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

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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

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36

38

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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

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. 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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. 112

. 114

. 116

. 118

. 120

122

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. 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

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. 156

. 158

.160

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.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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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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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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