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Teacher’s Guide

Fluent Plus

Table of ContentsProgram Welcome . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Program Scope and Sequence . . . . . . . . . . . . . . 6

Research The Importance of Reading Fiction . . . . . . . 8

Developing Essential Reading Skills . . . . . . 9

Key Reading Skills . . . . . . . . . . . . . . . . . . . . . . 10

The Power of Storytelling . . . . . . . . . . . . . . . 12

The Art of Fiction . . . . . . . . . . . . . . . . . . . . . . . 12

The Benefits of Reading Fiction . . . . . . . . . 12

Elements of Fiction . . . . . . . . . . . . . . . . . . . . . 13

Gradual Release of Responsibility as a Model of Instruction . . . . . . . . . . . . 14

The Active Reading Process . . . . . . . . . . . . . 14

Benefits of Leveled Reading . . . . . . . . . . . . . 15

Differentiating by Specific Needs . . . . . . . . 16

Using Quality Assessment to Guide Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . 18

School and Home Connections . . . . . . . . . 19

Using Technology in the Classroom . . . . . 19

Best Practices Managing Small Groups . . . . . . . . . . . . . . . . 20

Before-Reading Activities . . . . . . . . . . . . . . . 21

During-Reading Activities . . . . . . . . . . . . . . . 22

After-Reading Activities . . . . . . . . . . . . . . . . . 23

Making It Memorable . . . . . . . . . . . . . . . . . . . 24

How to Use This Product Kit Components . . . . . . . . . . . . . . . . . . . . . . . . 25

Getting Started . . . . . . . . . . . . . . . . . . . . . . . . . 26

Teaching a Lesson . . . . . . . . . . . . . . . . . . . . . . 27

Using Assessment Options . . . . . . . . . . . . . . 28

Using Technology Options . . . . . . . . . . . . . . 28

Using Interactiv-eBooks . . . . . . . . . . . . . . . . . 29

About the Books . . . . . . . . . . . . . . . . . . . . . . . . 33

Word Counts and Level Correlations . . . . . 34

Using a Guided-Reading/ Balanced-Literacy Model . . . . . . . . . . . . 35

Guided Reading . . . . . . . . . . . . . . . . . . . . . . . . 35

Other Blocks of a Balanced Reading Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

Pacing Plans . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

Introduction to Correlations . . . . . . . . . . . . 44

Standards Correlations . . . . . . . . . . . . . . . . . . 45

Lessons Lesson 1: Pipeline News . . . . . . . . . . . . . . . . . 46

Lesson 2: Tiddalick the Greedy Frog: An Aboriginal Dreamtime Story . . . . . . . 54

Lesson 3: Hot Springs and Brown Bears . . . 62

Lesson 4: Space Ace . . . . . . . . . . . . . . . . . . . . . 70

Lesson 5: Cleopatra’s Report . . . . . . . . . . . . . 78

Lesson 6: A Bright New Day . . . . . . . . . . . . . . 86

Lesson 7: Red Goes Green . . . . . . . . . . . . . . . . 94

Lesson 8: Five Cents Worth . . . . . . . . . . . . . . 102

Lesson 9: The Marshmallow Man . . . . . . . . 110

Lesson 10: A Baseball Giant . . . . . . . . . . . . . 118

Lesson 11: The Mystery of the Grand Bazaar . . . . . . . . . . . . . . . . . . . 126

Lesson 12: The Dream Team . . . . . . . . . . . . 134

Lesson 13: Sinbad the Sailor . . . . . . . . . . . . 142

Lesson 14: The Boy Who Cried Wolf and Other Aesop Fables . . . . . . . . . . . . . 150

Lesson 15: The Lovely One . . . . . . . . . . . . . . 158

References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166

Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168

Template . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 174

Indexes Read! Explore! Imagine! Fiction Readers:

Fluent Plus Comprehension Skills . . . . 175

Read! Explore! Imagine! Fiction Readers: Fluent Plus Cross-curricular Connections . . . . . . . . . . . . . . . . . . . . . . . 176

Contents of the CDs and DVDs . . . . . . . . . . . 177

© Teacher Created Materials #16650—Fluent Plus—Teacher’s Guide 3

PipelineNews

Written by Bill Condon

Illustrated by Tom Bonson

Lesson 1

Pipeline News

Lesson Overview

Focus ObjectivesStudents will be able to:

• use mental images• summarize information

Standards• Reading: Explain how specific aspects of a text’s

illustrations contribute to what is conveyed by the words in a story

• Reading: Understand the author’s purpose or point of view

• Language: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of Social Studies

Word Work• High-Frequency Words: across, almost,

always• Word Study: -ign words • Word Play: collective nouns• Academic Vocabulary: natural disaster

terms • Groups of Things activity sheet (page 52)

Comprehension• Using Mental Images • Summarizing Information• What’s the Problem? activity sheet (page 53)

WritingWrite a radio report about surfing .

Cross-curricular Connections• Social Studies: Students make salt maps of

the Hawaiian islands .• Music: Students listen to slack-key guitar

music .

Building Fluency• Reading the Book: Using echo reading;

annotating a copy; working in small groups for attentive reading

• Reader’s Theater: Adding special effects; using appropriate voicing

• Pipeline News reader’s theater script (page 51)

#16650—Fluent Plus—Teacher’s Guide © Teacher Created Materials46

Pipeline News (cont.)

Lesson 1

Word Work 1. High-Frequency Words—Practice using the

words that occur often in the text .

• Write the words across, almost, and always on the board . Read each word aloud and then with students . Have them repeat and write the words .

• Have students choose a book from your classroom library . Tell them to find the words across, almost and always in the text . Instruct them not to read each word on the page, but rather scan it and look for only those words . Every time they find one of the words, have them point to it and say it aloud quietly .

2. Word Study—Practice using -ign words .

• Write the word sign on the board . • Ask, “What is unusual about the sounds of

the letters in this word?” Discuss how the letter g is silent and how the vowel sound is long .

• Write the word assign on the board . Discuss its meaning . Write the word reign on the board . Ask, “How does the word reign differ from the word sign?” Explain that both words have the -ign spelling but the -ign sounds different in each word .

• Tell students that these are words that must be memorized—they do not have families with similar spelling as some words have .

Ti p : When discussing unusual words such as sign, remind

students that some have multiple meanings, such as sign meaning to write your name on something, a placard or marker, a logo, a signal, or a clue .

3. Word Play—Practice using collective nouns .

• Write the following words on the board: shiver of sharks.

• Say, “These words are used to describe a group of sharks . What other collective nouns do you know?” (school of fish, herd of cows, pack of wolves, etc .)

• Explain that some collective nouns were developed to relate to the things in the group . Ask students if they can think of logical collective nouns for keys, grapes, and flowers .

• For additional practice with collective nouns, have students complete the Groups of Things activity sheet on page 52 . If preferred, review the collective nouns before completing the worksheet .

4. Academic Vocabulary—Practice using natural disaster terms .

• Write the word cyclone on the board . Discuss how a cyclone is a type of natural disaster formed by thunderstorms and warm ocean water .

• Write the word tsunami on the board . Discuss how a tsunami is another type of oceanic disaster . It is a large ocean wave caused by an underwater earthquake or volcanic explosion .

• Ask, “How might these words be related to surfing?” Accept reasonable responses .



Lesson 1

Comprehension

Before Reading

1. Using Mental Images—Discuss how using the words and illustrations in a story can contribute to understanding the story .

• Show students the front cover of the book . • Ask, “What do you think Pipeline News

means?” Have students identify the microphone in one surfer’s hand and confirm that the surfers are newscasters .

• Read the back cover . Discuss how it provides more information about the content of the book .• Say, “This story takes place in Hawaii .” Show students the map of North America and the

Hawaiian Islands provided on the Digital Resource CD (resource name: Hawaiian Islands) . Ask, “How many islands are there? Which is the biggest island?”

During Reading

1. Using Mental Images—As students read the book, look for opportunities for them to analyze the illustrations in the story .

• Read the first two chapters, “Pipeline News” and “Big Island .” • Say, “Tell a partner which word or group of words helped you make a picture in your mind

of what is happening in the story? Describe the picture you made in your mind .” Accept reasonable responses .

• Ask, “What information do the illustrations convey about the setting of this story? What do they tell you about the author’s purpose?”

2. Summarizing Information—As students read, ask them to explain, in their own words, what each chapter is about .

• Ask, “What is the chapter called ‘Kauai’ mostly about?” • Ask, “What is the chapter called ‘Maui’ mostly about?” • Have students finish reading the book . Ask, “Which parts of the story could be real? Which are

exaggerated?”

3. Rereading—Have volunteers rehearse in pairs, choosing a page to read aloud, reviewing punctuation and key words to shape their reading .

Assessment Opportunity—Have students create a chart with two columns, labeled Fiction and Nonfiction . Have them write three or more statements about features of the story that are fiction and three that are nonfiction .

English Language SupportGather realistic photos of people surfing or use the ones provided on the Digital Resource CD (resource name: Surfing) . Compare and discuss their likenesses and differences to the illustrations in the story .



Lesson 1

Comprehension (cont.)

After Reading

1. Summarizing Information—Tell students to think about the entire story .

• Ask, “What do the Pipeline News reporters have in common?” Discuss how they get in some sort of trouble, they love to surf, they are somewhat silly, etc .

• Ask, “What is each reporter’s problem?”• Ask, “If you had to write a sentence to tell

what the whole story is about, what would you write?”

• For additional practice with comprehension, have students complete the What’s the Problem? activity sheet on page 53 .

2. Building Oral Language—Discuss the meanings of the following words and phrases related to surfing: air (anytime a surfer and the board leave the face of a wave); chillax (combination of chill out and relax); curl (top part of a wave); fat wave (an unusually great wave); flail (loss of control); lines (set of waves); grommet (a young surfer); out there (crazy); rad (awesome); set (group of waves); tube (hollow part of the wave); wipeout (falling off the surfboard) .

Writing

Discuss how each reporter has a different experience with their surfing .

• Have below-grade-level students write a radio report about surfing conditions . • Have on-grade-level students write a radio report about a surfing experience as if they are

watching it from the beach or overhead . • Have above-grade-level students write a radio report about a surfing competition as if they are

a radio reporter .

Cross-curricular ConnectionsSocial Studies: Have students make a salt map of the Hawaiian Islands . Mix 2 cups flour, 1 cup salt, and P cups water . Spread the dough onto heavy cardboard and shape accordingly . Paint with tempera paint when dry .

Music: Share Hawaiian music with students . A recording of slack-key guitar music, which originated in Hawaii, can be played while students complete their salt maps of the islands . A sample of slack-key guitar music is provided on the Digital Resource CD (resource name: Slack-Key Guitar Music) .

English Language SupportDevelop a poster or chart of words related to surfing or to a sport that students follow from their home country, such as soccer . Discuss how words are often made up to reflect the sport, such as tube for the hollow part of a wave .

Use the Interactiv-eBook to practice comprehension and writing .



Lesson 1


Pipeline News

Announcer: Start your morning with Hawaii’s Pipeline News! Over to you, Brad.

Brad: Brad here, reporting from the water at the Big Island. Man, oh man,

it’s a fine day for surfing, but wait….

Announcer: What’s happening Brad?

Brad: All the surfers are heading to the beach. And I’m staring right at a

shiver of sharks! This is Brad, signing off from the Big Island!

Announcer: Too right, Brad! Rad, over to you.

Rad: I’m surfing off the island of Kauai. I’m ready to do the aerial trick I’ve

been practicing.

Announcer: Good luck to you, mate!

Rad: Here’s the wave! Steady, steady! Uh-oh. Well, instead of doing

the aerial, I just did another amazing trick. It’s called a wipeout.

Bummer!

Announcer: Better luck next time, mate! Over to you, Tad.

Tad: Good morning from the island of Maui! The waves are high

as skyscrapers, and a cyclone’s coming. There’s a chance of an

underwater volcanic eruption and tsunami. Otherwise, it’s perfect.

Announcer: Good man, Tad! Jad, over to you.

Jad: Hey! I’m out here with several surfers in Oahu, waiting to catch the

next set of waves.

Announcer: Sounds like fun! What do you see?

Jad: You might wonder what surfers do while waiting. Well, one’s

reading a book. One’s eating breakfast. One’s talking on his cell

phone. And one crazy dude is doing his ironing.

Announcer: Well, surfers, now you’ve got all the information you need to hit

the boards and power through those waves. Thanks for listening.

Happy surfing!

© Teacher Created Materials #16650—Fluent Plus—Teacher’s Guide

51

Name: __________________________________ Date: ________________What’s the Problem?Directions: Think about the story. Each reporter has a problem. Write

the name of the reporter and a phrase or sentence that tells what the

problem is.

Island ReporterProblem

Big Island

Kauai

Maui

Oahu

Do more! Write a solution to one of the problems above.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________


Name: __________________________________ Date: ________________Groups of ThingsDirections: Read each sentence below. Choose the correct collective noun

to complete each sentence.

Collective Nounsbunch bundle deck fleet flight pod string

1. We had to go up a ___________ of stairs to get to the second story.

2. Peter brought a ___________ of cards on the camping trip.

3. The ___________ of ships set sail from San Diego. 4. Sala placed a ___________ of grapes on the table.

5. The queen wore a ___________ of pearls around her neck.

6. Tracy and Nico gathered a ___________ of sticks for the fire.

7. Mr. Negip’s class saw a ___________ of whales on their field trip.Do more! Write a news report about spotting a shiver of sharks.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

#16650—Fluent Plus—Teacher’s Guide © Teacher Created Materials

52

Building Fluency 1. Reading the Book—Use one or more of the following methods for fluency practice:

• Use echo reading, page by page, to demonstrate how to read with specific character voicing .• Photocopy a book that can be marked up . Have students annotate the copy so that they can

read with expression and appropriate voicing . • Have students work in small groups to read the story to you without mistakes .

2. Reader’s Theater—Use one or more of the following methods for fluency practice:

• Have students brainstorm special sound effects to add to their readings .• Discuss how the characters would sound . Have students read the characters’ parts with

appropriate voicing .• To model proper fluency and expression, allow students to listen to the professional recording

of the reader’s theater script (provided on the Audio CD) .

Assessment Opportunities—Use the oral reading record and the fluency rubric provided in the Assessment Guide to assess students’ ability to read the book fluently and accurately .

Pipeline News

Announcer: Start your morning with Hawaii’s Pipeline News! Over to you, Brad .

Brad: Brad here, reporting from the water at the Big Island . Man, oh man, it’s a fine day for surfing, but wait …

Announcer: What’s happening, Brad?

Brad: All the surfers are heading to the beach . And I’m staring right at a shiver of sharks! This is Brad, signing off from the Big Island!

Announcer: Too right, Brad! Rad, over to you .

Rad: I’m surfing off the island of Kauai . I’m ready to do the aerial trick I’ve been practicing .

Announcer: Good luck to you, mate!

Rad: Here’s the wave! Steady, steady! Uh-oh . Well, instead of doing the aerial, I just did another amazing trick . It’s called a wipeout . Bummer!

Announcer: Better luck next time, mate! Over to you, Tad .

Tad: Good morning from the island of Maui! The waves are high as skyscrapers, and a cyclone’s coming . There’s a chance of an underwater volcanic eruption and tsunami . Otherwise, it’s perfect .

Announcer: Good man, Tad! Jad, over to you .

Jad: Hey! I’m out here with several surfers in Oahu, waiting to catch the next set of waves .

Announcer: Sounds like fun! What do you see?

Jad: You might wonder what surfers do while waiting . Well, one’s reading a book . One’s eating breakfast . One’s talking on his cell phone . And one crazy dude is doing his ironing .

Announcer: Well, surfers, now you’ve got all the information you need to hit the boards and power through those waves . Thanks for listening . Happy surfing!


Name: __________________________________ Date: ________________

Groups of Things

Directions: Choose the correct collective noun to complete each sentence below .

Collective Nouns

bunch bundle deck fleet flight pod string

1. We had to go up a ___________ of stairs to get to the second story .

2. Peter brought a ___________ of cards on the camping trip .

3. The ___________ of ships set sail from San Diego .

4. Sala placed a ___________ of grapes on the table .

5. The queen wore a ___________ of pearls around her neck .

6. Tracy and Nico gathered a ___________ of sticks for the fire .

7. Mr . Negip’s class saw a ___________ of whales on their field trip .

Do more! Write a news report about spotting a shiver of sharks .

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________


Name: __________________________________ Date: ________________

What’s the Problem?

Directions: Think about the story . Each reporter has a problem . Write the name of the reporter and a phrase or sentence that describes the problem .

Island Reporter Problem

Big Island

Kauai

Maui

Oahu

Do more! Write a solution to one of the problems above .

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________


Assessment Guide

Fluent Plus

Read! Explore! Im

agine! Fiction Readers •

Assessm

ent Guide

Fluent Plus

Table of ContentsResearch . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Why Assessment Is Important . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Reading Fiction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Formative or Placement Assessments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Progress-Monitoring Assessments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Summative Assessments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

How to Use the Assessments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Assessment Opportunities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Using the Series Placement Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Oral Reading Records . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Using an Oral Reading Record . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Marking Conventions Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10

Scoring an Oral Reading Record . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11

Fluency Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12

Using the Multiple-Choice Assessments . . . . . . . . . . . . . . . . . . . . . . . . . .13

Using the Data-Tracking Options . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14

Lesson 1: Pipeline News . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15

Lesson 2: Tiddalick the Greedy Frog: An Aboriginal Dreamtime Story . . . . . . .19

Lesson 3: Hot Springs and Brown Bears . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23

Lesson 4: Space Ace . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27

Lesson 5: Cleopatra’s Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31

Lesson 6: A Bright New Day . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35

Lesson 7: Red Goes Green . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .39

Lesson 8: Five Cents Worth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .43

Lesson 9: The Marshmallow Man . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .47

Lesson 10: A Baseball Giant . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .51

Lesson 11: The Mystery of the Grand Bazaar . . . . . . . . . . . . . . . . . . . . . . . . . . .55

Lesson 12: The Dream Team . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .59

Lesson 13: Sinbad the Sailor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .63

Lesson 14: The Boy Who Cried Wolf and Other Aesop Fables . . . . . . . . . . . .67

Lesson 15: The Lovely One . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .71

References Cited . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .75

Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .76

Contents of the Assessment DVD . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .79

© Teacher Created Materials #16652—Fluent Plus—Assessment Guide 3

Oral Reading Record

Name: ___________________________ Date: ________

Assessor: ________________________________________

GO ON

Pipeline News

Word Count Codes

266 E = errors SC = self-corrections M = meaning S = structure V = visual

Page Text E SCCues Used

E SC

3 LALI: Wakey, wakey, people! It’s six A.M ., and

you’re listening to Lali on Hawaii’s PNN, the

Pipeline News Network! Now, it’s time for

the show you’ve all been waiting for—Pipeline

News! Let’s go live to Brad . Tell us what’s

happening on the Big Island, Brad .

M S V M S V

5 BRAD: Brad here, reporting from the PNN chopper!

Right now, I’m flying low over the Big Island .

It’s beautiful!

M S V M S V

6 I can see the golden beaches and the waving

palm trees . Now, as I get even closer, I can

see those enormous coconuts . They’re so

tempting, and I’m so thirsty .

Wait one second, listeners . I’m putting the

chopper on autopilot while I reach out to

grab a coconut . Whoa! That wasn’t the

autopilot button—it was the ejector seat!

M S V M S V

SUBTOTALS

Lesson 1


Oral Reading Record (cont.)


E SC

8 BRAD: Man, oh man, it’s a fine day for surfing! The

water is perfect! There are surfers all around,

and they are flying across the waves!

But wait, that’s weird . They’re all heading

back to the beach . Now, they’re sounding an

alarm . And I see teeth—a lot of teeth .

Oh, my! That wasn’t a school of dolphins .

It was a shiver of sharks! This is Brad,

signing off from the Big Island .

LALI: Thanks for that update, Brad . Let’s go now

to Rad . . .

M S V M S V

11 RAD: I’m surfing off the island of Kauai . And I’m

about to do an aerial . I’m going to launch

my board from the top of a wave . It’s very

tricky, surfers, so leave it to an expert, like

me .

Here I go! Well…actually, I couldn’t do

it . But I did perform another amazing trick

called a wipeout .

M S V M S V

Subtotals from previous page

TOTALS

Error Rate:

Self-Correction Rate:

Accuracy Percentage:

Time:


Lesson 1

#16652—Fluent Plus—Assessment Guide © Teacher Created Materials16

Multiple-Choice Test

Name: ____________________________________ Date: ___________

Directions: Read each question. Choose the best answer. Fill in the bubble for the answer you have chosen.


1 In which style did the author write this story?

A as an encyclopedia entry

B as a geography book

C as a blog

D as a radio broadcast

3 Which word does the author use as a clue that Brad is in a helicopter?

A chopper

B dolphin

C island

D swimmers

2 What does the author tell the reader about the Hawaiian Islands?

A The Hawaiian Islands are located in the Atlantic Ocean .

B The Hawaiian Islands are not part of the United States .

C The Hawaiian Islands include six main islands and many smaller islands .

D The Hawaiian Islands are the perfect location for snow skiing .

4 Why does Rad feel embarrassed about being on TV?

A He forgot his lines while he was talking .

B He forgot to wear his board shorts to work .

C He got lost in the jungle .

D He got stung by a jellyfish while he was surfing .

Lesson 1


Multiple-Choice Test (cont.)

Name: ____________________________________ Date: ___________


Lesson 1

5 What do you think most likely happened to Tad?

A He got swallowed by a whale .

B He got lost in the jungle .

C His car ran out of gasoline .

D He found a new place to go surfing .

7 Why do you think surfing is a popular sport in Hawaii?

A Surfing is a brand-new sport .

B There is nowhere to surf in Hawaii .

C The Hawaiian Islands are surrounded by water .

D Surfing is a good way to stay out of the sun .

6 What can you infer about the climate of Hawaii?

A It has an arctic climate .

B It is always rainy .

C It has a dry climate .

D It has a tropical climate .

8 Which of the following is not a Hawaiian Island?

A Oahu

B Lali

C Lanai

D Maui



Name: ____________________________________ Date: ___________

5 The Aboriginal people use this story to explain _____.

A why frogs have yellow eyes

B why kangaroos jump

C what causes droughts

D how the dingo came to be

7 What is Tiddalick’s reaction when Eel jumps onto his stomach?

A Tiddalick laughs, and water gushes out of his mouth .

B Tiddalick cries and hops away .

C Tiddalick does not blink an eye .

D Tiddalick does not seem impressed .

6 The author writes, “It was Eel, who had slithered up from a dry billabong.” What can you infer a billabong is from this quotation?

A a type of tree

B a type of cloud

C an animal

D a body of water

8 The author writes, “He drank and drank until he had drunk all the water in the river.” In which chapter does this sentence fit best?

A “The World Awakes”

B “The Greedy Frog”

C “The Dreamtime”

D “A Solution”

Tiddalick the Greedy Frog: An Aboriginal Dreamtime Story (cont.)Lesson 2


GO ON

Oral Reading Record

Name: ___________________________ Date: ________

Assessor: ________________________________________

Word Count Codes

241 E = errors SC = self-corrections M = meaning S = structure V = visual


E SC

3 Sai saw the letter on the kitchen table when she

got home from school . It was addressed to her .

Sai Chandra

356 Fern Drive

Brooks, ME 04921

M S V M S V

5 Write a poem about your new toy . You could win a

trip for your family to any place in the world!

Five hundred runners-up will receive $20 gift cards .

Poems cannot be longer than 35 words .

M S V M S V

6 She looked at the back .

Pa’s Plush Toys

4856 Valley Road

Burbank, CA 91508

M S V M S V

SUBTOTALS

GO ON

Written by Nicolas Brasch Illustrated by Bill Bolton

Springsand

Bears

Hot

BrownSpringsand

Bears

Hot

Brown

Hot Springs and Brown BearsTiddalick the Greedy Frog: An Aboriginal Dreamtime Story (cont.)Lesson 3




E SC

8 Sai had spent days writing and re-writing her poem

until she was completely happy with it . As Sai

opened the envelope, she started thinking, What

if I won? I could go anywhere in the world! She

quickly got rid of the thought . That’s impossible!

But maybe she could start thinking about what she

could buy with a $20 gift card! Inside the envelope

was a letter .

Dear Sai,

I am pleased to tell you that you have won The Pa’s

Plush Toys Poetry Contest . You and your family can

choose to go anywhere in the world for a two-week

vacation .

That was as far as Sai read . She raced into the

living room, squealing with delight . Her dad and

younger brother Ben could hardly believe the news .

M S V M S V

11 Once they had gotten over the shock, Sai and her

family started thinking about where to take their

vacation . They looked online . They looked at books .

They spun their globe around and around . Where

would they go?

M S V M S V


TOTALS

Error Rate:



Time:

Lesson 3Hot Springs and Brown Bears (cont.)


Multiple-Choice Test

Name: ____________________________________ Date: ___________

Directions: Read each question. Choose the best answer. Fill in the bubble for the answer you have chosen.

1 Which kind of vacation would Sai and her family most likely prefer?

A a tropical vacation

B a movie marathon vacation

C a nature preserve vacation

D a theme park vacation

3 How does Sai decide where to go on vacation with her family?

A Sai chooses somewhere her dad suggests .

B Sai chooses somewhere that has something for each family member .

C Sai chooses somewhere her brother suggests .

D Sai chooses somewhere only she would like .

2 Based on the story, what can you infer about Sai?

A She is afraid of animals .

B She does not get along with her family .

C She is good at skiing .

D She is good at writing poetry .

4 What is the Pacific Ring of Fire?

A an area with hundreds of volcanoes

B a campground with many fire rings

C the name of a hotel

D the name of an amusement park

Hot Springs and Brown Bears (cont.)

Lesson 3



Name: ____________________________________ Date: ___________

5 Kamchatka is found in _____.

A Chile

B New Zealand

C Alaska

D Russia

7 How does Ben feel just before the end of the vacation?

A He is bored and wants to go home .

B He is angry at Sai for winning the contest .

C He is sad Sai and Dad have forgotten that he wants to see bears .

D He is afraid to get on the airplane to fly home .

6 Why does Sai get to choose where the family will vacation?

A She is the oldest member of the family .

B She won the trip .

C She is the only one who can read a map .

D She is afraid to travel .

8 If you were going to Kamchatka, which of these items would you most likely need to bring?

A a winter coat

B shorts and sandals

C a beach ball

D a French dictionary

Hot Springs and Brown Bears (cont.)

Lesson 3




E SC

7 One morning, Tiddalick woke up in a very grumpy,

greedy mood . He was so grumpy and greedy that

when he went down to the lake to drink, he drank

and drank until he had drunk all the water in the

lake .

M S V M S V

8 Then, he went down to the river . He drank and

drank until he had drunk all the water in the river .

Tiddalick was so greedy that he kept drinking night

and day . He drank all the water from the lakes

and streams . The greedy frog drank so much that

there wasn’t a drop of water left in the whole world .

Tiddalick was so full, he could hardly move . All he

could do was lie down, close his great yellow eyes,

and go to sleep .

M S V M S V

10 The land dried out and cracked . The rivers turned

to dust . The trees lost their leaves . The flowers did

not bloom . Animals began to die . Nothing moved,

and there was no sound . There was no rain . The

land suffered from a terrible drought .

M S V M S V


TOTALS

Error Rate:



Time:

Tiddalick the Greedy Frog: An Aboriginal Dreamtime Story (cont.)Lesson 2


PipelineNews

Written by Bill Condon

Illustrated by Tom

Bonson

Pip

eline N

ews

Con

don

2

Contents

Pipeline News . . . . . . . . . . . . . . . . . . . . . .3

Big Island . . . . . . . . . . . . . . . . . . . . . . . . .5

Kauai . . . . . . . . . . . . . . . . . . . . . . . . . . .11

Maui . . . . . . . . . . . . . . . . . . . . . . . . . . . .17

Oahu . . . . . . . . . . . . . . . . . . . . . . . . . . .23

2

3

LALI: Wakey, wakey, people! It’s six A.M., and you’re listening to Lali on Hawaii’s PNN, the Pipeline News Network!

Now, it’s time for the show you’ve all been waiting for—Pipeline News! Let’s go live to Brad. Tell us what’s happening on the Big Island, Brad.

PipelineNews

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