the literacy tool kit provides lesson cards for small ... small group or individual instruction in:...
TRANSCRIPT
LESSON CARDS
SAMPLER
The Literacy Tool Kit provides Lesson Cards for small group or individual instruction in:
• PhonicsandWordStudy • Vocabulary • Fluency • Comprehension
1011853_WL_MS48079_LiteracyCards.indd 1 6/12/12 1:51 PM
• Phonics and Word Study• Vocabulary• Fluency• Comprehension
• LessonBlacklineMastersforindependentpractice
ATeacherResourceBookwithacompleteReadingSkillsIndex
Assessmentforeachofthe140skillsinthekit
TheLiteracy Tool Kitcanbeusedindependentlyoralongwithasetof140“ConnecttoReading”booksdesignedtopracticeeachskillwithinabooksetting.
EachlessonintheLiteracy Tool Kitreferencesareadingtitleforfurtherapplicationoftheskilljustlearned.ThesefictionandnonfictionbooksincludecontentareareadinginScienceandSocialStudies,aswellasopportunitiesforReader’sTheater.
1-51448
by Kate Morgan
illustrated by Jenny B. Harris
▲1.9.1
by Sarah Amadaillustrated by S. Saelig Gallagher
ISBN 0-618-29200-4
9 7 8 0 6 1 8 2 9 2 0 0 4
9 0 0 0 0 >
1-51651
Iceberg RescueIceberg Rescue
●3.5.3
1-51651.3.5.3.E Cover 11/16/05 2:29 PM Page 1
51441.1.8.2.C_cvr
1-51441
by Susanna Milhamillustrated by Janet Skiles
■ 1.8.2
The Journeys Common Core Literacy Tool Kit is a comprehensive set of teaching tools designed to differentiate literacy and language instruction for intermediate students in Grades 4–6.
Each lesson in the Literacy Tool Kit includes steps to teach, practice, apply, and assess a specific reading skill.
ConnecttoReadingBooks
BUILDING BETTER READERS
Hou
ghto
n M
ifflin
Har
cour
t Pub
lishi
ng C
ompa
ny. A
ll rig
hts
rese
rved
. Prin
ted
in th
e U
.S.A
. 06/
12 M
S480
79 F
-152
9321
Each kit features:
140SkillLessonsacrossthe followingfourSkillStrands:
800.225.5425 • hmheducation.com
1011853_WL_MS48079_LiteracyCards.indd 2 6/12/12 1:51 PM
Nam
e ©
Hou
ghto
n M
iffl in
Har
cour
t P
ublis
hing
Com
pan
yL
ite
rac
y To
ol K
it
New
s Rel
ease
Re
porte
r And
re R
ogan
wro
te a
n ar
ticle
abo
ut e
xpor
ting
enda
nger
ed a
nim
als
from
the
Am
azon
. A c
ompu
ter t
rans
porte
d th
e ar
ticle
to m
any
new
spap
ers.
One
resu
lt w
as th
e de
porta
tion
of tw
o pe
ople
who
had
bee
n im
porti
ng p
arro
ts ill
egal
ly in
to th
e ci
ty.
Mr.
Roga
n w
on th
e Pu
litze
r Priz
e fo
r thi
s ou
tstan
ding
new
s sto
ry.
1.
=
+
+
= +
+
2.
=
+
+
= +
+
3.
=
+
+
= +
+
4.
=
+
+
= +
+
5.
=
+
+
= +
+
P–2
9A
P•29
A
© H
ough
ton
Miff
lin H
arco
urt P
ublis
hing
Com
pany
2 Pr
actic
e1
Teac
h
• Ph
onic
s an
d W
ord
Stud
y •
3 Qu
ick
Asse
ssO
n t
he
boa
rd o
r on
ch
art
■ p
aper
, wri
te i
mp
orte
d, e
xpor
ted
, an
d d
epor
ted
. Hav
e st
ud
ents
ci
rcle
th
e ro
ot i
n e
ach
wor
d a
nd
te
ll h
ow i
t co
ntr
ibu
tes
to t
he
mea
nin
g o
f th
e w
ord
. Ask
th
em
to i
den
tify
an
ad
dit
ion
al w
ord
th
at h
as t
his
roo
t.
STAG
E 3
• LE
SSON
29
Root
sOb
ject
ives
Reco
gnize
that
man
y di
ffere
nt w
ords
are
mad
e fro
m th
e sa
me
root
• Us
e ro
ots
to d
isco
ver m
eani
ngs
of u
nfam
iliar
wor
ds
•
Pre
pare
vis
ual P
-29A
to d
ispl
ay. C
opy
visu
al P
-29A
for e
ach
stud
ent.
Prov
ide
dict
iona
ries.
Tel
l st
ud
ents
th
at l
earn
ing
ro
ots
wil
l h
elp
th
em d
ecod
e th
e m
ean
ing
s of
un
kn
own
wor
ds.
On
th
e b
oard
or
on c
har
t p
aper
,
■ wri
te t
he
wor
d p
orte
r. R
ecal
l th
at
a p
refi
x is
a w
ord
par
t ad
ded
to
the
beg
inn
ing
of
a w
ord
, an
d a
su
ffix
is
a w
ord
par
t ad
ded
to
the
end
of
a w
ord
. Hav
e st
ud
ents
id
enti
fy t
he
suff
ix i
n p
orte
r. (
-er)
Ask
wh
at t
his
su
ffix
mea
ns.
(“o
ne
wh
o”)
Wri
te
this
mea
nin
g u
nd
er -
er.
Ask
stu
den
ts w
hat
is
left
an
d
■ w
hat
th
ey t
hin
k i
t m
ean
s. (
por
t;
stu
den
ts w
ill
mos
t li
kel
y d
efin
e p
ort
as “
a h
arb
or.”
) E
xp
lain
th
at w
hil
e
■p
ort
can
b
e a
wor
d t
hat
mea
ns
“har
bor
,”
in t
his
cas
e it
is
a w
ord
roo
t th
at
mea
ns
“car
ry.”
Wri
te c
arr
y u
nd
er
por
t. T
ell
stu
den
ts t
hat
a r
oot
is a
p
art
of a
wor
d t
hat
con
tain
s th
e w
ord
’s m
ain
mea
nin
g. S
ome
root
s ca
n b
e w
ord
s b
y t
hem
selv
es, a
nd
ot
her
s ca
nn
ot. T
hey
nee
d t
o h
ave
pre
fix
es o
r su
ffix
es a
dd
ed t
o th
em
to f
orm
wor
ds.
Ask
stu
den
ts t
o u
se t
he
■ in
form
atio
n y
ou h
ave
wri
tten
to
def
ine
por
ter.
(“s
omeo
ne
wh
o ca
rrie
s so
met
hin
g”)
Ex
pla
in t
hat
w
hen
th
ey k
now
th
e m
ean
ing
s of
d
iffe
ren
t ro
ots,
th
ey c
an b
reak
an
u
nfa
mil
iar
wor
d a
par
t an
d f
igu
re
out
its
mea
nin
g.
Dis
pla
y v
isu
al P
-29A
an
d
■ d
istr
ibu
te c
opie
s. H
ave
stu
den
ts
read
th
e p
assa
ge
and
un
der
lin
e th
e w
ord
s th
at c
onta
in t
he
root
por
t.
Ask
th
em t
o li
st t
hes
e
■p
ort
wor
ds
on t
he
lin
es a
t th
e b
otto
m
and
th
en b
reak
th
em a
par
t in
to
root
s, p
refi
xes
, su
ffix
es, a
nd
in
flec
tion
al e
nd
ing
s (w
hic
h a
re
add
ed w
ord
par
ts t
hat
do
not
ch
ang
e a
wor
d’s
mea
nin
g, s
uch
as
-ed
an
d -
ing)
.
Mod
el h
ow t
o d
ecod
e th
e fi
rst
■ w
ord
. Fil
l in
th
e li
nes
to
bre
ak
rep
orte
r in
to r
e +
por
t +
er.
Poi
nt
out
that
th
e p
refi
x r
e- h
as s
ever
al
mea
nin
gs,
so
stu
den
ts s
hou
ld
thin
k a
bou
t ea
ch m
ean
ing
an
d p
ick
th
e on
e th
at m
akes
sen
se i
n t
his
co
nte
xt.
(“b
ack
”)
Def
ine
■
rep
orte
r as
“on
e w
ho
carr
ies
som
eth
ing
bac
k.”
Say
: Now
le
t m
e re
rea
d t
he
sen
ten
ce i
n t
he
pa
ssa
ge t
o ch
eck
if
this
mea
nin
g m
ak
es s
ense
an
d i
f I
can
fin
d a
ny
mor
e in
form
ati
on t
o a
dd
to
my
def
init
ion
. I s
ee t
ha
t th
is r
epor
ter
wro
te a
n a
rtic
le t
ha
t b
rou
ght
info
rma
tion
to
peo
ple
. I t
hin
k
my
def
init
ion
ma
kes
sen
se, a
nd
th
at
I ca
n e
xpa
nd
it
to s
ay
tha
t a
re
por
ter
is s
omeo
ne
wh
o ca
rrie
s b
ack
in
form
ati
on t
o p
eop
le.
Poi
nt
out
that
alt
hou
gh
roo
ts
■ ca
n o
ften
hel
p s
tud
ents
fig
ure
ou
t th
e g
ener
al m
ean
ing
of
a w
ord
, it
is b
est
to c
hec
k t
he
def
init
ion
wit
h
a d
icti
onar
y w
hen
ever
pos
sib
le.
Su
gg
est
that
stu
den
ts u
se t
his
■ pro
cess
to
fig
ure
ou
t th
e m
ean
ing
of
oth
er u
nfa
mil
iar
wor
ds
they
co
me
acro
ss i
n t
hei
r re
adin
g.
Pro
vid
e sm
all
gro
up
s w
ith
th
eir
■ ow
n d
icti
onar
ies.
Hav
e g
rou
ps
use
th
eir
kn
owle
dg
e of
wor
d p
arts
to
bre
ak a
par
t an
d d
efin
e th
e re
st o
f th
e p
ort
wor
ds
on v
isu
al P
-29A
.R
emin
d s
tud
ents
to
rere
ad t
he
■ or
igin
al s
ente
nce
s to
ch
eck
th
at
thei
r d
efin
itio
ns
mak
e se
nse
. Th
en
tell
th
em t
o lo
ok u
p t
he
wor
d i
n
thei
r d
icti
onar
ies
and
hav
e th
em
wri
te a
sen
ten
ce u
sin
g t
he
wor
d.
repo
rter
r
e
port
er
b
ack
carr
y
one
who
P_3
6607
4_R
NA
LC_S
3L29
.indd
59
8/6/
09
12:4
6:00
PM
1011853_WL_MS48079_LiteracyCards.indd 3 6/12/12 1:51 PM
Nam
e L
ite
rac
y To
ol K
it
✃
R–4
© H
ough
ton
Miffl
in H
arco
urt
Pub
lishi
ng C
omp
any
di
ct
spec
t
scri
be
port
Nam
e L
ite
rac
y To
ol K
it
✃
R–4
© H
ough
ton
Miffl
in H
arco
urt
Pub
lishi
ng C
omp
any
R•4
R•4
Reso
urce
s
© H
ough
ton
Miff
lin H
arco
urt P
ublis
hing
Com
pany
Con
nect
to R
eadi
ng A
s st
ud
ents
rea
d L
an
dsl
ides
en
cou
rag
e th
em t
o u
se r
oots
to
dec
ode
the
mea
nin
g o
f p
ower
ful
and
oth
er u
nk
now
n w
ord
s.
STAG
E 3,
LES
SON
29 •
Roo
ts
Teac
her
Supp
ort
Diffe
rent
iate
d In
stru
ctio
n
Defin
ition
sA
roo
t is
th
e p
art
of a
wor
d
rem
ain
ing
aft
er t
he
rem
oval
of
pre
fix
es, s
uff
ixes
, an
d i
nfl
ecti
onal
en
din
gs.
Man
y r
oots
can
not
sta
nd
al
one
as w
ord
s. S
ome
root
s m
ay
look
lik
e st
and
alon
e w
ord
s (p
hot
o,
por
t, s
crib
e, f
act
, gra
ph
), b
ut
the
mea
nin
g o
f ea
ch r
oot
is d
iffe
ren
t fr
om t
hat
of
the
wor
d. S
ug
ges
t th
at s
tud
ents
loo
k u
p i
n t
he
dic
tion
ary
con
fusi
ng
roo
ts s
uch
as
th
ese
so a
s to
be
clea
r on
th
e d
iffe
ren
ces
bet
wee
n t
he
mea
nin
g
of t
he
wor
d a
nd
of
the
root
.
A p
refi
x i
s a
wor
d p
art
that
, wh
en
add
ed t
o th
e b
egin
nin
g o
f a
bas
e w
ord
or
root
, ch
ang
es t
he
mea
nin
g.
A s
uff
ix i
s a
wor
d p
art
that
, wh
en
add
ed t
o th
e en
d o
f a
bas
e w
ord
or
root
, ch
ang
es t
he
mea
nin
g.
An
in
flec
tion
al e
nd
ing
is
a su
ffix
th
at d
oes
not
sig
nif
ican
tly
ch
ang
e th
e m
ean
ing
of
a w
ord
, fo
r ex
amp
le, -
s in
pla
ys, o
r -i
ng
in
pla
yin
g.
Root
sH
ere
are
som
e ro
ots,
th
eir
mea
nin
gs,
an
d w
ord
ex
amp
les.
au
d/a
ud
i (t
o h
ear)
aud
ien
ce, a
ud
io, a
ud
itio
n
au
to (
self
)au
tob
iog
rap
hy,
au
tog
rap
h
den
t (t
ooth
)d
enta
l, d
enti
st, d
entu
res
dic
t (t
o sp
eak
)d
icti
onar
y, p
red
ict,
ver
dic
t
fac(
t) (
to d
o or
mak
e)fa
ctor
y, f
actu
al, m
anu
fact
ure
gra
ph
(to
wri
te)
bio
gra
ph
y, g
rap
hic
, sei
smog
rap
h
ph
oto
(lig
ht)
ph
otog
rap
h, p
hot
osy
nth
esis
por
t (t
o ta
ke
or c
arry
)ai
rpor
t, i
mp
ort,
pas
spor
t, p
orta
ble
scri
be/
scri
pt
(to
wri
te)
des
crib
e, p
resc
rib
e, s
crib
ble
spec
(t)
(to
look
)in
spec
t, p
rosp
ect,
res
pec
t
ther
m(o
) (h
eat)
ther
mal
, th
erm
omet
er
tra
ct (
to p
ull
)co
ntr
acti
on, e
xtr
act,
su
btr
act,
tr
acti
on, t
ract
or
voc
(voi
ce)
voc
abu
lary
, voc
al, v
ocal
cor
ds
Extr
a Su
ppor
tM
akin
g W
ords
Usi
ng v
isua
l R-4
, W
ord
Car
d Te
mpl
ate,
mak
e pr
efix
an
d su
ffix
car
ds (
re-,
au
to-,
dis
-,
pre
-, c
on-,
in
-, -
er, -
tion
) an
d w
rite
se
vera
l roo
ts o
n an
othe
r se
t of
ca
rds.
(Se
e Te
ach
er S
up
por
t fo
r a
list
of
root
s.)
Mak
e co
pies
for
eac
h
stud
ent.
Hav
e th
em c
ut t
he c
ards
ap
art.
Tel
l stu
dent
s th
ey c
an a
dd
pref
ixes
and
suf
fixe
s to
roo
ts t
o m
ake
new
wor
ds. H
ave
stud
ents
m
anip
ulat
e th
e ca
rds
to c
reat
e w
ords
. Hav
e th
em c
hoos
e th
ree
of
the
wor
ds a
nd w
rite
a s
ente
nce
for
each
one
.
Lang
uage
Sup
port
Sim
ilar R
oots
Ex
pla
in t
hat
En
gli
sh
and
sev
eral
oth
er la
ng
uag
es h
ave
man
y w
ord
s m
ade
wit
h L
atin
or
Gre
ek r
oots
, so
all t
hes
e la
ng
uag
es
hav
e w
ord
s w
ith
sim
ilar
roo
ts. O
n
the
boa
rd o
r on
ch
art
pap
er, w
rite
a
list
of
com
mon
roo
ts. (
See
Tea
cher
S
up
por
t.)
Inv
ite
stu
den
ts t
o n
ame
wor
ds
in t
hei
r la
ng
uag
es t
hat
are
si
mil
ar. A
sk t
hem
to
exp
lain
in
En
gli
sh w
hat
eac
h w
ord
mea
ns
and
co
mp
are
that
to
the
root
’s m
ean
ing
. G
uid
e st
ud
ents
to
nam
e th
e E
ng
lish
eq
uiv
alen
t of
eac
h w
ord
. Th
en li
st
En
gli
sh w
ord
s th
at c
onta
in t
he
sam
e ro
ot. P
oin
t ou
t h
ow n
otic
ing
w
ord
s in
th
eir
lan
gu
ages
th
at
use
th
e sa
me
or s
imil
ar r
oots
as
En
gli
sh w
ord
s ca
n h
elp
stu
den
ts
fig
ure
ou
t u
nfa
mil
iar
wor
ds.
Som
e st
ud
ents
’ fir
st l
ang
uag
e w
ill
not
hav
e w
ord
s w
ith
th
ese
root
s.
For
th
em, p
ick
a f
ew c
omm
on
root
s. O
n t
he
boa
rd o
r on
ch
art
pap
er, w
rite
th
e ro
ots
and
th
eir
mea
nin
gs.
Pro
vid
e a
list
of
wor
ds
wit
h t
hes
e ro
ots.
Hav
e st
ud
ents
g
rou
p t
he
wor
ds
acco
rdin
g t
o th
eir
root
s an
d t
ry t
o co
me
up
w
ith
a m
ean
ing
bas
ed o
n t
he
root
m
ean
ing
, pre
fix
es, a
nd
su
ffix
es.
re
- au
to-
di
s-
pre-
co
n-
in-
-e
r -t
ion
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W
ord
Def
initi
ons
Sent
ence
s
V–6
B©
Hou
ghto
n M
iffl in
Har
cour
t P
ublis
hing
Com
pan
yL
ite
rac
y To
ol K
it
Nam
e
A S
pec
ial P
rese
nt
Jo
rdan
, Lex
a, a
nd S
yd w
ere
wor
king
bus
ily. T
heir
teac
her,
Ms.
Mat
thew
s, w
as m
ovin
g aw
ay, a
nd th
ey w
ante
d to
pre
sent
her
with
a s
peci
al g
oing
-aw
ay g
ift. T
hey
hope
d sh
e w
ould
rem
embe
r
them
eac
h tim
e sh
e us
ed th
eir p
rese
nt to
sto
re h
er w
atch
and
ring
s.
Jo
rdan
’s fa
ther
hel
ped
him
saw
som
e pi
eces
of w
ood
and
nail
them
toge
ther
to m
ake
a bo
x. T
hen
Lexa
pai
nted
the
box
with
a
coat
of b
right
yel
low
pai
nt. W
hen
the
pain
t was
dry
, Syd
wra
pped
up th
e bo
x w
ith ta
pe a
nd fa
ncy
pape
r and
tied
a b
ig, r
ed b
ow
arou
nd it
.
Th
e ne
xt d
ay, t
he th
ree
frien
ds g
ave
Ms.
Mat
thew
s he
r gift
befo
re s
he c
ould
eve
n ta
ke h
er c
oat o
ff. S
he la
ughe
d w
hen
Syd
mad
e a
deep
bow
and
han
ded
it to
her
. Jor
dan
film
ed h
er
unw
rapp
ing
it so
they
cou
ld w
atch
the
tape
late
r. Sh
e sm
iled
and
than
ked
them
whe
n sh
e sa
w w
hat a
nic
e bo
x th
ey h
ad m
ade.
V–6
A©
Hou
ghto
n M
iffl in
Har
cour
t P
ublis
hing
Com
pan
yL
ite
rac
y To
ol
Kit
Nam
e
W
ord
Def
initi
ons
Sent
ence
s
V–6
B©
Hou
ghto
n M
iffl in
Har
cour
t P
ublis
hing
Com
pan
yL
ite
rac
y To
ol K
it
Nam
e
V•6B
V•6A
V•6B
© H
ough
ton
Miff
lin H
arco
urt P
ublis
hing
Com
pany
• Vo
cabu
lary
•
1 Te
ach
2 Pr
actic
e
Obje
ctiv
esUn
ders
tand
that
som
e w
ords
that
look
the
sam
e ha
ve d
iffer
ent m
eani
ngs
and
• so
met
imes
hav
e di
ffere
nt p
ronu
ncia
tions
Use
cont
ext t
o fig
ure
out t
he m
eani
ngs
of m
ultip
le-m
eani
ng w
ords
•
STAG
E 1
• LE
SSON
6M
ultip
le-M
eani
ng W
ords
Pre
pare
vis
uals
V-6
A an
d V-
6B to
di
spla
y. C
opy
visu
al V
-6B
for e
ach
stud
ent.
Hel
p s
tud
ents
un
der
stan
d t
hat
so
me
wor
ds
look
ali
ke
bu
t h
ave
dif
fere
nt
mea
nin
gs
and
may
hav
e d
iffe
ren
t p
ron
un
ciat
ion
s.D
isp
lay
vis
ual
V-6
A. P
oin
t to
■ the
titl
e. I
nv
ite
stu
den
ts t
o p
red
ict
wh
at t
he
stor
y w
ill
be
abou
t.
Rea
d t
he
stor
y a
lou
d. T
hen
■ go
bac
k a
nd
rer
ead
th
e fi
rst
par
agra
ph
. Ask
stu
den
ts t
o fi
nd
tw
o p
lace
s in
th
e st
ory
wh
ere
pre
sen
t is
use
d. A
sk t
hem
to
say
h
ow i
t is
pro
nou
nce
d i
n e
ach
pla
ce
and
wh
at i
t m
ean
s.T
hei
r re
spon
se s
hou
ld b
e
■ som
eth
ing
lik
e th
is: “
Th
e fi
rst
pre
sen
t m
ean
s ‘t
o g
ive
som
eth
ing
to
som
eon
e,’ a
nd
it
is p
ron
oun
ced
w
ith
a s
tres
s on
th
e se
con
d p
art
of t
he
wor
d. T
he
seco
nd
pre
sen
t is
pro
nou
nce
d w
ith
a s
tres
s on
th
e fi
rst
par
t of
th
e w
ord
, an
d i
t m
ean
s ‘a
gif
t.’”
H
elp
stu
den
ts r
eali
ze t
hat
th
e
■ wor
ds
arou
nd
pre
sen
t p
rov
ide
con
tex
t cl
ues
th
at h
elp
th
em
un
der
stan
d t
he
inte
nd
ed m
ean
ing
. T
ell s
tud
ents
to
fin
d o
ther
■ wor
ds
that
ap
pea
r m
ore
than
on
ce
in t
he
stor
y. A
s st
ud
ents
fin
d t
he
wor
ds,
un
der
lin
e th
em o
n t
he
tran
spar
ency
.D
ispl
ay v
isua
l V-6
B. I
n th
e fi
rst
■ co
lum
n, w
rite
the
fir
st t
hree
wor
ds
that
app
ear
mor
e th
an o
nce
in t
he
stor
y. (
pre
sen
t, w
atc
h, s
aw
)
Ask
stu
den
ts t
o sa
y w
hat
eac
h
■ w
ord
mea
ns
in e
ach
sen
ten
ce
in w
hic
h i
t ap
pea
rs. B
egin
a
wor
d w
all
usi
ng
th
ese
firs
t th
ree
mu
ltip
le-m
ean
ing
wor
ds.
Hav
e v
olu
nte
ers
sug
ges
t a
sen
ten
ce
wit
h c
onte
xt
clu
es a
nd
a b
rief
d
efin
itio
n f
or e
ach
wor
d. W
rite
th
ese
on t
he
vis
ual
.E
nco
ura
ge
stu
den
ts t
o ad
d t
o
■ the
wor
d w
all
as t
hey
dis
cov
er
oth
er w
ord
s th
at l
ook
th
e sa
me
bu
t h
ave
dif
fere
nt
mea
nin
gs
and
, p
ossi
bly
, dif
fere
nt
pro
nu
nci
atio
ns.
Giv
e ea
ch s
tud
ent
a co
py
of
■ v
isu
al V
-6B
. Hel
p s
tud
ents
id
enti
fy
and
lis
t th
e th
ree
rem
ain
ing
wor
ds
that
are
rep
eate
d in
th
e st
ory.
Th
en
ask
th
em t
o n
otic
e an
y w
ord
s th
at
are
pro
nou
nce
d d
iffe
ren
tly.
(b
ow)
Hav
e th
em w
ork
in
pai
rs t
o co
me
up
wit
h d
efin
itio
ns
and
sen
ten
ces.
Inv
ite
vol
un
teer
s to
sh
are
thei
r
■ resu
lts
wit
h t
he
gro
up
. Dis
cuss
st
ud
ents
’ res
pon
ses.
3 Qu
ick
Asse
ssH
ave
stu
den
ts g
ive
an
■ ex
amp
le o
f a
pai
r of
wor
ds
that
loo
k t
he
sam
e b
ut
hav
e d
iffe
ren
t m
ean
ing
s.A
s st
ud
ents
com
ple
te t
he
■ P
ract
ice
acti
vit
y, n
ote
thei
r ab
ilit
y t
o fi
gu
re o
ut
from
co
nte
xt
wh
at m
ult
iple
-mea
nin
g
wor
ds
mea
n.
pres
ent
give
som
ethi
ng
to s
omeo
neW
e w
ill
pres
ent
her
wit
h a
gift
.
a gi
ftTh
ank
you
for
the
pres
ent.
wat
ch
a pi
ece
of
jew
elry
tha
t te
lls t
ime
I lik
e he
r |w
atch
.
obse
rve
Let
’s w
atch
th
e m
ovie
.
saw
cut
apar
t a
piec
e of
woo
dW
ill y
ou s
awso
me
woo
d?
look
ed a
tS
he s
aw h
im
toda
y.
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1011853_WL_MS48079_LiteracyCards.indd 5 6/12/12 1:51 PM
pet
O
ur fa
mily
pet
is a
big
dog
. pet
M
y br
othe
r and
I lik
e to
pet
our
dog
.cu
t Jim
has
a c
ut o
n hi
s fin
ger.
cut
Let’s
cut
out
som
e of
thos
e pi
ctur
es.
stri
ng
The
strin
g on
the
pack
age
brok
e.st
ring
Yo
u ca
n str
ing
thos
e be
ads
to m
ake
a ne
ckla
ce.
smel
l C
an y
ou s
mel
l the
coo
kies
bak
ing?
smel
l Sk
unks
hav
e an
aw
ful s
mel
l. co
lor
Red
is m
y fa
vorit
e co
lor.
colo
r I l
ike
to c
olor
my
pict
ures
.sh
ape
A c
ircle
is a
sha
pe.
shape
I’ll s
hape
a li
ttle
cat f
rom
cla
y.poi
nt
Poin
t to
the
cook
ie y
ou w
ant.
poi
nt
The
knife
has
a s
harp
poi
nt.
spri
ng
Sprin
g co
mes
afte
r win
ter.
spri
ng
The
sprin
g on
the
bike
squ
eaks
.ta
ste
Lem
ons
have
a s
our t
aste
.ta
ste
Rosa
will
taste
the
soup
. w
alk
Le
t’s ta
ke th
e do
g fo
r a w
alk.
walk
Do
you
wal
k to
sch
ool?
Sent
ence
Str
ips
✃
V–6
C©
Hou
ghto
n M
iffl in
Har
cour
t P
ublis
hing
Com
pan
yL
ite
rac
y To
ol K
it
Nam
e
V•6C
Reso
urce
s
© H
ough
ton
Miff
lin H
arco
urt P
ublis
hing
Com
pany
Con
nect
to R
eadi
ng H
ave
stu
den
ts r
ead
Goi
ng
to
Am
eric
a. A
s st
ud
ents
rea
d, h
ave
them
use
con
tex
t cl
ues
to
fig
ure
ou
t th
e co
rrec
t m
ean
ing
of
wor
ds
wit
h m
ore
than
on
e m
ean
ing
. (E
xam
ple
: p. 9
, dec
k)
Teac
her
Supp
ort
Diffe
rent
iate
d In
stru
ctio
n
STAG
E 1,
LES
SON
6 •
Mul
tiple
-Mea
ning
Wor
ds
Term
s an
d In
stru
ctio
nS
ome
wor
ds
are
spel
led
ali
ke
bu
t h
ave
mu
ltip
le m
ean
ing
s an
d m
ay
hav
e d
iffe
ren
t p
ron
un
ciat
ion
s. I
t is
ap
pro
pri
ate
for
stu
den
ts t
o k
now
ab
out
thes
e w
ord
s an
d t
o b
e ab
le t
o u
se c
onte
xt
clu
es t
o re
cog
niz
e th
e d
iffe
ren
t m
ean
ing
s. T
he
dif
fere
nce
b
etw
een
mu
ltip
le-m
ean
ing
wor
ds
and
hom
ogra
ph
s is
a t
ech
nic
al
one,
imp
orta
nt
mos
tly
for
old
er
stu
den
ts w
ork
ing
wit
h d
icti
onar
ies
and
wor
d h
isto
ries
.
A m
ult
iple
-mea
nin
g w
ord
has
se
ver
al m
ean
ing
s th
at a
re l
iste
d
un
der
on
e en
try
in
a d
icti
onar
y.
Oft
en t
he
sam
e w
ord
can
be
use
d
as b
oth
a n
oun
an
d a
ver
b. A
ll
use
s of
th
e w
ord
hav
e th
e sa
me
ety
mol
ogy,
or
wor
d h
isto
ry, e
ven
th
oug
h t
he
pro
nu
nci
atio
ns
may
d
iffe
r.
Hom
ogra
ph
s ar
e w
ord
s th
at
are
spel
led
ali
ke
bu
t ar
e li
sted
as
sep
arat
e en
trie
s in
a
dic
tion
ary.
Th
ey m
ay o
r m
ay n
ot
be
pro
nou
nce
d t
he
sam
e w
ay.
How
ever
, hom
ogra
ph
s al
way
s h
ave
dif
fere
nt
mea
nin
gs
and
d
iffe
ren
t et
ym
olog
ies.
Exam
ple
Wor
dsW
ord
s th
at h
ave
mu
ltip
le m
ean
ing
s an
d a
re p
ron
oun
ced
th
e sa
me
way
:
bat
jok
e
bat
ter
kin
d
bil
lle
ft
blo
ckli
ne
ches
tp
ain
t
coat
pet
du
ckra
ce
fall
run
fly
sig
n
han
dsi
nk
hid
eta
pe
Wor
ds
that
hav
e m
ult
iple
mea
nin
gs
and
are
pro
nou
nce
d d
iffe
ren
tly
:
bas
sd
eser
t
bow
liv
e
clos
ep
rese
nt
con
ten
t
Extr
a Su
ppor
tRe
teac
hing
Hav
e a
volu
ntee
r cu
t ap
art
the
twen
ty s
ente
nce
stri
ps
on v
isua
l V-6
C a
nd p
ass
one
to e
ach
st
uden
t. T
ell s
tude
nts
who
hav
e th
e sa
me
wor
d on
the
ir s
ente
nce
stri
p to
wor
k to
geth
er. H
ave
each
pa
rtne
r ta
ke o
ut a
she
et o
f pa
per
and
titl
e it
wit
h th
eir
wor
d. T
ell
stud
ents
to
glue
the
ir s
ente
nce
stri
p
to t
he p
aper
, add
a m
eani
ng f
or t
he
wor
d as
it is
use
d in
the
sen
tenc
e,
and
draw
or
find
a p
ictu
re o
f th
e w
ord.
Hav
e pa
rtne
rs c
ompa
re t
heir
pa
pers
and
sha
re t
hem
. Dis
play
the
pa
pers
on
a bu
llet
in b
oard
or
add
th
em t
o th
e w
ord
wal
l.
Lang
uage
Sup
port
Wri
te a
nd Il
lust
rate
On
th
e b
oard
or
on c
har
t p
aper
, wri
te s
ix p
airs
of
com
mon
mu
ltip
le-m
ean
ing
wor
ds
that
are
pro
nou
nce
d t
he
sam
e w
ay,
such
as
run
, fa
ll, f
ly, d
uck
, lin
e,
and
sig
n. (
See
Tea
cher
Su
pp
ort
for
a li
st o
f w
ord
s.)
Dis
cuss
th
e m
ean
ing
s of
th
e w
ord
s w
ith
st
ud
ents
. Th
en h
ave
them
wor
k i
n
pai
rs t
o il
lust
rate
th
e m
ean
ing
s.
Par
tner
s ca
n d
iscu
ss e
ach
wor
d
and
dec
ide
wh
ich
mea
nin
g e
ach
of
them
wil
l il
lust
rate
. Th
ey s
hou
ld
wri
te t
he
wor
d a
t th
e to
p o
f a
shee
t of
pap
er a
nd
dra
w t
he
illu
stra
tion
u
nd
er i
t. I
nv
ite
pai
rs t
o sh
are
thei
r w
ork
. You
may
wan
t to
ad
d t
he
wor
ds
to t
he
wor
d w
all.
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1011853_WL_MS48079_LiteracyCards.indd 6 6/12/12 1:51 PM
Lit
era
cy
Too
l K
it
Nam
e
A S
oggy
Wee
k
It
was
spr
ing
vaca
tion,
and
Em
ma
was
thril
led.
“I’m
read
y fo
r war
m w
eath
er a
nd a
bre
ak fr
om s
choo
l,” s
he s
aid
exci
tedl
y.
“Jus
t thi
nk! A
WH
OLE
wee
k of
fun
in th
e su
n!”
“T
he w
eek
coul
d ge
t lon
g,”
war
ned
her m
othe
r. “D
o yo
u ha
ve e
noug
h to
kee
p yo
u bu
sy?”
“O
f cou
rse!
” re
plie
d Em
ma.
“W
e ha
ve s
occe
r pra
ctic
e ev
ery
day,
and
I pl
an to
ride
my
bike
a lo
t. M
ax a
nd I
are
thin
king
of
build
ing
a cl
ubho
use
in th
e ba
ckya
rd, t
oo.”
It
rain
ed th
e fir
st da
y of
vac
atio
n. “
No
prob
lem
,” s
aid
Emm
a.
“I’ll
cat
ch u
p on
my
read
ing.
”
She
foun
d a
book
she
had
bee
n w
antin
g to
read
and
cur
led
up u
nder
a b
lank
et. S
oon
she
was
lost
in a
tale
of a
dven
ture
. Th
e da
y w
ent b
y qu
ickl
y.
W
hen
Emm
a w
oke
up th
e se
cond
day
, it w
as s
torm
ing.
Lig
htni
ng fl
ashe
d! T
hund
er c
rash
ed! “
It lo
oks
as if
I’m
trap
ped
insid
e ag
ain
toda
y,”
moa
ned
Emm
a as
she
pee
red
out t
he
win
dow
. “Yu
ck! T
his
wea
ther
is a
wfu
l!”
The
wee
k dr
agge
d on
. Eac
h da
y w
as e
xact
ly li
ke th
e on
e be
fore
—gr
ay, w
et, a
nd s
oggy
! “Th
is ha
s be
en a
terri
ble
vaca
tion,
” gr
oane
d Em
ma.
“I c
an’t
wai
t to
go b
ack
to s
choo
l!”
© H
ough
ton
Miffl
in H
arco
urt
Pub
lishi
ng C
omp
any
F–5
B
Lit
era
cy
Too
l K
it
Nam
e
The
Pres
ent
C
arlo
s w
as e
xcite
d. H
e LO
VED
to v
isit h
is gr
andm
a,
and
he L
OVE
D g
ivin
g he
r pre
sent
s. S
o th
is w
as g
oing
to
be
a gr
eat d
ay. C
arlo
s pu
t the
wra
pped
pre
sent
in
his
back
pack
and
wal
ked
to s
choo
l. A
fter s
choo
l, C
arlo
s w
alke
d to
his
gran
dma’
s ho
use
to g
ive
her t
he b
irthd
ay
pres
ent h
e ha
d m
ade
for h
er. C
arlo
s re
ache
d in
his
bag
and
foun
d th
at it
was
em
pty.
“Oh
no!”
he
shou
ted.
“W
hat h
appe
ned
to th
e pr
esen
t?”
C
arlo
s qui
ckly
ran
back
to sc
hool
. He
look
ed in
his
desk
, an
d he
look
ed o
n th
e pl
aygr
ound
. Whe
re c
ould
it b
e?
Sadl
y, C
arlo
s w
alke
d ho
me.
He
told
his
mom
wha
t ha
ppen
ed. “
Mom
, I c
an’t
find
the
pres
ent I
mad
e fo
r G
rand
ma,
” he
sai
d.
Mom
poi
nted
to th
e w
rapp
ed p
rese
nt. S
he e
xpla
ined
, “Y
ou m
ust n
ot h
ave
zipp
ed u
p yo
ur b
ackp
ack.
I fo
und
the
pres
ent o
n th
e flo
or n
ear t
he fr
ont d
oor.”
C
arlo
s sm
iled
and
gave
a s
igh
of re
lief.
He
hugg
ed
his
mom
, gra
bbed
the
pres
ent,
and
yelle
d, “
Mom
, you
are
the
BEST
! Th
anks
!” T
hen
he ra
n ou
t the
doo
r and
ov
er to
his
gran
dma’
s ho
use
to g
ive
her
the
pres
ent.
F–5
A©
Hou
ghto
n M
iffl in
Har
cour
t P
ublis
hing
Com
pan
y
F•5B
F•5A
© H
ough
ton
Miff
lin H
arco
urt P
ublis
hing
Com
pany
2 Pr
actic
e1
Teac
h
• Flu
ency
•
3 Qu
ick
Asse
ssA
s st
ud
ents
rea
d d
uri
ng
th
e
■ Pra
ctic
e ac
tiv
ity,
lis
ten
an
d
ver
ify
wh
eth
er t
hey
are
rea
din
g
the
stor
y w
ith
ex
pre
ssio
n.
Pre
pare
vis
ual F
-5A
to d
ispl
ay. C
opy
visu
al F
-5B
for e
ach
stud
ent.
If s
tud
ents
are
hav
ing
tro
ub
le
read
ing
wit
h e
xp
ress
ion
, hel
p t
hem
u
nd
erst
and
th
at f
luen
t re
ader
s v
ary
th
eir
vol
um
e, r
ate,
an
d p
itch
. D
isp
lay
vis
ual
F-5
A. R
ead
th
e
■ stor
y a
lou
d a
nd
ask
stu
den
ts w
hat
m
ade
the
read
ing
sou
nd
goo
d.
(th
e ex
pre
ssio
n i
n y
our
voi
ce)
Ask
how
a r
ead
er k
now
s w
hat
k
ind
of
exp
ress
ion
to
use
. (b
y
wh
at t
he
stor
y i
s ab
out
and
by
th
e p
un
ctu
atio
n m
ark
s)D
iscu
ss t
he
mea
nin
g o
f th
e st
ory
■ and
how
th
e ch
arac
ters
pro
bab
ly
feel
. Ask
wh
y i
t is
im
por
tan
t fo
r th
e re
ader
to
un
der
stan
d t
he
stor
y
bef
ore
he
or s
he
can
rea
d i
t w
ith
p
rop
er e
xp
ress
ion
.
Dis
cuss
th
e p
un
ctu
atio
n m
ark
s
■ in t
he
stor
y. A
sk s
tud
ents
how
th
ey r
ead
a s
ente
nce
th
at e
nd
s w
ith
an
ex
clam
a tio
n p
oin
t. H
ow
do
they
rea
d o
ne
that
en
ds
wit
h a
q
ues
tion
mar
k?
Poi
nt o
ut t
hat
read
ers
shou
ld
■ th
ink
abou
t w
hat
is h
app
enin
g in
d
iffe
ren
t p
arts
of
a st
ory.
Ask
st
ud
ents
wh
y t
hey
th
ink
you
ch
ang
ed h
ow l
oud
ly a
nd
qu
ick
ly
you
sp
oke
and
ch
ang
ed h
ow h
igh
or
low
you
r v
oice
was
. (It
mad
e th
e st
ory
mor
e in
tere
stin
g t
o li
sten
to
an
d e
asie
r to
un
der
stan
d.)
D
raw
stu
den
ts’ a
tten
tion
to
the
■ w
ord
s th
at a
re i
n c
apit
al l
ette
rs.
Ask
wh
y t
hey
th
ink
th
e au
thor
did
th
is. E
xp
lain
th
at w
hen
a w
ord
is
in a
ll c
apit
al l
ette
rs, u
nd
erli
ned
,
or i
n b
old
face
d o
r it
alic
ized
p
rin
t, t
he
read
er s
hou
ld p
ut
spec
ial
stre
ss o
n t
hat
wor
d. A
sk
a v
olu
nte
er t
o re
ad t
he
seco
nd
se
nte
nce
on
vis
ual
F-5
A a
lou
d,
stre
ssin
g t
he
wor
d l
oved
. P
oin
t ou
t th
e w
ord
s
■sh
oute
d a
nd
ye
lled
in
th
e st
ory.
Ask
stu
den
ts
how
th
ose
wor
ds
hel
p t
hem
kn
ow
how
to
read
som
e of
th
e d
ialo
gu
e.H
ave
vol
un
teer
s p
ract
ice
■ re
adin
g t
he
stor
y a
lou
d. R
emin
d
them
to
read
wit
h e
xp
ress
ion
an
d
to t
ry a
not
her
way
of
read
ing
th
e st
ory
if
they
don
’t l
ike
the
way
th
eir
firs
t re
adin
g s
oun
ds.
C
oncl
ud
e w
ith
stu
den
ts t
hat
re
adin
g w
ith
ex
pre
ssio
n i
s ab
out
mak
ing
a s
tory
sou
nd
nat
ura
l an
d
inte
rest
ing
.
Giv
e ea
ch s
tud
ent
a co
py
of
■ v
isu
al F
-5B
. Mod
el h
ow t
o re
ad
the
stor
y w
ith
ex
pre
ssio
n. R
emin
d
stu
den
ts t
o p
ause
at
lin
e b
reak
s an
d p
un
ctu
atio
n a
nd
to
chan
ge
thei
r ex
pre
ssio
n a
t ex
clam
atio
n
poi
nts
an
d q
ues
tion
mar
ks.
Th
en
hav
e st
ud
ents
wor
k i
n p
airs
to
pra
ctic
e re
adin
g t
he
stor
y a
t le
ast
two
tim
es. H
ave
par
tner
s g
ive
feed
bac
k o
n t
he
foll
owin
g
qu
alit
ies:
how
lou
d o
r so
ft, a
nd
how
h
igh
or
low
th
e re
ader
’s v
oice
was
, an
d h
ow q
uic
kly
th
e re
ader
rea
d.
Obje
ctiv
esRe
cogn
ize a
nd p
ract
ice
read
ing
with
exp
ress
ion
•
STAG
E 2
• LE
SSON
5Ex
pres
sion
F_3
6607
4_R
NA
LC_S
2L05
.indd
15
18/
6/09
12
:54:
14 P
M
1011853_WL_MS48079_LiteracyCards.indd 7 6/12/12 1:51 PM
Lit
era
cy
Too
l K
it
Nam
e
Chic
ken
Lic
ken
(con
tinue
d)
Chic
ken
Lic
ken
: I s
aw it
with
my
eyes
, and
I he
ard
it w
ith m
y ea
rs, a
nd a
pie
ce o
f it f
ell o
n m
y he
ad.
Cock
y Lo
cky:
Th
en I
will
go
with
you
.N
arr
ato
r:
So th
ey ra
n an
d th
ey ra
n, u
ntil
they
cam
e to
the
woo
ds. T
hey
had
not g
one
far i
nto
the
woo
ds
whe
n th
ey m
et F
oxy
Loxy
. Fo
xy
Lox
y:
Goo
d m
orni
ng, C
ocky
Loc
ky, H
enny
Pen
ny,
and
Chi
cken
Lic
ken.
Whe
re a
re y
ou g
oing
?A
ll:
The
sky
is fa
lling
, and
we
are
goin
g to
tell
the
king
!Fo
xy
Lox
y:
Do
you
know
whe
re to
go?
All:
N
o.Fo
xy
Lox
y:
Follo
w m
e, a
nd I
will
sho
w y
ou.
Narr
ato
r:
So th
ey a
ll fo
llow
ed h
im in
to th
e de
ep w
oods
. By
and
by,
they
cam
e to
a ro
cky
cave
rn in
th
e hi
llsid
e.
Fox
y Lo
xy:
W
alk
in h
ere.
Narr
ato
r:
And
Coc
ky L
ocky
, Hen
ny P
enny
, and
Chi
cken
Lic
ken
all w
alke
d in
to F
oxy
Loxy
’s d
en—
and
thou
gh h
e w
as s
een
to c
ome
out,
no o
ne e
ver
saw
thos
e fo
olish
bird
s ag
ain,
and
the
king
w
as n
ever
told
that
the
sky
was
falli
ng.
© H
ough
ton
Miffl
in H
arco
urt
Pub
lishi
ng C
omp
any
F–5
D
Lit
era
cy
Too
l K
it
Nam
e
Chic
ken
Lic
ken
Narr
ato
r:
One
day
as
Chi
cken
Lic
ken
was
scr
atch
ing
unde
r the
pea
vin
es in
the
barn
yard
, a p
ea
fell
out o
f a p
od a
nd h
it he
r on
the
head
. Ch
ick
en L
ick
en:
Oh,
the
sky
is fa
lling
! I m
ust g
o an
d te
ll th
e ki
ng!
Narr
ato
r:
So s
he ra
n an
d sh
e ra
n, u
ntil
she
met
H
enny
Pen
ny.
Hen
ny P
enny
: W
here
are
you
goi
ng, C
hick
en L
icke
n?Ch
ick
en L
ick
en:
Oh,
Hen
ny P
enny
, the
sky
is fa
lling
, and
I’m
goi
ng to
tell
the
king
!H
enny
Pen
ny:
How
do
you
know
?Ch
ick
en L
ick
en: I s
aw it
with
my
eyes
, and
I he
ard
it w
ith
my
ears
, and
a p
iece
of i
t fel
l on
my
head
!H
enny
Pen
ny:
Then
I w
ill g
o w
ith y
ou.
Narr
ato
r:
So th
ey ra
n an
d th
ey ra
n, u
ntil
they
met
C
ocky
Loc
ky.
Cock
y Lo
cky:
G
ood
mor
ning
, Hen
ny P
enny
. Whe
re a
re
you
goin
g?H
enny
Pen
ny:
Oh,
Coc
ky L
ocky
, the
sky
is fa
lling
, and
we
are
goin
g to
tell
the
king
!Co
cky
Lock
y:
How
do
you
know
?H
enny
Pen
ny:
Chi
cken
Lic
ken
told
me.
(con
tinue
d)
F–5
C©
Hou
ghto
n M
iffl in
Har
cour
t P
ublis
hing
Com
pan
y
F•5D
F•5C
Reso
urce
s
© H
ough
ton
Miff
lin H
arco
urt P
ublis
hing
Com
pany
Con
nect
to R
eadi
ng H
ave
stu
den
ts r
ead
Th
e K
ids’
G
uid
e to
Fa
mil
y R
eun
ion
s, r
ead
ing
wit
h a
pp
rop
riat
e ex
pre
ssio
n f
or a
non
fict
ion
tex
t.
STAG
E 2,
LES
SON
5 •
Expr
essi
on
Teac
her
Supp
ort
Diffe
rent
iate
d In
stru
ctio
n
Feat
ures
of E
xpre
ssio
n V
olu
me
is t
he
lou
dn
ess
or s
oftn
ess
of s
oun
d.
Rat
e is
th
e p
ace
at w
hic
h w
ord
s ar
e re
ad.
Pit
ch i
s th
e le
vel
of
sou
nd
—h
ow
hig
h o
r lo
w i
t is
.
Read
ing
Indi
cato
rsP
un
ctu
atio
n a
nd
oth
er
typ
ogra
ph
ical
ind
icat
ors
affe
ct
mea
nin
g a
nd
hel
p r
ead
ers
bet
ter
un
der
stan
d a
n a
uth
or’s
inte
nd
ed
mes
sag
e. U
se t
he
char
t sh
own
b
elow
to
exp
lain
th
e in
dic
ator
s to
st
ud
ents
. Th
ese
ind
icat
ors
hel
p
read
ers
read
th
e te
xt
the
way
th
e au
thor
inte
nd
ed.
Com
ma—
Pau
se
Qu
esti
on m
ark
—R
aise
in
ton
atio
n
at t
he
end
of
sen
ten
ce
Ex
clam
atio
n p
oin
t—R
ead
wit
h t
he
inte
nd
ed e
mot
ion
Un
der
lin
ed, b
old
, or
ital
iciz
ed
pri
nt—
Rea
d w
ith
sp
ecia
l st
ress
Prom
otin
g Ex
pres
sive
Rea
ding
Fol
kta
les,
fab
les,
an
d s
tory
boo
ks
are
idea
l for
giv
ing
stu
den
ts
opp
or tu
nit
ies
to h
ear
and
pra
ctic
e fl
uen
t, e
xp
ress
ive
read
ing
. Sel
ect
boo
ks
that
hav
e lo
ts o
f d
ialo
gu
e an
d in
vit
e st
ud
ents
to
say
som
e of
th
e d
ialo
gu
e af
ter
you
. You
ca
n a
lso
turn
sto
ries
into
Rea
der
s T
hea
ter
easi
ly w
hen
stu
den
ts h
ave
a co
py
of
the
boo
k. S
imp
ly a
ssig
n
the
dia
log
ue
par
ts t
o d
iffe
ren
t st
ud
ents
. You
rea
d t
he
nar
rati
on
wh
ile
they
rea
d t
hei
r p
arts
. You
ca
n c
reat
e a
mor
e fo
rmal
ver
sion
b
y t
yp
ing
a s
crip
t fo
r th
e p
arts
an
d g
ivin
g t
he
scri
pt
to s
tud
ents
to
read
.
Extr
a Su
ppor
tRe
ader
s The
ater
Giv
e ea
ch s
tude
nt
a co
py o
f vi
sual
s F
-5C
and
F-5
D. I
f po
ssib
le, h
ave
stud
ents
wor
k in
gr
oups
of
five
. Ask
the
m t
o ch
oose
a
part
to
read
. Tel
l stu
dent
s to
pra
ctic
e re
adin
g th
e sc
ript
wit
h ex
pres
sion
an
d w
ith
flue
ncy.
Rem
ind
them
to
paus
e at
pun
ctua
tion
, var
y th
eir
tone
s, a
nd a
void
rea
ding
onl
y on
e w
ord
at a
tim
e. S
ugge
st t
hat
stud
ents
hi
ghli
ght
thei
r li
nes
so t
hat
they
can
pr
acti
ce r
eadi
ng m
ore
effe
ctiv
ely.
Tr
y to
pro
vide
fee
dbac
k as
stu
dent
s pr
acti
ce. W
hen
all g
roup
mem
bers
ar
e re
ady,
ask
the
m t
o pe
rfor
m t
he
scri
pt in
the
cla
ssro
om. T
hey
may
si
mpl
y st
and
in f
ront
of
the
room
to
do t
his,
or
they
may
wan
t to
per
form
w
ith
cost
umes
and
sce
nery
.
Lang
uage
Sup
port
Read
ing
with
a P
artn
er H
ave
EL
L
stu
den
ts w
ork
wit
h a
n E
ng
lish
-p
rofi
cien
t p
artn
er. A
sk s
tud
ents
to
fin
d a
pas
sag
e fr
om a
fav
orit
e st
ory
or
boo
k i
n t
he
clas
sroo
m
lib
rary
. Hav
e p
artn
ers
look
for
cl
ues
to
read
ing
wit
h e
xp
ress
ion
, su
ch a
s q
ues
tion
mar
ks,
ex
clam
atio
n p
oin
ts, o
r w
ord
s in
al
l ca
pit
al l
ette
rs. H
ave
par
tner
s d
iscu
ss t
he
dia
log
ue
and
how
th
e ch
arac
ter
wou
ld p
rob
ably
say
it.
T
he
En
gli
sh-p
rofi
cien
t p
artn
er
shou
ld r
ead
th
e p
assa
ge
firs
t to
pro
vid
e a
mod
el f
or t
he
EL
L
stu
den
t. T
hen
th
e E
LL
stu
den
t sh
ould
rea
d i
t w
ith
sim
ilar
ex
pre
ssio
n.
F_3
6607
4_R
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LC_S
2L05
.indd
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6/09
12
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12 P
M
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Nam
e L
ite
rac
y To
ol K
it©
Hou
ghto
n M
iffl in
Har
cour
t P
ublis
hing
Com
pan
y
Band
it and
Bark
ley
I h
ave
two
dogs
, Ban
dit a
nd B
arkl
ey. T
here
is o
ne
big
diffe
renc
e be
twee
n th
em. B
andi
t is
smal
l eno
ugh
to
craw
l und
er m
y be
d an
d hi
de w
hen
he g
ets
into
trou
ble,
bu
t Bar
kley
is s
o bi
g th
at h
e ca
n’t e
ven
fit u
nder
the
kitc
hen
tabl
e.
My
dogs
may
be
diffe
rent
siz
es, b
ut th
ey a
re a
like
in m
any
way
s. T
hey
both
hav
e bi
g br
own
eyes
and
sof
t w
hite
fur o
n th
eir u
nder
belli
es. E
ach
dog
also
has
a s
hort
tail
that
thum
ps o
n th
e flo
or w
hene
ver s
omeo
ne w
alks
into
th
e ro
om.
Ba
ndit
likes
to s
leep
on
a ch
air i
n m
y ro
om, b
ut
Bark
ley
sleep
s on
the
floor
in m
y sis
ter’s
room
. My
siste
r an
d I t
ake
them
bot
h fo
r a w
alk
ever
y m
orni
ng. B
andi
t is
alw
ays
runn
ing
ahea
d of
us,
unl
ike
Bark
ley,
who
lags
be
hind
, sni
ffing
and
exp
lorin
g ev
eryt
hing
alo
ng th
e w
ay.
C–4
0A
Nam
e L
ite
rac
y To
ol K
it©
Hou
ghto
n M
iffl in
Har
cour
t P
ublis
hing
Com
pan
y
Featu
re A
naly
sis
Chart
Featu
res
1.
2.
C–4
0B
Name Literacy Tool Kit
Bot
h
R–3© Houghton Miffl in Harcourt Publishing Company
R•3
C•40
A
C•40
B
© H
ough
ton
Miff
lin H
arco
urt P
ublis
hing
Com
pany
1 Te
ach
• Co
mpr
ehen
sion
•
2 Pr
actic
e
Obje
ctiv
esAn
alyz
e co
mpa
rison
s an
d co
ntra
sts
in te
xts
• Us
e si
gnal
wor
ds to
iden
tify
and
writ
e co
mpa
rison
s an
d co
ntra
sts
•
3 Qu
ick
Asse
ssA
s st
ud
ents
com
ple
te t
he
■ Pra
ctic
e ac
tiv
ity,
not
e w
het
her
th
ey u
se c
omp
aris
ons
and
co
ntr
asts
to
org
aniz
e th
eir
par
agra
ph
s.
Pre
pare
vis
uals
C-4
0A a
nd v
isua
l R-3
,Ve
nn D
iagr
am, t
o di
spla
y. C
opy
visu
al
C-40
B fo
r eac
h st
uden
t.
If s
tud
ents
are
hav
ing
tro
ub
le
un
der
stan
din
g t
he
org
aniz
atio
n
of t
exts
or
org
aniz
ing
th
eir
own
w
riti
ng
, tel
l th
em t
hat
man
y
auth
ors
use
com
par
ison
s an
d
con
tras
ts a
s a
way
to
org
aniz
e in
form
atio
n. H
elp
stu
den
ts
iden
tify
com
par
ison
s an
d
con
tras
ts a
nd
pra
ctic
e u
sin
g t
hem
in
th
eir
own
wri
tin
g.
Dis
pla
y v
isu
al C
-40A
. Say
:
■ Som
etim
es i
n y
our
wri
tin
g yo
u
wil
l w
an
t to
sh
ow h
ow t
wo
or
mor
e ob
ject
s, p
eop
le, o
r si
tua
tion
s a
re a
lik
e a
nd
how
th
ey a
re
dif
fere
nt.
Her
e is
an
exa
mp
le o
f th
is k
ind
of
wri
tin
g. H
ave
a
vol
un
teer
rea
d t
he
pas
sag
e on
v
isu
al C
-40A
alo
ud
.D
isp
lay
vis
ual
R-3
, Ven
n
■ D
iag
ram
. Lab
el t
he
left
-han
d
circ
le B
an
dit
an
d t
he
rig
ht-
han
d
circ
le B
ark
ley.
Ask
stu
den
ts w
hy
th
ey t
hin
k
■ th
e au
thor
wro
te “
Ban
dit
an
d
Bar
kle
y.”
(to
tell
how
th
e tw
o d
ogs
are
sim
ilar
an
d d
iffe
ren
t)H
ave
stu
den
ts i
den
tify
■ sim
ilar
itie
s an
d d
iffe
ren
ces
bet
wee
n t
he
two
dog
s. A
s st
ud
ents
su
pp
ly t
he
info
rmat
ion
, mod
el h
ow
to l
ist
feat
ure
s u
niq
ue
to B
and
it
in t
he
circ
le o
n t
he
left
, fea
ture
s u
niq
ue
to B
ark
ley
in
th
e ci
rcle
on
th
e ri
gh
t, a
nd
sim
ilar
itie
s b
etw
een
th
e tw
o d
ogs
in t
he
over
lap
pin
g
par
t of
th
e ci
rcle
s.
Mak
e su
re t
hat
stu
den
ts
■ u
nd
erst
and
th
at t
his
act
ivit
y i
s a
pro
cess
for
com
par
ing
an
d
con
tras
tin
g t
wo
thin
gs.
Lea
d t
hem
to
rec
ogn
ize
that
a c
omp
aris
on
tell
s h
ow t
hin
gs
are
alik
e, a
nd
a
con
tras
t te
lls
how
th
ing
s ar
e d
iffe
ren
t.H
ave
stu
den
ts r
erea
d
■ th
ese
par
agra
ph
s to
id
enti
fy
key
wor
ds
and
ph
rase
s th
at s
ign
al
com
par
ison
s an
d c
ontr
asts
, su
ch
as a
lik
e, b
oth
, als
o, d
iffe
ren
ce, o
n
the
oth
er h
an
d, a
nd
un
lik
e. Y
ou
may
wan
t to
cre
ate
a m
aste
r li
st
of t
hes
e k
eyw
ord
s an
d p
ost
it o
n a
cl
assr
oom
wal
l or
bu
llet
in b
oard
fo
r re
fere
nce
.
Org
aniz
e st
ud
ents
in
to s
mal
l
■ gro
up
s. H
ave
each
gro
up
sel
ect
sub
ject
s to
com
par
e an
d c
ontr
ast
from
a c
lass
room
tex
t—fo
r ex
amp
le, t
wo
anim
als,
ch
arac
ters
, se
ttin
gs,
or
his
tori
cal
fig
ure
s.
Dis
trib
ute
cop
ies
of v
isu
al C
-40B
.H
ave
gro
up
s co
mp
lete
th
e ch
art
and
use
th
e in
form
atio
n t
o co
oper
ativ
ely
wri
te a
par
agra
ph
.
STAG
E 3
• LE
SSON
40
Com
pare
and
Con
tras
t
big;
sle
eps
on t
he f
loor
; sn
iffs
and
ex
plor
es
ever
ythi
ng
big
brow
n ey
es; s
oft
whi
te f
ur
on t
heir
un
derb
ellie
s; sh
ort
tail;
go
for
w
alk
ever
y m
orni
ng
smal
l; sl
eeps
on
chai
r; lik
es
to r
un
Ban
dit
Bar
kley
C_3
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1011853_WL_MS48079_LiteracyCards.indd 9 6/12/12 1:51 PM
Nam
e L
ite
rac
y To
ol K
it©
Hou
ghto
n M
iffl in
Har
cour
t P
ublis
hing
Com
pan
y
Band
it and
Bark
ley
I h
ave
two
dogs
, Ban
dit a
nd B
arkl
ey. T
here
is o
ne
big
diffe
renc
e be
twee
n th
em. B
andi
t is
smal
l eno
ugh
to
craw
l und
er m
y be
d an
d hi
de w
hen
he g
ets
into
trou
ble,
bu
t Bar
kley
is s
o bi
g th
at h
e ca
n’t e
ven
fit u
nder
the
kitc
hen
tabl
e.
My
dogs
may
be
diffe
rent
siz
es, b
ut th
ey a
re a
like
in m
any
way
s. T
hey
both
hav
e bi
g br
own
eyes
and
sof
t w
hite
fur o
n th
eir u
nder
belli
es. E
ach
dog
also
has
a s
hort
tail
that
thum
ps o
n th
e flo
or w
hene
ver s
omeo
ne w
alks
into
th
e ro
om.
Ba
ndit
likes
to s
leep
on
a ch
air i
n m
y ro
om, b
ut
Bark
ley
sleep
s on
the
floor
in m
y sis
ter’s
room
. My
siste
r an
d I t
ake
them
bot
h fo
r a w
alk
ever
y m
orni
ng. B
andi
t is
alw
ays
runn
ing
ahea
d of
us,
unl
ike
Bark
ley,
who
lags
be
hind
, sni
ffing
and
exp
lorin
g ev
eryt
hing
alo
ng th
e w
ay.
C–4
0A
Nam
e L
ite
rac
y To
ol K
it©
Hou
ghto
n M
iffl in
Har
cour
t P
ublis
hing
Com
pan
y
Featu
re A
naly
sis
Chart
Featu
res
1.
2.
C–4
0B
C•40
A C•40
B
Reso
urce
sTe
ache
r Su
ppor
tDi
ffere
ntia
ted
Inst
ruct
ion
© H
ough
ton
Miff
lin H
arco
urt P
ublis
hing
Com
pany
Con
nect
to R
eadi
ng H
ave
stu
den
ts r
ead
Th
e S
am
e,
Bu
t D
iffe
ren
t. T
hen
hav
e th
em c
omp
are
and
con
tras
t L
ond
on a
nd
New
Yor
k.
STAG
E 3,
LES
SON
40 •
Com
pare
and
Con
tras
t
Com
pari
ng a
nd C
ontr
astin
gC
omp
aris
ons
and
con
tras
ts h
elp
st
ud
ents
un
der
stan
d r
elat
ion
ship
s b
etw
een
ob
ject
s an
d c
once
pts
. S
ug
ges
t th
at a
s st
ud
ents
rea
d n
ew
info
rmat
ion
, th
ey a
sk t
hem
selv
es:
“How
doe
s th
is c
omp
are
and
/or
con
tras
t w
ith
oth
er t
hin
gs
I k
now
ab
out
this
su
bje
ct?”
Ex
pla
in t
o st
ud
ents
th
at p
eop
le
ofte
n u
se t
he
wor
ds
com
pa
re
or c
omp
ari
son
to
ind
icat
e th
at
they
are
dis
cuss
ing
tw
o su
bje
cts’
si
mil
arit
ies
and
dif
fere
nce
s.
Com
par
e an
d c
ontr
ast
is b
oth
a
crit
ical
-th
ink
ing
sk
ill a
nd
a w
riti
ng
fo
rmat
. As
such
, att
enti
on s
hou
ld
be
pai
d n
ot o
nly
to
the
pro
cess
of
fin
din
g w
ays
to c
omp
are
and
con
tras
t th
ing
s b
ut
also
to
wri
tin
g t
he
com
par
ison
. Rev
iew
th
e im
por
tan
ce o
f in
clu
din
g b
oth
si
mil
arit
ies
and
dif
fere
nce
s w
hen
w
riti
ng
a d
etai
led
com
par
ison
.
Keyw
ords
Com
par
e: a
lso,
ag
ain
, ali
ke,
lik
e,
too,
bot
h, s
imil
ar, s
ame,
an
d, e
ach
C
ontr
ast:
alt
hou
gh
, in
stea
d,
how
ever
, un
lik
e, b
ut,
not
, on
ly,
dif
fere
nt,
on
th
e ot
her
han
d, y
et
Extr
a Su
ppor
tCh
artin
g Fe
atur
es I
f st
ud
ents
hav
e d
iffi
cult
y u
sin
g a
fea
ture
an
aly
sis
char
t, d
istr
ibu
te c
opie
s of
vis
ual
C
-40B
. Th
en d
isp
lay
vis
ual
C-4
0A.
Mod
el f
or s
tud
ents
how
to
sele
ct
feat
ure
s fr
om v
isu
al C
-40A
to
exam
ine—
such
as
“big
bro
wn
ey
es”
and
“so
ft w
hit
e fu
r on
th
eir
un
der
bel
lies
”—an
d w
rite
th
em o
n
the
row
s in
th
e le
ft-h
and
col
um
n.
Wor
k w
ith
stu
den
ts t
o co
mp
lete
th
e fe
atu
re a
nal
ysi
s ch
art,
m
ark
ing
a p
lus
sig
n i
f on
e of
th
e d
ogs
has
th
e fe
atu
re, o
r a
min
us
sig
n i
f th
e d
og d
oes
not
.
Th
en h
ave
pai
rs w
ork
tog
eth
er t
o fi
ll o
ut
the
char
t, c
omp
arin
g a
nd
co
ntr
asti
ng
som
e ot
her
su
bje
cts,
su
ch a
s tw
o ro
oms
in t
he
sch
ool
or t
wo
obje
cts
in t
he
clas
sroo
m.
Wh
en p
airs
hav
e fi
nis
hed
fil
lin
g
out
the
char
t, h
ave
them
wor
k
tog
eth
er t
o w
rite
a p
arag
rap
h
com
par
ing
an
d c
ontr
asti
ng
th
e su
bje
cts.
Lang
uage
Sup
port
Com
pari
ng a
nd C
ontr
astin
g H
ave
gro
up
s of
stu
den
ts f
ind
pic
ture
s of
tw
o an
imal
s, p
lace
s, o
r ot
her
re
late
d o
bje
cts
in c
lass
room
or
lib
rary
boo
ks
or m
agaz
ines
. Ask
g
rou
ps
to c
lose
ly e
xam
ine
the
pic
ture
s an
d r
ecor
d i
nfo
rmat
ion
ab
out
the
way
s in
wh
ich
th
ey a
re
alik
e an
d d
iffe
ren
t. A
s n
eed
ed,
sug
ges
t th
at t
hey
use
Ven
n
dia
gra
ms
and
/or
feat
ure
an
aly
sis
char
ts. T
hen
hav
e g
rou
ps
refe
r to
th
e m
aste
r li
st o
f k
eyw
ord
s fo
r co
mp
arin
g a
nd
con
tras
tin
g. (
See
Te
ach
er S
up
por
t fo
r a
sam
ple
lis
t.)
Ask
th
em t
o u
se t
hes
e w
ord
s to
cr
eate
ora
l se
nte
nce
s co
mp
arin
g
and
con
tras
tin
g t
he
two
pic
ture
s.
Hav
e g
rou
ps
com
e u
p w
ith
a f
inal
co
ncl
usi
on a
bou
t th
e re
lati
onsh
ip
bet
wee
n t
he
pic
ture
s, a
nd
sh
are
this
con
clu
sion
wit
h t
he
oth
er
gro
up
s. h
ave
win
gs
live
in c
aves
bui
ld n
ests
bird
s + _ +
bat
s + + _
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