Boost Achievement with Explicit Reading-for-Understanding Instruction

For Middle and High School

SRA Read to Achieve is the first program to help you teach comprehension strategies adolescent students can apply successfully to content-area classes. Tailored to meet the more complex literacy requirements of middle and high school, Read to Achieve specifically targets the challenges adolescent readers face through two courses:

Targeted to Student NeedsThe facts about less skilled readers in middle and high school are well known:

• Theyoftenlacktheskills or disposition to read and comprehend academic materials

• Theynearlyalwaysare less fluent readers

• Manyhavedifficulty decoding and understanding multisyllabic words

• Theyarelessfamiliarwiththe common meanings of vocabularywords

Strong Instructional GuidanceRead to Achieve offers clear, coherent lessons that help you:

• Provide45minutesof intensiveinstruction each day

• Offersupportivepractice intheuseofeffective comprehension strategies

• Showstudentshow to work with and understand informational text

• Meettheneedsofstudentswhoare not able to comprehend grade-levelmaterial

Research-Based InstructionRead to Achieve incorporates research-based practices that meet the needs of struggling adolescent readers. This highlyeffectiveprogramis centered around:

• Systematic,explicit instruction

• Anorganizedplanof action to build reading fluency

• Ongoinginstruction that targets decoding multisyllabic words

• Intensiveinstructionof word-learning strategies

Comprehending Content-Area Text helps students:•Readscienceandsocial

studiestexteffectively•Takenotesfromtextbooks

andclassroomlecture•Learnreal-worldstudyskills

andworkstrategies

Comprehending Narrative Text helps students:•Readconceptuallychallenging

texteffectively•Capturemainidea,key

concepts,anddetails• Engageinhigh-quality,open

discussionofcontent

Integrated Features Help You Provide Engaging Instruction

Response to InterventionPowerful Instruction for Tier II and Tier III Intervention

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A Unique Approach to Closing the Gap

• Explicit teaching and modeling of strategies throughtheuseof“Think-Alouds”

• Guided practice as students apply strategies with support from the teacher and other students

• Independent practice using social interaction focused on learning and understanding from text

• Ongoing integration of comprehension and word-learningstrategiesacrossavarietyoftopics

With Read to Achieve you will:

• Introduce text, ideas, and strategies in new ways

• Break down comprehension instruction into smaller pieces

• Provide more guidance and support when developingnewskills

• Take concrete steps to help students apply comprehension strategies to authentic texts

ResponsetoIntervention(RtI)modelsfocuson applyingaproblem-solvingframeworktoidentify and address adolescents who struggle with reading. TheRtIframeworkprovidesacontinuumofeffective,efficientinstructionthatleadstoimprovedacademicachievement.Read to Achieveofferscomprehensive instruction to address the need for research-based, robustinterventiontoimprovecomprehension.

Intensive

InterventionFocused intervention

that accelerates acquisition of literacy and learning strategies

related to curriculum content

Tier II Secondary Intervention

Short-term, strategic instruction that supports classroom approaches by building

mastery of specific reading strategies

Tier I Comprehensive Core

Literacy development within and across content-area courses to make rigorous curriculum

content accessible for all students

Tier III

Read to Achieveissupportedbythegrowingscientificresearchbaseon

adolescentliteracythatuniformlyrecommendsusingstrong

instructionalguidanceto “closethegap”

Teaching Tutor CD-ROM• Featuresprofessional

development advice and classroom vignettes of a master teacher engaging students and orchestrating instruction

ePresentation CD-ROM• Interactive transparencies

allow you to present lessons electronically using available classroom technologies

eSuite• Everything needed to

plan lessons and view state standards is available anytime with an Internet connection

Teacher’s Edition • Easy-to-use

resource planning pages provide an overview of the skills taught and materials required for each lesson

Transparencies• Allow text

and graphic organizers used during “Think-Alouds” to be displayed on an overhead projector

Professional Development Guide• Offersbasicinformationabouthow

to build adolescents’ reading skills and valuable guidance to help you manage daily instruction

Assessment Blackline Masters• Helpyoumonitorandevaluate

student progress

Teacher ResourcesStreamlined and Easy to Use

Teacher’s Edition• Keepinstruction

on target with detailed lessons and teaching routines

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Integrated Features Help You Provide Engaging Instruction

Name Date

Lesson

Activity 1

Unit 4Trial by Ice

3 Fluency Practice: Standardized Test, continued

2. A good trade route is one that a. is short and safe from thieves. c. is near the coast of Africa. b. is shared with other countries. d. is found by accident.

3. For what country did Prince Henry the Navigator lead his exploration? a. Portugal c. Spain b. India d. Africa

4. What explorer found the continent of North America in search of better routes to India? a. James Cook c. John Cabot b. Ferdinand Magellan d. Christopher Columbus

Level 2: “Understand” Questions—worth 2 points (2 points for correct answer, 1 point for partially correct answer, 0 points for incorrect answer)

For the Level 2 questions, write the answers in the space provided in your own Workbook.

5. Explain what happened in North America after European explorers arrived there.

6. Explain how the success of Spain and Portugal’s exploration affected France’s and England’s explorations.

28 Unit 4 ✦  Lesson 3 ✦  Activity 1 Fluency Practice

Name Date

LessonStory-Components Chart

Unit 4 ✦ Lesson 4 ✦ Activity 1 Story-Components Chart 29

4

Unit 4Trial by Ice Activity 1

Author(s):

Illustrator(s) (if any):

Genre:

Theme:What is the moral of the story?

Mood:How did you feel while you read the story?

Fiction Nonfiction

Perspective:What is the point of view of the story?

First person Second person Third person

Author’s Purpose:Why did the author(s) write the story?

To persuade To inform To entertain

Book Title

Above and Beyond: A Nonfiction Anthology • Age-appropriatenonfiction

text matches grade-level Lexile Framework® recommendations

• Offersawidevarietyof high-interest, authentic text to engage and motivate struggling readers

– No End in Sight – Trial by Ice – Princess of the Press – Phineas Gage – Lexile Levels range from

700L to 1100L

Comprehending Content-Area Text

Content Reader • Providesage-appropriate

expository text that matches grade-level and Lexile® recommendations

• Replicatesthecontent,style, and structure of best-selling science and social studies textbooks

– 70% science – 30% social studies – Transitions to self-selected

textbooks (Units 21–25)

• Lexilelevelsare:

– 700–900 for Units 1–6 – 900–1000 for Units 7–12 – 1000–1100 for Units 13–20

Comprehending Narrative Text

Novel Study• Studentsalsoreadthe

popular, award-winning novel Hatchet by GaryPaulsen

Student MaterialsStructured Cross-Curricular Support

3

Workbook • Interactivepracticefor

each lesson

• Graphicorganizerstohelpstructure information and map content

• Graduallyreplacedbystudents’ own science and social studies textbooks

Workbook • Practiceexercisestodevelopmasteryofeachconcept• Graphicorganizershelptrackimportantdetailsandevents• Graduallyreplacedbynotebookpaperandstickynotes

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Read to Achieve addresses challenges facedbyadolescentreadersbyproviding:

• Daily reading of challenging and appropriate fiction or nonfiction text

• Decoding instruction to help students read multisyllabic words

• A systematic plan of action that improvesfluency

• Word-learning strategies to build newvocabulary

• Portable comprehension strategies thatcanbeappliedtoanynarrativetext

A Unique Instructional Sequence to Accelerate Comprehension

Carefullyscaffoldedinstructiondevelopsdeepunderstandingand providesthesupportstudentsneedtoconstructmeaningfromtext

Strong Teacher Support(Week 1)

The Teacher:• Introduceseachnewskillorstrategy•Presentsstepsofthestrategy•Modelsuseofthetargetstrategythrough“Think-Alouds”

• Guides students step-by-step as they work through steps of the strategy

Students:• Read questions and steps• Copy what the teacher writes during the“Think-Aloud”

Moderate Teacher Support (Week 2)

The Teacher:•Reviewsthestrategyonestepatatime• Writes student responses at each step

on a transparency •Providescorrectivefeedbackandfurther

instruction as needed

Students work with a partner as they:• Discuss and write an answer one step

at a time• Report what they wrote at each step

Student Independence(Week 3)

The Teacher:•Monitorsstudentpartners•Providesguidanceasneeded•Elicitsresponsesandgivesfeedback• Records responses at the end

Students:•Workcollaborativelywithapartnerto

discuss questions and apply the strategy

Review and Application(Week 4)

The Teacher:•Monitorsstudentsastheywork

on their own•Providesassistanceifneeded• Records responses at the end

Students:•Applythestrategyontheirown•Sharetheiranswerswithapartner•Shareandcompareresponses

with the group

Programmaterialsaresystematicallyphasedoutasstudentsmakethetransitiontonotebookpaperandteacher-selectedreadings

Scaffolded Instruction and Relevant ContentSequenced to Build Independence

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At the end of a unit• Unit Assessments

every 5th lesson show you what students know and don’t know

• Guidelines help you modify instruction and provide appropriate support so all students master strategies within the programDuring a lesson

• Multiple-choice and free-response items provide a quick check that guides instruction

At the start of the year• BeginwiththePlacement Test

to refine instructional groups

At the beginning and end of a unit• Weekly cold and hot reads

track progress toward grade-level oral reading fluency goals

Ongoing AssessmentSmart, Data-Driven Decisions

Content-Area TextSample Lesson

Comprehending Content-Area TextSample Lesson

In Comprehending Content-Area Text, students read material that replicates the content, style, and structure of science and social studies textbooks. Essential tools and strategies help teachers prepare studentstoeffectivelyreadcontent-areatexts,takenotes,andlearnreal world study skills.

Sharing and comparing encourages student collaboration and builds motivation to complete program activities

Students spend their time immersed in comprehension, vocabulary, and fluency-building activities

6

All skills and strategiesare practiced in an instructional sequence that progresses from strong teacher support to student independence

Teacher “Think-Alouds” offer direct, strong instructional guidance

7

ReducedversionsofContent Reader pages eliminate the need to juggle multiple components while presenting lessons

Graphic organizers help students apply each strategy and internalize the process for comprehending content-area text

A flexible decoding strategy enables students to articulate and identify the words with which they struggle the most—multisyllabic words

Lessonsaddressthemotivationalchallengesfacedby adolescentreaders• Goalsandexpectationsareclearandspecific,settingthestageforsuccess• Studentsdeterminetheirownfluencygoalsandtracktheirprogress• Opportunitiesforpeerinteractionthroughreadingarebuiltintoeverylesson• Readingmaterialsrelatedirectlytosubjectsstudentstake

See more of this sample lesson on

page 8

Content-Area TextSample Lesson

Comprehending Content-Area TextSample Lesson

8

Word-learning strategies prepare students to encounter the wide range of vocabulary words presented in content-area text

Metacognitive strategies help you teach “thinking about thinking” and problem solving

Student daily readingmirrors content from popular science and social studies texts

Scaffolded instruction provides a fail-proof way to teach comprehension and word-learning strategies

In units 21–25, students work with authentic texts

from their own science and social studies classes!

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A Complete Skill Set for Improving Comprehension

Comprehension Strategies

Decoding •Useaflexiblestrategytodecodemulti-partwords•Recognizeandunderstandselectionvocabulary

Word-Learning Strategies

•Usecontextclues•Useglossaries•Useprintandonlinedictionaries•Creategraphicorganizerstostudyandretainvocabulary

Fluency •Readandrereadtoimproverateandaccuracy•Readthesametextfordifferentpurposes•Readsilentlywithaclearlyestablishedpurpose

Study Skills •UseSQ3R—Survey,Question, Read, Reflect, Review—toorganizeinformationandgainmeaning•UseQHL—QuestionsIhave,HowI’llfindtheanswers,WhatILearned—to locate, collect, andsummarizeinformation

•Writedetailednotesfromlectures•Usegraphicorganizerstotrackimportantinformation•Rehearseinformationlearned•Usecomprehensionstrategiesflexiblyandincombination

Comprehending Content-Area TextCourse Summary

Comprehending Content-Area Text provides:• Detailedguidancefor25units(125lessons)• 45–55minutesperlesson• Contentthatmirrorspopularscienceandsocial

studiestext• Selectionsthatsteadilyincreasefrom700to1000LexileLevel

Before Reading•Surveythebeginning,

middle, and end •Usetextfeaturesto navigatetextbooks

• Identifylessontopics•Setapurposeforreading•Activateanduse

prior knowledge and background information

•Generatequestions

During Reading•Recognizetextstructure (cause/effect,order/ sequence,compare/ contrast,description/list)

•Writedetailednotes while reading

•Usegraphicorganizers to show information and relationships

•Monitorcomprehension and use fix-up strategies to resolvedifficultiesinmeaning

•Rereadandadjustreadingrate•Connectthetopictoyou andthingsyouhaveread

After Reading•Reviewwrittennotes•Summarizethemainidea

and details that support it• Identifyandretell

new information •Useinformationgathering

strategies for questions youstillhave

Comprehending Narrative TextSample Lesson

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Teacher “Think-Alouds” offer direct, strong instructional guidance

All skills and strategies are practiced in an instructional sequence that progresses from strong teacher support to student independence

Organizational steps help students focus their attention and support the development of comprehension strategies

InComprehending Narrative Text, students study award-winning literature,andavarietyofpopularandage-appropriatenonfictiontexts.Thiscoursehelpsteacherspreparestudentstoeffectivelyread challenging texts, capture main ideas, key concepts, and details, and engage in high quality open discussions.

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Graphic organizers help students apply each strategy and internalize the process for comprehending fiction and nonfiction text

Students become proficient in each strategy before strategies are combined into a multiple- strategy approach

The structure of activities encourages student collaboration and moves the process from teacher-directed to student-directed

The teacher initially models and explains the strategies, but gradually students assume responsibility for implementing them

Reciprocal-teachingstrategiesbuildstudentautonomy• Studentsworkingroupsoffive• Rolecardsidentifyeachperson’suniquerole• Studentsusestickynotestohelpthempreparefortheirrolesin

thediscussion• Therolesinthegroupswitchastheselectionisread

See more of this sample lesson on

page 12

Comprehending Narrative TextSample Lesson

Student responsibility for demonstrating techniques gradually increases; the teacher supplies prompts and corrective feedback as needed

Repeated reading of passages emphasizes the independent use of comprehension strategies; silent reading is supported by guided oral reading and partner reading for less fluent readers

Group discussion allows students to share information, explain, and present their knowledge

In Units 14 and 15, teachers choose the text

students read from a selection of recommended

titles or their own list!

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Comprehending Narrative TextCourse Summary

A Complete Skill Set for Improving Comprehension

Comprehension Strategies

Decoding •Useaflexiblestrategytodecodemultipartwords•Recognizeandunderstandselectionvocabulary

Word-Learning Strategies

•Usecontextclues•Useglossaries•Useprintandonlinedictionaries•Creategraphicorganizerstostudyandretainvocabulary

Fluency •Readandrereadtoimproverateandaccuracy• Read the same text for different purposes• Read silently with a clearly established purpose

Study Skills •UsePQCS: Prediction, Question Generation, Clarification, Summarization• Write detailed notes while reading•Usegraphicorganizerstotrackimportantdetailsandevents• Rehearse information learned•Usecomprehensionstrategiesflexiblyandincombination•Assumeroleofteacherinhelpingpeersconstructmeaningfromtext

Comprehending Narrative Text provides:• Detailedguidancefor15units(75lessons)•45–55minutesperlesson• High-interestfictionandnonfictiontext• Selectionsthatsteadilyincreasefrom700to1100

LexileLevel

Before Reading•Surveybeginning,middle,

and end •Makepredictions•Activatepriorknowledge•Setapurposeforreading•Usetextfeaturestonavigatenarrativetext

During Reading•Recognizestorystructure

and literary elements• Generate literal and

inferential questions•Usementalimagery•Adjustreadingrate,reread,

and read on•Answertext-explicitand

text-implicit questions•Usegraphicorganizersto

show information and relationships

•Monitorcomprehension, and use fix-up strategies

After Reading•Reviewwrittennotes• Recall important details

and retell in sequence •Summarizemainidea• Draw inferences and

conclusions and support withtextualevidence

• Identifysimilaritiesand differences of characters andeventswithinand across selections

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R800026810209

1–888– –4543

Thousands of secondary students each day spend time in classes where they can’t access the content

Visit SRADirectInstruction.com for:• Placement Tests to determine if the program

is appropriate for your students

• Digital samples of program materials

• Scientific research supporting program effectiveness

Choose Read to Achieve to help your students:• Construct the meaning of content-area

texts and literature encountered in school

• Build the kind of reading proficiencies typically assessed on state-level accountability measures

• Meet the demands posed by more challenging academic expectations