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REWARDS PLUS Reading Strategies Applied to: Social Studies Passages Science Passages REWARDS PLUS is published by Sopris West (www.rewardsreading.com). Authors: Anita L. Archer, Ph.D. Mary M. Gleason, Ph.D. Vicky Vachon, Ph.D. Trainer: ______________________________
Reading Strategies Applied to:
Social Studies Passages
REWARDS PLUS is published by Sopris West (www.rewardsreading.com)
Anita L. Archer, Ph.D.
Mary M. Gleason, Ph.D.
Vicky Vachon, Ph.D.
Students will have increased ability to:
1. Accurately decode and encode multisyllabic words.
2. Understand critical academic vocabulary.
3. Preview expository passages.
4. Read passages accurately and fluently.
5. Comprehend expository texts.
6. Respond to multiple-choice and short answer items.
7. Write coherent multi-paragraph answers, summaries, and extended responses.
REWARDS PLUS can be taught in:
Review Lessons (6 lessons requiring one 50-60 minute period each)
Application Lessons (15 lessons requiring 2 to 4, 50-60 min. periods)
(See Tour of Book page.)
(See Reference C; Lessons, page 2)
(See Lessons, page 3)
(See Reference C; Lessons, page 4)
Provide instruction on REWARDS Strategies
(See Reference D; Lessons, page 5)
(See Reference D; Lessons, page 6)
(See Lessons, page 7)
(See Lessons, pages 13 and 14; Lessons, pages 24 and 25)
(See Reference E)
Why is it useful?
Tally- Ideas for Vocab Instruction
(See Reference F; Lessons, page 9)
(See Reference F; Lessons, page 10) 3
(See Reference G; Lessons, page 10)
(Choose words from References F and G)
Step 1: Introduce the pronunciation of the word.
Read the word: “inspire”
Step 2: Introduce the meaning of the word,using a student-friendly definition or explanation.
Read the definition with me: “To influence; to fill with courage.” So, if something influences me or fills me with courage, it _______________________. “inspires me”
Step 3: Provide examples of the word’s use.
So, if I see a story on the news about people harmed in a hurricane, and I decide to send money to help them, the news story inspired me. If I decided to work harder because a teacher believed in me, that teacher inspired me.
Step 4: Check for understanding, using one or more of the following procedures:
Option #1.Ask “deep processing questions” that require thinking about the meaning of the word.
What kinds of people inspire you to have different behavior?
Option #2.Have students discriminate between examples and non-examples and tell why each is an example or non-example.
Tell me if this would inspire you. If my two best friends were coming over, would I be inspired to make the house spotless? “no” Why not? “My best friends don’t care if my house is spotless or not.” If potential buyers were visiting my house, would I be inspired to make the house spotless? “yes” Why? They are potential buyers, so I would be inspired to make the house spotless.
Option #3. Have students generate examples.
Tell your partner some things that could inspire you. For example, you might see a play with a powerful message and that might inspire you to take action.
Why is spelling instruction useful?
(See Lessons, page 11)
(See Lessons, page 12)4
(See Lessons, pages 12 and 13)
Why is it useful to ask students questions during passage reading?
(See Lessons, page 13)5
NOTE: If your students have difficulty comprehending the material, ask even more frequent questions to guide their comprehension.
(See References H and I; Lessons, page 23)
(See Lessons, page 14)6
(See Lessons, page 16)7
We do, You do!
(See Lessons, page 33)
Why are written activities important?
What type of instruction should be given?
(See Reference P for one example)
Why is summary writing useful?
(See References R and S; Lessons, page 17)9
What can improve classroom discussions?
(See Reference T)
Why is the use of an incentive/grading system useful?
(See References U and V)
(See Lessons, pages 34 - 40)