TEACHER GUIDE 7 IN
ISBN: 978-0-8294-5736-0 Copyright © 2024 Loyola Press All rights reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior permission of the publisher. “Sonnet CXVI” is part of the Public Domain. Image Credits Teacher Guide Cover train (c) © Anna/AdobeStock; cloud background © FotoFan/AdobeStock. Common Art Border © cherezoff/Getty Images. Step 2 Printable Dictionary icon © Gannet77/E+/Getty Images. Step 3 Printable Partners Work icon © Don Mason/Tetra Images/Getty Images; Fluency icon, Grammar icon, Writing icon © bubaone/DigitalVision/Getty Images. Step 4 Printable Question Mark icon © NicoElNino/iStock/Getty Images. Book Covers © Sundance Newbridge Publishing. i, iii © Anna/AdobeStock. ii © moodboard/Brand X/Getty Images. iv © Nadzeya_Dzivakova/iStock/Getty Images Plus. vii, 30 Step 1 Printable (tr) © kali9/E+/Getty Images. ix © skegbydave/iStock/Getty Images Plus. 31 Step 5 Printable (tr) © Carol Yepes/Moment/Getty Images. 43 Step 5 Printable (tr) © Fancy Photography / Veer. www.voyagesinenglish.com/reading 24 25 26 27 28 29 30 31 TPS 10 9 8 7 6 5 4 3 2 1
TEACHER GUIDE 7
Program Overview See pages iv–ix to learn more about how you can empower your students’ learning through Reading in Action. Welcome to Reading in Action! You are in the right place to connect reading, writing, and grammar with a spirit of independent learning. Encountering and working with grammar and writing concepts within the context of reading helps children master important reading skills as well as provides excellent opportunities for reallife grammar- and writing-skill acquisition and application. The flexible format enhances already established literacy instruction. The Explorations in this guide build key reading skills (vocabulary, fluency, and comprehension) and reinforce grammar and writing concepts taught through the Voyages in English program. As part of the Loyola Press family of literacy products, Reading in Action provides the tools necessary for students to develop as effective, powerful communicators. In addition to Reading in Action, the following programs work together in any literacy block to crystallize student success. • Voyages in English (grammar and writing) • Phonics in Action (phonological and phonemic awareness and phonics) • Vocabulary in Action (vocabulary) • English Skills in Action (English Language Learning and English Language Development) • Exercises in English (grammar) Reading in Action • Program Overview ii
Table of Contents Answer Keys Extreme Flight/ Missions, Ranches, and Forts ...............44 Conflict and Controversy/Diamonds! .........45 Unexpected Friends/ Earth Beneath Your Feet ....................46 From Skyscrapers to Superdomes/ The Firebrands ............................. 47 Kill or Cure/The Magnificent Medici ..........48 Best Foot Forward/ Scientists on the Cutting Edge ..............49 Taking a Bath in Rome/ Boars, Barley, and Broth....................50 Book Reviews/Passage to Another World . . . . . 51 Warriors of Sparta and Athens/ Deserted Stone Cities ...................... 52 Energy Revolution/A Long Walk ............... 53 Poetry ........................................54 Implementation ............................iv Program Components .....................vi Explorations Extreme Flight ................................. 2 Missions, Ranches, and Forts .................. 4 Conflict and Controversy ...................... 6 Diamonds! .................................... 8 Unexpected Friends .......................... 10 Earth Beneath Your Feet ...................... 12 From Skyscrapers to Superdomes ............ 14 The Firebrands ............................... 16 Kill or Cure ................................... 18 The Magnificent Medici ...................... 20 Best Foot Forward ............................ 22 Scientists on the Cutting Edge ................ 24 Taking a Bath in Rome ........................ 26 Boars, Barley, and Broth ...................... 28 Book Reviews ................................. 30 Passage to Another World .................... 32 Warriors of Sparta and Athens ................ 34 Deserted Stone Cities ......................... 36 Energy Revolution ............................ 38 A Long Walk ..................................40 Poetry ........................................ 42 iii www.voyagesinenglish.com/reading • GRADE 7
Implementation STEP 1 STEP 2 STEP 3 STEP 4 STEP 5 BASIC FIVE-STEP EXPLORATION STRUCTURE Start and end the Exploration in conjunction with the start and end of your Voyages in English grammar section or writing chapter. Expect to keep each learning center “open” for as long as you take to complete your Voyages in English grammar section or writing chapter. TEACHER-LED Introduce Book and Main Grammar Concept or Writing Genre in conjunction with first Voyages in English lesson. SELF-MONITORED Reading Vocabulary and Grammar or Writing Concept One WITH A PARTNER Reading Fluency and Grammar or Writing Concept Two SELF-MONITORED Reading Comprehension and Grammar or Writing Concept Three TEACHER-LED Review Reading and Grammar or Writing Concept in conjunction with last Voyages in English lesson. Students take online assessment. INDEPENDENT LEARNING THROUGHOUT Learning Center Instruction Designate an area in the classroom to be your Reading in Action learning center, such as near your classroom library. Rotate materials in the learning center with each new Exploration. For each Exploration, stock the learning center with the designated books, copies of the Printable for each step, writing paper, pencils, and any additional materials as described in this guide. Be sure to post the Step 3 Printable for partner work. Exploration Pacing Steps 1 and 5 for each Exploration require some limited guided instruction from the teacher. Steps 2, 3, and 4 are self-guided and self-paced. When beginning a new section or chapter of Voyages in English, introduce each book as described. Once introduced, follow your normal Voyages in English pacing and allow students to complete the Exploration during independent work time in your literacy block. There is no need to match formal instructional dates or times with concepts taught through the book—self-pacing allows for skill building through natural encounters with reading, grammar, and writing concepts. When students complete an Exploration, have them take the Online Vocabulary and Comprehension Assessment and email the results. (Grammar and writing assessments are conducted through the Voyages in English program.) iv Reading in Action • Implementation
Alternate Implementation Models STEP 1 STEP 2 STEP 3 STEP 4 STEP 5 WHOLE GROUP Introduce Book and Main Grammar Concept or Writing Genre in conjunction with first Voyages in English lesson. WHOLE GROUP Reading Vocabulary and Grammar or Writing Concept One WHOLE GROUP WITH PARTNER WORK Reading Fluency and Grammar or Writing Concept Two WHOLE GROUP Reading Comprehension and Grammar or Writing Concept Three WHOLE GROUP AND SELF-MONITORED Review Reading and Grammar or Writing Concept in conjunction with last Voyages in English lesson. Students take online assessment. WHOLE GROUP Introduce Book and Main Grammar Concept or Writing Genre in conjunction with first Voyages in English lesson. SMALL GROUP Reading Vocabulary and Grammar or Writing Concept One SMALL GROUP WITH PARTNER WORK Reading Fluency and Grammar or Writing Concept Two SMALL GROUP Reading Comprehension and Grammar or Writing Concept Three SMALL GROUP AND SELF-MONITORED Review Reading and Grammar or Writing Concept in conjunction with last Voyages in English lesson. Students take online assessment. STEP 1 STEP 2 STEP 3 STEP 4 STEP 5 Whole-Group Instruction The flexible format of Reading in Action also allows each Exploration to be used during whole-group instruction. For each Exploration, make copies of the Printable for each step and any additional materials. Also have enough books available for each student in your class (to be purchased separately in six packs). When beginning a new section or chapter of Voyages in English, introduce each book as described in Step 1 during the whole-group portion of your literacy block. For each Exploration, have students read the book independently prior to each step or read it together in round-robin style, page by page, or paragraph by paragraph. Use the Printable to guide the class through each step. For Step 3, have students work with a partner to practice fluency and the designated grammar or writing concept. Circulate around the classroom and listen as each pair reads aloud. To wrap up the Exploration, complete the review activity with the whole class, have students work independently on the Step 5 Printable, and have them take the Online Vocabulary and Comprehension Assessment. Small-Group Instruction Reading in Action can also be used for small-group instruction. For each Exploration, make copies of the Printable for each step and any additional materials as described in this guide. When beginning a new section or chapter of Voyages in English, introduce each book to the whole class as described in Step 1. Once introduced, follow your normal Voyages in English pacing. For Steps 2, 3, 4, and 5, meet with students during your small-group instruction block. Have students read the book before you meet with them or conduct your typical round-robin reading sessions. Once the book is read, use the Printable to guide students through each step. Step 3 is for partner work, so have students work together to practice fluency and the designated grammar or writing concept. For fluency, listen as each pair reads and provide guidance as needed. To wrap up the Exploration, complete the review activity with each small group, have students work independently on the Step 5 Printable, and have them take the Online Vocabulary and Comprehension Assessment. v www.voyagesinenglish.com/reading • GRADE 7
Program Components Each grade contains a thoughtfully curated collection of books for students. They are designed to align and integrate with corresponding Voyages in English lesson concepts. Teachers will appreciate a straightforward and easy-to-use five-step instructional process that allows educators the flexibility to implement this program. The Materials specify required items for the learning center or for teacher-led activities. The Action Plan lists the outcomes of each step. The corresponding Voyages in English section or chapter is clearly noted. Lead students in the Step 5 review activity or game. Access all the resources for an Exploration through the Digital Library. An at-a-glance overview of the Exploration is provided. During Step 1, introduce the book and main concept from Voyages in English. Grade 7 Teacher Guide Grade 7 Books • 19 full-color books provided in packs of six • Historical fiction, science fiction, essays, and informational texts • High-interest topics ground each Exploration Teacher-Led STEP 1 Access all the resources for this Exploration through the Digital Library. Self-Monitored STEP 2 Introduction Read aloud the Step 2 Printable directions to the class. Tell students to read A Long Walk on their own and complete the worksheet during independent work time. Remind students to return books and materials to their proper location when finished. INTRODUCE THE BOOK Display the cover of A Long Walk. Say: The genre of this book is historical fiction. Ask: What do you know about historical fiction? How is it different from other kinds of fiction, and how is it the same? Remind students that the term historical fiction is used to describe a story set in the historical past and is often based on real events. Read aloud the synopsis on the back cover of the book and point out the time and place mentioned in the text. Then say: You’ll be working with this book to learn important elements of literary analysis. INTRODUCE THE TOPIC: LITERARY ANALYSIS Ask: What does the word analysis mean? Explain that when we analyze something, we study it, examine it, or separate it into parts. Say: A literary analysis is an in-depth study of a piece of literature. Tell students that effective literary analyses break down a work into smaller parts, look at how literary elements are used, and then explain how those elements contribute to the meaning of the text. Then guide students through the first Voyages in English Writing Lesson in Grade 7, Chapter 10: What Makes a Good Literary Analysis? INTRODUCE THE LEARNING CENTER Point out the learning center. Tell students that they should complete Steps 2–4 during independent work time. Explain that Steps 2 and 4 have worksheets. Add that in Step 3 they will work with a partner and follow the directions on the poster displayed in the center. If you wish to introduce all steps at once, take time on this first day to present the directions for Steps 2–4 by following the Introduction directions that follow on this page and the next. ACTION PLAN Read the book to build vocabulary Complete vocabulary and setting practice MATERIALS A Long Walk Copies of Step 2 Printable Answer Key, p. 53 STEP 1 Teacher-Led Reading: Build background for reading; tap prior knowledge. Writing: Identify elements of a literary analysis. STEP 2 Self-Monitored Reading: Build vocabulary skills using a dictionary. Writing: Identify setting and describe how it influences meaning. STEP 3 With a Partner Reading: Read familiar text to develop fluency. Writing: Identify point of view. STEP 4 Self-Monitored Reading: Answer questions to demonstrate understanding. Writing: Correct misplaced modifiers. STEP 5 Teacher-Led Writing: Demonstrate understanding of key elements used in a literary analysis. Reading: Recall and explain key events from fiction writing. ASSESS Self-Monitored After Step 5, distribute the URL for the online assessment and have each student complete it independently. ACTION PLAN Introduce the book Introduce literary analysis MATERIALS A Long Walk Voyages in English Grade 7, Chapter 10 LITERARY ANALYSIS For use with Voyages in English Grade 7 • Chapter 10 2STEP SETTING Reread pages 1–10 of A Long Walk. On a separate sheet of paper, answer the questions. 1. Identify the setting. Where and when does this part of the story take place? 2. How can readers know when the story is set even though the year is not directly stated? 3. Who are the characters in this section of the book? 4. How do these characters interact with the setting to create meaning in this section? 1. defiant (pages 17, 18, and 31) 2. integrity (page 39) 3. resolutely (page 27) 4. civil (page 39) Use the definitions of the words above and A Long Walk to answer the questions. 5. Which character could be described as the most defiant, and why? 6. How does Rosa Parks have integrity? 7. What does the word resolutely convey about how Caroline is feeling? 8. Why does Reverend King tell everyone to remain civil? A Long Wal Vocabulary Using A Long Walk, find the words on the pages noted below. Determine how each word is used in context. Use a dictionary to find the correct definition for each word and write it on the line. www.voyagesinenglish.com/reading Name Date © Loyola Press. All rights reserved. W4698 Reading in Action • Grade 7 40 Reading in Action • A Long Walk With a Partner Self-Monitored STEP 3 STEP 4 Teacher-Led Review Activity Divide students into small groups. Distribute a note card to each group, labeled with a historical event or a familiar era. Have groups research their historical event or era and create an outline of a story that could take place in that setting. Have them add characters, determine a point of view, and include details. Then have groups share their story ideas with the class. If time permits, have students write the first paragraph or chapter of their group’s story. Review Using the Step 5 Printable, have students write a literary analysis and then write a book review for A Long Walk. Ask volunteers to share their reviews with the class. ACTION PLAN Complete a review activity Complete a book review Write a literary analysis STEP 5 Introduction Read the Step 4 Printable directions to the class. Tell students to read A Long Walk on their own and then complete the worksheet during their independent work time. Remind students to return books and materials to their proper location when finished. Introduction Post the Step 3 Printable in the learning center and read aloud the fluency instructions. Then demonstrate how to complete the point of view activity. Assign partners and have them complete the activity during independent work time. Remind students to return books and materials to their proper location when finished. MATERIALS A Long Walk Copies of Step 5 Printable Note cards Blank paper Answer Key, p. 53 ACTION PLAN Read the book to check comprehension Recognize and practice correcting misplaced modifiers MATERIALS A Long Walk Copies of Step 4 Printable Answer Key, p. 53 ACTION PLAN Read the book to build fluency Complete point of view practice with a partner MATERIALS A Long Walk Step 3 Printable Blank paper Answer Key, p. 53 4 STEP MISPLACED MODIFIERS If any sentence below contains a misplaced modifier, rewrite the sentence to correct it. If a sentence contains no errors, write correct. 1. Marlene was scared of the men in the truck shivering with fear. 2. After they threw the glass bottle, the men in the truck sped away. 3. Momma smiled at their neighbors pretending nothing was wrong. 4. Cheryl and Caroline sat at the front of the bus excited and proud. COMPREHENSION Read A Long Walk. Then answer the questions. 1. According to Caroline, why might the bus boycott make the city listen to them? (page 15) 2. On what day does Cheryl receive a leaflet, and what is the leaflet about? (pages 20–21) 3. Why was the Montgomery Improvement Association formed? (page 38) 4. What reason does Mrs. Martindale give for firing Momma, and what do you think is the real reason? (page 56) 5. What is the end result of the bus boycott? (page 79) A Long Wal www.voyagesinenglish.com/reading Name Date © Loyola Press. All rights reserved. W4700 Reading in Action • Grade 7 Print and display this poster in your Reading in Action learning center for partner work. 3STEP FLUENCY TIP Authors use quotation marks around dialogue and word styling, such as italics, to indicate that characters are speaking. Read dialogue with expression to reveal how you believe the characters are thinking and feeling. If you encounter words in italics, say these words with emphasis so that they stand out from the rest of the text. POINT OF VIEW PRACTICE 1. With your partner, read the following sentences from A Long Walk. On a separate sheet of paper, identify the point of view used in each sentence by writing first person or third person. a. Cheryl walked over to the sink to rinse and peel the potatoes. b. I was counting down the seconds until I could take off my good-for-nothing, old loafers. c. Her thoughts drifted back to the leaflet in her pocket, and her stomach felt too unsettled to eat. d. I knew Cheryl wasn’t sick; she just had something to say about the leaflet. 2. On a separate sheet of paper, rewrite each sentence above from the other point of view. Reword the sentences as needed. 3. Exchange papers with your partner. Discuss each other’s answers and evaluate the choices you each made while creating new sentences. FLUENCY PRACTICE 1. First reading: Read A Long Walk together with your partner. Take turns reading every other page. This may take more than one reading session. 2. Second reading: Reread pages 11–19 with your partner for fluency. Alternate paragraphs. Practice reading dialogue with expression. Notice quotation marks that signal dialogue and dialogue tags that indicate how the characters might say their words. Also look for words in italics. Read these words with emphasis to convey their importance. 3. After the second reading, discuss the answers to these questions with your partner: In A Long Walk, pages 11–19, where does the author use dialogue? Where does the author use italics to emphasize words, and why are those words emphasized? A Long Wal LITERARY ANALYSIS WRITING TIP A literary analysis examines how literary elements—such as point of view—help create meaning. Understanding the point of view will help you analyze a narrative. In first-person point of view, the narrator tells the story using I and we. In third-person point of view, the narrator tells the story using he, she, and they. PARTNER WORK www.voyagesinenglish.com/reading © Loyola Press. All rights reserved. W4699 Reading in Action • Grade 7 Boo Review 5STEP LITERARY ANALYSIS WORKSHOP On a separate sheet of paper, write a literary analysis of A Long Walk that specifically examines the setting and point of view. Use examples from the book to support your analysis. Remember Analyze how the setting influences the characters’ actions. Recall that the setting of historical fiction is a real time and place in history. Identify the point of view—the perspective from which the story is told— and explain how it affects the story. Avoid confusion by placing modifiers near the words they are modifying. A Long Wal The most surprising event in the book is because One historical piece of information that I learned from this book is It is important to read historical fiction because Rating: I gave this book stars because Title: A Long Walk Author: Walter Williams Fiction or Nonfiction (circle one) What did you think about A Long Walk? Write a review. Then share your review with others. www.voyagesinenglish.com/reading Name Date © Loyola Press. All rights reserved. W4701 Reading in Action • Grade 7 41 www.voyagesinenglish.com/reading • GRADE 7 vi Reading in Action • Program Components
Step 2 Printable During Step 2, students practice newly acquired vocabulary words and Grammar or Writing Concept One from Voyages in English. All vocabulary words appear in the book. The grammar or writing concept is clearly labeled and is introduced in Voyages in English. The activities in Reading in Action allow for students to build upon the grammar or writing concept in a natural way. Step 1 Printable For the Book Reviews Exploration, students get to select the book they want to read! To help students work through the Exploration, they use a Step 1 Printable. For the Poetry Exploration, students read a poem provided on a Step 1 Printable. For all other Explorations, students will be provided a book to read. Accessing the Printables The Digital Library is the key to managing the resources that accompany Reading in Action. With an access code provided by your administrator, the Digital Library eliminates the hassle of juggling printed worksheets and accessing assessments. 2STEP SETTING Reread pages 1–10 of A Long Walk. On a separate sheet of paper, answer the questions. 1. Identify the setting. Where and when does this part of the story take place? 2. How can readers know when the story is set even though the year is not directly stated? 3. Who are the characters in this section of the book? 4. How do these characters interact with the setting to create meaning in this section? 1. defiant (pages 17, 18, and 31) 2. integrity (page 39) 3. resolutely (page 27) 4. civil (page 39) Use the definitions of the words above and A Long Walk to answer the questions. 5. Which character could be described as the most defiant, and why? 6. How does Rosa Parks have integrity? 7. What does the word resolutely convey about how Caroline is feeling? 8. Why does Reverend King tell everyone to remain civil? A Long Wal Vocabulary Using A Long Walk, find the words on the pages noted below. Determine how each word is used in context. Use a dictionary to find the correct definition for each word and write it on the line. www.voyagesinenglish.com/reading Name Date © Loyola Press. All rights reserved. W4698 Reading in Action • Grade 7 1 STEP CHOOSING A BOOK FOR YOUR BOOK REVIEW Have you ever read a terrific book, one that had an impact on you? Did you want to tell your friends about it? Have you ever read a book that was so disappointing that you’d never recommend it? Books such as these make perfect subjects for book reviews. Book reviews combine expository writing (giving information about a book) and persuasive writing (influencing others to read or not read the book). STUDENT MODEL Before writing a book review, a writer must carefully choose a book to review. Olivia, a seventh grader, thought of two fiction books that she recently had read. The book she had just finished was a fantasy novel. Though she liked it, she didn’t think it was particularly memorable. She decided to choose another book that she had read, One-Third Nerd by Gennifer Choldenko. Even though she had not read it as recently, the characters and story still seemed fresh in her mind. Olivia began making a list for her book review. She flipped through the book to refresh her memory and then took notes on important information she wanted to include. YOUR TURN 1. Select a character-based fiction book to review that you have recently read. A good book to choose is one that you had a strong feeling about, either positive or negative. You should remember the setting, the characters, and what happened in the book. Title: Author: 2. Flip through your book and make a list of the information you will use in your book review. 3. Write notes about the type of book, setting, characters, plot, theme, and your reaction. Boo Reviews www.voyagesinenglish.com/reading Name Date © Loyola Press. All rights reserved. W4677 Reading in Action • Grade 7 vii www.voyagesinenglish.com/reading • GRADE 7
Program Components, continued Step 4 Printable During Step 4, students practice reading comprehension and Grammar or Writing Concept Three from Voyages in English. Page references are provided as a guide, so students can spend their time efficiently. Open-ended questions challenge students and show them that their opinions, thoughts, and feelings are important. For learning continuity, the grammar and writing concepts and the way they are defined are the same as Voyages in English. Step 3 Printable The Step 3 Printable should be displayed in the learning center. All Step 3 practice is completed with a partner. During Step 3, students practice their fluency skills and Grammar or Writing Concept Two from Voyages in English. The tips and notes in the side column not only provide support to students as they work on Step 3 but also can be applied by students outside the Exploration. 4STEP MISPLACED MODIFIERS If any sentence below contains a misplaced modifier, rewrite the sentence to correct it. If a sentence contains no errors, write correct. 1. Marlene was scared of the men in the truck shivering with fear. 2. After they threw the glass bottle, the men in the truck sped away. 3. Momma smiled at their neighbors pretending nothing was wrong. 4. Cheryl and Caroline sat at the front of the bus excited and proud. COMPREHENSION Read A Long Walk. Then answer the questions. 1. According to Caroline, why might the bus boycott make the city listen to them? (page 15) 2. On what day does Cheryl receive a leaflet, and what is the leaflet about? (pages 20–21) 3. Why was the Montgomery Improvement Association formed? (page 38) 4. What reason does Mrs. Martindale give for firing Momma, and what do you think is the real reason? (page 56) 5. What is the end result of the bus boycott? (page 79) A Long Wal www.voyagesinenglish.com/reading Name Date © Loyola Press. All rights reserved. W4700 Reading in Action • Grade 7 Print and display this poster in your Reading in Action learning center for partner work. 3STEP FLUENCY TIP Authors use quotation marks around dialogue and word styling, such as italics, to indicate that characters are speaking. Read dialogue with expression to reveal how you believe the characters are thinking and feeling. If you encounter words in italics, say these words with emphasis so that they stand out from the rest of the text. POINT OF VIEW PRACTICE 1. With your partner, read the following sentences from A Long Walk. On a separate sheet of paper, identify the point of view used in each sentence by writing first person or third person. a. Cheryl walked over to the sink to rinse and peel the potatoes. b. I was counting down the seconds until I could take off my good-for-nothing, old loafers. c. Her thoughts drifted back to the leaflet in her pocket, and her stomach felt too unsettled to eat. d. I knew Cheryl wasn’t sick; she just had something to say about the leaflet. 2. On a separate sheet of paper, rewrite each sentence above from the other point of view. Reword the sentences as needed. 3. Exchange papers with your partner. Discuss each other’s answers and evaluate the choices you each made while creating new sentences. FLUENCY PRACTICE 1. First reading: Read A Long Walk together with your partner. Take turns reading every other page. This may take more than one reading session. 2. Second reading: Reread pages 11–19 with your partner for fluency. Alternate paragraphs. Practice reading dialogue with expression. Notice quotation marks that signal dialogue and dialogue tags that indicate how the characters might say their words. Also look for words in italics. Read these words with emphasis to convey their importance. 3. After the second reading, discuss the answers to these questions with your partner: In A Long Walk, pages 11–19, where does the author use dialogue? Where does the author use italics to emphasize words, and why are those words emphasized? A Long Wal LITERARY ANALYSIS WRITING TIP A literary analysis examines how literary elements—such as point of view—help create meaning. Understanding the point of view will help you analyze a narrative. In first-person point of view, the narrator tells the story using I and we. In third-person point of view, the narrator tells the story using he, she, and they. PARTNER WORK www.voyagesinenglish.com/reading © Loyola Press. All rights reserved. W4699 Reading in Action • Grade 7 viii Reading in Action • Program Components
Step 5 Printable For Explorations that focus on writing concepts, students demonstrate their understanding by writing a particular genre. When the focus is grammar, students complete a variety of tasks to show what they have learned. At the end of each Exploration, students complete a book review that allows them to summarize the book and synthesize what they learned or would like to learn more about. Then students rate each book and are encouraged to share their review with the rest of the class. Assessment After Step 5, access the book’s Online Vocabulary and Comprehension Assessment in your Digital Library. Each interactive assessment includes five vocabulary questions and five comprehension questions. Depending on the implementation model chosen, the assessment link may be emailed directly to students (individually, in groups, or as a class) and completed in class or at home. Students then complete and return the assessment results. Boo Review 5STEP AD ECTIVES REVIEW Reread pages 1–14 of Missions, Ranches, and Forts. Find a sentence that contains each type of adjective below. Then write a question related to each sentence using an interrogative adjective (what, which, or whose). 1. Sentence with a demonstrative adjective: Question: 2. Sentence with an indefinite adjective: Question: Missions, Ranches, and Forts What did you think about Missions, Ranches, and Forts? Write a review. Then share your review with others. One important impact the Spanish settlements had on native peoples was A particularly interesting detail from this book is It is important to know the history of missions, ranches, and forts in North America because Rating: I gave this book stars because Title: Missions, Ranches, and Forts Author: George Capaccio Fiction or Nonfiction (circle one) www.voyagesinenglish.com/reading Name Date © Loyola Press. All rights reserved. W4628 Reading in Action • Grade 7 Boo Review 5STEP AD ECTIVES REVIEW Reread pages 1–14 of Missions, Ranches, and Forts. Find a sentence that contains each type of adjective below. Then write a question related to each sentence using an interrogative adjective (what, which, or whose). 1. Sentence with a demonstrative adjective: Question: 2. Sentence with an indefinite adjective: Question: Missions, Ranches, and Forts What did you think about Missions, Ranches, and Forts? Write a review. Then share your review with others. One important impact the Spanish settlements had on native peoples was A particularly interesting detail from this book is It is important to know the history of missions, ranches, and forts in North America because Rating: I gave this book stars because Title: Missions, Ranches, and Forts Author: George Capaccio Fiction or Nonfiction (circle one) www.voyagesinenglish.com/reading Name Date © Loyola Press. All rights reserved. W4628 Reading in Action • Grade 7 Boo Review 5STEP LITERARY ANALYSIS WORKSHOP On a separate sheet of paper, write a literary analysis of A Long Walk that specifically examines the setting and point of view. Use examples from the book to support your analysis. Remember Analyze how the setting influences the characters’ actions. Recall that the setting of historical fiction is a real time and place in history. Identify the point of view—the perspective from which the story is told— and explain how it affects the story. Avoid confusion by placing modifiers near the words they are modifying. A Long Wal The most surprising event in the book is because One historical piece of information that I learned from this book is It is important to read historical fiction because Rating: I gave this book stars because Title: A Long Walk Author: Walter Williams Fiction or Nonfiction (circle one) What did you think about A Long Walk? Write a review. Then share your review with others. www.voyagesinenglish.com/reading Name Date © Loyola Press. All rights reserved. W4701 Reading in Action • Grade 7 ix www.voyagesinenglish.com/reading • GRADE 7
Teacher-Led STEP 1 Self-Monitored Introduction Read aloud the Step 2 Printable directions to the class. Tell students to read Conflict and Controversy on their own and complete the worksheet during independent work time. Remind students to return books and materials to their proper location when finished. STEP 2 INTRODUCE THE BOOK Display the cover of Conflict and Controversy. Ask: What do you think this book will be about? What kinds of people and events might you learn about in this book? Using “Before You Read” (page 2) as your guide, introduce the content of Conflict and Controversy. Discuss with students the answers to the prior knowledge and informational text features questions. INTRODUCE THE TOPIC: PRONOUNS Tell students: A pronoun is a word used in place of a noun. The word a pronoun refers to is called its antecedent. Pronouns change form depending on person (who is speaking), number (whether they refer to one or more than one), and gender (whether the antecedent is feminine, masculine, or neutral). Then ask: Why do writers use pronouns? (to make their writing more interesting; to avoid repetition) Next guide students through the first Voyages in English Grammar Lesson in Grade 7, Section 3: Person, Number, and Gender of Pronouns. Explain to students that they will practice identifying and using pronouns as they read Conflict and Controversy. INTRODUCE THE LEARNING CENTER Point out the learning center. Tell students that they should complete Steps 2–4 during independent work time. Explain that Steps 2 and 4 have worksheets. Add that in Step 3 they will work with a partner and follow the directions on the poster displayed in the center. If you wish to introduce all steps at once, take time on this first day to present the directions for Steps 2–4 by following the Introduction directions that follow on this page and the next. ACTION PLAN Read the book to build vocabulary Complete vocabulary and person, number, and gender pronoun practice MATERIALS Conflict and Controversy Copies of Step 2 Printable Answer Key, p. 45 STEP 1 Teacher-Led Reading: Build background for reading; tap prior knowledge. Grammar: Identify pronouns and pronoun usage in context. STEP 2 Self-Monitored Reading: Build vocabulary skills using context. Grammar: Identify pronouns and their person, number, and gender in context. STEP 3 With a Partner Reading: Read familiar text to develop fluency. Grammar: Use possessive pronouns and possessive adjectives in context. STEP 4 Self-Monitored Reading: Answer questions to demonstrate understanding. Grammar: Demonstrate understanding of pronoun and antecedent agreement. STEP 5 Teacher-Led Grammar: Demonstrate understanding of pronouns. Reading: Recall and explain key details from nonfiction writing. ASSESS Self-Monitored After Step 5, distribute the URL for the online assessment and have each student complete it independently. ACTION PLAN Introduce the book Introduce pronouns MATERIALS Conflict and Controversy Voyages in English Grade 7, Section 3 PRONOUNS For use with Voyages in English Grade 7 • Section 3 Access all the resources for this Exploration through the Digital Library. 2STEP PERSON, NUMBER, AND GENDER OF PRONOUNS Read these sentences. Circle each pronoun. Write the pronoun’s person and number on the first two lines. If the pronoun is in third person singular, write its gender on the third line. third singular masculine Example: efferson begged him to stay. 1. They were dissatisfied with some state laws. 2. Do you think this amendment sounds fair? 3. The new government looked like it could work. 1. The state was able to the death penalty when the people voted to end it. 2. In an argument, coming up with a can keep both sides satisfied. 3. ada’s aunt is so good at her job in Washington, D.C., that she was appointed as a to the international conference. 4. For Damian, winning the spelling bee was quite a ! 5. The president hoped that Congress would an amendment to protect voting rights. 6. Her great-grandmother was an active who lived to see women vote! VOCABULARY Choose the best word to complete the sentence. Then write the definition of the word on the line, using the Conflict and Controversy glossary. Conflict and Controversy suffragist delegate compromise ratify abolish feat www.voyagesinenglish.com/reading Name Date © Loyola Press. All rights reserved. W4629 Reading in Action • Grade 7 6 Reading in Action • Conflict and Controversy SAMPLE
With a Partner Self-Monitored STEP 3 STEP 4 Teacher-Led Play a Game In advance, write sentences related to Conflict and Controversy with a mix of correct and incorrect pronoun usage. Prepare to display each sentence one by one for the class to see. Have the class form a large circle and then place students who are sitting side-by-side in small groups. Instruct groups to toss a ball back and forth while music plays. Stop the music and have the group holding the ball answer whether a sentence you display uses pronouns correctly or incorrectly. Award one point for a correct response. The group with the most points at the end is the winner. Repeat until you run out of time or sentences. Review Using the Step 5 Printable, have students review the pronoun concepts from Steps 2–4 and then write a book review for Conflict and Controversy. Ask volunteers to share their reviews with the class. ACTION PLAN Play a review game Complete pronoun and book reviews STEP 5 Introduction Read the Step 4 Printable directions to the class. Tell students to read Conflict and Controversy on their own and then complete the worksheet during their independent work time. Remind students to return books and materials to their proper location when finished. Introduction Post the Step 3 Printable in the learning center and read aloud the fluency instructions. Then demonstrate how to complete the grammar activity. Assign partners and have them complete the activity during independent work time. Remind students to return books and materials to their proper location when finished. MATERIALS Conflict and Controversy Copies of Step 5 Printable Device on which to play music A soft ball Answer Key, p. 45 ACTION PLAN Read the book to check comprehension Practice pronoun and antecedent agreement MATERIALS Conflict and Controversy Copies of Step 4 Printable Answer Key, p. 45 ACTION PLAN Read the book to build fluency Complete grammar practice with a partner MATERIALS Conflict and Controversy Step 3 Printable Blank paper Answer Key, p. 45 4STEP AGREEMENT OF PRONOUNS AND ANTECEDENTS Complete each sentence about Conflict and Controversy with a pronoun. Be sure it agrees with the underlined antecedent. 1. The new United States needed a Constitutional Convention to figure out how to govern . 2. African Americans had to wait more than 80 years before could vote. 3. The delegates were lucky to have an expert like Benjamin Franklin serve as a mediator for . 4. Thomas efferson had work that kept in Europe. 5. It wasn’t until 1920 that a woman could finally exercise voting power. 6. What other great things might George Washington have done for America had remained president? Conflict and Controversy COMPREHENSION Read Conflict and Controversy. Then answer the questions. 1. In the 1780s, why did some Americans not want a strong central government? (page 5) 2. Why was Roger Sherman’s plan for state representation called the Great Compromise? (pages 14–15) 3. Why are the Federalist Papers considered so important to American history? (page 21) 4. What is one way George Washington “got the American government up and running”? (page 26) www.voyagesinenglish.com/reading Name Date © Loyola Press. All rights reserved. W4631 Reading in Action • Grade 7 Print and display this poster in your Reading in Action learning center for partner work. 3STEP GRAMMAR REVIEW Possessive pronouns and possessive adjectives can seem similar. However, possessive pronouns stand alone, and possessive adjectives are followed by nouns. Compare hers is new (with the possessive pronoun hers) to her basketball is new (with the possessive adjective her). Remember that it’s is the contraction for it is and should not be confused with the possessive adjective its. FLUENCY TIP Read the headings in an informational text as fluently as you do the sentences in the paragraphs below the headings. Watch for headings as you read and use what they say to help you understand the text better. Pause after each heading so your listener knows you are starting a new section. GRAMMAR PRACTICE 1. On a separate sheet of paper, rewrite these sentences so that all possessive pronouns and possessive adjectives are used correctly. Not all sentences have errors. a. Delegates at the Constitutional Convention were concerned about the power they’re states would have. b. Rhode Island held it’s delegates back from the Constitutional Convention. c. Alexander Hamilton voted for his proposal to have a powerful leader. d. A constitution is a powerful set of laws, and ours’ was developed with great care and great difficulty. e. Roger Sherman could say that the idea of a Congress with two houses was his. f. Americans knew that the dream of a republic was finally theirs’. 2. Exchange papers with your partner. If your answers differ, share your thinking. FLUENCY PRACTICE 1. First reading: Read Conflict and Controversy together with your partner. Take turns reading every other page. This may take more than one reading session. 2. Second reading: Reread pages 4–11 with your partner for fluency. Alternate paragraphs. Practice reading the headings in a different way than you read the paragraph text. Listen closely to how your partner reads a heading versus a paragraph. 3. After the second reading, discuss the answer to these questions with your partner: In Conflict and Controversy, pages 4–11, where does the author use possessive pronouns and possessive adjectives? How does the author’s use of these words help make our reading smoother or more efficient? Conflict and Controversy PARTNER WORK www.voyagesinenglish.com/reading © Loyola Press. All rights reserved. W4630 Reading in Action • Grade 7 Boo Review 5STEP PRONOUNS REVIEW Write a sentence with each of the following pronouns. Include an antecedent. Underline the pronoun and its antecedent in each sentence. 1. singular masculine pronoun 2. plural pronoun 3. singular possessive feminine pronoun 4. plural possessive pronoun Con lict and Controversy What did you think about Conflict and Controversy? Write a review. Then share your review with others. The conflict at the Constitutional Convention that interests me the most is I find this conflict interesting because It’s important to learn how the U.S. Constitution was created because Rating: I gave this book stars because Title: Conflict and Controversy Author: Daniel Benjamin Fiction or Nonfiction (circle one) www.voyagesinenglish.com/reading Name Date © Loyola Press. All rights reserved. W4632 Reading in Action • Grade 7 7 www.voyagesinenglish.com/reading • GRADE 7 SAMPLE
Teacher-Led STEP 1 Access all the resources for this Exploration through the Digital Library. Self-Monitored Introduction Read aloud the Step 2 Printable directions to the class. Tell students to read Energy Revolution on their own and complete the worksheet during independent work time. Remind students to return books and materials to their proper location when finished. STEP 2 INTRODUCE THE BOOK Using “Before You Read” (page 2) as your guide, introduce Energy Revolution. Ask students: How do you use fossil fuels in everyday life? What are some arguments for and against using fossil fuels? After soliciting responses, ask: Why do you think that energy sources such as wind, sun, and water might be good alternatives to fossil fuels? Have students preview the table of contents. Then say: You’ll be working with this book to learn important elements of argumentative writing. INTRODUCE THE TOPIC: ARGUMENTATIVE WRITING Say: Argumentative writing is a type of writing that makes a case for the validity of an idea. A good piece of argumentative writing includes a strong introduction with a clear claim; clear reasons supported by evidence; counterclaims and refutations of those counterclaims; and a formal, objective style. Explain that argumentative writing generally offers support through facts, logical arguments, and clear reasoning rather than emotional appeals. Then guide students through the first Voyages in English Writing Lesson in Grade 7, Chapter 9: What Makes Good Argumentative Writing? INTRODUCE THE LEARNING CENTER Point out the learning center. Tell students that they should complete Steps 2–4 during independent work time. Explain that Steps 2 and 4 have worksheets. Add that in Step 3 they will work with a partner and follow the directions on the poster displayed in the center. If you wish to introduce all steps at once, take time on this first day to present the directions for Steps 2–4 by following the Introduction directions that follow on this page and the next. ACTION PLAN Read the book to build vocabulary Complete vocabulary and claim practice MATERIALS Energy Revolution Copies of Step 2 Printable Answer Key, p. 53 STEP 1 Teacher-Led Reading: Build background for reading; tap prior knowledge. Writing: Identify elements of argumentative writing. STEP 2 Self-Monitored Reading: Build vocabulary skills using context. Writing: Evaluate claims. STEP 3 With a Partner Reading: Read familiar text to develop fluency. Writing: Demonstrate understanding of a counterclaim. STEP 4 Self-Monitored Reading: Answer questions to demonstrate understanding. Writing: Use precise language. STEP 5 Teacher-Led Writing: Demonstrate understanding of key elements used in argumentative writing. Reading: Recall and explain key details from nonfiction writing. ASSESS Self-Monitored After Step 5, distribute the URL for the online assessment and have each student complete it independently. ACTION PLAN Introduce the book Introduce argumentative writing MATERIALS Energy Revolution Voyages in English Grade 7, Chapter 9 ARGUMENTATIVE WRITING For use with Voyages in English Grade 7 • Chapter 9 2STEP ARGUMENTATIVE WRITING: CLAIM Read each sentence. Write fact if the idea is a provable fact. Write claim if the idea can be argued. 1. Blackouts occur when there is widespread loss of electricity. 2. We should look for renewable energy sources because we will run out of fossil fuel. 3. Solar power is worth the cost because it doesn’t produce pollution or break down easily. 4. Wind turbines automatically turn toward the wind, no matter which direction it blows. 1. blackout 2. harness 3. geothermal energy 4. fossil fuel 5. hydropower Energy Revolution VOCABULARY Using the Energy Revolution glossary, write a definition for the term on the first line. Then on the second line, write a sentence using the term in the correct context. www.voyagesinenglish.com/reading Name Date © Loyola Press. All rights reserved. W4694 Reading in Action • Grade 7 38 Reading in Action • Energy Revolution SAMPLE
With a Partner Self-Monitored Teacher-Led STEP 3 STEP 4 STEP 5 Review Activity Assign partners. Have each partner write one fact about an energy source from Energy Revolution on a note card. Then have partners exchange their note cards. After reviewing each other’s facts, tell students to brainstorm several claims either in favor of or against using the energy source that is listed on their partner’s card. Next have partners take turns sharing their claims and discussing possible counterclaims. Then have each student select his or her best idea for a claim and counterclaim and share it with the class. Review Using the Step 5 Printable, have students write an argumentative essay based on one of the energy sources described in the book and then write a book review for Energy Revolution. Ask volunteers to share their reviews with the class. ACTION PLAN Complete a review activity Complete a book review Write an argumentative essay Introduction Read the Step 4 Printable directions to the class. Tell students to read Energy Revolution on their own and then complete the worksheet during their independent work time. Remind students to return books and materials to their proper location when finished. Introduction Post the Step 3 Printable in the learning center and read aloud the fluency instructions. Then demonstrate how to complete the counterclaim activity. Assign partners and have them complete the activity during independent work time. Remind students to return books and materials to their proper location when finished. MATERIALS Energy Revolution Copies of Step 5 Printable Note cards Blank paper Answer Key, p. 53 ACTION PLAN Read the book to check comprehension Practice using precise language MATERIALS Energy Revolution Copies of Step 4 Printable Answer Key, p. 53 ACTION PLAN Read the book to build fluency Complete counterclaim practice with a partner MATERIALS Energy Revolution Step 3 Printable Blank paper Answer Key, p. 53 Boo Review 5STEP ARGUMENTATIVE WRITING WORKSHOP Choose one form of energy from Energy Revolution besides fossil fuels. On a separate sheet of paper, write an argumentative essay about why that form of energy is the best option for reducing our reliance on fossil fuels. Remember Present a clear, debatable claim in the introductory paragraph. Support the claim with solid reasons that are backed by strong evidence. Include counterclaims that acknowledge opposing viewpoints, followed by discussions of why they are not valid. Use precise language—avoid wordiness, vague terms, and passive voice. Energy Revolution The energy source in the book that I think is most effective is because The part of the book that I find the most interesting is I think exploring energy sources beyond fossil fuels is [important not important] (circle one) because Rating: I gave this book stars because Title: Energy Revolution Author: oan Nichols Fiction or Nonfiction (circle one) What did you think about Energy Revolution? Write a review. Then share your review with others. www.voyagesinenglish.com/reading Name Date © Loyola Press. All rights reserved. W4697 Reading in Action • Grade 7 4STEP PRECISE LANGUAGE Read the sentences. Replace the underlined words with stronger words. Write them on the line. 1. The gymnast practiced her routines a lot. 2. After the soccer game, the team members helped put the things away. 3. Did you get the package I sent? 4. Carlos had his braces tightened and thought it was bad. Rewrite the following sentences using precise language. Use stronger, more specific words and phrases. Avoid wordiness and passive voice. 5. An experiment was conducted by researchers in order to try to prevent the problem. 6. The decision was made by the teachers to postpone the event. 7. A report was written by the students, going over all of their findings. 8. There was a presentation about driving given by someone. COMPREHENSION Read Energy Revolution. Then answer the questions. 1. Why might we be at risk for blackouts in the future? (page 5) 2. In Spain, how many homes can one wind turbine create electricity for? (page 13) 3. What problem does the Three Gorges Dam in China help solve? (page 18) 4. How do fuel cells work? (page 25) Energy Revolution www.voyagesinenglish.com/reading Name Date © Loyola Press. All rights reserved. W4696 Reading in Action • Grade 7 Print and display this poster in your Reading in Action learning center for partner work. 3STEP FLUENCY TIP To practice phrasing, divide a sentence into phrases, or meaningful groups of words. Use a slash to show the end of each phrase. For example, After six and a half hours, / the river’s rushing water / slowly comes to a stop. COUNTERCLAIM 1. Imagine you are writing an argumentative essay claiming that a specific country should use geothermal energy. Read the following ideas. On a separate sheet of paper, identify which ones could be used as counterclaims. a. Geothermal energy can be used to warm homes and office buildings. b. In Iceland, geothermal energy is used to warm swimming pools, gardens, and fish farms. c. Some people believe it is too costly to drill deep underground to reach the hot steam needed to create geothermal energy. d. Despite its high initial costs, geothermal energy proves to be a cost-effective investment over time. e. Opponents claim that the construction of geothermal power plants can trigger earthquakes. 2. Exchange papers with your partner. Discuss why each idea is or is not a good counterclaim. 3. For each of the following claims, work with your partner to write a strong counterclaim on your sheet of paper. a. Students should not have more than one hour of homework each night. b. Vending machines should be abolished at schools. FLUENCY PRACTICE 1. First reading: Read Energy Revolution together with your partner. Take turns reading every other page. This may take more than one reading session. 2. Second reading: Reread pages 13–19 with your partner for fluency. Alternate paragraphs. As you read, pay attention to the natural phrases within the sentences. Use phrasing to read naturally and smoothly. 3. After the second reading, discuss the answer to this question with your partner: In Energy Revolution, where does the author acknowledge counterclaims? Energy Revolution ARGUMENTATIVE WRITING TIP Strong argumentative writing addresses opposing viewpoints. A counterclaim shows an opposing view. To include a strong counterclaim in your argumentative writing, think of what someone who disagrees with your claim might argue. Acknowledge this point, and then refute it by providing solid evidence to show why it is not valid. Refuting a counterclaim makes your argument stronger. PARTNER WORK www.voyagesinenglish.com/reading © Loyola Press. All rights reserved. W4695 Reading in Action • Grade 7 39 www.voyagesinenglish.com/reading • GRADE 7 SAMPLE
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