Parent Packet | Principle Academy Charter

© 2011 by American Reading Company®

Parent Packet

100 BOOK CHALLENGE®

Linking Independent Reading with Effective Instruction

Dear Parents,

Did you know that children who score at the 95% level in reading on state tests spend two or more hours reading at home every night just because they like it? We know that when children love to do something, they get very good at it. Children who learn to love reading become very good readers. Good readers are successful in school. Success in school opens the doors to opportunity later in life.

Some children don’t spend much time reading at home. Often they think that reading is schoolwork, and they only read what they have to. These children never really learn to love reading and often develop reading problems that turn into academic problems that can turn into life problems.

The solution is to be sure your children LOVE to read. Here’s how to make sure that happens: 1. Be the Blocker for your Home Team: Insist on 30 minutes of family reading time every single weekday night. Block out TV, computers, telephone calls, video games, and other homework. For 30 minutes insist that all of your children (and adults, if possible) read books. Have healthy snacks and comfy places to snuggle up and read together. 2. Insist that your children read books they enjoy. If they are stopping to sound out words, the books are too hard. They can only pay attention to the ideas when they don’t have to think about the words. Reading hard books is a surefire way to teach children that reading is not for them. 3. Do NOT test children on their reading. If you are able to read with your child, be sure to talk about the ideas, not the words. Laugh at the funny parts, wonder out loud about the information, talk about the characters. If you turn reading into a testing session, you will be teaching your child not to like to read. 4. Sign the logsheet so your children’s teachers know that you are actively involved with reading at home. Even if your children already love to read and you don’t think they need to keep logsheets, please sign the log anyway. The children love it and you will be helping your school establish Home Reading Routines by providing a good role model for other families. Imagine raising your children in a community where every family spent 30 minutes reading together every night.

Smart is not something you are. Smart is something you become. Reading makes us all smarter.

Thank you for your support.

1

Research shows that students who read for one hour every day, from books that they can read and want to read, have a much better chance for success in school and beyond. 100 BOOK CHALLENGE is an instructional system that puts children and their reading lives at the center of the curriculum. Students keep track of their reading Steps (1 Step = 15 minutes of reading) on their Reading logsheets. The rewards are great, and the process is simple:

RTM 1 2 3 4 5 6 7 8 9 &10 11& 12Kindergarten

RTM 1G 2G 1B 2B 1R 2R Wt Bk Or Pu 1Br Si Gl2Br2Y

®

Copyright © 2010 by American Reading Company®

Reader: Room:

Active Reading Habits1. Listen to and remember the title and first page. 2. Use the title and the first page to figure out the rest of the

pages.

3. Point to each word as I read.

4. Use the spaces to separate words.

5. Use the picture and the first letter to figure out the words.

6. Tell someone what the book was about.

7. Read at home every night.

8. “Read” by myself.

I can get my mouth ready for:

b c df g hj k l

m n pr s tv w z

2Y: Skills Card


I see a dollar.

I see a coat.

I see a frog.

I see a lady.

I see a puppy.

I see a cup.

I see a crocodile.

*160054* Copyright © 2010 by American Reading Company®

1G: Skills Card

Active Reading Habits1. Read 1G Power Words at Flash Speed. 2. When you come to a word you don’t know, make its

first letter sound. 3. Look at the pictures for clues. 4. Say one word for each written word.5. Stop if something doesn’t look right, sound right, or

make sense, and try again.6. Reread when I’m stuck.7. Tell someone what the book was about: main topic

and key details.8. Hear words that do and do not rhyme (cat/fat; cat/

dog).9. Read by myself for 15 minutes without getting tired.10. Read at home for at least 30 minutes every night.

Make the first letter sound for all consonants.

b c c* df g g* hj k l mn p q rs t v wx y z

* soft sound

1G Power Words

a all am an

and are at be

big can can’t come

do down for get

go had has have

he here I in

is it like little

live look lots love

me my no of

on one said see

she that the there

they this to up

want was we went

what where who why

will with yes you

Reader: Room:

Copyright © 2010 by American Reading Company®*160055*Copyright © 2010 by American Reading Company®

2G: Skills CardActive Reading Habits1. Read 2G Power Words at Flash Speed. 2. When you come to a word you don’t know, use its first two

letter sounds as a clue.3. Use the pictures for clues.4. Stop and try again if something doesn’t look right, sound

right, or make sense.5. Reread when stuck.6. Tell someone what the book was about: main topic and

key details.7. Retell a story someone reads to you.8. Say words that rhyme, some with blends (fat/flat). 9. Read by myself for 15 minutes without getting tired.10. Read at home for at least 30 minutes every night.

Use the first two letters to start a word.

br cr dr fr gr prtr wr bl cl fl glpl sl sc sk sm snsp st sw twch sh th wh

Contractions can’t didn’t couldn’t it’s I’ll we’redon’t wasn’t shouldn’t he’s we’ll you’rewon’t aren’t wouldn’t she’s you’ll they’re

Number Words

one two three four five sixseven eight nine ten zero

2G Power Words

about animal as beside boy

but by came could day

did does eat from fun

gave girl give goes going

good got happy her him

his home house how if

into jump make many new

not now off oh or

our out over play put

ran saw says some stop

take them then these too

under were when would your

Days of the week

Monday Tuesday Wednesday ThursdayFriday Saturday Sunday week

Colors red yellow pink green purpleorange blue white brown black

Family members

mom dad sister grandfather aunt babymother father brother grandmother uncle family

Shapes circle square triangle rectangle oval

Direction words

over under around insidethrough across above outside

Reader: Room:


*160056*


Active Reading Habits1. Cover parts of one-syllable words to find chunks you know.2. Think of a word that looks the same and rhymes (If a∙m

is”am”, then h∙a∙m is “ham.”)3. Use final “e” rule to figure out new words (us/use).4. Use long vowel teams to figure out new words (eat, air, pie,

toe, glue).5. Use “r” chunks to figure out new words (ar, er, ir, or, ur). 6. Use blends at the end of words (desk/wish).7. Stop and try again when something doesn’t look right,

sound right, or make sense.8. When I get stuck, I say “blank,” read on, and come back to

fill in the tricky word.9. Retell the important events in a story in the correct order.10. Tell what the book was about: main topic and key details.11. Read by myself for 15 minutes without getting tired using a

whisper voice.12. Read at home for at least 30 minutes every night.

Use words I know to fi gure out new words. Use fi nal “e” rule.my by fl y hop hopethis miss kiss plan planelike bike Mike cut cutewill fi ll still pet Peteout shout about Tim time

Use “r” chunks.-ar -er -ir -or -urcar her girl for purple

1B: Skills CardReader: Room:

1B Easy 1B Hard 2B

Shor

t vow

els

am ham clam cramp camperan fan Stan plank planetat rat fl at chats patted

get pet Bret frets petalten den glen blend centerwill fill chill spills sillyin fin grin print inchesit pit spit twitch kitchen

not dot plot spots bottlebut cut shut crutch butter

jump bump clump pumps trumpet

Long

vow

el/fi

nal “

e”

came name blame framed namedmake wake shake brakes faking

like bike spike hikes bikingtime dime grime crimes chimedwrite bite spite kites invitethose nose chose closed supposeover wove stove cloves clover

Long

vow

el te

ams rain pail train chains draining

day way clay trays crayoneat sea fl ea bleach beaglesee fee tree queen degree

boat road croak groans coasterblue Sue true glued argue

Tric

ky v

owel

s too zoo shoot hoops moodylook book stood hooks hooded

know row grow known willowdown wow plow crowd powder


1B Power Chunks


2B: Skills CardActive Reading Habits

1. Figure out two-syllable words built from basic chunks.2. Read compound words (something, everybody).3. Read words with these endings (-ed, -er, -ing, -es, -y, -le,

-est).4. Use double consonant rule (hoping/hopping).5. Stop and try again when something doesn’t look right, sound

right, or make sense.6. Use what I know to figure out what I don’t know.7. Read with just my lips moving or in a whisper voice.8. Read for 15 minutes without getting tired.9. Read at home for at least 30 minutes every night.10. Read fiction, nonfiction, and poetry.

Comprehension: Support all answers with evidence from the text.1. Is this fiction or informational? How do you know?2. Answer why, how, and what if questions.3. What connections can you make to your own life?4. Do you think this is a good book? Why or why not?

Reader: Room: ________

Literature Informational Text5. Retell the story in correct

sequence.6. Tell 3 things about

the main character. Compare him/her to other characters.

7. What is the problem and how is it solved?

8. What is the setting, time and place?

9. What is the most important part of the story? Why?

10. Do you think this is a good story? Why or why not?

11. Tell the main idea and details that support it.

12. Give one fact you learned from the pictures and one fact you learned from the words.

13. What is the one thing the author wants you to remember from this book? How do you know?

14. What text features does your book have for finding information quickly? Show how you can use them. 1B

Chu

nks

2B R

eade

rs C

an F

igur

e O

ut Th

ese

Wor

ds1R

Vow

el

Patte

rnIn

fl ect

iona

l End

ings

Com

poun

d

Wor

ds

Firs

t Vow

el S

hort

Firs

t Vow

el L

ong

3 Sy

llabl

es

ten

men

din

gte

nder

mai

lmen

hopp

edho

ped

ener

gy

eat

teac

hing

blea

cher

earm

uff

appl

eta

ble

disa

ppea

r

boat

load

edco

achi

ngra

ilroa

dw

rapp

erpa

per

unlo

aded

rain

gain

edgr

ainy

brai

nsto

rmd

inne

rd

iner

rem

aini

ng

see

need

ybe

etle

shee

pdog

pad

dle

crad

lesle

epie

r

day

may

orst

ayin

gha

yrid

ebu

dd

yRu

dy

holid

ay

her

germ

sw

inne

rhe

rsel

fho

bby

bony

pers

onal

girl

chirp

sd

irty

bird

bath

writ

ten

bitin

gth

irstie

r

car

star

ssh

arpe

stba

rnya

rdsu

mm

ertu

ner

apar

tmen

t

purp

lere

turn

furth

ertu

rnpi

kepe

pper

stee

per

surro

und

edCo

pyrig

ht ©

201

0 by

Am

eric

an R

eadi

ng C

ompa

ny®

2B:

Pow

er C

hunk

s

*160058* Copyright © 2010 by American Reading Company® Copyright © 2010 by American Reading Company®

1R: Skills CardActive Reading Habits1. Figure out three-syllable words built from basic chunks (won-der-

ful).2. Use three-letter blends (splash/catch).3. Figure out two-syllable words with long vowels (Ruby, even).4. Read words with these endings (-y, -ly, -ier, -iest)5. Use all vowel combinations to read new words (ew, oy, oi, ou).6. Stop and try again when something doesn’t look right, sound right,

or make sense.7. Read comfortably and with expression, using punctuation.8. Read silently for 30 minutes without getting tired.9. Read at home for at least 30 minutes every night.10. Read fiction, nonfiction, poetry, fables, and folktales.

Comprehension: Support answers with evidence from the text.1. Is this fiction or informational? How do you know?2. Answer how, why, and what if questions.3. What connections can you make to your own life?4. What information do the pictures add to this book?5. What did the author do well in writing this book?

Reader: Room:

Literature6. Retell the story in 3 sentences:

In the beginning... In the middle... In the end...

7. Describe the main characters. How do they react to events in the story?

8. Describe the setting, where and when the story takes place.

9. Read a good part out loud, using different voices for different characters.

10. What is the lesson or moral of this story? How do you know?

Informational Text11. Tell the main idea and details

that support it:• Whole text• One paragraph

12. What did you learn from your reading?

13. What questions do you have?14. What text features does

your book have for finding information quickly? Show how you can use them.

15. Why do you think the author wrote this book? What was the most important thing s/he wanted us to learn?

1R E

asy

1R H

ard

2RBe

abl

e to

use

thes

e be

ginn

ings

.sh

r-th

r-sp

r-sp

l-sc

r-st

r-sq

u-sc

h-Be

abl

e to

use

thes

e su

ffixe

s.-s

/-es

-ed

-le-e

st-in

g-y

-er

-ly

Know

thes

e vo

wel

team

s.au

naug

hty

oyen

joye

doi

choi

ceei

wei

ght

ewne

wsp

aper

Try

diffe

rent

sou

nds

for

thes

e vo

wel

team

s.

eahe

aven

grea

sier

iefi r

efl ie

sem

ptie

d

yba

kery

butte

rfl y

owsn

owie

std

owns

tairs

ouou

tsta

ndin

gco

uld

n’t

ooun

der

stoo

dd

roop

ier

Be a

ble

to u

se th

ese

begi

nnin

gs.

kn-

gn-

wr-

ph-

knot

ted

gnaw

ing

wre

nch

phon

y

Be a

ble

to u

se th

ese

suffi

xes.

-ier

easie

rfu

nnie

r-ie

stea

siest

funn

iest

-lyea

sily

happ

ily

Be fl

exib

le w

ith v

owel

sou

nds.

Try

one,

try

anot

her u

ntil

you

reco

gnize

the

wor

d.

Try

long

vow

el fi

rst.

Abr

aham

elec

tric

icic

leop

ener

univ

erse

vaca

tion

dec

ided

fi nal

lypo

tato

Jupi

ter

Try

shor

t vow

el fi

rst.

Am

eric

aex

ampl

eim

porta

ntoc

topu

sum

pire

vale

ntin

ese

vera

lhi

stor

ypr

obab

lyun

der

line

Try

diffe

rent

vow

el s

ound

s un

til y

ou g

et th

e w

ord.

supe

rman

diff

eren

tpr

inci

pal

begi

nner

bicy

cle

mys

tery

trian

gle

bicy

cle

poss

ible

Afri

ca

Be a

ble

to u

se

thes

e pr

efi x

es.

un-

unsw

eete

ned

unpl

easa

nt

re-

rech

arge

repl

ay

mis-

misb

ehav

em

isund

erst

ood

Be a

ble

to u

se

thes

e su

ffi xe

s.

-ful

tast

eful

thou

ghtfu

l

-abl

ere

ason

able

was

habl

e

-tion

cele

brat

ion

imag

inat

ion

Be fl

exib

le w

hen

deco

ding

3 o

r mor

e sy

llabl

es.

natio

nna

tiona

ld

ivid

ed

ivisi

onel

ectri

cel

ectri

cian

educ

ate

educ

atio

nal

1R: F

lexi

ble

Phon

ics

*160059*Copyright © 2010 by American Reading Company® Copyright © 2010 by American Reading Company®

Read Together Every Day

1. Get a snack.

2. Have your child choose a book.

3. Turn off the TV and the radio.

4. Snuggle up. Relax together.

5. Have fun with the book.

6. Ham it up. Use different voices.

7. Don’t test your child.

8. Talk with your child about the pictures.

9. Talk about what the characters in the book are doing.

10. Think out loud about what you are reading and what you notice in the pictures.

I can:Listen to 500 books.Follow a story from page to page, left to right.Listen to a book with a group.Talk about what I see in the pictures.Talk about things that happen in the book.Make up my own story from the pictures.Pretend read and retell the story.Point to where the words are on the page.Choose to sit and “read” a book during free time.Read at home every day.Sing the alphabet song.

I can talk about the pictures and the story:

• Make connections to my own life“Oh, look! He looks just like my teacher!”

• Make predictions“I know! She’s going to help the puppy!”

• Ask Questions“What do spiders eat?”

Reader: Room:

Read To MeReading Readiness

B

x*160114*


Active Reading Habits1. Figure out 3- and 4-syllable words familiar from everyday speech,

including names.2. Try different sounds for the letters or chunks in a new word until you

recognize the word.3. Use prefixes and suffixes to figure out words (un-, re-, mis-, -ful,

-able, -tion, -ly, -ier, -iest).4. Stop and self-correct when something doesn’t look right, sound

right, or make sense.5. Finish at least one 2R chapter book every week.6. Visualize as you read books with few or no illustrations.7. Read fluently and with expression, using punctuation.8. Read silently for at least 30 minutes without getting tired. 9. Read at home for at least 30 minutes every night.10. Read fiction, nonfiction, poetry, plays, fables, and folktales.

Comprehension: Support answers with evidence from the text.1. Is this fiction or informational? How do you know?2. Answer why, how, and what if questions.3. What connections can you make to your own life?4. What did the author do well in writing this book?

Literature5. Retell the story in 3 sentences:

In the beginning... In the middle... In the end...

6. Describe the main characters. How do they react to events in the story?

7. Describe the setting, where and when the story takes place.

8. Read a good part out loud, using different voices for different characters.

9. What is the lesson or moral of this story? How do you know?

Informational Text10. Tell the main idea and

details that support it.11. What text features does

your book have for finding information quickly? Show how you can use them.

12. What did you learn from your reading?

13. What was fact and what was opinion? How do you know?

14. What questions do you have?

2R: Skills CardReader: Room:

2R: F

lexi

ble

Phon

ics Be

flex

ible

with

lette

r sou

nds.

Try

one,

try

anot

her,

until

you

reco

gnize

the

wor

d.

Tricky Vowels

i say

s e

i say

s i

Vow

els

split

y sa

ys e

y sa

ys i

rad

iosc

ient

istcr

eate

cele

brity

simpl

ifyst

adiu

mre

min

der

pian

od

emoc

racy

notif

yex

perie

nce

biog

raph

ym

useu

men

vyap

ply

appr

ecia

ted

ivid

edd

iagr

ampe

rson

ality

iden

tify

appr

ecia

tion

exci

tem

ent

grad

uate

natio

nalit

ym

ultip

ly

Tricky Consonants

si sa

ys s

hci

say

s sh

s sa

ys s

h/zh

t say

s tc

hc

says

s (s

oft c

)ch

say

s k

tele

visio

nar

tific

ial

sure

futu

rece

lebr

ate

scho

ols

dec

ision

com

mer

cial

suga

rcr

eatu

rece

rtain

scho

lars

hip

expl

osio

nof

ficia

lm

easu

refra

ctur

ein

trod

uce

char

acte

rco

nclu

sion

raci

altre

asur

ena

ture

Paci

ficst

omac

hpe

rmiss

ion

appr

ecia

tepl

easu

reca

ptur

em

edic

ine

head

ache

Be a

ble

to re

ad w

ords

with

pre

fi xes

or s

uffi x

es. T

ell h

ow th

ey c

hang

e th

e m

eani

ng o

f the

wor

d.

Prefixes and Suffixes

un-

re-

mis-

-ful

-abl

e-a

tion

unco

ver

rere

adm

isjud

geca

refu

ld

epen

dab

lese

para

tion

unab

lere

cycl

em

isspe

llco

lorfu

lbr

eaka

ble

fasc

inat

ion

unta

ngle

repa

ym

istre

atgr

acef

ulpr

edic

tabl

em

ultip

licat

ion

uneq

ual

rem

odel

mism

atch

thou

ghtfu

llo

vabl

ere

frige

ratio

nun

ripe

rene

wm

isbeh

ave

beau

tiful

acce

ptab

lece

lebr

atio

n

2R re

ader

s ca

n fi g

ure

out a

ny w

ord

they

kno

w fr

om e

very

day

spee

ch.

Copy

right

© 2

010

by A

mer

ican

Rea

ding

Com

pany

®


Reader: Room:

Wt: Skills CardLiterature� ction legend theme narratorgenre drama moral point of viewtraditional tale scene central message 1st personfolktale dialogue author’s purpose 3rd personculture setting con� ict charactermyth plot resolution poetryfairy tale sequence of events connections stanzafable chronological order similar rhythm

Informational Textnon� ction text features graphic features text summaryhistory index visual organizers main topicsocial studies table of contents timeline main ideascience glossary diagram key detailstext introduction chart supportfact vs. opinion conclusion graph evidence

Languageliterary vocabulary phrase pre� x unfamiliareveryday speech paragraph su� x substitutemultiple meanings context clues root � uencyliteral vs. nonliteral context closed syllable ratetechnical vocabulary synonym open syllable expressionsubject area antonym punctuation oral reading

Wt: Academic Vocabulary


Be able to de� ne and give examples of the following:

Use pre� xes and su� xes to � gure out the meaning of words.Pre� xes un- re- mis- dis- non- over- under- im-, in-,

il-, ir-Su� xes -able -tion

-sion

-en -like -ant

-ent

-ment -less -ful

Comprehension Provide speci� c information from the text for each of your answers.

Literature Informational Text1. Describe the setting (time and place)

and compare it to other stories .

2. Describe the characters and how their traits in� uence the unfolding of events in the story.

3. Retell the key events of the plot in chronological sequence.

4. Identify the narrator. Is the story told in 1st or 3rd person?

5. Describe the central problem and explain how it is resolved.

6. What is the central message, lesson, or moral? How did the author convey it?

7. How is your point of view on the theme or con� ict di� erent or the same as the narrator’s or the characters’?

8. Find an example of � gurative language and explain what it means.

9. What is the main idea and how do you know?

10. What key facts or ideas support the main idea?

11. Does the author state any opinions? What is the author’s point of view? How do you know? How is yours di� erent?

12. What questions would you ask the author?

13. Show how you can use text features to locate information in the text.

14. Explain how the author organizes the information (time sequence, steps in a procedure, pro/con compare/contrast, cause/e� ect).

Range of Reading and Level of Text Complexity1. Finish a chapter book every week.

2. Read an hour a day, including 30 minutes at home.

3. Read something you like from each of these genres:• Traditional tales (fables, folktales, myths)• Poetry and drama• Contemporary � ction and other stories• Informational text (science, history/social studies)

*160061*Copyright © 2010 by American Reading Company®

Bk: Skills CardLiteraturestructural elements prose traditional literature contemporary � ctioncharacter traits verse mythology historical � ctionmajor meter quest science � ctionminor cast good vs. evil biographyattributes stage directions hero tale autobiographymotivations version story line graphic novelturning point visual element prediction summarizeperspective visualize retell describe

Informational Texttext structure problem/solution � rsthand account essentialchronological order chronology secondhand account nonessentialcompare/contrast comparison speculate speci� cpro/con position conclude generalsequential order persuasive explicit sectionlogical order focus implicit passage

Language� gurative language metaphor adage Latinliteral meaning simile proverb formal Englishnonliteral meaning idiom Greek informal English

What words do you know that come from these Greek and Latin (number) roots?semi mon

uni

bi tri quad pent oct dec cent multi

poly1/2 1 2 3 4 5 8 10 100 many

Bk: Academic Vocabulary


Be able to de� ne and give examples of the following

ComprehensionProvide speci� c information from the text for each of your answers.Literature Informational Text1. Using speci� c details from the text,

describe in depth:

• a major character.• a minor character.• the narrator (1st or 3rd person).• the setting (time, place,

historical era).• a key event.

2. Retell the key events of the plot in chronological sequence.

3. What is the theme of the text? How do you know?

4. What other things have you read with a similar theme? How does this compare?

5. Identify an example of � gurative language (e.g., simile or metaphor). Describe its meaning and e� ect.

6. What form (genre) of literature is this? How do you know? Describe its basic structural elements.

7. Tell the author’s main idea in one sentence.

8. List the key facts and ideas that support the author’s main idea.

9. Summarize the information presented. Tell exactly what happened and why. Use speci� c information from the text.

10. What do you think is your author’s opinion or perspective on this material? How is it di� erent from yours?

11. How did the author organize the information (e.g., chronological order, compare/contrast, pro/con, cause/e� ect, problem/solution, exposition)?

12. Was this a � rsthand or secondhand account? How do you know?

13. Explain one of the graphic features in the text (charts, graphs, diagrams, time lines, maps, tables) and describe how the information adds to the rest of the text.

VocabularyFind a word you don’t know and would like to learn. Use the context to � gure out what it probably means. � ink of a word or phrase that could take its place in the book without changing the meaning. Check the meaning in a dictionary. Use the word in a sentence. Learn it.

Range of Reading1. Complete a chapter book each week.

2. Get hooked on a series or author and go on a reading binge.

3. Read for an hour a day, including 30 minutes at home without anyone reminding you.

4. Read biography, contemporary � ction, traditional tales, poetry, drama, science, and history.

5. Read silently, faster than you can talk, but with good understanding.

Reader: Room:


ComprehensionProvide speci� c information from the text for each of your answers.

Literature Informational Text1. From what genre is this text? What

else have you read in this genre or by this author? How does this compare? Describe how the narrator’s or speaker’s point of view in� uences how events are described.

2. Identify and describe the following literary elements in the text:• Plot (con� ict and resolution)• Setting (time of day or year,

historical era, place, situation)• Characters (traits, roles, similarities,

major and minor)• Narrator (1st/3rd)

3. Compare each of the above with those of another text.

4. What is the theme (meaning, message, moral, lesson, view, or comment on life) of the text? Use details from the text to support your conclusion.• Which 3 scenes were most

important and how do they connect to each other?

5. Select two characters or events. Compare and contrast them. Use speci� c details from the text.

6. Identify an example of � gurative language (e.g., metaphor, simile, personi� cation, idiom, adage) and describe its e� ect.

7. From what � eld of study is this text? What did you already know about this subject?

8. What are two or more main ideas in the text? State each of them in one sentence.

9. What reasons and evidence does the author give to support each of these main ideas?

10. How does the author organize the information (e.g., compare/contrast, pro/con, cause/e� ect, chronological sequence)?

11. Compare the organizational structure above with another text.

12. What is the author’s opinion or point of view on the material? How does it di� er from yours?

13. Select two individuals, events, ideas or concepts and explain how they are related.

14. Interpret one of the graphic features in the text (charts, maps, illustrations, diagrams, timelines, tables) and explain how the information adds to the rest of the text.

Or: Skills Card Or: Academic VocabularyWhat do you do when someone asks you to…?

Describe in depth the… Relate the speci� c…

Di� erentiate ______ from _____ Provide the general…

Distinguish ______ from ______ Explain in detail…

Determine the… Refer to the…

Delineate the… Identify the…

Demonstrate how… Provide support for…

Recount the key events… Critically evaluate the…

Retell the story. Provide examples…

Summarize the… Interpret the graphic features of…

Paraphrase the… Discuss the speci� c aspects of…

Evaluate the… Draw an inference from…

Describe the relationship between… Speculate on…

Compare the literary elements in… Describe the point of view of…

Describe the overall structure of… Explain the logical connections between…

Draw on speci� c details from the… Allude to speci� c sections of the…

Compare and contrast the… Provide a direct quotation that…

What words do you know that come from these Greek and Latin pre� xes and roots?

anim aqua, hydr cycle dic,

dict � n forc, fort

grac, grat

grad, gress graph jud langu,

lingulife

spiritwater circle speak end strong thankful step write judge tongue

lateral, latis man opt ped phon photo psych

ques, quer, quis, quir

spec, scope tele therm

side hand eye foot sound light mind ask see far o heat



2. Discover a new genre and become an expert in it (science � ction, historical � ction, adventure/survival/biography)



Reader: Room:


Comprehension: Provide speci� c information from the text for each of your answers.

Literature Informational Text1. Identify the genre of this text. What

are the key elements of this genre? What other books have you read in this genre, or by the same author?

2. Describe how the plot unfolds in a series of episodes towards a resolution. Include how the characters change along the way.

3. Determine the theme or central idea of the text. Use details from the text to support your thinking. How does this reflect the genre?

4. Identify an example of figurative language and discuss its impact on meaning and tone.

5. Select a key sentence, chapter, scene or stanza and describe how it fits into the overall structure of the text. How does it affect theme or plot?

6. Discuss how the author develops the point of view, or perspective, of the narrator in the text.

7. Compare and contrast this text with another one you’ve read about the same topic or theme in a different genre.

8. From what field of study is this text? What did you already know about this subject?

9. Provide an objective summary of the text in one sentence.

10. Determine a central idea of the text and explain how it is supported by key details.

11. Analyze in detail how a key idea, event, or person is introduced, described, and developed in the text.

12. Select a key word, sentence, paragraph, chapter, or section and describe how it fits into the overall structure of the text and helps develop the central idea.

13. Trace the author’s argument. Which claims are supported with valid reasons and evidence? Which are not?

14. Determine the author’s point of view or purpose for writing and how it is conveyed.

15. Compare and contrast two authors’ presentations of the same topic.

Pu: Skills Card Pu: Genre Literacy


2. Read at least 1 full length chapter book in each of these genres: historical fiction, biography, science fiction, fantasy, contemporary fiction.

3. Choose a topic in science or history to explore. Become an expert on it.

4. Find a poet you particularly like. Become an expert on his/her work.


Read at least one chapter book in each of these genres. Compare them on the following:

Historical Fiction Science Fiction FantasySetting

Descriptions of Locale

Main Characters

Support Characters

Real vs. Imaginary

AdventurePlot Elements

Social IssuesConditions

Religion

CultureCostume, Dress, Rituals

Role of War

Central Con� ict

� eme

Use of Specialized Language

Dialogue/DialectForces that Determine Reality

Author’s Purpose

What words do you know that come from these Greek and Latin roots?

aer astr, aster aud bio cosm equa,

qui geo meter phobia photo sphere rupt

air star hear life universe equal earth measure fear light ball break


Reader: Room:

*160064* Copyright © 2010 by American Reading Company® Copyright © 2010 by American Reading Company®

Literature Informational Text1. Identify the genre of this text.

Compare this book to other books in the same genre. Is the author’s use of the key elements of the genre typical or atypical? Why?

2. Determine the theme. Discuss how the theme is developed by the author from the beginning to the end of the text.

3. Analyze the e� ect of the setting on one of the characters and/or the events as they unfold.

4. Find an example of � gurative language. Describe its e� ect on meaning and mood.

5. Discuss the author’s choice of key characters. What roles did each play? What points of view or perspectives did each hold? Why was each chosen? Which is closest to yours? Why?

6. Does the author refer to any real people, geographical locations, or historical events in this text? How and why are they used? In what ways does s/he alter them for the purpose of the text? Are these choices e� ective?

7. Determine two central ideas and explain how the author develops them over the course of the text.

8. Do individuals shape ideas and events, or do ideas and events shape individuals? Use the information in this text to support your position.

9. Analyze the structure the author chose for organizing the ideas presented: compare/contrast, cause/e� ect, pro/con, chronological, sequential, logic, problem/solution, other.

10. Describe an author’s basic argument, point of view, or purpose for writing. How are other positions presented? What is your position on this topic?

11. Evaluate the author’s case. Are the facts and reasoning valid, su� cient, and relevant? Has it in� uenced your thinking on the subject? How?

1Br: Skills Card 1Br: Literary VocabularyLiterary

ElementsFigurative Language Forms Drama Poetry

allusion adage allegory act balladantagonist aesthetic autobiography ad lib blank versecomedic relief ambiguity biography aside free versedialect analogy caricature audition haikuepisode aphorism comedy backstage limerick� ashback cliche contemporary callback narrative� ash forward connotation drama cast quatrainforeshadowing denotation epic chorus sonnetgenre euphemism essay comedy stanzaimagery � gure of speech eulogy crew verseirony hyperbole fable denouementjuxtaposition idiom fantasy dialoguelead implicit farce diatribemood innuendo legend diction Sound

Techniquesnarrator literal lyric directorparadox metaphor memoir gesture alliterationparallel plot non-literal myth improvisation assonanceperspective paradox novel melodrama cadencepoint of view personi� cation novella mime iambic

pentameterprose proverb parable monologueprotagonist nuance parody pantomime internal rhymerecurring theme

oxymoron poem playwright meterpun romance producer onomatopoeia

structure simile satire props rhyme schemesubplot superlative science � ction scene rhythmsuspense subtlety short story screenplay stresstone symbolic traditional scripttension tragedy soliloquyvoice


ComprehensionProvide speci� c information from the text for each of your answers.

Range of Reading1. Complete a chapter book every other week.

2. Read at least 1 full-length chapter book in each of these genres: historical � ction, biography, science � ction, fantasy, contemporary � ction.

3. Choose a topic in science or history to explore. Become an expert on it.

4. Find a poet you particularly like. Become an expert on his/her work.


Reader: Room:


Copy

right

© 2

010

by A

mer

ican

Rea

ding

Com

pany

®

ComprehensionProvide speci� c information from the text for each of your answers.Literature Informational Text1. Who is the author of this text and

what do you know about him/her? What can you infer?

2. Determine the theme. Discuss how the theme is developed by the author through his/her choice of characters, setting, and plot.

3. Speculate on the author’s position on this theme and purpose for writing and how it might be related to what you know about the background of the author.

4. What is the most important moment/incident in the development of the main character? Why is this moment so important?

5. Find an example of figurative language. Describe its effect on meaning and mood.

6. Discuss the author’s choice of key characters. Why was each chosen? What roles did each play? What points of view or perspectives did each hold? Which was probably closest to the author’s? Which is closest to yours? Why?

7. What recurring theme, story event, or character from texts of the past (myths, traditional stories, or religious works) did you find in this work?

8. Who is the author of this text and what do you know about him/her? What can you infer?

9. Determine the central idea of the text and explain how the author uses supporting ideas and evidence to lay out his/her argument or exposition.

10. Based on this central idea, speculate on the author’s point of view or purpose for writing and how it might be related to what you know about the background of the author.

11. Do individuals shape ideas and events, or do ideas and events shape individuals? Use the information in this text to support your position.

12. Identify the paragraph and the sentence that, in your opinion, are the most important ones in the text. Explain what makes them crucial to the development of the argument or concept.

13. How does the author handle conflicting positions or evidence? Does this treatment of other viewpoints help or hurt the persuasiveness of his/her argument?

14. Evaluate the author’s case. Are the facts and reasoning valid, sufficient, and relevant? Has it influenced your thinking on the subject? How?


Range of Reading1. Complete a chapter book every other week.2. Read at least 1 full-length chapter book in each of these genres: historical � ction,

science � ction, fantasy, contemporary � ction, biography, autobiography, memoir.3. Choose a topic in science or history to explore. Become an expert on it.

2Br: Skills Card 2Br: Rhetorical VocabularyVerbs Nouns Adjectives

advance account point of view appropriateadvocate allusion positions authoritativeanalyze analogy presentation compellingassess analysis purpose concisebring to bear argument reasoning e� ectivebuild case reference objectivecite category relationship persuasivecompare central idea rhetoric relevantconnect citation source soundcontrast claim structure speci� ccontribute comparison summary su� cientconvey concept textual evidence usefuldelineate conclusion word choice validdetermine contribution viewpoint explicitly stateddevelop distinction version implicitdiscredit emphasis implieddistinguish evidence obviouselaborate impact subtleestablish implication con� ictingenumerate inference contradictoryevaluate information fallaciousintroduce integration generalillustrate interaction illogical integrate interpretation inappropriateo� er introduction ine� ectiveprovide issue insu� cientrecount justi� cation insultingre� ne line of reasoning invalid refer to line of thinking ironicshape logic irrelevantsupport overview subjectivesummarize perspective unconvincingtrace cumulative impact unsupportedverify vague

Reader: Room:


Copy

right

© 2

010

by A

mer

ican

Rea

ding

Com

pany

®

Reader: Room: VocabularyFind a word you don’t know and would like to learn. Use the context to � gure out what it probably means. � ink of a word or phrase that could take its place in the book without changing the meaning. Check the meaning in a dictionary. Use the word in a sentence. Learn it.

Literary AnalysisKey Questions for Literature Key Questions for Informational Text

Cen

tral

Id

eas What is the theme? How does it

develop from the beginning to the end of this text?

What is the main idea or central argument? How does it develop from the beginning to the end of this text?

Key

Det

ails

What elements of the text best support your argument that this is the theme of the text?Describe the following literary elements in the text, using evidence from the text. Explain how each contributes to your argument for the central theme: • Plot (main events, con� ict, rising

action, climax, falling action, resolution)

• Characters (motivations of major and minor characters, complex characters)

• Setting (time, day, year, historical period, place, situation)

What is the central con� ict and how does it relate to the theme? How is it resolved? Why?Which character in this book is most con� icted? Why? How does this internal con� ict advance the plot or develop the theme?

What elements of the text best support your argument that this is the main idea of the text?What reasoning does the author use to support the central argument? Is it valid? Is any of it fallacious?What evidence does he/she give to support it? Is it relevant and su� cient?Which of the author’s claims have good supporting evidence? Which don’t? Why?Is there evidence used that doesn’t actually support the claim?Has s/he convinced you? Why or why not? What evidence would have made a stronger argument?

Use

of L

angu

age

Describe the way this author uses language. What kinds of words/phrases does he/she use? Why?What is the e� ect of his/her language choices on text meaning, sense of time and place, and tone?Which words/phrases struck you as important, unusual, or interesting? Why?How does the author’s use of language relate to the central theme?

Describe the way this author uses language. What kinds of words/phrases does he/she use? Why?What if the e� ect of his/her language choices on text meaning, sense of time and place, and tone?Which words/phrases struck you as important, unusual, or interesting? Why?How does the author’s use of language relate to the central argument?

Si: Skills Card Si: Skills Card continued

Key Questions for Literature Key Questions for Informational Text

Org

aniz

atio

n an

d St

ruct

ure Describe the choices this author made

when deciding how to organize the book (use of � ashbacks, passage of time, order of events). Speculate as to why these choices were made. Would you have done anything di� erently?

Does the author create a sense of mystery, tension, or surprise? Where? How?

How do the structural choices of the author contribute to the central theme?

Describe the choices this author made when deciding how to organize the ideas or claims in this book:• � e order in which the points are made.• How they are introduced and developed.• � e connections that are drawn between

them.• How they support what you claim is the

central/main idea.

Speculate as to why these choices were made. Were they e� ective?

Has the author’s argument convinced you? Why or why not? What organization would have made a stronger argument?

Pers

pect

ive,

Bac

kgro

und In what ways might the book have

been di� erent had it been written by someone with a di� erent background? By you?

How does the author’s background shape the text (characters, setting, plot)? How does the background of the author in� uence his/her treatment of the central theme?

What is the author’s point of view (perspective/opinion) or purpose for writing? How do you know?

What does rhetoric mean? How does this author use rhetoric to advance his/her point of view or purpose?

How does the author’s cultural background, geographical location, or historical time period shape his/her perspective? His/her treatment of the main idea?

Med

ium What other medium (visual art,

performance, etc) would be most e� ective for communicating the central theme of this text? Why?

What other media (video, website, image, etc.) would be most e� ective for communicating the main idea or central argument of this text? Why?

Sour

ce M

ater

ials

What other source materials (themes, characters, plots, quotes from other authors/sources), did the author use in writing this work? How do you know?

Why do you think they were used? How did the author change the source material?

How is the source material related to the central theme?

What other source materials (themes, arguments, quotes from other authors/sources) did the author use in writing this work? How do you know?

Why do you think they were used? How did the author change the source material?

How is the source material related to the main idea/central argument?

Literary Analysis continued


Literary AnalysisKey Questions for Literature

Key Questions for Informational Text

Social/Political/Historical Context

Cen

tral

Idea

s

What is the theme? How does it develop from the beginning to the end of this text?

What is the main idea or central argument? How does it develop from the beginning to the end of this text?

Who is the author of this text and what do you know about him/her? What can you infer from the text?

When was this text written?

How might the themes or central ideas of the text refl ect the issues of the era/culture in which it was written?

Key

Det

ails

What elements of the text best support your argument that this is the theme of the text?

Describe the following literary elements in the text. Explain how each contributes to your argument for the central theme: • Plot (main events,

confl ict, rising action, climax, falling action, resolution)

• Characters (motivations of major and minor characters, complex characters)

• Setting (time, day, year, historical period, place, situation)

What elements of the text best support your argument that this is the main idea of the text?

What reasoning and evidence does the author use to support the central argument? Is it valid? Relevant? Suffi cient? Is any of it fallacious?

Has s/he convinced you? Why or why not? What evidence would have made a stronger argument?

How do you think the elements/details of the text refl ect the era/culture in which it was written?

In what ways did the author’s choice of words contribute to his/her purpose for writing?

Use

of L

angu

age

Describe the way this author uses language. What kinds of words/phrases does he/she use? Why?What eff ect do his/her language choices have on text meaning, sense of time and place, and tone?Which words/phrases struck you as important, unusual, or interesting? Why?How does the author’s use of language relate to the central theme or argument?

How do you think the language of the text refl ects the era/culture in which it was written?

Gl: Skills CardReader: Room:

*160067*

1. Classroomsarefilledwithmulticulturalbooks(fictionandnonfiction)atavarietyofcolorlevelstomatchtheindependentreadinglevelofeachstudent.Classroomcollectionsarerotatedweeklysothatchildrenalwayshaveaccesstonewtitlesateachlevel.

2. Asapartofregularliteracyinstruction,studentsreceive30uninterruptedminutes(2Steps)ofIndependentReadinginschool.Duringthose30minutes,eachstudentpracticesapplyingwhateverskillorstrategytheteachertaughttoabookofhis/herchoicethatisathis/herindependentreadinglevel.Whilestudentsread,theteachercoachesindividuals.Studentsarealsorequiredtoreadfor30minutesathome.

3. Readinglogsheetsarecompletedaccuratelyandsignedbycoach.Thistrackstheprogressofeachstudent.Parents,teachers,principals,andstudentsallknowhowmanyStepseachstudenthascompleted.

4. Teachersandprincipalsbroadcaststudentsuccessasstudentsworktowardthegoalofestablishingasuccessfulreadinglifestylewithallstudentsreadingonorabovegradelevel.

What Is 100 BOOK CHALLENGE?

2

ACTION 100Integrated Literacy Block

Writing in Response to Reading 25 - 60 Minutes

Reading 30 - 60 Minutes

Direct Instruction (Shared Reading Using Grade-Level Exemplar Text)• Modeling• Guided Practice

10-20 Minutes

Independent Practice (100 BOOK CHALLENGE) 15-30 Minutes

Accountable Talk 5-10 Minutes

Read-Aloud 10 - 20 Minutes

Planning

Common Core State Standard for Reading (Key Question & Scoring Rubric)

®

Direct Instruction (Modeling & Guided Practice)• Modeling• Guided Practice

5-20 Minutes

Independent Practice 10-20 Minutes

Peer Review & Revising/Editing 5-10 Minutes 5 Minutes

3

Patterns of Reading Practice

1. The top 5% of students in achievement read 144 times more than the lowest 5%.

2. Students in private schools spend 67% more time reading than students in public schools.

3. The quantity of trade book reading is the single best predictor of test score performance and success in schools.

4. The reading level at which a student is challenged by exposure to new vocabulary and concepts without being frustrated is the reading level at which reading practice will promote maximum development.

5. Students improve 2.66 grade levels per year per 60 minutes per school day they spend reading trade books.

Source:TerrancePaul,InstituteforAcademicExcellence,UniversityResearchPark,Madison,WI1996

6

Lots of Easy Reading Is Essential

“Simply put, students need enormous quantities of successful reading to become independent, proficient readers. By successful reading, I mean reading experiences in which students perform with a high level of accuracy, fluency, and comprehension. When a 9-year-old misses as few as two or three words in each hundred running words of text, the text may be too hard for effective practice. That text may be appropriate for instructional purposes, but developing readers need much more high-success reading than difficult reading. It is the high-accuracy, fluent, and easily comprehended reading that provides the opportunities to integrate complex skills and strategies into an automatic, independent reading process.”

Source: Dr. Richard Allington,WhatI’veLearnedAboutEfficientReadingInstructionfromaDecadeofStudyingExemplaryElementaryClassroomTeachers

7

How Much Should Our Children Read at Home?

One hour every dayfrom the time they are four months old until they take the SAT

if they want to go to any four-year public or private college:

The typical middle-class child enters first grade with 1,000–1,700 hours of one-on-one picture book reading, whereas a child from a low-income family averages just 25 hours. —M.J. Adams, Learning to Read

The quantity of trade book reading is the best single predictor of test score performance and success in schools, and is a better predictor than either socioeconomic factors or parental education.—Terrance Paul, Patterns of Reading Practice

PennState—�University Park, PA

SpelmanCollege—�Atlanta, GA

OhioState—�Columbus, OH

MorehouseCollege—�Atlanta, GA

UniversityofPittsburgh—�Pittsburgh, PA

TuskegeeUniversity—�Tuskegee, AL

ColoradoState—�Fort Collins, CO

HarvardUniversity—�Cambridge, MA

FiskUniversity—�Nashville, TN

StanfordUniversity—�San Francisco, CA

Clark-AtlantaUniversity—�Atlanta, GA

UniversityofPennsylvania—�Philadelphia, PA

Howard University—�Washington, DC

8

1. If parents read, chances are children will read.

2. Designate reading time in the home—�a time when television and radio are off and books are on.

3. Try to visit the library weekly as a family.

4. Take children to bookstores (new and used) and encourage them to spend their own money on books they want.

5. Each home should have a library (i.e., a collection of best-loved books to be read often and shared with others).

6. Parents should read to young children.

7. Self-discipline is the key to a life of reading pleasure—�read for information and fun.

8. Books are like good fruit—�rare, precious, and healthy.

Reading LifestylesHow Is Your Family Doing?

Source: Haki Madhubuti, Black Men: Obsolete, Single, Dangerous?: Afrikan Families in Transition—Essays in Discovery, Solution, and Hope

HomeRead-AloudCountsasHomeReadingfor

KindergartenandFirstGrade

Language experience and reading experience go hand in hand in growing a reader. The most important difference between more successful and less successful readers is the amount of reading experience they have. Those differences in experience start at the very beginning of children’s lives. Most children from middle- and upper-income homes are read to for an average of 1,000 to 1,700 hours before they enter first grade. Children from high-poverty homes are read to for an average of only 25 hours during these crucial, formative years.

For home reading, one-to-one Read-Alouds to a Kindergarten or first-grade child may be included on the logsheet. For each 15-minute Step of Read- Aloud, the person who reads the book to the child should sign in the “Coach’s Signature” space. The Coach may be a parent, guardian, other relative, neighbor, older sibling, etc.

9

Independent ReadingReading Achievement and Vocabulary Exposure

Some students in America are reading a lot more than others, are encountering many more words per year than others, and are reading better than others. This study by Anderson, Wilson, and Fielding found that the amount of time a child spent reading was strongly correlated with the scores the child earned on tests of reading proficiency. The students who read more read better. They found that the students in the highest category in terms of amount of reading read books, magazines, newspapers, comic books, and mail for more than an hour each day. Students who read more scored better on reading tests, and “…time spent reading books was the best predictor of a child’s growth as a reader from the second to the fifth grade.” (p. 294)

PERCENTILE RANK (IN TERMS OF AMOUNT OF READING)

MINUTES PER DAY WORDS PER YEAR

98th 67.3 4,733,00090th 33.4 2,355,00070th 16.9 1,168,00050th 9.2 601,00030th 4.3 251,00010th 1.0 51,0002nd 0 -

Anderson, R., et al. Reading Research Quarterly. (3). 1998

Patterns of Reading PracticeReading Achievement & Vocabulary Exposure

Anderson, R., et al. Reading Research Quarterly. (3). 1998

10

Student’s Name: Grade: Teacher:

Working along with your child, please circle all answers that apply to your child and write anything else you feel might help us encourage your child to read for knowledge and pleasure.

1. My Child • Loves to read • Likes to read • Doesn’t care about reading • Hates to read

2. My Child • Feels like a good reader • Feels like an okay reader • Feels like a poor reader

3. This summer, my child read • More than one hour most days • 30 minutes to an hour most days • 15–30 minutes most days • Every once in a while • Almost never • Never

4. My child read during these times because • We insisted • He/she wanted to • School assignment • Other

5. My child • Asks to be taken to the library • Asks to be taken to bookstores • Spends his/her own money on books • Reads to younger siblings or friends • Reads without being nagged

6. Are there any avid readers in your home? Who?

7. Do you have any concerns about your child’s reading lifestyle? What should we know about your child as a reader? (Use the back if necessary.)

Parent’s signature Child’s signature

Date

Family Questionnaire

11

Smart is not something you are. Smart is something you become.

Ben CarsonBen Carson is one of the world’s most renowned neurosurgeons.

Benjamin Solomon Carson was born in Detroit, Michigan. His mother, Sonya Carson, had dropped out of school in the third grade and married Robert Solomon Carson, a much older Baptist minister from Tennessee, when she was only 13. When Carson was only 8, his parents divorced, and Mrs. Carson was left to raise Benjamin and his older brother, Curtis, on her own. She worked at two, sometimes three, jobs at a time to provide for her boys.

Early on, Carson experienced difficulty in school, eventually falling to the bottom of his class. He became the object of name-calling and subsequently developed a violent, uncontrollable temper. Determined to turn her son’s life around, Carson’s mother limited his television watching and refused to let him go outside to play until he had finished his homework each day. She required him to read two library books a week and to give her written reports on his reading, even though, with her own poor education, she could barely read what he had written. Soon Carson was amazing his instructors and classmates with his improvement. “It was at that moment that I realized I wasn’t stupid,” he recalled later. Carson continued to amaze his classmates with his newfound knowledge, and within a year he was at the top of his class.

Carson has received numerous honors and awards including more than 40 honorary doctorate degrees. He was a member of the American Academy of Achievement, the Horatio Alger Association of Distinguished Americans, the Alpha Omega Alpha Honor Medical Society, the Yale Corporation (the governing body of Yale University), and many other prestigious organizations. He sits on many boards including the Board of Directors of Kellogg Company, Costco Wholesale Corporation, and America’s Promise. Dr. Carson is best known for his pioneering work in separating cojoined twins.

Meet Ben Carson

12

Readers Read at Their Independent Reading Levels

At Independent Reading levels, students:

• Can use what they know to figure out the few hard words by themselves.

• Are engaged for long periods of time.

• Want to do it again.

• Can tell you what they’ve learned from their reading.

• Laugh at the funny parts.

• Read with expression.

• Are relaxed, comfortable, and having fun.

• Get into the habit of fluency, understanding, and success.

• Are learning to love to read.

AMERICANREADING COMPANY

□ Turn off TV, computers, phone, and games. □ Observe your child reading for 30 minutes. □ Think and talk about the books afterward. □ Sign Home Reading logsheets. □ Pack up the books for safe return to school.

PreK 1 2 3 4 5 6 7 8 9 &10 11& 12Kindergarten

RTM 1G 2G 1B 2B 1R 2R Wt Bk Or Pu 1Br Si Gl2Br2Y

®

Home Coach ContractE s t a b l i s h a n A c a d e m i c L i f e s t y l e a t H o m e

13

Grade Expected

Level Students must be able to Student doesn’t need to be able to Useful tools

PreK RTM Read anything.

K 2Y Stage 1

Listen to first couple of pages of a 2Y book and use the pattern and pictures to give a reasonable “reading” of rest of book.

Track words on a page in 2Y books.

“Sound out” anything.

2Y Stage 2

Track and self-correct to read one word for each word on the page after being given the pattern to 2Y books.

Use initial consonants to solve unknown words in 2Y books.

“Sound out” anything.

2Y Stage 3

Use most consonant sounds to prompt unknown words (e.g., cup not glass) after being given the pattern in 2Y books.

Use initial consonants to read words they’ve never heard before. Read any Power Words.

1G Recognize 35-40 Power Words.

Use initial consonant sounds and pictures to guess at new word.

Sound out more than the first letter.

Know any vowel sounds.

1G Skills Card (back)

1 2G Recognize 70+ Power Words.

Use initial consonant blends and pictures to guess at new word.

Sound out more than the first 2 letters.

Know any vowel sounds.

2G Skills Card (back)

1B Use familiar chunks (vowel families) to figure out most 1-syllable words.

Figure out most 2-syllable words.

Phonics Infrastructure (IRLA)

Levels Check Sheet

2B Use familiar chunks (vowel families) to figure out most 2-syllable words.

Figure out most 3-syllable words.

2 1R Use familiar chunks (vowel families) to figure out most 3-syllable words.

Figure out irregular, multi-syllable words.

2R Figure out any word familiar from speech (mysterious, championship, familiar).

Finish chapter books.

Deduce the meaning of words they’ve never said or heard (cantankerous).

3 Wt Be able to decode and deduce meaning of words they have never heard in speech (shrugged, exclaimed) common to third-grade level books.

Finish chapter books.

Deduce the meaning of words appropriate to levels beyond the third grade.

Wt Entry Requirements: Vocabulary Check (IRLA)

Black, Orange, Purple, Bronze, Silver, and Gold are distinguished by their content, including the: • Density and frequency level of literary vocabulary• Technical load of content area materials, including technical vocabulary• Complexity and familiarity of organizational schemes and genres • Use of literary devices• Complexity of sentence structures

Vocabulary Infrastructure (IRLA)

Independent Reading Level Assessment Guide®

On Target: Grade Level

Four Marking PeriodsUse the chart below to help determine if students are reading on, below, or above grade level, based on their American Reading Company color levels. To be considered on grade level, a student should consistently be reading books independently in school and at home at the color level indicated for his or her grade at the indicated time of year.

Caution: A student should move up in levels “naturally” as a consequence of lots of reading and good coaching. It is counterproductive to “push” a student to a higher level before he or she is ready.

On Target: Grade LevelsGrade September November January March June

K Y Stage 1 Y Stage 3 Y Stage 3 1G 1G

1st 1G 2G 1B 2B 2B

2nd 2B 1R 1R 2R 2R

3rd 2R Wt Wt Wt Wt

4th Wt Bk Bk Bk Bk

5th Bk Or Or Or Or

6th Or Pu Pu Pu Pu

7th Pu 1Br 1Br 1Br 1Br

8th 1Br 2Br 2Br 2Br 2Br

9th 2Br Si Si Si Si

10th Si Si Si Si Si

11th Si Gl Gl Gl Gl

12th Gl Gl Gl Gl Gl

15

Coaching Guidelines

The Reader

• Holds the book.

• Points to each word as he or she reads it (Levels Y–G).

• Tries to figure out a word he or she doesn’t know.

• Asks for help if the word is too hard.

The Coach

• Holds the logsheet.

• Listens to every word the reader reads.

• If the reader makes a mistake, the coach:

Says, “Oops! Try that again.”

Says, “Try making the first sound.”

Says, “Try looking at the picture for clues.”

Tells the reader the word.

• Helps the reader (if necessary) write the titles on the logsheet after the reader reads the book. (Just one title for each Step—�15 minutes of reading.)

• Signs the logsheet.

• Sees the good things the reader does and says nice things to the reader.

16

201 S. Gulph Road, King of Prussia, PA 19406 610-992-4150 (voice) 610-992-4156 (fax) www.americanreading.com

Responsibilities of a Home Reading Coach

Turn off TV, phone, computers, and games. Eliminate distractions.

Read with your child, or observe him/her reading, for 30 minutes. (For children in 2Y through 1R, taking breaks may be necessary.)

Think and talk about the books afterward. THIS IS WHEN TO USE THE SKILLS CARD (see right).

Sign 100 BOOK CHALLENGE logsheet. Sign ONE line for each 15-minute Step of reading.

Have the student pack up the books for a safe return to school.

The Basics of Coaching1. Let your child do the work. The 100 BOOK CHALLENGE focuses

on INDEPENDENT reading. If your child has selected appropriate books, you should not have to help him at all. He should enjoy the reading, and so should you. Listen all the time. Don’t talk unless you absolutely have to. If your child makes a mistake, do this:

f WAIT and don’t say anything. Give him a chance to work it out on his own.

f If your child corrects the mistake, praise him. (“I like the way you fixed that all on your own.”)

f If your child goes on for a while and does not correct the mistake, try one of these:• Ignore it, if it does not change the meaning of the text

(Saying home instead of house doesn’t change the basic meaning. Saying horse instead of house does change the meaning.)

• Ask if what he read makes sense.• Give him the word and keep on going. Don’t make a

big deal of it.

2. Give your child the coaching he needs, when he needs it. See the back of this letter for suggestions about what to look for and say at each of the color levels.

3. Talk to your child about reading. Reading is thinking. Use a comprehension question from the Skills Card to start a discussion. Or just ask, “What are you thinking?” Explore, don’t test. Just as adults enjoy talking to friends about their reading, kids do, too. Make book talk a regular activity in your home--over dinner, in the car, anywhere--so long as it happens!

4. Take 5 minutes to practice your child’s Power Goal, the one his teacher asked him to work on. Use flash cards if necessary. When using flash cards, remember the 80/20 rule: Make sure 80% is material that your child knows well, and only 20% is new. Feeling successful means she’ll enjoy the practice and stay engaged longer.

®

The 100 BOOK CHALLENGE Skills Cards travel between school and home daily. They are made to help you, the parent, be a successful Home Reading Coach and help your child make growth in reading. On each card, you will find the skills and strategies for each level. The included Comprehension questions match the higher- order thinking skills required by high-stakes tests. Here we’ve included some tips to help you make the best use of the Skills Cards.

Using 100 BOOK CHALLENGE® Skills CardsA Parent’s Guide

17

What to Say and Do Don’t Worry About

2Y

Stage 1: “I’ll read the first page or two, then you finish it.”

Stage 2: “Can you point to each word as you say it?”

Stage 3: “Let me see your lips ready to make that first letter sound. Now look at the picture. What starts with that sound?”

Transition to 1G: Use flash cards and games to help transitioning readers memorize consonant sounds and Power Words.

word substitutions that do not change the meaning of the sentence. (e.g., If student says “I have a cat,” when the text says “I have the cat.”)

words that don’t match the text, but DO match the picture and make sense. (e.g., If the child says “I see the stairs,” when the text says “I see the steps.”) He got the meaning and the first letter sound. Don’t worry about the rest, for now.

trying to “sound out the word.” He’ll learn that later. Be patient. Enjoy the books together.

1G-2G

“Let me see your lips ready to make that first letter sound. Now look at the picture. What starts with that sound?”

When your child’s error changes the meaning of the sentence, ask “Did that make sense? Can you reread that part?”

Use flash cards and games to help readers memorize sounds and Power Words. For 1G, work on consonant sounds only. For 2G, work on blends (bl, br, cl, cr, etc.) and digraphs (ch, th, sh, wh).

1B

“Can you use your fingers to find a chunk in the word that you already know?” (e.g., If the unknown word is “ham,” your child should cover the letter “h,” read “am,” then uncover the “h” to read “ham.”)When your child’s error changes the meaning of the sentence, ask “Did that make sense? Can you reread that part?”

Choose a few power chunks from the back of the Skills Card to practice each night. Get your child to use their fingers to decode the words on the card and read across the whole row (if they are able). Have them write some other words that have the same word chunk.

asking your child to sound out letter by letter, or to use “rules” for decoding. Learning to notice and use word patterns is much faster. Help him practice chunking.

drilling the words on the back of the cards for memorization. These are provided for students to develop quick and flexible word chunking. Practice using the chunks.

2B-1R

“Can you use your fingers to find a chunk in the word that you already know?” (e.g., If the unknown word is “hammer,” your child should cover the letters “mer,” read “ham,” then uncover “mer” to read “hammer.”)


Use a comprehension question from the Skills Card to start a discussion. Explore, don’t test.

2R

“Try a different sound for that letter or chunk.”

“Try accenting a different syllable. Keep trying until you recognize the word.”


Use a comprehension question from the Skills Card to start a discussion. Explore, don’t test.

WT-GL

“What word on this page is new for you? What do you think it probably means?”

“What genre would you say this book is? How do you know?”Use a comprehension question from the Skills Card to start a discussion. Explore, don’t test.

Ask your child to choose and explain a few of the Academic Vocabulary words from the back of the card each night.

helping your child sound out words. Readers at Wt and above should be doing this independently. DO worry if your child has trouble decoding words quickly using chunking. If he is having this problem, he probably needs to read easier books.

Supporting Your Child’s Reading

18

Comprehension is the ability to apply understanding and meaning to what has been read. It includes skills such as listening, retelling, predicting, summarizing, evaluating, and identifying the main idea. Good readers connect their prior knowledge with the text and can easily communicate those thoughts and ideas to others. A good reader will take action and use strategies to fix comprehension when confused. Good readers think as they read, and make connections to real life, the world, and other things they have read. They use their imagination as they read and make predictions.

Actions and Questions that Help Demonstrate Comprehension: Ask your child to do these things or answer these questions.Retell the story as if you haven’t heard it before.Tell about the main character.What is the problem? How was it solved?What is the setting?What is an important part of the book?What does the book remind you of from your own life?Ask open-ended questions.

• What would happen if…?• If you were the character…?• Why does the character…?

Form opinions and support them.• What did you like about…? Why?• What did you think about…? Why?• I wonder if you think this is a good story—�Why or why not?

Make predictions.• What do you think this book will be about? Why?• What might happen next? Why?

Practice summarizing.• Have your child tell about what he/she read in his/her own words; draw a picture,

or act out the story.What is the main idea of the book?

• Find the main idea when reading. Have your child tell the purpose or the point of what has been read. What is the author trying to tell us or what is the message? Remember, the main idea is supported by details.

What else do you want to know?What is an interesting detail?What does _________ mean?What did you learn from this reading?Summarize the most important things about what you read.

Helping Your Children with Comprehension Skills

19

Stud

ent

Dat

es

age

tlo

tsth

isal

l go

love

toam

had

me

upan

has

my

wan

tan

dha

veno

was

are

heof

we

athe

reon

wen

tbe

Ion

ew

hat

big

insa

idw

here

can

isse

ew

hoca

n’t

itsh

ew

hyco

me

like

that

will

dolit

tleth

ew

ithdo

wn

live

ther

eye

sfo

rlo

okth

eyyo

u

Tota

ls

1G

Pow

er W

ords

Che

ck

Mus

t R

ecog

nize

On

Sigh

t®

20

Nam

e:

Dat

es

abou

tfu

nif

put

anim

al

gave

into

ran

asgi

rlju

mp

saw

begi

vem

ake

says

besid

ego

esm

any

som

ebo

ygo

ing

new

stop

but

good

not

take

bygo

tno

wth

enca

me

happ

yof

fth

ese

coul

dhe

roh

too

day

him

orun

der

did

his

our

wer

edo

esho

me

out

whe

nea

tho

use

over

wou

ldfro

mho

wpl

ayyo

ur

Tota

ls

2G

Pow

er W

ords

Che

ck

M

ust

Rec

ogni

ze O

n Si

ght

®

21

This list includes some of the most popular and engaging series for readers at each level. All of these titles are available at your local bookstore or library. They can also be purchased online. Get hooked on any one of these great series and reading may well be what makes this a memorable year!

Level Series Author1B Biscuit

HarrySpotLittle Bear

Alyssa CapucilliHarriet ZiefertEric HillElse Minarik

2B CliffordElephant & PiggieFly GuyAmanda PigFrog & ToadLittle Critter

Norman BridwellMo WillemsTedd ArnoldJean Van LeeuwenArnold LobelMercer Mayer

1R Young Cam JansenArthurEasy-to-Read Spooky TalesLittle BillFoxMiss NelsonFancy NancyHigh-Rise Private EyesPoppleton

David AdlerMarc BrownVeronika CharlesBill CosbyJames MarshallJames MarshallJane O’ConnorCynthia RylantCynthia Rylant

2R Amelia BedeliaCam JansenFlat StanleyHorrible HarryJunie B. JonesPinky and RexRicky RicottaRoscoe Riley RulesThe Stories Julian TellsMarvin Redpost

Peggy ParishDavid AdlerJeff BrownSuzy KlineBarbara ParkJames HoweDav PilkeyK. ApplegateAnn CameronLouis Sachar

Wt Andrew LostA to Z MysteriesGo Girl!Claudia Cristina CortezJudy MoodyMy Weird SchoolRuby and the Booker BoysMagic Tree HouseZack FilesMiami JacksonBoxcar ChildrenKatie Kazoo

J.C. GreenburgRob RoyVicki SteggallDiana GallagherMegan McDonaldDan GutmanDerrick BarnesM. Pope OsborneDan GreenburgPatricia McKissackGertrude WarnerNancy Krulik

Level Series AuthorBk Babymouse

Camp RockCaptain UnderpantsFranny K. SteinGeronimo StiltonHank ZipzerHow I Survived Middle SchoolGoosebumpsTime Warp TrioDiary of a Wimpy KidAmerican GirlMatt Christopher sports

Jennifer HolmN.B. GraceDav PilkeyJim BentonGeronimo StiltonHenryWinklerNancy KrulikR.L. StineJon ScieszkaJeff KinneyVarious AuthorsMatt Christopher

Or Camp ConfidentialDragon Slayers’ AcademySpiderwick ChroniclesWarriors (Graphic Novels)Dear Dumb DiaryComeback KidsMy Teacher is an Alien

Melissa MorganKate McMullanTony DiTerlizziErin HunterJim BentonMike LupicaBruce Coville

Pu Beacon Street GirlsChildren of the Red KingDiamond BrothersA Series of Unforunate EventsThe Seventh TowerHow to Train Your DragonZodiac GirlsDeltora QuestOn the RunWinning Season

Annie BryantJenny NimmoAnthony HorowitzLemony SnicketGarth NixCressida CowellCathy HopkinsEmily RoddaGordon KormanRich Wallace

Br Alex RiderThe Dark is RisingDinah Galloway MysteryDiveThe Dragon CodicesMaximum RidePercy JacksonVampiratesPendragonYoung Bond

Anthony HorowitzSusan CooperMelanie JacksonGordon KormanR.D. HenhamJames PattersonRick RiordanJustin SomperD.J. MacHaleCharlie Higson

22

1. First Do No Harm: The purpose of 100 BOOK CHALLENGE is to be sure that all children learn the life habit of independent reading. Should any 100 BOOK CHALLENGE rule, form, or procedure begin to interfere with a child’s everyday learning that reading is one of the most satisfying, natural, and essential parts of life, please assume there is a misunderstanding and call the American Reading Company office toll-free at 866-810-BOOK (2665).

2. Success: A successful 100 BOOK CHALLENGE classroom is one in which every child has met the minimal goal of 800 Steps per year. 800 Steps is only 60 minutes a day for 200 days. Young avid readers read two to four times that amount on average. It is this difference in reading experience that largely explains the achievement gaps among our children.

3. Teacher: The teacher is actively coaching independent reading during 100 BOOK CHALLENGE time. This is not the time for guided reading or teacher seatwork. The teacher is monitoring the whole class, working with a small group, or conferencing with individuals, but in all cases she is supporting and assessing students’ success in books they have chosen to read for their own reasons.

4. Levels: The classroom teacher—�in collaboration with the student, parent, and school reading specialist—�should be the final arbiter of whether or not a reader can handle a given reading level. The whole point of the 100 BOOK CHALLENGE is to ensure that long-term, daily, in-depth interactions with children are used to determine reading levels. No single test can determine a child’s reading level as well as 100 BOOK CHALLENGE in the hands of a knowledgeable teacher.

5. Reading Zones: Students should be encouraged to read widely from books in their “Reading Zones.” The Reading Zone includes the highest color a reader can handle on his or her own and anything easier. Students are not required to read only from the top of their independent Reading Zones all the time. When in doubt, trust the child’s preferences. Skills Cards go home daily for coaching support.

6. Student: Pencils and logsheets are away. No writing of any kind should happen during the reading time. All students are doing independent reading from books they have selected. Students are not doing guided reading, shared reading, or centers. Partner reading can be useful during the second half of the reading time as emergent readers get tired; however, partner reading should be used sparingly with 2Y through 1B levels and rarely, if ever, once a child is at 2B.

7. Parent: The parent is the Home Coach and is in charge of deciding what “counts” for 100 BOOK CHALLENGE reading at home. There is no limit on how much home reading is allowed to count for 100 Book Challenge. Avid readers typically read four to seven Steps a night. This should be encouraged. We recommend that students read in their Reading Zones, but the parent should be the judge of home success levels. Any book counts for 100 BOOK CHALLENGEreading, not just 100 Book Challenge books.

8. Documentation: Readers do not have to write anything to “prove” that they have actually read whatever is on the logsheets or Log Books. Home Coach signatures are good enough. Any book counts for 100 Book Challenge. Do not limit student reading to just 100 BOOK CHALLENGE books. Students may read independently at other points in the school day and document this reading in their logs, provided that this is in addition to, rather than in place of, the daily Readers’ Workshop when all students are reading and all adults are coaching.

9. Logsheets or Log Books: 1 Step = 15 minutes of reading for Kindergarten through 12th grade.

10. Avid Reader Account: Once a student has demonstrated that he or she is already an avid reader, he or she may use an Avid Reader Account system instead of logging every 15 minutes. An Avid Reader is automatically credited each week with the minimum number of Steps needed to be on target to reach the end-of-year goal. For example, if the end-of-year goal is 800 Steps, the Avid Reader is automatically credited with 22 Steps each week. Instead of keeping track of each 15-minute Step, the Avid Reader just keeps a list of the books she/he has read.

100 BOOK CHALLENGE Guidelines

23

32

10

Item

Exc

elle

ntG

ood

Fair

Low

1

Bo

ok

s in

th

e h

om

e:

To g

row

a r

eade

r, a

hom

e ne

eds

lots

of b

ooks

, ev

eryw

here

in th

e ho

use

and

car.

We

have

mor

e th

an

200

book

s in

our

ho

use

that

my

child

lik

es to

hav

e re

ad to

hi

m/h

er.

We

have

bet

wee

n 10

0 an

d 20

0 bo

oks

in o

ur

hous

e th

at m

y ch

ild

likes

to h

ave

read

to

him

/her

.

We

have

bet

wee

n 10

an

d 10

0 bo

oks

in o

ur

hous

e th

at m

y ch

ild

likes

to h

ave

read

to

him

/her

.

We

have

10

or fe

wer

bo

oks

in o

ur h

ouse

th

at m

y ch

ild li

kes

to

have

rea

d to

him

/her

.

2

Re

ad-a

lou

d t

ime:

Chi

ldre

n sh

ould

be

read

to fo

r at

leas

t 30

min

utes

per

day

.I,

or a

noth

er p

erso

n,

read

to m

y ch

ild fo

r at

le

ast 3

0 m

inut

es p

er

day

outs

ide

of s

choo

l.

I, or

ano

ther

per

son,

re

ad to

my

child

for

at

leas

t 20

min

utes

per

da

y ou

tsid

e of

sch

ool.

I, or

ano

ther

per

son,

re

ad to

my

child

for

at

leas

t 10

min

utes

per

da

y ou

tsid

e of

sch

ool.

My

child

is n

ot r

ead

to

regu

larly

at h

ome.

3

Bo

ok-l

oo

k t

ime:

Chi

ldre

n ne

ed lo

ts o

f tim

e to

look

at a

nd e

njoy

boo

ks.

My

child

spe

nds

at

leas

t 15

min

utes

eac

h da

y lo

okin

g at

boo

ks

on h

is/h

er o

wn.

My

child

spe

nds

at

leas

t 10

min

utes

eac

h da

y lo

okin

g at

boo

ks

on h

is/h

er o

wn.

My

child

spe

nds

at

leas

t 5 m

inut

es e

ach

day

look

ing

at b

ooks

on

his

/her

ow

n.

My

child

doe

s no

t sp

end

time

with

bo

oks

on h

is/h

er o

wn.

4

talk

ing t

ime:

To b

ecom

e go

od r

eade

rs, c

hild

ren

have

to e

xper

ienc

e an

d kn

ow a

lot o

f lan

guag

e.

My

child

and

I ta

lk

abou

t thi

ngs

for

at

leas

t 45

min

utes

eac

h da

y. W

e as

k ea

ch

othe

r qu

estio

ns, a

nd

we

liste

n to

eac

h ot

her’

s an

swer

s.

My

child

and

I ta

lk

abou

t thi

ngs

for

at

leas

t 30

min

utes

eac

h da

y. W

e as

k ea

ch

othe

r qu

estio

ns, a

nd

we

liste

n to

eac

h ot

her’

s an

swer

s.

My

child

and

I ta

lk

abou

t thi

ngs

for

at

leas

t 15

min

utes

eac

h da

y.

My

child

and

I do

not

ta

lk a

bout

muc

h.

Scho

ol:

Child

:Pa

rent

/Gua

rdia

n:D

ate:

Gra

de:

Ro

om:

Early

Lite

racy

100

BOO

K C

HA

LLEN

GE®

Hom

e Li

tera

cy E

nviro

nmen

t Sel

f-As

sess

men

t

Self-

Asse

ssm

ent T

otal

s3

Exc

elle

nt10

–12

2 G

ood

7–9

1 Fa

ir4–

6

0 Lo

w0–

3

Are

You

Gro

win

g a

Rea

der

?G

ood

Rea

ders

are

mad

e, n

ot b

orn.

Sch

ool a

nd h

ome

have

to w

ork

toge

ther

to

crea

te p

lace

s w

here

chi

ldre

n le

arn

to lo

ve a

nd a

ppre

ciat

e bo

oks.

Mar

k th

e ite

ms

belo

w to

find

out

if y

our

hom

e is

Gro

win

g a

Rea

der.

24

Early Literacy 100 BOOK CHALLENGE®

Raising a Reader

Recipe for Raising a Reader1. Talk to the child when you are together.

2. Listen to the child. Ask the child questions. Listen to the child’s answers.

3. Read to the child every day. Read lots of books.

4. Talk about the books.

5. Encourage the child to look at books by him/herself. Let the child “tell” the story from just the pictures.

6. Let the child see you reading—�books, magazines, newspapers, etc.

7. Make sure there are always lots of books everywhere in the child’s house—�kitchen, living room/family room, bedroom, bathroom—�and in the car.

8. Encourage the child to write and draw. Make sure the child has lots of paper, crayons, pencils, markers, etc.

9. Let the child see you writing—�lists, letters, notes, etc.

10. Take the child to the library and bookstore often.

25

Parent Packet | Principle Academy Charter

Documents

Transcript of Parent Packet | Principle Academy Charter