r i c gco arc literacy labs m e m a p a n y read aloud

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RQ #2 - ProducersProducer

How is this producer adapted to get what it needs from this ecosystem? Other Adaptations

What does this producer give back to the ecosystem?

Text Evidence

(Title, Page #)Energy Water Nutrients

Final Project Organizer Name: Room:

Ecosystem:

Final Project Organizer - Intermediate

© 2

013

by A

mer

ican

Rea

ding

Com

pan

y®

CCSS RI.5.2 Rubric1 pt.

Introduce the text.

The main topic of _(text)_ by _(author)_ is...

1 pt. Identify two main ideas from the text.

1 pt. Identify the key details that best support your first main idea.

1 pt. Explain how these key details support this main idea.

1 pt. Identify the key details that best support your second main idea.


1 pt. Include at least two direct quotes.

1 pt.Conclude by summarizing.

These _(examples, comparisons, etc.)_ show that... (main ideas).

8 pts. Proficient Answer

Sugar is not the only thing plants make during photosynthesis. They also produce oxygen. Plants don’t need oxygen; this is just the waste left over from the process of photosynthesis. The oxygen gets released into the air. It is the source of all the oxygen we breathe. When humans and animals breathe, they take in oxygen and release carbon dioxide into the air as waste. Plants absorb this carbon dioxide to use in photosynthesis. We certainly need plants to survive, but plants need us, too!

Photosynthesis

Water + Carbon dioxide(6H2O) (6CO2)

Sunlight

Sugar + Oxygen (C6H12O6) (6O2)

O) (6COO) (6COO) (6CO

Chlorophyll is the name scientists have given to the special molecules inside plants that absorb energy from the sunlight and turn it into sugar. Sunlight is made up of many different colors - red, orange, yellow, green, blue, indigo, and violet. Chlorophyll soaks up most of these colors but reflects back the green light. This is why plants look green.

Chlorophyll: Sugar Factories

by Gina Zorzi Cline

Copyright 2014 American Reading Company

Research Question #2 Producers 23

Plants: Energy Producers That Power Our World

ResearchQuestion

Who are the producers in this ecosystem? How do they obtain what they need to survive and reproduce?#2

The sun is the source of all energy on Earth. Humans and animals get all of their energy from food. But we can’t eat sunlight, so how does the sun’s energy make it from the sun to us? The answer:

plants. Plants are producers. They use the sun’s rays to produce food for themselves and for anyone that eats them. They do this through photosynthesis.

Photosynthesis is the process that turns water, carbon dioxide, and sunlight into food for the planet. Plants pull in carbon dioxide and water from the world around them. They use their leaves to capture sunlight. Plants use the light energy in sunlight to turn water and carbon dioxide into sugar and oxygen. During this process, the sun’s light energy turns into chemical energy and is stored in sugar molecules. These sugar molecules power every living thing on Earth.

Plants use sugar as food. They use the energy stored in sugar molecules to grow, heal, and make flowers, seeds, and fruit. These tasks use up a lot of sugar energy, but there is usually some left over. Any extra gets stored as starch. If a plant runs low on energy, starch serves as the backup supply. The plant breaks down the starch, turning it back into sugar.

Humans and animals get their energy from plants, either by eating plants directly or by eating animals that have eaten plants. Either way, all the food energy on Earth can be traced back to the sugar molecules that plants produce.

Energy Producers That Power Our World

PLANTS

by Gina Zorzi Cline


Gina Zorzi Cline © 2014 American Reading Company.

22 Research Question #2 Producers

Plants use sugar as food. They use the energy stored in sugar Plants use sugar as food. They use the energy stored in sugar molecules to grow, heal, and make flowers, seeds, and fruit. These molecules to grow, heal, and make flowers, seeds, and fruit. These tasks use up a lot of sugar energy, but there is usually some left over. tasks use up a lot of sugar energy, but there is usually some left over. tasks use up a lot of sugar energy, but there is usually some left over. tasks use up a lot of sugar energy, but there is usually some left over. Any extra gets stored as starch. If a plant runs low on energy, starch Any extra gets stored as starch. If a plant runs low on energy, starch serves as the backup supply. The plant breaks down the starch, turning serves as the backup supply. The plant breaks down the starch, turning

Humans and animals get their energy from plants, either by eating Humans and animals get their energy from plants, either by eating plants directly or by eating animals that have eaten plants. Either way, plants directly or by eating animals that have eaten plants. Either way, all the food energy on Earth can be traced back to the sugar molecules all the food energy on Earth can be traced back to the sugar molecules

Copyright 2014 American Reading CompanyCopyright 2014 American Reading Company

Plants use sugar as food. They use the energy stored in sugar Plants use sugar as food. They use the energy stored in sugar molecules to grow, heal, and make flowers, seeds, and fruit. These molecules to grow, heal, and make flowers, seeds, and fruit. These tasks use up a lot of sugar energy, but there is usually some left over. tasks use up a lot of sugar energy, but there is usually some left over. tasks use up a lot of sugar energy, but there is usually some left over. tasks use up a lot of sugar energy, but there is usually some left over. Any extra gets stored as starch. If a plant runs low on energy, starch Any extra gets stored as starch. If a plant runs low on energy, starch serves as the backup supply. The plant breaks down the starch, turning serves as the backup supply. The plant breaks down the starch, turning it back into sugar. it back into sugar.

Humans and animals get their energy from plants, either by eating Humans and animals get their energy from plants, either by eating plants directly or by eating animals that have eaten plants. Either way, plants directly or by eating animals that have eaten plants. Either way, all the food energy on Earth can be traced back to the sugar molecules all the food energy on Earth can be traced back to the sugar molecules that plants produce.that plants produce.that plants produce.that plants produce.


Name

Class

Exemplar Text PackStudent Edition

ClassClass

energymatter organisms

www.americanreading.comCopyright © 2017 by American Reading Company®

Read Complex Text(10-30 Minutes)• Whole-class reads, discusses, and writes to a

grade-level complex text.

• Additional above-level Anchor Titles teach key Science and Social Studies concepts.

• Students participate in intellectual discourse around text and Focus Standards.

• Mentor Text-worthy writing passages.

Unit of Study• Research-focused reading and writing engages

students in active learning.

• High-quality, meaningful work culminates in a fi nal project.

• Multidisciplinary approach turns students into experts on topics of their choice.

• Promotes educational equity with leveled libraries and embedded differentiated support.

Write to Text(10-30 Minutes)• Teacher models applying focus standards

to writing.

• Students engage in daily writing in a variety of formats.

• Student-friendly rubrics provide a basis for peer-, self-, and teacher critique.

TURN BALANCED LITERACY INTO TRANSFORMATIVE LITERACY

AMERICAN READING COMPANY 08.21.19ARC




Text Evidence



Ecosystem:


© 2

013

by A

mer

ican

Rea

ding

Com

pan

y®

Reader:_________________________Room:____________________

Select an ecosystem to research.

Research Questions:

1. Describe the key characteristics of this ecosystem.

2. Who are the producers in this ecosystem? How do they obtain what they need to survive and reproduce?

3. Who are the consumers in this ecosystem? How do they obtain what they need to survive and reproduce?

4. Who are the decomposers in this ecosystem? What do they obtain from the ecosystem and what do they give back?

5. Construct an energy pyramid describing how energy transfers from the sun to the apex predator in this ecosystem.

6. Construct a food web to describe how matter cycles and energy moves through this ecosystem.

7. How are the Earth’s major systems, the geosphere, hydrosphere, atmosphere, and biosphere, represented in this ecosystem?

8. What are the threats to the health and stability of this ecosystem? What might be done to protect it?

© 2013 by American Reading Company™

RESE

ARCH

LABS

*190460*



Intermediate Research Card

SC-ECRESEARCHCARD-I-V2

Readers’ Workshop(20-40 Minutes)• Apply Focus Standards to

independent reading.

• Students choose a topic to research.

• Self-select books at a wide range of reading levels.

• Daily practice in school and at home.

Writers’ Workshop(20-40 Minutes)• Apply Focus Standards to independent writing.

• Extended research projects on topics of their choice.

• Collaborative Writing and Peer Review.

• Authentic writing tasks that embed vocabulary, spelling, and grammar. 2

Male lions can grow up to four feet tall and nine to ten feet long. They can weigh between 330 and 500 pounds. Since lions are so big, they don’t have many natural enemies. A lion’s fur is yellow-gold and helps to camouflage it against the dry grass when it hunts. A male lion’s mane is brown and can protect the lion’s neck when he fights with other lions.

Physical CharacteristicsMale Lions

Female LionsFemale lions are smaller than males and do not have manes. They can weigh between 260 and 400 pounds. Both male and female lions have a tuft of black fur at the end of their tails.

3

legs

mane

neckeareye

nose

mouthtailchin legs

paws

tail

paws

chin

mouth

nose

eye

earFun Fact!

Fun Fact!

A lion’s mane can cause him to overheat.

Lions can run up to 35 mph.

2

Male lions can grow up to four feet tall and nine to ten feet long. They can weigh between 330 and 500 pounds. Since lions are so big, they don’t have many natural enemies. A lion’s fur is yellow-gold and helps to camouflage it against the dry grass when it hunts. A male lion’s mane is brown and the dry grass when it hunts. A male lion’s mane is brown and can protect the lion’s neck when he fights with other lions.

Physical CharacteristicsPhysical CharacteristicsPhysical CharacteristicsPhysical CharacteristicsPhysical CharacteristicsPhysical CharacteristicsPhysical CharacteristicsPhysical CharacteristicsPhysical CharacteristicsPhysical CharacteristicsPhysical CharacteristicsPhysical CharacteristicsPhysical CharacteristicsPhysical CharacteristicsPhysical CharacteristicsPhysical CharacteristicsPhysical CharacteristicsPhysical CharacteristicsPhysical CharacteristicsPhysical CharacteristicsPhysical CharacteristicsPhysical CharacteristicsPhysical CharacteristicsPhysical CharacteristicsPhysical CharacteristicsPhysical CharacteristicsMale Lions


3

legs

mane

neckeareye

nose

mouthtailchin legs

paws

tail

paws

chin

mouth

nose

eye

ear

Fun Fact!Lions can run up to 35 mph.

Fun Fact!A lion’s mane can cause him to overheat.

Before You Begin 23

CCSS W.1 Rubric for a Proficient Answer

1 pt Introduce the topic and state your opinion on the topic.

1 pt Give enough reasons/evidence to support your opinion.

1 ptUse linking words and phrases (e.g., because, and, also) so the reader can follow your thinking.

1 pt End with a concluding statement.

1 pt Cite the text(s) that provided your reasons/evidence.

5 pts Proficient Answer

All Students Master Common Core Standards

1. Common Core Mini-LessonsA daily focus lesson introduces an essential element of Argument. Resources drawn from experts in the field of Argument provide background knowledge and support for teachers.

2. W.1 RubricA clear, student-friendly rubric outlines the essential elements of a proficient Argument and provides a basis for peer-, self-, and teacher critique.

3. Writing to Practice (Task Writing)Students write daily, with regular opportunities to practice both their developing argument skills and content expertise.

4. Extended Writing: Final Research-Based Opinion PieceEach student engages in a carefully scaffolded, extended research project, taking a final written product in the selected genre through the entire writing process from note-making to publication.

Writing CardsA set of Writing Cards guide students through the writing process.

Student-Authored Book By 5th Grader Daniel Hernandez

Tracking Student Progress

Toward College and Career Readiness

Developmental Reading Taxonomy® Built on Common Core State Standards

AMERICANREADING COMPANY

IRLA®:Independent Reading

Level Assessment® Framework

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 Gl2Br1-3Y

®

2017

Formative Assessment and/or Strategy Groups(During Independent Reading)

• Aligns all reading instruction with one common language/process for every reading level, K–12.

• Identifi es each student’s current reading level and the thing s/he MOST needs to learn next.

• Embedded into literacy block, instruction does not stop.

• Flexible, strategic small-group instruction.

• Explicit lessons and hands-on tools.

• Guided reading sets selected to teach specifi c skills at each IRLA Reading Level.

and

an

are

anand

an

are

andand

an

areareWho Can

I Call?Matt Reher

Drew Falchetta

2G 2B

Training Wheels

1B

KINDERGARTEN FIRST GRADE1G

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ARC PRESS

Books1B Who Can I Call?Matt Reher

Drew Falchetta

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1B

Who Can I Call?Matt Reher

Drew Falchetta

2G 2B

Training Wheels

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Books

1B Who Can I Call?Matt Reher

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Books


Drew Falchetta

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Training Wheels

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Training Wheels

Training Wheels

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ksksk Who Can Who Can


Drew Falchetta

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2B

Training Wheels

1B

KINDERGARTEN FIRST GRADE

1G

Y

ARC PRESS

Books

1B








How is this producer adapted to get what it needs from this ecosystem?

Energy

Name:

Ecosystem:

Final Project Organizer - IntermediateFinal Project OrganizerFinal Project Organizer - IntermediateFinal Project Organizer

Reader:_________________________Room:____________________Reader:_________________________Room:____________________


Research Questions:

1. Describe the key characteristics of this ecosystem. 1. Describe the key characteristics of this ecosystem.

2. Who are the producers in this ecosystem? How do they obtain Who are the producers in this ecosystem? How do they obtain what they need to survive and reproduce?what they need to survive and reproduce?

3. Who are the consumers in this ecosystem? How do they obtain Who are the consumers in this ecosystem? How do they obtain what they need to survive and reproduce?what they need to survive and reproduce?

4. Who are the decomposers in this ecosystem? What do they Who are the decomposers in this ecosystem? What do they obtain from the ecosystem and what do they give back?


RESE

ARCH

LALAL BS


Intermediate Research CardIntermediate Research Card






In front of this tab you will nd a sample selection of Read Alouds and a grade-level shared reading text.

The books included in the Read Aloud collection provide teachers with a wide library of high-quality texts with which tobegin their students’ year-long Read Aloud Immersion. Texts are carefully chosen to be engaging, diverse, and useful formultiple instructional purposes throughout the Literacy Lab.

ARC Literacy LabsRead Aloud Immersion Collection & Mini Text Sets100 Titles (Sample of 5 Titles)

ww

w.americanreading.com

AM

ERICAN READING COM

PAN

Y

READ ALOUDLAB

ARCL TERACY

Grade 2

Read-AloudImmersion Collection

Narrative Mini Text Set

Poetry Mini Text Set

www.americanreading.com




Text Evidence



Ecosystem:


© 2

013

by A

mer

ican

Rea

ding

Com

pan

y®

CCSS RI.5.2 Rubric1 pt.

Introduce the text.

The main topic of _(text)_ by _(author)_ is...

1 pt. Identify two main ideas from the text.

1 pt. Identify the key details that best support your first main idea.


1 pt. Identify the key details that best support your second main idea.


1 pt. Include at least two direct quotes.

1 pt.Conclude by summarizing.

These _(examples, comparisons, etc.)_ show that... (main ideas).

8 pts. Proficient Answer

Sugar is not the only thing plants make during photosynthesis. They also produce oxygen. Plants don’t need oxygen; this is just the waste left over from the process of photosynthesis. The oxygen gets released into the air. It is the source of all the oxygen we breathe. When humans and animals breathe, they take in oxygen and release carbon dioxide into the air as waste. Plants absorb this carbon dioxide to use in photosynthesis. We certainly need plants to survive, but plants need us, too!

Photosynthesis

Water + Carbon dioxide(6H2O) (6CO2)

Sunlight

Sugar + Oxygen (C6H12O6) (6O2)

O) (6COO) (6COO) (6CO

Chlorophyll is the name scientists have given to the special molecules inside plants that absorb energy from the sunlight and turn it into sugar. Sunlight is made up of many different colors - red, orange, yellow, green, blue, indigo, and violet. Chlorophyll soaks up most of these colors but reflects back the green light. This is why plants look green.

Chlorophyll: Sugar Factories

by Gina Zorzi Cline


Research Question #2 Producers 23

Plants: Energy Producers That Power Our World

ResearchQuestion

Who are the producers in this ecosystem? How do they obtain what they need to survive and reproduce?#2

The sun is the source of all energy on Earth. Humans and animals get all of their energy from food. But we can’t eat sunlight, so how does the sun’s energy make it from the sun to us? The answer:

plants. Plants are producers. They use the sun’s rays to produce food for themselves and for anyone that eats them. They do this through photosynthesis.

Photosynthesis is the process that turns water, carbon dioxide, and sunlight into food for the planet. Plants pull in carbon dioxide and water from the world around them. They use their leaves to capture sunlight. Plants use the light energy in sunlight to turn water and carbon dioxide into sugar and oxygen. During this process, the sun’s light energy turns into chemical energy and is stored in sugar molecules. These sugar molecules power every living thing on Earth.

Plants use sugar as food. They use the energy stored in sugar molecules to grow, heal, and make flowers, seeds, and fruit. These tasks use up a lot of sugar energy, but there is usually some left over. Any extra gets stored as starch. If a plant runs low on energy, starch serves as the backup supply. The plant breaks down the starch, turning it back into sugar.

Humans and animals get their energy from plants, either by eating plants directly or by eating animals that have eaten plants. Either way, all the food energy on Earth can be traced back to the sugar molecules that plants produce.

Energy Producers That Power Our World

PLANTS

by Gina Zorzi Cline


Gina Zorzi Cline © 2014 American Reading Company.


Plants use sugar as food. They use the energy stored in sugar Plants use sugar as food. They use the energy stored in sugar molecules to grow, heal, and make flowers, seeds, and fruit. These molecules to grow, heal, and make flowers, seeds, and fruit. These tasks use up a lot of sugar energy, but there is usually some left over. tasks use up a lot of sugar energy, but there is usually some left over. tasks use up a lot of sugar energy, but there is usually some left over. tasks use up a lot of sugar energy, but there is usually some left over. Any extra gets stored as starch. If a plant runs low on energy, starch Any extra gets stored as starch. If a plant runs low on energy, starch serves as the backup supply. The plant breaks down the starch, turning serves as the backup supply. The plant breaks down the starch, turning

Humans and animals get their energy from plants, either by eating Humans and animals get their energy from plants, either by eating plants directly or by eating animals that have eaten plants. Either way, plants directly or by eating animals that have eaten plants. Either way, all the food energy on Earth can be traced back to the sugar molecules all the food energy on Earth can be traced back to the sugar molecules

Copyright 2014 American Reading CompanyCopyright 2014 American Reading Company

Plants use sugar as food. They use the energy stored in sugar Plants use sugar as food. They use the energy stored in sugar molecules to grow, heal, and make flowers, seeds, and fruit. These molecules to grow, heal, and make flowers, seeds, and fruit. These tasks use up a lot of sugar energy, but there is usually some left over. tasks use up a lot of sugar energy, but there is usually some left over. tasks use up a lot of sugar energy, but there is usually some left over. tasks use up a lot of sugar energy, but there is usually some left over. Any extra gets stored as starch. If a plant runs low on energy, starch Any extra gets stored as starch. If a plant runs low on energy, starch serves as the backup supply. The plant breaks down the starch, turning serves as the backup supply. The plant breaks down the starch, turning it back into sugar. it back into sugar.

Humans and animals get their energy from plants, either by eating Humans and animals get their energy from plants, either by eating plants directly or by eating animals that have eaten plants. Either way, plants directly or by eating animals that have eaten plants. Either way, all the food energy on Earth can be traced back to the sugar molecules all the food energy on Earth can be traced back to the sugar molecules that plants produce.that plants produce.that plants produce.that plants produce.


Name

Class

Exemplar Text PackStudent Edition

ClassClass


www.americanreading.comCopyright © 2017 by American Reading Company®

Read Complex Text(10-30 Minutes)• Whole-class reads, discusses, and writes to a

grade-level complex text.

• Additional above-level Anchor Titles teach key Science and Social Studies concepts.

• Students participate in intellectual discourse around text and Focus Standards.

• Mentor Text-worthy writing passages.






Write to Text(10-30 Minutes)• Teacher models applying focus standards

to writing.

• Students engage in daily writing in a variety of formats.

• Student-friendly rubrics provide a basis for peer-, self-, and teacher critique.


AMERICAN READING COMPANY 08.21.19ARC




Text Evidence



Ecosystem:


© 2

013

by A

mer

ican

Rea

ding

Com

pan

y®

Reader:_________________________Room:____________________


Research Questions:

1. Describe the key characteristics of this ecosystem.

2. Who are the producers in this ecosystem? How do they obtain what they need to survive and reproduce?

3. Who are the consumers in this ecosystem? How do they obtain what they need to survive and reproduce?

4. Who are the decomposers in this ecosystem? What do they obtain from the ecosystem and what do they give back?


6. Construct a food web to describe how matter cycles and energy moves through this ecosystem.

7. How are the Earth’s major systems, the geosphere, hydrosphere, atmosphere, and biosphere, represented in this ecosystem?

8. What are the threats to the health and stability of this ecosystem? What might be done to protect it?

© 2013 by American Reading Company™

RESE

ARCH

LABS

*190460*

Reader:_________________________Room:____________________



Intermediate Research Card

SC-ECRESEARCHCARD-I-V2






Writers’ Workshop(20-40 Minutes)• Apply Focus Standards to independent writing.

• Extended research projects on topics of their choice.

• Collaborative Writing and Peer Review.

• Authentic writing tasks that embed vocabulary, spelling, and grammar. 2

Male lions can grow up to four feet tall and nine to ten feet long. They can weigh between 330 and 500 pounds. Since lions are so big, they don’t have many natural enemies. A lion’s fur is yellow-gold and helps to camouflage it against the dry grass when it hunts. A male lion’s mane is brown and can protect the lion’s neck when he fights with other lions.

Physical CharacteristicsMale Lions


3

legs

mane

neckeareye

nose

mouthtailchin legs

paws

tail

paws

chin

mouth

nose

eye

earFun Fact!

Fun Fact!

A lion’s mane can cause him to overheat.

Lions can run up to 35 mph.

2

Male lions can grow up to four feet tall and nine to ten feet long. They can weigh between 330 and 500 pounds. Since lions are so big, they don’t have many natural enemies. A lion’s fur is yellow-gold and helps to camouflage it against the dry grass when it hunts. A male lion’s mane is brown and the dry grass when it hunts. A male lion’s mane is brown and can protect the lion’s neck when he fights with other lions.

Physical CharacteristicsPhysical CharacteristicsPhysical CharacteristicsPhysical CharacteristicsPhysical CharacteristicsPhysical CharacteristicsPhysical CharacteristicsPhysical CharacteristicsPhysical CharacteristicsPhysical CharacteristicsPhysical CharacteristicsPhysical CharacteristicsPhysical CharacteristicsPhysical CharacteristicsPhysical CharacteristicsPhysical CharacteristicsPhysical CharacteristicsPhysical CharacteristicsPhysical CharacteristicsPhysical CharacteristicsPhysical CharacteristicsPhysical CharacteristicsPhysical CharacteristicsPhysical CharacteristicsPhysical CharacteristicsPhysical CharacteristicsMale Lions


3

legs

mane

neckeareye

nose

mouthtailchin legs

paws

tail

paws

chin

mouth

nose

eye

ear

Fun Fact!Lions can run up to 35 mph.

Fun Fact!A lion’s mane can cause him to overheat.

Before You Begin 23

CCSS W.1 Rubric for a Proficient Answer

1 pt Introduce the topic and state your opinion on the topic.

1 pt Give enough reasons/evidence to support your opinion.

1 ptUse linking words and phrases (e.g., because, and, also) so the reader can follow your thinking.

1 pt End with a concluding statement.

1 pt Cite the text(s) that provided your reasons/evidence.

5 pts Proficient Answer

All Students Master Common Core Standards

1. Common Core Mini-LessonsA daily focus lesson introduces an essential element of Argument. Resources drawn from experts in the field of Argument provide background knowledge and support for teachers.

2. W.1 RubricA clear, student-friendly rubric outlines the essential elements of a proficient Argument and provides a basis for peer-, self-, and teacher critique.

3. Writing to Practice (Task Writing)Students write daily, with regular opportunities to practice both their developing argument skills and content expertise.

4. Extended Writing: Final Research-Based Opinion PieceEach student engages in a carefully scaffolded, extended research project, taking a final written product in the selected genre through the entire writing process from note-making to publication.

Writing CardsA set of Writing Cards guide students through the writing process.

Student-Authored Book By 5th Grader Daniel Hernandez

Tracking Student Progress

Toward College and Career Readiness

Developmental Reading Taxonomy® Built on Common Core State Standards

AMERICANREADING COMPANY

IRLA®:Independent Reading

Level Assessment® Framework



®

2017

Formative Assessment and/or Strategy Groups(During Independent Reading)

• Aligns all reading instruction with one common language/process for every reading level, K–12.

• Identifi es each student’s current reading level and the thing s/he MOST needs to learn next.

• Embedded into literacy block, instruction does not stop.

• Flexible, strategic small-group instruction.

• Explicit lessons and hands-on tools.

• Guided reading sets selected to teach specifi c skills at each IRLA Reading Level.

and

an

are

anand

an

are

andand

an

areareWho Can

I Call?Matt Reher

Drew Falchetta

2G 2B

Training Wheels

1B


Y

ARC PRESS

Books1B Who Can I Call?Matt Reher

Drew Falchetta

2G

2B

Training Wheels

1B


Y

ARC PRESS

Books

1B


Drew Falchetta

2G 2B

Training Wheels

1B


Y

ARC PRESS

Books


Drew Falchetta

2G 2B

Training Wheels

1B


Y

ARC PRESS

Books


Drew Falchetta

2G

2B

Training Wheels

1B


Y

ARC PRESS

Books

1B areWho Can

Training Wheels

Training Wheels

Training Wheels

Training WheelsY

ksksk Who Can Who Can


Drew Falchetta

2G

2B

Training Wheels

1B

KINDERGARTEN FIRST GRADE

1G

Y

ARC PRESS

Books

1B


Behind this tab you will � nd a curated sample selection of independent reading titles from the Leveled Classroom Library. These Classroom Libraries provide daily practice in texts at the appropriate level of challenge, in school & at home.

ARC Literacy LabsLeveled Classroom Library240 Titles Across Multiple Reading Levels (Sample of 30 Titles)



®

2R Readers

Figure out all multisyllabic words and irregularly spelled words using:• di� erent sounds for the letters or chunks in a new word.• pre xes and su xes to gure out words

(un-, re-, mis-, -ful).• what makes sense.

ARC Literacy Labs2R Independent Reading Sample

2 3

1R 2R Wt



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


®

r i c gco arc literacy labs m e m a p a n y read aloud

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