ngstagec rbook lbook pacing w1–9 · tm ® & © scholastic inc. all rights reserved. workshop...

TM ® & © Scholastic Inc. All rights reserved. Planning and Pacing Chart 1

Stage C rBook® and LBook® Planning and Pacing Chart

Alternate rBook and LBook lessons during Whole- and Small-Group Instruction to support READ 180 Next Generation students with mastery of literacy and language skills. Teaching With the READ 180 Next Generation rBook and LBook The LBook supports READ 180 students, particularly English language learners, by building language and literacy skills for success with the rBook. The explicit, teacher-mediated LBook lessons fit directly into the 90-minute READ 180 Instructional Model. Use the rBook and LBook during Whole- and Small-Group Instruction on alternate days.

LBook Works With the rBook Teach rBook lessons to build literacy skills, and use the LBook to provide additional scaffolded support. Every rBook Workshop has a corresponding LBook Workshop that addresses the same topic and target skills to prepare, support, or extend learning. Every LBook lesson will either:

• Come before the corresponding rBook lesson to prepare and support students for success with rBook content, or

• Come after the corresponding rBook lesson to further support students with applying rBook skills and extend learning.

Modeled & Independent

Reading

Instructional Software

Small-‐Group Instruction


Using the Planning and Pacing Chart The Planning and Pacing Chart provides an at-a-glance schedule for alternating rBook and LBook lessons throughout each Workshop. The Planning and Pacing Chart:

• Suggests a sequence of rBook and LBook lessons to teach in Whole- and Small-Group Instruction during each of the six color-coded Workshop sections.

• Includes lesson headings and page numbers from the READ 180 Next Generation rBook Teacher’s Edition and LBook Teaching Guide for easy reference when planning instruction.

• Incorporates CheckPoints with suggested resources for addressing student needs and reteaching or extending Workshop skills.

Teach LBook lessons before or after corresponding rBook lessons to prepare for or extend learning.

Integrate CheckPoints to assess students’ progress and differentiate instruction.

Use rBook lessons two days in a row during the reading and writing sections of each Workshop.

Consider spending more time to teach lessons or differentiated instruction to meet student needs.


Using the LBook Planning Stickers Use the Planning and Pacing Chart and the LBook Planning Stickers when planning for alternating rBook and LBook lessons. The LBook Planning Stickers are on-page reminders to help you integrate LBook lessons into each rBook Workshop. Follow three easy steps for stickering an rBook and LBook Workshop:

1. Download the LBook Planning Stickers template from the READ 180 Community Resource Library, www.scholastic.com/read180/community, and print using Avery 5160 labels.

2. Use the Planning and Pacing Chart for your READ 180 Stage to select a PREPARE or EXTEND sticker and write down the LBook lesson page numbers for easy reference.

3. Place the sticker on the rBook Teacher’s Edition page as a reminder to teach the LBook lesson before (PREPARE) or after (EXTEND) the rBook lesson.

Targeting Student Needs With Differentiated Instruction Integrate Reading, Writing, and End-of-Workshop CheckPoints into every rBook/LBook Workshop. During each CheckPoint, analyze Software report data and reflect on students’ instructional needs. Take a break from rBook and LBook instruction to address specific student needs or reteach Workshop skills using targeted resources, such as:

The rBook/LBook Planning and Pacing Chart incorporates three CheckPoints for Differentiated Instruction days in the suggested lesson sequence for each Workshop. Spend 1–2 days on each CheckPoint depending on student needs. Administer rSkills Tests after every Workshop to assess students’ mastery of rBook and LBook skills.

Use EXTEND stickers for lessons that provide additional practice with rBook skills and strategies.

Use PREPARE stickers for LBook lessons that frontload language and concepts for rBook success.

System 44® Teaching Guide Lessons

Resources for Differentiated Instruction Books 1–3

LBook Teaching Guide Grammar Building Blocks Lessons


Grouping for Differentiation in a System 44/READ 180 Classroom Maximize effectiveness of Small-Group Instruction during CheckPoints for Differentiated Instruction by carefully grouping students for READ 180 rotations.

IF . . . THEN . . . GROUPS Form one small group of all System 44 students.

Group A: System 44

Five to seven students—or a third of your class—are in System 44

Form two small groups based on Lexile* measures of students who place into READ 180.

Group B: READ 180 (approx. 200–700L)

Group C: READ 180 (approx. 701–1200L)

Group System 44 students with students in READ 180 Level 1.

Group A: READ 180 Level 1 (approx. 200–450L) and System 44

Fewer than five to seven students—or one small group—are in System 44

Form two small groups based on Lexile measures of students who place into READ 180 Levels 2–4.

Group B: READ 180 (approx. 451–700L)


Form one small group of students in the lower Series on the System 44 software.**

Group A: System 44 (lower Series)

Group upper Series and/or Fast Track System 44 students with READ 180 Level 1 students.***

Group B: READ 180 Level 1 (approx. 200–450L) and System 44 (upper Series and/or Fast Track)

More than seven and fewer than 14—or two small groups—are in System 44

Form one small group of students who place into READ 180 Levels 2–4.


Form one small group of students in the lower Series on the System 44 software.


Form one small group of students in the upper Series on the System 44 and/or Fast Trackers.***

Group B: System 44 (upper Series and/or Fast Track)

Twelve to 14 students—or two thirds of your class—are in System 44

Form one small group of all READ 180 students.

Group C: READ 180

Form small groups based on where System 44 students are in the software (see System 44 Reading Progress Report).


Group B: System 44 (upper Series)

More than 14 students—or two small groups—are in System 44*

Group READ 180 students with System 44 students in the upper Series and/or Fast Trackers.***

Group C: System 44 (Series 20–25 and/or Fast Track) and READ 180

* LEXILE is a registered trademark of MetaMetrics, Inc. ** For further differentiation, run the System 44 Differentiated Instruction Grouping Report to flexibly

group students by skill (e.g., consonants, syllables) based on their current software Topic. *** Run the System 44 Response to Intervention Report to identify students who are in the upper Series

and/or have Fast Tracked.

TM ® & © Scholastic Inc. All Rights Reserved. Workshop 2 5

Stage C: Planning and Pacing for rBook/LBook Workshops Use this suggested rBook/LBook sequence for READ 180 Next Generation to plan alternating days of instruction to build mastery of Workshop skills and strategies.

Workshop 1: Survivors SUGGESTEDSEQUENCE WHOLE GROUP SMALL GROUP

Day

1

rBook View the Anchor Video: Survivors rBook TE, p. 8G

Extend with LBook View the Video: Take Notes LBook TG, p. 6

2

Extend with LBook Engage in Academic Discussion LBook TG, p. 7

rBook Review the Anchor Video: Comprehension and Collaboration rBook TE, p. 8H

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rBook Preview Workshop rBook TE, p. 8

rBook Academic Vocabulary rBook TE, p. 9

4

Prepare with LBook Academic Word Families LBook TG, p. 8

Prepare with LBook Identify Topic and Main Idea LBook TG, p. 9

5

rBook Prereading/Scaffolded Reading: Juanes—Songs of Survival (Reading 1) rBook TE, p. 10

rBook Strategic Reading: Main Idea and Details rBook TE, p. 11

6


Prepare with LBook Find Main Idea and Details LBook TG, p. 11

7

rBook Prereading/Scaffolded Reading: Beyond Brave (Reading 2) rBook TE, p. 12


8

rBook Prereading/Scaffolded Reading: Beyond Brave (Reading 2) rBook TE, p. 14


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Prepare with LBook Apply Main Idea and Details LBook TG, p. 13


SUGGESTEDSEQUENCE WHOLE GROUP SMALL GROUP

Day

10

rBook Prereading/Scaffolded Reading: Homeboy to the Rescue (Reading 3) rBook TE, p. 16


11

rBook Prereading/Scaffolded Reading: Homeboy to the Rescue (Reading 3) rBook TE, p. 18


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READING CHECKPOINT Focus on Comprehension Skills, rBook TE, pp. 19C–19D Launch the Teacher Dashboard to group students for Small-Group Instruction.

• Review and reteach comprehension skills with RDI 1 lessons • System 44 Teaching Guide, S.M.A.R.T. Lesson 1, pp. 102–103 • Apply the key skill with Stretch Text: “School for Hope,” RDI1, pp. 572–575

14

Prepare with LBook Word Analysis: Identify Prefixes LBook TG, p. 14

Prepare with LBook Recognize Multiple-Meaning Words/Understand Idioms LBook TG, p. 15

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rBook Word Analysis: Prefixes and Suffixes rBook TE, p. 20

rBook Revisit: Word Meaning rBook TE, p. 21

16

rBook Writing Model: Expository Paragraph rBook TE, p. 22

rBook Generate Ideas: Brainstorm rBook TE, p. 23

17

Prepare with LBook Frontloading Grammar: Use Present-Tense Verbs LBook TG, p. 16

Prepare with LBook Frontloading Vocabulary: Choose Strong Verbs LBook TG, p. 17

18

rBook Plan Expository Paragraph rBook TE, p. 24

rBook Write and Revise rBook TE, p. 25

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Prepare with LBook Conventions for Writing: Identify Sentences and Fragments LBook TG, p. 18

Prepare with LBook Conventions for Writing: Use Correct End Punctuation LBook TG, p. 19



Day

20

rBook Grammar: Sentences and Fragments rBook TE, p. 26

rBook Mechanics: End Punctuation/Final Draft rBook TE, p. 27

21

Extend with LBook Prepare to Write LBook TG, p. 20

Extend with LBook Write Your First Draft LBook TG, p. 21

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WRITING CHECKPOINT Focus on Revision: Use the Informational/ Explanatory Rubric to assess student writing, rBook TE, p. 27 Launch the Teacher Dashboard to group students for Small-Group Instruction.

• Review and reteach conventions with RDI 2 lessons • System 44 Teaching Guide, S.M.A.R.T. Lesson 5, pp. 114–115 • LBook Teaching Guide, Grammar Building Blocks Lessons

24

Extend with LBook Text Analysis: Use Context LBook TG, p. 22

Extend with LBook Apply to Reading: G-Dog and the Homeboys LBook TG, p. 23

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rBook Critical Thinking and Problem Solving: Survival Manual rBook TE, p. 28

rBook Career Path: Wilderness Instructor rBook TE, p. 29

26

rBook Workshop Wrap-Up Project: Introduce the Project rBook TE, p. 30

rBook Workshop Wrap-Up Project: Complete the Project rBook TE, p. 31

27

Prepare with LBook Workshop Wrap-Up: Assess Your Progress LBook TG, p. 24

Prepare with LBook Workshop Wrap-Up LBook TG, p. 25

28

rBook Workshop Wrap-Up Test: Review Skills rBook TE, p. 32

rBook Workshop Wrap-Up Test: Check and Revisit rBook TE, p. 33

29

Extend with LBook Workshop Reflections LBook TG, p. 25


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END-OF-WORKSHOP CHECKPOINT Review Workshop 1 Skills, rBook TE, p. 33A Launch the Teacher Dashboard to group students for Small-Group Instruction.

• Reteach Workshop skills with RDI 1 and RDI 2 lessons • Administer rSkills Test 1 to assess skills from this Workshop


Workshop 2: Killer Plagues


Day

1

rBook View the Anchor Video: Killer Plagues rBook TE, p. 34G


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Prepare with LBook Identify Sequence of Events LBook TG, p. 29

5

rBook Prereading/Scaffolded Reading: Prepared for Smallpox (Reading 1) rBook TE, p. 36

rBook Strategic Reading: Sequence of Events rBook TE, p. 37

6


Prepare with LBook Find Sequence and Signal Words LBook TG, p. 31

7

rBook Prereading/Scaffolded Reading: A Killer Without a Cure (Reading 2) rBook TE, p. 38


8

rBook Prereading/Scaffolded Reading: A Killer Without a Cure (Reading 2) rBook TE, p. 40


9


Prepare with LBook Apply Sequence and Signal Words LBook TG, p. 33

10

rBook Prereading/Scaffolded Reading: The Black Death (Reading 3) rBook TE, p. 42


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rBook Prereading/Scaffolded Reading: The Black Death (Reading 3) rBook TE, p. 44




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• Review and reteach comprehension skills with RDI 1 lessons • System 44 Teaching Guide, S.M.A.R.T. Lesson 7, pp. 120–121 • Apply the key skill with Stretch Text: “Disease Detective Camp,” RDI 1, pp. 576–

579

14

Prepare with LBook Word Analysis: Identify Suffixes LBook TG, p. 34

Prepare with LBook Recognize Multiple-Meaning Words/Understand Synonyms LBook TG, p. 35

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rBook Word Analysis: Synonyms and Antonyms rBook TE, p. 46


18

rBook Writing Model: Narrative Paragraph rBook TE, p. 48


19

Prepare with LBook Frontloading Grammar: Use Regular Past-Tense Verbs LBook TG, p. 36

Prepare with LBook Frontloading Vocabulary: Choose Strong Adjectives LBook TG, p. 37

20

rBook Plan Narrative Paragraph rBook TE, p. 50

rBook Write and Revise rBook TE, p. 51

21

Prepare with LBook Conventions for Writing: Correct Sentence Fragments LBook TG, p. 38

Prepare with LBook Conventions for Writing: Use Capitals LBook TG, p. 39

22 rBook

Grammar: Sentence Fragments rBook TE, p. 52

rBook Mechanics: Capital Letters/Final Draft rBook TE, p. 53

23 Extend with LBook

Prepare to Write LBook TG, p. 40


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WRITING CHECKPOINT Focus on Revision: Use the Narrative Rubric to assess student writing, rBook TE p. 53 Launch the Teacher Dashboard to group students for Small-Group Instruction.




26

Prepare with LBook Text Analysis: Use Context LBook TG, p. 42

Prepare with LBook Apply to Reading: Tracing the Path of a Worldwide Plague LBook TG, p. 43

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rBook Information and Media Literacy: Medicine Label rBook TE, p. 54

rBook Career Path: Pharmacy Technician rBook TE, p. 55

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Prepare with LBook Workshop Wrap-Up Project LBook TG, p. 45

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Workshop 3: Combat Zone SUGGESTEDSEQUENCE WHOLE GROUP SMALL GROUP

Day

1

rBook View the Anchor Video: Combat Zone rBook TE, p. 60G


2



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rBook Prereading/Scaffolded Reading: Ambush (Reading 1) rBook TE, p. 62

rBook Strategic Reading: Story Elements rBook TE, p. 63

5



6


Prepare with LBook Identify Theme LBook TG, p. 49

7



8


Prepare with LBook Find Theme LBook TG, p. 51

9



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Prepare with LBook Apply Theme LBook TG, p. 53



Day

11

rBook Prereading/Scaffolded Reading: The Names (Reading 2) rBook TE, p. 70

rBook Strategic Reading: Craft and Structure rBook TE, p. 71

12

rBook Prereading/Scaffolded Reading: The Names (Reading 2) rBook TE, p. 72

rBook Strategic Reading: Craft and Structure rBook TE, p. 73

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• Review and reteach comprehension skills with RDI 1 lessons • System 44 Teaching Guide, S.M.A.R.T. Lesson 23, pp. 182–183 • Apply the key skill with Stretch Text: “V-Day Ceremony Address at the Vietnam

Veterans’ Memorial,” RDI 1, pp. 580–583

15

Prepare with LBook Word Analysis: Identify Prefixes and Suffixes LBook TG, p. 54


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rBook Word Analysis: Verb Endings and Word Families rBook TE, p. 74


17

rBook Writing Model: Literary Analysis rBook TE, p. 76


18

Prepare with LBook Frontloading Grammar: Use Subject-Verb Agreement LBook TG, p. 56

Prepare with LBook Frontloading Vocabulary: Choose Strong Adjectives LBook TG, p. 57

19

rBook Write: Literary Analysis rBook TE, p. 78

rBook Evaluate and Discuss: Literary Analysis rBook TE, p. 79

20

Prepare with LBook Conventions for Writing: Correct Run-On Sentences LBook TG, p. 58

Prepare with LBook Conventions for Writing: Use Correct Word Order LBook TG, p. 59

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Grammar: Run-On Sentences rBook TE, p. 80

rBook Usage: Correct Word Order/Final Draft rBook TE, p. 81



Day

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WRITING CHECKPOINT Focus on Revision: Use the Literary Analysis Rubric to assess student writing, rBook TE, p. 81 Launch the Teacher Dashboard to group students for Small-Group Instruction.


25


Extend with LBook Apply to Reading: The Heroes of 9/11 LBook TG, p. 63

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rBook Information and Media Literacy: Editorial Cartoon rBook TE, p. 82

rBook Career Path: Cartoonist rBook TE, p. 83

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Workshop 4: When Music Offends


Day

1

rBook View the Anchor Video: When Music Offends rBook TE, p. 88G


2


rBook Review the Anchor Video: Comprehension and Collaboration rBook TE, p. 88G rB

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Prepare with LBook Summarize a Sentence LBook TG, p. 69

5

rBook Prereading/Scaffolded Reading: MTV Unplugged (Reading 1) rBook TE, p. 90

rBook Strategic Reading: Summarize rBook TE, p. 91

6


Prepare with LBook Summarize a Paragraph LBook TG, p. 71

7

rBook Prereading/Scaffolded Reading: The Day the Music Died (Reading 2) rBook TE, p. 92


8

rBook Prereading/Scaffolded Reading: The Day the Music Died (Reading 2) rBook TE, p. 94


9


Prepare with LBook Summarize an Article LBook TG, p. 73

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rBook Prereading/Scaffolded Reading: Rockers, Rappers, and Freedom of Speech (Reading 3) rBook TE, p. 96




Day

11

rBook Prereading/Scaffolded Reading: Rockers, Rappers, and Freedom of Speech (Reading 3) rBook TE, p. 98


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READING CHECKPOINT Focus on Comprehension Skills, rBook TE, pp. 99C–99D

Launch the Teacher Dashboard to group students for Small-Group Instruction. • Review and reteach comprehension skills with RDI 1 lessons • System 44 Teaching Guide, S.M.A.R.T. Lesson 30, pp. 206–207 • Apply the key skill with Stretch Text: “The First Amendment: First Principles,”

RDI 1, pp. 584–587

14


Prepare with LBook Recognize Multiple-Meaning Words/Understand Antonyms LBook TG, p. 75

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rBook Word Analysis: Antonyms and Suffixes rBook TE, p. 100


16 rBook

Writing Model: Informational Summary rBook TE, p. 102

rBook Analyze the Text Type rBook TE, p. 103

17

Prepare with LBook Frontloading Grammar: Use Irregular Past-Tense Verbs LBook TG, p. 76

Prepare with LBook Frontloading Vocabulary: Choose Verbs That Summarize LBook TG, p. 77

18 rBook

Generate Ideas: Brainstorm rBook TE, p. 104

rBook Prewrite rBook TE, p. 105

19

rBook Write: Informational Summary rBook TE, p. 106

rBook Evaluate and Discuss: Informational Summary rBook TE, p. 107

20

Prepare with LBook Conventions for Writing: Use Correct Verb Tense LBook TG, p. 78

Prepare with LBook Conventions for Writing: Use Commas in a Series LBook TG, p. 79

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rBook Grammar: Correct Verb Tense rBook TE, p. 108

rBook Mechanics: Commas in a Series/Final Draft rBook TE, p. 109



Day

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WRITING CHECKPOINT Focus on Revision: Use the Informational Summary Rubric to assess student writing, rBook TE, p. 109 Launch the Teacher Dashboard to group students for Small-Group Instruction.


25


Extend with LBook Apply to Reading: Are Video Games Too Violent? LBook TG, p. 83

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rBook Information and Communication Technology: Internet Radio Playlist rBook TE, p. 110

rBook Career Path: Music DJ and Producer rBook TE, p. 111

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Workshop 5: In the Money


Day

1

rBook View the Anchor Video: In the Money rBook TE, p. 116G


2



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Prepare with LBook Identify Problem and Solution LBook TG, p. 89

5

rBook Prereading/Scaffolded Reading: Money Matters (Reading 1) rBook TE, p. 118

rBook Strategic Reading: Problem and Solution rBook TE, p. 119

6


Prepare with LBook Find Problem and Solution LBook TG, p. 91

7

rBook Prereading/Scaffolded Reading: Caught in Gambling’s Grip (Reading 2) rBook TE, p. 120


8

rBook Prereading/Scaffolded Reading: Caught in Gambling’s Grip (Reading 2) rBook TE, p. 122


9


Prepare with LBook Apply Problem and Solution LBook TG, p. 93

10

rBook Prereading/Scaffolded Reading: Right on the Money (Reading 3) rBook TE, p. 124


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rBook Prereading/Scaffolded Reading: Right on the Money (Reading 3) rBook TE, p. 126




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READING CHECKPOINT Focus on Comprehension Skills pp. 127C–127D Launch the Teacher Dashboard to group students for Small-Group Instruction.

• Review and reteach comprehension skills with RDI 1 Lessons • System 44 Teaching Guide, S.M.A.R.T. Lesson 50, pp. 288–289 • Apply the key skill with RDI 1 Stretch Text: “Staying Out of Debt,” RDI 1, pp. 588–591

14


Prepare with LBook Recognize Multiple-Meaning Words/Dictionary Skills LBook TG, p. 95

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rBook Word Analysis: Dictionary Skills and Multiple-Meaning Words rBook TE, p. 128


16

rBook Writing Model: Argument Essay rBook TE, p. 130


17

Prepare with LBook Frontloading Grammar: Use Future-Tense Verbs LBook TG, p. 96

Prepare with LBook Frontloading Vocabulary: Choose Adjectives That Express Emotion LBook TG, p. 97

18



19

rBook Write: Argument Essay rBook TE, p. 134

rBook Evaluate and Discuss: Argument Essay rBook TE, p. 135

20

Prepare with LBook Conventions for Writing: Write With Irregular Past-Tense Verbs LBook TG, p. 98

Prepare with LBook Conventions for Writing: Use Commas With Introductory Words LBook TG, p. 99

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rBook Grammar: Irregular Verbs rBook TE, p. 136

rBook Mechanics: Commas With Introductory Words/Final Draft rBook TE, p. 137



Day

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WRITING CHECKPOINT Focus on Revision: Use the Argument Rubric to assess student writing, rBook TE, p. 137 Launch the Teacher Dashboard to group students for Small-Group Instruction.


25


Extend with LBook Apply to Reading: Managing Your Money LBook TG, p. 103

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rBook Information and Communication Technology: Bank Statement rBook TE, p. 138

rBook Career Path: Bank Teller rBook TE, p. 139

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Extend with LBook Workshop Reflections LBook TG, p. 105 rB

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Workshop 6: Amigo Brothers


Day

1

rBook View the Anchor Video: Amigo Brothers rBook TE, p. 144G


2



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rBook Prereading/Scaffolded Reading: Amigo Brothers (Reading 1) rBook TE, p. 146


5 Prepare with LBook

Academic Word Families LBook TG, p. 108

Prepare with LBook Identify Character Emotions LBook TG, p. 109

6




Academic Word Families LBook TG, p. 110

Prepare with LBook Find Setting Clues LBook TG, p. 111

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Prepare with LBook Analyze Plot LBook TG, p. 113

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• Review and reteach comprehension skills with RDI 1 lessons • System 44 Teaching Guide, S.M.A.R.T. Lesson 62, pp. 334–335 • Apply the key skill with Stretch Text: “Williams vs. Williams, A No-Win Situation?”

RDI 1, pp. 592–595

18



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rBook Word Analysis: Prefixes and Word Families rBook TE, p. 164


20

rBook Writing Model: Literary Analysis rBook TE, p. 166


21

Prepare with LBook Frontloading Grammar: Use Present Perfect-Tense Verbs LBook TG, p. 116

Prepare with LBook Frontloading Vocabulary: Verbs That Show Reflection LBook TG, p. 117

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rBook Write: Literary Analysis rBook TE, p. 170

rBook Evaluate and Discuss: Literary Analysis rBook TE, p. 171

24

Prepare with LBook Conventions for Writing: Use Subject-Verb Agreement LBook TG, p. 118

Prepare with LBook Conventions for Writing: Use Possessive Nouns and Pronouns LBook TG, p. 119

25

rBook Grammar: Subject-Verb Agreement rBook TE, p. 172

rBook Mechanics: Possessives/Final Draft rBook TE, p. 173

26



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WRITING CHECKPOINT Focus on Revision: Use the Literary Analysis Rubric to assess student writing, rBook TE, p. 173 Launch the Teacher Dashboard to group students for Small-Group Instruction.


29


Extend with LBook Apply to Reading: Constant Competition LBook TG, p. 123

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rBook Information and Media Literacy: Tournament Chart rBook TE, p. 174

rBook Career Path: Soccer Coach rBook TE, p. 175

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Workshop 7: Your Brain Exposed SUGGESTEDSEQUENCE WHOLE GROUP SMALL GROUP

Day

1

rBook View the Anchor Video: Your Brain Exposed rBook TE, p. 180G


2


rBook Review the Anchor Video: Comprehension and Collaboration rBook TE, p. 180H rB

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Prepare with LBook Identify Cause and Effect LBook TG, p. 129

5

rBook Prereading/Scaffolded Reading: Super Mouse (Reading 1) rBook TE, p. 182

rBook Strategic Reading: Cause and Effect rBook TE, p. 183

6


Prepare with LBook Find Cause and Effect LBook TG, p. 131

7

rBook Prereading/Scaffolded Reading: Life With Half a Brain (Reading 2) rBook TE, p. 184


8

rBook Prereading/Scaffolded Reading: Life With Half a Brain (Reading 2) rBook TE, p. 186


9


Prepare with LBook Apply Cause and Effect LBook TG, p. 133

10

rBook Prereading/Scaffolded Reading: The Human Brain (Reading 3) rBook TE, p. 188


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rBook Prereading/Scaffolded Reading: The Human Brain (Reading 3) rBook TE, p. 190




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READING CHECKPOINT Focus on Comprehension Skills pp. 191C–191D Launch the Teacher Dashboard to group students for Small-Group Instruction.

• Review and reteach comprehension skills with RDI 1 lessons • System 44 Teaching Guide, S.M.A.R.T. Lesson 29, pp. 204–205 • Apply the key skill with RDI 1 Stretch Text: “The Teenage Brain,” RDI 1, pp. 596–599

14


Prepare with LBook Recognize Multiple-Meaning Words/Understand Latin and Greek Roots LBook TG, p. 135

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rBook Word Analysis: Synonyms and Latin and Greek Roots rBook TE, p. 192


16

rBook Writing Model: Argument Essay rBook TE, p. 194


17

Prepare with LBook Frontloading Grammar: Use Modal Verbs LBook TG, p. 136

Prepare with LBook Frontloading Vocabulary: Choose Adjectives That Express Opinion LBook TG, p. 137

18



19

rBook Write: Argument Essay rBook TE, p. 198

rBook Evaluate and Discuss: Argument Essay rBook TE, p. 199

20

Prepare with LBook Conventions for Writing: Identify Pronouns LBook TG, p. 138

Prepare with LBook Conventions for Writing: Avoid Double Negatives LBook TG, p. 139

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Grammar: Subject and Object Pronouns rBook TE, p. 200

rBook Mechanics: Double Negatives/Final Draft rBook TE, p. 201



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WRITING CHECKPOINT Focus on Revision: Use the Argument Rubric to assess student writing, rBook TE, p. 201 Launch the Teacher Dashboard to group students for Small-Group Instruction.


25


Extend with LBook Apply to Reading: About Comas LBook TG, p. 143

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rBook Critical Thinking and Problem Solving: Staffing Schedule rBook TE, p. 202

rBook Career Path: Registered Nurse rBook TE, p. 203

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Workshop 8: Crime, Punishment . . . and Teens


Day

1

rBook View the Anchor Video: Crime, Punishment … and Teens rBook TE, p. 208G


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Prepare with LBook Identify Similarities and Differences LBook TG, p. 149

5

rBook Prereading/Scaffolded Reading: Too Tough on Teens? (Reading 1) rBook TE, p. 210

rBook Strategic Reading: Compare and Contrast rBook TE, p. 211

6


Prepare with LBook Find Similarities and Differences LBook TG, p. 151

7

rBook Prereading/Scaffolded Reading: Leaving Crime Behind (Reading 2) rBook TE, p. 212


8

rBook Prereading/Scaffolded Reading: Leaving Crime Behind (Reading 2) rBook TE, p. 214


9


Prepare with LBook Apply Compare and Contrast LBook TG, p. 153

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rBook Prereading/Scaffolded Reading: Youth Crime… Adult Time (Reading 3) rBook TE, p. 216




Day

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rBook Prereading/Scaffolded Reading: Youth Crime… Adult Time (Reading 3) rBook TE, p. 218


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• Review and reteach comprehension skills with RDI 1 lessons • System 44 Teaching Guide, S.M.A.R.T. Lesson 41, pp. 252–253 • Apply the key skill with Stretch Text: “Rescue the Children Along with the

Bankers,” RDI 1, pp. 600–603

14



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rBook Word Analysis: Idioms and Context Clues rBook TE, p. 220


16

rBook Writing Model: Research Paper rBook TE, p. 222


17

Prepare with LBook Frontloading Grammar: Use Negative Words LBook TG, p. 156

Prepare with LBook Frontloading Vocabulary: Choose Irregular Adjectives That Compare LBook TG, p. 157

18

rBook Generate Ideas: Prewrite rBook TE, p. 224

rBook Prewrite: Organize Ideas for Writing rBook TE, p. 225

19

Prepare with LBook Conventions for Writing: Use Adjectives That Compare LBook TG, p. 158

Prepare with LBook Conventions for Writing: Correct Sentence Fragments LBook TG, p. 159

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rBook Write: Research Paper rBook TE, p. 226

rBook Evaluate and Discuss: Research Paper rBook TE, p. 227



Day

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rBook Grammar: Adjectives That Compare rBook TE, p. 228

rBook Mechanics: Sentence Fragments/Final Draft rBook TE, p. 229

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WRITING CHECKPOINT Focus on Revision: Use the Research Paper Rubric to assess student writing, rBook TE, p. 229 Launch the Teacher Dashboard to group students for Small-Group Instruction.


25


Extend with LBook Apply to Reading: Teen Brain … Not the Same? LBook TG, p. 163

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rBook College and Career Readiness: Court Docket rBook TE, p. 230

rBook Career Path: Youth Services Case Manager rBook TE, p. 231


Workshop Wrap-Up LBook TG, p. 164


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Extend with LBook Workshop Reflections LBook TG, p. 165 rB

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Workshop 9: The Front Lines of Justice SUGGESTEDSEQUENCE WHOLE GROUP SMALL GROUP

Day

1

rBook View the Anchor Video: The Front Lines of Justice rBook TE, p. 236G


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Prepare with LBook Make Picture Inferences LBook TG, p. 169

5

rBook Prereading/Scaffolded Reading: Angry Young Man (Reading 1) rBook TE, p. 238

rBook Strategic Reading: Make Inferences rBook TE, p. 239

6


Prepare with LBook Make Text Inferences LBook TG, p. 171

7

rBook Prereading/Scaffolded Reading: In Their Own Words (Reading 2) rBook TE, p. 240


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Prepare with LBook Apply Inferences LBook TG, p. 173



Day

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rBook Prereading/Scaffolded Reading: Ballad of Birmingham (Reading 3) rBook TE, p. 248

rBook Strategic Reading: Literary Elements rBook TE, p. 249

13

rBook Prereading/Scaffolded Reading: Ballad of Birmingham (Reading 3) rBook TE, p. 250

rBook Strategic Reading: Craft and Structure/Cross-Text Analysis rBook TE, p. 251

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• Review and reteach comprehension skills with RDI 1 lessons • System 44 Teaching Guide, S.M.A.R.T. Lesson 59, pp. 322–323 • Apply the key skill with Stretch Text: “Desegregation Pioneers Reflect on

Education Milestone,” RDI 1, pp. 604–607

16


Prepare with LBook Recognize Multiple-Meaning Words/Understand Noun Endings LBook TG, p. 175

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rBook Word Analysis: Noun Endings and Verb Endings rBook TE, p. 252


18 rBook

Writing Model: Personal Narrative rBook TE, p. 254


19

Prepare with LBook Frontloading Grammar: Use Past Perfect-Tense Verbs LBook TG, p. 176

Prepare with LBook Frontloading Vocabulary: Use Adverbs That Modify Verbs LBook TG, p. 177

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rBook Write: Personal Narrative rBook TE, p. 258

rBook Evaluate and Discuss: Personal Narrative rBook TE, p. 259

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Prepare with LBook Conventions for Writing: Use Adverbs LBook TG, p. 178

Prepare with LBook Conventions for Writing: Use Quotation Marks LBook TG, p. 179



Day

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rBook Grammar: Adverbs rBook TE, p. 260

rBook Mechanics: Quotation Marks rBook TE, p. 261

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WRITING CHECKPOINT Focus on Revision: Use the Personal Narrative Rubric to assess student writing, rBook TE, p. 261 Launch the Teacher Dashboard to group students for Small-Group Instruction.


27


Extend with LBook Apply to Reading: March to Montgomery LBook TG, p. 183

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rBook Information and Media Literacy: Search Engine Results rBook TE, p. 262

rBook Career Path: History Teacher rBook TE, p. 263

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