TeACher’S Guide - Amazon S3 · determine meaning • Use context clues to determine word meaning TeACher’S Guide. skills and strategies ... able to better predict where the story

B e n c h m a r k e d u c a t i o n c o m p a n y

Fiction

Opening NightLevel N/30

Skills & Strategies

Anchor Comprehension Strategies

• Analyze Story Elements• Draw Conclusions

Comprehension • Makepredictions

Vocabulary/Word Study Strategies•Useknowledgeofwordstructurestodeterminemeaning

•Usecontextcluestodeterminewordmeaning

TeACher’S Guide

skills and strategies

Thematic Poetry Connections (in Reading & Writing Poetic Forms)

• “There Was a Young Lady...” (Edward Lear)

Comprehension Strategy Assessment Handbook (Grade 3)• Ongoing Assessments #25 and #26

Notable Trade Books for Read Aloud

• Blume, Judy. Otherwise Known as Sheila the Great. Yearling Books, 1976.

• Cleary, Beverly. Ramona Quimby, Age 8. William Morrow & Company, 1981.

Web Site for Journal Writing

• Children’s Creative Theater http://tqjunior.thinkquest.org/5291 Students can learn about theater

and putting on a play at this kid-friendly site.

Opening Night

Before Reading. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Chapter 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Chapter 2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Chapter 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

After Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Writing Workshop and Writing Model . . . . . . . . . . . . . . . . . 8, 9

Reproducible Graphic Organizer . . . . . . . . . . . . . . . . . . . . . . . . 10

Content-Area Extension Activities (BLMs). . . . . . . . . . . . . . . . . 11

Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15

Skills Bank and Graphic Organizer . . . . . . . . . . . . . . . . . . . . .16, 17

table of contents

OveRvieW

related resources

This lesson teaches and/or reinforces the following skills and strategies:

Make Predictions (pp. 3–6)

• Draw Conclusions (pp. 4–5, 8–9)

• Identify Cause and Effect (p. 4)

• Use Knowledge of Word Structures to Determine Word Meaning (p. 4)

• Activate Prior Knowledge (p. 5)

• Use Context Clues to Determine Word Meaning (p. 5)

•Summarize or Paraphrase Information (p. 6)

• Analyze Story Elements (p. 6)

This skill/strategy is the focus of the Ongoing Assessments for

this title.

theme connections

Friendship

UnderstandingOneself

GrowingUp/Changing

introduce the bookPreview the book before reading it. Begin by looking at the front cover and reading the title together. Then turn the book over and read the blurb and author information. Now have the class open the book, examine the table of contents, and page through it. To encourage students to think about what they are going to read, ask the following questions as you preview the book.

• What can you guess about the book’s subject from the title? Where have you seen the words “Opening Night” used before?

• What can you tell about the story from the picture on the cover? What is the girl doing? Where is she standing? Why is she smiling?

• Do you think the book is fiction or nonfiction? Why?

• As you page through the book looking at the pictures, what further predictions can you make about the story? How do you know?

• Do you notice any unusual text format? If so, describe it.

• Have you been in a play? If so, describe the experience.

set a PurPose for readingThis text provides an excellent opportunity for students to use information they already know in combination with what the author is telling them to make predictions about the story. By making predictions, students set a purpose for reading—they’ll want to read on to find out if their predictions are correct.Read the second and third paragraphs on page 2. Say: Listen carefully and think about what Lupe’s saying to Julia. After reading, point out that while it is not yet known whether Julia will get the part, the author gives the reader clues that help predict how things may turn out. Explain to students that sometimes authors use a technique called foreshadowing in which she or he gives clues that enable the reader to guess what might happen next.

introduce the graPhic organizerProvide each student with a copy of the Making Predictions graphic organizer. Explain that as they read, each student will make predictions about the story and look for clues—both text and pictures—to help them fill in the chart. Finally, after reading each chapter, students will adjust their predictions. Suggest that they use sticky notes to jot down predictions and questions and to identify clues as they read the story. Point out that as they read more of the story, they will be able to confirm or adjust their predictions. And as the narrative unfolds and they collect more information about the characters and plot, their predictions will become more logical. Have students begin filling in the Making Predictions chart prior to reading the first chapter.

BeFORe ReAdiNG

Julia desperately wants the starring role of princess in the school play, and she’s sure she’s going to get it. Upon landing the part, however, stardom goes straight to her head, driv-ing her best friend, Lupe, away. Julia soon discovers that being the star is not all it’s cut out to be. By sticking with the play and working hard, Julia learns not only to act, but a lesson about life, too.

Book Summary

Making Predictions

Predictions CluesWhat Really Happened? (Revise or Confirm)

Before Chapter 1

Before Chapter 2

Before Chapter 3

©2011 Benchmark Education Company, LLC Opening Night 3

read the text pages 2–7Use the following prompt to set a purpose for the reading: As you read, think about the effect Julia’s words and actions have on her best friend, Lupe. What causes Lupe to act the way she does? How can recognizing cause and effect help you understand the problems the characters in this story face, and the actions they take as a result?

Ask students to read Chapter 1 independently. Invite them to use sticky notes to flag sections of the chapter that include cause-and-effect relationships. Also ask them to flag passages that help them check predictions they made and any unfamiliar words they encounter. When the group has finished, use the activities below to focus on specific skills, strategies, and literary elements.

focus on comPrehensiondiscuss Cause-and-effect RelationshipsInvite students to discuss the effect Julia’s behavior has on Lupe. Have a volunteer read aloud specific sentences in the chapter that identify the cause-and-effect relationship between how Julia is acting and Lupe’s reaction. Ask students what they think of the way Julia is behaving, and if they were Lupe how they would react? Finally, encourage students to identify other cause-and-effect relationships in Chapter 1. If students have difficulty, use a think aloud to model how a good reader thinks about cause-and-effect relationships.

I started to think about cause and effect on page 3, when Lupe didn’t have lunch with Julia. It occurred to me that Lupe was avoiding Julia because Julia’s behavior had a negative effect on her. I don’t think Lupe liked Julia’s attitude.

Begin the Graphic Organizer: Making Predictions Ask students to review the predictions they made prior to reading Chapter 1. Encourage them to adjust their predictions based on what they’ve read. Invite them to make predictions about what they think will happen next in the story. Ask: What do you think Julia will do about Lupe? Do you think Lupe will eventually be happy for Julia? What will play rehearsals be like? Do you think that being the star will be as great as Julia thinks it will be? Remind them to include clues to support each prediction.

draw ConclusionsExplain that although students haven’t finished reading the book, they can begin to draw some conclusions about Julia’s personality based on what they’ve read so far. By understanding Julia’s personality, they may be able to better predict where the story is going. Ask: What conclusions can you draw about Julia’s personality based on what she’s said and the way she’s behaved so far? On what information do you base your conclusions?

Use Base WordsPoint out to students that looking for a known word within an unknown word is a valuable strategy for determining the word’s meaning. Have students locate the word actress (page 3). Challenge them to define this word by identifying and defining its base word. Create a visual word web, like the one below and have the class complete it.

Then tell students to apply this and other strategies to unfamiliar words they flagged. These might include: princess, p. 2 experience, p. 3

rehearse, p. 2 tryouts, p. 4excited, p. 2 beautiful, p. 4

actress

TEACHING TIPSMeaningful Activities for Rapid Readers• Describe a time when you behaved

like Julia. What were the consequences? Did you regret behaving this way?

• Pretend you are Lupe and write a diary entry describing how you feel about the way Julia is acting.

Prompts to Help Readers Monitor Comprehension• If you lose the meaning, go back

and reread the section where you lost concentration.

• Look for context clues to help you define unfamiliar words.

CHAPTeR 1

base wordact

definitiona girl or woman who performs in theater, movies, television, etc.

sentenceThe audience gave the actress a standing ovation.

suffix-ess indicates

female

4 Opening Night ©2011 Benchmark Education Company, LLC

read the text pages 8–15Use the following prompt to set a purpose for the reading: As you read, think about a time when your family or friends held high expectations for you. How did other people’s expectations affect your behavior and performance? How can linking prior knowledge help you read and understand new information?

Ask students to read Chapter 2 independently. Encourage them to use sticky notes to jot down personal connections they make to the text as they read. Also ask them to flag passages that help them check predictions they made and any unfamiliar words they encounter. When the group has finished, use the activities below to focus on specific skills, strategies, and literary elements.

focus on comPrehensiondiscuss Using Prior KnowledgeInvite students to share personal connections they made to the text. Ask: How did you use your own experiences to help you relate to Julia’s feelings about being the star? Have you ever felt pressure to perform the way Julia is feeling it now? Did it help that others had high expectations for you? How so? Finally, ask students if connecting the story to their own lives made the reading more interesting. If so, why and how?

Continue the Graphic Organizer: Making PredictionsAsk students to review the predictions they made prior to reading Chapter 2. Encourage them to revise their predictions based on what they’ve read. Invite them to make predictions about what will happen next in the story. Ask: How do you think Julia’s performance on opening night will go? How do you think Julia’s understanding of the princess character will affect how she will behave from now on? What do you think will happen with Julia and Lupe? Will they make up? Remind them to include clues to support each prediction.

draw Conclusions Explain to students that although they haven’t finished reading the book yet, the author has given information about Julia and the princess character that can help them draw conclusions about how they are similar to each other. Ask: What conclusions can you draw about Julia and the princess character she is playing? Follow up by asking students to give support for their responses. Here are conclusions students may come up with: • Julia is a lot like the princess because they both are proud and snobbish.• Julia and the princess are alike because they both have to work hard when they really don’t want to.

Then tell students to apply this and other strategies to unfamiliar words they flagged. These might include:quit, p. 10memorizing, p. 12rehearsal, p. 13disappear, p. 13prime minister, p. 14kingdom, p. 15

Use Context CluesHave students look at the word disguise (page 8). The author defines this word in context using a synonym (costume). Create a visual word web like the one below and have the class complete it.

CHAPTeR 2

TEACHING TIPSMeaningful Activities for Rapid Readers• How are Julia and the princess

similar? Brainstorm adjectives that describe both characters.

• On page 12, Julia writes in her diary about how she almost called Lupe. Write a script telling what the conversation would have been like.




disguise

synonymcostume

definitiondress in a way that hides your identity

sentenceSally’s pirate disguise was so good, no one knew it was her.

antonymone’s true

self


read the text pages 16–24Use the following prompt to set a purpose for the reading: As you reach the end of the book, summarize what Julia has learned about herself through playing the character of the princess.

Ask students to read Chapter 3 independently. Invite them to use sticky notes to flag sections of the text that support their summaries. Also ask them to flag passages that help them check predictions they made and any unfamiliar words they encounter. When the group has finished, use the activities below to focus on specific skills, strategies, and literary elements.

focus on comPrehensiondiscuss Summarizing informationInvite students to summarize what Julia has learned about herself as a result of portraying the princess. Students’ summaries may include the following concepts:

• Playing the princess has helped Julia recognize her own character strengths and weaknesses and what she values. She has realized that her friendship with Lupe is far more important than being the “star.”

Then, invite students to think about their summary in relation to their own experiences. What events in their lives have helped them learn about themselves and clarify their values about what is most important to them?

Complete the Graphic Organizer: Making PredictionsAsk students to review the predictions they made prior to reading Chapter 3. Encourage them to complete the graphic organizer by adjusting the predictions based on what they’ve read.

CHAPTeR 3

Analyze First Person Point of viewIn Opening Night, readers have the opportunity to get inside Julia’s mind, but they cannot see into the minds of the other characters. Instead, they must depend on Julia’s observations and reporting of events to infer what other characters think and feel.Invite students to discuss how the story’s point of view affects their reading of the book by asking some of the following questions:• How might the story be different

if Lupe were narrating it?• How might it be different if

readers got to read diary entries from both Lupe’s and Julia’s points of view?

• How does hearing Julia’s voice in the first person help you to understand her character?

TEACHING TIPSMeaningful Activities for Rapid Readers• Think about a time when you were

in a situation that changed the way you acted. Maybe in the past you didn’t study very hard, but then you had a reason to do better. Write about the situation, includ-ing how you were before and after, and what made you change.





AFTeR ReAdiNG

Making Predictions

Predictions

1. This book is about a girl in a play.

2. The girl thinks she’s really great and isn’t nice to her friends.

1. Lupe is not happy with Julia.

2. Julia is going to get worse when rehearsals start.

1. Julia will play the role of the princess very well.

2. Julia will treat people better.

3. Julia and Lupe will make up.

Clues

1. The girl on the cover is on stage.

2. The blurb on the back of the book describes the girl as not being so nice.

1. Lupe doesn’t watch Julia at try-outs. She doesn’t wait for Julia.

2. Before she gets the part, Julia keeps talking about how great and beautiful she’ll be as the princess.

1. Julia works hard and learns all her lines.

2. Working hard changes Julia and makes her nicer.

3. Julia realizes Lupe probably didn’t like all her bragging.

What Really Happened? (Revise or Confirm)

1. Julia gets the part of the princess in a school play.

2. Julia is very sure of herself and not nice to her friend Lupe.

1. Lupe doesn’t call Julia or talk to her about what has happened.

2. At rehearsal, Julia can’t remember any of her lines. She has to work really hard to learn her lines and play the role well.

1. Everybody claps and cheers, including Lupe.

2. Julia becomes nicer. She helps people and realizes that lots of people worked on the show.

3. Julia and Lupe make up. Julia has learned her lesson.

Before Chapter 1

Before Chapter 2

Before Chapter 3

sYnthesize and assessRetell and Summarize As a group, generate an oral or written retelling of the book. Select the key points to create a summary.

Respond Ask students what they found most interesting about the book. What they did not like and why. What questions they still have. What additional information they might have included if they had been the author.

Analyze Character Challenge students to use their completed graphic organizers to identify how playing the role of the princess changed Julia’s personality. Have them cite how Julia behaved before and after and what caused the changes.

draw Conclusions Ask students to formulate conclusion statements based on their reading and the information they charted. Record these ideas.

The completed graphic organizer below can serve as a model for assessing students’ ability to make predictions.


mini-lesson Writing Focus: drawing Conclusions About a Character

Remind students that in the book Opening Night they read about a girl whose personality changes as a result of her experiences in a play.

Ask students to review their Making Predictions graphic organizer and the ideas they jotted on sticky notes to recall what Julia is like at the beginning of the story and at the end. Have them draw conclusions about what made Julia change.

On chart paper or the board, create a flowchart like the one below showing Julia’s personality before the play, after the play, and what made her change.

Use the reproducible Writing Model to demonstrate how information from the flowchart can be used to write a paragraph that describes what Julia was like before and after being in the play and draws conclusions about what made her change. Remind students that using vivid and descriptive words in their writing will help readers really understand who Julia is at the start and end of the book.

WRiTiNG WORKSHOP TEACHING TIPS

Process Writing Steps1. On their own flowchart, have

students brainstorm Julia’s character traits before and after the play and draw conclusions about why she changed.

2. Have students independently write a first draft of their paragraph.

3. After students complete their paragraph, they should revise and edit them.

4. Confer with each student following the first revision and editing.

5. Have students make any additional changes and create a final copy of their paragraph.

6. Finally, invite students to share their paragraph with a group of other students.

Write a short paragraph analyzing how Julia’s character changes. draw conclusions about what makes her change.

WrITING ASSiGNMENT

What is Julia like before the play: Brags a lot Thinks she’s better than everyone Mean to her friend Proud and snobbish Thinks only about herself Doesn’t like to work hard

What is Julia like after the play: Nicer to people Treats her friend better Makes new friends Not snobby Thinks of others

Draw conclusions about what makes Julia change: Having to work hard to learn her lines

and play the part well—that being the star is not as glamorous as it seems.

Recognizing that she and the princess are a lot alike—snobby and mean to everyone.

Realizing that her best friend and classmates in the play are not nice to her because of the way she is acting.


Writing Model : drawing Conclusions

How the Princess Changes Julia

Before the play, Julia is very snobby. She brags that

when she gets the starring role of princess, everyone

will say she is gorgeous. She hates hard work and

wants to quit when she sees how many lines she

has to learn. By the end of the story, Julia works

very hard at her role. She becomes helpful and nice

to others in the play and makes up with her friend.

Julia changes her personality when she discovers

how much like the princess she is. Julia is mean

at first and hates to work. By learning her role,

Julia discovers important things about herself.

WrITING TIP

When writing about different events in a story, use

signal words such as before, after, and then to help

the reader know the order of events.

statements that support the conclusion

conclusion

statement

©2011 Benchmark Education Company, LLC

Name: __________________________________________________ Date: _____________________

Making Predictions

Predictions CluesWhat Really Happened? (Revise or Confirm)

Before Chapter 1

Before Chapter 2

Before Chapter 3


Name: __________________________________________________ Date: _____________________

dear diary …

Pretend you are Lupe, and, like Julia, you keep a diary of the day’s events. Imagine that you just learned that Julia got the starring role in the play. Based on what you know about Lupe, describe what you are thinking and how you feel.

Dear Diary,


Name: __________________________________________________ Date: _____________________

Cause and effectIdentify what happened in the story and why, by matching each cause in column A to its effect in column B. Then select one cause-and-effect relationship. Change the character’s actions and describe how that would produce a different effect.

if… then…Select one of the causes above and change it in some way. Then describe the new cause and its effect here.

If ___________________________________________________________

_____________________________________________________________

then ________________________________________________________

_____________________________________________________________

column b—effects

Julia wants to quit the play.

Johnny makes fun of Julia.

Julia decides not to quit the play and to work on her part.

Lupe doesn’t want to eat lunch with Julia.

Julia becomes a nicer person, and less snobby.

column a—causes

Julia brags and talks about how she’s going to be a star.

Julia’s mother tells her aunt and uncle that Julia is a star.

Julia works hard at learning the part of the princess.

Julia can’t remember any lines.

Julia discovers that she has lots of lines to learn and that the princess is going to wear rags.


Name: __________________________________________________ Date: _____________________

Character MapIdentify Julia’s main characteristics, both before and after being in the play, and put them in the rectangles. Fill in the circles connected to each rectangle with quotes, actions, thoughts, and other supportive evidence for each trait.

Julia


Name: __________________________________________________ Date: _____________________

Time Line of events

Identify the most important events in the story and put them on the time line in the order that they happened. The information below the time line will help you figure out what part of the story to describe.

Before After Rehearsals Night Opening tryouts tryouts before play Night


Character Map

A N S W e R K e y

Dear Diary,

I’m happy and sad. My friend Julia got the star role in the school play, and I’m glad her dream came true. But I’m sad because she doesn’t seem to care about me any more. All she talks about is being an actress and wearing a beautiful dress and everyone calling her a star. Plus she’ll be too busy to do the things we used to do. I guess I’ll just have to leave her alone. But I miss her! Maybe someday we can be friends again.

Lupeif… then…Select one of the causes above and change it in some way. Then describe the new cause and its effect here.

If ___________________________________________________________

_____________________________________________________________

then ________________________________________________________

_____________________________________________________________

column b—effects

Julia wants to quit the play.

Johnny makes fun of Julia.

Julia decides not to quit the play and to work on her part.

Lupe doesn’t want to eat lunch with Julia.

Julia becomes a nicer person, and less snobby.

column a—causes

Julia brags and talks about how she’s going to be a star.

Julia’s mother tells her aunt and uncle that Julia is a star.

Julia works hard at learning the part of the princess.

Julia can’t remember any lines.

Julia discovers that she has lots of lines to learn and that the princess is going to wear rags.

Julia wouldn’t have bragged about being the star of the play,

Lupe would have wanted to keep spending time with her.

Julia

Julia wanted to be an

actress when she grew up.

“I had to show what the princess

was really like.”

“I’m going to be the

princess—that’s the best part.”

Julia had to stand up in front of a whole roomful of people to try out.

“I didn’t know I would have more work than anybody

else.”

Julia was afraid Lupe wouldn’t want to talk to her if

she called.

Julia called Lupe and

invited her to the play.

Julia worried that she would make a mistake during the play.

Julia helped Johnny

remember his lines.

“In this show everybody is important.”

considerate

nervous

ambitious

discouraged

Before After Rehearsals Night Opening tryouts tryouts before play Night

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Time Line of events

Cause and effectdear diary…


Skills Bank

16 ©2011 Benchmark Education Company, LLC

Opening Night

Build ComprehensionANALyze STORy eLeMeNTS

Explain • Create an overhead transparency of the graphic organizer “Opening Night” or draw it on the board. Say: The people or animals that a story is about are the characters. The time and place in which a story happens is the setting. The events that happen in the beginning, middle, and end of a story are the plot. When we think about the characters, setting, and plot in a story, we are analyzing story elements.

Model • Say: Let’s start by analyzing the first story element: the characters. To analyze characters, I need to ask myself whom this story is about. Take a picture walk through the story and identify the people in each picture. Say: I see that the characters in this story are Julia, Lupe, Ms. Chen, Mama, Tía Miriam, Tío Jorge, and other kids in the play. List these names in the Characters box on the graphic organizer. Say: Julia is the main character, so I will write a sentence analyzing her character, or who she is and why she acts the way she does. I think Julia is a girl who learns to be kind and selfless through acting in a play. Record this information in the Characters box on the graphic organizer.

Guide • Say: Now let’s analyze another story element: the setting. Where does the story take place? (Allow time for students to respond, assisting if needed.) Yes, the story takes place at Julia’s school and at her home. When does it take place? (Again allow time for students to respond.) The story takes place from the time of auditions for a school play through the performance of the play. Record this information in the Setting box of the graphic organizer.

Apply • Remind students that the third story element is plot, or what happens in the beginning, in the middle, and at the end of the story. Ask students to work with a partner to analyze the plot throughout the story. If children struggle to define three separate sections of the story, encourage them to use the chapter breaks as guides. After each partnership shares, record their ideas on the graphic organizer. Finally, read the completed graphic organizer aloud and invite students to echo-read.

Name _______________________________________________________ date __________________

Opening NightAnalyze Story Elements


Character

Plot—End

Plot—Middle

Plot—Beginning

Setting

Notes


Notes


introduce the Book Set a Purpose for Reading√ introduce the

Graphic Organizer

Read the Text: Ch. 1Focus on Comprehension:√ Begin the Graphic Organizer√ Draw Conclusions

Read the Text: Ch. 2Focus on Comprehension:√ Continue the Graphic

Organizer√ Draw Conclusions

Read the Text: Ch. 3Focus on Comprehension:√ Complete the

Graphic Organizer

Synthesize and Assess

Writing Mini-Lesson Writing Assignment

Writing Assignment

Content-Area extension Activities (BLMs)

introduce the Book

Read the Text: Ch. 1 Select or create mini-lessons by using the comprehension preassessments to determine student needs.*

Read the Text: Ch.2

Select or create mini-lessons.*

Read the Text: Ch. 3 Select or create mini-lessons.*

Writing Mini-Lesson Writing Assignment

Writing Assignment

Content-Area extension Activities (BLMs)

BeFORe ReAdiNG (p. 3) introduce the Book Set a Purpose for Reading√ introduce the Graphic Organizer: Making Predictions*

dURiNG ReAdiNG (pp. 4–6)Read the Text: Chapter 1Focus on Comprehension Mini-Lessons: Discuss Cause-and-Effect Relationships*√ Begin the Graphic Organizer*√ Draw Conclusions* Use Base Words*

Read the Text: Chapter 2Focus on Comprehension Mini-Lessons: Discuss Using Prior Knowledge√ Continue the Graphic Organizer* √ Draw Conclusions* Use Context Clues*

Read the Text: Chapter 3Focus on Comprehension Mini-Lessons: Discuss Summarizing Information*√ Complete the Graphic Organizer* Analyze First Person Point of View* AFTeR ReAdiNG (p. 7) Synthesize and Assess Activities: Retell and Summarize* Respond Analyze Character*√ Draw Conclusions*

WRiTiNG WORKSHOP (pp. 8–9)Mini-Lesson √ Assignment: drawing Conclusions*

CONTeNT-AReA exTeNSiON ACTiviTieS on Blackline Masters (pp. 11–14) dear diary … Cause and effect Character Map Time line of events

lesson-at-a-glance

Navigators Teaching Guides provide flexible options to meet a variety of instructional needs…

√ Checkmarked skills may be assessed by using the tests provided in the Comprehension Strategy Assessment Handbook.

* Preassessments are available in the Comprehension Strategy Assessment Handbook.

1

2

3

4

5

samPle lesson Planning guides

Accelerated 3-day Lesson

5-day Flexible Lesson

5-day Lesson for Assessed Skills & Strategies

introduce the Book

Read the Text: Ch. 1



Synthesize and Assess

day

Copyright © 2011 Benchmark Education Company, LLC. All rights reserved. Teachers may photocopy the reproducible pages for classroom use. No other part of this guide may be reproduced or transmitted in whole or in part in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system, without permission in writing from the publisher.ISBN: 978-1-59000-499-9

Opening Night

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TeACher’S Guide - Amazon S3 · determine meaning • Use context clues to determine word meaning TeACher’S Guide. skills and strategies ... able to better predict where the story