re
e
re
f
ilu
fa
Cocaine
Page 89
Page 90
Teacher Directions On How To Introduce Each Sentence
“Cocaine” Lesson 1
PREVIEW
“Today we are going to start a new story. The story is about an important topic. The story is about the dangers
of cocaine and other stimulants. The story is designed to give you information you should know about cocaine
and stimulant abuse. Let’s listen as this person tells us important things we should know about cocaine and
other stimulants.”
New Words of Particular Interest:
“You are going to be introduced to many words in this story. You might know some of the words. If you do
that’s just great, but, if you don’t know any of these words, don’t worry. You will be able to read this anyway.
Trust me. You are going to do quite well. Just relax.”
“Let’s go over a few of these words. Don’t be afraid to tell me that you are not sure what some of these words
mean. That’s what I am here for. To help. Remember, it is impossible to read something you don’t understand
- so please ask me to explain any word you are not sure of.”
“Are you ready? Then let’s begin! What does the word _________ mean?”
(PLEASE ASK YOUR STUDENT TO DEFINE EACH OF THE FOLLOWING WORDS: AMPHETAMINES,
STIMULANTS, CAFFEINE, ALERTNESS)
(HELP THEM WITH ANY WORDS THEY DON’T UNDERSTAND - ALWAYS GIVE EXAMPLES THAT
ARE CONCRETE AND CAN BE DIRECTLY RELATED TO THEIR OWN EXPERIENCE.)
LISTENING
“Please listen as I read the first part of the story aloud.”
“Cocaine and amphetamines and caffeine are all stimulants. Stimulants are drugs that increase alertness and
physical activity. Many users use stimulants to pick them up when they start to feel down from using alcohol
and sleeping pills.”
PRESENTING
“Let’s spend a few minutes talking about what we have just learned.”
Factual
“What do cocaine and amphetamines and caffeine have in common?”
“Why do people use amphetamines?”
Inferential
“Why do you think a fast-acting drug is dangerous?”
Page 91
Leading
“Let’s go over what we know about the story.”
“Cocaine and amphetamines and caffeine are all ______.” (STIMULANTS)
(PAUSE AND SEE IF THE STUDENT CAN GIVE YOU THE APPROPRIATE ANSWER. IF THEY DO,
GIVE THEM PRAISE)
“That’s right, ‘STIMULANTS’.”
(IF THEY DON’T GIVE THE APPROPRIATE ANSWER, GIVE IT TO THEM)
“Stimulants are drugs that increase alertness and physical _____.” (ACTIVITY)
“That great! Many users use stimulants to pick them up when they start to feel down from using alcohol and
sleeping ______.” (PILLS)
“Wonderful job! Cocaine and amphetamines and caffeine are all stimulants. Stimulants are drugs that increase
alertness and physical activity. Many users use stimulants to pick them up when they start to feel down from
using alcohol and sleeping pills.”
READING
“It’s now time for you to read the story. The story is identical to what we have talked about. If you want me to
read the sentences first I will. If you don’t remember a word I will tell it to you. Don’t be nervous. Reading is
nothing more than thinking about the story and trying to guess or anticipate what you think is going to come
next. Remember the key is making the material make sense. Stop reading, if it doesn’t make sense. Ask me to
help you.”
“Are you ready? Watch as I read the first sentence aloud.” (READ ALOUD)
“Are you ready to do it alone or would you like to have me read it again?”
“Great! Let’s hear you read the sentence!”
“That was fantastic! Are you ready for the next sentence?” (READ THE NEXT SENTENCE)
“Now it’s your turn to read this sentence.”
“Are you ready for the next sentence?”
“Wonderful!”
“Excellent! Let’s hear you read all of the sentences.”
“That was terrific!”
(REMEMBER WE ARE TRYING TO BUILD CONFIDENCE.)
(HELP THEM WITH ANY WORD. PRAISE OFTEN! EXAGGERATE! BUILD PRIDE! LET THEM KNOW
THAT THIS IS QUITE AN ACCOMPLISHMENT TO BE ABLE TO READ AN ENTIRE PARAGRAPH BY
THEMSELVES.)
(REPEAT THE ENTIRE PROCEDURE FOR THE NEXT PARAGRAPH AND ALL
SUBSEQUENT PARAGRAPHS)
REVIEW
“That was great reading. I am very proud of you.”
(HAVE STUDENT REREAD THE NEW MATERIAL)
“Fantastic! You are a terrific reader!”
“Now let’s try some written work.” (GET READY TO GIVE THE INDEPENDENT ACTIVITIES)
Page 92
NOTES TO THE INSTRUCTOR
1. Please remember what we said earlier: The words in this story are quite sophisticated. They may be difficult.
Remember: “Reading is relating”. If your students can’t understand the vocabulary, they will not be able to
have a successful reading experience. A few minutes up front will go a long way. Take the time to give them
definitions they can understand in ways they can understand. Talk about the words. Bring in examples. Let
them see, touch and feel. Teaching is getting them to where they can relate.
Page 93
Teacher Directions On How To Introduce Each Sentence
“Cocaine” Lesson 2
PREVIEWING
“This part of the story talks about what cocaine is and where it comes from.”
New Words of Particular Interest:
“Let’s go over a few of these words. Don’t be afraid to tell me that you are not sure what some of these words
mean. That’s what I am here for. To help. Remember, it is impossible to read something you don’t understand
- so please ask me to explain any word you are not sure of.”
“ Are you ready? Then let’s begin! What does the word _______ mean?” (PLEASE ASK YOUR STUDENT
TO DEFINE EACH OF THE FOLLOWING WORDS: ALTERS, CENTRAL NERVOUS SYSTEM,
SNORTED, INJECT)
LISTENING
“Please listen as I read the next part of the story aloud.”
“Cocaine is a drug that comes from the leaves of the coca plant. Cocaine is a stimulant that alters the central
nervous system. Cocaine comes in many different forms and is usually sniffed or snorted into the nose. Some
users also inject it or smoke it.”
PRESENTING
Factual
“Where does cocaine come from?”
“What does cocaine do?”
“How do users get it into their bodies?”
Inferential
“What do you think about cocaine?”
Leading
“Let’s go over what we have just learned about this part of the story.”
“Cocaine is a drug that comes from the leaves of the coca __________ .” (PLANT)
“Great. Cocaine is a stimulant that alters the central nervous _________ .” (SYSTEM)
“ Super! Cocaine comes in many different forms and is usually sniffed or snorted into the nose. Some users
also inject it or _____________it.” (SMOKE)
“Wonderful work! Cocaine is a drug that comes from the leaves of the coca plant. Cocaine is a stimulant that
alters the central nervous system. Cocaine comes in many different forms and is usually sniffed or snorted into
the nose. Some users also inject it or smoke it .”
Page 94
READING
“It’s now again time for you to read the story. The story is identical to what we have talked about. If you want
me to read the sentences first I will. If you don’t remember a word I will tell it to you. Don’t be nervous.
Reading is nothing more than thinking about the story and trying to guess or anticipate what you think is going
to come next. Remember the key is making the material make sense. Stop reading, if it doesn’t make sense.
Ask me to help you.”
“Are you ready? Watch as I read the first sentence aloud.” (READ ALOUD)
“Are you ready to do it alone or would you like to have me read it again?”
“Great! Let’s hear you read the sentence!”
“That was fantastic! Are you ready for the next sentence?” (READ THE NEXT SENTENCE)
“Now it’s your turn to read this sentence.”
“Excellent! Let’s hear you read both sentences.”
“That was terrific!”
“Let’s continue. Listen as I read the next group of sentences to you.” (READ ALOUD)
“Now it’s your turn.”
“Way to go! Great reading! Let me hear you read all of these sentences.”
(REMEMBER WE ARE TRYING TO BUILD CONFIDENCE. HELP WITH ANY WORD. PRAISE OFTEN!
EXAGGERATE! BUILD PRIDE! LET THEM KNOW THAT THIS IS QUITE AN ACCOMPLISHMENT
TO BE ABLE TO READ THIS BY THEMSELVES.)
(REPEAT THE ENTIRE PROCEDURE FOR THE NEXT PARAGRAPH AND ALL
SUBSEQUENT PARAGRAPHS.)
REVIEW
“That was great reading. I am very proud of you.”
“Do you think you could read everything we have just gone over so far.”
(HAVE STUDENT REREAD BOTH THE NEW AND PREVIOUS MATERIAL)
“Fantastic! That was great reading!”
“Now let’s try some written work.” (GET READY TO GIVE WORK SHEET DIRECTIONS)
NOTES TO THE INSTRUCTOR
1. Talk about all of the different dangers associated with ingesting cocaine.
Page 95
Teacher Directions On How To Introduce Each Sentence
“Cocaine” Lesson 3
PREVIEWING
“In this particular part of the story the person talks about how cocaine works in the body.”
New Words of Particular Interest:
“You are going to be introduced to more words in this part of the story. You might know some of the words. If
you do that’s just great, but, if you don’t know some of these words, don’t worry. You will be able to read this
anyway. Trust me. You are going to do quite well. Just relax.”
“Let’s go over a few of these words. Don’t be afraid to tell me that you are not sure what some of these words
mean. That’s what I am here for. To help. Remember, it is impossible to read something you don’t understand
- so please ask me to explain any word you are not sure of.”
“Are you ready? Then let’s begin! What does the word _______ mean?” (PLEASE ASK YOUR STUDENT
TO DEFINE EACH OF THE FOLLOWING WORDS: ENERGY, RESTLESS, IRRITABLE, NERVOUS)
LISTENING
“Please listen as I read the next part of the story aloud.”
“Cocaine starts to work within minutes and lasts about an hour. Users say that it makes them feel good and
gives them energy while they are high. Users also say that cocaine makes them restless and irritable and
nervous and unable to sleep when they are off cocaine.”
PRESENTING
Factual
“What does cocaine do to the user after it wears off?”
Inferential
“Why do you think cocaine users become restless and irritable when they are off cocaine?”
Leading
“Let’s go over what we have just learned about this part of the story.”
“Cocaine starts to work within minutes and lasts about an __________.” (HOUR)
“That’s right! Users say that it makes them feel good and gives them energy while they are __________.”
(HIGH)
“Users also say that cocaine makes them restless and irritable and nervous and unable to sleep when they are off
_________ .” (COCAINE)
“Super job! Cocaine starts to work within minutes and lasts about an hour. Users say that it makes them feel
Page 96
good and gives them energy while they are high. Users also say that cocaine makes them restless and irritable
and nervous and unable to sleep when they are off cocaine.”
READING
“It is now time again for you to read the story. The story is identical to what we have talked about. If you want
me to read the sentences first I will. If you don’t remember a word I will tell it to you. Don’t be nervous.
Reading is nothing more than thinking about the story and trying to guess or anticipate what you think is going
to come next. Remember the key is making the material make sense. Stop reading, if it doesn’t make sense.
Ask me to help you.”
“Are you ready? Watch as I read the first sentence aloud.” (READ ALOUD)
“Are you ready to do it alone or would you like to have me read it again?”
“Great! Let’s hear you read the sentence!”
“That was fantastic! Are you ready for the next group of sentences?” (READ THE NEXT GROUP OF
SENTENCES)
“Now it’s your turn to read these sentences.”
“Excellent! Let’s hear you read the next group of sentences.”
“Are you ready? Watch as I read the next group of sentences aloud.” (READ ALOUD)
“Are you ready to do it alone or would you like to have me read it again ?”
“Excellent! Let’s hear you read all of the sentences.”
(REMEMBER WE ARE TRYING TO BUILD CONFIDENCE. HELP WITH ANY WORD. PRAISE OFTEN!
EXAGGERATE! BUILD PRIDE! LET THEM KNOW THAT THIS IS QUITE AN ACCOMPLISHMENT TO
BE ABLE TO READ THIS BY THEMSELVES.)
(REPEAT THE ENTIRE PROCEDURE FOR THE NEXT PARAGRAPH AND ALL SUBSEQUENT
PARAGRAPHS)
REVIEW
“That was great reading. I am very proud of you.”
“Do you think you could read everything we have just gone over so far.”
(HAVE STUDENT REREAD BOTH THE NEW AND PREVIOUS MATERIAL)
“Fantastic! That was great reading!”
“Now let’s try some written work.” (GET READY TO GIVE WORK SHEET DIRECTIONS)
NOTES TO THE INSTRUCTOR
1. This is an important concept. Ask students if they think cocaine’s one hour of pleasure is worth all of the
pain.
Page 97
Teacher Directions On How To Introduce Each Sentence
“Cocaine” Lesson 4
PREVIEWING
“This part of the story talks about how cocaine damages the body.”
New Words of Particular Interest:
“You are going to be introduced to many words in this story. You might know some of the words. If you do
that’s just great, but, if you don’t know any of these words, don’t worry. You will be able to read this anyway.
Trust me. You are going to do quite well. Just relax.”
“Let’s go over a few of these words. Don’t be afraid to tell me that you are not sure what some of these words
mean. That’s what I am here for. To help. Remember, it is impossible to read something you don’t understand
- so please ask me to explain any word you are not sure of.”
“ Are you ready? Then let’s begin! What does the word _______ mean?” (PLEASE ASK YOUR STUDENT
TO DEFINE THE FOLLOWING WORD: ‘STUFFY OR RUNNY NOSE’, DAMAGES, HEPATITIS,
UNCLEAN, SEIZURES)
LISTENING
“Please listen as I read the next part of the story aloud.”
“People who use cocaine start to get a stuffy or runny nose. The more they use cocaine the more it damages
the inside of their nose. People who inject cocaine can get hepatitis from the use of unclean needles. Many
cocaine users have died from seizures and heart attacks.”
PRESENTING
Factual
“What can happen to cocaine users?”
Inferential
“Why do you think cocaine users use unclean needles?”
Leading
“Let’s go over what we have just learned about this part of the story.”
“People who use cocaine start to get a stuffy or runny nose. The more they use cocaine the more it damages
the inside of their __________.” (NOSE)
“That’s right! People who inject cocaine can get hepatitis from the use of unclean _________.” (NEEDLES)
“Super! Many cocaine users have died from seizures and heart __________.” (ATTACKS)
“Correct! People who use cocaine start to get a stuffy or runny nose. The more they use cocaine the more it
damages the inside of their nose. People who inject cocaine can get hepatitis from the use of unclean needles.
Page 98
Many cocaine users have died from seizures and heart attacks.”
READING
“It is now time again for you to read the story. The story is identical to what we have talked about. If you want
me to read the sentences first I will. If you don’t remember a word I will tell it to you. Don’t be nervous.
Reading is nothing more than thinking about the story and trying to guess or anticipate what you think is going
to come next. Remember the key is making the material make sense. Stop reading, if it doesn’t make sense.
Ask me to help you.”
“Are you ready? Watch as I read the first sentence aloud.” (READ ALOUD)
“Are you ready to do it alone or would you like to have me read it again?”
“Great! Let’s hear you read the sentence!”
“That was fantastic! Are you ready for the next group of sentences?” (READ THE NEXT GROUP OF
SENTENCES)
“Now it’s your turn to read these sentences.”
“Excellent! Let’s hear you read these sentences.”
“That was fantastic! Are you ready for the next group of sentences?” (READ THE NEXT GROUP OF
SENTENCES)
“Excellent! Let’s hear you read all of the sentences.”
(REMEMBER WE ARE TRYING TO BUILD CONFIDENCE. HELP WITH ANY WORD. PRAISE OFTEN!
EXAGGERATE! BUILD PRIDE! LET THEM KNOW THAT THIS IS QUITE AN ACCOMPLISHMENT TO
BE ABLE TO READ THIS BY THEMSELVES.)
(REPEAT THE ENTIRE PROCEDURE FOR THE NEXT PARAGRAPH AND ALL SUBSEQUENT
PARAGRAPHS)
REVIEW
“That was great reading. I am very proud of you.”
“Do you think you could read everything we have just gone over so far.”
(HAVE STUDENT REREAD BOTH THE NEW AND PREVIOUS MATERIAL)
“Fantastic! That was great reading!”
“Now let’s try some written work.” (GET READY TO GIVE WORK SHEET DIRECTIONS)
NOTES TO THE INSTRUCTOR
1. This is another important concept to discuss. Talk about how recent athletes have been killed by seizures and
heart attacks that were cocaine related.
Page 99
Teacher Directions On How To Introduce Each Sentence
“Cocaine” Lesson 5
PREVIEWING
“This part of the story talks about cocaine dependency and what it does to the user and his family.”
New Words of Particular Interest:
“You are going to be introduced to many words in this story. You might know some of the words. If you do
that’s just great, but, if you don’t know any of these words, don’t worry. You will be able to read this anyway.
Trust me. You are going to do quite well. Just relax.”
“Let’s go over a few of these words. Don’t be afraid to tell me that you are not sure what some of these words
mean. That’s what I am here for. To help. Remember, it is impossible to read something you don’t understand
- so please ask me to explain any word you are not sure of.”
“Are you ready? Then let’s begin! What does the word ________ mean?”
(PLEASE ASK YOUR STUDENT TO DEFINE EACH OF THE FOLLOWING WORDS OR
PHRASES: MIND ALTERING, CONCENTRATE )
LISTENING
“Please listen as I read the next part of the story aloud.”
“Users who use cocaine start to become dependent on it. They spend most of their time trying to get the drug.
They spend and waste large amounts of money for this one hour high. Many lose their jobs and get into trouble
at school or in the courts. Most stop seeing their old friends and family.”
PRESENTING
Factual
“What do addicts spend most of their time doing?”
“What changes can cocaine cause to a person’s behavior?”
Inferential
“Why do you think cocaine would cause a person to lose his friends and family?”
Leading
“Let’s go over what we have just learned about this part of the story.”
“Users who use cocaine start to become dependent on it. They spend most of their time trying to get the
__________.” (DRUG)
“That’s right! They spend and waste large amounts of money for this one hour high. Many lose their jobs and
get into trouble at school or in the __________.” (COURTS)
“You are correct! Most stop seeing their old friends and __________ .” (FAMILY)
“Excellent! Users who use cocaine start to become dependent on it. They spend most of their time trying to
Page 100
get the drug. They spend and waste large amounts of money for this one hour high. Many lose their jobs and
get into trouble at school or in the courts. Most stop seeing their old friends and family.”
READING
“It is now time again for you to read the story. The story is identical to what we have talked about. If you want
me to read the sentences first I will. If you don’t remember a word I will tell it to you. Don’t be nervous.
Reading is nothing more than thinking about the story and trying to guess or anticipate what you think is going
to come next. Remember the key is making the material make sense. Stop reading, if it doesn’t make sense.
Ask me to help you.”
“Are you ready? Watch as I read the first sentence aloud.” (READ ALOUD)
“Are you ready to do it alone or would you like to have me read it again?”
“Great! Let’s hear you read the sentence!”
“That was fantastic! Are you ready for the next group of sentences?” (READ THE NEXT GROUP OF
SENTENCES)
“Now it’s your turn to read these sentences.”
“Excellent! Let’s hear you read these sentences.”
“That was fantastic! Are you ready for the next group of sentences?” (READ THE NEXT GROUP OF
SENTENCES)
“Excellent! Let’s hear you read all of the sentences.”
(REMEMBER WE ARE TRYING TO BUILD CONFIDENCE. HELP WITH ANY WORD.
PRAISE OFTEN! EXAGGERATE! BUILD PRIDE! LET THEM KNOW THAT THIS IS QUITE AN
ACCOMPLISHMENT TO BE ABLE TO READ THIS BY THEMSELVES.)
(REPEAT THE ENTIRE PROCEDURE FOR THE NEXT PARAGRAPH AND ALL
SUBSEQUENT PARAGRAPHS)
REVIEW
“That was great reading. I am very proud of you.”
“Do you think you could read everything we have just gone over so far.”
(HAVE STUDENT REREAD BOTH THE NEW AND PREVIOUS MATERIAL)
“Fantastic! That was great reading!”
“Now let’s try some written work.”
NOTES TO THE INSTRUCTOR
1. Talk about the devastation caused by cocaine on the user’s family and friends.
Page 101
Teacher Directions On How To Introduce Each Sentence
“Cocaine” Lesson 6
PREVIEWING
“This part of the story talks about amphetamines.”
New Words of Particular Interest:
“You are going to be introduced to many words in this story. You might know some of the words. If you do
that’s just great, but, if you don’t know any of these words, don’t worry. You will be able to read this anyway.
Trust me. You are going to do quite well. Just relax.”
“Let’s go over a few of these words. Don’t be afraid to tell me that you are not sure what some of these words
mean. That’s what I am here for. To help. Remember, it is impossible to read something you don’t understand
- so please ask me to explain any word you are not sure of.”
“ Are you ready? Then let’s begin! What does the word ________ mean?” (PLEASE ASK YOUR STUDENT
TO DEFINE EACH OF THE FOLLOWING WORDS: AMPHETAMINES, STIMULANTS, CRYSTALS,
TABLET, CAPSULE)
LISTENING
“Please listen as I read the next part of the story aloud.”
“ Amphetamines are stimulants known on the street as uppers or speed. Amphetamines look like yellow
crystals that can come in tablet or capsule form. Many users also sniff the crystals or turn it into a liquid and
inject it.”
PRESENTING
Factual
“What do amphetamines look like?”
Inferential
“Why would users think they need uppers or speed?”
Leading
“Let’s go over what we have just learned about this part of the story.”
“Amphetamines are stimulants known on the street as uppers or _______.” (SPEED)
“That’s right! Amphetamines look like yellow crystals that can come in tablet or capsule __________.”
(FORM)
“Terrific! Many users also sniff the crystals or turn it into a liquid and __________ it.” (INJECT)
“Great! Amphetamines are stimulants known on the street as uppers or speed. Amphetamines look like yellow
crystals that can come in tablet or capsule form. Many users also sniff the crystals or turn it into a liquid and
Page 102
inject it.”
READING
“It is now time again for you to read the story. The story is identical to what we have talked about. If you want
me to read the sentences first I will. If you don’t remember a word I will tell it to you. Don’t be nervous.
Reading is nothing more than thinking about the story and trying to guess or anticipate what you think is going
to come next. Remember the key is making the material make sense. Stop reading, if it doesn’t make sense.
Ask me to help you.”
“Are you ready? Watch as I read the first sentence aloud.” (READ ALOUD)
“Are you ready to do it alone or would you like to have me read it again?”
“Great! Let’s hear you read the sentence!”
“That was fantastic! Are you ready for the next group of sentences?” (READ THE NEXT GROUP OF
SENTENCES)
“Now it’s your turn to read these sentences.”
“Excellent! Let’s hear you read these sentences.”
“That was fantastic! Are you ready for the next group of sentences?” (READ THE NEXT GROUP OF
SENTENCES)
“Excellent! Let’s hear you read all of the sentences.”
(REMEMBER WE ARE TRYING TO BUILD CONFIDENCE. HELP WITH ANY WORD. PRAISE OFTEN!
EXAGGERATE! BUILD PRIDE! LET THEM KNOW THAT THIS IS QUITE AN ACCOMPLISHMENT TO
BE ABLE TO READ THIS BY THEMSELVES.)
(REPEAT THE ENTIRE PROCEDURE FOR THE NEXT PARAGRAPH AND ALL SUBSEQUENT
PARAGRAPHS.)
REVIEW
“That was great reading. I am very proud of you.”
“Do you think you could read everything we have just gone over so far.”
(HAVE STUDENT REREAD BOTH THE NEW AND PREVIOUS MATERIAL)
“Fantastic! That was great reading!”
“Now let’s try some written work.”
(GET READY TO GIVE WORK SHEET DIRECTIONS)
NOTES TO THE INSTRUCTOR
1. Talk about the negative side of amphetamines.
Page 103
Teacher Directions On How To Introduce Each Sentence
“Cocaine” Lesson 7
PREVIEWING
“This part of the story talks about how amphetamines causes hallucinations.”
New Words of Particular Interest:
“You are going to be introduced to many words in this story. You might know some of the words. If you do
that’s just great, but, if you don’t know any of these words, don’t worry. You will be able to read this anyway.
Trust me. You are going to do quite well. Just relax.”
“Let’s go over a few of these words. Don’t be afraid to tell me that you are not sure what some of these words
mean. That’s what I am here for. To help. Remember, it is impossible to read something you don’t understand
- so please ask me to explain any word you are not sure of.”
“Are you ready? Then let’s begin! What does the word _________ mean?”
(PLEASE ASK YOUR STUDENT TO DEFINE EACH OF THE FOLLOWING WORDS OR PHRASES:
EXPERIENCING HALLUCINATIONS )
LISTENING
“Please listen as I read the next part of the story aloud.”
“People who use amphetamines over a long period of time start to see and hear and feel things that are not
really there. People who start to see and hear and feel things that are not really there are experiencing
hallucinations.”
PRESENTING
Factual
“What are some of the things people who use amphetamines begin to experience?”
Inferential
“How do think these people feel during a hallucination?”
Leading
“Let’s go over what we have just learned about this part of the story.”
“People who use amphetamines over a long period of time start to see and hear and feel things that are not
really __________.” (THERE)
“That’s right! People who start to see and hear and feel things that are not really there are experiencing
__________ .” (HALLUCINATIONS)
Page 104
“You are correct! People who use amphetamines over a long period of time start to see and hear and feel things
that are not really there. People who start to see and hear and feel things that are not really there are
experiencing hallucinations.”
READING
“It is now time again for you to read the story. The story is identical to what we have talked about. If you want
me to read the sentences first I will. If you don’t remember a word I will tell it to you. Don’t be nervous.
Reading is nothing more than thinking about the story and trying to guess or anticipate what you think is going
to come next. Remember the key is making the material make sense. Stop reading, if it doesn’t make sense.
Ask me to help you.”
“Are you ready? Watch as I read the first sentence aloud.” (READ ALOUD)
“Are you ready to do it alone or would you like to have me read it again ?”
“Great! Let’s hear you read the sentence!”
“That was fantastic! Are you ready for the next group of sentences?” (READ THE NEXT GROUP OF
SENTENCES)
“Now it’s your turn to read these sentences.”
(REMEMBER WE ARE TRYING TO BUILD CONFIDENCE. HELP WITH ANY WORD. PRAISE OFTEN!
EXAGGERATE! BUILD PRIDE! LET THEM KNOW THAT THIS IS QUITE AN ACCOMPLISHMENT TO
BE ABLE TO READ THIS BY THEMSELVES.)
(REPEAT THE ENTIRE PROCEDURE FOR THE NEXT PARAGRAPH AND ALL SUBSEQUENT
PARAGRAPHS.)
REVIEW
“That was great reading. I am very proud of you.”
“Do you think you could read everything we have just gone over so far.”
(HAVE STUDENT REREAD BOTH THE NEW AND PREVIOUS MATERIAL)
“Fantastic! That was great reading!”
“Now let’s try some written work.” (GET READY TO GIVE WORK SHEET DIRECTIONS)
NOTES TO THE INSTRUCTOR
1. This is an excellent point to make: Amphetamines cause hallucinations. Talk about this concept. Go over
some of the more sophisticated terms. Make a point of how well students are reading.
Page 105
Teacher Directions On How To Introduce Each Sentence
“Cocaine” Lesson 8
PREVIEWING
“This part of the story talks about what happens to the lives of amphetamine users.”
New Words of Particular Interest:
“You are going to be introduced to many words in this story. You might know some of the words. If you do
that’s just great, but, if you don’t know any of these words, don’t worry. You will be able to read this anyway.
Trust me. You are going to do quite well. Just relax.”
“Let’s go over a few of these words. Don’t be afraid to tell me that you are not sure what some of these words
mean. That’s what I am here for. To help. Remember, it is impossible to read something you don’t understand
- so please ask me to explain any word you are not sure of.”
“ Are you ready? Then let’s begin! What does the word _________ mean?”
( PLEASE ASK YOUR STUDENT TO DEFINE EACH OF THE FOLLOWING WORDS OR
PHRASES: AMPHETAMINES, ‘STRANGE THOUGHTS’, DELUSIONS, PARANOIA)
LISTENING
“Please listen as I read the next part of the story aloud.”
“People who use amphetamines over a long period of time start having strange thoughts and crazy ideas.
People who start having strange thoughts and crazy ideas are experiencing delusions. People who use
amphetamines over a long period of time also start believing everyone is out to get them. People who start
believing everyone is out to get them are experiencing paranoia.”
PRESENTING
Factual
“What happens to the people who use amphetamines over a long period of time?”
“Name what they begin to experience.”
Inferential
“Why do you think paranoia occurs among drug users?”
Leading
“Let’s go over what we have just learned about this part of the story.”
“People who use amphetamines over a long period of time start having strange thoughts and crazy ________.”
(IDEAS)
“That’s right! People who start having strange thoughts and crazy ideas are experiencing delusions. People
who use amphetamines over a long period of time also start believing everyone is out to get __________ .”
Page 106
(THEM)
“Terrific! People who start believing everyone is out to get them are experiencing __________.” (PARANOIA)
“Great job! Let’s go over what we’ve just read: People who use amphetamines over a long period of time start
having strange thoughts and crazy ideas. People who start having strange thoughts and crazy ideas are
experiencing delusions. People who use amphetamines over a long period of time also start believing everyone
is out to get them. People who start believing everyone is out to get them are experiencing paranoia.”
READING
“It is now time again for you to read the story. The story is identical to what we have talked about. If you want
me to read the sentences first I will. If you don’t remember a word I will tell it to you. Don’t be nervous.
Reading is nothing more than thinking about the story and trying to guess or anticipate what you think is going
to come next. Remember the key is making the material make sense. Stop reading, if it doesn’t make sense.
Ask me to help you. “
“Are you ready? Watch as I read the first sentence aloud.” (READ ALOUD)
“Are you ready to do it alone or would you like to have me read it again?”
“Great! Let’s hear you read the sentence!”
“That was fantastic! Are you ready for the next group of sentences?” (READ THE NEXT GROUP OF
SENTENCES)
“Now it’s your turn to read these sentences.”
“Excellent! Let’s hear you read these sentences.”
“That was fantastic! Are you ready for the next group of sentences?” (READ THE NEXT GROUP OF
SENTENCES)
“Excellent! Let’s hear you read all of the sentences.”
(REMEMBER WE ARE TRYING TO BUILD CONFIDENCE. HELP WITH ANY WORD. PRAISE OFTEN!
EXAGGERATE! BUILD PRIDE! LET THEM KNOW THAT THIS IS QUITE AN ACCOMPLISHMENT TO
BE ABLE TO READ THIS BY THEMSELVES.)
(REPEAT THE ENTIRE PROCEDURE FOR THE NEXT PARAGRAPH AND ALL
SUBSEQUENT PARAGRAPHS)
REVIEW
“That was great reading. I am very proud of you.”
“Do you think you could read everything we have just gone over so far.”
(HAVE STUDENT REREAD BOTH THE NEW AND PREVIOUS MATERIAL)
“Fantastic! That was great reading!”
“Now let’s try some written work.”
(GET READY TO GIVE WORK SHEET DIRECTIONS)
NOTES TO THE INSTRUCTOR
1. This is another important theme. Users are very unhappy people. Talk about the risks associated with
amphetamines to your personal life.
Page 107
Teacher Directions On How To Introduce Each Sentence
“Cocaine” Lesson 9
PREVIEWING
“This part of the story talks about caffeine.”
New Words of Particular Interest:
“You are going to be introduced to many words in this story. You might know some of the words. If you do
that’s just great, but, if you don’t know any of these words, don’t worry. You will be able to read this anyway.
Trust me. You are going to do quite well. Just relax.”
“Let’s go over a few of these words. Don’t be afraid to tell me that you are not sure what some of these words
mean. That’s what I am here for. To help. Remember, it is impossible to read something you don’t understand
- so please ask me to explain any word you are not sure of.”
“Are you ready? Then let’s begin! What does the word ________ mean?”
(PLEASE ASK YOUR STUDENT TO DEFINE EACH OF THE FOLLOWING WORDS OR PHRASES:
CAFFEINE, ASPIRIN, COLD REMEDIES, SOFT DRINKS, DIET PILLS)
LISTENING
“Please listen as I read the next part of the story aloud.”
“Caffeine is a drug. It is found in coffee and tea and cocoa and cola. It is also found in aspirin and cough
medicine and cold remedies and soft drinks and diet pills.”
PRESENTING
Factual
“What is caffeine?”
Inferential
“Do you think most people consider caffeine to be a drug?”
Leading
“Let’s go over what we have just learned about this part of the story.”
“Caffeine is a __________.” (DRUG)
“That’s right! It is found in coffee and tea and cocoa and ________ .” (COLA)
“ Terrific! It is also found in aspirin and cough medicine and cold remedies and soft drinks and diet _______ ?”
(PILLS)
“Great! Caffeine is a drug. It is found in coffee and tea and cocoa and cola. It is also found in aspirin and
cough medicine and cold remedies and soft drinks and diet pills.”
Page 108
READING
“It is now time again for you to read the story. The story is identical to what we have talked about. If you want
me to read the sentences first I will. If you don’t remember a word I will tell it to you. Don’t be nervous.
Reading is nothing more than thinking about the story and trying to guess or anticipate what you think is going
to come next. Remember the key is making the material make sense. Stop reading, if it doesn’t make sense.
Ask me to help you.”
“Are you ready? Watch as I read the first sentence aloud.” (READ ALOUD)
“Are you ready to do it alone or would you like to have me read it again?”
“Great! Let’s hear you read the sentence!”
“That was fantastic! Are you ready for the next group of sentences?” (READ THE NEXT GROUP OF
SENTENCES)
“Now it’s your turn to read these sentences.”
“Excellent! Let’s hear you read these sentences.”
“That was fantastic! Are you ready for the next group of sentences?” (READ THE NEXT GROUP OF
SENTENCES)
“Excellent! Let’s hear you read all of the sentences.”
(REMEMBER WE ARE TRYING TO BUILD CONFIDENCE. HELP WITH ANY WORD. PRAISE OFTEN!
EXAGGERATE! BUILD PRIDE! LET THEM KNOW THAT THIS IS QUITE AN ACCOMPLISHMENT TO
BE ABLE TO READ THIS BY THEMSELVES.)
(REPEAT THE ENTIRE PROCEDURE FOR THE NEXT PARAGRAPH AND ALL SUBSEQUENT
PARAGRAPHS)
REVIEW
“That was great reading. I am very proud of you.”
“Do you think you could read everything we have just gone over so far.”
(HAVE STUDENT REREAD BOTH THE NEW AND PREVIOUS MATERIAL)
“Fantastic! That was great reading!”
“Now let’s try some written work.”
(GET READY TO GIVE WORK SHEET DIRECTIONS)
NOTES TO THE INSTRUCTOR
1. Take time to go over each of the reasons why too much of anything is a bad thing. Discuss the issue of
moderation and how even caffeine soft drinks can affect behavior.
Page 109
Teacher Directions On How To Introduce Each Sentence
“Cocaine” Lesson 10
PREVIEWING
“This last part of the story talks how people become dependent on caffeine.”
New Words of Particular Interest:
“You are going to be introduced to many words in this story. You might know some of the words. If you do
that’s just great, but, if you don’t know any of these words, don’t worry. You will be able to read this anyway.
Trust me. You are going to do quite well. Just relax.”
“Let’s go over a few of these words. Don’t be afraid to tell me that you are not sure what some of these words
mean. That’s what I am here for. To help. Remember, it is impossible to read something you don’t understand
- so please ask me to explain any word you are not sure of.”
“ Are you ready? Then let’s begin! What does the word _________ mean?” (PLEASE ASK YOUR STUDENT
TO DEFINE EACH OF THE FOLLOWING WORDS OR PHRASES: DEPENDENT, HIGHER DOSES,
COMPLAIN)
LISTENING
“Please listen as I read the next part of the story aloud.”
“People who use caffeine become dependent on it. They need to have higher and higher doses. People who try
to stop using caffeine complain of headaches and being irritable and changes in feelings.”
PRESENTING
Factual
“What happens when people stop using caffeine?”
Inferential
“Why do you think they start getting irritable and having headaches ?”
Leading
“Let’s go over what we have just learned about this part of the story.”
“People who use caffeine become ________ on it.” (DEPENDENT)
“That’s right! They need to have higher and higher ________ .” (DOSES)
“ Terrific! People who try to stop using caffeine complain of headaches and being irritable and changes in
__________ .” (FEELINGS)
“Great! People who use caffeine become dependent on it. They need to have higher and higher doses. People
who try to stop using caffeine complain of headaches and being irritable and changes in feelings.”
Page 110
READING
“It is now time again for you to read the story. The story is identical to what we have talked about. If you want
me to read the sentences first I will. If you don’t remember a word I will tell it to you. Don’t be nervous.
Reading is nothing more than thinking about the story and trying to guess or anticipate what you think is going
to come next. Remember the key is making the material make sense. Stop reading, if it doesn’t make sense.
Ask me to help you.”
“Are you ready? Watch as I read the first sentence aloud.” (READ ALOUD)
“Are you ready to do it alone or would you like to have me read it again?”
“Great! Let’s hear you read the sentence!”
“That was fantastic! Are you ready for the next group of sentences?” (READ THE NEXT GROUP OF
SENTENCES)
“Now it’s your turn to read these sentences.”
“Excellent! Let’s hear you read these sentences.”
“That was fantastic! Are you ready for the next group of sentences?” (READ THE NEXT GROUP OF
SENTENCES)
“Excellent! Let’s hear you read all of the sentences.”
(REMEMBER WE ARE TRYING TO BUILD CONFIDENCE. HELP WITH ANY WORD. PRAISE OFTEN!
EXAGGERATE! BUILD PRIDE! LET THEM KNOW THAT THIS IS QUITE AN ACCOMPLISHMENT TO
BE ABLE TO READ THIS BY THEMSELVES.)
(REPEAT THE ENTIRE PROCEDURE FOR THE NEXT PARAGRAPH AND ALL
SUBSEQUENT PARAGRAPHS)
REVIEW
“That was great reading. I am very proud of you.”
“Do you think you could read everything we have just gone over so far.”
(HAVE STUDENT REREAD BOTH THE NEW AND PREVIOUS MATERIAL)
“Fantastic! That was great reading!”
“Now let’s try some written work.”
(GET READY TO GIVE WORK SHEET DIRECTIONS)
NOTES TO THE INSTRUCTOR
1. Discuss how difficult it is to kick the caffeine habit.
Page 111
“Cocaine” Lesson 11 - Summary and Review
“Today we are going to do something different. Today we are going to read a summary of the Cocaine’ story.
This story is a condensed version of all that we have read and discussed so far. I think you will be quite
surprised at how you can read this story.”
PRESENTING AND READING
“Let’s spend a few minutes going over what we know about the story. Listen as I read this part of the story.”
“Cocaine and amphetamines and caffeine are all stimulants. Stimulants are drugs that increase alertness and
physical activity. Many users use stimulants to pick them up when they start to feel down from using alcohol
and sleeping pills.
Cocaine is a drug that comes from the leaves of the coca plant. Cocaine is a stimulant that alters the central
nervous system. Cocaine comes in many different forms and is usually sniffed or snorted into the nose. Some
users also inject it or smoke it.”
Cocaine starts to work within minutes and lasts about an hour. Users say that it makes them feel good and gives
them energy while they are high. Users also say that cocaine makes them restless and irritable and nervous and
unable to sleep when they are off cocaine.”
“ That was great! Let me hear you read these paragraphs in the story. “
(HELP THEM IF THEY ARE HAVING ANY PROBLEMS. PRAISE THEM WHEN THEY DO WELL)
“Let’s continue with our review.”
“People who use cocaine start to get a stuffy or runny nose. The more they use cocaine the more it damages
the inside of their nose. People who inject cocaine can get hepatitis from the use of unclean needles. Many
cocaine users have died from seizures and heart attacks.
Users who used cocaine start to become dependent on it. They spend most of their time trying to get the drug.
They spend and waste large amounts of money for this one hour high. Many lose their jobs and get into trouble
at school or in the courts. Most stop seeing their old friends and family.
Amphetamines are stimulants known on the street as uppers or speed. Amphetamines look like yellow crystals
that can come in tablet or capsule form. Many users also sniff the crystals or turn it into a liquid and inject it.”
“Fantastic! Let me hear you read these next paragraphs of the story.” (HELP THEM IF THEY ARE HAVING
ANY PROBLEMS. PRAISE THEM WHEN THEY DO WELL)
“Let’s continue with the next group of paragraphs.”
“People who use amphetamines over a long period of time start to see and hear and feel things that are not
really there. People who start to see and hear and feel things that are not really there are experiencing
hallucinations.”
Page 112
“People who use amphetamines over a long period of time start having strange thoughts and crazy ideas.
People who start having strange thoughts and crazy ideas are experiencing delusions. People who use
amphetamines over a long period of time also start believing everyone is out to get them. People who start
believing everyone is out to get them are experiencing paranoia.
Caffeine is a drug. It is found in coffee and tea and cocoa and cola. It is also found in aspirin and cough
medicine and cold remedies and soft drinks and diet pills.
People who use caffeine become dependent on it. They need to have higher and higher doses. People who try
to stop using caffeine complain of headaches and being irritable and changes in feelings.”
“Terrific ! Let me hear you read the last four paragraphs in the story.” (HELP THEM IF THEY ARE HAVING
ANY PROBLEMS. PRAISE THEM WHEN THEY DO WELL)
REVIEW
“I have something for you. I want you to look at this.” (HAND OUT THE INDEPENDENT READING
BOOKLET.)
“ Here is another book for you to read. It is for you to read as often as you would like. It is for you to read to
others around you. This book is your chance to practice by yourself what you have learned so far. I would like
you to get to where you can read this book without any errors. Remember the more you read it, the better you
will become. How fast and how good you become is now up to you. You make the decision not me!”
Page 113
Page 114