Guided Reading Resources for Lesson Demo and Teacher's Return Demo

TEACHER'S GUIDE USED IN THE LESSON DEMO VIDEO TM RGEUAIDDIENDG SHORT READS L9 Teacher’s Guide

© 2018 Scholastic Education International (Singapore) Private Limited A division of Scholastic Inc. All rights reserved. No part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise without the written permission of the publisher. For information regarding permission, write to: Scholastic Education International (Singapore) Pte Ltd 81 Ubi Avenue 4, #02-28 UB.ONE, Singapore 408830 Email: [email protected] For sales enquiries, write to: Scholastic Philippines Penthouse 1, Prestige Tower, F. Ortigas Jr. Road, Ortigas Center, Pasig City 1605 Email: [email protected] Phone: (+632) 7944-7323 Rest of the World Scholastic Education International (Singapore) Pte Ltd 81 Ubi Avenue 4, #02-28 UB.ONE, Singapore 408830 Email: [email protected] Visit our website: www.scholastic.com ISBN 978-981-4808-13-2 Reprinted 2020

Why Guided Reading? Guided reading involves the close reading of a short text passage, coupled with small-group reading instruction, to help readers build a deep and critical understanding of the text. It is a powerful and strategic way of helping readers process increasingly challenging and complex texts. Having small-group reading instruction allows for differentiated instruction as the groups comprise individuals with similar reading proficiency who can be effectively taught together. This allows for more efficient reading instruction. Guided reading lessons, through collaborative discussions, are “geared toward creating richly textured opportunities for students’ conceptual and linguistic development” (Goldenberg 1992). Scholastic PR1ME Guided Reading is an easy-to-implement guided reading program that is suitable for large class-sizes or classes with limited time availability. It includes: - Engaging age-appropriate texts that are within specified Lexile ranges - A range of fiction and non-fiction texts that cover a variety of genres and text types - Suggestions for lesson preparation and extension The texts in Guided Reading are carefully selected and intentionally short to allow students to focus on purposeful reading and then responding as the text is reread. During the lesson, students read the text the first time to understand the gist of the text. They then re-read and analyze the text through questioning to explore: - Key ideas and details - Inferences and conclusions - Vocabulary in context - Text structure and features - Identifying similarities and differences After the students discuss the text comprehensively, they are encouraged to respond to the text on a more holistic level, through facilitated small group discussion. Each level has 10 units. The units alternate between fiction and non-fiction texts, and are arranged in increasing level of difficulty within fiction and non-fiction strands. There are two Student Cards for each unit – Student Card 1 (with a star) and Student Card 2 (with 2 stars). Student Card 1 is intended to be used by students with a lower reading proficiency for their grade while Student Card 2 is intended to be used by students with a higher reading proficiency. The Lexile ranges for each level are as shown. Level Student Card 1 Lexile Range Student Card 2 Lexile Range © 2018 Scholastic Education International (S) Pte Ltd ISBN  978-981-4808-13-2 3 300-550L 551-800L 651-900L 4 400-650L 751-1000L 901-1100L 5 500-750L 951-1200L 1001-1250L 6 600-900L 1051-1300L 1076-1350L 7 700-950L 8 800-1000L 9 900-1050L 10 925-1075L 4

Each Scholastic PR1ME Guided Reading lesson plan features: Lexile level and star Provides the Lexile level of the text and indicates whether the card is intended for the group with lower or higher reading proficiency. Unit 1 900L Student Card 1 Text type: narrative Text type, Themes, Summary, Themes: figuring things out, Vocabulary Jabberwocky Provides teachers with essential nonsensical things information about the elements of the text. First reading First reading Provides prompts to • Read the title aloud. Explain that this text is adapted from the book Through the Looking-Glass written by Lewis introduce the Carroll, who also wrote Alice’s Adventures in Wonderland. Tell students that jabberwocky is a made-up word and text to students that they will find many made-up words in this selection. Ask students to watch for made-up words as they read before they read and to think about why the author used words like this. it independently. • Have students read the text on their own for the first time. Jabberwocky Guided close reading This is an adaptation from Through the There was a book lying near Alice on the table, Looking Glass, the sequel to Alice’s Adventures and she turned over the leaves, to find some Key details in Wonderland, written in 1871 by Lewis part that she could read,“ —for it’s all in some Ask: What was puzzling about the book Carroll. Alice enters a magical world, this language I don’t know,“ she said to herself. time through a mirror. In this world, she Alice found and how was she able picks up a book of poetry and reads a It was like this. to read it? curious poem called ‘Jabberwocky’. It is Have students pay attention to what much later that she finally learns what some Alice said about the book she found on of the words mean, when she meets Humpty the table and why it was difficult for her Dumpty, who hwaoprpdislyinprtohveidpeoseamt.ranslationSummary: to read it. of the strange Alice finds a book that has unfamiliar words written Vocabulary: • gimlet: corkscrew Think aloud in EnglSihshe .pSuhzzeledwoovrekrsthoisuftorhsoowmetotimre,abdutitatbut has to ask Humpty • gyroscope: device that spins Alice thought the book might be Dumptllyoasottkoainbegr-xiggplhaltasstihnbooutohgkeh, toosftdcrouduckwrsheoe! rIrf.d“IsWh.ohlyd, it’s a • portmanteau: a large traveling bag with two equal parts it up to a glass, the words will all go the right way again.“ This was the poem that Alice read. written in a language she didn’t know. JABBERWOCKY ‘And hast thou slain the Jabberwock? “I see it now,“ Alice remarked thoughtfully, “and Then she realized the words were ‘Twas brillig, and the slithy toves Come to my arms, my beamish boy! what are ‘toves’?“ backward, so she held it up to a Did gyre and gimble in the wabe; “Well, ‘toves’ are something like badgers— looking glass, or mirror, to read it. All mimsy were the borogoves, O frabjous day! Callooh! Callay!’ they’re something like lizards—and they’re And the mome raths outgrabe. He chortled in his joy. something like corkscrews.“ “They must be very curious-looking creatures.“ Author’sThpe‘BjueawwrasprtehotahtsebeJitaeb, btheerwcloacwks, my son! ‘Twas brillig, and the slithy toves “They are that,“ said Humpty Dumpty, “also, that catch! Did gyre and gimble in the wabe; they make their nests under sun-dials, and they Ask: Why dBeiTwdhaertehfrtuehmeaiJouuubstjuhBbaonbrdiredwr,sanrnaidttceshh!’tuhn e poem All mimsy were the borogoves, live on cheese.“ Identify setting using Hme atodokeh-ius vporwpaol srwdosrd?in hand: “And what’s to ‘gyre’ and to ‘gimble’?“ © 2018 Scholastic Education International (S) Pte Ltd ISBN  978-981-4808-13-2Ask: Based on the text and the Have stuLodnegSontimrtesestttehhdeihmneakbnyxatohbmeoeTuufomtetthuhme estorueweg,hot—rds in And the mome raths outgrabe. “To ‘gyre’ is to go round and round like a © 2018 Scholastic Education International (S) Pte Ltd ISBN 978-981-4808-13-2the poem anAdndhstooowd atwhheilye infethltouwghht.en they gyroscope. To ‘gimble’ is to make holes like © 2018 Scholastic Education International (S) Pte Ltd ISBN 978-981-4808-13-2illustration, what can you tell aboutread themTA.hendJaabsbineruwffoischk,twhoituhgehytehseosftfolaomde, ,“It seems very pretty,“ she said when she hada gimlet.“ the setting of this story? ThinCkamaelowhuAifdnfldinbgutrhbrloeudgahs the tulgey wood, finished it, “but it’s rather hard to understand!“ “And the ‘wabe’ is the grass-plot round a it came! (You see she didn’t like to confess, even to sundial, I suppose?“ said Alice, surprised at her Have students pay attention to what the ThOenea,utwtoh!oOrneu, tsweod! Anndothnrsoeugnhsaendwthororudgsh to herself, that she couldn’t make it out at all.) own ingenuity. text tells them about where Alice was, cTrheeatpeTohhHeeeumvHolmeerfpatwoailtelsrnbdotleianagdhdael,teuawhmlnepedpnehtwpisdnintoghictebiktheasmrech-kse.naaaadnuckdt!hsotrory. “Somehow it seems to fill my head with ideas— “Of course it is. It’s called ‘wabe’, you know, what she says about the book she found, only I don’t exactly know what they are! because it goes a long way before it, and a long and what the illustration shows. create the magical world that was However, somebody killed something: that’s way behind it—“ clear, at any rate—“ “And a long way beyond it on each side,“ Think aloud the setting of this story. ... Alice added. The setting is a place that is not real “You seem very clever at explaining words, “Exactly so. Well, ‘mimsy’ is flimsy and but has some magical elements. SRF_5_Jabberwocky.indd 13 15/01/18 5:16 PM sir,“ said Alice. “Would you kindly tell me the miserable (there’s another portmanteau for The illustration of the creature, the meaning of the poem called ‘Jabberwocky’?“ you), and a ‘borogove’ is a thin shabby- backward text of the book, and Analyze character “Let’s hear it,“ said Humpty Dumpty. “I can looking bird with its feathers sticking out all the poem with many strange words Ask: What can you tell about Humpty explain all the poems that were ever invented— round—something like a live mop.“ reinforces that the setting is not an and a good many that haven’t been invented “And then, ‘mome raths’?“ asked Alice. “I’m ordinary place. Dumpty when he told Alice he could just yet.“ afraid I’m giving you a great deal of trouble.“ help her understand the poem? This sounded very hopeful, so Alice repeated “Well, a ‘rath’ is a sort of green pig, but 8 the first verse: ‘mome’ I’m not certain about. I think it’s Have students pay attention to what short for ‘from home’, meaning that they’d lost Guided close reading Humpty Dumpty said about his abilities. ‘Twas brillig, and the slithy toves their way, you know.“ Provides questions and Did gyre and gimble in the wabe; “And what does ‘outgrabe’ mean?“ think-alouds to promote Think aloud All mimsy were the borogoves, “Well, ‘outgrabing’ is something between deeper thinking about key Humpty Dumpty said he could And the mome raths outgrabe. bellowing and whistling, with a kind of explain all the poems that were “That’s enough to begin with,“ Humpty sneeze in the middle: however, you’ll hear it invented and even ones that hadn’t Dumpty interrupted, “there are plenty of hard done, maybe—down in the wood yonder— been invented. This tells you that words there. ‘Brillig’ means four o’clock in the and when you’ve once heard it you’ll be he exaggerated, was boastful, and afternoon—the time when you begin broiling quite content. Who’s been repeating all that thought highly of himself. things for dinner.“ hard stuff to you?“ “That’ll do very well,“ said Alice, “and ‘slithy’?“ “I read it in a book,“ said Alice. “Well, ‘slithy’ means lithe and slimy. “Lithe” is the same as active. You see, it’s like a portmanteau—there are two meanings packed up into one word.“ SRF_5_Jabberwocky.indd 14 15/01/18 5:16 PM ideas and details, craft and Revisit the text structure, and the integration Share and discuss the following questions to sum up the text. Encourage students to support their thinking and of knowledge and ideas. statements with ideas from the text. • What makes this story humorous? (The nonsense words in the poem, the backward writing, the fact that the characters discuss the nonsense words in a serious way, and the made-up creatures in the poem all make this story humorous.) • What are portmanteau words? Find examples in the text and tell what words they are made up of and what they mean. (A portmanteau word is a word that blends the sounds and combines the meanings of two other words. Examples are: slithy—a combination of lithe and slimy, meaning the toves were slimy, active creatures; mimsy— flimsy and miserable, meaning the birds were weak and miserable.) 9 Revisit the text 5 Offers summative and evaluative discussion questions for students to further explore the text.

The Guided Reading Lesson The Guided Reading lesson is based on a rotational model where the class is divided into groups based on reading ability. There should be a maximum of 10 students in a group and groups should be flexible – changing during the year in response to assessment and student need. Assuming a 40 minute lesson period, the teacher works with 2 groups per lesson to focus on guided close reading. The teacher should work with each group for about 15-20 minutes. The remaining groups could be assigned independent work or assessments. The groups will then switch for lesson 2. Lesson 1 In a scenario where there are 40 students, 20 with a higher reading level and 20 with a lower reading level, the class should be split into 4 groups (A and B with a lower reading level and C and D with a higher reading level). During the first half of Lesson 1, the teacher will use Student Card 1 and work with Group A. Groups B, C and D will be assigned other work to do, as shown in the diagram below. After 20 minutes of instruction, the teacher will then work with Group B, also using Student Card 1. Group A will then be assigned independent reading. Lesson 1: First Half Lesson 1: Second Half GROUP A GROUP B GROUP B GROUP A GUIDED DEPENDE GUIDED DEPENDE NT NT NT NT NT NT INREADING READING READING READING AS IN INSTUDENT CARD 1STUDENT CARD 1 AS IN GROUP C GROUP D GROUP D GROUP C © 2018 Scholastic Education International (S) Pte Ltd ISBN  978-981-4808-13-2 DEPENDE SESSME DEPENDE SESSME WORK WORK 6

Lesson 2 In Lesson 2, the teacher will now work with Groups C and D using Student Card 2, which is the text with a higher Lexile measure. Lesson 2: First Half Lesson 2: Second Half GROUP C GROUP D GROUP D GROUP C GUIDED DEPENDE GUIDED DEPENDE NT NT NT NT NT NT INREADING READING READING READING AS IN INSTUDENT CARD 2STUDENT CARD 2 AS IN GROUP A GROUP B GROUP B GROUP A DEPENDE SESSME DEPENDE SESSME WORK WORK Each lesson encourages students to read purposefully and think deeply about the text, and will follow the flow shown below: First reading Guided close reading Revisit the text prompts students to provides questions offers discussion read independently to and think-alouds to questions to extend “get the gist”. encourage deeper student thinking and thinking about the text. engagement. © 2018 Scholastic Education International (S) Pte Ltd ISBN  978-981-4808-13-2 The teacher introduces the The teacher reads the text After the close reading, the text to encourage students to with the small group and teacher uses the summative think about the text or about a poses questions at specific questions to encourage related topic. This may involve points. As teachers elicit students to speak about the explaining certain terms or discussion, they can teach text. This allows students eliciting opinions about a topic. for a full range of skills to demonstrate their such as making inferences, understanding of what they Each student reads the text to understanding context or have read and teachers himself, so that he delves into understanding sequence. to assess the students’ connected reading. comprehension. 7

Unit 8 Text type: information report Theme: extreme sites South America’s Extreme Sites 990L Student Card 1 First reading • Read the title aloud. Explain that this is part of a guidebook about interesting places in South America. Ask students to think about when someone might use a guidebook for these places. • Have students read the text on their own for the first time. Guided close reading ANGEL FALLS Author’s purpose HIGHEST WATERFALL Ask: Why do you think the author Location: Venezuela included Angel Falls and the Amazon River in the guidebook? Height: 979 meters Have students think about what makes these sites special places that people Discover would want to visit. Located in the Canaima National Park in Think aloud south-eastern Venezuela, Angel Falls rush The author probably chose these over the immense, flat-topped plateau sites because of their size. Angel called Auyan-Tepui (Devil’s Mountain). Falls is the highest waterfall in South The falls plunge into Devil’s Canyon, America. The Amazon River is the almost a kilometer below. largest river in the world. The falls were named after an American adventurer who flew over them in Text features 1933. Their indigenous Pemon name Ask: How do the “Fantastic Fact” is Kerepakupai Vena, which means ‘waterfall of the deepest place’. features help you understand how remarkable these two sites are? Flora & Fauna antastic F act Have students reread and think about the information provided in the • Hundreds of plant species are found Angel Falls “Fantastic Fact” box on each page. in the tropical rainforest. Unique orchids  is 15 times live under the tree canopy, along with higher than Think aloud ferns and insect-eating pitcher plants. Niagara Falls. The features compare Angel Falls F and Niagara Falls and explain that the • The area teems with animal life, longest freshwater fish lives in the from colorful butterflies and frogs © 2018 Scholastic Education International (S) Pte Ltd ISBN  978-981-4808-13-2 Amazon. These facts help readers to jaguars, monkeys, giant anteaters, understand how large and unique sloths and armadillos. these sites are. Explore 36 • It’s not easy to get close to the falls. You will need to fly in a small plane, or use a boat. Most of the water turns to mist as it falls. Did You Know? Angel Falls is listed by UNESCO as a World Heritage site. 8

Summary: These pages are about Angel Falls and the Vocabulary: Amazon River, two amazing South American landmarks. • immense: very large • teems: filled to point of overflowing Compare and contrast AMAZON RIVER Ask: In what ways are the environments LARGEST RIVER of Angel Falls and the Amazon River similar? Location: South America Have students think about what the text says about the flora and fauna of both Volume of Water: 209,000 cubic meters sites. per second on average Think aloud Both sites are in the rainforest and Discover t Flora & Fauna are home to many varieties of animal and plant species. Think of a mysterious place where beetles are • The tropical rainforest of the as big as teacups. Nearby trees are so tall that Amazon basin is one of the most Make inferences they block the midday sun. biodiverse regions on Earth. Ask: How is the information in the Welcome to the Amazon River, the largest river in the world and one of the longest. The river • Its soaring canopy features trees “Explore” sections useful for the begins in Peru and ends at the Atlantic Ocean 40 to 60 meters high that catch reader or the traveler? in Brazil. most of the sunlight. Below the Have students focus on the “Explore” canopy are shade-loving palms, sections and think about what readers antastic Fac orchids, ferns and mosses. These and travelers could do with the The world’s are criss-crossed by a dense information. largest freshwater network of rope-like vines. Think aloud fish lives in the • The Amazon is home to jaguars, Visitors must take a boat or plane river—the Arapaima anacondas and piranhas, as well to Angel Falls. The Amazon is best gigas can be more as countless insects, birds and explored by boat, staying in lodges, than 2 meters long. lizards. or camping. This information tells© 2018 Scholastic Education International (S) Pte Ltd ISBN  978-981-4808-13-2 readers and travelers the types of Explore plans they need to make if they F want to visit. • Visit the Amazon by cruising on a riverboat, staying in jungle lodges, or camping along the riverbanks. Experience the culture of the indigenous Amazon peoples. The Amazon is so Did You Know? huge that it carries During the wet season, the Amazon swells 20 percent of the to a width of 48 kilometers (30 miles). world’s fresh water. 9 Revisit the text Share and discuss the following questions to sum up the text. Encourage students to support their thinking and statements with ideas from the text. • How does the author organize the information about both sites? How does this make the text easier to understand? (The author states what is unique about each site and then organizes the facts about each under the same headings. This makes it easier for tourists to compare the two sites and find the information they need.) • Why do you think it would be a good idea to visit these sites with a professional guide? 37

Level Unit 8: South America’s Extreme Sites 9TM TSETAUCDHEINNTGCCAARRDD11 500-750L RGEUAIDDIENDG STUDENT CARD USED IN THE LESSON DEMO VIDEO SHORT READS This guidebook provides information about two amazing South American landmarks, Angel Falls and the Amazon River. ANGEL FALLS HIGHEST WATERFALL Location: Venezuela Height: 979 meters Discover Located in the Canaima National Park in south-eastern Venezuela, Angel Falls rush over the immense, flat-topped plateau called Auyan-Tepui (Devil’s Mountain). The falls plunge into Devil’s Canyon, almost a kilometer below. The falls were named after an American adventurer who flew over them in 1933. Their indigenous Pemon name is Kerepakupai Vena, which means ‘waterfall of the deepest place’. Flora & Fauna F antastic F act • Hundreds of plant species are found © 2018 Scholastic Education International (S) Pte Ltd ISBN  978-981-4808-05-7Angel Falls in the tropical rainforest. Unique orchids  From What on Earth? A Guide to Extreme Sites by John Perritano. Copyright © Scholastic Inc. All rights reserved.is 15 times live under the tree canopy, along with Photos: side 1r: © LysFoto/Shutterstock; side 2l: © Janne Hamalainen/Shutterstock.higher than ferns and insect-eating pitcher plants. Niagara Falls. • The area teems with animal life, from colorful butterflies and frogs to jaguars, monkeys, giant anteaters, sloths and armadillos. Explore • It’s not easy to get close to the falls. You will need to fly in a small plane, or use a boat. Most of the water turns to mist as it falls. Did You Know? Angel Falls is listed by UNESCO as a World Heritage site. 8 AEP Guided Reading student card L9_U7-10.indd 29 8/17/18 5:55 PM

AMAZON RIVER LARGEST RIVER Location: South America Volume of Water: 209,000 cubic meters per second on average Discover t Flora & Fauna Think of a mysterious place where beetles are • The tropical rainforest of the as big as teacups. Nearby trees are so tall that Amazon basin is one of the most they block the midday sun. biodiverse regions on Earth. Welcome to the Amazon River, the largest river in the world and one of the longest. The river • Its soaring canopy features trees begins in Peru and ends at the Atlantic Ocean 40 to 60 meters high that catch in Brazil. most of the sunlight. Below the canopy are shade-loving palms, antastic Fac orchids, ferns and mosses. These The world’s are criss-crossed by a dense largest freshwater network of rope-like vines. fish lives in the • The Amazon is home to jaguars, river—the Arapaima anacondas and piranhas, as well gigas can be more as countless insects, birds and than 2 meters long. lizards. F Explore © 2018 Scholastic Education International (S) Pte Ltd ISBN  978-981-4808-05-7 • Visit the Amazon by cruising on a riverboat, staying in jungle lodges, or camping along the riverbanks. Experience the culture of the indigenous Amazon peoples. The Amazon is so Did You Know? huge that it carries During the wet season, the Amazon swells 20 percent of the to a width of 48 kilometers (30 miles). world’s fresh water. 9 AEP Guided Reading student card L9_U7-10.indd 30 8/17/18 5:55 PM

TEACHER'S GUIDE FOR THE RETURN DEMO TM GREUAIDDIENDG SHORT READS L7 Teacher’s Guide

© 2018 Scholastic Education International (Singapore) Private Limited A division of Scholastic Inc. All rights reserved. No part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise without the written permission of the publisher. For information regarding permission, write to: Scholastic Education International (Singapore) Pte Ltd 81 Ubi Avenue 4, #02-28 UB.ONE, Singapore 408830 Email: [email protected] For sales enquiries, write to: Scholastic Philippines Penthouse 1, Prestige Tower, F. Ortigas Jr. Road, Ortigas Center, Pasig City 1605 Email: [email protected] Phone: (+632) 7944-7323 Rest of the World Scholastic Education International (Singapore) Pte Ltd 81 Ubi Avenue 4, #02-28 UB.ONE, Singapore 408830 Email: [email protected] Visit our website: www.scholastic.com ISBN 978-981-4808-11-8 Reprinted 2020

Contents Lexile 4 Level 6 Why Guided Reading? The Guided Reading Lesson 700L Page 900L Student Card 1 710L 8 Unit 920L 10 760L 12 Student Card 2 920L 14 The Secret Garden 800L 16 1 920L 18 Grasp All, Lose All 790L 20 What Are Maglev Trains? 930L 22 2 800L 24 Pompeii 970L 26 Why the Sun and the Moon Live in the Sky 28 3 800L 30 Athena and Arachne 970L The Volcano That Shook the World 860L 32 4 1100L 34 Failing to Succeed 810L 36 Martin Rattler 1070L 38 5 870L 40 The Most Dangerous Game 1140L 42 X-Treme Sports 44 6 Don’t Let Your Posts Come Back to 46 Haunt You Prometheus the Fire-Giver 7 The Pied Piper of Hamelin Rivers of the World: Asia 8 Fireworks Mr. Deane Goes Missing 9 The Scarlet Plague Going Vegetarian 10 Earthquakes

Why Guided Reading? Guided reading involves the close reading of a short text passage, coupled with small-group reading instruction, to help readers build a deep and critical understanding of the text. It is a powerful and strategic way of helping readers process increasingly challenging and complex texts. Having small-group reading instruction allows for differentiated instruction as the groups comprise individuals with similar reading proficiency who can be effectively taught together. This allows for more efficient reading instruction. Guided reading lessons, through collaborative discussions, are “geared toward creating richly textured opportunities for students’ conceptual and linguistic development” (Goldenberg 1992). Scholastic PR1ME Guided Reading is an easy-to-implement guided reading program that is suitable for large class-sizes or classes with limited time availability. It includes: - Engaging age-appropriate texts that are within specified Lexile ranges - A range of fiction and non-fiction texts that cover a variety of genres and text types - Suggestions for lesson preparation and extension The texts in Guided Reading are carefully selected and intentionally short to allow students to focus on purposeful reading and then responding as the text is reread. During the lesson, students read the text the first time to understand the gist of the text. They then re-read and analyze the text through questioning to explore: - Key ideas and details - Inferences and conclusions - Vocabulary in context - Text structure and features - Identifying similarities and differences After the students discuss the text comprehensively, they are encouraged to respond to the text on a more holistic level, through facilitated small group discussion. Each level has 10 units. The units alternate between fiction and non-fiction texts, and are arranged in increasing level of difficulty within fiction and non-fiction strands. There are two Student Cards for each unit – Student Card 1 (with a star) and Student Card 2 (with 2 stars). Student Card 1 is intended to be used by students with a lower reading proficiency for their grade while Student Card 2 is intended to be used by students with a higher reading proficiency. The Lexile ranges for each level are as shown. Level Student Card 1 Lexile Range Student Card 2 Lexile Range © 2018 Scholastic Education International (S) Pte Ltd ISBN  978-981-4808-11-8 3 300-550L 551-800L 651-900L 4 400-650L 751-1000L 901-1100L 5 500-750L 951-1200L 1001-1250L 6 600-900L 1051-1300L 1076-1350L 7 700-950L 8 800-1000L 9 900-1050L 10 925-1075L 4

Unit 1 Text type: narrative Themes: friendship, renewal, secrets The Secret Garden 700L Student Card 1 First reading • Read the title aloud. Tell students that Mary, an orphan of wealthy parents, has been sent to live with her uncle in England. There, Mary learns of a secret garden and decides to share it with her new friend, Dickon. Tell students to pay attention to the differences in the way Dickon and Mary speak. • Have students read the text on their own for the first time. Guided close reading TheSecret Garden Make inferences Ask: What clues in the story let you For two or three minutes he stood looking “Oh! I forgot!” said Mary, feeling frightened © 2018 Scholastic Education International (S) Pte Ltd ISBN  978-981-4808-11-8 round, while Mary watched him, and then he and putting her hand quickly against her know that the garden was a secret? began to walk about softly, even more lightly mouth. “Did you know about the garden?” she Have students pay attention to what than Mary had walked the first time she had asked again when she had recovered herself. Dickon said about the garden. found herself inside the four walls. His eyes Dickon nodded. “Martha told me there was seemed to be taking in everything—the gray one as no one ever went inside,” he answered. Think aloud trees with the gray creepers climbing over “Us used to wonder what it was like.” Dickon said he never thought he them and hanging from their branches, the He stopped and looked round at the lovely would see the garden, which implies tangle on the walls and among the grass, the gray tangle about him, and his round eyes that it was hidden, and Martha said evergreen alcoves with the stone seats and tall looked queerly happy. that no one ever went inside the flower urns standing in them. “Eh, the nests as’ll be here come springtime,” garden. “I never thought I’d see this place,” he said at he said. “It’d be th’ safest nestin’ place in last, in a whisper. England. No one never comin’ near, an’ Analyze character “Did you know about it?” asked Mary. tangles o’ trees an’ roses to build in. I wonder Ask: What differences did you notice She had spoken aloud and he made a sign all th’ birds on th’ moor don’t build here.” to her. Mistress Mary put her hand on his arm again in the way that Mary and Dickon “We must talk low,” he said, “or someone’ll without knowing it. “Will there be roses?” she spoke? What was the author’s hear us an’ wonder what’s to do in here.” whispered. “Can you tell? I thought perhaps purpose in having them speak in they were all dead.” different ways? Have students pay attention to the SRF_Box_4_TheSecretGarden.indd 27 12/01/18 9:57 AM dialogue and how it differed. Think aloud Mary used standard English, and Dickon used non-standard English and many contractions. The author wanted to show that Mary was formal and educated and Dickon was less educated and came from a different background. 8

Summary: Mary, an orphan of wealthy parents, goes to live Vocabulary: with her uncle in England. She discovers a neglected garden that • exultantly: in a happy way has been walled in and kept secret. She finally decides to share • lichen: fungus and algae-like organism that grows on trees it with her new friend, Dickon. and rocks Key details “Eh! No! Not them—not all of ’em!” he thick gray, dry-looking branch. “A body Ask: How did Dickon know that the gray answered. “Look here!” might think this was dead wood, but I don’t He stepped over to the nearest tree—an old, believe it is, down to th’ root. I’ll cut it low garden wasn’t dead? old one with gray lichen all over its bark, down an’ see.” Have students pay attention to what but upholding a curtain of tangled sprays He knelt and with his knife cut the lifeless- Dickon did and what he explained to and branches. He took a thick knife out of looking branch through, not far above Mary about the plants. his pocket and opened one of its blades. the earth. “There’s lots o’ dead wood as ought to be cut “There!” he said exultantly. “I told thee so. Think aloud out,” he said. “An’ there’s a lot o’ old wood, but There’s green in that wood yet. Look at it.” Dickon found some branches with it made some new last year. This here’s a new Mary was down on her knees before he green inside and some new shoots bit,” and he touched a shoot which looked spoke, gazing with all her might. on some of the plants, which showed brownish green instead of hard, dry gray. “When it looks a bit greenish an’ juicy like they were still alive. Mary touched it herself in an eager, reverent that, it’s wick,” he explained. “When th’ way. “That one?” she said. “Is that one quite inside is dry an’ breaks easy, like this here Key details alive?” piece I’ve cut off, it’s done for. There’s a big Ask: What did Mary and Dickon do with Dickon curved his wide smiling mouth. root here as all this live wood sprung out of, “It’s as wick as you or me,” he said; and Mary an’ if th’ old wood’s cut off an’ it’s dug round, the garden? remembered that Martha had told her that and took care of there’ll be—” he stopped Have students focus on what the ‘wick’ meant ‘alive’ or ‘lively.’ and lifted his face to look up at the climbing characters did after Dickon discovered “I’m glad it’s wick!” she cried out in her and hanging sprays above him—“there’ll be a that the garden wasn’t all dead. whisper. “I want them all to be wick. Let us go fountain o’ roses here this summer.” round the garden and count how many wick They went from bush to bush and from tree Think aloud ones there are.” to tree. Dickon was very strong and clever Mary and Dickon cleared out the She quite panted with eagerness, and Dickon with his knife and knew how to cut the dry dead plants and exposed the new was as eager as she was. They went from tree to and dead wood away. He could tell when an growth to air and sun in order to tree and from bush to bush. Dickon carried his unpromising bough or twig had still green bring it back to life. knife in his hand and showed her things which life in it. In the course of half an hour Mary she thought wonderful. thought she could tell too, and when he cut “They’ve run wild,” he said, “but th’ strongest through a lifeless-looking branch she would ones has fair thrived on it. The delicatest ones cry out joyfully under her breath when she has died out, but th’ others has growed an’ caught sight of the least shade of moist green. growed, an’ spread an’ spread, till they’s The spade, and hoe, and fork were very a wonder. See here!” and he pulled down a useful. He showed her how to use the fork while he dug about the roots with the spade and stirred the earth and let the air in. © 2018 Scholastic Education International (S) Pte Ltd ISBN  978-981-4808-11-8 SRF_Box_4_TheSecretGarden.indd 28 12/01/18 9:57 AM Revisit the text Share and discuss the following questions to sum up the text. Encourage students to support their thinking and statements with ideas from the text. • How is the garden in the illustration different from what is described in the text? (The illustration shows a green and lively garden, different from the gray, tangled or lifeless garden described in the text.) How does the illustration help you understand what might happen to the garden next? (It shows what the garden might look like after Mary and Dickon work on it.) • Why might someone have decided to build a wall around the garden and let it grow wild? • What theme or idea do you think the garden might stand for, or symbolize? (Things that appear to be dead and lifeless can be restored and become beautiful again.) 9

Unit 1 Text type: narrative Themes: greed, deceit Grasp All, Lose All 900L Student Card 2 First reading • Read the title aloud. Explain that this is a traditional tale from India. Tell students that grasp means “to grip or hold on to something”, and have them think about what the title could mean. Ask them to predict what might happen in this story, based on the title. • Have students read the text on their own for the first time. Guided close reading Grasp All, Lose All Dena’s feet dragged as he trudged along the rocky “Just look at what I have found!” He carefully Key details path, contemplating what lay ahead of him. With unknotted his cloak to reveal the four stones that © 2018 Scholastic Education International (S) Pte Ltd ISBN  978-981-4808-11-8 Ask: What problem did Dena have at the the interest that had accrued on his loan, Dena glittered and flashed as he turned them over. now owed three hundred rupees to Musli, and “Ha!” said his wife. “We have no food to fill our beginning of the story? he knew the moneylender would visit his house bellies, and you bring me colored pebbles? What Think aloud again that evening, demanding money that Dena is the use of such things?” Dena owed the moneylender, Musli, simply didn’t have. But Dena wasn’t discouraged. The next night, money. Dena did not have the money In despair, instead of returning home to his when Musli came calling, Dena could hardly to repay his debt. wife and child, Dena walked past his street and contain his excitement. “Come in, come in,” he through the city to a well that lay at the edge said. “I don’t have your money, but I have found Analyze character of the forest. Near the well grew a large peepul some very pretty stones. Come and see.” Ask: What did you learn about Musli tree, and Dena curled up comfortably among the Musli instantly recognized the stones as lower branches to rest. magnificent rubies; his mouth watered as he when he took the stones from Dena A little before midnight, he awoke when a imagined their worth. But he sighed loudly. as payment? mysterious breeze whipped in small gusts “What do I care for some stupid colored stones, Think aloud through the branches where he lay. In minutes, Dena? You owe me a lawful debt, but I suppose Musli knew that the stones were the gusts spun into a whirlwind, lifting the —” he rubbed his beard thoughtfully, “I suppose really rubies, worth much more than peepul tree from its very roots into the air. Dena that rather than keep chasing you for money you three hundred rupees. He pretended clung fearfully to the branches as the tree twisted will never have, I could be gracious.” he didn’t know this, which showed and twirled, pitched and plunged through the Dena wept with gratitude as Musli wrote out a that he was dishonest, sneaky, and tempestuous ocean of air. receipt for the three hundred rupees. a cheat. Just as the oil seller began to feel he could hold Musli hurried into the street with a new problem on no longer, the tree plummeted down and on his hands: to whom could he sell the rubies? rooted itself firmly into the ground. Gone was There was only one person wealthy enough to the wild, tangled forest Dena knew. He was now contemplate buying them: the Raja. Musli on the shore of a wild sea, with tiny red lights knew just what to do. flickering on the sand in the moonlight. He took one of the lights in his hands. It was a hard red stone, about the size of a walnut. Intrigued, he tied four stones into his cloak. As dawn appeared over the horizon, he felt the wind begin to blow. No sooner had he climbed to the safety of the peepul tree, than it rose and flew rapidly through the air, depositing him once more by the well. Dena hurried home to his wife, who scolded him soundly and peppered him with questions. As soon as she paused for breath, Dena said, SRF_5_GraspAllLoseAll.indd 11 15/01/18 10:15 AM 10

Summary: In this traditional tale from India, a poor oil seller Vocabulary: called Dena has no money to repay his debt to a moneylender • avarice: extreme greed called Musli. After a strange trip, he finds pretty red stones . . . • contemplate: think about rubies. • tempestuous: wild and stormy Sequence of events The next day, Musli bowed low before the Raja The two men quickly climbed into the branches Ask: What did the Raja do after Musli and laid the jewels at his feet. “My king,” he said, of the tree and waited. A little before midnight, the “as your humblest of servants, I would like to wind sprang up, and the Raja held his breath showed him the rubies? present you with a gift.” as the tree was lifted into the air. When it Think aloud had firmly rooted itself on the ruby-littered The Raja had the rubies inspected, The Raja called over his advisors to inspect the shoreline, the two men scrambled down, full of and then gave Musli ten thousand stones. Finally, he turned to Musli and said, “You avarice and desire. rupees for them. Musli made much have given me a fine gift indeed. As a reward for They gathered the stones in a frenzy as their more than Dena owed him. your loyalty, I shall give you ten thousand rupees.” minds spun out of control. Musli could hardly contain his excitement. He “Why would Dena only have gathered four Cause and effect had succeeded in turning three hundred rupees stones?” Musli shook his head in disbelief. “I Ask: How did the Raja find out about the into ten thousand. shall gather forty and become a Raja. I’ll never The Raja was equally pleased with his exchange, have to work again!” he chuckled. peepul tree? and rushed off to show them to the queen. The Meanwhile, the Raja’s smile had turned to a Think aloud Rani turned the stones over and over in her sneer. “The Rani only wanted eight stones, but The Raja demanded that Musli obtain hands with delight, “Ah! If only I had eight more there are enough here for twenty necklaces! I more rubies, threatening him if he such gems, what a necklace they would make. shall sell them to the other Rajas, and I shall didn’t. Musli then demanded that Get me eight more of them, just like these.” become a Maharaja—a king of kings!” Dena tell him where he found them. “Most unreasonable,” muttered the Raja. “Where They darted hither and thither, picking up the Finally Musli tells the Raja how Dena am I to find eight more? I have never seen rubies precious jewels, each watching to see whether found the rubies. like these anywhere.” Nevertheless, when the his neighbor had collected better gems than he. Rani demanded something, she usually got it. So engrossed were they in the business of Key details The Raja called the moneylender before him gathering rubies, that neither noticed the sky Ask: What happened to Musli and the urgently the next morning, demanding that Musli beginning to lighten. Nor did they notice the obtain more rubies, or he would be hanged. In wind pick up and start to rustle the leaves of the Raja? turn, Musli visited Dena and demanded to know peepul tree. Think aloud where to find more red stones. It was not until the tree began to rise into the Musli and the Raja were so busy “It was the last Sunday of the new moon,” said sky that Musli and the Raja looked up to see collecting rubies that they didn’t Dena, “when I climbed into the peepul tree next their only way home floating off into the sky. notice it was dawn and the wind to the well.” He went on to tell Musli the story had picked up. They missed their of his flight to the strange, glittering beach, but chance to get back to the well and Musli stopped him. were left behind. “If you are lying to me, Dena, I will make your life a misery,” Musli growled menacingly. Dena shook his head quickly. “I would not lie to you, Musli, I promise.” He went on to finish his strange tale and, finally, Musli believed him. Musli hurried off to tell the Raja about the peepul tree and together they plotted to gather the gems themselves. The days dragged on through that month until finally, on the appointed Sunday, Musli and the Raja met eagerly at the base of the peepul tree one hour after sunset. © 2018 Scholastic Education International (S) Pte Ltd ISBN  978-981-4808-11-8 SRF_5_GraspAllLoseAll.indd 12 15/01/18 10:15 AM Revisit the text Share and discuss the following questions to sum up the text. Encourage students to support their thinking and statements with ideas from the text. • If Dena had realized that the stones were really rubies, how do you think he might have acted? Explain your thinking. • What does the title “Grasp All, Lose All” mean? Explain whether you think the title suits the story. (The title is well-suited to the story because in trying to gather all the rubies they can find, Musli and the Raja lose everything as they have no way of returning home and doing what they had planned to do with the rubies.) • What do you think is the lesson of this tale? (The tale teaches us not to be too greedy; otherwise we could lose everything.) 11

GUIDED STUDENT CARD FOR THE Level Unit 1: The Secret Garden TM 7 TSETAUCDHEINNTGCCAARRDD11 500-750L RETURN DEMO READING This excerpt is from the story The Secret Garden by Frances Hodgson Burnett. In this part of the SHORT READS story, Mary Lennox shows her new friend, Dickon, a walled garden that she found on her uncle’s property. TheSecret Garden For two or three minutes he stood looking “Oh! I forgot!” said Mary, feeling frightened © 2018 Scholastic Education International (S) Pte Ltd ISBN  978-981-4808-03-3 round, while Mary watched him, and then he and putting her hand quickly against her Adapted from The Secret Garden by Frances Hodgson Burnett. Copyright © 2014 by Scholastic Inc. All rights reserved. began to walk about softly, even more lightly mouth. “Did you know about the garden?” she Illustration © Jonathan Barry/Private Collection/Bridgeman Images. than Mary had walked the first time she had asked again when she had recovered herself. found herself inside the four walls. His eyes Dickon nodded. “Martha told me there was seemed to be taking in everything—the gray one as no one ever went inside,” he answered. trees with the gray creepers climbing over “Us used to wonder what it was like.” them and hanging from their branches, the He stopped and looked round at the lovely tangle on the walls and among the grass, the gray tangle about him, and his round eyes evergreen alcoves with the stone seats and tall looked queerly happy. flower urns standing in them. “Eh, the nests as’ll be here come springtime,” “I never thought I’d see this place,” he said at he said. “It’d be th’ safest nestin’ place in last, in a whisper. England. No one never comin’ near, an’ “Did you know about it?” asked Mary. tangles o’ trees an’ roses to build in. I wonder She had spoken aloud and he made a sign all th’ birds on th’ moor don’t build here.” to her. Mistress Mary put her hand on his arm again “We must talk low,” he said, “or someone’ll without knowing it. “Will there be roses?” she hear us an’ wonder what’s to do in here.” whispered. “Can you tell? I thought perhaps they were all dead.” SRF_Box_4_TheSecretGarden.indd 27 12/01/18 9:57 AM

“Eh! No! Not them—not all of ’em!” he thick gray, dry-looking branch. “A body © 2018 Scholastic Education International (S) Pte Ltd ISBN  978-981-4808-03-3 answered. “Look here!” might think this was dead wood, but I don’t He stepped over to the nearest tree—an old, believe it is, down to th’ root. I’ll cut it low old one with gray lichen all over its bark, down an’ see.” but upholding a curtain of tangled sprays He knelt and with his knife cut the lifeless- and branches. He took a thick knife out of looking branch through, not far above his pocket and opened one of its blades. the earth. “There’s lots o’ dead wood as ought to be cut “There!” he said exultantly. “I told thee so. out,” he said. “An’ there’s a lot o’ old wood, but There’s green in that wood yet. Look at it.” it made some new last year. This here’s a new Mary was down on her knees before he bit,” and he touched a shoot which looked spoke, gazing with all her might. brownish green instead of hard, dry gray. “When it looks a bit greenish an’ juicy like Mary touched it herself in an eager, reverent that, it’s wick,” he explained. “When th’ way. “That one?” she said. “Is that one quite inside is dry an’ breaks easy, like this here alive?” piece I’ve cut off, it’s done for. There’s a big Dickon curved his wide smiling mouth. root here as all this live wood sprung out of, “It’s as wick as you or me,” he said; and Mary an’ if th’ old wood’s cut off an’ it’s dug round, remembered that Martha had told her that and took care of there’ll be—” he stopped ‘wick’ meant ‘alive’ or ‘lively.’ and lifted his face to look up at the climbing “I’m glad it’s wick!” she cried out in her and hanging sprays above him—“there’ll be a whisper. “I want them all to be wick. Let us go fountain o’ roses here this summer.” round the garden and count how many wick They went from bush to bush and from tree ones there are.” to tree. Dickon was very strong and clever She quite panted with eagerness, and Dickon with his knife and knew how to cut the dry was as eager as she was. They went from tree to and dead wood away. He could tell when an tree and from bush to bush. Dickon carried his unpromising bough or twig had still green knife in his hand and showed her things which life in it. In the course of half an hour Mary she thought wonderful. thought she could tell too, and when he cut “They’ve run wild,” he said, “but th’ strongest through a lifeless-looking branch she would ones has fair thrived on it. The delicatest ones cry out joyfully under her breath when she has died out, but th’ others has growed an’ caught sight of the least shade of moist green. growed, an’ spread an’ spread, till they’s The spade, and hoe, and fork were very a wonder. See here!” and he pulled down a useful. He showed her how to use the fork while he dug about the roots with the spade and stirred the earth and let the air in. SRF_Box_4_TheSecretGarden.indd 28 12/01/18 9:57 AM