Santillana 2017-2018 Pre-K-12 Catalog

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SHOP ONLINE I TECHNOLOGY SUPPOR
149
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
Narrator 1: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
READINGCOMPREHENSION
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
READINGCOMPREHENSION
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.
Narrator 1: Raúl thoughtback to lastweek’s game.
Narrator 2: Heplayedwell in thefirst few innings.
Narrator 1: Buthedidnotplayaswell in later innings.
Narrator 2: Raúl started feeling tiredby thebottom of the third inning.
Narrator 1: His feetbegan to feel like steelweights.Hisbat felt likea
ton ofbricks.
Narrator 2: During the fourth inning,Raúlwas caught ina run-down.
He ranbackand forthbetweenfirstand secondbase.
Narrator 1: 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!
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