ScholasticGuidedReadingProgSRPlus_TG1_SampleChaptLR_watermarked

1Teacher’s Guide

1Teacher’s Guide Scholastic

INTRODUCTION Contents PAGE 4 Why Short Reads Plus? 5 Choosing a Short Text 6 Scheduling Short Reads Plus in the Classroom 7 A Balanced Approach 8 Using the Short Reads Plus Lesson Notes FICTION CARD TITLE TEXT TYPE GR LEVEL LEXILE PAGE 1. The Way To Go Animal Fantasy A BR120L 10 2. Teeny Tiny Farm Scholastic BR110L 12 3. Two Ducks Realistic Fiction A BR100L 14 4. Let’s Bake BR80L 16 5. Play Time Animal Fantasy A BR60L 18 6. Let’s Make Soup BR60L 20 7. The Aquarium Realistic Fiction A 22 8. My Rainy Day 50L 24 9. My Cat Realistic Fiction A BR30L 26 10. I Love Books 28 11. Jake’s Story Animal Fantasy A 0L 30 12. Goal! 10L 32 13. Jumping! Realistic Fiction A 50L 34 14. Hats for Sale 70L 36 15. Mix It Up! Realistic Fiction B 110L 38 2 120L Realistic Fiction B 190L Animal Fantasy B © 2019 Scholastic Education International (S) Pte Ltd Realistic Fiction B Realistic Fiction B Animal Fantasy B Animal Fantasy B Animal Fantasy B

NON-FICTION CARD TITLE TEXT TYPE GR LEVEL LEXILE PAGE 1. Garden Magazine Explanation A BR130L 40 2. My Email to Ben Scholastic A BR100L 42 3. Dog Facts! Recount A BR60L 44 4. I See the Weather Report A BR60L 46 5. My Pet Scrapbook Explanation A BR30L 48 6. A Guide to Fish Recount A BR20L 50 7. My Day on the Farm Report A 52 8. Make a Fruit Face Recount A 0L 54 9. Look at Frogs Procedure B 100L 56 10. My Forest Description B BR10L 58 11. New Fruit Market! Recount B 30L 60 12. At Night Exposition B 120L 62 13. Bird Nest Facts Report B 160L 64 14. How Many Animals? Report B 160L 66 15. Use Shapes to Make a Mouse! Explanation B 170L 68 Procedure 220L 70 Answer Key © 2019 Scholastic Education International (S) Pte Ltd 3

Why Short Reads Plus? Short Reads Plus is an innovative, easy-to-implement guided reading programme. It includes: • Engaging age-appropriate Lexiled®1 texts grouped by Guided Reading Levels • A range of fiction and non-fiction texts that cover a variety of genres and text types • Suggestions for lesson preparation, class discussion and extension • An Activity Book with a graphic organiser and worksheet to accompany each text • A Reading Journal for students to record reading progress Why Guided Reading? Guided Reading involves the close reading of a short text passage, coupled with instruction, to help readers build a deep and critical understanding of the text. By developing students’ comprehension and higher-order thinking skills, you can help them make sense of the world. “A significant body of research links the close reading of complex text— whether the student is a struggling reader or advanced—to significant gains in reading proficiency, and finds close reading to be a key component of college and career readiness.” (Partnership for Assessment of Readiness for College and Careers, 2012, p. 7)2. READING AND RE-READING FOR DIFFERENT PURPOSES The texts in Short Reads Plus are carefully selected and deliberately short. This focuses students on purposeful reading, re-reading and responding. They learn about the topic through rich vocabulary development and deep comprehension. 1st Reading © 2019 Scholastic Education International (S) Pte Ltd 2ndReading Scholastic 3rd Reading 4th Reading PREPARE READ DISCUSS WRITE AND READ CLOSELY Students re-read and analyse the Students actively respond to text through questioning to explore: the text using: • text structure and features • higher-order thinking skills • key ideas and details • paired discussion • connections/conclusions • written responses • predictions/inferences • words and phrases in context ¹ Lexile, Lexile Framework and the Lexile symbol are U.S. registered trademarks of MetaMetrics Inc. ² Partnership for Assessment of Readiness for College and Careers. (2012). PARCC model content frameworks: English language arts/literacy grades 3-11. Version 2.0. Retrieved from www.parcconline.org/resources/educator-resources/ 4 modelcontent-frameworks/ela-model-content-framework/structure-of-the-model-content-frameworks-for-ela-literacy

Choosing a Short Text Your students should ideally be reading texts at a level appropriate to their reading development, or have teaching support to help them access texts outside their normal reading range. WITHIN A STUDENT’S READING RANGE Short Reads Plus texts are levelled based on the well-established A-to-Z gradient of difficulty. This is designed to allow teachers to differentiate instruction and select texts that will challenge students to read and comprehend increasingly complex texts (Fountas & Pinnell, 2013). CHOOSING TEXTS AND TEXT COMPLEXITY Text complexity reflects three criteria: quantitative measures, qualitative measures and matching reader and tasks. Scholastic Quantitative measures Qualitative measures Reader and Task measures include: include: consider factors such as: • word length • levels of meaning • knowledge and experience • word frequency • levels of purpose • purpose for reading • word difficulty • structure • interest and motivation • sentence length • organisation • complexity of text-based task • text length • language conventionality • complexity of text-based • text cohesion • language clarity • prior language and questions knowledge demands © 2019 Scholastic Education International (S) Pte Ltd Each text has been levelled according to Lexile® measure, a commonly used quantitative measure to determine students’ independent reading level. Guided reading levels also reflect qualitative characteristics of text, such as organisation and clarity of language. Each text is accompanied by a graphic organiser in the Activity Book. These graphic organisers have been levelled to support reading response, and cover a range of reading skills from identifying key details to inferring. 5

Scheduling Short Reads Plus in the Classroom The cards are designed as teacher-led activities and should be an alternative to other group activities. Because the cards are short, your class should be able to read, reread and discuss a card in one lesson of approximately 30 minutes. Students may then complete the worksheet activities and fill in their Reading Journal, either in class or at home, which will take about another 30 minutes. Instructional Focus and Stages of Reading Development at a Glance Self-Monitoring Emergent Guided Early Guided Transitional Guided Fluent Guided Reading Levels A–C Reading Levels D–I Reading Levels J–P Reading Levels N–Z • Picture clues • Monitor with meaning • Monitor with meaning • Monitor with meaning • Cross‑checking [picture [reread/think about text] • Self‑correct • Self‑correct and meaning] • Self‑correct • One‑to‑one matching • Self‑correct Decoding Scholastic• Cross‑checking [picture• Cover the ending • Integrate decoding • Integrate decoding Vocabulary clue/first letter] • Use known parts strategies to figure out strategies to figure out • Chunk big words unknown words unknown words • High‑Frequency Sight • Break down contractions Words • Use analogies • Reread and think, “What • Reread and think, “What would make sense?” would make sense?” • Use illustrations and text features to understand • Cover the ending • Clarify vocabulary unfamiliar words and • Chunk big words concepts • Use analogies • Reread for clues • Check the picture • Use a known part Fluency • Read with expression • Expression: Attend to italic/ • Expression: Read as if you • Use the author’s cues bold words are the character to read text with the appropriate rate, accuracy, • Expression: Read dialogue • Phrasing: Read two or three phrasing, and expression with expression words at a time • Rate: Mark the text to push the reader’s eye forward Comprehension • Build background • Retell: • Retell: Beginning‑Middle‑ • Retell © 2019 Scholastic Education International (S) Pte Ltd knowledge [Use schema/ Beginning‑Middle‑End End [B‑M‑E] Comprehension prior knowledge] [B‑M‑E] • Connect Conversation • Summarize using • Predict • Connect • Connect Somebody‑Wanted‑But‑So • Question • State opinions • Predict [S‑W‑B‑S] • Determine importance • Question • Infer • Determine importance • S, T, P [Stop, Think, • Visualise • Infer Paraphrase] • Evaluate • State and support opinions • Apply/synthesise • Retell: Who and What • State and support opinions • Character Analysis: Track the characters’ feelings • Connect • Predict • Question • Determine importance • Infer • Visualise • Evaluate • State and support opinions From Next Step Guided Reading Assessment Teacher’s Guide (Grades K–2) by Jan Richardson and Maria Walther. Text copyright © 2013 6 by Jan Richardson and Maria Walther. Used by permission of Scholastic Inc. All rights reserved.

A Balanced Approach Reading is a complex process that involves decoding and understanding the words, the sentences, and the text as a whole. Research indicates that students in the early years of school must be taught to ‘master the alphabetic code via systematic, explicit and intensive instruction in phonemic awareness, phonics, reading fluency, vocabulary, and reading comprehension strategies’¹. Short Reads Plus enables teachers to guide young students through the entire reading process—from basic understanding through to deep comprehension— by using short, powerful texts that are explored using a range of proven teaching strategies. All these aspects combine to provide a balanced approach to reading instruction. DecodingScholastic Comprehension © 2019 Scholastic Education International (S) Pte Ltd Skills explored in context, Deep comprehension through carefully graduated rereading for different purposes • preparation to engage • text structure and meaning • literal and inferential question types with the text • higher-order thinking skills • phonics, spelling • exemplary answer modelling • vocabulary, grammar, Techniques punctuation • high-frequency Evidence-based, proven teaching strategies sight words • balanced questions covering Text many levels of comprehension • explicit instruction through Texts carefully selected to enable deep discussion exemplary responses • short, self-contained text • open-ended peer • age-appropriate • text worthy of deep discussion prompts • writing tasks linked reading and discussion • measured by Lexile®* to reading and reading level ¹ Department of Education, Science and Training (DEST) 2005, Teaching reading: Literature review, Canberra, Australia: Commonwealth of Australia * Lexile, Lexile Framework and the Lexile symbol are U.S. registered trademarks of Metametrics Inc. 7

Using the Short Reads Plus Lesson Notes FOCUS QUESTION A question to help establish a clear purpose or support framework for reading the text REFERENCE PANEL ScholasticLevel 1 • Fiction • Card 5Play Time Card reference data for teachers Realistic Fiction ? Focus Question: How do children play at different times of the year? © 2019 Scholastic Education International (S) Pte Ltd PREPARE AND READ GRL A • BR60L PREPARE & READ Brief prompts to engage students Summary: Children play • Discuss seasons and the activities we can do in the rain, snow and hot through all the four seasons. weather. READ CLOSELY Questions teachers can Themes: seasons, weather, • Discuss what the children are doing in each picture. ask to encourage careful enjoying outdoor activities • Ask students to read the card. rereading Text Features: title, labels, READ CLOSELY RED NUMBERS numbered illustrations BESIDE QUESTIONS Setting Cross-reference to card High-Frequency Words: The setting of a story is where it takes place. Does the setting of this story illustration, pointing to where we, in, the stay the same? Which different places do the children visit in the story? 1 – 4 students will find the answers Vocabulary: • puddles: small pools of Text Features: Labels LESSON MATERIALS How does the writer show what time of year it is in each picture? Why do Cross-reference to the lesson water, usually left after you think the writer put labels on each picture? How much time do you think materials for each unit it rains passes in the story? 1 – 4 • sand: tiny loose bits of GRAPHIC ORGANISER worn rock often found at . . . The writer uses labels to show what time of year it is. I think he used task to build specific the beach labels to give the reader extra information. He didn’t want to name the reading skills • leaves: the (usually) green seasons in the story. It takes one year for us to have spring, summer, autumn parts that grow on tree and winter once, so I think one year has passed in the story. branches or on the stem of a plant Language Features: Nouns • snow: crystals of ice that The words in each picture tell us where the children are playing. Find these have fallen from the sky words. (puddles, sand, leaves, snow) 1 – 4 and form a covering on the ground Retell/Sequence of Events Retell the story of what the children did in your own words. Use words like Lesson Materials: ‘first, then, next’ in your retelling. 1 – 4 • Student Book pp. 13–14 • Graphic Organiser p. 21 . . . First, the children played in the rain. Then, they played at the beach. • Worksheet pp. 23–24 Next, they played in the park. Last of all, they played in the snow. • Reading Journal pp. 13–14 • Answers p. 74 ORGANISE INFORMATION 18 Connect Illustrations and Text Help students to complete the reading skills task in the sheet labelled Graphic Organiser in their Activity Book. Ask: What are the four seasons you learnt about? What clothes do the children wear in each season? Ask students to look at the illustrations and identify what the children wear in each season. Guide students to note that the clothes the children wear in each picture are suitable for that season, for example, light clothes and hats in summer and jackets in winter. SRFTG_1_PlayTime.indd 18 POSSIBLE RESPONSE 18/09/19 6:09 PM Exemplary answers for challenging questions 8

STUDENT TEXT RED NUMBERS ON CARD Copy of both sides of the card Cross-reference to questions in ‘Read Closely’ section Level 1 • Fiction • Card 5 Play Time © 2019 Scholastic Education International (S) Pte Ltd. Illustrations by Janet McDonnell/Tugeau 2, Inc. for Scholastic Inc. 1 1 We play in the puddles. Scholastic 3 © 2019 Scholastic Education International (S) Pte Ltd. Illustrations by Janet McDonnell/Tugeau 2, Inc. for Scholastic Inc. 3 We play in the leaves. 2 413 4 2 We play in the sand. We play in the snow. 14 Written by Robert Keith GRL A • BR60L Ask: What do the children play in each season? Why and sunny in summer; in autumn, it is cool and the COMPREHENSIVE do they play in different ways in each season? leaves fall; in winter it is cold and it snows) ANSWER KEY with thumbnails of graphic Point out that the children play in puddles when • The children play and run in the park. Where organiser, worksheets and it rains in spring. They play in the sand on the is another place they could play and run? (on a Reading Journal beach in summer and in piles of fallen leaves in playing field; in the garden; in a sports hall) autumn. In winter, they play in the snow. Help them SUGGESTED connect the illustrations and text. Then, ask them WRITE ANSWERS to complete the activity. to open-ended questions © 2019 Scholastic Education International (S) Pte Ltd Have students complete either one or both of DISCUSS the following options in the worksheets in their Worksheet Page 24 Activity Book. These questions can be used for paired 2. In which season do you think the children have the most discussion. Ask students to use the text to support 1. Choose one season. Draw a picture of childrenLevel 1 • Fiction • Card 5 fun? Why? Complete the sentence frame. their reasoning. Then, ask them to share their doing something in that season. Then, label I think the children have the most fun in (spring/summer/ conclusions with the group. Graphic Organiser Page 21 autumn/winter) because they can play in the puddles • Look at the clothes the children are wearing. What your drawing with the name of the season. Level1•Fiction•Card5 . would happen if the children wore winter clothes Graphic Organiser in summer on the beach? (they would feel too hot) (Information/Explanation) Name: Date: • What do you learn about each season from the pictures and the story? (it rains in spring; it is warm Play Time Match the clothing to the season. Write the words from the box to say what we can do during each season. 2. In which season do you think the children have theplayintheleaves playinthesand playinthepuddles playinthesnow most fun? Why? Complete the sentence frame. play in the sand I think the children have the most fun in (spring/ © 2019 Scholastic Education International (S) Pte Ltd. Illustrations by Janet McDonnell/Tugeau 2, Inc. for Scholastic Inc. © 2019 Scholastic Education International (S) Pte Ltd. Background: © watercolor-children-s-day-background/Freepik. summer/autumn/winter) because___________. play in the leaves (Opinion) play in the snow 19 play in the puddles 24 2211 Worksheet Page 23 Reading Journal Pages 13–14 Level 1 • Fiction • Card 5 Level 1 • Fiction • Card 5 Play Time What did you learn from this card? Write and draw. Worksheet Date: Rating: We can play in different ways in spring, summer, autumn and winter. Name: Date: Fill in the boxes below. New Words Play Time snow puddles DISCUSSSRFTG_1_PlayTime.indd 19 1. Choose one season. Draw a picture of children doing something in sand Summative questions for paired that season. Then, label your drawing with the name of the season. leaves discussion, encouraging higher- level thinking skills WRITE 18/09/19 6:09 PM Interesting Sentences Two writing tasks using 1. We play in the puddles. information/explanation and 2. We play in the sand. Answers will vary. opinion writing skills 3. We play in the leaves. Check that students have followed 4. We play in the snow. the instructions correctly. © 2019 Scholastic Education International (S) Pte Ltd. Background: © watercolor-children-s-day-background/Freepik. © 2019 Scholastic Education International (S) Pte Ltd © 2019 Scholastic Education International (S) Pte Ltd Answers will vary. 13 14 © 2019 Scholastic Education International (S) Pte Ltd Check that students have followed the instructions correctly. 9 23 74

Level 1 • Fiction • Card 1 ScholasticThe Way To Go Animal Fantasy ? Focus Question: How do people go from place to place on land, © 2019 Scholastic Education International (S) Pte Ltd water and in the air? GRL A • BR120L PREPARE & READ Summary: A mother bear and little bear observe the • Ask students how they like to go from place to place. different ways to go from • Discuss the pictures. Ask which ways of going would be fast, and which place to place. Then, they choose the way they want to ways would be slower. travel. • Ask students to read the card. Themes: family fun, types of READ CLOSELY transport Characters Text Features: title, The characters are the people or animals in a story. Who are the characters numbered illustrations shown in the first picture of this story? 1 High-Frequency Words: Genre: Animal Fantasy look, at, the, us Look carefully at the first picture. In what ways do the bears look different Vocabulary: from real bears? What are the bears doing that real bears could not do? 1 • bike: a cycle with two All the bears are wearing clothes, which real bears do not wear. Two bears wheels; another word for are riding together on a bike. One bear on the bike is waving to the two bicycle bears that are watching. A mother bear and a little bear are waving to the • boat: a vehicle used to bike riders, and the bears look like they are smiling. travel on water • car: a vehicle used to Story Events/Illustrations travel on land; a vehicle Look at the last picture. What do the bears say? How can you tell that the with a motor that travels mother bear and the little bear are flying high in the plane? 2 on four wheels The bears say ‘Look at us!’. You can tell that the mother bear and little bear Lesson Materials: are flying high because you can see the clouds around them and the road • Student Book pp. 5–6 and houses far below them. • Graphic Organiser p. 5 • Worksheet pp. 7–8 ORGANISE INFORMATION • Reading Journal pp. 5–6 • Answers p. 70 Identify Setting/Make Connections Help students to complete the reading skills task in the sheet labelled 10 Graphic Organiser in their Activity Book. Ask: Can you recall the four ways in which the bears go from place to place? Where does each part of the story take place? Help students recall the different modes of transport they read about. Guide them to identify the setting for each form of transport: a bike track, a lake, a road and the sky. Then, ask them to choose the correct forms of transport from the box to name each picture and complete the matching activity. Guide them to apply what they have learnt to name and match the last picture.

Level 1 • Fiction • Card 1 Look at the car! Look at the bike! 1 © 2019 Scholastic Education International (S) Pte Ltd. Illustrations by Anthony Lewis/MB Artists, Inc. for Scholastic Inc. 1 3 © 2019 Scholastic Education International (S) Pte Ltd. Illustrations by Anthony Lewis/MB Artists, Inc. for Scholastic Inc. 2 Look at the boat! Look at us! 2 Scholastic54 Written by Jane Dana 6 GRL A • BR120L © 2019 Scholastic Education International (S) Pte Ltd Ask: Which picture is not in the story you just read? • Which of the ways shown is best for moving lots What is the bear doing in that picture? of people at once? (car) Why is it useful to be able to move lots of people together? (cheaper; Help students understand that the bear uses her fun; faster) legs to go from place to place. Guide them to match the picture of the bear walking to the picture WRITE of the footpath. Have students complete either one or both of DISCUSS the following options in the worksheets in their Activity Book. These questions can be used for paired discussion. Ask students to use the text to support 1. Draw a picture to show the bears flying in a their reasoning. Then, ask them to share their plane. Write a sentence to go with your picture. conclusions with the group. (Information/Explanation) • If the mother bear and the little bear go 2. What do you think is the best way to go? somewhere again, how do you think they will Complete the sentence frame. choose to go? (answers will vary) The best way to go is by (bike/boat/car/plane) because_____________. • Which ways do people in your city/town use to (Opinion) go from place to place? (note: walking is also a form of transport) 11