
y lanN
G U A tive
guage
guaG U A
our five sen ytlan
our(wo
five
GE
senses), suc ge (wo
rds
rds G E
ses)
h as...
The author
The , such as...
The langua
The langua
uses strong author uses strong
ge the aut
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verbs, like
not ver y desge the autnot
hor useys des
hor uses is
This chapte
This cha
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is dul
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full
example... l and
interesting
ofinte rfuing
of colorfu
mp
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l, des
l,
descriptioncolorest
authorle...
uses a lot
use
UNIT 1: READING
UNIT
SELF
1: AND
READING
SOCIETY
SELF AND SOCIETY
s, such as.. criptions, such as..
of weak, bor s a lot of weak, bor
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UNIT 2: READING
UNIT
MEDIA
2: READINGThe
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UNIT 3: READING
UNIT
ENGLISH
3: READING
LANGUAGE
ENGLISH
ARTS
LANGUAGE
on
on
racter is (ori ARTS
is
is
C
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ter
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>WKIJ]TIZa
>WKIJ]TIZa
Key Academic
KeyTerms
Academic Terms
You Need toYou
Know
Need to Know
think aloud think aloud visualize visualize
prior knowledge
prior knowledge
anticipate anticipate statement statement predict
predict
advertisement
advertisementmedia
media
clarifying question
clarifying question
inference question
inference question
persuade persuadebandwagonbandwagon
root word root word affix
affix construct construct
main idea main idea reread
reread
sensory language
sensory language
strong verbstrong verbcharacter character
plot
plot plot conflictplot conflict setting
setting
narrator narrator script
script blocking blocking
characterization
characterization
UNIT 4: READING
UNIT
SCIENCE
4: READING SCIENCE
science
science
scientific method
scientific method
science texts
science texts
table of contents
table of contents
glossary glossary index
index
atom
atom
element element nucleus nucleus
Combination Sets
Middle School Teacher’s Kit; PA1082-R4.............................................................. $395.00
High School Teacher’s Kit; PA1085-R4................................................................. $395.00
8
TextConnections
TextConnections
8
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Principles & Practices
• Overview of units, recommended reading lists, and instruction
• Professional resource for both the reading-trained and the
non-reading trained teacher
• Suggestions for classroom management and implementation in
multiple settings
• Assessment resources and guidelines
• Resources to diagnose student needs with guidelines for creating
an instructional plan
• Additional activity ideas, prompts, and projects
The teaching
strategies emp
loyed in
TextConnections
strongly supp
ort English
Language Lea
rner
needs. The follo s and students with special
win
supports for thes g tips prov ide additional
e members of
your learning
community.
UNIT 2, LESSO
N 1.1 (PART 1)
Support for English
Learners and Students
with Special Needs
Step 5 (page 234
)
ELL Students
• Allow lowe
r proficiency ELL
stud
to do this. Allo
w students with ents more time
limited English
proficiency to
answer only num
10, 11, and 14.
bers 2, 3, 5, 8,
9,
Step 6 (page
234)
Students with
Special Needs
• Some students
with ADHD may
stay ing focused
have difficult y
and
of time. Give stud seated for long periods
ents who appear
fidget y an opp
rest less or
ortunity to mov
e
them dist ribu
about by hav ing
te the magazin
es or journals
can also give
. You
these students
specific tasks,
as erasing the
such
cha lkboard or
white board and
taking dow n the
chart paper or
pieces. This allo
tack ing up new
ws them to mov
being disr upti
e about without
ve.
TextConnections supports a wide
range of striving adolescent readers,
including ELL students and students with
special needs by providing:
• Lesson adaptations
• Spanish translations of
vocabulary terms
• Word-recognition activities
• General tips for supporting
ELL students
• Models for using reading strategies
in different contexts
• Lesson extensions and activities for
extra support and practice
• Graphic organizers, anticipation guides,
and Likert scales
• Reading passages designed with striving
readers in mind
Step 6 (page
234)
ELL Students
• If some stud
ents in your clas
s spea k Spanish
as their home
lang uage, incl
ude some of
the following
magazines in
your
[star t ital, but
do NOT ital com selection:
mas]People en
Espanol, Latina,
Hispanic Mag
azine, Nationa
Geographic en
l
Espanol[end ital]
.
VOCABULARY
UNIT 2, LESSO
N
Term
UNIT 2, LESSO
N 1.3 (PART 2)
Step 4 (page 259
)
ELL Students
• Pair ELL stud
ents with thei
r “pronunciat
buddies.” Hav
ion
e them watch
the faces of thei
buddies and liste
r
n as they read
aloud. Allow the
ELL students
to do two to thre
e paragraphs
the read-aloud,
for
but make cert
ain their buddies
have modeled
it for them first.
UNIT 2, LESSO
N 2.4
Step 9 (page
315)
ELL Students
• Pair ELL stud
ents
reading and ratin with each other to do this
g scale activity.
LESSON EXTEN
SION/CULTUR
AL
INCLUSION AC
TIVITY
ELL Students
• Discuss the
different cult ural
prop
concerning volu
me in other cou rieties
students when
ntries. Ask
it is proper to
spea k loudly and
when it is not.
For instance,
in a restaurant,
does one yell
for the waiter
to bring you
something?
1.3 (PART 1)
Step 4 (page 250
)
Students with
Special Needs
• When read
ing a passage,
students
spat ial deficits
may become over with visual
the amount of
words on a page whelmed by
. To help these
students, crea
te a window by
cutt ing a rectang
in an index card
le
, or prov ide a
ruler for them
use as a “trackin
to
g dev ice” whi
le reading. Th
will help stud
is
ents focus on
the relevant wor
and sentences
ds
whi
information that le blocking out peripheral
can be dist ract
ing.
Spanish Translation (Pronunciation)
think aloud
pensar en voz alta (pen-SAHR en vos AHL-tah)
visualize
visualizar (viz-ew-ahl-ee-SAHR)
preview 2
predict
inference
prever (pray-VAIR)
Tex tCo nne ctio
ns Tea che r Gui
de
predecir (preh-day-SEER)
© 2008 Kapla
n, Inc.
inferencia (in-fair-EN-see-ah)
A ca dem ic
MCREL CONTENT STANDARDS
vocabulary in
Text Connec tion
s
includes S pani
sh
translations.
• Glossaries of key reading terms
PROGR AM WALK THROUGH
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9
Assessment
TextConnections enables teachers to diagnose and monitor student achievement.
• Comprehension Checks quiz students on their understanding of reading passages and related
vocabulary terms; they also allow students to write responses about the texts they have read.
• Oral Reading Fluency Progress Monitoring Graphs allow students to demonstrate their level
of fluency by measuring volume, pace, intonation, word grouping, rate, and accuracy.
• Quickwrites and Writing Projects give students the opportunity
to apply what they have learned through a range of writing tasks;
teachers have various rubrics to evaluate performance.
• Response and Vocabulary Journals enable students
to regularly document independent reading
reflections as well as key vocabulary terms.
Name
Date
Comprehension Check
After reading chapters 7–18 of The Window, answer questions 1–8. Circle the letter of the
correct answer or write your answer on the lines provided.
1.
What is the main idea of this story?
Checks
Com prehension
le-choice
include multip
d
and open-ende
.
ns
questio
Student s build
aca dem ic voc
abulary
and reflec t on
w hat
they have rea
d using
Vocabulary Jo
urnals.
4. Why does Mandy go to live with her
great aunt and great uncles?
2. How does Mandy change by the end of
the story?
A. Her mother abandoned her, and a
state agency found her relatives.
A. She no longer misses her mother.
B. She decides she is no longer
interested in Ted.
B. Her mother died from the injuries she
received in a car crash.
C. She becomes more open to others,
to her feelings, and to life.
C. Her mother was not well enough to
take care of her anymore.
D. She quits regular high school and
attends a school for the blind.
D. Her mother put her up for adoption,
and her relatives found her.
3. What happened to Mandy’s grandfather,
Paul?
5. What is a plot conflict?
A. He died as a prisoner of war in Korea.
A. the turning point in the story
B. He left Mandy’s grandmother Gwen
and divorced her.
B. the first important event in the story
C. the central problem the main
character faces
C. He joined the Air Force, then never
contacted Gwen again.
D. the point at which the character
solves her problem
D. He was killed in an airplane crash
during the Korean War.
Name
Date
Oral Reading Fluency Assessment
Recording Form: Passage 1
Passage 1
UNIT 5: READING SOCIAL STUDIES
Name
Date of Reading
Name of Rater
Title of Passage
Student Rating Scale
VOLUME
PACE
STRONG
IN-BETWEEN
Voice adjusts volume to
match the text’s meaning.
Voice can be heard but
does not always change to
match the text’s meaning.
Oprah Winfrey’s early life was not easy. She was born into a poor
family. Her parents separated soon after her birth.
13
21 Name
There was hope for this little girl, though. Oprah’s grandmother
taught her how to read when she was three. Oprah did well in school.
She even skipped two grades. By 13, she won a scholarship to attend a
better high school.
31
45
59
62
Oprah almost threw away her future, though. As a teenager, she got
into trouble. Her mother sent her to live with her father. He pushed
Oprah to put school first.
74
87
92
Passage 4
She became a good student. And she joined the speech team. Her
speaking skills won her a college scholarship. At 17, she got her first job
at a radio station.
104
118
122
Today, students often take reading and writing tests. These tests
help teachers understand their students’ strengths and how to help
their students improve.
10
20
23
The rest, as they say, is history. Oprah soon became a TV star.
Today, she is one of the most powerful people on TV.
135
146
She’s wealthy, too. She is the world’s richest black person.
156
Not long ago, some Americans had to take a test before they were
allowed to vote. These literacy tests were supposed to measure whether
the person could read and write in English. They were really used,
however, to keep minority citizens from voting. The tests were almost
impossible to pass. Many Americans today would not be able to answer
the types of questions on the tests. For instance, can you name a judge
in your state? Do you know who is the head of the FBI? These tests were
given only to minority voters. Such tests were also given to immigrants
in an attempt to keep unskilled workers from entering the country.
36
47
59
70
82
96
112
124
135
In 1965, congress outlawed literacy tests for voting. Some states
currently have many voters for whom English is not a first language.
These states have helped such voters by printing ballots in languages
other than English. Literacy tests are still, however, a part of the
process of becoming a U.S. citizen.
145
157
168
180
186
WEAK
QUALITATIVE MEASURES
Pace is smooth and
changes to match the text’s
meaning.
Pace is even but does not
always change to match the
text’s meaning.
Voice is not loud enough
to be heard, or it cannot
be heard clearly.
Pace is too slow or too fast
and does not match the
text’s meaning.
22
READING RATE AND ACCURACY
VOLUME
Strong
In-Between
Weak
Total Words Read:
PACE
Strong
In-Between
Weak
Errors:
INTONATION
Strong
In-Between
Weak
Correct Words Per
Minute:
WORD
GROUPING
Strong
In-Between
Weak
Accuracy Rate
(Correct/Total):
Teachers and
peers
m onitor fluenc
y
through oral-re
a ding
passages and
fluenc y-skill ru
bric s.
Date
Oral Reading Fluency Assessment
Recording Form: Passage 4
REPRODUCIBLE
QUALITATIVE MEASURES
© 2007 Kaplan, Inc.
Strong
In-Between
Weak
Total Words Read:
PACE
Strong
In-Between
Weak
Errors:
INTONATION
Strong
In-Between
Weak
Correct Words Per
Minute:
WORD
GROUPING
Strong
In-Between
Weak
Accuracy Rate
(Correct/Total):
© 2007 Kaplan, Inc.
10
READING RATE AND ACCURACY
VOLUME
REPRODUCIBLE
TextConnections
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25