TEACHER GUIDE IN 8
ISBN: 978-0-8294-5737-7 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. “The Rose Upon My Balcony” is part of the Public Domain. Image Credits Teacher Guide Cover yacht (c) © AkuAku/AdobeStock; boat detail (rc) © goldenbergk/AdobeStock; sky and sea background © Muhammad/AdobeStock; sky and sea background © Alexlukin/Getty Images. 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 © AkuAku/AdobeStock. ii © Wavebreakmedia/iStock/Getty Images. iv © Nadzeya_Dzivakova/iStock/ Getty Images Plus. ix © skegbydave/iStock/Getty Images Plus. 43 Step 5 Printable (tr) © Amir Mukhtar/ Moment/Getty Images. 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 8
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 students 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 Secrets from the Ice/Knights and Samurai . . . . 44 The Gilded Age/Nanotechnology .............45 Born to Explore/Constantinople ..............46 Lighter Than Air/Getting Back on Track ....... 47 Tattoos, Clothes, and Body Art/ Law and Order in the Ancient World ........48 The Breakaway/ Fireworks and Other Chinese Inventions . . . . 49 Looking Inside/A City Within a City ............50 The Ruins of Mesoamerica/Lasers ............ 51 Growing Up in the Middle Ages/ The Black Death ............................ 52 Searching for Lost Tombs/ Running Out of Time ....................... 53 Poetry ........................................54 Implementation ............................iv Program Components .....................vi Explorations Secrets from the Ice ........................... 2 Knights and Samurai .......................... 4 The Gilded Age ................................ 6 Nanotechnology ............................... 8 Born to Explore ............................... 10 Constantinople ............................... 12 Lighter Than Air .............................. 14 Getting Back on Track ........................ 16 Tattoos, Clothes, and Body Art ................ 18 Law and Order in the Ancient World .......... 20 The Breakaway ............................... 22 Fireworks and Other Chinese Inventions . . . . . . 24 Looking Inside ................................ 26 A City Within a City ........................... 28 The Ruins of Mesoamerica ................... 30 Lasers ........................................ 32 Growing Up in the Middle Ages ............... 34 The Black Death .............................. 36 Searching for Lost Tombs ..................... 38 Running Out of Time ..........................40 Poetry ........................................ 42 iii www.voyagesinenglish.com/reading • GRADE 8
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 gather 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 gather 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 8
Program Components 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. 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 them to flexibly to implement this program. Grade 8 Teacher Guide Grade 8 Books • 20 full-color books provided in packs of six • Realistic fiction, science fiction, essays, and informational texts • High-interest topics ground each Exploration Teacher-Led STEP 1 Self-Monitored Introduction Read aloud the Step 2 Printable directions to the class. Tell students to read Secrets from the Ice 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 Preview Secrets from the Ice by having students look at the table of contents, headings, and photos. Tell students to share what they think the book will be about. Ask: What did you notice about these features in the book? What do you know about glaciers? What secrets do you think we can learn from the ice? Elicit students’ ideas and record them on the board. Tell them that they will have a chance to check their ideas later. INTRODUCE THE TOPIC: NOUNS Say: A noun is a name word. It names a person, a place, a thing, or an idea. Draw a four-column chart on the board with the headings person, place, thing, and idea. Elicit examples of each type of noun and write them under the headings. Then guide students through the first Voyages in English Grammar Lesson in Grade 8, Section 1: Singular and Plural Nouns. Explain to students that they will practice using nouns as they read Secrets from the Ice. 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 singular and plural nouns practice MATERIALS Secrets from the Ice Copies of Step 2 Printable Answer Key, p. 44 ACTION PLAN Introduce the book Introduce nouns MATERIALS Secrets from the Ice Voyages in English Grade 8, Section 1 STEP 1 Teacher-Led Reading: Build background for reading; tap prior knowledge. Grammar: Identify nouns and noun usage in context. STEP 2 Self-Monitored Reading: Build vocabulary skills using context. Grammar: Identify singular and plural noun forms. STEP 3 With a Partner Reading: Read familiar text to develop fluency. Grammar: Identify nouns as subjects and subject complements in context. STEP 4 Self-Monitored Reading: Answer questions to demonstrate understanding. Grammar: Demonstrate understanding of appositives. STEP 5 Teacher-Led Grammar: Demonstrate understanding of nouns. 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. NOUNS For use with Voyages in English Grade 8 • Section 1 Access all the resources for this Exploration through the Digital Library. 2STEP SINGULAR AND PLURAL NOUNS Complete the chart. List the words from the box in the correct category. Then fill in the rest of the chart with the correct singular or plural form of each word. Singular Nouns Plural Nouns 1. avalanche 2. crater 3. crevasse 4. glacier 5. ice age 6. recede VOCABULARY Using the Secrets from the Ice glossary, write each definition on the first line. Then write a sentence using the word or phrase in the correct context. Secrets rom the Ice glacier phenomenon valleys hemisphere theories www.voyagesinenglish.com/reading Name Date © Loyola Press. All rights reserved. W4707 Reading in Action • Grade 8 2 Reading in Action • Secrets from the Ice With a Partner STEP 3 Self-Monitored Teacher-Led Introduction Read the Step 4 Printable directions to the class. Tell students to read Secrets from the Ice 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. Review Activity Place students in pairs and give them a blank sheet of paper. Have each partner take a turn writing a secret clue about glaciers while the other partner guesses what the secret is, based on what he or she read in Secrets from the Ice. For example, The lack of this element is a main reason why objects stay well-preserved in glaciers. (oxygen) Encourage partners to come up with three clues each and to use subject complements and appositives in their clues when appropriate. Review Using the Step 5 Printable, have students review the noun concepts from Steps 2–4 and then write a book review for Secrets from the Ice. Ask volunteers to share their reviews with the class. ACTION PLAN Complete a review activity Complete noun and book reviews STEP 4 STEP 5 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 Secrets from the Ice Copies of Step 5 Printable Blank paper Answer Key, p. 44 ACTION PLAN Read the book to check comprehension Practice identifying appositives MATERIALS Secrets from the Ice Copies of Step 4 Printable Answer Key, p. 44 ACTION PLAN Read the book to build fluency Complete grammar practice with a partner MATERIALS Secrets from the Ice Step 3 Printable Blank paper Answer Key, p. 44 Print and display this poster in your Reading in Action learning center for partner work. 3STEP GRAMMAR REVIEW All sentences have subjects. Only some sentences have subject complements. The subject tells who or what the sentence is about. A subject complement is a noun or pronoun that renames or identifies the subject. FLUENCY TIP Breaking long sentences into parts can help you read more fluently. Mark phrase boundaries by putting slashes after commas, clauses, and verb phrases. Then practice reading the sentences and pausing after each phrase boundary. For example: Agassiz was doing his research / long ago / and had few scientific tools, / so it is not surprising / that he came up with several inaccurate theories. GRAMMAR PRACTICE 1. Take turns with your partner reading the sentences below. Then rewrite them on a separate sheet of paper. Underline the subjects once. Circle the subject complements (if any). a. Louis Agassiz was an adventurer and a brilliant scholar. b. His research on glaciers made scientists around the world take notice. c. Agassiz was among the first scientists to study glaciers up close. d. He drew dramatic conclusions from what he observed. e. Switzerland’s ice-capped mountains are covered in glaciers. f. ean de Charpentier had invited his friend Agassiz for the summer. g. Charpentier had a theory about the glaciers. h. Glaciers were chunks of the ice sheet that had broken off. i. Many of Louis Agassiz’s students became famous scientists as well. 2. Compare your responses with your partner’s. If your responses are different, discuss your reasoning. FLUENCY PRACTICE 1. First reading: Read Secrets from the Ice together with your partner. Take turns reading every other page. This may take more than one reading session. 2. Second reading: Reread pages 14–21 with your partner for fluency. Alternate paragraphs. Practice reading longer sentences smoothly and accurately, using a natural voice. 3. After the second reading, discuss the answer to this question with your partner: In Secrets from the Ice, how did pausing at phrase boundaries help us read more accurately? Secrets rom the Ice PARTNER WORK www.voyagesinenglish.com/reading © Loyola Press. All rights reserved. W4708 Reading in Action • Grade 8 4 STEP APPOSITIVES Read the sentences and underline each appositive. Then circle the noun that the appositive explains. 1. Louis Agassiz, the father of glaciology, grew up in Switzerland. 2. Agassiz’s friend, the scientist ean de Charpentier, invited him for the summer. 3. Charpentier had a theory, or idea, that glaciers were what was left of a giant ice sheet. 4. There were boulders, or large rocks, of a different type of material than the mountains nearby. 5. Agassiz got the idea from his friend, Charpentier. 6. Anderson is a glaciospeleologist, a scientist who studies caves and ice. 7. Anderson noticed that a dome, or roof, of lava was forming inside Mount Saint Helens’ crater. COMPREHENSION Read Secrets from the Ice. Then answer the questions. 1. What clues led Agassiz to agree with Charpentier’s theory about how glaciers formed? (page 10) 2. Why did Charlie Anderson think that a glacier was forming in Mount Saint Helens’ crater? (pages 14–15) 3. Why are scientists continuing to monitor glaciers? (page 20) 4. How can scientists tell how old an ice core is? (page 26) 5. What did researchers learn by studying Ötzi? (page 28) Secrets rom the Ice www.voyagesinenglish.com/reading Name Date © Loyola Press. All rights reserved. W4709 Reading in Action • Grade 8 Book Review 5 STEP NOUNS REVIEW Skim Secrets from the Ice to look for sentences that match the descriptions below. Write the sentences on a separate sheet of paper. If you can’t find a sentence, write one of your own. 1. Find a sentence with singular and plural nouns. Underline the singular nouns and circle the plural nouns. 2. Find a sentence with a subject and subject complement. Underline the subject and circle the subject complement. 3. Find a sentence with an appositive. Underline the appositive and circle the noun that it identifies. Secrets from the Ice The most important thing I learned about ice from this book was One thing related to glaciers that I would like to learn more about is I think it would be interesting to study glaciers because Rating: I gave this book stars because Title: Secrets from the Ice Author: Alexandra Hanson-Harding Fiction or Nonfiction (circle one) What did you think about Secrets from the Ice? Write a review. Then share your review with others. www.voyagesinenglish.com/reading Name Date © Loyola Press. All rights reserved. W4710 Reading in Action • Grade 8 3 www.voyagesinenglish.com/reading • GRADE 8 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 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 SINGULAR AND PLURAL NOUNS Complete the chart. List the words from the box in the correct category. Then fill in the rest of the chart with the correct singular or plural form of each word. Singular Nouns Plural Nouns 1. avalanche 2. crater 3. crevasse 4. glacier 5. ice age 6. recede VOCABULARY Using the Secrets from the Ice glossary, write each definition on the first line. Then write a sentence using the word or phrase in the correct context. Secrets rom the Ice glacier phenomenon valleys hemisphere theories www.voyagesinenglish.com/reading Name Date © Loyola Press. All rights reserved. W4707 Reading in Action • Grade 8 Poetry 1 STEP The Rose Upon My Balcony by William Makepeace Thackeray The rose upon my balcony the morning air perfuming, Was leafless all the winter time and pining for the spring; You ask me why her breath is sweet, and why her cheek is blooming, It is because the sun is out and birds begin to sing. 5 The nightingale, whose melody is through the greenwood ringing, Was silent when the boughs were bare and winds were blowing keen: And if, Mamma, you ask of me the reason of his singing, It is because the sun is out and all the leaves are green. Thus each performs his part, Mamma; the birds have found their voices, 10 The blowing rose a flush, Mamma, her bonny cheek to dye; And there’s sunshine in my heart, Mamma, which wakens and rejoices, And so I sing and blush, Mamma, and that’s the reason why. www.voyagesinenglish.com/reading © Loyola Press. All rights reserved. W4787 Reading in Action • Grade 8 vii www.voyagesinenglish.com/reading • GRADE 8
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 in 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 APPOSITIVES Read the sentences and underline each appositive. Then circle the noun that the appositive explains. 1. Louis Agassiz, the father of glaciology, grew up in Switzerland. 2. Agassiz’s friend, the scientist ean de Charpentier, invited him for the summer. 3. Charpentier had a theory, or idea, that glaciers were what was left of a giant ice sheet. 4. There were boulders, or large rocks, of a different type of material than the mountains nearby. 5. Agassiz got the idea from his friend, Charpentier. 6. Anderson is a glaciospeleologist, a scientist who studies caves and ice. 7. Anderson noticed that a dome, or roof, of lava was forming inside Mount Saint Helens’ crater. COMPREHENSION Read Secrets from the Ice. Then answer the questions. 1. What clues led Agassiz to agree with Charpentier’s theory about how glaciers formed? (page 10) 2. Why did Charlie Anderson think that a glacier was forming in Mount Saint Helens’ crater? (pages 14–15) 3. Why are scientists continuing to monitor glaciers? (page 20) 4. How can scientists tell how old an ice core is? (page 26) 5. What did researchers learn by studying Ötzi? (page 28) Secrets rom the Ice www.voyagesinenglish.com/reading Name Date © Loyola Press. All rights reserved. W4709 Reading in Action • Grade 8 Print and display this poster in your Reading in Action learning center for partner work. 3STEP GRAMMAR REVIEW All sentences have subjects. Only some sentences have subject complements. The subject tells who or what the sentence is about. A subject complement is a noun or pronoun that renames or identifies the subject. FLUENCY TIP Breaking long sentences into parts can help you read more fluently. Mark phrase boundaries by putting slashes after commas, clauses, and verb phrases. Then practice reading the sentences and pausing after each phrase boundary. For example: Agassiz was doing his research / long ago / and had few scientific tools, / so it is not surprising / that he came up with several inaccurate theories. GRAMMAR PRACTICE 1. Take turns with your partner reading the sentences below. Then rewrite them on a separate sheet of paper. Underline the subjects once. Circle the subject complements (if any). a. Louis Agassiz was an adventurer and a brilliant scholar. b. His research on glaciers made scientists around the world take notice. c. Agassiz was among the first scientists to study glaciers up close. d. He drew dramatic conclusions from what he observed. e. Switzerland’s ice-capped mountains are covered in glaciers. f. ean de Charpentier had invited his friend Agassiz for the summer. g. Charpentier had a theory about the glaciers. h. Glaciers were chunks of the ice sheet that had broken off. i. Many of Louis Agassiz’s students became famous scientists as well. 2. Compare your responses with your partner’s. If your responses are different, discuss your reasoning. FLUENCY PRACTICE 1. First reading: Read Secrets from the Ice together with your partner. Take turns reading every other page. This may take more than one reading session. 2. Second reading: Reread pages 14–21 with your partner for fluency. Alternate paragraphs. Practice reading longer sentences smoothly and accurately, using a natural voice. 3. After the second reading, discuss the answer to this question with your partner: In Secrets from the Ice, how did pausing at phrase boundaries help us read more accurately? Secrets rom the Ice PARTNER WORK www.voyagesinenglish.com/reading © Loyola Press. All rights reserved. W4708 Reading in Action • Grade 8 viii Reading in Action • Program Components
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. Step 5 Printable For Explorations that focus on writing concepts, students demonstrate their understanding by writing in a particular genre. When the focus is grammar, students complete a variety of tasks to show what they have learned. 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 NOUNS REVIEW Skim Secrets from the Ice to look for sentences that match the descriptions below. Write the sentences on a separate sheet of paper. If you can’t find a sentence, write one of your own. 1. Find a sentence with singular and plural nouns. Underline the singular nouns and circle the plural nouns. 2. Find a sentence with a subject and subject complement. Underline the subject and circle the subject complement. 3. Find a sentence with an appositive. Underline the appositive and circle the noun that it identifies. Secrets �rom the Ice The most important thing I learned about ice from this book was One thing related to glaciers that I would like to learn more about is I think it would be interesting to study glaciers because Rating: I gave this book stars because Title: Secrets from the Ice Author: Alexandra Hanson-Harding Fiction or Nonfiction (circle one) What did you think about Secrets from the Ice? Write a review. Then share your review with others. www.voyagesinenglish.com/reading Name Date © Loyola Press. All rights reserved. W4710 Reading in Action • Grade 8 Boo� Review 5STEP NOUNS REVIEW Skim Secrets from the Ice to look for sentences that match the descriptions below. Write the sentences on a separate sheet of paper. If you can’t find a sentence, write one of your own. 1. Find a sentence with singular and plural nouns. Underline the singular nouns and circle the plural nouns. 2. Find a sentence with a subject and subject complement. Underline the subject and circle the subject complement. 3. Find a sentence with an appositive. Underline the appositive and circle the noun that it identifies. Secrets �rom the Ice The most important thing I learned about ice from this book was One thing related to glaciers that I would like to learn more about is I think it would be interesting to study glaciers because Rating: I gave this book stars because Title: Secrets from the Ice Author: Alexandra Hanson-Harding Fiction or Nonfiction (circle one) What did you think about Secrets from the Ice? Write a review. Then share your review with others. www.voyagesinenglish.com/reading Name Date © Loyola Press. All rights reserved. W4710 Reading in Action • Grade 8 Boo Review 5STEP PERSUASIVE WRITING WORKSHOP Imagine you are trying to persuade your classmates to agree with your opinion about laser technology. Choose a topic from Lasers that you have a strong opinion about. Then on a separate sheet of paper, write a persuasive essay about your topic. Remember Begin with a position statement. Be sure you can provide reasons to support your position statement. Choose a voice appropriate to your essay. Consider whether you want the tone of your piece to be uplifting, confident, hopeful, concerned, or another mood of your choice. Use transition words and phrases to connect one idea to the next. Lasers The use of lasers from the book that interests me the most is because I think the most important problem that lasers have solved is One way I am excited to see lasers used in the future is Rating: I gave this book stars because Title: Lasers Author: Lisa Benjamin Fiction or Nonfiction (circle one) What did you think about Lasers? Write a review. Then share your review with others. www.voyagesinenglish.com/reading Name Date © Loyola Press. All rights reserved. W4770 Reading in Action • Grade 8 ix www.voyagesinenglish.com/reading • GRADE 8
Teacher-Led STEP 1 Self-Monitored Introduction Read aloud the Step 2 Printable directions to the class. Tell students to read Secrets from the Ice 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 Preview Secrets from the Ice by having students look at the table of contents, headings, and photos. Tell students to share what they think the book will be about. Ask: What did you notice about these features in the book? What do you know about glaciers? What secrets do you think we can learn from the ice? Elicit students’ ideas and record them on the board. Tell them that they will have a chance to check their ideas later. INTRODUCE THE TOPIC: NOUNS Say: A noun is a name word. It names a person, a place, a thing, or an idea. Draw a four-column chart on the board with the headings person, place, thing, and idea. Elicit examples of each type of noun and write them under the headings. Then guide students through the first Voyages in English Grammar Lesson in Grade 8, Section 1: Singular and Plural Nouns. Explain to students that they will practice using nouns as they read Secrets from the Ice. 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 singular and plural nouns practice MATERIALS Secrets from the Ice Copies of Step 2 Printable Answer Key, p. 44 ACTION PLAN Introduce the book Introduce nouns MATERIALS Secrets from the Ice Voyages in English Grade 8, Section 1 STEP 1 Teacher-Led Reading: Build background for reading; tap prior knowledge. Grammar: Identify nouns and noun usage in context. STEP 2 Self-Monitored Reading: Build vocabulary skills using context. Grammar: Identify singular and plural noun forms. STEP 3 With a Partner Reading: Read familiar text to develop fluency. Grammar: Identify nouns as subjects and subject complements in context. STEP 4 Self-Monitored Reading: Answer questions to demonstrate understanding. Grammar: Demonstrate understanding of appositives. STEP 5 Teacher-Led Grammar: Demonstrate understanding of nouns. 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. NOUNS For use with Voyages in English Grade 8 • Section 1 Access all the resources for this Exploration through the Digital Library. 2STEP SINGULAR AND PLURAL NOUNS Complete the chart. List the words from the box in the correct category. Then fill in the rest of the chart with the correct singular or plural form of each word. Singular Nouns Plural Nouns 1. avalanche 2. crater 3. crevasse 4. glacier 5. ice age 6. recede VOCABULARY Using the Secrets from the Ice glossary, write each definition on the first line. Then write a sentence using the word or phrase in the correct context. Secrets from the Ice glacier phenomenon valleys hemisphere theories www.voyagesinenglish.com/reading Name Date © Loyola Press. All rights reserved. W4707 Reading in Action • Grade 8 2 Reading in Action • Secrets from the Ice SAMPLE
With a Partner STEP 3 Self-Monitored Teacher-Led Introduction Read the Step 4 Printable directions to the class. Tell students to read Secrets from the Ice 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. Review Activity Place students in pairs and give them a blank sheet of paper. Have each partner take a turn writing a secret clue about glaciers while the other partner guesses what the secret is, based on what he or she read in Secrets from the Ice. For example, The lack of this element is a main reason why objects stay well-preserved in glaciers. (oxygen) Encourage partners to come up with three clues each and to use subject complements and appositives in their clues when appropriate. Review Using the Step 5 Printable, have students review the noun concepts from Steps 2–4 and then write a book review for Secrets from the Ice. Ask volunteers to share their reviews with the class. ACTION PLAN Complete a review activity Complete noun and book reviews STEP 4 STEP 5 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 Secrets from the Ice Copies of Step 5 Printable Blank paper Answer Key, p. 44 ACTION PLAN Read the book to check comprehension Practice identifying appositives MATERIALS Secrets from the Ice Copies of Step 4 Printable Answer Key, p. 44 ACTION PLAN Read the book to build fluency Complete grammar practice with a partner MATERIALS Secrets from the Ice Step 3 Printable Blank paper Answer Key, p. 44 Print and display this poster in your Reading in Action learning center for partner work. 3STEP GRAMMAR REVIEW All sentences have subjects. Only some sentences have subject complements. The subject tells who or what the sentence is about. A subject complement is a noun or pronoun that renames or identifies the subject. FLUENCY TIP Breaking long sentences into parts can help you read more fluently. Mark phrase boundaries by putting slashes after commas, clauses, and verb phrases. Then practice reading the sentences and pausing after each phrase boundary. For example: Agassiz was doing his research / long ago / and had few scientific tools, / so it is not surprising / that he came up with several inaccurate theories. GRAMMAR PRACTICE 1. Take turns with your partner reading the sentences below. Then rewrite them on a separate sheet of paper. Underline the subjects once. Circle the subject complements (if any). a. Louis Agassiz was an adventurer and a brilliant scholar. b. His research on glaciers made scientists around the world take notice. c. Agassiz was among the first scientists to study glaciers up close. d. He drew dramatic conclusions from what he observed. e. Switzerland’s ice-capped mountains are covered in glaciers. f. ean de Charpentier had invited his friend Agassiz for the summer. g. Charpentier had a theory about the glaciers. h. Glaciers were chunks of the ice sheet that had broken off. i. Many of Louis Agassiz’s students became famous scientists as well. 2. Compare your responses with your partner’s. If your responses are different, discuss your reasoning. FLUENCY PRACTICE 1. First reading: Read Secrets from the Ice together with your partner. Take turns reading every other page. This may take more than one reading session. 2. Second reading: Reread pages 14–21 with your partner for fluency. Alternate paragraphs. Practice reading longer sentences smoothly and accurately, using a natural voice. 3. After the second reading, discuss the answer to this question with your partner: In Secrets from the Ice, how did pausing at phrase boundaries help us read more accurately? Secrets from the Ice PARTNER WORK www.voyagesinenglish.com/reading © Loyola Press. All rights reserved. W4708 Reading in Action • Grade 8 4STEP APPOSITIVES Read the sentences and underline each appositive. Then circle the noun that the appositive explains. 1. Louis Agassiz, the father of glaciology, grew up in Switzerland. 2. Agassiz’s friend, the scientist ean de Charpentier, invited him for the summer. 3. Charpentier had a theory, or idea, that glaciers were what was left of a giant ice sheet. 4. There were boulders, or large rocks, of a different type of material than the mountains nearby. 5. Agassiz got the idea from his friend, Charpentier. 6. Anderson is a glaciospeleologist, a scientist who studies caves and ice. 7. Anderson noticed that a dome, or roof, of lava was forming inside Mount Saint Helens’ crater. COMPREHENSION Read Secrets from the Ice. Then answer the questions. 1. What clues led Agassiz to agree with Charpentier’s theory about how glaciers formed? (page 10) 2. Why did Charlie Anderson think that a glacier was forming in Mount Saint Helens’ crater? (pages 14–15) 3. Why are scientists continuing to monitor glaciers? (page 20) 4. How can scientists tell how old an ice core is? (page 26) 5. What did researchers learn by studying Ötzi? (page 28) Secrets from the Ice www.voyagesinenglish.com/reading Name Date © Loyola Press. All rights reserved. W4709 Reading in Action • Grade 8 Boo Review 5STEP NOUNS REVIEW Skim Secrets from the Ice to look for sentences that match the descriptions below. Write the sentences on a separate sheet of paper. If you can’t find a sentence, write one of your own. 1. Find a sentence with singular and plural nouns. Underline the singular nouns and circle the plural nouns. 2. Find a sentence with a subject and subject complement. Underline the subject and circle the subject complement. 3. Find a sentence with an appositive. Underline the appositive and circle the noun that it identifies. Secrets rom the Ice The most important thing I learned about ice from this book was One thing related to glaciers that I would like to learn more about is I think it would be interesting to study glaciers because Rating: I gave this book stars because Title: Secrets from the Ice Author: Alexandra Hanson-Harding Fiction or Nonfiction (circle one) What did you think about Secrets from the Ice? Write a review. Then share your review with others. www.voyagesinenglish.com/reading Name Date © Loyola Press. All rights reserved. W4710 Reading in Action • Grade 8 3 www.voyagesinenglish.com/reading • GRADE 8 SAMPLE
Access all the resources for this Exploration through the Digital Library. Teacher-Led STEP 1 ACTION PLAN Read the book to build vocabulary Complete vocabulary and placement of participles practice MATERIALS Born to Explore Copies of Step 2 Printable Answer Key, p. 46 Self-Monitored Introduction Read aloud the Step 2 Printable directions to the class. Tell students to read Born to Explore 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 Use Born to Explore to show students the images of the following explorers: Leif Ericson, Ibn Battuta, and Zheng He. Ask: What do you already know about Leif Ericson, Ibn Battuta, and Zheng He? Based on what you know, how might these explorers be similar or different? What do you know about other explorers throughout history? Then have students share questions they have about each of the explorers. Write their questions on the board and tell students to try to find the answers as they read the book. INTRODUCE THE TOPIC: VERBALS Say: A verbal is a word made from a verb that functions as another part of speech. There are three kinds of verbals—participles, gerunds, and infinitives. Explain that students will uncover how the author uses verbals in Born to Explore. Then guide students through the first Voyages in English Grammar Lesson in Grade 8, Section 5: Participles. Explain to students that they will practice using verbals as they read Born to Explore. 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. STEP 1 Teacher-Led Reading: Build background for reading; tap prior knowledge. Grammar: Identify verbals and verbal usage in context. STEP 2 Self-Monitored Reading: Build vocabulary skills using context. Grammar: Identify placement of participial adjectives. STEP 3 With a Partner Reading: Read familiar text to develop fluency. Grammar: Identify gerunds as objects and appositives in context. STEP 4 Self-Monitored Reading: Answer questions to demonstrate understanding. Grammar: Demonstrate understanding of infinitives as objects. STEP 5 Teacher-Led Grammar: Demonstrate understanding of verbals. 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 verbals MATERIALS Born to Explore Voyages in English Grade 8, Section 5 VERBALS For use with Voyages in English Grade 8 • Section 5 2STEP PLACEMENT OF PARTICIPLES Rewrite the sentences on a separate sheet of paper. Correct the dangling or misplaced participles. Not all the sentences need corrections. 1. Living in an area with a harsh climate, the crops could not adequately feed the Vikings. 2. Having killed a fellow Viking, the townspeople forced Leif Ericson to leave Norway. 3. Disappointed by poor growing conditions, neighboring countries were raided by Vikings. 4. Leif’s father Eric, having hurt his leg on the ship, decided to turn back. 5. Stuffed with tar or animal hair, the Vikings kept some water out with wood planks. 6. These artifacts, found in places where the Vikings lived, give us clues about their everyday life. Born to Explore VOCABULARY Imagine you are an explorer from the past. Use the following words from Born to Explore to write a paragraph. Explain your adventures as an explorer. Refer to the glossary and text to help you with the meaning of each word. Then circle the words in your paragraph. caravan commander course culture fleet pilgrimage saga www.voyagesinenglish.com/reading Name Date © Loyola Press. All rights reserved. W4723 Reading in Action • Grade 8 10 Reading in Action • Born to Explore SAMPLE
With a Partner Self-Monitored Teacher-Led STEP 3 STEP 4 STEP 5 Play a Game Round 1: Divide students into teams. Write the names of explorers from Born to Explore on slips of paper and use tape to attach them to students’ backs. Have students ask their teammates yes/no questions to guess the identity of their explorer. For example: Did I travel by caravan? Did I come from Italy? Round 2: After each team has identified its explorers, tell students to write a sentence about their explorer that includes a verbal. Have teams share their sentences and award a point for each correct use of a verbal. Review Using the Step 5 Printable, have students review the verbal concepts from Steps 2–4 and then write a book review for Born to Explore. Ask volunteers to share their reviews with the class. ACTION PLAN Play a review game Complete verbal and book reviews Introduction Read the Step 4 Printable directions to the class. Tell students to read Born to Explore 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 Born to Explore Copies of Step 5 Printable Slips of paper Tape Answer Key, p. 46 ACTION PLAN Read the book to check comprehension Practice identifying infinitives as objects MATERIALS Born to Explore Copies of Step 4 Printable Answer Key, p. 46 ACTION PLAN Read the book to build fluency Complete grammar practice with a partner MATERIALS Born to Explore Step 3 Printable Blank paper Answer Key, p. 46 Boo Review 5STEP VERBALS REVIEW Review pages 20–21 of Born to Explore. Find a sentence with a participial phrase. Write the sentence below. Then underline the participial phrase and circle the noun or pronoun that it describes. 1. Underline the gerund phrase in the sentence below. Then write whether it is a direct object, an object of a preposition, or an appositive. 2. Zheng He’s archers began shooting arrows into the pirates’ ships. Underline the infinitive phrase in the sentence below. Then circle the main verb. 3. Zhu Di picked Zheng He, his childhood friend, to command the fleet. Born to Explore What did you think about Born to Explore? Write a review. Then share your review with others. The explorer from the book who interests me the most is I find this explorer to be interesting because Learning about new places and cultures helps make the world a better place because Rating: I gave this book stars because Title: Born to Explore Author: Sandra Widener Fiction or Nonfiction (circle one) www.voyagesinenglish.com/reading Name Date © Loyola Press. All rights reserved. W4726 Reading in Action • Grade 8 4STEP INFINITIVES AS OB ECTS Circle the main verb in each sentence. Then underline the infinitive phrase or clause and write whether it is a subject or a direct object. 1. Ibn Battuta wanted to make a pilgrimage to India. 2. He chose to join a caravan traveling across North Africa. 3. Later, he decided to visit Damascus. 4. To journey across North Africa was dangerous for travelers. 5. Today, millions of pilgrims come to pray in Mecca. 6. Ibn Battuta vowed to travel to every country in the Muslim world. 7. To write down all of Ibn Battuta’s stories was an honor. COMPREHENSION Read Born to Explore. Then answer the questions. 1. Why was exploration difficult hundreds of years ago? (page 4) 2. Why did the Vikings sail to richer countries, such as England and France? (page 6) 3. Why was the journey from Tangier to Mecca risky for travelers? (page 14) 4. What was Zheng He’s fleet like? (pages 22–23) 5. What does the expression “it’s a small world” mean, based on the context of this book? (page 28) Born to Explore www.voyagesinenglish.com/reading Name Date © Loyola Press. All rights reserved. W4725 Reading in Action • Grade 8 Print and display this poster in your Reading in Action learning center for partner work. 3STEP GRAMMAR REVIEW A gerund can be used as a direct object, an object of a preposition, or an appositive (a word or group of words that renames a noun or gives more information about it). An appositive is set off by commas. To determine the function of a gerund, look at the word or punctuation in front of it. FLUENCY TIP Authors sometimes use boldface or italics to draw attention to important words. Emphasize these words by reading them a little louder or with a short pause before the word so listeners know you want them to stand out. For example: Zheng He’s archers shot flaming arrows into the pirates’ ships. The sentence is not only italicized, but the word archers is boldface. GRAMMAR PRACTICE 1. Read aloud the following sentences. Then rewrite the sentences on a separate sheet of paper. Underline the gerund phrase and write whether the group of words is used as a direct object, an object of preposition, or an appositive. a. The excited men began wading ashore. b. The crew acknowledged Erikson’s bravery by giving him the nickname Leif the Lucky. c. Leif was pleased about accomplishing his goal. d. Ibn Battuta enjoyed exploring Cairo. e. Ibn Battuta began a pilgrimage, traveling to the holy city of Mecca. f. Almost a year after leaving Morocco, Ibn Battuta reached Mecca. g. The sultan of Morocco suggested writing down his stories. 2. Exchange papers with your partner and discuss your responses. Revise your responses as needed. FLUENCY PRACTICE 1. First reading: Read Born to Explore together with your partner. Take turns reading every other page. This may take more than one reading session. 2. Second reading: Reread pages 20–25 with your partner for fluency. Alternate paragraphs. Include image captions in your reading. Practice using expression and look for punctuation or special type, such as words in boldface or italics, that show emphasis. 3. After the second reading, discuss the answer to these questions with your partner: In Born to Explore, where did we see punctuation or special type? How does recognizing these features help us read more fluently? Born to Explore PARTNER WORK www.voyagesinenglish.com/reading © Loyola Press. All rights reserved. W4724 Reading in Action • Grade 8 11 www.voyagesinenglish.com/reading • GRADE 8 SAMPLE
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