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[Pages:161]English Standards of Learning

MIID DD DL LE E SC CH HO OO OL L

READING MODULES

IIN N S SU UP PP PO OR RT T O OF F

PR RO OJ JE EC CT T GR RA AD DU UA AT TIIO ON N

Commonwealth of Virginia Department of Education

Richmond, Virginia 2008

Copyright ? 2008

by the

Virginia Department of Education P.O. Box 2120 Richmond, Virginia 23218-2120

All rights reserved

Virginia K-12 public schools may use this document for noncommercial, educational purposes without seeking prior written permission from the Virginia Department of Education. All copyright and other proprietary notices contained on the materials must remain intact when reproducing the document. By using this document, the user acknowledges that he has read and understands the copyright and related provisions.

Web sites provided in this document are for resource purposes. Users of these resources are responsible for complying with any licensing requirements or other conditions required by the individual resources and in accordance with applicable law. Staff of the Virginia Department of Education cannot give legal advice nor interpret the law for members of the public. Information is provided as a service and is not intended as a substitute for the advice of legal counsel.

These materials are provided in this document as an accommodation to assist educators. They are not endorsed by the Virginia Department of Education or Board of Education and should be evaluated by the user for their accuracy, relevance, and value. Web sites that are not maintained by the Virginia Department of Education are provided as a convenience. The Virginia Department of Education is not responsible for the contents of any off-site pages or any other sites linked from the off-site pages; therefore, the agency does not guarantee the accuracy, completeness, usefulness, or adequacy of any resources, information, products, or process contained in any Web site linked directly or indirectly in this document. Please be advised that off-site Web pages may contain copyrighted materials. Users of such materials should seek permission in accordance with the copyright laws.

Superintendent of Public Instruction Dr. Billy K. Cannaday, Jr.

Chief Deputy Superintendent of Public Instruction Dr. Patricia I. Wright

Assistant Superintendent for Instruction Dr. Linda M. Wallinger

Office of Middle and High School Instructional Services Dr. Felicia D. Dyke, Director Tracy Fair Robertson, English Coordinator Karen Koory, Middle School English Specialist

Edited and designed by the CTE Resource Center

Margaret L. Watson, Administrative Coordinator

Bruce B. Stevens, Writer/Editor

Richmond Medical Park

Phone: 804-673-3778

2002 Bremo Road, Lower Level

Fax: 804-673-3798

Richmond, Virginia 23226

Web site:

The CTE Resource Center is a Virginia Department of Education grant project administered by the Henrico County Public Schools.

Notice to the Reader In accordance with the requirements of the Civil Rights Act and other federal and state laws and regulations, this document has been reviewed to ensure that it does not reflect stereotypes based on sex, age, race, or national origin.

The Virginia Department of Education does not discriminate on the basis of race, color, national origin, sex, age, or disability in employment or provisions of service.

Middle School Reading Modules in Support of Project Graduation

Table of Contents

Acknowledgments .............................................................................................................................. v

Prereading Skills Making, confirming, or revising predictions ............................................................................................ 1 Making predictions and understanding elements of fiction .................................................................... 3

Predicting and/or Inferring Skills Making inferences, 1 .............................................................................................................................. 7 Making inferences, 2 ............................................................................................................................ 10 Making predictions, generalizations, and inferences, 1 ....................................................................... 12 Making predictions, generalizations, and inferences, 2 ....................................................................... 14 Making predictions, generalizations, and inferences, 3 ....................................................................... 16 Predicting outcomes, making connections, and inferring ..................................................................... 18

Questioning Skills Questioning and making connections .................................................................................................. 21 Using the Question-Answer Relationships (QAR) strategy, 1.............................................................. 22 Using the Question-Answer Relationships (QAR) strategy, 2.............................................................. 29 Framing questions about the text, 1 ..................................................................................................... 31 Framing questions about the text, 2 ..................................................................................................... 33

Research Skills Distinguishing fact from opinion............................................................................................................ 34 Researching information on the Internet .............................................................................................. 36 Learning vocabulary by using reference materials............................................................................... 39 Locating information quickly in a variety of resources, 1...................................................................... 42 Locating information quickly in a variety of resources, 2...................................................................... 43

Monitoring and/or Summarizing Skills Monitoring, making predictions, generalizing, and visualizing ............................................................. 44 Making connections.............................................................................................................................. 49 Selecting evidence to support the main idea, 1.................................................................................... 51 Selecting evidence to support the main idea, 2.................................................................................... 55 Identifying the main idea and monitoring.............................................................................................. 57 Summarizing narrative fiction ............................................................................................................... 61 Drawing conclusions and making predictions ...................................................................................... 62 Summarizing and selecting details to support conclusions.................................................................. 65 Summarizing information...................................................................................................................... 68

Test-Taking Strategies Identifying types of test questions, 1 .................................................................................................... 71 Identifying types of test questions, 2 .................................................................................................... 73 Using the "Prove-It" strategy for multiple-choice test questions........................................................... 75

Elements-of-Narrative Skills Identifying and understanding character traits ..................................................................................... 77 Identifying and categorizing character traits......................................................................................... 79 Identifying and illustrating character traits ............................................................................................ 81 Identifying character traits .................................................................................................................... 82

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Identifying direct and indirect characterization ..................................................................................... 84 Understanding indirect characterization ............................................................................................... 86 Identifying types of conflict ................................................................................................................... 87 Identifying internal and external conflict ............................................................................................... 89 Identifying elements of plot structure.................................................................................................... 91 Understanding theme ........................................................................................................................... 93 Identifying figurative language and imagery......................................................................................... 94 Appreciating setting through visualization ............................................................................................ 97 Understanding the impact of cause-effect relationships ...................................................................... 98 Understanding point of view in narratives .......................................................................................... 100

Informational Text Skills Identifying viewpoint and theme ......................................................................................................... 102

Organizational Pattern Skills Identifying words and phrases that signal organizational pattern ...................................................... 104 Using text structure to determine organizational pattern.................................................................... 107 Identifying signal words and organizational patterns in fiction ........................................................... 109 Identifying signal words text structures in nonfiction .......................................................................... 112 Identifying the purpose(s) of texts ...................................................................................................... 114 Understanding external text structures............................................................................................... 116 Identifying signal words, text structures, and purpose ....................................................................... 118 Using graphic organizers to organize information .............................................................................. 120

Poetry Skills Describing the impact of visual imagery and poetic devices.............................................................. 122 Using word choice and imagery to aid comprehension...................................................................... 123 Evaluating and creating figurative language ...................................................................................... 125 Identifying onomatopoeia ................................................................................................................... 127 Identifying similes ............................................................................................................................... 129 Recognizing and explaining use of figurative language ..................................................................... 131 Identifying personification ................................................................................................................... 132

Vocabulary Skills Determining the meaning of words and phrases................................................................................ 133 Using word maps to expand vocabulary ............................................................................................ 138 Understanding and using roots to expand vocabulary ....................................................................... 140 Understanding and using suffixes to expand vocabulary ................................................................... 141 Working with inflectional endings to expand vocabulary .................................................................... 144 Predicting the meaning of unfamiliar words in a text, 1...................................................................... 145 Predicting the meaning of unfamiliar words in a text, 2...................................................................... 147 Identifying connotations to describe the impact of word choice ......................................................... 149 Understanding the impact of word choice in positive or negative context.......................................... 150 Determining meaning of words by taking them apart ......................................................................... 151 Identifying analogies........................................................................................................................... 153 Understanding analogies.................................................................................................................... 155

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Acknowledgments

We wish to express our gratitude to the following individuals for their contributions to the Middle School Reading Modules in Support of Project Graduation:

Carolyn Perry Loudoun County Public Schools Allyson White Loudoun County Public Schools Rashida Johnson Alexandria City Public Schools Denise Fehrenbach Newport News City Public Schools Barbara Boyd Charlottesville City Public Schools Mary Ann Rogers Suffolk City Public Schools Dana Norman Bedford County Public Schools Rebecca Pierce Bedford County Public Schools Allie Hannon Chesterfield County Public Schools Suzanne Crawford Bedford County Public Schools Jennifer Presson Suffolk City Public Schools

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Middle School Reading Modules in Support of Project Graduation

Prereading Skill Making, confirming, or revising predictions

SOL 6.5b Make, confirm, or revise predictions.

Time 1 hour

Materials Copies of a recent newspaper or magazine informational article of interest to students and containing title,

subtitles, sidebars, bold type, pictures, and/or captions Copies of the attached "Making, Confirming, or Revising Predictions" worksheet

Lesson 1. Review previously discussed reading strategies with the class. Focus on the reasons it is important

to remember to do such things as predicting, summarizing, visualizing, clarifying, and questioning in order to be a "good reader." 2. Show students the covers of two or three books that they probably have not read, and ask them what they think the books are about based on the covers. Have them explain the features of the covers that led to their responses. In addition to the words, make sure they have noticed the fonts used, the illustrations, and other graphics. Explain to students that they just made predictions. Define prediction as an educated guess based on something that is true, and explain why it is important to predict the subject of a written piece before reading it. Also, explain that as you read the piece and learn more about its content, it is just as important to confirm that your prediction is correct or revise your prediction, if it turns out to be incorrect. 3. Distribute copies of the worksheet listed above and a recent informational article of interest. Ask students to look over the article quickly to notice the most obvious features, such as the title, subtitles, sidebars, bold type, pictures, and captions. Have students predict the subject of the article and record on the worksheet their predictions and their reasons for making them. 4. Have students share their predictions with the class, and record some of the better predictions on the board. 5. Read the article aloud to the class (or have students take turns reading). During the reading, pause at certain predetermined points for students either to confirm the predictions listed on the board or to revise them. If revisions are necessary, ask students to make the changes, and write the revised predictions beside the original ones. 6. At this point, give students time to confirm or revise their predictions written on their worksheets. Allow them to refer to their copies of the article but only up to the point where the reading stopped. 7. Continue with the oral reading of the article, and repeat this pause-and-confirm-or-revisepredictions procedure several times during the reading. 8. When the entire article has been read and the worksheets are complete, hold a class discussion based on the following questions: ? Why is it important to make predictions before reading a text? ? What information does most informational text give the reader to help him/her make predictions

before reading? ? What can a reader learn from making predictions before reading? ? Why is it important to confirm or revise predictions during reading? ? What can a reader learn from confirming or revising predictions along the way?

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Middle School Reading Modules in Support of Project Graduation

Making, Confirming, or Revising Predictions

Make predictions about an informational article, as follows: 1. Before reading, make a prediction(s) based on the article's most

obvious features, such as the title, subtitles, sidebars, bold type, pictures, and/or captions. 2. Explain your prediction. On what did you base your prediction? 3. During reading, confirm your original prediction(s), or revise it as necessary. Before Reading Prediction:

Why did you predict this?

During Reading Prediction confirmed? Prediction revised:

____ Yes ____ No

During Reading Prediction confirmed? Prediction revised:

____ Yes ____ No

During Reading Prediction confirmed? Prediction revised:

____ Yes ____ No

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Middle School Reading Modules in Support of Project Graduation

Prereading Skill Making predictions and understanding elements of fiction

SOL 6.4a

6.5b 7.5a 8.5c

Identify the elements of narrative structure, including setting, character, plot, conflict, and

theme. Make, confirm, or revise predictions. Describe setting, character development, plot structure, theme, and conflict. Describe how authors use characters, conflict, point of view, and tone to create meaning.

Time 1 hour

Materials

Copies of the attached story "The Sing-Song of Old Man Kangaroo" from Just So Stories by Rudyard Kipling

Lesson

1. As a prereading activity, have students, either individually or in pairs, create a story using the following words. This story may help students make a prediction about the story that will be read in class.

kangaroo grateful Australia

different legs dingo

strong danced woolly

hopped kid

pride deserts

2. Ask student volunteers to read their stories to the class.

3. Discuss with the class the elements of the shared stories that are similar and dissimilar. Ask students why some of the stories were more engaging than others. Direct the discussion toward word choice, imagery, and voice. Elicit responses about setting(s), event(s), conflict(s), resolution(s), and other outstanding elements.

4. Have students read the story "The Sing-Song of Old Man Kangaroo" from Just So Stories by Kipling. Alternatively, because this story is so evocative when read well aloud, you may want to read it to the class or have a student who reads aloud well read it.

5. Discuss the story and its imagery.

6. Conclude the lesson by having students write a comparison of Kipling's story with their own prediction story.

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