RESEARCH LABS - American Reading€¦ · RESEARCH LABS American Reading Company Toll-free: ... and analyze how specific word choices shape meaning or tone. ... ave included the most

Transforming School Cultures to Create Sustainable Academic Achievement Page 1

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RESEARCH LABS

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RESEARCH LABSPage 2

Instructional Framework (Includes Daily Lesson Plans) Genre-Specifi c Writing Skills Cards

1616 Week 1: Day 1

Grade-Level Instruction: Main Idea1. Establish Today’s Learning Goal

By the end of class today, given a short passage to read, each of you will be able to identify an author’s topic. You’ll also be able to identify key details and use them to determine his/her main idea, tell whether it is an opinion or an informational summary, and tell whether the main idea is directly stated or implied.

2. DefinitionsDefine Key Vocabulary, Concepts, and Thought Processes Required by CCSS RI.2.

Informational Text: Fact-based text written to inform the reader about a subject.Fact: A piece of information that actually exists or happened.Opinion: Someone’s personal belief or judgment. Topic: The subject of the text. The “who, what, or where” the text is about.Key Detail: A detail that is significant/important because it helps to convey/support/prove a main idea.Main Idea: There are two kinds of main ideas in informational text. 1. Opinion 2. Informational SummaryLocating the main idea: The main idea can either be stated or implied.

College & Career Anchor Standard: Reading #2

Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

Informational:2nd: Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.

3rd: Determine the main idea of a text; recount the key details and explain how they support the main idea.

4th: Determine the main idea of a text and explain how it is supported by key details; summarize the text.

5th: Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

6th: Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

Reading #1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from text.

Reading #3 Analyze how and why individuals, events, and ideas develop and interact over time.

Reading #4 Interpret words and phrases as they are used in text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

Reading #10 Read and comprehend complex literary and informational texts independently and proficiently.

1.1 Main Idea

Categorical FrameworkIdentifying Main Ideas

Stated ImpliedAuthor’s opinion or messageAuthor’s summary of information

CCSS RI.2 Practice Rubric1 pt The topic of this passage is _____.1 pt The key details in the text are _____.

1 pt Therefore, I think the main idea of this passage is _____.

Introduction100BC Intensive

Reading Intervention

Informational Read-Aloud

Grade-Level Instruction

Research Reading

Research Writing

Literature Read-Aloud

5-15 min 20-40 min 0-15 min 15-30 min 20-40 min 20-40 min 0-30 min

Grade 2

Informational Writing Instructional Framework

RESEARCH LABSReading, Writing, and Research Built on the 3 Shifts of the CCSS

Sus características físicas les ayudan a:veroírcomerbeberolertocarmoversemantenerse abrigadopelearrespirartener críasescondersecazaremigrarprotegerse

Formas de moverse:treparbucearflotarvolarplanearsaltarbrincarcorrerarrastrarsenadarcaminar

Los animales viven en: el airemadriguerascuevasguaridasel desiertoel lodoel bosqueel pastoel sueloel hielolas hojaslas montañasnidosel agualas llanuraslos árboles

Los animales comen:animalesbichospecespastoplantas

Los animales necesitan:airecomidaparejarefugiodescansoagua

Los animales tienen:garrasplumaspelajepeloescamaspiel

Grupos de animales:mamíferosreptilesanfibiospecesavesinsectosde sangre fríade sangre caliente

Vocabulario de los Animales

RESE

ARCH

LABSen español

© 2010 by American Reading Company™

Reader: _____________________________ Room: ___________

Choose an animal to research.

Research Questions:

1. What does it look like? How do its physical characteristics help it

survive?

2. How does it act? How does its behavior help it survive?

3. What kind of animal is it and how do you know?

4. How does it change throughout its life?

5. Where does it live?

6. What does it eat? What

likes to eat it?

7. Is this animal

endangered? What

are the threats to its

survival?

AnimalsWild and

EndangeredRE

SE

ARCH

LA

BS

*137511*

Primary Research Card

Theme Research Cards

5 Interactive Read-Alouds(Grade-Level or Above Complex Texts)

Blackline Masters for Student Research (Included in the Instructional Framework)

© 2009 by A

merican Reading Com

pany

Final Project Organizer - Intermediate Name: Room:

Physical Characteristics

Behavior Classification Life CycleHabitat/

EcosystemFood Web Endangered

Describe the

animal’s physical

characteristics.

Explain how these

adaptations help the

animal survive.

Describe the

animal’s behavior

and explain how

these adaptations

help it survive.

Classify the animal.

Identify the group

it belongs to

and describe the

characteristics they

have in common.

Identify and explain

the stages of the

animal’s life cycle.

Describe the

animal’s habitat.

Describe the

animal’s food web.

Explain why

this animal is

endangered. Identify

and describe threats

to its survival.

Final Project Organizer Overview

25 Copies of 1 Central Text or Exemplar Text Pack(Grade-Level Complex Text)

© 2011 by American Reading Company®

Student’s Name: ________________________________________

RESE

ARCH

LABS #1 DraftingInformational Writing

1 Final Project Organizers: Complete your Final Project Organizer.

2Models: Look through examples of informational books to see how they are organized: cover, title page, dedication, table of contents, text, illustrations, glossary, captions, etc. Look for good ideas.

3Create Your Draft Book: Create a draft book by stapling blank pages in the same size and shape as your finished book. Use this paper book to design and write your draft copy.

4Page Plan: Plan what will go on each page of your book: dedication, index, text, illustration, etc. Label every page of your draft book, using Post-Its or pieces of paper and tape.

5Content Plan: Decide what content you will put into your book and how it will be organized. Create your table of contents.

6

Page Layout: Plan each page of text. Where will the words go, and where will the illustrations go? Cut out pieces of paper in the right size and shape for the text on each page. Tape or staple in place lightly. Using paper cutouts will allow you to draft, revise, and edit your text without having to redo your draft book.

7

Draft: Using your organizers, choose the big idea that you want to communicate for your first chapter. Create an interesting topic sentence that clearly communicates your big idea. Provide details to explain and support it. Repeat for each chapter.


Student’s Name: ________________________________________

RESE

ARCH

LABS #2 RevisingInformational Writing

Read your first draft out loud. Ask yourself: Date Complete

1. Focus

• Who is my audience?

• What do I want my reader to learn (main ideas)?

Rework to clarify/develop your main ideas. Remove anything that doesn’t contribute to your focus.

2. Content

• Complete: Have I included the most significant and relevant facts, definitions, examples, and concrete details to support my ideas?

• Accurate: Is this information accurate?

• Credible: Are my sources credible?

3. Organization

• Are my ideas presented in the most effective order/structure?

• Have I used headings and/or visuals?

• Do transition words help the reader move through each paragraph and between paragraphs easily?

Reorganize and revise to make your writing a unified whole.

4. Style

Read good examples of informational writing. Rewrite your book so that it sounds the way you want it to sound. Read it out loud and keep reworking it until you love it. Use precise language and domain-specific vocabulary.


Student’s Name: ________________________________________

RESE

ARCH

LABS

Author Editor

Word Usage

First-, second-, or third-person narrator is consistent.

Verbs agree with nouns and pronouns.

Verb tense is consistent.

Sentence Structure

There are no sentence fragments.

There are no run-on sentences.

The sentences used are varied in type.

Punctuation

Every sentence ends with an end mark (. ? ! ).

Words in lists are separated by commas.

Direct quotations are set up correctly.

Apostrophes are used correctly.

Capitalization

Every sentence begins with a capital letter.

The proper name of any person, place, or thing begins with a capital letter.

Every major word in a title begins with a capital letter.

“I” is capitalized.

Spelling

Every word is spelled correctly.

Homonyms have been double-checked.

#3 Editing


Student’s Name: ________________________________________

RESE

ARCH

LABS

Date Complete1. Draft Book: Decide what will go on each page

of your book. Label each page with a Post-it to prevent major mistakes.

2. Plan Location of Words: Decide how the text will relate to the illustrations. Will the words be at the bottom? In dialogue bubbles? In the middle with illustrations for borders? Look for good ideas in other books.

3. Plan What Goes on Each Page: Divide your final draft into pages. Plan what illustrations, charts, or diagrams will go on each page. Make sure the graphics reflect the content on that page.

4. Select Style for Illustrations & Graphics: Study the graphics and artwork in other books. What style do you like? How will you use illustrations to contribute to your focus or purpose?

5. Complete Illustrations & Graphics: Draw your pictures and design your graphics. Make sure your illustrations show the real environment of your main character or topic. This may involve more research.

6. Write the Text: Type or write your piece and put it into the book.

7. Complete Special Text Features: Design and write your special sections. Use other authors’ work as models (e.g., title page, dedication, glossary, About the Author).

8. About the Author Page: Consider including your photograph on your About the Author page.

#4 PublishingInformational Writing

www.americanreading.comCopyright © 2013 by American Reading Company®

Name

Class

Exemplar Text PackStudent Edition

AnimalAdaptations

AnimalAdaptations

Independent Research Library


Content-Based Reading, Writing, and SpeakingDeeper Learning Through Practice in the Common Core Writing Genres

RESEARCH LABS

Executive Summary

Science RESEARCH LABS support STEM initiatives, integrating the Common Core State Standards with the Next Generation Science Standards. Social Studies RESEARCH LABS integrate critical thinking with geography, economics, and history content in a multi-source, multi-perspective framework that emphasizes the histories of underrepresented groups.

The RESEARCH LABS® Instructional Framework ensures that every teacher implements the 3 Instructional Shifts of the Common Core while addressing rich content. Teachers use exemplary complex texts to provide rigorous Grade-Level Instruction that infuses the ELA and content standards. Leveled libraries of informational text and a carefully structured project-based learning format provide the differentiated support needed to ensure the success of all students.

Students, equipped with high-interest texts at their Independent Reading Levels and the support of graphic organizers to help them focus on the theme’s key concepts, learn how to read, write, and research like detectives and become experts on a topic of their choice. Every day of RESEARCH LABS® is designed to support student agency, as students take ownership of their learning.

RESEARCH LABSPage 4

CCSS W.1 Rubric for a Proficient Answer

1 ptClaim I make a clear claim that is both debatable and defensible.

1 ptEvidence (Data)I provide relevant and sufficient evidence to support of my claim.

1 ptReasoning (Warrants/Backing) I give logical reasons that explain how my evidence leads to this claim.

1 ptRebuttal I discuss at least one counterargument and effectively negate this objection.

1 ptCredibility I cite credible sources to establish my authority to the reader.

1 ptOrganization My writing has a compelling opening, an informative middle and a satisfying conclusion. I transition smoothly between ideas I present.

1 ptVoice & Tone I use persuasive language to make others care about my argument, while maintaining a formal style.

1 ptWord Choice The words I use are striking but natural, varied and vivid. I use domain-specific vocabulary to demonstrate my expertise.

1 ptSyntax & Conventions My sentences are clear, complete, and of varying lengths. I use correct grammar, spelling, and punctuation.

9 pts Proficient Answer

All Students Master Common Core Standards

Common Core Mini-LessonsA daily focus lesson introduces an essential element of the selected genre. Resources drawn from experts in the fi eld provide background knowledge and support for teachers.

Reading and Writing RubricsA clear, student-friendly rubric outlines the essential elements of a profi cient answer and provides a basis for peer, self-, and teacher critique.

Reading and Writing to Practice (Task Writing)Th e Unit content and the Research Questions provide regular opportunities for students to practice writing short pieces for a variety of purposes.

Extended Reading and Writing: Final Research-Based ProjectEach student engages in a carefully scaff olded, extended research project, taking a fi nal written product in the selected genre through the entire writing process from note-making to publication.

Genre-Specifi c Writing CardsA set of Writing Cards guide students through the writing process.


Student’s Name: ________________________________________

RESE

ARCH

LABS #2 RevisingInformational Writing

Read your first draft out loud. Ask yourself: Date Complete

1. Focus

• Who is my audience?

• What do I want my reader to learn (main ideas)?

Rework to clarify/develop your main ideas. Remove anything that doesn’t contribute to your focus.

2. Content

• Have I included the most significant and relevant facts, definitions, examples, and concrete details to support my ideas?

• Is this information accurate?

• Are my sources credible?

3. Organization

• Are my ideas presented in the most effective order?

• Have I used headings and/or visuals?

• Do transition words help the reader move through each paragraph and between paragraphs easily?

Reorganize and revise to make your writing a unified whole.

4. Style

Read good examples of informational writing. Rewrite your book so that it sounds the way you want it to sound. Read it out loud and keep reworking it until you love it. Use precise language and domain-specific vocabulary.


Student’s Name: ________________________________________

RESE

ARCH

LABS #1 DraftingInformational Writing

1 Final Project Organizers: Complete your Final Project Organizer.

2Models: Look through examples of informational research-based books to see how they are organized: cover, title page, dedication, table of contents, text, illustrations, glossary, captions, etc. Look for good ideas.

3Create Your Draft Book: Create a draft book by stapling blank pages in the same size and shape as your finished book. Use this paper book to design and write your draft copy.

4Page Plan: Plan what will go on each page of your book: dedication, index, text, illustration, etc. Label every page of your draft book, using Post-Its or pieces of paper and tape.

5Content Plan: Decide what content you will put into your book and how it will be organized. Create your table of contents.

6

Page Layout: Plan each page of text. Where will the words go, and where will the illustrations go? Cut out pieces of paper in the right size and shape for the text on each page. Tape or staple in place lightly. Using paper cutouts will allow you to draft, revise, and edit your text without having to redo your draft book.

7

Draft: Using your organizers, choose the big idea that you want to communicate for your first chapter. Create an interesting topic sentence that clearly communicates your big idea. Provide details to explain and support it. Repeat for each chapter.


Student’s Name: ________________________________________

RESE

ARCH

LABS

Date Complete1. Draft Book: Decide what will go on each page

of your book. Label each page with a Post-it to prevent major mistakes.

2. Plan Location of Words: Decide how the text will relate to the illustrations. Will the words be at the bottom? In dialogue bubbles? In the middle with illustrations for borders? Look for good ideas in other books.

3. Plan What Goes on Each Page: Divide your final draft into pages. Plan what illustrations, charts, or diagrams will go on each page. Make sure the graphics reflect the content on that page.

4. Select Style for Illustrations & Graphics: Study the graphics and artwork in other books. What style do you like? How will you use illustrations to contribute to your focus or purpose?

5. Complete Illustrations & Graphics: Draw your pictures and design your graphics. Make sure your illustrations show the real environment of your main character or topic. This may involve more research.

6. Write the Text: Type or write your piece and put it into the book.

7. Complete Special Text Features: Design and write your special sections. Use other authors’ work as models (e.g., title page, dedication, glossary, About the Author).

8. About the Author Page: Consider including your photograph on your About the Author page.

#4 PublishingInformational Writing


Student’s Name: ________________________________________

RESE

ARCH

LABS

Author Editor

Word Usage

First-, second-, or third-person narrator is consistent.

Verbs agree with nouns and pronouns.

Verb tense is consistent.

Sentence Structure

There are no sentence fragments.

There are no run-on sentences.

The sentences used are varied in type.

Punctuation

Every sentence ends with an end mark (. ? ! ).

Words in lists are separated by commas.

Direct quotations are set up correctly.

Apostrophes are used correctly.

Capitalization

Every sentence begins with a capital letter.

The proper name of any person, place, or thing begins with a capital letter.

Every major word in a title begins with a capital letter.

“I” is capitalized.

Spelling

Every word is spelled correctly.

Homonyms have been double-checked.

#3 Editing

Unit of StudyA Unit of Study focuses the entire class on researching and building expertise on specifi c Science or Social Studies content (e.g., the Civil War, Latin America, Ecosystems).

Research QuestionsA carefully defi ned research focus (the Research Topic) and a set of Research Questions scaff old student research while providing the content architecture for the Unit. Th ese questions align with the key concepts in the content of the Unit, ensuring that all students learn the grade-level content required of state standards and/or the NGSS.

Grade-Level Complex TextTh e teacher uses a class set of a Central Text (a Core Text [book] or Exemplar Pack of short texts) to teach the key concepts at the heart of each Research Question.

A 5-title Read-Aloud Anchor Title Collection provides additional resources for teaching content not covered by the Central Text, as well as Mentor Texts for writing.

Leveled Texts to Support Independent ReadingStudents use the Unit Research Library to research each question for their individual research topics using the best informational books drawn from more than 250 publishers.

All Students Learn Grade-Level Contentand Receive Diff erentiated Support

Up to 150 Leveled Thematic Titles—You Choose the Theme and the Reading Levels©

2009 by Am

erican Reading Company

Final Project Organizer®

Name: Event:

Final Project Organizer Overview Use this form as a reminder of the different kinds of information you need to explore. Take notes on the full-page Final Project

Organizer provided for each category.Timeline Geography

CausesPeople African Americans & Native Americans

Women Constitution Legacy

What events led up to and resulted from your event?Why is this event so important?

Where did it happen and what influence did geography have?

What were the social, political, and economic issues that sparked this event?

What personalities and groups were involved and what roles did they

play?

Are there any connections between this event and:• African Americans and/or slavery• Native Americans and/or territorial expansion

Are there any connections between this event and the roles or rights of women?

What connections are there between this event and the major principles of the United States Constitution?

What is the legacy of this event for the New Nation and today?

Event:


Reader: _____________________________ Room: ___________Select one American Revolution and New Nation event to research.Research Questions:1. What events led up to and resulted from your event? Why is this event so important?

2. Where did it happen and what was the influence of geography?3. What were the social, political, and economic issues that sparked this event?

4. What personalities and groups were involved and what roles did they play?

5. How were African Americans and/or the issue of slavery involved in your event?

6. How were Native Americans and/or the issue of territorial expansion involved in your event?7. Are there any connections between this event and the roles or rights of women?

8. What connections are there between this event and the major principles of the United States Constitution?

9. What is the legacy of this event for the New Nation and today?

Research Card

*137566*

© 2009 by A

merican Reading Com

pany

Final Project Organizer® Name:

Event:

Final Project Organizer Overview Use this form as a reminder of the different kinds of information you need to explore. Take notes on the full-page Final Project

Organizer provided for each category.

Timeline Geography Causes People African Americans &

Native Americans Women Constitution Legacy

What events led up to and resulted from your event?

Why is this event so important?

Where did it happen and what influence did geography have?

What were the social, political, and economic issues that sparked this event?

What personalities

and groups were involved and what

roles did they play?

Are there any connections

between this event and:

• African Americans and/or slavery

• Native Americans and/

or territorial expansion

Are there any connections between this event and the

roles or rights of women?

What connections are there between this event and the major principles of

the United States Constitution?

What is the legacy of this event for the

New Nation and today?

Event:

American Revolution & New Nation Vocabulary

Government Termsdictatorshipmonarchyrepresentative

governmentdemocracyinstitutioncongresslegislatureparliamentjudiciarySenateHouse of

RepresentativesDeclaration of

IndependenceArticles of

ConfederationContinental CongressConstitutional

ConventionConstitutionBill of RightsBritish Empirecolonyroyaltyrepresentationtaxationdeclarationpetitionoppressiondelegatecitizencommoner

Revolutionary War TermsloyalistpatriotrebelRedcoatToryturncoatrevoltblockadeboycottcavalrymilitiaMinutemenmusketartilleryprovisionssaberHessiansUnion Jackalliesneutralpropagandarebellionyellow feversmallpoxmalaria

Social Studies Termsnatural rightssocialeconomicnatural resourceconsequencesperspectivepoliticalprimary sourcesecondary sourcedocument19th century18th centurymanifest destinyterritorial expansioninstitution of slaveryabolitionTriangle Tradebanrepealcoastmanufactured goodsagriculturalindustrial


Reader: _____________________________ Room: ___________

Select one American Revolution and New Nation event to research.Research Questions:1. What events led up to and resulted from your event? Why is this event

so important?

2. Where did it happen and what was the influence of geography?

3. What were the social, political, and economic issues that sparked this event?

4. What personalities and groups were involved and what roles did they play?

5. How were African Americans and/or the issue of slavery involved in your event?

6. How were Native Americans and/or the issue of territorial expansion involved in your event?

7. Are there any connections between this event and the roles or rights of women?

8. What connections are there between this event and the major principles of the United States Constitution?

9. What is the legacy of this event for the New Nation and today?

Research Card

*137566*

Choose from our 70+ Units of Study


Expertise in Grade-Level Science/Social Studies Content

A Unit of Study focuses the entire class on researching and building expertise on specific Science or Social Studies content (e.g., the Civil War, Latin America, Ecosystems). A carefully defined research focus and a set of Research Questions scaffold student research while providing the content architecture for the Unit. These questions align with key concepts in the content of the Unit, ensuring all students learn the grade-level content required of state standards and/or the NGSS.

Sample Unit Plan

Informational Argument Genre Study Narrative

K Launch Integrated Literacy Block Zoology Ecology Entomology

1 Wild Animals Plants Family Stories/Families Animal Stories/Animals

2 Marine Life Weather & Climate Sports Fiction/Sports Communities

3 Bugs Sports & Society Traditional Tales/ World Cultures Space

4 Animal Adaptations Geology Native American Legends/ Native Americans U.S. States

5 Ecosystems American Revolution & New Nation Mystery/Forensic Science Civil Rights Era

6 Environmental Studies Africa Science Fiction/ Scientific Frontiers Latin America

Marking Period 1 Marking Period 2 Marking Period 3 Marking Period 4

RESEARCH LABSPage 6

28 Before You Begin

Toulmin’s Argument Framework

A good argument includes:

• A central claim (opinion) that is debatable,

defensible, narrow, and significant.*

• Evidence that supports the claim.

• Reasoning that explains how the evidence

leads to or supports the claim, often through

a rule or a set of criteria. (Also known as a

warrant.)

• A rebuttal that acknowledges the potential

reservations of a counterargument and

effectively argues against them.

*The claim often includes a qualifier that limits

or lessens the scope of the claim to make it

more defensible. xiv Introduction

Issue

My thoughts/questions on this issue

My position(s) on this issue, so far...(theme)

Explore this issue through....Character(s)

Plot

ProtagonistAntagonist

Other Characters Central Conflict/Problem

Setting

Grappling with it....

PhysicalSocial/ Cultural Political/ Economic Historic

Resolution

Subplots (reinforce, clarify, or complicate)

CCSS RL.2/3 Thinking MapCollege and Career Readiness Anchor Standards

R.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

R.3 Analyze how and why individuals, events, or ideas develop and interact over the course of a text.

Week 1: Day 228

Name: ____________________________________________________ Date: ___________

CCR Anchor Standard 2

Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

Key Question:

What is the main topic of this text? What key details does the author use to teach you about this topic?

1pt.

The main topic in ____ is ____.

1pt.

One key detail I learned about

____ is ____.

Evidence Found

on Page:

1pt.

Another key detail I learned about ____ is

____.

Evidence Found

on Page:

1pt.

A third key detail I learned about

____ is ____.

Evidence Found

on Page:

1pt.

This topic is important

because ____.

Conclusion:

CCSS RI.2/W.2 Thinking Map

Grades 6-8RESEARCH LABS

Reading, Writing, and Research Built on the 3 Shifts of the CCSS

®

Narrative Writing Instructional Framework

Grade 3-5

RESEARCH LABSReading, Writing, and Research Built on the 3 Shifts of the CCSS®

Informational Writing Instructional Framework

High School


®

Argument Writing

Instructional Framework


Rigorous writing instruction, paired with daily practice and deep content knowledge, prepares students for college-level writing in all three modes.

Teach Research and One Common Core Writing Genre

Each student engages in a carefully scaffolded, extended research project, taking a final written product in the selected genre through the entire writing process from note-making to publication.

In the Argument Research Lab

• Teachers use carefully scaffolded whole-group instruction to teach all students to read, write, present, and evaluate arguments and opinion pieces.

• Students practice making claims and supporting those claims with relevant evidence and logical reasoning.

• Students produce a final argument essay that makes a claim related to their research topic and defends that claim with evidence and reasons from their research.

In the Informational Research Lab

• Teachers use carefully scaffolded whole-group instruction to teach all students to read, write, and analyze informational text, including informational visuals.

• Students practice analyzing how authors’ central ideas are developed through key supporting details and ideas.

• Each student publishes an informational text on the topic of his/her choice in which s/he will demonstrate proficiency both in the Unit content and in writing informational text.

In the Narrative Research Lab

• Teachers use carefully scaffolded whole-group instruction to teach all students to analyze how authors of both informational and narrative texts use key details to develop their ideas and themes.

• Students practice analyzing how and why individuals, events, and ideas develop and interact over the course of a text and within the Unit of Study.

• Each student publishes a scientifically/historically accurate narrative on the topic of his/her choice in which s/he will demonstrate proficiency both in the Unit content and in writing narratives.

College-Ready Writing

RESEARCH LABSPage 8

* Grade range shown is for students currently in or fi nishing the grades indicated. Represents text sets available at each level.

New themes added regularly. Visit www.americanreading.com for all available themes and genres.

Information Units of StudyGrade* Kindergarten 1 2 3 4 5 6 7 8 9 & 10 11 & 12 Anchor Titles by Grade

Theme Color Level 1-3Y 1G 2G 1B 2B 1R 2R Wt Bk Or Pu 1Br 2Br Si Gl 2-3 4-5 6-8 HS

Life Science

Animal Adaptations 4+

Bugs 1–5

Dinosaurs 3–6

Ecosystems 3+

Human Body 4+

Marine Life 2+

Plants 1–5

Wild & Endangered Animals 1–5

Earth & Space Science

Environmental Studies 4+

Geology 4+

Space 4+

Weather & Climate 2+

Physical Science

Energy 6+

World History

Ancient Civilizations 6+

Medieval Civilizations 6+

Age of Exploration 6+

The Arts 5+

Sports & Society 3+

American History

Native Americans 5+

Colonial American Era 5+

American Revolution 5+

U.S. Founders 4

Westward Expansion 5+

Civil War Era 5+

Industrial Era 5+

World War II 6+

Civil Rights Era 5+

Immigration 5+

Jobs in My Community 2-3

Contemporary Issues 7+

Economics 5+

U.S. States 4–5

World Geography & Cultures

Africa 5+

Asia 5+

Countries of the World 4–5

Latin America 5+


Over the past 15 years, American Reading Company (ARC) has compiled a comprehensive, state-of-the-art, 110,000-title database, working with more than 250 school and trade publishers in both the English and Spanish markets. Each year, ARC reviews thousands of new titles. From these titles, we select the best 5,000 to level and add to our database. Using this database, our expert librarians have built classroom libraries and/or thematic text sets for more than 3,900 schools in more than 650 districts.

Classroom Libraries

Thematic Leveled Text Sets

With its extensive book database, ARC is able to offer thematic leveled text sets for more than 50 different Science, Social Studies, and Language Arts themes, culling the best titles for each from the hundreds of publishers with which we partner. Each theme is available in a range of reading levels, ensuring success for students with varying levels of achievement in a given classroom. While each student is reading books that fit his/her reading level and interests, all are building deep knowledge on the same theme.

Putting the right combination of leveled libraries in each classroom can:

• Support the Instructional Shifts of the Common Core by increasing access to informational texts and complex texts;

• Foster and strengthen scientific (STEM) and historical literacy;

• Prepare students for the demands of Next Generation Assessments by providing regular practice with integrating multiple texts on a particular topic.

RESEARCH LABSPage 10

Instructional Framework (Includes Daily Lesson Plans) Genre Cards

5 Interactive Read-Alouds(Grade-Level or Above Complex Texts)

Blackline Masters for Student Research (Included in the Instructional Framework)

Core Independent Others Generalizations

Title_____________________

Author___________________

Title_____________________

Author___________________

Examples from other texts in

this genre

Generalizations I can draw about this

element in this genre

Setting• Physical

• Temporal

• Culture/Society

• Mind of the Protagonist (Narrator)

Characters• Protagonist

• Antagonist

• Supporting Characters (side-kick,

mentor/advisor, minor characters)

Plot• Central Conflict

• Resolution

• Rising Action

• Falling Action

• Subplot

Definition of ___________

Write a definition of this genre,

using examples from your work

above.

Literary Elements in _________________________

(genre)

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14 A

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ican

Rea

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Com

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Before You Begin 23

Genre Study Research Lab Pacing GuideGrades 6–8

Week(s) Common Core Focus

Defi

ning

the G

enre

: Re

adin

g It

and

Wri

ting

Abo

ut It 1

Introduce Genre

Review of Literary Elements (RL.3)

Constructed Response #1

2Character-Theme Analysis (RL.2/3)


3Setting-Theme Analysis (RL.2/3/9)


4Plot-Theme Analysis (RL.2/3/9)


Ana

lyzi

ng t

he G

enre

: Li

tera

ry E

ssay 5 Draft Comparative Analysis Essay (W.1/R.9)

6 Revise, Edit, Publish, and Present Essay (W.5)

Cre

atin

g in

the G

enre

: Sh

ort S

tory

7 Drafting Practice: Quick Writes (W.3/W.5)

8 Draft and Revise Short Story (W.3/W.5)

9Edit, Illustrate, and Publish Short Story

Literature Discussions

Grades 6-8

Science Fiction

Grade 6-8

& Science Frontiers


Genre Writing Instructional Framework

Social Commentaryutopiadystopiagalactic empirepost-apocalyptic life ultimate fate of the

universeecological

responsibility /stewardship

scarcity and distribution of resources

religious ideologies and conflict

man vs. technology overpopulationgovernmentsreturn to feudalismhive-like societiesfuture caste systemsfeminismhumanismtotalitarianism

Disasterspandemicextinction alien invasionnuclear wardying earth

apocalypsegerm warfareenvironmental

catastropheloss of nonrenewable

resourcesexpanding universeinfertilityasteroid impactman supplanted by

machinedying sunnew ice agegenocideblack holes

Mind and Identitybio-implantsbionicscyberneticsinvisibilitylife extension and

immortalitycloningcryogenicsmemory

reprogramming/ removal/editing

posthumans and metahumans

neural implants

nanotechnologymorphingpsionicstelepathyteleportationresizinggenetic engineering/

eugenicsTravel and Possible

Futurestime travelparallel universealternate historyanachronisminterstellar travelhyperspacewarp drive/jump

drivewormholeansibles

(superluminal communication)

FTL (faster-than-light)Bussard ramjetspace stationspace colonizationvirtual realityanti-gravity devicegeneration shipsolar sail


Reader: _____________________________ Room: ___________

What scientifically plausible, but not yet

possible, development defines the story?

• Technological development/aberration

• Scientific discovery

• Natural occurrence

• Social organization

• Other

Which field of science would study this

twist on reality? • Physics • Biology • Chemistry• Sociology• Anthropology• Other

Twist on Reality

Setting

Time: When does the

story take place and how

does this help advance the

author’s purpose?• Future• Unknown past • Alternate present/

parallel universeDoes the twist on reality

affect time? How and why

does it matter?

Place: Where does the

story take place and how

does the location advance

the author’s purpose?• Earth• Alien planet• Outer space

Social, Political, and CulturalHow is the society organized? How does

this advance the author’s

purpose?

Characters

Protagonist: Identify

the main character and

describe his/her:• Motivations.• Traits and how they

affect the action.• Place in the social order.

• Relation to the basic conflict or problem.

Minor Characters: Make a

list of the minor characters

in the book and describe:

• Motivations.• Relation to the basic

conflict or problem.

Antagonist: What is the

protagonist struggling

against? Why? • A person• A group• An event• A force

Species: Are there any species other than

humans? Describe their:

• Motivations.• Traits and how they

affect the action.• Place in the social order.

• Relation to the basic conflict or problem.

Theme

Conflict and Resolution

What is the major conflict/

problem in the book and

how is it resolved?

Author’s Purpose What was the theme, message, moral, or lesson?

Utopian, Dystopian, or

Somewhere In Between

What seems to be the

author’s view on the outlook for humanity’s

future? On human potential?

Search for Meaning: Are

the characters struggling

with the meaning/purpose

of life? What seems to be

the author’s position?

Morality: Are the lines

between good and evil

clear or ambiguous?

Love: Do relationships

ultimately triumph over

difference and fear?

Current Issues: Does

anything about the story

remind you of an issue in

today’s world?

Personal Connections

How does the book compare to your life?

*137809*

Genre Card

Literary Genre Text Set (60 Books) Informational Text Set (40 Books)

Central Text(Fiction)

Teachers in Grades 3-12 Receive a Text by Jeffrey WilhelmFresh Takes on Teaching Literary

Elements


Literature Instruction for the Common Core

RESEARCH LABS: Genre Studies are literature instruction for the era of the Common Core. Genre Studies ensure every teacher implements the 3 Instructional Shifts of the Common Core every day. Teachers use of a grade-level core novel in the genre to provide rigorous instruction in literary analysis, ELA CCSS, and academic vocabulary.

Immerse your students in the study of a literary genre through both the best books in this genre and informational texts of the sort authors use when they research and write in this genre (e.g., Adventure Literature and Informational Texts on Survival).

Leveled libraries of books in the genre as well as informational text related to the genre and a carefully structured project-based learning format provide the differentiated support needed to ensure every student is successful.

Genre Theme Informational Text Companion 1 2 3 4 5 6/7 8 HS

Family Stories Families

Animal Stories Animals

Sports Fiction Sports

Traditional Tales World Cultures

American Historical Fiction American History See Below

Early America (Up Through the Civil War)

Modern America (1890 to the Present)

Adventure Survival

African American LiteratureAfrican American History

Legends of the Americas Native Americans

Horror Phobias

Mystery Forensic Science

Science Fiction Science Frontiers

Greek & Roman MythsClassical Civilizations

Fantasy Medieval Societies

Realistic Fiction Teen Issues

World Historical Fiction World History

Dystopian LiteratureContemporary Issues

Memoir Writing

Romance The Science of Relationships

Select themes are available in Spanish. Visit our website for complete list.


PreK 1 2 3 4 5 6 7 8 9 &10 11& 12Kindergarten

RTM 1G 2G 1B 2B 1R 2R Wt Bk Or Pu 1Br Si Gl2Br1-3Y

®



®

READING LEVEL IS DETERMINED BY:

• Quantitative Measures (where available)

• Qualitative Measures

• Reader and Task Considerations


Common Core State Standards-Based Leveling System

Every ARC book wears a brightly colored sticker indicating its reading grade level or placement within the Common Core State Standards (CCSS) bands of text complexity. In other words, each book has been “sized” along a grade-level continuum. Every title is hand-leveled by at least two independent levelers, each following the guidelines for text complexity analysis as described in Appendix A of the Common Core State Standards.

The sizing begins with a Lexile or other quantitative measure (where available), but also includes a careful evaluation of the skills and strategies (CCSS) a reader will need in order to read/understand that book. Rather than searching through a sea of spines for a book that “looks” good, students can immediately find titles that fit them. Leveled text sets ensure access to books at the reading level of each student, including students who are significantly behind or just learning to speak English.


®®®

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American Reading Company has been on a mission since 1998 to find books that reflect the experiences of African Americans, Latino Americans, Asian Americans, and North American Indians. ARC supports small independent publishers and authors working on this mission. ARC libraries include virtually every good book in print for children, with a special focus on books about historically underrepresented people.

Every student will find him-/herself and his/her family represented in each of the baskets of books, to the extent they are available from American publishers. ARC regularly provides classroom libraries for reservation schools, the American Legacy Magazine African American History Mobile Truck Exhibit, Alma Flor Ada Latino Heritage Collections, Core Knowledge Curriculum Supplementary Collections, and Expeditionary Learning Core Materials, as well as text sets and classroom libraries for hundreds of districts of every kind across the country.

Multicultural Collections Provide Access, Equity, and Safe Learning Environments for All Students and Families

American Reading Company goes to great lengths to reflect multiple perspectives in all of our text sets. To the extent possible, each Social Studies collection emphasizes the experiences of all African Americans, Asian Americans, North American Indians, and Latinos, as well as people of all classes and both genders.





Zoology OneJaws & Claws

100 B

ook

C hallenge

READ ALOUDSSCIENCE LABS

75 Leveled Books for Emergent Readers



Read-Aloud Titles

Zoology

Ecology

Entomology

Reading, Writing, and Research in the Content Areas



®

AMERICANREADING COMPANY

ENTOMOLOGYK Research Labs



®






®


Big Books

Big Books

Big Books


100 B

ook

C hallenge



100 B

ook

C hallenge


Read-Aloud Titles

Read-Aloud Titles

Research Folders and Science Tools



Research Labs®

Reading, Writing, and Research in Content Areas

Researcher:____________________Room #:____________________


AM

ERIC

AN READING COMPANY

Zoology

One

science

labZoologyOne

Research Labs®


Researcher:____________________Room #:____________________


AM

ERIC

AN READING COMPANY

Ecology

Research Labs®


Researcher:____________________Room #:____________________


AM

ERIC

AN READING COMPANY

Entomology


Best Practices in Early Literacy: Kindergarten RESEARCH LABS

Kindergarten RESEARCH LABS incorporate all the best practices of thematic inquiry with the best practices of early childhood instruction. Students learn grade-level (and above) science content as well as specific beginning reading skills as they learn to read, write, and think like researchers.

High-interest big books and read-alouds support the collective exploration of complex science concepts, immersing students in domain-specific vocabulary and building their background knowledge. A thematic text set, organized by IRLA reading level, ensures that every student experiences daily success-level independent reading within the unit.

Zoology

Your students will develop a ferocious appetite for learning as they read about and discuss mammals, reptiles, fish, birds, and bugs.

Ecology

Get students excited about exploring their world as they journey through the forest, ocean, savanna, desert, and Arctic ecosystems.

Entomology

What is a bug, anyway? Students will hone their observation skills as they enter the world of all things creepy-crawly, from butterflies to wasps, spiders to millipedes.

The three units of Kindergarten RESEARCH LABS are designed to build sequentially in terms of both science content and beginning reading skills. Customers are welcome to purchase just one, but should be aware of the sequential/time-of-year-specific nature of foundational skills instruction.



Professional Development

ARC Coaches support district and school leaders as they learn to organize all stakeholders around critical evidence of student learning. Additionally, ARC Coaches work with teachers in their own classrooms as they learn to integrate the Common Core State Standards into their daily practices.

All ARC professional development is structured around a gradual release model, starting out with a workshop, moving into grade group meetings and/or “fishbowl” demonstration lessons, and finally into one-on-one support and Status Checks, as needed.

Teachers increase their instructional effectiveness as they implement the CCSS 3 Instructional Shifts and learn to integrate the Common Core State Standards into their daily classroom practice.

ARC offers RESEARCH LABS® professional development sessions to support teachers as they become acquainted with the 3 Shifts, project-based learning, and backward design using core curriculum content standards and best practices for research reading and writing.

Additional support days are available in the form of teacher coaching visits and detailed RESEARCH LABS® workshops. All of this is focused on showing teachers how to make their students successful readers, writers, and consumers of informational texts.


The charts below will help to determine the total cost for all classrooms.

Cost Summary 2015-2016Proposal for RESEARCH LABS

Kindergarten GradeUnit of Study

QuantityPrice

Per ($) TotalZoology Ecology Entomology

RESEARCH LABS for KindergartenFor 30 Students

K 1,650

Additional Instructional Framework K 100

SUBTOTAL $

RESEARCH LABS

RESEARCH LABS for Kindergarten

Grades 1-12 GradeWriting Genre

QuantityPrice

Per ($) TotalInformational Argument Narrative

RESEARCH LABS Integrated Literacy Framework

For 30 Students1,650

Additional Instructional Framework 100

SUBTOTAL $

Genre Studies RESEARCH LABS

Grades K-12 GradeWriting Genre

QuantityPrice

Per ($) TotalInformational Argument Narrative

Genre Studies RESEARCH LABS Integrated Literacy Framework

For 30 Students1,650

Additional Instructional Framework 100

SUBTOTAL $


TOTAL $

Additional à la Carte Materials


Grade Quantity Price Per ($) Total

Theme-Specific FoldersFor 30 Students

42

Student Blank BooksFor 30 Students

68

Independent Reading Baskets

1–3Y 240

1G 240

2G 240

1B 240

2B 240

1R 240

2R 240

Wt 240

Bk 240

Or 240

Pu 240

Br 240

Si 240

Gl 240

SUBTOTAL $

Grade Quantity Price Per ($) Total

Individual Session 2,600

5-Day Professional Development Module 12,500

10-Day Professional Development Module 24,000

SUBTOTAL $


Approval

Execution of this contract becomes effective upon our receipt of this proposal and/or your company purchase order, bearing the signature of an authorized purchasing agent. Thank you for selecting American Reading Company.

Returns

You may return new, unopened items (except custom products) sold and fulfi lled by American Reading Company within 30 days of delivery for an exchange. We’ll also pay the return shipping costs if the return is a result of our error (you received an incorrect or defective item, etc.).

If you need to exchange an item, please contact our Customer Concerns Department at [email protected] or 866-810-2665.


American Reading Company limits all workshops to a maximum of 25 participants (20 teachers and 5 support staff). If more than 25 people attend the workshop, your signature below indicates your agreement to pay $350 for each additional participant. Professional development training cannot be canceled or changed within 15 days of the event date. Customers that cancel professional development events within that timeframe will be billed for the canceled event.

Signature:

Title:

Date:

Approved Amount:

Please note: Prices are valid 60 days from date of proposal.

Documents

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