Table of Contents
Published by Macmillan/McGraw-Hill, of McGraw-Hill Education, a division of The McGraw-Hill Companies, Inc.,
Two Penn Plaza, New York, New York 10121.
Copyright ? by The McGraw-Hill Companies, Inc. All rights reserved. No part of this publication may be reproduced
or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written
consent of The McGraw-Hill Companies, Inc., including, but not limited to, network storage or transmission,
or broadcast for distance learning.
Printed in the United States of America
1 2 3 4 5 6 7 8 9 HES 14 13 12 11 10
? Macmillan/McGraw-Hill
A
Table of Contents
Using Comprehension Intervention. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vi
Question-Answer Relationship
Section 1
Lesson 1
Lesson 2
Lesson 3
Lesson 4
Lesson 5
Lesson 6
Lesson 7
Lesson 8
Lesson 9
2
Acquisition: QAR: Right There . . . . . . . . . .
Focused Application: QAR: Right There . . . .
Strategic Integration: QAR: Right There . . . .
Acquisition: QAR: Think and Search . . . . . .
Focused Application: QAR: Think and Search
Strategic Integration: QAR: Think and Search
Acquisition: QAR: Author and Me . . . . . . . .
Focused Application: QAR: Author and Me. .
Strategic Integration: QAR: Author and Me. .
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Acquisition: Recognize and Analyze Text Structure . . . . . .
Focused Application: Recognize and Analyze Text Structure
Strategic Integration: Recognize and Analyze Text Structure
Acquisition: Analyze Story Structure . . . . . . . . . . . . . . . .
Focused Application: Analyze Story Structure. . . . . . . . . .
Strategic Integration: Analyze Story Structure. . . . . . . . . .
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. 2
. 4
. 6
. 8
10
12
14
16
18
Beginning Literary Skills
Section 2
Lesson 10
Lesson 11
Lesson 12
Lesson 13
Lesson 14
Lesson 15
20
20
22
24
26
28
30
Strategies and Skills
Section 3
? Macmillan/McGraw-Hill
Lesson 16
Lesson 17
Lesson 18
Lesson 19
Lesson 20
Lesson 21
Lesson 22
Lesson 23
Lesson 24
32
Acquisition: Identify Setting . . . . . . . .
Focused Application: Identify Setting . .
Strategic Integration: Identify Setting . .
Acquisition: Identify Character . . . . . .
Focused Application: Identify Character
Strategic Integration: Identify Character
Acquisition: Identify Plot . . . . . . . . . .
Focused Application: Identify Plot . . . .
Strategic Integration: Identify Plot . . . .
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Section 4
Lesson 25
Lesson 26
Lesson 27
Lesson 28
Lesson 29
Lesson 30
Lesson 31
Lesson 32
Lesson 33
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32
34
36
38
40
42
44
46
48
50
Acquisition: Monitor Comprehension . . . . . . . . . .
Focused Application: Monitor Comprehension . . . .
Strategic Integration: Monitor Comprehension . . . .
Acquisition: Generate/Ask Questions . . . . . . . . . .
Focused Application: Generate/Ask Questions . . . .
Strategic Integration: Generate/Ask Questions . . . .
Acquisition: Make and Confirm Predictions . . . . . .
Focused Application: Make and Confirm Predictions
Strategic Integration: Make and Confirm Predictions
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50
52
54
56
58
60
62
64
66
Table of Contents
iii
Section 5
Acquisition: Sequence . . . . . . . . . . . . . . .
Focused Application: Sequence. . . . . . . . .
Strategic Integration: Sequence. . . . . . . . .
Acquisition: Cause and Effect . . . . . . . . . .
Focused Application: Cause and Effect . . . .
Strategic Integration: Cause and Effect . . . .
Acquisition: Compare and Contrast . . . . . .
Focused Application: Compare and Contrast
Strategic Integration: Compare and Contrast
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Section 6
Lesson 43
Lesson 44
Lesson 45
Lesson 46
Lesson 47
Lesson 48
Lesson 49
Lesson 50
Lesson 51
Acquisition: Summarize . . . . . . . . . . . . . .
Focused Application: Summarize . . . . . . . .
Strategic Integration: Summarize . . . . . . . .
Acquisition: Main Idea and Details . . . . . . .
Focused Application: Main Idea and Details .
Strategic Integration: Main Idea and Details .
Acquisition: Problem and Solution . . . . . . .
Focused Application: Problem and Solution .
Strategic Integration: Problem and Solution.
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. 86
. 88
. 90
. 92
. 94
. 96
. 98
.100
. 102
104
Acquisition: Visualize. . . . . . . . . . . . .
Focused Application: Visualize . . . . . .
Strategic Integration: Visualize . . . . . .
Acquisition: Make Inferences. . . . . . . .
Focused Application: Make Inferences .
Strategic Integration: Make Inferences .
Acquisition: Author¡¯s Purpose . . . . . . .
Focused Application: Author¡¯s Purpose .
Strategic Integration: Author¡¯s Purpose .
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Acquisition: Draw Conclusions . . . . . . . . . .
Focused Application: Draw Conclusions . . . .
Strategic Integration: Draw Conclusions . . . .
Acquisition: Retell. . . . . . . . . . . . . . . . . . .
Focused Application: Retell . . . . . . . . . . . .
Strategic Integration: Retell . . . . . . . . . . . .
Acquisition: Classify and Categorize . . . . . . .
Focused Application: Classify and Categorize .
Strategic Integration: Classify and Categorize .
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Section 8
Lesson 61
Lesson 62
Lesson 63
Lesson 64
Lesson 65
Lesson 66
Lesson 67
Lesson 68
Lesson 69
68
70
72
74
76
78
80
82
84
86
Section 7
Lesson 52
Lesson 53
Lesson 54
Lesson 55
Lesson 56
Lesson 57
Lesson 58
Lesson 59
Lesson 60
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.104
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. 116
. 118
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122
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. 122
. 124
. 126
. 128
. 130
. 132
. 134
. 136
. 138
Literary Elements
Section 9
Lesson 70
Lesson 71
Lesson 72
iv
140
Alliteration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140
Rhyme and Rhythmic Patterns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142
Onomatopoeia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .144
Comprehension Intervention
? Macmillan/McGraw-Hill
Lesson 34
Lesson 35
Lesson 36
Lesson 37
Lesson 38
Lesson 39
Lesson 40
Lesson 41
Lesson 42
68
Lesson 73
Lesson 74
Lesson 75
Similes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .146
Sensory Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148
Repetition and Word Choice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150
Study Skills
Section 10
Lesson 76
Lesson 77
Lesson 78
Lesson 79
Lesson 80
Lesson 81
Lesson 82
Lesson 83
152
Narrowing a Topic for Research .
Choosing Research Materials . .
Using Parts of a Book. . . . . . . .
Using the Internet . . . . . . . . .
Using Periodicals/Newspapers .
Using a Telephone Directory. . .
Using the Media Center . . . . . .
Using a Dictionary . . . . . . . . .
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. 152
. 154
. 156
. 158
.160
. 162
.164
.166
Text Features
Section 11
Lesson 84
Lesson 85
Lesson 86
Lesson 87
Lesson 88
Lesson 89
Lesson 90
Lesson 91
Lesson 92
Lesson 93
Lesson 94
Lesson 95
Lesson 96
168
Using Text Features. . . . . . . . . . . . . . . . . . .
Using a Time Line . . . . . . . . . . . . . . . . . . . .
Using a Chart. . . . . . . . . . . . . . . . . . . . . . .
Using Illustrations, Photographs, and Captions .
Using Signs and Symbols . . . . . . . . . . . . . . .
Using Headings . . . . . . . . . . . . . . . . . . . . .
Using Maps . . . . . . . . . . . . . . . . . . . . . . . .
Using Lists . . . . . . . . . . . . . . . . . . . . . . . .
Using Bar Graphs . . . . . . . . . . . . . . . . . . . .
Using Diagrams and Labels. . . . . . . . . . . . . .
Using Drop-Down Menus. . . . . . . . . . . . . . .
Using Written Directions . . . . . . . . . . . . . . .
Using Interviews . . . . . . . . . . . . . . . . . . . .
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.168
. 170
. 172
. 174
. 176
. 178
. 180
. 182
.184
.186
.188
. 190
. 192
Genres
? Macmillan/McGraw-Hill
Section 12
Lesson 97
Lesson 98
Lesson 99
Lesson 100
Lesson 101
Lesson 102
Lesson 103
Lesson 104
Lesson 105
Folktale, Fairy Tale, and Fable .
Myth and Legend . . . . . . . . .
Realistic Fiction . . . . . . . . . .
Fantasy . . . . . . . . . . . . . . .
Play . . . . . . . . . . . . . . . . . .
Poetry . . . . . . . . . . . . . . . .
Nonfiction Article. . . . . . . . .
Biography and Autobiography
How-To Article . . . . . . . . . . .
194
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. 194
. 196
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.200
.202
.204
.206
.208
. 210
Table of Contents
v
Using Comprehension Intervention
Purpose and Use
Treasures provides a set of strategic intervention materials, one set for each of
the key technical skill domains of beginning reading (phonemic awareness and
phonological awareness, phonics and decoding, oral reading fluency, vocabulary,
and reading comprehension skills) plus writing and grammar. Each set of materials
contains over ninety 15-minute lessons. These lessons
? focus on children in Kindergarten through Grade 2 who need reteaching and
?
?
?
?
practice in one or more technical skills (e.g., comprehension);
provide explicit, sequential, and systematic needs-based instruction of
standards taught in the target grade or previous grade that have not been
mastered by children;
are connected to the basic program and consistent with the key instructional
routines used;
are designed for efficient and effective use in tutorial or small-group
instructional settings;
can be administered by a teacher¡¯s aide but are also great for after-school
programs or one-on-one tutoring sessions.
Contents and Resources
Comprehension Intervention organizes instruction and practice on two-page
spreads for ease of use. A short, 15-minute lesson provides targeted instruction in a
discrete strategy or skill. A Practice Reproducible provides scaffolded practice with
a fiction or nonfiction passage. Lessons are grouped into seven kinds of sections:
Question-Answer Relationship, Beginning Literary Skills, Strategies and Skills,
Literary Elements, Study Skills, Text Features, and Genres.
LESSON
37
Name
Comprehension
Practice
Reproducible
C37
Date
ACQUISITION
Cause and Effect
Cause and Effect
TEACH
Read the passage. Then complete the chart.
Introduce Say: A cause makes something else happen. An effect is something
that happens. Clue words such as because help to tell about causes and effects.
The Elephant and the Orange Tree
Academic Language Ask these questions to reinforce academic language:
What might cause a balloon to pop? What is the effect of being tickled?
Practice Reproducible Copy and distribute Practice Reproducible C37. Echoread ¡°The Elephant and the Orange Tree.¡± Model using text evidence to find
what caused Elephant to use the orange tree.
Think Aloud I¡¯ll reread the beginning of the story. First, Elephant¡¯s back
was itching. He couldn¡¯t reach it, so he scratched on the orange tree. That¡¯s it!
Elephant¡¯s itch, and not being able to reach it, caused him to use the tree.
? Macmillan/McGraw-Hill
Elephant was unhappy.
unhappy
He had to scratch his back!
back
But he could never reach it
it.
He saw an orange tree.
He scratched his back against it.
MODEL
The oranges fell down.
A group of monkeys ate them.
The peels fell on the ground.
The worms around it ate them.
The worms liked the peels.
They asked Elephant to scratch his back again!
GUIDED PRACTICE
Have children partner-read ¡°The Elephant and the Orange Tree.¡± Then help
partners complete Row 1. Use the following support as needed.
Scaffolded Support for Row 1 Help partners underline additional causes
and effects. Discuss the relationship between each event. Then have them
use the underlined text to complete Row 1.
APPLY
Cause
Have children work independently to complete Rows 2¨C3. If children need help,
provide the following support. Discuss answers as a group.
Scaffolded Support for Row 2 Ask: What caused the peels to fall on the
ground? Look for the circled sentence that tells you.
Scaffolded Support for Row 3 Say: What is the effect of the worms liking the
orange peels? Look for the circled sentence that tells you.
If No
Have children draw story events and then use their pictures to retell the
story. Then guide them to complete the graphic organizer.
If Yes
Teach Focused Application Lesson 38, pages 76¨C77.
3.
Effect
Elephant scratches
his back
The peels fell
on the ground.
2.
? Macmillan/McGraw-Hill
Can children use text evidence to identify both causes and effects?
? Macmillan/McGraw-Hill
Quick Check
1.
The worms liked the
peels.
Answer Key: 1. the oranges fall down 2. A group of monkeys ate them. 3. They
asked Elephant to scratch his back again.
74
RI11_A_K2_ITECOM_S05.indd 74
Sample Lesson
vi
Practice Reproducible
Comprehension Intervention: Section 5
Comprehension Intervention
5/21/10 1:00 PM
RI11_A_K2_ITECOM_S05.indd 75
75
5/21/10 1:00 PM
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