Summer School Catalog 2007-2008

K–8 Grades Character Education Teacher Resource Guides for award-winning multicultural trade books Voices LiTeRATuRe & ChARACTeR eduCATion Literature & Character Education by Lo is Lowr y Guide urce r Reso Teache– 8 Grad es 6 Engaging activities promote literacy and social skills development as they encourage critical thinking and connect classroom learning to the real world. • Prereading activities help students connect their personal experiences to the issues raised in the book. • Activities encourage students to practice social skills and use reading strategies related to the Central Question and the book. • Students use a variety of writing genres to express their understanding of the Central Question and the book. $21.99 each! only Choose from over 72 titles! Teacher Resource Guides work hand-in-hand with multicultural trade books to integrate • character education • violence prevention • social and emotional learning • literacy • writing Ask & Answer Questions Asking questions during reading helps readers set a purpose, clarify understanding, maintain personal interest, and draw inferences. Answering these questions while reading helps readers evaluate what they have learned and assimilate implicit information into their overall comprehension of the text. Meet Summer School or After School Objectives • Students practice comprehension strategies and skills • Students learn to think critically about the book’s themes • New vocabulary is introduced in meaningful context • Community service projects encourage students to connect and improve their community Reading & Critical Thinking Skills The following skills are embedded in reading, writing, and discussion activities throughout the guide: Points of View; Compare & Contrast; Character, Setting, Plot; Draw Conclusions; Analysis; Fantasy & Reality; Author’s Style; Synthesis; Cause & Effect; and Evaluate. About the teAcher resource Guide Overview Writing This guide divides The Giver into five readings that allow students to explore the Central Question by Students engage in writing activities in a variety of genres, includ- focusing on several connected ing Literature Response Journal ideas—memory, identity, choice, and history. Students are encouroptions. In a final expository writaged to express their views about ing project, students write an essay that explains their vision of a society’s problems and how they would correct such problems for utopian society. The guide includes alternative writing prompts in an “ideal” or “utopian” society. They are asked descriptive, narrative, and persuasive writing. to think about how The Giver might be considered a commentary on our world, and to differentiate Jonas’s changing perspective from Vocabulary & Literary Analysis that of the society in which he lives. A variety of activities encourages both vocabulary development Central Question and vocabulary enrichment. Students keep a Word Log in which they record vocabulary words and other unfamiliar words they enHow do our individual and collective counter, and they engage in literary analysis to analyze the author’s memories shape who we are? style. Students work with vocabulary in relation to the mood, plot, characters, and setting of the story. Character Development Concept Oral Language, Listening, & Fluency Perspective Taking involves expressing our own perspective as Students have numerous opportunities to develop the shoes” of others and trying to underwell as “stepping into their oral language, listening, and fluency skills through partner sharing,Giver, students are encouraged to stand their point of view. In The readers’ theater, character interviews,events from Jonas’s perspective. In a sense, he is initiating the view and more. Time Frame Readings Unit Planner for The Giver Week 1 Reading Comprehension StrategiesReading 1, Pages 1–39 reader into his society. Unit Planner Use this five-week planning guide to develop your own teaching Week 2 Reading 2, Pages 40–71 schedule for The Giver. Your plan willguide focuses on two reading strategies and models the use This depend on Week 3 Reading 3, Pages 72–120 • the length of the class period or literacy block, of multiple strategies. The following strategies are featured in The Week 4 Reading 4, Pages 121–162 • the activities you select, and Giver Teacher Resource Guide. • whether students complete reading and writing assignments in Week 5 Reading 5, Pages 163–179 class or as homework. Take Perspectives The reader understands and articulates the perspectives of various characters in the text in order to gain insights into their actions, motivations, and reactions to events in the text, leading to a deeper understanding of the text. The Giver 13 Note: Perspective Taking is unique in that it is both a reading strategy and a Voices character development theme. A key goal of the character development component is for students to be able to understand events between people or characters in books in relation to societal issues (such as discrimination, prejudice, and conflict) from the perspectives of all parties. Excerpts from The Giver Teacher Resource Guide (Grade 7) 12 10 Zaner-Bloser The Language Arts and Reading Company The Giver

Table of Contents Feed for the Digital Edition of Summer School Catalog 2007-2008

Contents Writing New! Strategies for Writers G.U.M. Let's Write Supplemental Reading Read for Real Vocabulary Word Wisdom Character Education Zaner-Bloser Voices: Literature & Character Education Guides and Multicultural Trade Books Reading for Information Study Skills You Can Take Charge! Reading Assessment for Grades K-3 Leveled Books Zaner-Bloser Literacy Handwriting Zaner-Bloser Handwriting Helper Kits Ordering & Customer Service

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