Skills for School Success Brochure

Overview

Since its launch in 1989, teachers have looked to the Skills for School Success Seriesfor teaching children in grades 3–6 the behaviors, organization skills, and study skillsthat make them successful both in and out of the classroom.

Skills from six key areas are taught in this newly redesigned series:• School Behavior and Organization Skills• Learning Strategies• Strategies for Studying for and Taking Tests• Textbook Reference Skills• Reading and Interpreting Graphs• Dictionary and Encyclopedia Reference Skills

A research-based program, Skills for School Success provides direct instruction of thestudy skills your students will use across the curriculum. The lessons integrate easilywith your language arts program and content area curriculum, and each takes only 15–30 minutes of instruction.

Skills for School Success uses a spiral curriculum; skills that are introduced in one levelare reviewed and extended in the following level with more difficult applications, plusadditional new skills are added. Extensive field-testing confirmed the success of theseries in elementary and middle-school classrooms nationwide.

The Student Books, with content updated for the twenty-first century, guide the studentsclearly and simply through the teacher-directed lessons.

The fully scripted Teacher Guides offer new ease-of-use with thumbnails thatcorrespond to the student book pages.

Skills for School Success easily adapts for use from the regular classroom to specialeducation classrooms, remedial settings, special study skills programs, or summer school programs.

Continue to reinforce these essential skills in grades 7–12 with Advanced Skills forSchool Success. See page 14.

CURRICULUM ASSOCIATES®, Inc.153 Rangeway Road, N. Billerica, MA 01862-0901Toll Free Phone (800) 225-0248 • Fax (800) 366-1158

Outside U.S. & Canada: Phone (978) 667-8000 • Fax (978) 667-5706e-mail: [email protected] • www.curriculumassociates.com

Full GuaranteeSkills for School Success is described as clearly as we know how. You must agree thatthe program is all that we say it is and more—that it fully meets your expectations inevery way or you may return it for a prompt and courteous exchange, credit, or refund.

http://www.curriculumassociates.com

Order By Phone (800) 225-0248 • Fax (800) 366-1158 1

Contents

PageSkill Strands . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2Teacher Guide Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Book 3 Teacher Guide Sample Lesson . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4–5Teacher Guide Reproducible Pages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Book 3 Student Lesson . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Book 4 Sample Student Book & Teacher Guide Lesson . . . . . . . . . . . . . . . . . . . . . . 8–9Book 5 Sample Student Book & Teacher Guide Lesson. . . . . . . . . . . . . . . . . . . . . 10–11Book 6 Sample Student Book & Teacher Guide Lesson . . . . . . . . . . . . . . . . . . . . 12–13Advanced Skills for School Success . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14–15Academic Calendar Booklet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16Educators’ Comments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Scope and Sequence. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . back cover

About the Authors

Anita L. Archer, Ph.D.Dr. Anita Archer serves as an educational consultant to school districts on effective instruction, classroommanagement, language arts instruction, and study skills instruction. She has taught elementary and middleschool students and is the recipient of eight OutstandingEducator awards. She has authored many othercurriculum materials, chapters, books, and trainingmaterials.

Mary M. Gleason, Ph.D.Dr. Mary Gleason is currently Director of Training forthe National Institute for Direct Instruction (NIFDI). She began her career by teaching for eight years ingeneral and special education classrooms. For twentyyears as a professor at the University of Oregon, sheprepared teachers to individualize instruction forstudents with special needs. She is the author or co-author of many journal articles, books, andcurriculum materials.


2 Order Online • CAorders.com

Skill StrandsSchool Behaviors andOrganization Skills• Develop good study habits before and during class• Organize and complete homework assignments• Manage time and materials. How to:

1. organize a notebook2. maintain a calendar of assignments and special events3. complete neat, well-organized papers

Learning StrategiesHow to:• complete assignments• proofread assignments• answer textbook questions• study with the “RCRC” strategy: “Read, Cover, Recite, Check”• read textbooks• take notes• study for and take tests

Textbook Reference SkillsHow to use content area textbooks:• table of contents• glossary• index• title and copyright pages

GraphicsReading and interpreting graphs:• pictographs• pie graphs• vertical bar graphs• line graphs• horizontal bar graphs• tables

Reference BooksStudy skills targeted:• dictionary use• encyclopedia use

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Teacher Guide IntroductionSkills for School Success Teacher Guides are fully scripted to help you teach theseimportant behaviors and effective strategies to your students. Enhanced with thumbnailsfrom corresponding student book pages, the teacher guides are necessary for programimplementation.

Each Teacher Guide is divided into five sections:

Introduction features . . .• clearly written suggestions for use, time allocation, and implementation• list of additional materials required• preparation tips• “How to Get Started”

LessonsUp to 78 teacher-directed lessons include:• objective and rationale• teacher preparation• student materials list• general teaching procedure outline• fully scripted teaching procedure• answer key for student book pages• skill application, review, and maintenance activities

Reproducibles:• parent letters—linking classroom/home (Call to request free reproducible masters

for Spanish Parent Letters)• student reference pages• class posters—Visual reminders for your students of the important steps in each

new skill.• student awards

Review GamesInteractive/cooperative games reinforce and review skills.

Teacher Checklist of Critical School BehaviorsAnalyze teaching practices that promote successful classroom behaviors.

Skills for School Success provides effective direct instruction and integrates easily withteachers’ daily lesson plans. The program spans the curriculum, with active participationinvolving the teacher, student, and parents.

Video LoanAuthor Anita Archer presents an Introduction to Skills for School Success.Call our Video Coordinator toll free at (800) 225-0248 for details.




Teacher Guide Sample Lesson

Sample Lesson, Teacher Guide Book 3

Objective

General TeachingProcedure

Thumbnail ofStudent Lesson

Fully Scripted Direct Instruction

Access the research base atCAsamples.com/research




Application

ReviewMaintenance

Skill Checklist




Teacher Guide Reproducible PagesTeacher Guides include a full section of reproducible pages:

Parent Letters—Communicating with parentsenables them to reinforce the program at home.Free Spanish Letters are available upon request.

Classroom Posters—Reminds studentsof their Learning Strategy Steps.

Plus . . . Reproducible Checklists and Student Reference Pages

Review Games—An enjoyable way to review skills!

Student Awards—Nurture self-esteem and reward a job well done!



Sample LessonConsumable books with intensive student work pages for grades 3–6 range from 60 lessonsin Book 3 to 78 lessons in Book 6.

Student Book 3




Sample LessonStudent Book 4



Teacher Guide Book 4





Taking notes on a chapter is helpful for two reasons. First, you have to think carefullywhen you take notes. Second, you can use the notes to study.

A. Hints for Taking Good Notes

1. Write your notes in your own words.2. Make your notes brief.3. Use abbreviations and symbols.4. Be sure you understand your notes.

B. Chapter paragraphs The Federal Government

1. The Constitution divided the powers of the Federal Government into three branches:the executive branch, the legislative branch, and the judicial branch. As a result, each branch of the government has some, but not all, of the powers needed to run a nation.

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

Legislative Branch

2. The legislative or lawmaking branch of the government is called Congress. Congress is made up of the Senate and House of Representatives. These two bodies work together to make the laws that govern this country.

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

3. The Senate, one of the lawmaking groups of Congress, consists of two senators elected from each state. These senators are elected every six years by the people in their state. They can be reelected and may serve a number of terms in the Senate.

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

39

LESSON 21 Taking Notes on Written Material

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4. The second lawmaking group is the House of Representatives. The number of representatives sent to Congress depends on the population of the state. A heavily populated state such as California has many representatives, while a state with a small population, such as Alaska, has few representatives. Representatives, unlike senators, are elected for only a two-year term. They can be reelected by the vote of the people in their state.

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5. Congress has the power to make laws that must be followed in the United States. Congress passes tax laws that tell how much money you must pay in taxes. Congress also has the power to declare war, to determine how much money should be printed, to borrow money for the government to use, and to control trade between states.

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____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

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6. Representatives and senators discuss proposals, or bills, for new laws. To become a law, both the Senate and House of Representatives must vote in favor of the bill. Then the President must sign the bill.

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40

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Po∂§ìî o• Cê≠àìÜîî-mÇåÜî lÇò≤-pÇîîÜî tÇô lÇò≤-cÇè dÜÑçÇìÜ w†ì

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pages 39–41

Taking Notes onWritten MaterialLesson objective: Students will takewell-organized notes on a chapter orother expository material. Their noteswill include a topic for each paragraphand important details.

Student materials:� Student Book, pages 39–41� Colored paper or tagboard� Notebook paper

Note to the teacher: The ability totake accurate notes can be a valuablelearning tool for students. Thefollowing lessons focus ondetermining paragraph topics anddetails as well as on writing goodnotes. The emphasis will be on thecontent of the notes rather than thestyle. For this reason, a simple style ofindentation notes is used. This stylecan be easily adapted to manysituations that may require note taking,such as during class discussions, whilewatching a film, or while reading anencyclopedia article or textbook.

General Teaching Procedure1. Students open to page 39. Explain

that they are going to learn howto take notes on material in theirtextbooks. Discuss the reasons fortaking notes: 1) They willconcentrate better on what theauthor is saying and 2) they willhave a written summary of thecontent to use when studying fora test.

2. Students locate part A and readthe first hint. Explain to themwhy they should write notes intheir own words: 1) It focusestheir attention on the author’smessage, 2) their notes will beshorter, and 3) notes written intheir own words could be used inreport writing.

3. Students read hint 2. Discuss theimportance of brief notes.

4. Students read hint 3. Explain tostudents that abbreviations andsymbols will help them writeshorter notes. Review theabbreviations and symbols taughtin Lesson 3. Introduce theabbreviations govt. forgovernment and reps. forrepresentatives. Introduce thesymbols # for number and w/ for with.

5. Students read hint 4. Explain tothe students the importance ofunderstanding the notes they have taken.

6. Students use RCRC to study thehints. Then have students coverthe hints and recall them frommemory.

7. Students locate part B. Read thefirst paragraph to students. Havestudents read Jessica’s notes andidentify the topic and details.Discuss the note-taking style andthe abbreviation and symbolJessica used.

8. Read the second paragraph tostudents. Have students readJessica’s notes and identify thetopic and details. Explain why thesecond detail has two detailsindented under it.

9. Students use colored paper ortagboard to cover the notes thatfollow paragraph 3. Read theparagraph to students. Studentsreread the paragraph anddetermine a topic for theparagraph. Students suggestpossible topics and then slidetheir paper down to see Jessica’stopic. Next, students reread theparagraph and determineimportant details that tell moreabout the topic. Students suggestpossible details and then slidetheir paper down to see Jessica’sdetails. Students add a detail tothe notes.

LESSON 21

66

Taking notes on a chapter is helpful for two reasons. First, you have to think carefullywhen you take notes. Second, you can use the notes to study.

A. Hints for Taking Good Notes


B. Chapter paragraphs The Federal Government

1. The Constitution divided the powers of the Federal Government into three branches:the executive branch, the legislative branch, and the judicial branch. As a result, each branch of the government has some, but not all, of the powers needed to run a nation.

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

Legislative Branch

2. The legislative or lawmaking branch of the government is called Congress. Congress is made up of the Senate and House of Representatives. These two bodies work together to make the laws that govern this country.

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

3. The Senate, one of the lawmaking groups of Congress, consists of two senators elected from each state. These senators are elected every six years by the people in their state. They can be reelected and may serve a number of terms in the Senate.

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

39

LESSON 21 Taking Notes on Written Material

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answer)










Advanced Skills for School Successby Anita Archer and Mary Gleason

for grades 7–12

This research-based programdevelops skills crucial tostudents’ future study or work.Use the Advanced series topick up where Skills forSchool Success left off, orintroduce and teach theseskills for the first time to yoursecondary students.

The newly updated StudentBooks carry a fresh, cleandesign with content updatedfor the twenty-first century.Expanded Teacher Guidesfeature lessons withthumbnails of student bookpages for greater ease-of-use.

Module 1School Behaviorsand OrganizationSkillsSet the guidelines forappropriate behavior before,during, and after class. Show your students how to plan ahead using critical organizational and time managementskills—involving just a monthly calendarand a notebook! Help them make the most out of their homework assignments.

Module 2 Completing DailyAssignmentsTeach strategies for creating legible, well-written, and organized assignments. Revealthe secrets of how to answer both factualand opinion questions effectively. Trainyour students to proofread and correct theirerrors before turning in their assignments.


LESSON 7 Using an Assignment CalendarDividing Assignments into Tasks

A. Alberto’s assignment: On January 9, Alberto’s social studies teacher said, “Write a report on theeconomy of England. Your report is due on January 30.”

Task Due Date

1. Find reference materials on economy of England January 13

2. Take notes from books January 17

3. Write outline for report January 21

4. Write first draft of report January 24

5. Write final draft of report January 28

Turn in report January 30

B. Alberto’s calendar

JANUARY

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY SUNDAY

1 2 3 4 5

6 7 8 9 10 11 12

13 14 15 16 17 18 19

20 21 22 23 24 25 26

27 28 29 30 31

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S.S. rÜëê±ï-Nê≥Üî o≠ eÑê≠.o• EèàçÇèÖ

S.S. rÜëê±ï-1sï dìÇáï

S.S.-RÜëê±ïo≠ eÑê≠ê¨öo• EèàçÇèÖ

S.S. rÜëê±ï-FiÀèÇç dìÇáï

S.S. rÜëê±ï-OuïçäÀèÜ

�

14

Completing AssignmentsLESSON 3

7

A. Strategy for completing assignments

Step 1Plan it.• Read the directions carefully.• Underline or put a dot below the words that tell you what to do.• Get out the materials you need.• Tell yourself what to do.

Step 2Complete it.• Do all the items.• If you can’t do an item, ask for help or go ahead to the next item.

Step 3Check it.• Did you do everything?• Did you get the correct answers?• Did you proofread?

Step 4Turn it in.

B. Complete this assignment with your teacher.

Complete the following sentences by filling in the necessary words. Write the words on your paper.

1. Before you begin an assignment, you should read the .

2. After reading the directions, you should or put a below the words that tell you what to do.

3. Next, you should get out all the you need.

4. As the last step for Plan it, you should tell what to do.

5. After you plan your assignment, you should it.

6. Next, you should check your assignment to be sure you did

and that you have the answers.

7. Finally, you should it in.

Module 1Using an Assignment Calendar

Module 2Completing Assignments

Advanced Skills for School Successby Anita Archer and Mary Gleason



Module 3Effective Readingof TextbooksIntroduce five strategiesessential to learning newinformation from textbooks:preview for reading, activereading (Read, Cover, Recite,Check), indentation notetaking, mapping a visualdisplay of content, andwriting a summary paragraph.

Module 4Learning from VerbalPresentationsand Participating in DiscussionsPrepare students for highereducation or the workingworld! Impart these valuableskills: thorough note takingfrom lectures, determiningthe importance of facts,effective presentation of ideasand opinions for discussion,and key strategies for brainstorming and critical thinking.

Find Advanced Skills forSchool Success on theOrder Form located at thecenter of this sampler book.

A. Taking notes on a chapter is helpful for three reasons:1. You have to think carefully when you take notes.2. When you take notes, you make the material your own.3. You can use the notes when you study for a test, complete a assignment, or write a report.

B. Hints for taking good notes


C. Chapter paragraphs

MEXICO

Geography

1. Mexico is the third largest country in North America and the world’s largest Spanish-speaking nation. Its official name is the Estados Unidos Mexicanos, or the United MexicanStates. Mexico is bordered by water—the Pacific Ocean to the west, and the Gulf of Mexicoand the Caribbean Sea to the east.

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-W-PaÑäÀáäÀÑ-E-Guçá o• MÜôäÀÑê

CÇìäÀÉ°§Çè SeÇ2. Mexico’s landscape is extremely varied. Most of Mexico sits on a high central plateau,

with two rugged mountain ranges running the entire length of the country—the SierraMadre Occidental to the west and the Sierra Madre Oriental to the east. At the southern endof Mexico, the Yucatán Peninsula juts into the Gulf of Mexico. Tropical rainforest covers partof this peninsula.

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LESSON 7 Indentation NotesIntroduction

16

LESSON 1 Taking Notes on a LectureIntroduction

2

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horizon

12

12

A. Hints for taking good notes

1. Write your notes in your own words.

2. Make your notes brief.

3. Use abbreviations and symbols.

4. Be sure that you understand your notes.

B. Hints for careful listening

1. Look at the teacher.

2. Think about what the teacher is saying.

C. Sally’s notes

Module 3Indentation Notes

Module 4Taking Notes on a Lecture


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Access the research base atCAsamples.com/research




Academic Calendar BookletAcademic Calendars help students learn timemanagement skills as they record due dates for their homework assignments, projects, tests,and reports. Calendar booklets open to two-pagelayouts featuring “blank” days for an entiremonth at a glance. Pages covering a full yearprovide space for recording long-termassignments.

As a companion to Skills for School Success,teachers enjoy the convenient format, eliminatingcostly and time-consuming duplication of theTeacher Guide calendar pages.Calendar booklets are three-holepunched—ready to insert in students’ notebooks. They are the perfect take-homecomponents . . . parents caneasily track their children’shomework and upcomingassignments.

PLUS . . . student referencepages are included covering the Skills for School Successlearning strategies:• HOW• RCRC• Hints for Completing

Homework• Completing Assignments• Answering Chapter Questions• Active Reading• Proofreading Assignments



A Few Comments . . .

Here’s what educators using Skills for School Success have to sayabout the program, and the impact it has made on their students.

“Our children are more organized and feel better about themselves. They remember when their assignments are due, keep all of their work in one notebook, and have neater, more organized papers. The skills they are learning will be an excellent foundation for them throughout their school careers. Skills for School Success is wonderful!”

Pat Villenueve and Perry Lippe, Sequin I.S.D., Texas

“Skills for School Success is the easiest, most complete study skills program I ever used.”

Madelyn Speagle, DePaul School, Jacksonville, Florida

“Skills for School Success is the best program I have ever implemented in the resource classroom. It aids in the instruction of skills that students with disabilities need to transfer the information they get in the special education setting to the regular classroom. I have had more success with Curriculum Associates than with other educational materials I use.”

Linda Bach, Rafting Creek Elementary, Rembert, South Carolina

And on Advanced Skills for School Success . . .

“I have used this with classes of gen ed and included LD and ESL students at middle school level. The lessons are ‘whole’ and not piece-meal, so students can achieve a real process/product connection very rapidly.”

Susan Burke, Toki Middle School, Madison, Wisconsin

NEW Copyright!


Skills for School Success—Scope and SequenceBook

3 4 5 6School Behaviors and Organization SkillsUsing Appropriate Before-Class Behaviors I E R RUsing Appropriate During-Class Behaviors I E R ROrganizing and Using Notebooks I R R RWriting Entries on an Assignment Calendar I E R RUsing a Calendar to Plan Homework I E E EGetting Ready to Do Homework I E R RCompleting Homework I E E ROrganizing Assignments on Papers (HOW) I R R ROrganizing Desks and Other Materials I R R R

Learning StrategiesStrategies for Gaining Information and Responding in Class• Completing Assignments with Directions I E R R• Memorizing/Studying Information (RCRC) I E R R• Answering Chapter Questions I E E E• Proofreading Written Assignments I E E R• Previewing Chapter Content (Warm-up) I R R• Reading Expository Chapters (Active Reading) I E R• Taking Notes on Written Material I E• Taking Notes on Lectures I

Strategies for Studying for and Taking Tests• Multiple-Choice Tests I E R R• True-False Tests I E R• Short-Answer Tests I E• Content-Area Tests I E• Skill-Based Tests I E

Textbook Reference SkillsUsing the Table of Contents I E R RUsing the Glossary I E R RUsing the Index I E E RSelecting the Appropriate Reference Source I E E RLocating Information on the Title Page I RUsing the Copyright Page I RUsing Other Reference Lists I

GraphicsReading and Interpreting Graphics• Pictographs I E E E• Pie Graphs I E E E• Vertical Bar Graphs I E E E• Line Graphs I E E• Horizontal Bar Graphs I E• Tables I EComparing Information on Graphs of Same Type I EInterpreting and Comparing Information from Different Types of Graphs I

Reference BooksAlphabetizing I RLocating Words Quickly in a Dictionary I R R RReading and Interpreting Dictionary Entries I E E ELocating Entries in an Encyclopedia I ELocating Information in Encyclopedia Entries I E

I= INTRODUCED The skill or strategy is introduced at this level.E=EXTENDED The skill, strategy, and/or instructional examples are extended and are, therefore, more difficult.R=REVIEWED The skill or strategy is systematically reviewed and maintained.

04055.0

Reorder No. CA398—SingleCURRICULUM ASSOCIATES®

, Inc.153 Rangeway Road, North Billerica, MA 01862-0901

Toll Free Phone: (800) 225-0248 • Fax: (800) 366-1158Outside U.S. & Canada: (978) 667-8000 • Fax: (978) 667-5706

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Academic Calendars help students learn time- management skills as they record due dates for their homework assignments, projects, tests, and reports. Calendar booklets open to two-page layouts featuring “blank” days for an entire month at a glance. Pages covering a full year provide space for recording long-term assignments. As a companion to the series SkillS for School SucceSS, teachers enjoy the convenient format, eliminating costly and time-consuming duplication of the Teacher Guide calendar page. Academic Calendars offer help for all programs, with time-management teaching suggestions for those who use the series and those who do not. SkillS for School SucceSS learning strategies are featured for student reference: How, RCRC, Hints for Completing Homework, Completing Assignments, Proofreading, and Answering Chapter Questions.

wB121 Skills Academic Calendar Booklet 10-pack with Teacher Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $19.90

Link classroom/home in a meaningful way! Translations of the reproducible Parent Letters found in the SkillS Teacher Guides are now available in blackline master format. Call to request free copies.

SkiLLS foR SCHooL

SucceSSSchool Behaviors and Organization Skills—Module 1 u behaviors for before, during, and after classu critical organizational and time-management skills

Completing Daily Assignments—Module 2 u strategies for producing neat, well-organized, legible worku writing answers to both factual and opinion questionsu proofreading assignments

AdvAnced

Effective Reading of Textbooks—Module 3 u preview for reading/active reading (RCRC) u indentation note-taking u mapping visual display of content u writing summary paragraphs

Learning from Verbal Presentations and Participating in Discussions—Module 4 u taking notes from lectures u using strategies to brainstorm and participate in class discussions

grades 7–12 research-based program develops skills crucial to students’ future study or work!

SkiLLS foR SCHooL

SucceSSAcademic Calendar

Bookletfor grades 3–12

Teacher Guide

Academic CalendarAnita ArcherM a ry Gleason

C U R R I C U L U M A S S O C I AT E S® , Inc.

Month: ______________________________________Year : __________________________

Monday

TuesdayWednesday

4

Reading Rdg.Language Arts L.A.

pagep.

workbook wkbk.

Science Sci .Social Studies S .S .

pages pp.a n d

&

Spelling Sp.Mathematics Math

chapter ch.through

—

Engl ish Eng.History

His .book

bk.questions ? ’s

ThursdayF r i da y

Saturd a y Sunday

Helpful Abbreviations

SPAniSH

pArentLeTTeRS

SKILLS FOR SCHOOL

SUCCESSMODULE 1

School Behaviors and Organization Skills

ANITA ARCHER MARY GLEASON

ADVANCED

http://www.CurriculumAssociates.com

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Module 3—effective Reading of Textbooks wB8945 Student Response Book 10-pack ______ $25.90 ea.$ ______ wB8945.9 Teacher Guide ______ $15.95 ea. ______

Module 4—Learning from Verbal Presentations and Participating in Discussions wB8946 Student Response Book 10-pack ______ $25.90 ea. ______ wB8946.9 Teacher Guide ______ $15.95 ea. ______

wB397 video Training for Teachers (VHS, 55 min.) ______ $49.95 ea. ______ wB10332 new on dvd: Training for Teachers (DVD, 55 min.) ______ $49.95 ea. ______

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8/07 *Available to those adopting the program at other levels. Call for details.

o R D e R

f o R M

SkiLLS foR SCHooL

SucceSS Unit ext. item # Qty. Price Price

wB4115 SkillS teacher resource Guide for Grades 1 and 2 ______ ______ ______

SkillS Book 3 wB383 Student Book (consumable) 1 to 4 Books ______ $12.95 ea. $______ 5 or more Books ______ $ 8.95 ea. ______ wB393 Teacher Guide ______ $29.95 ______

SkillS Book 4 wB384 Student Book (consumable) 1 to 4 Books ______ $12.95 ea. ______ 5 or more Books ______ $ 8.95 ea. ______ wB394 Teacher Guide ______ $29.95 ______



SkillS Academic calendar Booklet (grades 3–12)wB121 Academic Calendar 10-pack with Teacher Guide ______ $19.90 ______

AdvAnced SkillS for School SucceSS (grades 7–12) Module 1—School Behaviors and organizational Skills wB8943 Student Response Book 10-pack ______ $25.90 ea. ______ wB8942 Teacher Guide w/free implementation Manual ______ $15.95 ea. ______

Module 2—Completing Daily Assignments wB8944 Student Response Book 10-pack ______ $25.90 ea. ______wB8944.9 Teacher Guide ______ $15.95 ea. ______

* *

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Documents

Skills for School Success Brochure