Pre-K-12 Catalog 2018-2019

SHOP ONLINE www.vistahigherlearning.com I CONTACT YOUR REP vistahigherlearning.com/contact-a-rep 179 GRADES K–5 ELD/Intervention • Script incorporates narration, character dialogue, and stage directions. • Students “act out” the script by reading aloud, following the teacher’s modeling. • Songs and music help engage students and develop oral fluency! 16 Narrator1: Raúl stoppedat the kitchendoor. Raúl: Dad, I’mnot reallyhungryafterall. Iwant to go outside andpracticemy swing. Dad: Raúl, I really think you should eatbreakfast.You’re going toneedall the energy you can get. Raúl: No, I’llbefine. Dad: I’mnot so sureabout that.Remember lastweek’s game? 8 Healthand Lifestyle Active Reading Questioning Strategies READING COMPREHENSION Developing X Recall Why does Raúl want to skip breakfast? Remind students that recall questions ask them about something they have just read in the text. Expanding X Comparing and Contrasting How is Dad’s view of breakfast different from Raúl’s? Explain to students that comparing is telling how two or more things, events, or characters are alike, and contrasting is telling how two or more things, events, or characters are different. More Complex X Making Inferences Why might Dad want Raúl to think about last week’s game? Remind students that when they make inferences, they use clues from the text and what they already know to figure out something that is not directly stated or explained. Unit 1 Health and Lifestyle 17 Active Reading Questioning Strategies READING COMPREHENSION Developing X Recall How did Raúl start feeling in the third inning? Expanding X Main Idea and Details What details support the idea that Raúl was tired? Explain to students that the main idea is the most important point the author makes in a story or paragraph. In order to support the main idea, authors use details in other sentences that may describe, give reasons and definitions, and provide other types of information. Here, two details that support the idea that Raúl is tired are “His feet began to feel like steel weights” and “His bat felt like a ton of bricks.” More Complex X Sequence What events happened in the fourth inning? Use the words first, next , and last to tell the events . Explain to students that sequence questions ask about the order of events in a story or a scene. Narrator1: Raúl thoughtback to lastweek’s game. Narrator2: Heplayedwell in thefirst few innings. Narrator1: Buthedidnotplayaswell in later innings. Narrator2: Raúl started feeling tiredby thebottom of the third inning. Narrator1: His feetbegan to feel like steelweights.Hisbat felt likea ton ofbricks. Narrator2: During the fourth inning,Raúlwas caught ina run-down. He ranbackand forthbetweenfirstand secondbase. Narrator1: Soon,Raúl couldn’t runanymoreandhe got tagged out. Hewalkedback to thedugoutwithhisheadhung low. 9 Healthand Lifestyle Health and Lifestyle Unit 1 Teacher’s Edition (Level 3, Unit 1) Ideal literacy intervention resource for developing readers! LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5 978-1-61435-667-7 $142.95 978-1-61435-668-4 $142.95 978-1-61435-669-1 $142.95 978-1-61435-670-7 $142.95 978-161435-508-3 $14.99 978-1-61435-543-4 $14.99 978-1-61435-544-1 $14.99 978-1-61435-545-8 $14.99 978-161435-511-3 $54.95 978-1-61435-546-5 $54.95 978-1-61435-547-2 $54.95 978-1-61435-548-9 $54.95 978-159820-750-7 $349.95 978-1-59820-750-7 $349.95 978-1-59820-750-7 $349.95 978-1-59820-750-7 $349.95 978-161435-673-8 $318.95 978-1-61435-674-5 $318.95 978-1-61435-675-2 $318.95 978-1-61435-676-9 $318.95 978-161435-896-1 $602.95 978-1-61435-897-8 $602.95 978-1-61435-898-5 $602.95 978-1-61435-899-2 $602.95