Language 7-9 Teacher Guide

8/14/2019 Language 7-9 Teacher Guide

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LANGUAGE ARTS 7-9

Orchard Gold Star

Language Arts 7-9Curriculum Bundle

Teacher’s Guide

Version 4.1 or Newer





Table of Contents

Introduction ............................................................................................................................................................................................. 5

Bundle Overview ..................................................................................................................................................................................... 6

Critical Concepts .............................................................................................................................................................................. 6

SkillBuilders ......................................................................................................................................................................................6

Skill Trees and Implementation/Integration Ideas ..............................................................................................................................7

Accessing Assignments ...........................................................................................................................................................................8Entering Orchard as a Pre-Enrolled Student ...............................................................................................................................8

Entering Orchard as a Guest ..........................................................................................................................................................8

Accessing Information on Assigned Skill Trees........................................................................................................................... 8

Writing and Media Literacy 7 ................................................................................................................................................................ 9

Introduction ....................................................................................................................................................................................10

Using Writing and Media Literacy 7 ...........................................................................................................................................10

Program Parameters ...................................................................................................................................................................... 14

Reading, Research, and Language Skills 7 ........................................................................................................................................ 15

Introduction .................................................................................................................................................................................... 16

Using Reading, Research, and Language Skills 7...................................................................................................................... 16

Program Parameters ......................................................................................................................................................................22

Writing and Media Literacy 8 .............................................................................................................................................................. 23

Introduction ....................................................................................................................................................................................24

Using Writing and Media Literacy 8 ...........................................................................................................................................24


Reading, Research, and Language Skills 8 ........................................................................................................................................ 29

Introduction ....................................................................................................................................................................................30

Using Reading, Research, and Language Skills 8......................................................................................................................30


Reading Comprehension & Critical Thinking 2 ................................................................................................................................36

Introduction ....................................................................................................................................................................................37

Using Reading Comprehension & Critical Thinking 2.............................................................................................................37

Program Parameters ...................................................................................................................................................................... 41

Reading Comprehension ......................................................................................................................................................................43

Introduction ....................................................................................................................................................................................45Using Reading Comprehension ...................................................................................................................................................46


Grammar: Advanced ............................................................................................................................................................................ 50

Introduction ....................................................................................................................................................................................50

Using Grammar: Advanced ..........................................................................................................................................................50

Playing the Games .........................................................................................................................................................................52


Parts of Speech: Advanced ................................................................................................................................................................... 56

Introduction ....................................................................................................................................................................................57

Using Parts of Speech: Advanced ................................................................................................................................................57

Playing the Game ...........................................................................................................................................................................58


Punctuation: Advanced ........................................................................................................................................................................ 62Introduction ....................................................................................................................................................................................62

Using Punctuation: Advanced .....................................................................................................................................................62

Playing the Game ...........................................................................................................................................................................63


Reading and Writing Strategies 7-8 .....................................................................................................................................................67

Introduction ....................................................................................................................................................................................68

Using Reading and Writing Strategies 7-8 .................................................................................................................................68

Playing the Games .........................................................................................................................................................................69




Acknowledgments .................................................................................................................................................................................73

License and Warranty ............................................................................................................................................................................ 74

Table of Contents (cont.)



Introduction

The Skill Trees found in the 7-9 Language Arts Bundleinclude:

Critical Concepts

Writing and Media Literacy 7 178CCReading, Research, and Language Skills 7 179CCWriting and Media Literacy 8 180CCReading, Research, and Language Skills 8 181CCReading Comprehension & Critical Thinking 205CCReading Comprehension 206-207CC

SkillBuilders

Grammar: Advanced 35SBParts of Speech: Advanced 40SBPunctuation: Advanced 42SBReading and Writing Strategies 7-8 143SB

The programs within the 7‑9 Language Arts Bundle reectthe Standards for the English Language Arts, which aresupported by the National Council of Teachers of English(NCTE) and the International Reading Association (IRA).Students are given ample opportunities to read a wide

range of material and to learn and apply a number ofproven reading and writing strategies. Students areencouraged to build understanding of spoken and wrienlanguage, identify paerns, practice usage, and transferappropriate language concepts. Through a framework of

balanced curriculum programs and multiple instructionalmethods, Orchard’s 7-9 Language Arts Bundle focuses onhelping students develop the skills necessary to becomecontributing members of a literate society.

Orchard’s 7‑9 Language Arts Bundle oers a vehicle forteaching, practicing, and reviewing the language arts skillsneeded to meet the demands of our ever-changing society.Many programs include open-ended and higher-orderthinking questions. These can be used as a means to

generate large-group discussions.Orchard can be used eectively in single‑computerclassrooms as well as in lab environments. If you identifya skill that is commonly decient among students, you canassign Orchard to serve as a step-by-step guide to teach,remediate, and reinforce that skill with a larger audience.Alternatively, several of Orchard’s programs can beassigned to assess an individual’s decient areas, and thenyou may create a customized assignment for that student.You and your students also can use the portfolio featureto conference on questions generated during Orchardsessions. In either seing, records and reports can beprinted to ensure clear, consistent communication betweenlab and classroom faculty, or among students, parents, and

teachers.

The chart on page 7 outlines the Skill Trees included inthe 7-9 Language Arts Bundle and the general goals ofeach Skill Tree, as well as a sample implementation orintegration idea for each listing. Use the ideas here or visitour Web site at www.orchardtreeonowledge.com tosee how other educators successfully integrate and useOrchard’s 7-9 Language Arts programs to help theirstudents. Note: The Orchard Tree of Knowledge Web site isavailable only to Orchard customers. If you do not have a loginID or access code, contact your local Orchard representative.



The 7-9 Language Arts Bundle covers a wide range oflanguage skills. The bundle focuses on reading, writing,and grammar through a variety of instructional approachesdesigned to meet individual learning needs.

Critical ConceptsWriting and Media Literacy 7 178CC

Students learn to write creatively and for real-life purposesat the Writer’s Block center, where they can work on avariety of writing types such as scripts, poetry, e-mail, andmemos. At the Radio Factory, students can design andproduce their own radio program. A word processor isavailable throughout the program. Students use the writingprocess, organize and classify information, and create avariety of media works.

Reading, Research, and Language Skills 7 179CC

Students can either visit the Mountain Trails to work ontheir grammar, punctuation, spelling, and vocabularyskills, or they can go to Books R Us, where they can focuson research skills and explore various forms of writingincluding novel extracts and short stories. Students work onsentence and language structure, vocabulary, punctuation,grammar, reading rate, and note-taking.

Writing and Media Literacy 8 180CC

At the Writers’ Passage, students practice writing forpurpose and audience. Both expressive and transactionalwriting are explored through stories, poetry, brochures,résumés, and persuasive paragraphs. The Megashow,in which students design and produce their own audio-

visual programs, allows students to experience the fullmultimedia spectrum. Students can publish their wrienwork with the word processor that is provided. Studentspractice communicating ideas and information, analyzeand interpret media, revise and edit work, and illustrateideas in presentations.


Students go on raing adventures on The River, where theytake pretests, work through tutorials, and take quizzes onessential language skills. Students are exposed to ctionand nonction from various genres and can use the wordprocessing tool to publish their work. Students work on

skills that include spelling, vocabulary, grammar, skimmingand scanning, cloze exercises, and evaluating the usefulnessand reliability of data.

Reading Comprehension & Critical Thinking 2 205CC

This interactive, multimedia program engages studentswith real‑life situations and practice in eectivecomprehension, abstract thinking, and problem solving.Students watch an introductory video relating to a storyand critique and respond to the decisions the charactersmake.

Bundle Overview

Reading Comprehension 1-2 206-207CC

This diagnostic and prescriptive tutorial programdevelops reading comprehension across the curriculum bycombining both assessment and remediation, developingskills needed to read a variety of educational and technical

materials, and diagnosing each student’s developmentalskill level in the areas of main idea, details, vocabulary,inference, sequence, and fact/opinion (206CC only).

SkillBuilders

Grammar: Advanced 35SB

A standardized testing format gives students theopportunity to identify grammar usage errors. Tutorialsprovide needed instruction, followed by practice, a test,and a motivating game as a reward for mastery. Studentslearn the forms and practice proper usage of compoundand complex sentences; adverb, adjective, and noun

clauses; participial, gerund, innitive, appositive, andprepositional phrases; direct and indirect objects; and

predicate nominatives and predicate adjectives.

Parts of Speech: Advanced 40SB

This program provides in-depth practice identifying parts

of speech. Students use the mouse to nd the correct partsof speech they are studying. The program includes helpfultutorials, a practice mode, a test mode, and a motivatinggame as an award for mastery. Students identify gerunds,participles, objects of prepositions, predicate nouns, andpredicate adjectives, in addition to advanced nouns,verbs, adjectives, adverbs, conjunctions, prepositions, and

interjections.

Punctuation: Advanced 42SB

This program uses a standardized testing format in whichsentences appear on four lines. Students identify the linesthat are punctuated correctly. The program includes helpfultutorials, a practice mode, a test mode, and a motivatinggame as a reward for mastery.

Reading and Writing Strategies 7-8 143SB

Students concentrate their eorts on language arts skillsand receive helpful feedback and ample opportunity forpractice. Topics include sentence construction, writing and

reading strategies, resource skills and following directions,and literary forms.



Skill Trees and Implementation/Integration Ideas

Skill Trees Objectives Implementation/Integration IdeasWriting and Media Literacy7 178CC

Writing and Media Literacy8 180CC

Develop and implement a workingknowledge of the components andeects of media in today’s society.

Talk to students about the importance of making a goodrst impression when using wrien communicationsuch as a résumé, an e-mail, or a memo. Have studentscheck each other’s work for errors in grammar, spelling,

capitalization, and punctuation using skills they learnedin other Skill Trees in 7-9 Language Arts.

Reading, Research, andLanguage Skills 7 179CC

Reading, Research, andLanguage Skills 8 181CC

Develop and implement wrienand oral language skills whilelearning basic research and studytechniques.

Show students examples of various types of writing(e.g., advertisements, personal and business leers,novels, poems, magazine and newspaper articles,

journal articles, instructions for computer programs orsmall appliances, assembly instructions, etc.) and havethem talk about the purpose of each type of writing andthe style of language that is appropriate for each.

Grammar: Advanced 35SB Learn, practice, and reinforceadvanced grammar and usageskills.

Identify one of the skills as a Problem of the Week. Focuson this problem throughout class sessions. At the end ofthe week, assign just this skill as a computerized quiz.

Reading Comprehension &Critical Thinking 2 205CC

Practice reading strategies, ndinformation in text, think aboutcomplex problems, take notes inan electronic format, and expressthinking in writing.

Allow students to select a story within one unit, ordivide the class into groups and have each group gothrough one of the three stories in a unit. Use the CriticalThinking exercises as “quick writes” for sharing ideaswith a partner or small group.

Reading Comprehension1-2 206-207CC

Understand and identify keyelements of reading comprehensionincluding details, inference,main idea, sequence of events,vocabulary, and fact and opinion.

Complement each skill area with group activitiesintegrating a variety of texts students will encounter:graphs, charts and tables, maps, schedules, andinstructions. Pair students based on reading levelprociency and instruct them to extrapolate informationfrom a variety of media.

Parts of Speech: Advanced40SB

Learn, practice, and reinforce theidentication and correct usage ofparts of speech.

Aer instruction on specic parts of speech iscompleted, assign this program and the correspondingskills as a study and review session. Then assess andevaluate using traditional tools.

Punctuation: Advanced42SB Learn, practice, and reinforceadvanced-level usage ofpunctuation.

Use this program to reinforce skills taught in class byhaving small groups work together to complete roundsof questions posed in the program. The step-by-steparea can oer discussion starters and help to strugglinggroups.

Reading and WritingStrategies 7-8 143SB

Learn, practice, and reinforcenecessary reading and writingstrategies to communicateeciently and eectively.

Use the passages and questions to model comprehensionstrategies such as Think Aloud. Read the passage aloud.Then the students and teacher can talk about the passageand what they may need to review to fully understandits context.



Entering Orchard as a Guest

By entering Orchard as a Guest, students can quicklyaccess all available Orchard programs. This methodrequires lile teacher involvement. However, keep in mindthat when students use Orchard in the Guest mode, nonames, records, or bookmarks are kept. Therefore, it is notrecommended that students frequently use this option.

1 Double-click the Orchard icon to open the login screen.*

2 Click the Guest buon.

Enter the name by which you would like to be called.

Click OK.

A screen showing the available Skill Trees appears.

Click a Skill Tree name, and then click OK to launch theprogram.

Accessing Information on Assigned SkillTrees

Instructors can access information on assigned Skill Trees.

1 Have the student log in and select a class.

The available Skill Trees are shown.

2 Right-click (Windows) or CONTROL+click (Macintosh)any of the Skill Trees listed.

A Program Info screen appears with the Skill Tree name,subject, grade level, type, and completion time.

Click OK to return to the list of Skill Trees.

For information on management system functions, suchas creating students and assigning students to classes, seeyour Orchard Gold Star Teacher’s Guide.

Entering Orchard as a Pre-Enrolled

StudentHaving students enter Orchard using a specic login namenot only allows you to monitor student progress throughthe variety of records that are kept on each student, but italso allows students to access individualized assignmentstailored to their specic needs.

Note: A student must be enrolled in at least one class within theOrchard Manager to use this option.

1 Double-click the Orchard icon to open the login screen.*

2 Enter your login name and password, if required, andclick OK.

If you are enrolled in more than one class, you will beasked to select a class.

A screen showing your available Skill Trees for that classappears.

Click a Skill Tree name, and then click OK to launch theprogram.

Accessing Assignments

*The Orchard icon is located by default in the Orchard folder. ForWindows users, the Orchard icon is also located by default in the Start

Menu. For Macintosh users, the Orchard icon is also located by default in

the Mac Dock menu.




Grade Levels K 1 2 3 4 5 6 7 8 9 10 11 12


Enrichment Core Remedial

7

Integrated Throughout

Use word processing when composing and revising •

Use writing for various purposes and in a range of contexts, including schoolwork •

Use conventions of wrien materials to help understand and use the materials •

Make connections among previous experiences, prior knowledge, and a variety of texts •

Writing

Communicate ideas and information for a variety of purposes and to specic audiences, using forms appropriatefor their purpose and topic

•

Produce media texts using writing and materials from other media •

Revise and edit work, focusing on content and elements of style: use a variety of strategies and resources, useconsistent verb tense, eliminate repetition, and use accurate spelling, capitalization, punctuation, and sentencestructure

•

Use and spell correctly the appropriate vocabulary •

Use correctly the conventions specied: use periods consistently aer initials, in abbreviations containing lower‑case leers, and in decimal numbers; and use parentheses appropriately

•

Produce pieces of writing using a variety of forms, techniques, and resources appropriate to the form and purpose •

Use variety in sentence type, length, and structure •

Organize information to develop a central idea, using well-developed, well-linked paragraphs •

Proofread and correct nal dras, focusing on grammar, punctuation, and spelling •

Use modiers, including prepositional phrases, correctly and eectively •

Show growing awareness of the expressiveness of words in own word choice •

Reading and Research

Read a variety of ction and nonction materials for dierent purposes •

Explain personal interpretation of a wrien work, supporting it with evidence from the work and from ownknowledge and experience

•

Use textual cues to construct meaning and interpret text (organization, point of view, theme) •

Explain how various elements in a story function in relation to each other (plot, character, theme, seing) •

Identify language and visual images that create mood •

Identify forms of texts and describe their key features •

Identify and explain stylistic devices in literary works •

Use a thesaurus to expand vocabulary •

Use special terminology in a particular area of study •

Oral and Visual Communication

Listen to and communicate connected ideas and relate carefully constructed narratives about real and ctionalevents

•

Contribute and work constructively in groups: engage in dialogue to understand viewpoints of others, contributeto group harmony, organize and complete tasks, demonstrate respect, evaluate quality of contribution, set goalsand plans, ask questions, and build on the ideas of others

•

Use the appropriate conventions of oral language in discussions and presentations •



Writing and Media Literacy 7 17CC (cont.)

Oral and Visual Communication (cont.)

Demonstrate the ability to concentrate by identifying main points and staying on topic •

Use repetition for emphasis •

Use tone of voice, gestures, variation in pace, and pauses when making presentations •

Speak clearly when making presentations •

Show respect for the presenter through active listening and viewing behaviors •

Rehearse and revise material to prepare for presentation •

Explain how sound and image work together to create an eect •

Identify descriptive and gurative language in oral and media texts •

Listen aentively and organize and classify information •

Identify various types of media works and techniques used in them •

Create and analyze media works •

Express and respond to a range of ideas and opinions concisely, clearly, and appropriately •

Describe the function of dierent elements in various media •

Introduction

In Writing and Media Literacy 7 , students learn to writecreatively and for real-life purposes at the Writer’s Blockcenter, where they work on a variety of writing types suchas scripts, poetry, e-mail, and memos. At the Radio Factory,students design and produce their own radio programs. Aword processor is available through the program.

Using Writing and Media Literacy 7

1 Aer you log in and select Writing and Media Literacy 7

178CC , click on a location.

Word Processor Training Center

The Word Processor Training Center provides instructionand practice in using a word processor.

Tutorial and Tasks

1 To learn about word processors and how to use them,click Tutorial and Tasks.

2 Follow the instructions that introduce you to the tutorialand tasks. Click the Tutorial or Tasks buon at the

boom of the screen to see more information abouteach.

• In the Tutorial , students learn about the drop-downmenus and items in the tool bar of a word processor.

1 Click the Next buon and the right arrow tomove through the tutorial.

Note:ClickNexttoseedenitionsoftheitemsinthemenus,andclicktherightarrowwhenitashesgreento go on to the next screen.

2 When you are nished with the tutorial, you canreturn to the menu by clicking Menu in the lowerle corner of the screen, or you can proceed to thetasks by clicking Tasks in the center of the screen.

• In the Tasks , students are given ve activities topractice using the features of a word processor.

1 Click a task, and then click OK.

2 Read the instructions, clicking the scroll bar asneeded to see all of the text.



If you would like to print the task instructions,click the Print Task buon.

Click the Word Processor graphic to open theword processor.

Follow the directions for completing the task.

When you are nished, save your work, and thenselect Exit from the File menu to leave the wordprocessor.

7 Click Menu to return to the task menu.

Repeat steps 1-7 to complete another task, or clickMenu to return to the Writing and Media Literacy7 main menu.

Word Processor

1 Click the Word Processor graphic.

A blank word processing screen appears for you to enteryour text.

2 When you are nished, save your work, and then clickExit to leave the word processor.

Writer’s Block

The Writer’s Block oers four locations for learning aboutand practicing writing styles and techniques.

1 Click one of the locations to begin an activity.

Real Work Gym

In this location, you’ll learn about and practice threedierent types of writing for business: memos, e‑mails, and

business leers.

1 Listen to the introduction, and then click the doors toenter the “workout room.”

2 Select a piece of equipment to begin a lesson:

The Memo Machine teaches you about the parts andstructure of a memo and gives you practice writing amemo.




The E-mail Exercycle explains the parts of an e-mailmessage and allows you to practice writing an e-mail ofyour own.

BusinessLeerWeightsteaches you the format and

essential components of a business leer, while linkingparagraphs and using a variety of sentence structures.

Follow the on-screen instructions to learn aboutthe writing activity, access the word processor, andcomplete the assignment.

When you are nished with the activity, click Menu toreturn to the Real Work Gym main menu.

Repeat steps 2-4 to complete another activity, or clickMenu to return to the Writer’s Block main menu.

Haunted Mansion

In the Haunted Mansion, you’ll learn about the narrativeelements of plot, seing, and character while you write amystery story.

1 Follow the on-screen instructions to brainstorm ideas,describe a seing, develop characters, build a plotline,and dra a story.

2 When you are nished with the activity, click Menu toreturn to the Writer’s Block main menu.




Theater

In the Theater, you’ll explore the elements of plays andplay writing: characters, costumes, sets, lighting, props,sound, and scripts. The focus is on script writing, and you’llexplore a script and learn how to write dialogue for a play.

You’ll also write a monologue and a play script.

1 Follow the on-screen instructions to brainstorm ideas,describe a seing, develop characters, build a plotline,and dra a story.

2 When you are nished with the activity, click Menu toreturn to the Writer’s Block main menu.

Poet Tree Caf é

In the Poet Tree Café, you’ll learn about poetic techniqueslike alliteration, onomatopoeia, metaphors, similes, andpersonication. You’ll practice these skills while composinga menu for the café, and then you’ll write song lyrics,create a parody of a nursery rhyme, and write a dramaticmonologue.

1 Listen to the introduction, and then click the right arrowto enter the “café.”

2 Select an activity and follow the instructions for usingthe technique.

Alliteration involves using an initial consonant soundrepeatedly.

Onomatopoeia refers to words that sound like what theyrepresent (e.g., hiss, bang, crunch).

Comparison Devices include metaphors, similes, andpersonication.

When you have nished with the three activities, clickthe right arrow to continue.

Revise your writing as necessary, and save to yourportfolio.

Click the right arrow to continue.




Select an activity and follow the instructions for usingthe technique.

In Song Station , you’ll examine songs as a style of poetryand write lyrics to music that you choose.

In Juvenile Joint , you’ll rewrite a nursery rhyme as aparody.

In Commentary Corner , you’ll write a dramaticmonologue.

7 Click the right arrow to listen to the end of the lesson.

Click Menu to return to the Writer’s Block main menu.

Radio Factory

In the Radio Factory, you’ll assume the role of the programdirector and select the songs and other program featuresneeded for a radio show.

1 Click the Radio Factory sign.

The Radio Factory introductory screen appears.

2 Follow the on-screen instructions to put together yourradio show.

When you are nished, save your radio show.

Click Menu to return to the Writing and MediaLiteracy 7 main menu.

Program Parameters

To customize students’ learning experiences, severalprogram parameters are available for Writing and MediaLiteracy 7.

1 To change the seings for this program, log in to theOrchard Manager as a teacher.

2 Select a class, and click OK.

Click Edit Class Parameters on the Classes tab, or selecta student and click Edit Student Parameters on theStudents tab.

You will see a list of programs to choose from.

Highlight Writing and Media Literacy 7 178CC, andclick Edit.

A parameters screen appears, showing the availableprogram segments.

Click the check boxes in front of the program segmentsto toggle on or o the availability of each segment to thestudent(s).

Note: To see a brief description of the objectives for an activity

rest the cursor on the activity name. The descriptions appearas a ToolTip.

Click OK when you are nished.




7






Writing

Communicate ideas and information for a variety of purposes and to specic audiences, using forms appropriatefor purpose and topic

•

Produce media texts using writing and materials from other media•


•





Show growing awareness of the expressiveness of words when making word choices •

Use correctly the conventions specied: use periods consistently aer initials, in abbreviations containing lower‑case leers, and in decimal numbers; and use parentheses appropriately

•

Use variety in sentence type, length, and structure •Use modiers, including prepositional phrases, correctly and eectively •

Identify and name the major parts of the sentence •

Use a variety of subordinate clauses correctly and appropriately according to purpose •



Read independently, selecting appropriate reading strategies •


•

Use comprehension strategies (reecting, assessing, re‑reading, determining main and supporting ideas) •

Select reading strategies (skimming, scanning, close reading) •

Use textual cues to construct meaning and interpret text (organization, point of view, theme) •

Decide on a purpose for reading and select material from a variety of sources •

Understand the appropriate vocabulary, language structures, and conventions •

Recognize uses of slang, colloquialism, and jargon •

Identify the main ideas in information materials and explain how the details support the main ideas •

Make judgments and draw conclusions on the basis of evidence •

Explain how various elements in a story function in relation to each other (plot, character, theme, seing) •


Grade Levels K 1 2 3 4 5 6 7 8 9 10 11 12

Read., Research, and Lang. Skills 7 179CC




Using Reading, Research, and LanguageSkills 7

1 Aer you log in and select Reading, Research, andLanguage Skills 7 179CC , click on a location.

Introduction

In Reading, Research, and Language Skills 7 , you can eithervisit the Mountain Trails to work on your grammar,punctuation, spelling, and vocabulary skills, or you can goto Books R Us, where you can focus on research skills andexplore various forms of reading, including novel extractsand short stories. A word processor and tutorial are also

available.

Reading, Research, and Language Skills 7 179CC (cont.)

Reading and Research (cont.)

Examine techniques of persuasion •

Identify language and visual images that create mood •




Use a variety of strategies to determine the meanings of unfamiliar words •


Use punctuation to promote comprehension •

Determine literal and implied meaning of visual and wrien texts •

Formulate relevant questions on a topic for research purposes •

Prepare and use a plan to access information from a variety of sources •

Use criteria to evaluate the currency, usefulness, and reliability of sources •

Organize information and ideas •

Make notes using headings, subheadings, and graphic organizers •

Assess information collected related to audience, purpose, and form •

Plan and carry out a research project •


Provide clear answers to questions and write well-constructed explanations or instructions •

Listen to and communicate connected ideas and relate carefully constructed narratives about real and ctionalevents

•

Use appropriate tone of voice, gestures, variation in pace, and pauses when making presentations •


Speak clearly when making presentations •


Use repetition for emphasis •





2 Read the instructions, clicking the scroll bar asneeded to see all the text.

If you would like to print the task instructions,

click the Print Task buon.





Repeat steps 1-7 to complete another task, or clickMenu to return to the main menu.

Word Processor

1 Click the Word Processor graphic.


2 When you are nished, save your work, and then selectExit from the File menu to leave the word processor.



Tutorial and Tasks






Note:ClickNexttoseedenitionsoftheitemsinthemenus,andclicktherightarrowwhenitashesgreento go to the next screen.






• In Creative Characters , you’ll learn about the qualitiesthat make ctional characters believable, and howto show a character’s personality through his or heractions, appearance, and speech.

• In What’s Your Style , you’ll learn about formal andinformal writing styles and how to determine whichis appropriate for a given situation.

• In The Plot Thickens , you’ll learn about the elementsof plot.

• In Take the Quiz , you can test what you have learnedfrom the three other activities.

Books R Us

Books R Us oers four topics for learning about andpracticing reading and writing skills.

1 Click one of the signs to begin an activity.

Reference

The Reference section focuses on research and writingskills. You will learn about dierent sources for locatinginformation (personal knowledge, interviews, and researchtexts), create questions for research, take notes, andorganize research notes into an outline.

1 Follow the on-screen instructions to learn about sourcesof information and how to examine what you know, askquestions to expand the topic, organize what you know,and write a short piece on the topic given.

2 When you are nished with the activity, click Menu toreturn to the Books R Us main menu.

Fiction

You’ll learn about the features of ction writing,characterization, and the structure of a story.

1 Read the introduction to ction, and then choose anactivity:




2 Follow the on-screen instructions to complete theactivities.

When you are nished, click Menu to return to theFiction menu.

Click Menu again to return to the Books R Us mainmenu.

Do It Yourself

You’ll learn about the elements of writing to inform, andyou’ll have the opportunity to write instructions.

1 Read the introduction, and then choose an activity:

• In How to Do It , you’ll learn about what to considerwhen writing instructions and procedures. You’llarrange the steps for a of couple activities in order,and then you’ll write the steps for an activity of yourchoosing.

• In How Does It Work? , you’ll learn how to determinethe meanings of unfamiliar words by using contextand what you already know.

• In What About It? , you’ll learn about gatheringinformation from research reports.


When you are nished, click Menu to return to theBooks R Us main menu.

Adventure

In this section, you’ll learn techniques to help you get moreout of your reading.


• In Adventure with Words , you’ll learn how todetermine the meanings of unfamiliar words. You’llalso learn about slang, jargon, and colloquialisms.




• In Pen Pal Journey , you’ll learn about how passagescan create a mood and evoke emotions. You’ll alsolearn how to make inferences when you read.

• In Sailing Trip , you’ll learn reading techniques such

as skimming, scanning, and reading closely. You’llalso determine the main idea and supporting detailsof a short passage.


When you are nished, click Menu to return to theBooks R Us main menu.

Mountain Trails

Activities in Mountain Trails focus on the instructionand practice of essential grammar, spelling, and sentence

structure skills. The Mountain Trails main menu has threeoptions: Grammar Path, Punctuation Path, and Spelling andVocabulary Path.


Grammar Path

In this section, you’ll learn about sentence structure andthe parts of a sentence. You can also take a quiz over theinformation presented on the Grammar Path.

1 Listen to the introduction, choose a bike, and then clickthe right arrow to continue.

2 Select a path.

• In Parts of a Sentence , you’ll learn about subjects,predicates, direct and indirect objects, phrases,clauses, modiers, and subject completions.

• In Sentence Structure , you’ll learn about independentand dependent clauses; simple, compound, andcomplex sentences; and structural errors such assentence fragments, run-ons, and comma splices.





2 Select a path.

• In Periods , you’ll learn about the use of periods aer

initials, aer abbreviations, and as decimal points.

• In Parentheses , you’ll learn how to use parenthesesto correctly punctuate a sentence that has eitheran acronym that follows the full name or extrainformation not necessary to include in the sentence.You will also use parentheses to denote stagedirections and to explain unfamiliar terms.

• In the Path Quiz , you have the opportunity to take aquiz on the topics covered in Periods and Parentheses.

If you selected either Periods or Parentheses , select anactivity:

• The pretest enables you to nd out what you alreadyknow about the topic. Immediate feedback isprovided for correct and incorrect answers.

• The tutorial provides instruction and examples of thetopics.

• In the practice, you identify examples of the conceptspresented in the tutorials and receive feedback forcorrect and incorrect answers.

• The checkpoint allows you to see if you have learnedthe concepts presented in the tutorials.

• In the Path Quiz , you have the opportunity to take aquiz on the topics covered in Parts of a Sentence andSentence Structure.

If you selected either Parts of a Sentence or Sentence

Structure , select an activity:




• The checkpoint allows you to see if you have learnedthe concepts presented in the tutorials.

When you have nished the activity, click Menu toreturn to the path.

You can either select another activity or click Menuagain to return to the Mountain Trails main menu.

Punctuation Path

In this section, you’ll learn about the proper use ofperiods and parentheses. You can also take a quiz over theinformation presented on the Punctuation Path.






Spelling and Vocabulary Path

In this section, you’ll learn some spelling rules, practiceselecting either the correctly spelled word or the correcthomonym, and get tips on ways to increase yourvocabulary. You can also take a quiz over the informationpresented on the Spelling and Vocabulary Path.


2 Select a path.

• In Spelling and Capitalization , you’ll learn spellingrules and practice selecting the correctly spelledword or the correct homonym to complete asentence.

• In Vocabulary , you’ll get tips about ways to increaseyour vocabulary, in addition to learning aboutdictionary and thesaurus entries.

• In the Path Quiz , you have the opportunity totake a quiz on the topics covered in Spelling andCapitalization and Vocabulary.

If you selected either Spelling and Capitalization orVocabulary , select an activity:

• The pretest assesses what you already know aboutthe topic. Immediate feedback is provided for correctand incorrect answers.



• The checkpoint tests to see if you have learned theconcepts presented in the tutorials.



Program Parameters

To customize students’ learning experiences, severalprogram parameters are available for Reading, Research,and Language Skills 7.





Highlight Reading, Research, and Language Skills 7179CC, and click Edit.



Note: To see a brief description of the objectives for an activityrest the cursor on the activity name. The descriptions appearas a ToolTip.





Writing and Media Literacy 10CC

Grade Levels K 1 2 3 4 5 6 7 8 9 10 11 12



8



Use writing for various purposes and in a range of contexts, including school work •



Writing

Communicate ideas and information for a variety of purposes and to specic audiences, using forms appropriatefor their purpose and topic

•

Produce media texts using writing and materials from other media•


•



Use variety in sentence type, length, and structure •



Use modiers, including prepositional phrases, correctly and eectively •

Show growing awareness of the expressiveness of words when making word choices •

Use a variety of styles of type appropriate to purpose •Distinguish between fact and opinion, and use each appropriately •

Select and use words eectively •



Use textual cues to construct meaning and interpret text (structures and elements of specic genres) •





Distinguish between fact and opinion •Organize information and ideas •








Tutorial and Tasks




• In the Tutorial , students learn about the drop-down

menus and items in the tool bar of a word processor.


Note:ClickNexttoseedenitionsoftheitemsinthemenus,andclicktherightarrowwhenitashesgreento go to the next screen.


Introduction

In Writing and Media Literacy 8 , students learn to write forvarious purposes and audiences at the Writers’ Passage,where they work on a variety of writing types such aspoetry, a persuasive essay, and a career portfolio. At theMegashow, students explore how images and music can

be combined to convey a message. A word processor isavailable throughout the program.

Using Writing and Media Literacy 8

1 Aer you log in and select Writing and Media Literacy 8180CC , click on a location.



Writing and Media Literacy 10CC (cont.)





Explain how sound and image work together to create an eect •

Identify descriptive and gurative language in oral and media texts •

Identify various types of media works and techniques used in them •

Create and analyze media works •


Describe the functions of dierent elements in various media •

Use resource materials to illustrate ideas in presentations •

Evaluate the eectiveness of informational media works •

Describe a media work, outlining its dierent parts and the steps and choices involved in planning and producingit

•




Writers’ Passage

The Writers’ Passage oers four locations for learning about

and practicing dierent styles of writing: the TransportationDepot, the Employment Center, the Courthouse, and PoetTree Café.

1 Click one of the locations to begin an activity.

Transportation Depot

In this location, you’ll learn about the purpose of brochuresand yers and develop a brochure and yer of your own.You’ll consider design, selection of information, audience,purpose, and sentence variety.

1 Listen to the introduction, and then click Enter.

2 Follow the on-screen instructions to learn aboutthe writing activity, access the word processor, andcomplete the assignments.

When you are nished with the activity, click Menu toreturn to the Writers’ Passage main menu.

Employment Center

In the Employment Center, you’ll assemble the information




If you would like to print the task instructions,click the Print Task buon.





Repeat steps 1-7 to complete another task, or clickMenu to return to the Writing and Media Literacy8 main menu.

Word Processor

1 To use the word processor, click the Word Processorgraphic.





onomatopoeia, and rhyme) and forms (picture poems,tanka, cinquain, diamente, and free verse).

1 Listen to the introduction, and then click the right arrowto enter the “café.”

2 Follow the on-screen instructions to learn about andpractice using the poetic techniques and forms.

Click Menu to return to the Writer’s Block main menu.

My Portfolio

You can review your work at any time.

1 Click the My Portfolio buon to see a list of projects youworked on during your time in the Writers’ Passage.

Projects that you completed are in black, and projects

you have not yet done are in gray.

2 Click any of the black text to see your work for thatproject.

When you are nished reviewing your work, click Menuto return to the Writers’ Passage main menu.

Megashow

At Megashow, you’ll learn how visuals and music can becombined to convey a message.

you need for a career portfolio, including a self-assessmentinventory, a résumé, a cover leer, an application form, andnotes you can use to prepare for an interview.

1 Listen to the introduction, and then click Enter.

2 Follow the on-screen instructions to collect the pieces foryour career portfolio.


The Courthouse

In the Courthouse, you’ll learn how to write in order topersuade others. You’ll also learn the dierence betweenfacts and opinions and how facts can be used to supportopinions. You’ll also learn about paragraph structure andsupporting details.

1 Listen to the introduction, and then click Enter to enterthe “courthouse.”

2 Follow the on-screen instructions to get an idea andwrite a persuasive paragraph.


Poet Tree Caf é

In the Poet Tree Café, you’ll practice with dierent poetictechniques (word choice, imagery, alliteration, assonance,




When you are nished, save your megashow.

Click Menu to return to the main menu.

My Records

You can use My Records to review your progress throughthe locations in Writing and Media Literacy 8, view theamount of time you spent in each location, and review yourquiz scores.

1 Click the My Records buon.

The locations you have worked in are checked o.

2 Click the Activity or Scores buon to see information onyour progress through the lessons.

When you are nished, click Close to return to the mainmenu.

Program ParametersTo customize students’ learning experiences, severalprogram parameters are available for Writing and MediaLiteracy 8.





Highlight Writing and Media Literacy 8 180CC, andclick Edit.


1 Click the doors to enter the studio.

2 Select a location:

• In the Work Shop , you’ll learn about factors toconsider when developing a presentation, including

selecting music that conveys the desired mood, andplacing text appropriately.

• In the Screening Room , you’ll review and critiqueseveral megashows.

• In the Studio , you’ll design a megashow of your own.

Follow the on-screen instructions to learn about theelements of megashows and to produce a show of yourown.





Note: To see a brief description of the objectives for an activity,rest the cursor on the activity name. The descriptions appearas a ToolTip.





Reading, Research, and Language Skills 11CC

8






Writing

Communicate ideas and information for a variety of purposes and to specic audiences, using forms appropriatefor purpose and topic

•


•



Organize information using paragraph structures appropriate to purpose •


Use correctly the conventions specied: case of pronouns, complex sentences, comma to separate introductoryphrases and clauses and to separate phrases and clauses in a series, quotation marks to indicate titles and in directspeech, ellipsis, and dash in a sentence break or interrupted speech

•

Use italics and underlining to indicate titles •


Read a variety of ction and nonction materials from various genres and for dierent purposes •

Read independently, selecting appropriate reading strategies •


•

Use comprehension strategies (adjusting rate, summarizing, SQ3R) •

Select reading strategies (scanning, skimming, close reading) •

Use textual cues to construct meaning and interpret text (structures and elements of specic genres) •

Decide on a purpose for reading and select material from a variety of sources •

Understand the appropriate vocabulary, language structures, and conventions •

Identify the main ideas in information materials and explain how the details support the main ideas •

Make judgments and draw conclusions on the basis of evidence •Explain how various elements in a story function in relation to each other (plot, character, theme, seing) •







Grade Levels K 1 2 3 4 5 6 7 8 9 10 11 12

Read., Research, and Lang. Skills 8 181CC




Using Reading, Research, and LanguageSkills 8

1 Aer you log in and select Reading, Research, andLanguage Skills 8 181CC , click on a location.

Introduction

In Reading, Research, and Language Skills 8 , you can eithervisit The River to work on grammar, spelling, punctuation,and sentence structure, or you can go to The Mall, whereyou can focus on developing your reading and researchskills. A word processor and tutorial are also available.

Reading, Research, and Language Skills 11CC (cont.)

Reading and Research (cont.)


Formulate relevant questions on a topic for research purposes •

Prepare and use a plan to access information from a variety of sources •

Use criteria to evaluate the currency, usefulness, and reliability of sources •

Organize information and ideas •

Make notes using headings, subheadings, and graphic organizers •



Distinguish between fact and opinion •

Identify and describe techniques used to create mood in literary texts •


Provide clear answers to questions and well-constructed explanations or instructions •




Listen attentively and organize and classify information •

Contribute and work constructively in groups: engage in dialogue to understand viewpoints of others, establishclear purposes and procedures for solving problems and completing projects, contribute to group harmony,organize and complete tasks, demonstrate respect, evaluate quality of contribution, set goals and plans, and planand facilitate small group activities to share information using a variety of engaging methods

•

Use the appropriate conventions of oral language in discussions and presentations •

Demonstrate the ability to concentrate by identifying main points and staying on topic •

Adjust delivery to suit the size of different groups •





If you would like to print the task instructions,

click the Print Task buon.





Repeat steps 1-7 to complete another task, or clickMenu to return to the Reading, Research, andLanguage Skills 8 main menu.

Word Processor

1 To use the word processor, click the Word Processorgraphic.





Tutorial and Tasks


2 Follow the instructions that introduce you to the tutorialand tasks, and then click a buon at the boom of thescreen to see the tutorial or tasks.



Note:ClickNexttoseedenitionsoftheitemsinthe

menus,andclicktherightarrowwhenitashesgreento go on to the next screen.






• CurrentAairs focuses on the structure of a newsarticle, reading for facts, and organizing the facts.

• The Quiz tests you on your understanding ofnewspaper articles.


When you are nished with the activity, click Menu toreturn to the Mall main menu.

Travel Agency

At the Travel Agency, you’ll select a country to research forvacation planning. You’ll read information and take notes,complete a planning guide and a cost analysis, and thenwrite a memo.

The Mall

The Mall oers four topics for learning about andpracticing reading and writing skills.


Newspaper Kiosk

The Newspaper Kiosk teaches about certain parts of thenewspaper.


• In Editorials , you’ll learn about the structure ofopinion pieces, how to support opinions, andhow to inuence readers through denotation andconnotation. You’ll write a leer to the editor thatpresents and supports an argument.




• Activities in Classic Tales focus on the elements ofshort stories, and you’ll create a character sketch anddevelop a plot graph.

2 Follow the on-screen instructions to complete the

activities.

Note: Click the lower right corner of the book pages to turnthe pages.

When you are nished, click Menu to return to the mainmenu.

AV Warehouse

In this section, you’ll learn how to gather information forcomparison purposes, prepare research questions, analyzedata, and prepare a recommendation.


2 When you are nished, click Menu to return to the mainmenu.

1 Read the introduction and select a destination.


When you are nished, click Menu to return to the main

menu.

Antique Shop

You’ll learn about the elements of dierent types of ctionat the Antique Shop.

1 Read the introduction and then choose an activity:

• In Myths , you’ll learn about the characteristics ofmyths, in addition to reading, interpeting, andanalyzing myths.

• In Legends , you’ll learn about the features of legendswhile reading for detail and connecting what you

read to personal experience.




For each topic, you have a choice of activities:



• The nal test determines if you have learned theconcepts presented in the tutorials.

Note: Activities in The River work much like a word processor. Click in the answer space to place the cursor, anduse the keyboard to add or delete punctuation as appropriate.

My Portfolio

You can review your work at any time.

1 Click the My Portfolio buon to see a list of projects youhave worked on during your time in The Mall.

Projects that you completed are in black, and projectsyou have not yet done are in gray.

2 Click any of the buons with black text to see your workfor that project.

When you are nished reviewing your work, click Menuto return to the Mall main menu.

The River

Activities in The River focus on instruction and practice ofgrammar, spelling, punctuation, and sentence structure.

1 Click The River.

The River main menu appears.

2 Click one of the topics:

• Commas 1 focuses on punctuating introductoryphrases and clauses.

• Commas 2 concentrates on using commas for items ina series, including words, phrases, and clauses.

• In Dash , you’ll learn about correct placement of emdashes.

• Ellipsis teaches how to use ellipses to representomied text.

• Pronouns focuses on subjective and objective cases forpronouns.

• In Spelling , you’ll learn how to spell words withinthe context of three activities: Historical Perspective,About Raing, and Creating a Problem.

• Titles shows you how to indicate titles of songs,poems, books, magazines, movies, and newspapers.

• Speech focuses on punctuating direct speech andcorrectly using quotation marks, capitalization,commas, end punctuation, and speaker tags.




When you have nished the activity, click Menu toreturn to the topic menu.

To return to the River main menu, click Menu again.

Program ParametersTo customize students’ learning experiences, severalprogram parameters are available for Reading, Research,and Language Skills 8.





Highlight Reading, Research, and Language Skills 8181CC, and click Edit.


Click the check boxes in front of the program segmentsto toggle on or o the availability of that segment to thestudent(s).

Note: To see a brief description of the objectives for an activity,rest the cursor on the activity name. The descriptions appearas a ToolTip.





Reading Comprehension & Critical Thinking 2 20CC


Grade Levels K 1 2 3 4 5 6 7 8 9 10 11 12

Read. Comp. & Crit. Think. 2 205CC

Comprehension 7 8 9

Read and understand a grade-level story • • •

Improve vocabulary skills • • •

Recall

Identify main character(s) • • •

Identify explicit details about a story (e.g., plot, seing, characters, characterization) • • •

Identify the main idea, conict, and problem of a story •

Recall the sequence of events of a story •

Identify cause and eect • • •

InferenceInterpret the main idea of a story • •

Interpret the main conict and problem of a story • • •

Draw conclusions • • •

Identify characters’ feelings and motives • • •

Describe characters and their relationships • • •

Interpret cause and eect • • •

Compare and contrast • •

Reading Strategies

Identify and interpret simile •

Interpret gurative language • • •Use pre‑reading, during reading, and aer reading strategies to comprehend what is read • • •

Distinguish between more and less important information • • •

Practice taking notes in electronic format • • •

Reect on plot and conict of story, and write about a similar personal experience • • •

Write about specic decisions made by characters • • •

Analyze and write about the causes and eects of characters’ decisions • • •

Write a narrative that logically continues a story • • •

Identify the characters’ main problems • • •

Write a solution to the characters’ problems • • •



Introduction

Reading Comprehension & Critical Thinking 2 is designedto help students learn and practice reading strategiesincluding nding information in text, thinking through

complex problems, expressing their thinking in wrienform, and practicing note taking in electronic form (anenvironment students are increasingly expected to navigateand gain knowledge from in a critical manner). This SkillTree is comprised of three units of three stories each: Unit1 is geared toward the grade 7 reading level, Unit 2 towardthe grade 8 reading level, and Unit 3 toward the grade 9reading level. Students watch an introductory video andread a story. Each story is approximately 750 words longand is accompanied by 10 corresponding comprehensionquestions, 50-60 percent of which require inference.Four critical thinking exercises accompany the stories toencourage deeper, more abstract thinking and problemsolving.

The Storylines

Unit 1

BulliesA seventh-grade boy is bullied by other boys in school andmust decide what to do about it.

Sibling Rivalry A twin who constantly bales with his sister has to decidewhether or not to modify his behavior to keep his friendsfrom geing frustrated with the twins’ incessant ghting.

No Time for ExcusesA girl argues with her parents about balancingextracurricular activities and helping around the house.

Unit 2

Who's Minding the House?When older kids come over while his parents are not athome, a boy must decide whether to do nothing or demandthat they leave before the party gets out of control.

A Little Respect A boy calls in “sick” to work to make a point about how

important his contributions at work are, but he is unsure ofwhat the consequences of his actions will be.

I'm Not a Little Kid Anymore!A boy and his parents usually spend a lot of time together;however, he thinks that his parents may be helping him toomuch and would like to make his own decisions.

Reading Comprehension & Critical Thinking 2 20CC (cont.)

Unit 3

The Injury A boy wants to pursue a basketball career; his counselorwants him to concentrate on academics as a backup plan.

Something for NothingA girl is tempted by friends to shopli and has to suer theunpleasant consequences of her actions.

A Little Harmless TeasingA girl has a friend who gets teased for dressing and actingdierently from everyone else, and she must decidewhether to go along with the teasing or not.

Using Reading Comprehension & CriticalThinking 2

The Notepad

The Notepad is available to add pieces of information to asyou read a story. Type notes or select portions of text youthink may be important for answering the ComprehensionQuestions or responding to the Critical Thinking exercises.The process of typing or selecting the text and clicking“Copy to Notepad” will help rene your ability to identifythe salient parts of a story. The notes in the Notepad will

be available to you when you are ready to respond to theCritical Thinking exercises.

1 Aer logging in and selecting this Skill Tree, anintroduction screen appears, presenting the componentsof the program. Click the right or le arrows to movethrough the Introduction, or click Skip Introduction to

begin the program. Each story in this Skill Tree consistsof three parts: The Story, Comprehension Questions,and Critical Thinking activities. You may freely move







10 Click the Critical Thinking tab and pick the exercise youwould like to work on. The Critical Thinking exercisesare accessible through all nine stories to focus yourthinking while you read. The exercises can be used aspre-reading or during-reading guidance.

What Happens Next? - You continue the story innarrative or expository form.

Has This Ever Happened to You? - Tell what you did ina similar situation.

Advise Me! - Provide advice to the main character as ifhe or she were your own sibling.

Changing Critical Decisions - Identify critical decisionpoints in the story, the consequences, and alternative

decisions that could have been made.

This activity requires you to identify at least twodecisions made by the main character in the story andconsider how those decisions, if made dierently, wouldhave impacted the plot. For example, for Unit 1, Story 1,Bullies, the rst decision point could be when Mahewdecides to talk to the boys who bullied him andapologize, resulting in the bullies further taunting him.A second decision point may be that Mahew decidesto talk to a guidance counselor, resulting in a course ofaction to resolve the bullying problem.


11 Click What Happens Next. An instruction screenappears. To hear the instructions, position the cursorover the instructions eld and click. The cursor willappear as a voice bubble.

Click Start to enter your text. Click Save Dra to saveyour unnished work before you exit the program. Adra of your text is saved when you exit the program.

Click Submit when you are nished with the activityand want to submit it for the teacher to read. A checkmark will appear in the “Completed” column for thisactivity in the Critical Thinking tab.

Click Print to print your answer.

Click Notepad to read your notes to nd informationthat you typed or copied from the story. Click any of thenotes you copied into the Notepad. This will highlight

the section within the story where the note came from.Click the Critical Thinking tab to return to the activity.

Note:Theteachermayviewthesubmiedwrienresponsesto the Critical Thinking activities by selecting PortfolioReport from the Report List in the Orchard Manager. Thetext will not appear in the students’ portfolios until they clickSubmit.




12 Click Has This Ever Happened to You? An instructionscreen appears. Read the instructions, and click Start toenter your text. Write about how you handled a similarsituation in your own life, what you did, and whathappened as a result of the decisions you made. Click

Notepad to view your notes to help you complete thisexercise. When you are nished, click Save Dra orSubmit.

1 Click Advise Me! An instruction screen appears. ClickStart to enter your text. Imagine that the main characterin the story is your sibling, and give advice about keydecisions made in the story. Click Notepad to view yournotes to help you complete this exercise. When you arenished, click Save Dra or Submit.

1 Click Changing Critical Decisions. An instruction screenappears. Click Start to enter your text. Describe two keyplaces in the story where the main character made adecision that inuenced the plot. Number the decisionsDecision 1 and Decision 2. Examples are given; scrolldown to see all of the examples. Click Notepad to viewyour notes to help you complete this exercise. When youare nished, click Save Dra or Submit.

Program Parameters

To customize students’ learning experiences, several

program parameters are available for Reading Comprehension& Critical Thinking 2.





Highlight Reading Comprehension and CriticalThinking 2 205CC, and click Edit.

A seings screen appears, showing the availableprogram segments and options.

From the Stories panel, select which stories are availableto your students by checking or unchecking the boxes.(Note: Only one grade level/Unit will be available if you areusing Orchard for Your State.)





Reading Comprehension 20-207CC


Grade Levels K 1 2 3 4 5 6 7 8 9 10 11 12

Reading Comprehension 1 7-8 206CC

Reading Comprehension 2 8-9 207CC

7 8 9

Details

Understand the importance of details • • •

Distinguish between factual and ctional details • • •

Evaluate information to select the most important details • • •

Organize details chronologically • • •

Discern between wrien and implied details • • •

Identify supporting details • • •

Inference

Understand the meaning of an inferred idea • • •

Infer a specic outcome from a general account • • •

Identify an inferred synonym from a group of words • • •

Choose the correct inference from a table, list, or chart • • •

Distinguish between the words “all” and “some” to make an inference • • •

Evaluate information to select a negative inference • • •

Main Idea

Understand the main idea of a paragraph including several themes • • •

Determine the main idea from reading a sequence of events or steps • • •

Identify an appropriate title indicating the main idea of a story • • •

Identify the sentence that captures the main idea of a paragraph • • •

Fill in a Cloze exercise with a word that completes the main idea of a story • • •

Sequence

Understand the meaning of a sequence of events • • •

Identify a sequence from a sentence that uses time and order words (e.g., before, aer, last) • • •

Arrange three or more sentences in a logical, sequential order • • •

Answer questions based on reading a sequence order in a paragraph • • •

Assign numbers to order a sequence of events from items in a table, chart, or list • • •

Select an appropriate title for a story based on reading a sequence of events • • •

Vocabulary

Understand how to nd the meanings of new vocabulary words • • •

Use synonyms and antonyms as a learning device to gure out an unfamiliar word • • •

Select an appropriate vocabulary word to complete a Cloze exercise • • •

Identify a dierent meaning of a word by comparing three sentences out of context • • •

Interpret the meaning of a word by examining contextual clues • • •



Fact and Opinion

Understand that a fact is a true, accurate statement that can be proven • •

Understand that an opinion is a belief or feeling about something • •

Distinguish between factual information and opinions • •

Decide whether a sentence out of context is a factual piece of information • •

Use dates and events from a reading to identify factual information • •

Reading Comprehension 20-207CC (cont.)

Reading Comprehension 1 • Recommended ♦ Review and Reinforcement

Reading Level 1.5-2.0 3.0 4.0 5.0 6.0 7.0 8.0 9.0 10-12/Adult

Details • • • • • • ♦

Inference • • • • • • ♦

Informational reading • • • • • • ♦

Fact/opinion • • • • • ♦

Main idea • • • • • • ♦

Sequence • • • • • • ♦

Variety of reading material • • • • ♦

Vocabulary • • • • • • ♦

Reading Comprehension 2 • Recommended ♦ Review and Reinforcement

Reading Level 1.5-2.0 3.0 4.0 5.0 6.0 7.0 8.0 9.0 10-12/Adult

Details

• • • •♦

Inference • • • • ♦

Informational reading • • • • ♦

Main idea • • • • ♦

Sequence • • • • ♦

Variety of reading material • • • • ♦

Vocabulary • • • • ♦



Determination of Levels of Difficulty

All items, including those on the diagnostic tests, weretested by approximately 250 secondary-level students. Theitems were then ranked according to diculty (measured

by student performance) and correlated with standardized

test scores in reading comprehension on the CTBS and SAT.

Approximate Times

Diagnostic Tests: 15-20 minutes for each test

Skill Area Programs: 20-30 minutes per level

By beginning at his or her own prociency level andadvancing to the next levels on the basis of his or hersuccess, a learner should be reasonably successful at eachlevel. A given level will take longer to complete for astudent who is doing well than for a student whose lessonends early because he or she misses too many points to beable to achieve the mastery percentage.

Rationale

The rate of language arts development varies greatlyfrom student to student and is dependent upon manyfactors beyond an instructor’s control. Although teachingthe same content to all learners at the same time is fairlyeective, nearly all learners need additional reinforcement,practice, and review. In classes where there is a wide rangeof prociency levels among students, where learnerscome from diverse backgrounds and where home andcommunity factors may inhibit retention, a program likeReading Comprehension enables the busy instructorto provide manageable, individualized instruction andimmediate feedback. In addition, this program gives eachlearner the opportunity to master language arts skills at hisor her own pace, taking as much or as lile time as neededto feel comfortable with the material.

Introduction

The Reading Comprehension series is a diagnostic andprescriptive tutorial program that develops readingcomprehension across the curriculum and meets therecommendations of the latest research on readingintervention. Combining both assessment and remediation,the program is especially eective in developing andimproving the skills needed to read textbooks and job-related technical manuals.

Reading Comprehension 1 (grades 7-8, 206CC) and2 (grades 8‑9, 207CC) rst diagnose each learner’sdevelopmental skill level in the areas of main idea,details, vocabulary, inference, sequence, and, in ReadingComprehension 1 (206CC) only, fact and opinion. Oncethese levels are determined, the learner is automaticallyprescribed individualized instruction at the appropriatelevel. This instructionally ecient method ensures thedevelopment of strong fundamental comprehension skills

that also help raise reading scores.The passages include text reading, graphs, charts andtables, maps, and schedules. The lessons assist learnerswith the transition to textbooks and other print materials,preparing them for state competency tests as well as theGED and other national reading objectives.

Levels

Several types of educational levels are relative to thisprogram. First, there is the instructional level of thecurriculum. The content of the ve levels in each skill areaparallels that which is recommended in state curriculumguides and that which is used in major language arts

textbook series for the appropriate grades. For example,Level 8 of Inference contains material that would normally

be introduced in the eighth grade.

Next is the readability level, which has been controlled andset at levels appropriate to each unit. The Bormuth and FryReadability Indexes were used to evaluate and test passagereadabilities. Finally, there is the interest level of the textitself, which ranges from upper elementary to adult, ABE,and GED, with obvious readability constraints.

The careful fusion of these levels makes ReadingComprehension a valuable program for developmentaluse in upper-elementary and secondary grades andfor remedial use in community college and adult basiceducation.

Reading Comprehension 1: reading levels 3-8

Reading Comprehension 2: reading levels 6-10

Prerequisites

A learner must be reading at the 3.0 level for ReadingComprehension 1 and at the 6.0 level for ReadingComprehension 2. No other prerequisites are needed to runand understand the program.






2 Read the passage and then answer a series of questionsthat follow. Click the leer of your answer choice. Clickthe right arrow to move to the next question. Note: In thePretest, once you have answered a question, you may not goback and change your answer.

When you are nished answering a group of questionsabout the rst passage, you will see a second, third, andfourth passage, each with a series of questions for a totalof 14 questions.

When you complete the Pretest for the activity youhave chosen, you will see a screen showing your scoreand initial level for that activity. A circle will apear inthe level column on the Main Menu indicating yourlevel. To advance to the next level, you must achieve themastery percentage set by a teacher or administrator(see Program Parameters). The default masterypercentage is 69 percent.

At the point at which you have lost too many pointsto achieve mastery for the level you are workingon, the lesson automatically discontinues. If youcomplete a level with a score at or above the masterypercentage, you are assigned to the next level. If youscore lower than the mastery percentage or if the level isdiscontinued because of a low score, you will repeat theprevious level for remediation. If the Instructional Alertsfeature is set (see Program Parameters), multiple activityfailures will present you with a notice to “Contactyour instructor.” Contact your instructor, or click OKto repeat the level or select a dierent assigned skill, ifavailable.

Lessons

Aer the Pretest, the activity begins at your prescribedlevel. Each lesson has 16 questions worth 32 points.

1 Read a short passage, using the arrow buons to moveamong the pages.

Click on the highlighted words to see their denitions inthe glossary.

Aer reading the denition in the glossary, click theReading buon to return to the passage.

2 Click the right arrow to see the entire passage. Read thequestion, and click the number of the correct answer.You will get 2 points for each correct response. Click theReading buon to review the text, if needed. Click theright arrow buon to check your work. You may keeptrack of your points at the boom of the screen.







Use the Sound checkbox under Sound Seings to turnon or o the ability to hear the activity and instructionsread aloud. Use the drop-down menu next to Sound toselect either a male or female voice.

9 Under Instructional Seings, if you set the InstructionalAlerts feature, you will receive a message when thestudent exits the program if he or she does not achievethe mastery percentage for an activity more than theselected number of times. The default seing is 3; youmay select 1-9 times from the drop-down menu. Selectthe number of times the student may fail to achieve themastery percentage before you receive a message in theMessages tab.

Use the Level Progression drop-down menu to changethe progression of instructional ow:

Continuous: The student moves directly into the next

activity in the skill aer completing an activity. If thestudent fails to reach the mastery percentage, he or shereturns immediately to the previous activity. The defaultseing is Continuous.

Return to Skills: When the student completes theactivity, he or she is sent to the Main Menu screen.

10 Click OK to return to the Orchard Manager.



A second dialog box opens when any of the skills areselected. For more information about the subskills, seethe Skills subsection under Program Parameters later.

2 Choose the specic subskill(s) you want, and click OK.

Grammar: Advanced SB

Introduction

Grammar: Advanced focuses on the types and parts ofsentences. Learners identify phrases and clauses as well ascomplements and direct and indirect objects. The programincludes tutorials in addition to practice and test modes.Learners who achieve the preset mastery level can play a

fun and motivating reward game.

Using Grammar: Advanced

Aer logging in to Orchard and selecting Grammar: Advanced , click on the splash screen. A dialog box appears,asking you to choose skills.

1 Select a skill to work on by clicking the check box next tothe skill.

Grade Levels K 1 2 3 4 5 6 7 8 9 10 11 12

Grammar: Advanced 35SB


6 7 8

Sentences

Compound • • •

Complex • • •

Clauses

Types of clauses • • •

Adverb clauses • •

Adjective clauses • •

Noun clauses •

VerbalsTypes of phrases •

Participial phrases •

Gerund phrases •

Innitive phrases •

Phrases

Appositive phrases • • •

Prepositional phrases • • •

Objects

Direct objects • • •

Indirect objects • • •Complements

Predicate nominatives • • •

Predicate adjectives • • •



You will return to the skills dialog box, where you maychoose additional skills.

If Yes is checked in the Let Students Choose BackgroundColors command (this is the default), choose a

background color, and click OK.

The background color of the control panel changes as

you make your choice.An introduction screen appears, listing the skills to bepresented.

If options are set to student’s choice (see ProgramParameters), you must choose to complete a practicelesson or take a test. In both cases, the score is kept andrecorded in the management system.

If you wish to work on a practice lesson usingthe skills you have chosen, click the Pencil

buon.

If you choose a practice lesson, you have three chancesto answer a problem correctly. Immediate feedback isgiven for incorrect answers. You may receive additionalinformation to help guide you to the correct answer.

Alternatively, you may take a test by clicking thePen buon.

If you take a test, you are presented with aproblem and have only one chance to answer correctly.

The Control Panel

Each SkillBuilder program oers several features to aidin the learning process. These features may be accessedthrough the control panel, which is the column of icons onthe le side of the screen. Many of the items that appear in

the control panel can be set up in Program Parameters laterin this manual.

1 If you wish to view tutorial material on thelesson, click the Introduction buon.

In Program Parameters you can turn the tutorialo, make it required, or give the student theoption to use it. (See Program Parameters later.)

2 If you would like to answer a sample problem,click the Sample buon.

Sample problems are not scored.

To review denitions, rules, and examples for

the specic question types, click the Review buon.

If you would like to see your current score, clickthe Check Mark buon.

The screen displays the raw score, the percent correct,and the percent required to play the game.

Click the OK buon to answer a question andmove to the next screen.

Aer you have completed a practice lesson or atest, you are shown your scores and a new control panel

If you mastered the percent specied in the

Program Parameters, you may click the TreasureChest buon to play Blackbeard’s Ghost(Windows) or the Stepping Stones buon toplay Stepping Stones (Mac).

See instructions for playing Blackbeard’s Ghostand Stepping Stones below.

7 If you want to continue answering a new set ofquestions, click the Restart buon.

Grammar: Advanced SB (cont.)



If you’d like to print your scores, click the Print buon.

9 To exit the program and return to the OrchardManager, click the Exit buon.

Playing the Games

Blackbeard’s Ghost

Aer clicking the Treasure Chest buon (Windows), theBlackbeard’s Ghost introduction screen appears.

1 To get instructions, click the Instructions buon.

2 You can choose the diculty level by clicking theDiculty Level buon and selecting Easy, Medium, orHard.

You can see the top 10 scores by clicking the Top Ten buon.

If you wish to quit without playing the game, click ExitGame.

Click the Play buon to play Blackbeard’s Ghost.

The Blackbeard’s Ghost game screen appears.

You are the gure at the top of the screen in thedoorway. The object is to collect the coins and escapewithout being caught by the ghost. If the ghost catches

you, you are vaporized. You get three chances to collectthe coins and escape.

Use the arrow keys to move through the castle.

7 Pick up coins by moving over them.

Flashing coins are worth more points.

When you have collected all the coins, leave throughthe doorway at the top of the screen.

9 If you wish to quit early, press ESC.

The game stops automatically when the time runs out.

When the game is over, your score is shown, alongwith the top 10 scores.

10 Press OK to continue.

Stepping Stones

Aer clicking the Stepping Stones buon (Mac), theStepping Stones introduction screen appears.


2 You can choose the diculty level by clicking theDiculty Level buon and selecting Easy, Medium, orHard.


If you wish to quit without playing the game, click Exit

Game.

Click Play as Tass or Play as Tingo to play SteppingStones as that character.




Program Parameters





Highlight Grammar: Advanced 35SB, and click OK.

Five menus are accessible from Program Parameters:File, Preferences, Options, Lessons, and Reward Game.Windows users (both students and teachers) also seethe About menu. This menu is the same as the AppleAbout menu in the Macintosh version and contains theprogram version and credits. Macintosh users also mayaccess a Help menu.

Preferences Menu

Items in the Preferences menu are available to students ifthe teacher allows access in the Options menu.

Sound

• To turn the sound on, select Preferences Sound On

• To turn the sound o, select Preferences Sound O.

Background ColorsTo change the background colors, select BackgroundColors from the Preferences menu.

The Background Colors screen appears.

Click the desired background, and click OK.

•

•


The Stepping Stones game screen appears.

Use the arrow keys to jump from stone to stone.

Stones turn orange the rst time you step on them,

and red the second time. When bananas thrown by the baboon land on a stone, they turn the stone green. Stepon the stone again to turn it orange, and once more toturn it red.

7 Pick up gems to get extra points.

Avoid the coiled, jumping snake, since it will cause youto slip o the stone and fall.


The game stops automatically aer you have turned allthe stones red, when time runs out, or when you fall forthe third time.

When the game is over, your score is shown, along withthe top 10 scores.


Skills

1 To change the skills you are working on, select Skillsfrom the Preferences menu.

2 Select thedesired skills and subskills as described earlierin the Using Grammar: Advanced section.



Options Menu

The Options menu allows you to decide what options will be available to students.

Activity Format

To determine if students will work activities inpractice mode, test mode, or their own choice of mode,select Format from the Options menu and select theappropriate mode.

Skill Selection

• To let students select their own skills to work on, selectOptions Let Student Choose Skills Yes (this is thedefault).

Note: If students are allowed to choose their own skills to workon, they will have a choice of all skills available. They will notbelimitedtospecicskills,regardlessofwhatskillsyouselectin the Lessons menu.

• To have students work on skills you select for them,select Options Let Student Choose Skills No.

Background Colors

• To let students select the background color, selectOptions Let Student Choose Background Colors Yes (this is the default).

• If you do not want students to change the backgroundcolor, select Options Let Student Choose BackgroundColors No.

Lessons Menu

From the Lessons menu, you can determine what skillsstudents will work on and select a format for the practiceand tests.

Skills

1 Select Skills from the Lessons menu.

The Skills screen appears.

Each time you select a skill, a subskill menu appears.

2 Use the dialog boxes to select skills and subskills foryour students to work on.

The default selections are shown in the followingcolumn.







Grade Levels K 1 2 3 4 5 6 7 8 9 10 11 12



6 7 8

Nouns

Appositives • • •

Concrete • •

Abstract • •

Predicate • •

Collective • •

Gerunds •

Pronouns

Demonstrative • •

Indenite • • •

Interrogative • •

Relative •

Intensive and reexive • •

Verbs

Linking • • •

Present perfect • •

Past perfect • •

Future perfect • •

Progressive • •

Transitive • • •

Intransitive • • •

Active • •

Passive • •

6 7 8

Adjectives

Irregular • • •

Predicate • • •

Proper • • •

Demonstrative • • •

Participles •

Adverbs

Intensiers • • •

Negatives • • •

Conjunctions

Coordinating • • •

Subordinating • • •

Correlative •

Prepositions

Prepositions • • •

Objects of prepositions • • •

Interjections • • •



Introduction

Parts of Speech: Advanced focuses on identifying gerunds,participles, objects of prepositions, predicate nouns,predicate adjectives, and advanced nouns, verbs, adjectives,adverbs, conjunctions, prepositions, and interjections. Theprogram includes tutorials, practice, and tests. Learnerswho achieve the preset mastery level can play a fun andmotivating reward game.

Using Parts of Speech: Advanced

Aer logging in to Orchard and selecting Parts of Speech: Advanced , a dialog box appears asking you to choose skills.


A second dialog box opens when certain skills(i.e., nouns, pronouns, verbs, adjectives, adverbs,conjunctions, and prepositions) are selected. For moreinformation about the subskills, see the Skills subsectionunder Program Parameters later.


You return to the skills dialog box, where you maychoose additional skills.

If Yes is checked in the Let Students Choose BackgroundColors command (this is the default), you will have theoption to choose a background color. Aer you makeyour selection, click OK.

The background color of the control panel changes asyou make your choice.

An introduction screen appears, listing the skills to bepresented.

If options are set to student’s choice (see ProgramParameters later), you must choose to work a practicelesson or take a test. In both cases, the score is kept andrecorded in the management system.

If you wish to work on a practice lesson on theskills you have chosen, click the Pencil buon.

If you work a practice lesson, you have three chances toanswer each problem correctly. Immediate feedback isgiven for incorrect answers. You may receive additionalinformation to help guide you to the correct answer.


If you take a test, you have only one chance to correctlyanswer each problem.

The Control Panel

Each SkillBuilder program oers several features to aidin the learning process. These features can be accessedthrough the control panel, which is the column of icons onthe le side of the screen. Many of the items that appear inthe control panel can be set up in Program Parameters laterin this manual.

Parts of Speech: Advanced 0SB (cont.)





2 If you would like to answer a sample problem,click the Sample buon.

Sample problems are not scored.

To review denitions, rules, and examples forthe specic question types, click the Review

buon.


The screen displays the raw score, the percentcorrect, and the percent required to play the game.


Aer you have completed a practice lesson or atest, you are shown your scores and a new control panel.

If you mastered the percent specied in theProgram Parameters, you may click the TreasureChest buon to play Blackbeard’s Ghost.

See instructions for playing Blackbeard’s Ghost below.




Playing the Game

Aer clicking the Treasure Chest buon, the Blackbeard’sGhost introduction screen appears.


2 You can choose the diculty level by clicking theDiculty Levels buon and selecting Easy, Medium, orHard.



Click the Play buon to play Blackbeard’s Ghost.

The Blackbeard’s Ghost game screen appears.

You are the gure in the doorway at the top of thescreen. The object is to collect the coins and escapewithout being caught by the ghost. If the ghost catchesyou, you are vaporized. You get three chances to collectthe coins and escape.









The game stops automatically when the time runs out.


10 Click OK to continue.

Program Parameters

1 To change seings for this program, log in to theOrchard Manager as a teacher.




Highlight Parts of Speech: Advanced 40SB, and clickEdit.

Five menus are accessible from Program Parameters:File, Preferences, Options, Lessons, and Reward Game.Windows users (both students and teachers) also seethe About menu. This menu is the same as the AppleAbout menu in the Macintosh version and contains theprogram version and credits. Macintosh users will alsosee a Help menu.

Preferences Menu


Sound

• To turn the sound on, select Preferences Sound On.


Background Colors

1 To change the background colors, select Background

Colors from the Preferences menu.The Background Colors screen appears.

2 Click the desired background and click OK.

Skills

1 To change the skills you are working on, select Skillsfrom the Preferences menu.

2 Select the desired skills and subskills as describedearlier in the Using Parts of Speech: Advanced section.

Options Menu


Activity Format

1 To determine if students will work on activities inpractice mode, test mode, or their own choice of mode,select Format from the Options menu and select theappropriate mode.

Skill Selection


Note: If students are allowed to choose their own skills to workon, they will have a choice of all skills available. They will notbelimitedtospecicskills,regardlessofwhatskillsyouselect

in the Lessons menu.• To have students work on skills you select for them,

select Options Let Student Choose SkillsNo.

Background Colors



Lessons Menu


Skills



Each time you select certain skills (i.e., nouns, pronouns,verbs, adjectives, and adverbs), a subskill menu appears

2 Use the dialog boxes to select skills for your students towork on.




Click the Sample buon next to a subskill to view asample question.

When you are done selecting skills and subskills,click OK on the Skills menu to return to the Orchard

Manager.

Practice Format

1 To establish the format of the practice questions, selectPractice Format from the Lessons menu.

The default seings are shown here.

2 The introduction provides explanatory material,including denitions and examples. Decide if theintroduction should be required, turned o, oraccessible at the student’s choice.

Determine whether to allow students to review theintroductory material during the practice session.

Set the number of questions in a practice session from 1to 25.

Determine whether or not students can try samplequestions before beginning a lesson.

Scores on sample questions are not reported to theOrchard Manager.

When you are nished seing practice parameters, clickOK.

The default selections are shown below.




Test Format

1 To establish the format of the test questions, select TestFormat from the Lessons menu.


2 The introduction provides explanatory materialincluding examples. Decide if the introduction should

be required, turned o, or accessible at the student’schoice.

Determine whether to allow students to review theintroductory material during a test.

Set the number of questions in a test from 1 to 25.

Determine whether or not students can try samplequestions before beginning a test.


When you are nished seing test parameters, click OK.

Reward Game

From the Reward Game menu, you can choose whetherstudents have access to the reward game and the percentcorrect needed to be able to play the game. You can alsoview and/or clear the top 10 high scores.

The default seing is for the game to be available tostudents.

1 If you wish to make the game unavailable to students,select Reward Game Blackbeard’s Ghost Inactive.

2 To make the game available to students, select RewardGame Blackbeard’s GhostActive.

To change the percent of questions a student mustanswer correctly to play the game, select Percent to Playfrom the Reward Game menu, type a new percentage,and click OK.

The default seing is 80%.

To view the players who have the 10 highest gamescores, select Top 10 Players from the Reward Gamemenu.

To clear the top 10 players, click Clear Names, and thenclick Yes.

About Parts of Speech: Advanced

1 If you wish to view program version information andcredits in Windows, select About Parts of Speech:Advanced from the About menu.

2 To view program information on a Macintosh, selectAbout Parts of Speech: Advanced in the Apple menu.

Click OK to close the About window.

Saving Your Changes

To save changes that you made to Program Parameters,choose Exit (Windows users) or Quit (Macintosh users)from the File menu.




Introduction

Punctuation: Advanced focuses on the proper use of manytypes of punctuation. Learners practice using end marks,commas, colons, semicolons, hyphens, and quotationmarks. The program includes tutorials, in addition to

practice and test modes. Learners who achieve the presetmastery level can play a fun and motivating reward game.

Using Punctuation: Advanced

Aer logging in to Orchard and selecting Punctuation: Advanced , a dialog box appears asking you to choose skills.


A second dialog box opens when certain skills (i.e.,sentences, phrases, series, separators, and joiners) areselected. For more information about the subskills, seethe Skills subsection under Program Parameters later.


You return to the skills dialog box, where you maychoose additional skills.

If Yes is checked in the Let Students Choose BackgroundColors command (this is the default), choose a

background color, and click OK.

The background color of the control panel changes asyou make your choice.

An introduction screen appears, listing the skills to bepresented.


Grade Levels K 1 2 3 4 5 6 7 8 9 10 11 12



6 7 8

Sentences

End marks • • •

Quotation marks • • •

Independent clauses •

Phrases

Commas—introductory • • •

Commas—interrupters • • •

Series

Colons—lists •

Semicolons—series •

6 7 8

Separators

Commas—adjectives •

Commas—addresses • • •

Commas—dates • • •

Joiners

Hyphens—compounds • •

Hyphens—divided words • •

Time

Colons • • •



If options are set to student’s choice (see ProgramParameters later), you must choose to work on a practicelesson or take a test. In both cases, the score is kept andrecorded in the management system.

If you wish to work on a practice lesson on the

skills you have chosen, click the Pencil buon.If you work a practice lesson, you have threechances to answer a problem correctly. Immediatefeedback is given for incorrect answers. You may receiveadditional information to help guide you to the correctanswer.


If you take a test, you are presented with aproblem and have only one chance to answer correctly.

The Control Panel

Each SkillBuilder program oers several features to aidin the learning process. These features can be accessedthrough the control panel, which is the column of icons onthe le side of the screen. Many of the items that appear inthe control panel can be set up in Program Parameters laterin this manual.



2 If you would like to answer a sample problem,

click the Sample buon.Sample problems are not scored.

To review denitions, rules, and examples forthe specic question types, click the Review

buon.


The screen displays the raw score, the percentcorrect, and the percent required to play the game.


Aer you have completed a practice lesson or atest, you are shown your scores and a new control panel

If you mastered the percent specied in theProgram Parameters, you may click the Snake buon to play Snakebite.

See instructions for playing Snakebite below.




Playing the GameAer clicking the Snake buon, the Snakebite introductionscreen appears.



Punctuation: Advanced 2SB (cont.)





Click the Play buon to play Snakebite.

The Snakebite game screen appears.

Use the arrow keys to change the snake’s direction.

Note: You do not have to hold down the arrow keys to keepthe snake moving in the desired direction.

7 Eat as many bugs as you can during the alloed time by moving the snake over them.

The snake grows as it eats.

When you hear the hawk scream, get out of the way

(the hawk can only travel straight down).9 Aer you have eaten all the bugs, leave through the

break in the hedge at the le side of the screen.


The game stops automatically aer the time runs out.


11 Click OK to continue.

Program Parameters


2 Click Edit Class Parameters on the Classes tab, or selecta student and click Edit Student Parameters on theStudents tab.


Highlight Punctuation: Advanced 42SB, and click OK.

Five menus are accessible from Program Parameters:File, Preferences, Options, Lessons, and Reward Game.Windows users (both students and teachers) also seethe About menu. This menu is the same as the AppleAbout menu in the Macintosh version and contains the

program version and credits. Macintosh users will alsosee the Help menu.

Preferences Menu


Sound

• To turn the sound on, select Preferences Sound On


Background Colors

1 To change the background colors, select BackgroundColors from the Preferences menu.

The Background Colors screen appears.

2 Click the desired background, and click OK.

Skills

1 To change the desired skills you are working on, selectSkills from the Preferences menu.

2 Select the skills and subskills as described earlier in theUsing Punctuation: Advanced section.

Options Menu


Activity Format

To determine if students will work on activities in practicemode, test mode, or their own choice of mode, selectFormat from the Options menu and select the appropriatemode.

Skill Selection


Note: If students are allowed to choose their own skills to workon, they will have a choice of all skills available. They will notbelimitedtospecicskills,regardlessofwhatskillsyouselectin the Lessons menu.

• To have students work on skills you select for them,select Options Let Student Choose SkillsNo.




Background Colors



Lessons Menu


Skills



Each time you select certain skills (i.e., sentences,phrases, series, separators, and joiners), a subskill menuappears.

2 Use the dialog boxes to select skills for your students towork on.

The default selections are shown below.

Click the Sample buon next to a subskill to view asample question.

When you are done selecting skills and subskills, clickOK on the Skills menu.

Practice Format

1 To establish the format of the practice questions, selectPractice Format from the Lessons menu.


The introduction provides explanatory materialincluding denitions and examples.

2 Decide if the introduction should be required, turnedo, or accessible at the student’s choice.

Determine whether or not to allow students to reviewthe introductory material during the practice session.

Set the number of questions in a practice session from 1to 25.

Determine whether students can try sample questions before beginning a lesson.





When you are nished seing practice parameters, clickOK.

Test Format

1 To establish the format of the test questions, select Test

Format from the Lessons menu.


The introduction provides explanatory materialincluding examples.

2 Decide if the introduction should be required, turnedo, or accessible at the student’s choice.

Determine whether or not to allow students to reviewthe introductory material during a test.

Set the number of questions in a test from 1 to 25.

Determine whether students can try sample questions before beginning a test.

Scores on sample questions are not reported to the

Orchard Manager. When you are nished seing test parameters, click OK.

Reward Game

From the Reward Game menu, you can choose whetherstudents have access to the reward game and the percentcorrect needed to be able to play the game. You can alsoview and/or clear the top 10 high scores.

The default seing is for the game to be available tostudents.

1 If you wish to make the game unavailable to students,select Reward Game Snakebite Inactive.

2 To make the game available to students, select RewardGame SnakebiteActive.

To change the percent of questions a student mustanswer correctly to play the game, select Percent to Playfrom the Reward Game menu, type a new percentage,and click OK.

The default seing is 80%.

To view the players who have the 10 highest gamescores, select Top 10 Players from the Reward Gamemenu.

• To clear the top 10 players, click Clear Names, andthen click Yes.

About Punctuation: Advanced

1 If you wish to view program version informationand credits in Windows, select About Punctuation:Advanced from the About menu.

2 To view program information on a Macintosh, selectAbout Punctuation: Advanced in the Apple menu.

Click OK to close the About window.

Saving Your Changes

To save changes that you made to Program Parameters,choose Exit (Windows users) or Quit (Macintosh users).




Reading and Writing Strategies 7- 1SB

Grade Levels K 1 2 3 4 5 6 7 8 9 10 11 12

Reading & Writing Strategies 7-8 143SB


7 8

Sentence Construction and Writing Strategies

Produce a variety of sentence structures including basic sentence paerns and variations • •

Demonstrate understanding of the treatment of subject and verb relationships • •

Use appropriate capitalization • •

Use the fundamentals of punctuation • •

Recognize appropriate spelling, capitalization, and punctuation within the context of existing text • •

Design and implement a writing plan that includes a central idea and related ideas, and thataddresses type of audience

• •

Identify the appropriate uses of parts of speech • •

Recognize complete sentences, and avoid fragments and run-ons • •

Use contractions, possessives, and compounds • •

Recognize subjects, predicates, complements, and modiers • •

Identify types of sentences, i.e., declarative, interrogative, exclamatory, and imperative • •

Select appropriate transitions • •

Reading Strategies and Resource Skills

Use knowledge of the meanings of prexes and suxes to determine word meanings • •

Use context clues to determine the meanings of unfamiliar and specialized words • •

Make generalizations • •

Evaluate and make judgments • •

Recognize the author’s point of view and purpose in literary selections • •

Identify themes and story elements, i.e., plot, climax, character, and seing • •

Understand cause‑and‑eect relationships • •

Understand literary forms by recognizing and distinguishing among types of texts • •

Select a topic, formulate questions, identify key words, choose sources, skim, paraphrase, takenotes, organize, summarize, and present

• •

Interpret gurative language, i.e., metaphors, similes, exaggerations, and analogies • •

Recognize synonyms and antonyms • •

Use common reference sources to nd desired information • •

Use graphic sources for information, i.e., diagrams, graphs, and statistical information • •

Identify topic and supporting sentences • •Locate information using outlines, time lines, and graphic organizers • •

Dierentiate between fact and opinion • •

Understand literary devices, i.e., ashback, foreshadowing, suspense, symbolism, and dialogue • •

Identify tone, mood, and style • •

Use referencing sources, i.e., endnotes, bibliographies, and citing sources • •

Identify denotative and connotative meanings • •

Use descriptive language • •

Understand persuasion, bias, propaganda, and stereotyping • •



Reading and Writing Strategies 7- 1SB (cont.)

Introduction

Reading and Writing Strategies 7-8 is a completion SkillTree included in this Orchard for Your State bundle.This SkillBuilder program is designed to supplement thestudent’s classroom instruction and textbook. Each programhas a series of carefully selected skill levels. You choose thecombination of skills appropriate for the student(s) usingthe program. SkillBuilders can help you teach one student,pairs of students, or entire classes, whether you have onecomputer or several.

Using Reading and Writing Strategies 7-8

Aer logging in to Orchard and selecting Reading andWriting Strategies 7-8 , a dialog box appears asking you tochoose skills (if the parameters are set to allow students tochoose skills; see Program Parameters later).

1 Select a skill to work on by clicking the check box next to

the skill.

A second dialog box opens.

2 Choose the subskills you want to work on, and click OK.

The skills menu appears again.

Either choose another skill, or click OK to begin.

Questions

When you begin working on the program, you will receive10 questions randomly selected from the skills/subskillschosen.

For each question, choose the correct answer, and click OK.

For an incorrect response, you’ll receive a message suchas “Sorry, try again.” In some SkillBuilders, you will get ahint as to the correct solution. You will get one more chanceto answer correctly. For a correct response on the secondaempt, you’ll receive a congratulatory message, followed

by the solution. If your second answer is incorrect, you willreceive the solution.



Menus

The File Menu

The File Menu oers the following options:

• Print Setup, which allows you to select a printer, the

paper size, and the orientation• Print, which allows you to print your score (only

available at the Scores screen at the end of a lesson)

• End Lesson, which skips the lesson content and takesyou to the Scores screen

• Exit, which ends Reading and Writing Strategies 7-8 andtakes you back to the program selection screen (Quit onMacintosh)

The Preferences Menu

1 To toggle the sound on or o, click Sound Enabled.

2 To select skills to work on, choose Skills from thePreferences menu and select skills and subskills asdescribed earlier.

Note: You may only change the skills you are working onbefore you start answering questions.

The Help Menu

1 To see instructions for the program, select Instructionsfrom the Help menu.

2 To see information on the program, select About fromthe Help menu (Windows only).

Finishing the Program

When you have answered the required number ofquestions, you will see a Scores screen which shows yourscores.

You may need to answer fewer than 10 questions to masterall assigned/selected skills and subskills and be taken to theScores screen.


At the Scores screen, you have several options:

• To receive more problems using the skills alreadyassigned but not yet mastered, click Restart.

• To select one of three games to play, click Games.

• To print the scores screen, click Print.• To leave the program, click Exit.

Playing the Games

Arthropod

The object of Arthropod is to eat all the bugs and escapethrough the hole before time runs out.




If you wish to quit without playing the game, click Exit.

Click the Play buon to play Arthropod.

The Arthropod game screen appears.



Use the arrow keys to change the arthropod’s direction.

Note: Once you start the arthropod moving by pressing anarrow key, you do not have to hold down the arrow keys tokeep it moving in the desired direction.

7 Eat as many bugs as you can during the alloed time by moving the arthropod over them.

Gold bugs are worth more points. The arthropodgrows as it eats.

When you hear the frog croak, get out of the way (thefrog can aack only straight down).

9 Aer you have eaten all the bugs, leave through thehole at the le side of the screen.


The game stops automatically aer the time runs out,or aer the arthropod “dies” three times by either

running into the wall or geing eaten by the frog.When the game is over, your score is shown, along withthe top 10 scores.


Racer

The object of Racer is to get around the track the number oftimes required by your level as quickly as possible, whilegaining points by picking up gas cans, tools, and tires alongthe way.





Click the Play buon to play Racer.

The Racer game screen appears.

You’ll hear ve beeps as the dots in the upper le cornerof the screen turn white in the middle. When the naldot turns white, the car will move forward.

Use the arrow keys to steer the car.

Speed bumps will slow the car down, and mud holescause the car to skid out of control.

7 Try to pick up gas cans, tools, and tires as you go aroundthe track, since this will give you extra points.

If you wish to quit early, press ESC.

The game stops automatically aer you have driven thenumber of laps required for the level, or when the timeruns out.



Stepping Stones

The object of stepping stones is to turn all the stones from blue to yellow and then to orange by stepping on them before time runs out.

1 To view instructions, click the Instructions buon.






If you wish to quit without playing the game, click Exit.

Click Play As Zade or Play As Zelda to play SteppingStones as that character.

The Stepping Stones game screen appears.

Use the arrow keys to jump from stone to stone.

Stones turn yellow the rst time you step on them, andorange the second time. When bananas thrown by themonkey land on a stone, they turn the stone blue. Stepon the stone again to turn it yellow, and once more toturn it orange.

7 Pick up gems to get extra points.

Avoid the jumping monkey, since it will cause you tostop and fall o the stone.


The game stops automatically aer you have turned allthe stones orange, when time runs out, or when you fallfor the third time.



Treasure Hunt

The object of Treasure Hunt is to gather all the coins andescape through the door as quickly as possible, whiledodging the pirates who are trying to catch you.





Click the Play buon to play Treasure Hunt.

The Treasure Hunt game screen appears.

You are the gure at the top of the screen in thedoorway. The object is to collect the coins and escapewithout being caught by the pirates. If the pirates catchyou, you start over at the top of the screen. You get threechances to collect the coins and escape.





7 Choose whether or not students may select the skillsand subskills they want to work on by selecting theappropriate boxes under Lessons.

If you decide not to allow students to select skills andsubskills, click the Skills buon and choose skills and

subskills as described earlier. Initial subskills are shownhere:

Note: If you allow students to choose their own skills, theywill be able to choose from all of the skills in the program.Seingskillsthroughtheprogramparameterswillnotlimitthe skills from which students may choose.

Set the minimum number of questions required formastery.

If a student answers all the questions pertaining toa subskill correctly, this is the minimum number ofquestions he or she will see pertaining to that subskill.

9 Determine the percent correct required for mastery,which is the percent of questions a student must answercorrectly before mastery is achieved.

The default seing is 80 percent, or a minimum of fourof ve questions answered correctly.





The game stops automatically when the time runs outor when you are captured by the pirates three times.



Program Parameters


2 Select a class, and click OK. Click Edit Class Parameters on the Classes tab, or select

a student and click Edit Student Parameters on theStudents tab.


Highlight Reading and Writing Strategies 7-8 143SB, andclick Edit.

The Seings screen appears. Default seings are shownhere.

Check or uncheck the Sounds (music and sound eects) box to turn the audio for the games on or o.

Choose whether or not students may choose to play agame aer they complete the program by checking orunchecking Game.




Acknowledgments

The following kindly provided original material for usein the Reading, Reseach, and Language Skills and Writing and

Media Literacy programs. Permission to use materials isgratefully acknowledged. Every eort has been made tosecure permission from copyright holders.

“Ads in Our Schools,” editorial, reprinted with permissionof The Toronto Star.

“African Creation Myth,” Anonymous.

“Don’t Tell Us What to Wear” by D. Martin, Toronto: ITPNelson, used with permission of ITP Nelson.

“The Fateful Night,” by Robert D. Ballard, from Exploringthe Titanic by Robert Ballard. Reprinted with permission ofPenguin Books Canada.

“Human Error Creates Serious Trouble on Mir,” reprintedwith permission of The Associated Press.

“In Just” by e. e. cummings, Copyright 1923,1951, ©1991 bythe Trustees for the e. e. cummings Trust. Copyright ©1976

by George James Firmage, from Complete Poems: 1904-1962 by e. e. cummings, edited by George J. Firmage. Used bypermission of Liveright Publishing Corporation.

“In the Beginning” by Jackie Pearl Albany, from Tales fromthe Longhouse by Indian children of British Columbia, Gray’sPublishing, 1973 & 1975.

“Johanna” by Jane Yolen, ©1978, used by permission ofCurtis Brown, Ltd. All rights reserved.

“A Lesser Hero,” Oawa Citizen Editorial, reprinted withpermission from the OawaCitizen.

“Life Looks Beer at the Ballyard,” Oawa Citizen

Editorial, reprinted with permission from the OawaCitizen.

“The Midnight Visitor,” from Mystery and More Mystery by Robert Arthur, illustrated by Saul Lambert. Text©1939, renewed 1967 by Robert Arthur. Illustrationcopyright©1966 Random House, Inc. Used by permissionof Random House Children’s Books, a division of RandomHouse Inc.

“And Not a Drop to Drink,” Oawa Citizen Editorial,reprinted with permission from the OawaCitizen.

“Penny in the Dust” by Ernest Buckler, used by permissionof Curtis Brown, Ltd. All rights reserved.

“Picnicking Procedures,” Shape Magazine , used withpermission.

“The Promise” by John Steinbeck, from The Red Pony by John Steinbeck, ©1933, 1937, 1938, renewed 1961, 1965, 1966 by John Steinbeck. Used by permission of Viking Penguin, adivision of Penguin Putnam Inc.

“Rediscover Canada,” WHERE Calgary Magazine , used withpermission.

“Sailing In on Five Years of Memories” by Jack Cahill, usedwith permission of The Toronto Star Syndicate.

“She’s Called Nova Scotia,” by Rita MacNeil, © Big PondPublishing, Warner/Chappell Canada.

“The Shark,” by E. J. Pra, used with permission.©University of Toronto Press Inc.

“Silence” by E. Gomringer, used with permission of ITPNelson.

“Stormy but Sublime,” p. 61, Reading Comprehension,McGraw-Hill Children’s Publishing. Reading, used withpermission, “Instructional Fair”-TS Denison.

“Survivor: An Eye-Witness Account of the Sinking of theTitanic,” by Maggie Goh, in Context One , Nelson, interview,copyright and permission by Nelson.

“Thunder and Lightning” by Kathleen Arno, from Tales from Africa , by permission of Oxford University Press.

“Undefeated” by Robert Froman, used with permission ofthe estate of Robert Froman.

“The Underwater Jungle,” p. 69, Reading Comprehension,McGraw-Hill Children’s Publishing, used with permission,“Instructional Fair”-TS Denison.

“What Do I Remember of the Evacuation” by Joy Kogawa,republished with the permission of the author Joy Kogawa.First published in A Choice of Dreams (McClelland andStewart, 1974).

“Where does this come from - Bubble Gum?” ©1989 by H.I.Peeples, Hodgkinson Report.

“Why Mosquitoes Suck” by Patricia Gadsby, Discover Magazine , August 1997, used by permission of PatriciaGadsby.

“Writing Concise Sentences,” p. 81, D. Martin (1998), fromCommunicating Skills Grade 8 Student Text , 2nd edition,©1990. Reprinted with permission of Nelson ThomsonLearning, a division of Thomson Learning.







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