Unit 1.1 Reading Intervention Fluency Passages...Unit 1.1 • Fluency C. p. 2. Working with the . fluency workb!k . Day One . Part 1: Silent read Part 2: First timed read. Set timer

stariStrategic Adolescent Reading Intervention

1. Hero or Traitor? p. 5

2. The King of Pop p. 10

3. Too Much Drama p. 15

4. Losing It! p. 20

5. When Mean Is Queen p. 25

6. Together for Latinas p. 30

7. Deep Friendships: Not Just for Girls p. 35

8. The War on Poverty p. 40

9. Peer Pressure: Pushing Back p. 45

10. No Snitchin’! p. 50

Unit 1.1

Fluency Passages Level C

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SERP Institute, 2014-2020

Fluency chart

Level Passage title First read WPM

Last read WPM

Practice What’s Your Birth Order?

C Hero or Traitor?

C The King of Pop

C Too Much Drama

C Losing It!

C When Mean Is Queen

C Together for Latinas

CDeep Friendships: Not Just for Girls

C The War on Poverty

C Peer Pressure: Pushing Back

C No Snitchin’!

Reading rate goal: _______ WPM!

Developing fluency

SERP Institute, 2014-2020 STARI Unit 1.1 • Fluency C

p. 2

Working with the fluency workb!k

Day One Part 1: Silent read

Part 2: First timed read

Set timer to one minute.

Say “ready, set, go” and start timer. Start reading out loud at a good pace.

Tell partner to stop when timer goes off.

Mark the last word with //

Help partner figure out words per minute (WPM).

Record words per minute (WPM) at top of page.

Listen to partner read to end of passage.

Finish reading passage out loud.

Now switch roles and repeat!

Part 3: Comprehension and discu"ion

Part 4: Phrase-cued reading

Listen to your partner. Read passage out loud in phrases to your partner.


Partner 2

Share one interesting sentence with your partner.

Partner 1

Write answers.

Partner 2

Partner 1

Read your passage silently.

Record WPM on your fluency chart.

Read fluency passage questions.


p. 3

Part 1: Tricky phrases and words

Listen to your partner. Read tricky phrases and words out loud to your partner.


Part 2: Last read

Set timer to one minute.

Say “ready, set, go” and start timer. Start reading out loud at a good pace.

Tell partner to stop when timer goes off.

Mark the last word with //

Help partner figure out words per minute (WPM).

Record words per minute (WPM) at top of page.

Listen to partner read to end of passage.

Finish reading passage out loud.



Record WPM on your fluency chart.

Read fluency passage questions.

Share and talk over answers with your partner.

Partner 2

Both partners complete decoding activity.

Partner 1

Write detailed answers.

Partner 2 Partner 1

Day Two


p. 4

Day One Hero or Traitor?

Part 1: Silent read

Can Celtics fans forgive Ray Allen? Read silently.

Boston fans were shocked when they heard the news. Ray Allen, the beloved Celtics basketball star, had chosen a new team. He turned down a $12 million contract with the Celtics. Instead, he signed a smaller contract with Boston’s archrival: the Miami Heat.

When Allen joined the Celtics in 2007, fans felt like he was coming home. He had played college ball at nearby UConn. Recognized as the greatest three-point shooter of all time, Allen could also play gritty, Celtics-style defense.

With Allen joining Kevin Garnett and Paul Pierce on the team, the Celtics became unstoppable. In the first year of the “Big Three,” the Celtics won the NBA championship.

As the years went on, Allen developed problems. He had painful injuries, and he began missing shots. The Celtics signed new, younger players, including the aggressive Avery Bradley. Allen spent more and more time on the bench.

When Allen moved to Miami, he took out a full-page ad in the Boston Globe. “I took great pride in calling Boston home. From my heart, THANK YOU Boston.”

Still, some fans could not forgive him. “Ray walked away,” one Celtics fan wrote on his blog. “Ray, you’re nothing to me now.”

Should Boston fans be grateful for the good years Allen gave the team? Or was his move to the Heat an act of betrayal? What do you think?


Pa"age 1 p. 5

Day One // one minute

Hero or Traitor? Part 2: First timed read WPM ___________


What did Ray Allen do that shocked Celtics fans? ________________________

___________________________________________________________________

What problems did Allen have in his last years with the Celtics? _____________

___________________________________________________________________

Boston fans were shocked when they heard the news. Ray Allen, the beloved Celtics basketball star, had chosen a new team. He turned down a $12 million contract with the Celtics. Instead, he signed a smaller contract with Boston’s archrival: the Miami Heat. 44

When Allen joined the Celtics in 2007, fans felt like he was coming home. He had 60played college ball at nearby UConn. Recognized as the greatest three-point shooter 73of all time, Allen could also play gritty, Celtics-style defense. 84

With Allen joining Kevin Garnett and Paul Pierce on the team, the Celtics became 98unstoppable. In the first year of the “Big Three,” the Celtics won the NBA 112championship. 113

As the years went on, Allen developed problems. He had painful injuries, and he 127began missing shots. The Celtics signed new, younger players, including the 138aggressive Avery Bradley. Allen spent more and more time on the bench. 150

When Allen moved to Miami, he took out a full-page ad in the Boston Globe. “I took 168great pride in calling Boston home. From my heart, THANK YOU Boston.” 180

Still, some fans could not forgive him. “Ray walked away,” one Celtics fan wrote on 195his blog. “Ray, you’re nothing to me now.” 203

Should Boston fans be grateful for the good years Allen gave the team? Or was his 219move to the Heat an act of betrayal? What do you think? 231


Pa"age 1 p. 6

Day One Hero or Traitor?


Read the passage out loud in phrases to your partner.

Pause at each / mark for a phrase.

Also pause at each // mark that shows the end of a sentence.

I read the passage in phrases out loud to my partner.

Boston fans were shocked / when they heard the news. // Ray Allen, / the beloved Celtics basketball star, / had chosen a new team. // He turned down a $12 million contract / with the Celtics. // Instead, / he signed a smaller contract with Boston’s archrival: / the Miami Heat. //

When Allen joined the Celtics in 2007, / fans felt like he was coming home. // He had played college ball at nearby UConn. // Recognized as the greatest three-point shooter / of all time, / Allen could also play gritty, / Celtics-style defense. //

With Allen joining Kevin Garnett and Paul Pierce / on the team, / the Celtics became unstoppable. // In the first year of the “Big Three,” / the Celtics won the NBA championship. //

As the years went on, / Allen developed problems. // He had painful injuries, / and he began missing shots. // The Celtics signed new, / younger players, / including the aggressive Avery Bradley. // Allen spent more and more time on the bench. //

When Allen moved to Miami, / he took out a full-page ad / in the Boston Globe. // “I took great pride in calling Boston home. // From my heart, / THANK YOU Boston.” //

Still, / some fans could not forgive him. // “Ray walked away,” / one Celtics fan wrote on his blog. // “Ray, / you’re nothing to me now.” //

Should Boston fans be grateful / for the good years Allen gave the team? // Or was his move to the Heat / an act of betrayal? // What do you think? //


Pa"age 1 p. 7

Day Two Hero or Traitor? Part 1: Tricky phrases and words

Read these phrases and words out loud to your partner.

He turned down a $12 million contract

When Allen joined the Celtics in 2007

In the first year of the “Big Three”

including the aggressive Avery Bradley

When Allen moved to Miami

contract KAHN | trakt

developed deh | VEL | upt

problems PROB | lumz

injuries IN | jer | eez

aggressive uh | GRESS | iv

Decoding practice:

Circle the base words in the longer words below. Remember, a base word shows the core meaning of a longer word. The base word includes no word endings or prefixes. The first one has been done for you.

archrival beloved shooter

gr i t ty unstoppable painful

championship betrayal


Pa"age 1 p. 8

Day Two // one minute

Hero or Traitor? Part 2: Last read WPM ___________


Boston fans were shocked when they heard the news. Ray Allen, the beloved Celtics basketball star, had chosen a new team. He turned down a $12 million contract with the Celtics. Instead, he signed a smaller contract with Boston’s archrival: the Miami Heat. 44

When Allen joined the Celtics in 2007, fans felt like he was coming home. He had 60played college ball at nearby UConn. Recognized as the greatest three-point shooter 73of all time, Allen could also play gritty, Celtics-style defense. 84

With Allen joining Kevin Garnett and Paul Pierce on the team, the Celtics became 98unstoppable. In the first year of the “Big Three,” the Celtics won the NBA 112championship. 113

As the years went on, Allen developed problems. He had painful injuries, and he 127began missing shots. The Celtics signed new, younger players, including the 138aggressive Avery Bradley. Allen spent more and more time on the bench. 150

When Allen moved to Miami, he took out a full-page ad in the Boston Globe. “I took 168great pride in calling Boston home. From my heart, THANK YOU Boston.” 180

Still, some fans could not forgive him. “Ray walked away,” one Celtics fan wrote on 195his blog. “Ray, you’re nothing to me now.” 203

Should Boston fans be grateful for the good years Allen gave the team? Or was his 219move to the Heat an act of betrayal? What do you think? 231

Should Celtics fans be grateful to Ray Allen, or should they hate him for joining a rival team? ________________________________________________

___________________________________________________________________

Ask your partner how he or she feels about athletes switching teams.

It’s okay if it was not the athlete’s own choice.

It’s okay if the new team is not a rival.

It’s okay—sports is just a business.


Pa"age 1 p. 9

Day One The King of Pop

Part 1: Silent read

What happened to Michael Jackson’s skin color? Read silently.

Michael Jackson wowed listeners with hits like “Beat It.” But rumors flew around abouthis skin color. As a member of the Jackson Five, Michael’s skin was a rich brown. Bythe time the video for “Thriller” came out, Michael’s skin was almost white.

Many people thought Michael Jackson bleached his skin. He didn’t! Michael Jackson actually had a skin disorder. It is called vitiligo. About one percent of the population hasthis problem. Vitiligo runs in the Jackson family, and people with a family history aremore likely to develop the skin problem. People with vitiligo lose their skin coloring in small patches. The patches can spread and form large white areas on the face and body.Vitiligo stands out the most for people with darker coloring. But people of all skintones can suffer from this skin problem. Since Michael Jackson had vitiligo on his face, he used a cream to make his skin tones match. The vitiligo was just one of manybody issues that dogged Michael.

Even as the King of Pop, Michael was teased about his skin. People with this skin disorder often have problems with self-esteem. They may be targeted by bullies. Theymay have trouble making and keeping friends. Although vitiligo does not directlyaffect learning, teens with vitiligo can struggle in school. Whispers and slams candistract teens from learning.


Pa"age 2 p. 10


The King of Pop Part 2: First timed read WPM ___________



Many people thought Michael Jackson bleached his skin. He didn’t! Michael Jackson 56actually had a skin disorder. It is called vitiligo. About one percent of the population has 72this problem. Vitiligo runs in the Jackson family, and people with a family history are 87more likely to develop the skin problem. People with vitiligo lose their skin coloring in 102small patches. The patches can spread and form large white areas on the face and body. 118Vitiligo stands out the most for people with darker coloring. But people of all skin 133tones can suffer from this skin problem. Since Michael Jackson had vitiligo on his 147face, he used a cream to make his skin tones match. The vitiligo was just one of many 165body issues that dogged Michael. 170

Even as the King of Pop, Michael was teased about his skin. People with this skin 186disorder often have problems with self-esteem. They may be targeted by bullies. They 200may have trouble making and keeping friends. Although vitiligo does not directly 212affect learning, teens with vitiligo can struggle in school. Whispers and slams can 225distract teens from learning. 229

Why did Michael Jackson’s skin color change?

___________________________________________________________________

What kinds of social problems do teens with vitiligo face?

___________________________________________________________________

___________________________________________________________________


Pa"age 2 p. 11

Day One The King of Pop






Michael Jackson wowed listeners with hits like “Beat It.” // But rumors flew around about his skin color. // As a member of the Jackson Five, / Michael’s skin was a rich brown. // By the time the video for “Thriller” came out, / Michael’s skin was almost white. //

Many people thought Michael Jackson bleached his skin. // He didn’t! // Michael Jackson actually had a skin disorder. // It is called vitiligo. // About one percent of the population has this problem. // Vitiligo runs in the Jackson family, / and people with a family history are more likely to develop the skin problem. // People with vitiligo lose their skin coloring in small patches. // The patches can spread and form large white areas / on the face and body. // Vitiligo stands out the most for people with darker coloring. // But people of all skin tones can suffer from this skin problem. // Since Michael Jackson had vitiligo on his face, / he used a cream to make his skin tones match. // The vitiligo was just one of many body issues that dogged Michael. //

Even as the King of Pop, / Michael was teased about his skin. // People with this skin disorder often have problems with self-esteem. // They may be targeted by bullies. // They may have trouble making and keeping friends. // Although vitiligo does not directly affect learning, / teens with vitiligo can struggle in school. // Whispers and slams can distract teens from learning. //


Pa"age 2 p. 12

Day Two The King of Pop Part 1: Tricky phrases and words


But rumors flew around about his skin color

Michael Jackson actually had a skin disorder

People with vitiligo lose their skin coloring in small patches

But people of all skin tones can suffer from this skin problem

The vitiligo was just one of many body issues that dogged Michael

Whispers and slams can distract teens from learning

rumors ROO | murz

vitiligo vih | tih | LEYE | goh

population pop | yoo | LAY | shuhn

spread SPRED

Decoding practice:

Circle the base words in the longer words below. Remember, a base word is a smaller word within a longer word, with no endings or other word parts added.

wowed Thri l ler b leached

disorder darker color ing

dogged targeted d i rect ly


Pa"age 2 p. 13


The King of Pop Part 2: Last read WPM ___________


Why do you think teens can be mean to people with vitiligo?

___________________________________________________________________

___________________________________________________________________

Check with your partner. Why do they think teens can be mean about vitiligo?

___________________________________________________________________


Many people thought Michael Jackson bleached his skin. He didn’t! Michael Jackson 56actually had a skin disorder. It is called vitiligo. About one percent of the population has 72this problem. Vitiligo runs in the Jackson family, and people with a family history are 87more likely to develop the skin problem. People with vitiligo lose their skin coloring in 102small patches. The patches can spread and form large white areas on the face and body. 118Vitiligo stands out the most for people with darker coloring. But people of all skin 133tones can suffer from this skin problem. Since Michael Jackson had vitiligo on his 147face, he used a cream to make his skin tones match. The vitiligo was just one of many 165body issues that dogged Michael. 170

Even as the King of Pop, Michael was teased about his skin. People with this skin 186disorder often have problems with self-esteem. They may be targeted by bullies. They 200may have trouble making and keeping friends. Although vitiligo does not directly 212affect learning, teens with vitiligo can struggle in school. Whispers and slams can 225distract teens from learning. 229


Pa"age 2 p. 14

Day One T! Much Drama

Part 1: Silent read

Where does bullying come from? Read silently.

Too much drama! As students move up to middle school, social problems can start. Some students spread rumors, just to feel important. Others talk behind people’s backsand use put-downs to make themselves feel popular. With lots of new students in a grade, people are figuring out where they fit in. “It’s just a lot of drama,” says Kelly, a sixth grader.

Bullying is on the rise. By middle school there is a good chance you will be bullied. Perhaps someone you know is a bully. Teenage bullies may be popular, but they oftenhave problems at home or at school. The ringleaders in bullying may be students who have been abused themselves. Bystanders are often afraid of the bullies, so they goalong with the attacks.

Does bullying come naturally to all humans? History is full of stories of how powerful people overtook weaker people and then controlled their lives. The most respected leaders were often strong individuals who kept others in their place. Whilehistory is full of successful bullies, we know that bullying comes with a steep price.Victims of bullying feel helpless. They don’t set goals. They live in fear and can develop very poor feelings about themselves. Victims can be affected for the rest oftheir lives.

Schools all over the world are taking on bullying. With more openness about howbullying wrecks lives, there is hope that kids will get together and stand up to bullies.


Pa"age 3 p. 15


T! Much Drama Part 2: First timed read WPM ___________


Too much drama! As students move up to middle school, social problems can start. Some students spread rumors, just to feel important. Others talk behind people’s backsand use put-downs to make themselves feel popular. With lots of new students in a grade, people are figuring out where they fit in. “It’s just a lot of drama,” says Kelly, a sixth grader. 63

Bullying is on the rise. By middle school there is a good chance you will be bullied. 80Perhaps someone you know is a bully. Teenage bullies may be popular, but they often 95have problems at home or at school. The ringleaders in bullying may be students who 110have been abused themselves. Bystanders are often afraid of the bullies, so they go 124along with the attacks. 128

Does bullying come naturally to all humans? History is full of stories of how 142powerful people overtook weaker people and then controlled their lives. The most 154respected leaders were often strong individuals who kept others in their place. While 167history is full of successful bullies, we know that bullying comes with a steep price. 182Victims of bullying feel helpless. They don’t set goals. They live in fear and can 197develop very poor feelings about themselves. Victims can be affected for the rest of 211their lives. 213

Schools all over the world are taking on bullying. With more openness about how 227bullying wrecks lives, there is hope that kids will get together and stand up to bullies. 243

Why do middle school students get involved in bullying?

___________________________________________________________________

Why do bystanders often do nothing to stop a bully?

___________________________________________________________________

___________________________________________________________________


Pa"age 3 p. 16

Day One T! Much Drama






Too much drama! // As students move up to middle school, / social problems can start. // Some students spread rumors, / just to feel important. // Others talk behind people’s backs / and use putdowns to make themselves feel popular. // With lots of new students in a grade, / people are figuring out where they fit in. // “It’s just a lot of drama,” / says Kelly, / a sixth grader. //

Bullying is on the rise. // By middle school / there is a good chance you will be bullied. // Perhaps someone you know is a bully. // Teenage bullies may be popular, / but they often have problems at home or at school. // The ringleaders in bullying may be students who have been abused themselves. // Bystanders are often afraid of the bullies, / so they go along with the attacks. //

Does bullying come naturally to all humans? // History is full of stories of how powerful people overtook weaker people / and then controlled their lives. // The most respected leaders were often strong individuals / who kept others in their place. // While history is full of successful bullies, / we know that bullying comes with a steep price. // Victims of bullying feel helpless. // They don’t set goals. // They live in fear / and can develop very poor feelings about themselves. // Victims can be affected for the rest of their lives. //

Schools all over the world are taking on bullying. // With more openness about how bullying wrecks lives, / there is hope that kids will get together and stand up to bullies. //


Pa"age 3 p. 17

Day Two T! Much Drama Part 1: Tricky phrases and words


Does bullying come naturally to all humans

History is full of stories of how powerful people overtook weaker people

The most respected leaders were often strong individuals

we know that bullying comes with a steep price

With more openness about how bullying wrecks lives

drama DRAH | muh

abused uh | BYOOZD

naturally NACH | uh | ruh | lee

individuals in | dih | VIH | joo | ulz

openness OH | puhn | ness

Decoding practice:

Circle the two base words in the compounds below. The first one is done for you.

someone putdown teenage

bystanders over took r ingleaders


Pa"age 3 p. 18

Do you think bullying happens naturally? Will there always be bullies?

___________________________________________________________________

___________________________________________________________________

Talk this over with your partner. What does your partner think?

___________________________________________________________________


T! Much Drama Part 2: Last read WPM ___________


Too much drama! As students move up to middle school, social problems can start. Some students spread rumors, just to feel important. Others talk behind people’s backsand use put-downs to make themselves feel popular. With lots of new students in a grade, people are figuring out where they fit in. “It’s just a lot of drama,” says Kelly, a sixth grader. 63

Bullying is on the rise. By middle school there is a good chance you will be bullied. 80Perhaps someone you know is a bully. Teenage bullies may be popular, but they often 95have problems at home or at school. The ringleaders in bullying may be students who 110have been abused themselves. Bystanders are often afraid of the bullies, so they go 124along with the attacks. 128

Does bullying come naturally to all humans? History is full of stories of how 142powerful people overtook weaker people and then controlled their lives. The most 154respected leaders were often strong individuals who kept others in their place. While 167history is full of successful bullies, we know that bullying comes with a steep price. 182Victims of bullying feel helpless. They don’t set goals. They live in fear and can 197develop very poor feelings about themselves. Victims can be affected for the rest of 211their lives. 213

Schools all over the world are taking on bullying. With more openness about how 227bullying wrecks lives, there is hope that kids will get together and stand up to bullies. 243


Pa"age 3 p. 19

Day One Losing It! Part 1: Silent read

Why is it so important to keep your cool? Read silently.

Anybody can lose it from time to time. But why is it so important to stay cool?

Keeping calm, steady, and in control can be tricky. People do things all the time that get us really angry. We come up against name-callers, instigators, and backstabbers. Wemay want to lash out at the people who really bother us. It’s fine to feel anger. Butit’s a mistake to react in an out-of-control way. Dissing and threatening paybackare always bad choices. The result is usually harsh and may even put your life at risk.

A group of people who study youth violence asked high school students in Boston a question. How many students carry guns? They found that just over 5 percent ofstudents reported ever carrying a gun. Most of the students who had carried guns wereboys, but a smaller number of girls had carried a gun, too. Students with gun histories believed that a lot of other students also carried guns. They thought that theywere in the mainstream. They may have also felt a real need to protect themselves.But these students did not have all the facts.

If there is a possibility that students are carrying guns, there is significant concern that fights could blow up into serious violence. Students may worry that if someone loses their cool, they will pull out a gun. Students need help to not use violence when they lose their cool. Learning to stay cool can be a lifeline!


Pa"age 4 p. 20


Losing It! Part 2: First timed read WPM ___________



Keeping calm, steady, and in control can be tricky. People do things all the time that get us really angry. We come up against name-callers, instigators, and backstabbers. Wemay want to lash out at the people who really bother us. It’s fine to feel anger. But 65it’s a mistake to react in an out-of-control way. Dissing and threatening payback 80are always bad choices. The result is usually harsh and may even put your life at risk. 97

A group of people who study youth violence asked high school students in Boston a 112question. How many students carry guns? They found that just over 5 percent of 126students reported ever carrying a gun. Most of the students who had carried guns were 141boys, but a smaller number of girls had carried a gun, too. Students with gun 156histories believed that a lot of other students also carried guns. They thought that they 171were in the mainstream. They may have also felt a real need to protect themselves. 186But these students did not have all the facts. 195

If there is a possibility that students are carrying guns, there is significant concern that 210fights could blow up into serious violence. Students may worry that if someone loses 224their cool, they will pull out a gun. Students need help to not use violence when they 241lose their cool. Learning to stay cool can be a lifeline! 252

Why is it a bad idea to threaten someone who is bothering you?

___________________________________________________________________

___________________________________________________________________

According to the study, what percentage of Boston high school students have

carried a gun?

___________________________________________________________________


Pa"age 4 p. 21

Day One Losing It! Part 4: Phrase-cued reading





Anybody can lose it from time to time. // But why is it so important to stay cool? //

Keeping calm, / steady, / and in control / can be tricky. // People do things all the time / that get us really angry. // We come up against name-callers, / instigators, / and backstabbers. // We may want to lash out at the people who really bother us. // It’s fine to feel anger. // But it’s a mistake to react in an out-of-control way. // Dissing / and threatening payback / are always bad choices. // The result is usually harsh / and may even put your life at risk. //

A group of people who study youth violence / asked high school students in Boston a question. // How many students carry guns? // They found that just over 5 percent of students / reported ever carrying a gun. // Most of the students who had carried guns were boys, / but a smaller number of girls had carried a gun. // Students with gun histories / believed that a lot of other students also carried guns. // They thought that they were in the mainstream. // They may have also felt a real need to protect themselves. // But these students did not have all the facts. //

If there is a possibility that students are carrying guns, / there is a significant concern that fights could blow up into serious violence. // Students may worry that if someone loses their cool, / they will pull out a gun. // Students need help to not use violence / when they lose their cool. // Learning to stay cool can be a lifeline! //


Pa"age 4 p. 22

Day Two Losing It! Part 1: Tricky phrases and words


We come up against name-callers

We may want to lash out at the people who really bother us

A group of people who study youth violence

They found that just over 5 percent of students

believed that a lot of other students also carried guns

calm CAHM

steady STED | ee

instigators IN | stih | gay | terz

threatening THREH | tuhn | ing

violence VEYE | uh | lens

significant sig | NIH | fih | kuhnt

serious SEER | ee | us

Decoding practice:

Circle the two base words in the compounds below. The first one is done for you.

anybody backstab payback

mainstream l i fe l ine someone


Pa"age 4 p. 23


Losing It! Part 2: Last read WPM ___________


What kind of behavior by other people really pushes your buttons?

___________________________________________________________________

___________________________________________________________________

Compare your answer with what your partner says. Do the same things bother both of you?

___________________________________________________________________


Keeping calm, steady, and in control can be tricky. People do things all the time that get us really angry. We come up against name-callers, instigators, and backstabbers. Wemay want to lash out at the people who really bother us. It’s fine to feel anger. But 65it’s a mistake to react in an out-of-control way. Dissing and threatening payback 80are always bad choices. The result is usually harsh and may even put your life at risk. 97

A group of people who study youth violence asked high school students in Boston a 112question. How many students carry guns? They found that just over 5 percent of 126students reported ever carrying a gun. Most of the students who had carried guns were 141boys, but a smaller number of girls had carried a gun, too. Students with gun 156histories believed that a lot of other students also carried guns. They thought that they 171were in the mainstream. They may have also felt a real need to protect themselves. 186But these students did not have all the facts. 195

If there is a possibility that students are carrying guns, there is significant concern that 210fights could blow up into serious violence. Students may worry that if someone loses 224their cool, they will pull out a gun. Students need help to not use violence when they 241lose their cool. Learning to stay cool can be a lifeline! 252


Pa"age 4 p. 24

Day One When Mean Is Qu#n

Part 1: Silent read

Have you heard of a girl being a “queen bee”? Read silently.

“Hey, metal face!” When the victim shows she’s hurt, the bully will respond, “What happened to your sense of humor?” This is called a “take-back.” Take-backs mean youdon’t take responsibility for your words or actions.

Many people tease their friends and family members. Brothers might kid each otherabout klutzy behavior. Girls who are friends can make jokes about each others’ cheesy tastes in music. But this kind of teasing isn’t bullying.

Bullying is supposed to be hurtful—that’s what it’s all about. Bullying involves unequal power. It isn’t joking among friends who share the same status. Bullying also continues over an extended time. It isn’t just a one-time putdown or a slam.

While some think that bullies don’t have many friends, some bullies are at the top ofthe social ladder. In fact, one kind of female bully, the queen bee, uses putdowns tokeep her power as a leader. The queen bee travels with a posse, her loyal sidekicks.Her mean behavior to other girls sends a reward message to her posse. “See, you’re better than these girls I pick on.” But her nasty treatment of others can also serve asa threat. “Step out of line, and you can end up on the victims list.”

As the old saying goes, sometimes the worm turns. The queen’s sidekicks may decide they don’t want friendships that are based on hurting other girls. Everyoneloses when being mean is queen!


Pa"age 5 p. 25


When Mean Is Qu#n Part 2: First timed read WPM ___________



Many people tease their friends and family members. Brothers might kid each other 51about klutzy behavior. Girls who are friends can make jokes about each others’ 64cheesy tastes in music. But this kind of teasing isn’t bullying. 75

Bullying is supposed to be hurtful—that’s what it’s all about. Bullying involves 88unequal power. It isn’t joking among friends who share the same status. Bullying 101also continues over an extended time. It isn’t just a one-time putdown or a slam. 117

While some think that bullies don’t have many friends, some bullies are at the top of 133the social ladder. In fact, one kind of female bully, the queen bee, uses putdowns to 149keep her power as a leader. The queen bee travels with a posse, her loyal sidekicks. 165Her mean behavior to other girls sends a reward message to her posse. “See, you’re 180better than these girls I pick on.” But her nasty treatment of others can also serve as 197a threat. “Step out of line, and you can end up on the victims list.” 212

As the old saying goes, sometimes the worm turns. The queen’s sidekicks may 225decide they don’t want friendships that are based on hurting other girls. Everyone 238loses when being mean is queen! 244

What are some important differences between teasing and bullying?

___________________________________________________________________

How does a queen bee keep her power?

___________________________________________________________________

___________________________________________________________________


Pa"age 5 p. 26

Day One When Mean Is Qu#n






"Hey, / metal face!" // When the victim shows she’s hurt, / the bully will respond, / “What happened to your sense of humor?” // This is called a “take-back.” // Take-backs mean you don’t take responsibility for your words or actions. //

Many people tease their friends and family members. // Brothers might kid each other about klutzy behavior. // Girls who are friends can make jokes about each others’ cheesy tastes in music. // But this kind of teasing isn’t bullying. //

Bullying is supposed to be hurtful— / that’s what it’s all about. // Bullying involves unequal power. // It isn’t joking among friends who share the same status. // Bullying also continues over an extended time. // It isn’t just a one-time putdown or slam. //

While some think that bullies don’t have many friends, / some bullies are at the top of the social ladder. // In fact, / one kind of female bully, / the queen bee, / uses putdowns to keep her power as a leader. // The queen bee travels with a posse, / her loyal sidekicks. // Her mean behavior to other girls sends a reward message to her posse. // “See, / you’re better than these girls I pick on.” // But her nasty treatment of others can also serve as a threat. // “Step out of line, / and you can end up on the victims list.” //

As the old saying goes, / sometimes the worm turns. // The queen’s sidekicks may decide they don’t want friendships / that are based on hurting other girls. // Everyone loses when being mean is queen! //


Pa"age 5 p. 27

Day Two When Mean Is Qu#n Part 1: Tricky phrases and words


Take-backs mean you don’t take responsibility for your words or actions

Brothers might kid each other about klutzy behavior

Bullying involves unequal power

Bullying also continues over an extended time

her loyal sidekicks

responsibility rih | spon | sih | BIL | uh | tee

status STAY | tuss OR STAH | tuss

posse POSS | ee

threat THRET

Decoding practice:


k lutzy cheesy hur tful

unequal t reatment f r iendship


Pa"age 5 p. 28


When Mean Is Qu#n Part 2: Last read WPM ___________


Have you ever stood up to a bully? What happened?

___________________________________________________________________

___________________________________________________________________

Ask your partner these questions, too. Were your stories almost the same or

very different?_______________________________________________________

___________________________________________________________________


Many people tease their friends and family members. Brothers might kid each other 51about klutzy behavior. Girls who are friends can make jokes about each others’ 64cheesy tastes in music. But this kind of teasing isn’t bullying. 75

Bullying is supposed to be hurtful—that’s what it’s all about. Bullying involves 88unequal power. It isn’t joking among friends who share the same status. Bullying 101also continues over an extended time. It isn’t just a one-time putdown or a slam. 117

While some think that bullies don’t have many friends, some bullies are at the top of 133the social ladder. In fact, one kind of female bully, the queen bee, uses putdowns to 149keep her power as a leader. The queen bee travels with a posse, her loyal sidekicks. 165Her mean behavior to other girls sends a reward message to her posse. “See, you’re 180better than these girls I pick on.” But her nasty treatment of others can also serve as 197a threat. “Step out of line, and you can end up on the victims list.” 212

As the old saying goes, sometimes the worm turns. The queen’s sidekicks may 225decide they don’t want friendships that are based on hurting other girls. Everyone 238loses when being mean is queen! 244


Pa"age 5 p. 29

Day One Together for Latinas

Part 1: Silent read

What’s the group called Together for Latinas? Read silently.

Being a teen can be difficult. Many teens struggle with thorny questions and seriousissues. Latina teens are especially at risk. Young Latina women are more likely todrop out, get pregnant, contract HIV, and commit suicide than non-Latina women.Together for Latinas wants this to stop.

Together for Latinas is a mentoring group started by two women in Connecticut.A butterfly, or mariposa in Spanish, is Together for Latinas’ symbol. The groupbrings successful Latina women together. These women become mentors androle models for teenage girls.

The mentors from Together for Latinas want to empower girls to take control of theirlives. They teach girls how to live boldly and confidently. They teach girls how to use journal writing to understand their own feelings. They teach girls how to identify negative messages and replace them with positive ones.

One girl said her experience with Together for Latinas was inspiring. “It was like two angels were sent to tell us that we were going to be okay,” she said. “That wecan and will fulfill our dreams and aspirations. That we were beautiful, and that nomatter what anyone told us, we were special.”

Everyone has the right to dream about a better life. Together for Latinas makes surethat young Latinas hear the encouraging messages teens need to succeed.


Pa"age 6 p. 30


Together for Latinas Part 2: First timed read WPM ___________



Together for Latinas is a mentoring group started by two women in Connecticut. 61A butterfly, or mariposa in Spanish, is Together for Latinas’ symbol. The group 74brings successful Latina women together. These women become mentors and 84role models for teenage girls. 89

The mentors from Together for Latinas want to empower girls to take control of their 104lives. They teach girls how to live boldly and confidently. They teach girls how to 119use journal writing to understand their own feelings. They teach girls how to 132identify negative messages and replace them with positive ones. 141

One girl said her experience with Together for Latinas was inspiring. “It was like 155two angels were sent to tell us that we were going to be okay,” she said. “That we 163can and will fulfill our dreams and aspirations. That we were beautiful, and that no 188matter what anyone told us, we were special.” 196

Everyone has the right to dream about a better life. Together for Latinas makes sure 211that young Latinas hear the encouraging messages teens need to succeed. 222

What is Together for Latinas?

___________________________________________________________________

___________________________________________________________________

What is Together for Latinas’ symbol?

___________________________________________________________________


Pa"age 6 p. 31

Day One Together for Latinas






Being a teen can be difficult. // Many teens struggle with thorny questions / and serious issues. // Latina teens are especially at risk. // Young Latina women are more likely to drop out, / get pregnant, / contract HIV, / and commit suicide / than non-Latina women. // Together for Latinas wants this to stop. //

Together for Latinas is a mentoring group started by two women in Connecticut. // A butterfly, / or mariposa in Spanish, / is Together for Latinas’ symbol. // The group brings successful Latina women together. // These women become mentors / and role models / for teenage girls. //

The mentors from Together for Latinas want to empower girls to take control of their lives. // They teach girls how to live boldly and confidently. // They teach girls how to use journal writing to understand their own feelings. // They teach girls how to identify negative messages / and replace them with positive ones. //

One girl said her experience with Together for Latinas was inspiring. // “It was like two angels were sent to us to tell us / that we were going to be okay,” / she said. // “That we can / and will / fulfill our dreams and aspirations. // That we were beautiful, / and that no matter what anyone told us, / we were special.” //

Everyone has the right to dream about a better life. // Together for Latinas makes sure that young Latinas hear the encouraging messages teens need to succeed. //


Pa"age 6 p. 32

Day Two Together for Latinas Part 1: Tricky phrases and words


Many teens struggle with thorny questions

The group brings successful Latina women together

They teach girls how to identify negative messages

fulfill our dreams and aspirations

encouraging messages teens need to succeed

suicide SOO | ih | seyed

successful suk | SES | ful

experience ek | SPEER | ee | uns

aspirations as | puh | RAY | shunz

Decoding practice:


thorny successful especial ly

empower boldly mentoring


Pa"age 6 p. 33


Together for Latinas Part 2: Last read WPM ___________


Would you like to have a mentor who would teach you about life and help you prepare for your future? Why or why not?

___________________________________________________________________

___________________________________________________________________

Check with your partner. Do you feel the same or differently about this? Why?

___________________________________________________________________


Together for Latinas is a mentoring group started by two women in Connecticut. 61A butterfly, or mariposa in Spanish, is Together for Latinas’ symbol. The group 74brings successful Latina women together. These women become mentors and 84role models for teenage girls. 89

The mentors from Together for Latinas want to empower girls to take control of their 104lives. They teach girls how to live boldly and confidently. They teach girls how to 119use journal writing to understand their own feelings. They teach girls how to 132identify negative messages and replace them with positive ones. 141

One girl said her experience with Together for Latinas was inspiring. “It was like 155two angels were sent to tell us that we were going to be okay,” she said. “That we 163can and will fulfill our dreams and aspirations. That we were beautiful, and that no 188matter what anyone told us, we were special.” 196

Everyone has the right to dream about a better life. Together for Latinas makes sure 211that young Latinas hear the encouraging messages teens need to succeed. 222


Pa"age 6 p. 34

Day One D#p Friendships: Not Just for Girls

Part 1: Silent read

Can boys have close relationships? Read silently.

Friends matter to males! In the U.S., an old stereotype says that friendship is important to girls but not as important to boys. People are starting to realize that this is wrong. Boys need strong friendships to be happy and healthy.

One 15-year-old boy talked to psychologist Niobe Way. In her book Deep Secrets, Dr. Way tells Justin’s story. He and his best friend have a special bond. Justin said, “I guess in life, sometimes two people can really understand each other and really have a trust, respect, and love for each other.”

Dr. Way says this kind of friendship is natural and healthy. Friendships can help boys deal with stress. With a close friend, boys can talk about feelings and solve problems with school, family, and everyday life.

Young boys instinctively seek out deep friendships. However, as they grow older, they may be scared to show that their friends are important. They may become scornfulof talking about feelings and sharing secrets. They may believe that “real” men canswagger through life without trusted friends.

Dr. Way thinks that boys need close friends. If boys don’t have deep friendships, they can become lonely or depressed. Dr. Way told The New Yorker magazine, “Boys want in-depth friendships in which secrets are shared.” For boys as much as girls, close friends are essential.

Source: “Ask an Academic: The Secrets of Boys,” The New Yorker, March 15, 2011.


Pa"age 7 p. 35


D#p Friendships: Not Just for Girls Part 2: First timed read WPM ___________


Friends matter to males! In the U.S., an old stereotype says that friendship is important to girls but not as important to boys. People are starting to realize that this is wrong. Boys need strong friendships to be happy and healthy. 41

One 15-year-old boy talked to psychologist Niobe Way. In her book Deep Secrets, Dr. 57Way tells Justin’s story. He and his best friend have a special bond. Justin said, “I guess 74in life, sometimes two people can really understand each other and really have a trust, 89respect, and love for each other.” 95

Dr. Way says this kind of friendship is natural and healthy. Friendships can help boys 110deal with stress. With a close friend, boys can talk about feelings and solve problems 125with school, family, and everyday life. 131

Young boys instinctively seek out deep friendships. However, as they grow older, they 144may be scared to show that their friends are important. They may become scornful 158of talking about feelings and sharing secrets. They may believe that “real” men can 172swagger through life without trusted friends. 178

Dr. Way thinks that boys need close friends. If boys don’t have deep friendships, they 193can become lonely or depressed. Dr. Way told The New Yorker magazine, “Boys want 207in-depth friendships in which secrets are shared.” For boys as much as girls, close 222friends are essential. 225

What are people beginning to realize about boys?

___________________________________________________________________

What should friends in a deep friendship be able to do?

___________________________________________________________________

___________________________________________________________________


Pa"age 7 p. 36

Day One D#p Friendships: Not Just for Girls






Friends matter to males! // In the U.S., / an old stereotype says that friendship is important to girls / but not as important to boys. // People are starting to realize that this is wrong. // Boys need strong friendships to be happy and healthy. //

One 15-year-old boy talked to psychologist Niobe Way. // In her book Deep Secrets, / Dr. Way tells Justin’s story. // He and his best friend have a special bond. // Justin said, / “I guess in life, / sometimes two people can really understand each other / and really have a trust, / respect, / and love for each other.” //

Dr. Way says this kind of friendship is natural and healthy. // Friendships can help boys deal with stress. // With a close friend, / boys can talk about feelings / and solve problems with school, / family, / and everyday life. //

Young boys instinctively seek out deep friendships. // However, / as they grow older, / they may be scared to show that their friends are important. // They may become scornful of talking about feelings / and sharing secrets. // They may believe that “real” men can swagger through life without trusted friends. //

Dr. Way thinks that boys need close friends. // If boys don’t have deep friendships, / they can become lonely or depressed. // Dr. Way told The New Yorker magazine, / “Boys want in-depth friendships / in which secrets are shared.” // For boys as much as girls, / close friends are essential. //


Pa"age 7 p. 37

Day Two D#p Friendships: Not Just for Girls Part 1: Tricky phrases and words


an old stereotype says that friendship is important to girls

Young boys instinctively seek out deep friendships

They may become scornful of talking about feelings

in which secrets are shared

stereotype STAIR | ee | oh | typ

psychologist seye | KOL | uh | jist

instinctively in | STINK | tiv | lee

essential ih | SEN | shuhl

Niobe neye | OH | bee

Decoding practice:

Complete these words from the passage that start with a consonant blend.

str________________

st_________________

sp________________

sc_________________

str________________

sc_________________

If you don’t know the word already:

a) Underline and say the single sounds in the blend.

b) Say the sounds out loud as a blend.

c) What sounds are in the rest of the word?

d) Say and write the whole word.


Pa"age 7 p. 38


D#p Friendships: Not Just for Girls Part 2: Last read WPM ___________


Friends matter to males! In the U.S., an old stereotype says that friendship is important to girls but not as important to boys. People are starting to realize that this is wrong. Boys need strong friendships to be happy and healthy. 41

One 15-year-old boy talked to psychologist Niobe Way. In her book Deep Secrets, Dr. 57Way tells Justin’s story. He and his best friend have a special bond. Justin said, “I guess 74in life, sometimes two people can really understand each other and really have a trust, 89respect, and love for each other.” 95

Dr. Way says this kind of friendship is natural and healthy. Friendships can help boys 110deal with stress. With a close friend, boys can talk about feelings and solve problems 125with school, family, and everyday life. 131

Young boys instinctively seek out deep friendships. However, as they grow older, they 144may be scared to show that their friends are important. They may become scornful 158of talking about feelings and sharing secrets. They may believe that “real” men can 172swagger through life without trusted friends. 178

Dr. Way thinks that boys need close friends. If boys don’t have deep friendships, they 193can become lonely or depressed. Dr. Way told The New Yorker magazine, “Boys want 207in-depth friendships in which secrets are shared.” For boys as much as girls, close 222friends are essential. 225

In your opinion, is this passage right? Do boys need deep friendships to be

happy? Why or why not? _______________________________________________

___________________________________________________________________

Tell your partner your opinion. Do you share the same opinion? Explain.

___________________________________________________________________


Pa"age 7 p. 39

Day One The War on Poverty

Part 1: Silent read

What was the War on Poverty? Read silently.

Not all children get a favored start in life. Many are less lucky. About 15 millionAmerican children live in poverty. Most of their families work but scramble to meet daily needs. Paychecks for low skill jobs haven’t kept up with rising prices. Parentsmay need to skimp on all but the basics.

Children who live in poverty may not eat well. They are less likely to attendpreschool. Teens from low income homes are more likely to drop out of high school.Poor children feel more stress, which can lead to health problems. In 1964, PresidentLyndon Johnson began the War on Poverty. He was concerned about the one family in five that lacked the basics. He focused on health care, food, education,and housing. “Too many Americans live on the outskirts of hope,” Johnson said.

Johnson’s War on Poverty began programs that still support poor families. Programsinclude Medicaid, food stamps, and housing vouchers. Since 1964, trillions of dollarshave been spent on this war. But today, too many children are still poor. Budgets for children’s programs are often strained.

Although low income children have more support today than in 1964, not all theirneeds are met. Groups like the Children’s Defense Fund advocate for poor children.They work to expand health care, preschool, and job training.


Pa"age 8 p. 40


The War on Poverty Part 2: First timed read WPM ___________



Children who live in poverty may not eat well. They are less likely to attend 68preschool. Teens from low income homes are more likely to drop out of high school. 83Poor children feel more stress, which can lead to health problems. In 1964, President 97Lyndon Johnson began the War on Poverty. He was concerned about the one 110family in five that lacked the basics. He focused on health care, food, education, 124and housing. “Too many Americans live on the outskirts of hope,” Johnson said. 137

Johnson’s War on Poverty began programs that still support poor families. Programs 149include Medicaid, food stamps, and housing vouchers. Since 1964, trillions of dollars 161have been spent on this war. But today, too many children are still poor. Budgets for 177children’s programs are often strained. 182

Although low income children have more support today than in 1964, not all their 196needs are met. Groups like the Children’s Defense Fund advocate for poor children. 209They work to expand health care, preschool, and job training. 219

What problems affect children living in poverty?

___________________________________________________________________

___________________________________________________________________

When did the War on Poverty begin?

___________________________________________________________________

___________________________________________________________________


Pa"age 8 p. 41

Day One The War on Poverty






Not all children get a favored start in life. // Many are less lucky. // About 15 million American children live in poverty. // Most of their families work / but scramble to meet daily needs. // Paychecks for low skill jobs haven’t kept up with rising prices. // Parents may need to skimp on all but the basics. //

Children who live in poverty may not eat well. // They are less likely to attend preschool. // Teens from low income homes are more likely to drop out of high school. // Poor children feel more stress, which can lead to health problems. // In 1964, / President Lyndon Johnson began the War on Poverty. // He was concerned about the one family in five / that lacked the basics. // He focused on health care, / food, / education, / and housing. // “Too many Americans live on the outskirts of hope,” / Johnson said. //

Johnson’s War on Poverty began programs that still support poor families. // Programs include Medicaid, / food stamps, / and housing vouchers. // Since 1964, / trillions of dollars have been spent on this war. // But today, / too many children are still poor. // Budgets for children’s programs are often strained. //

Although low income children have more support today than in 1964, / not all their needs are met. // Groups like the Children’s Defense Fund advocate for poor children. // They work to expand health care, / preschool, / and job training. //


Pa"age 8 p. 42

Day Two The War on Poverty Part 1: Tricky phrases and words


About 15 million American children live in poverty

Paychecks for low skill jobs haven’t kept up with rising prices

President Lyndon Johnson began the War on Poverty

He was concerned about the one family in five

Budgets for children’s programs are often strained

poverty POV | er | tee

Lyndon LIN | duhn

concerned kuhn | SERND

outskirts OWT | skurtss

Medicaid MED | ih | kayd

vouchers VOW | cherz

advocate AD | vuh | kit

Decoding practice:


st________________

scr_______________

sk_______________

str_______________

str_______________







Pa"age 8 p. 43


The War on Poverty Part 2: Last read WPM ___________


The Children’s Defense Fund is working to expand health care, preschool, and

job training to help poor families. Would you add anything to the list of what

they are working toward?

___________________________________________________________________

What would your partner add to the list?

___________________________________________________________________


Children who live in poverty may not eat well. They are less likely to attend 68preschool. Teens from low income homes are more likely to drop out of high school. 83Poor children feel more stress, which can lead to health problems. In 1964, President 97Lyndon Johnson began the War on Poverty. He was concerned about the one 110family in five that lacked the basics. He focused on health care, food, education, 124and housing. “Too many Americans live on the outskirts of hope,” Johnson said. 137

Johnson’s War on Poverty began programs that still support poor families. Programs 149include Medicaid, food stamps, and housing vouchers. Since 1964, trillions of dollars 161have been spent on this war. But today, too many children are still poor. Budgets for 177children’s programs are often strained. 182

Although low income children have more support today than in 1964, not all their 196needs are met. Groups like the Children’s Defense Fund advocate for poor children. 209They work to expand health care, preschool, and job training. 219


Pa"age 8 p. 44

Day One P#r Pre"ure: Pushing Back

Part 1: Silent read

Is it ever smart to stand up to your friends? Read silently.

Asia is enjoying herself at a party when Jake, the cute boy from her math class, approaches. He thrusts a plastic cup in her direction. “Hey Asia, do you want a beer?”he asks. Asia is flustered. She doesn’t drink, but she is attracted to Jake, and she wants him to like her. What should she say?

Like all teens at some point, Asia is feeling peer pressure. Teens spend more time with peers than they do with their families or other adults. Many teens feel intensepressure to conform. They worry that they will be criticized or excluded if they dress,talk, or act too differently.

The best way to resist peer pressure is to be prepared to speak your mind assertively but not aggressively. Say “no” by standing up straight, looking the person in the eye, and saying in a pleasant but firm voice, “I don’t want to.”

Asia takes a deep breath. She stands up straight, smiles, and looks Jake in the eye.“No thanks, I don’t drink,” she says. “Are you going to the basketball game nextweekend?” Jake sets the beer down, and soon they are talking with two other classmates about basketball. Asia is delighted to be talking to Jake and proud thatshe stayed true to herself. The next time she feels peer pressure she will knowexactly what to do.


Pa"age 9 p. 45


P#r Pre"ure: Pushing Back Part 2: First timed read WPM ___________


Asia is enjoying herself at a party when Jake, the cute boy from her math class, approaches. He thrusts a plastic cup in her direction. “Hey Asia, do you want a beer?”he asks. Asia is flustered. She doesn’t drink, but she is attracted to Jake, and she wants him to like her. What should she say? 57

Like all teens at some point, Asia is feeling peer pressure. Teens spend more time 72with peers than they do with their families or other adults. Many teens feel intense 87pressure to conform. They worry that they will be criticized or excluded if they dress, 102talk, or act too differently. 107

The best way to resist peer pressure is to be prepared to speak your mind 122assertively but not aggressively. Say “no” by standing up straight, looking the 134person in the eye, and saying in a pleasant but firm voice, “I don’t want to.” 150

Asia takes a deep breath. She stands up straight, smiles, and looks Jake in the eye. 166“No thanks, I don’t drink,” she says. “Are you going to the basketball game next 181weekend?” Jake sets the beer down, and soon they are talking with two other 195classmates about basketball. Asia is delighted to be talking to Jake and proud that 209she stayed true to herself. The next time she feels peer pressure she will know 224exactly what to do. 228

Why do many teens feel intense peer pressure?

___________________________________________________________________

___________________________________________________________________

What is the best way to say “no” when you feel peer pressure?

___________________________________________________________________

___________________________________________________________________


Pa"age 9 p. 46

Day One P#r Pre"ure: Pushing Back






Asia is enjoying herself at a party when Jake, / the cute boy from her math class, / approaches. // He thrusts a plastic cup in her direction. // “Hey Asia, / do you want a beer?” / he asks. // Asia is flustered. // She doesn’t drink, / but she is attracted to Jake / and she wants him to like her. // What should she say? //

Like all teens at some point, / Asia is feeling peer pressure. // Teens spend more time with peers than they do with their families or other adults. // Many teens feel intense pressure to conform. // They worry that they will be criticized or excluded if they dress, / talk, / or act / too differently. //

The best way to resist peer pressure is to be prepared to speak your mind assertively / but not aggressively. // Say “no” by standing up straight, / looking the person in the eye, / and saying, / in a pleasant but firm voice, / “I don’t want to.” //

Asia takes a deep breath. // She stands up straight, / smiles, / and looks Jake in the eye. // “No thanks, / I don’t drink,” / she says. // “Are you going to the basketball game next weekend?” // Jake sets the beer down, / and soon they are talking with two other classmates about basketball. // Asia is delighted to be talking to Jake / and proud that she stayed true to herself. // The next time she feels peer pressure / she will know exactly what to do. //


Pa"age 9 p. 47

Day Two P#r Pre"ure: Pushing Back Part 1: Tricky phrases and words


Asia is flustered

but she is attracted to Jake

Many teens feel intense pressure to conform

They worry that they will be criticized or excluded if they dress

approaches uh | PROH | chiz

attracted uh | TRAK | tid

conform kuhn | FORM

assertively uh | SER | tiv | lee

aggressively uh | GRESS | iv | lee

delighted de | LEYE | tid

Decoding practice:


thr__________

pl__________

fl__________

pr__________

cr__________

cl__________







Pa"age 9 p. 48


P#r Pre"ure: Pushing Back Part 2: Last read WPM ___________


Asia is enjoying herself at a party when Jake, the cute boy from her math class, approaches. He thrusts a plastic cup in her direction. “Hey Asia, do you want a beer?”he asks. Asia is flustered. She doesn’t drink, but she is attracted to Jake, and she wants him to like her. What should she say? 57

Like all teens at some point, Asia is feeling peer pressure. Teens spend more time 72with peers than they do with their families or other adults. Many teens feel intense 87pressure to conform. They worry that they will be criticized or excluded if they dress, 102talk, or act too differently. 107

The best way to resist peer pressure is to be prepared to speak your mind 122assertively but not aggressively. Say “no” by standing up straight, looking the 134person in the eye, and saying in a pleasant but firm voice, “I don’t want to.” 150

Asia takes a deep breath. She stands up straight, smiles, and looks Jake in the eye. 166“No thanks, I don’t drink,” she says. “Are you going to the basketball game next 181weekend?” Jake sets the beer down, and soon they are talking with two other 195classmates about basketball. Asia is delighted to be talking to Jake and proud that 209she stayed true to herself. The next time she feels peer pressure she will know 224exactly what to do. 228

Do you think it was hard or easy for Asia to refuse the beer? Explain.

___________________________________________________________________

___________________________________________________________________

Check with your partner. Does your partner think it was hard or easy for Asia?

___________________________________________________________________


Pa"age 9 p. 49

Day One No Snitchin’! Part 1: Silent read

How do you define snitching? Read silently.

A few years ago, tee shirts appeared in neighborhood stores with the logo, “NoSnitchin’!” The shirts were popular in some communities where people don’t like totalk to police. In Boston, the mayor tried to block sales of the shirts. He said thatcriminals hid behind a wall of silence. After a crime occurred, witnesses wouldclaim they had seen nothing.

In Philadelphia, students wanted to learn more about snitching. What did peoplethink about tattling? Was every kind of tattling seen as “snitching”? When would people tell on a lawbreaker, and when would they keep quiet? The students createda survey called “The Snitching Project.” They posed questions about differenttattling situations and then tallied up the responses.

What are the students learning about snitching? Some people say they will neverever tell, no matter what. One man said his brother could “die in his arms,” and hewould still not talk to police. For most people, it matters most who the victim is.People were more willing to tell if the crime affected a child, an elderly person, or aclose friend. When the victim is a criminal, like a drug dealer, many people said they would be afraid to tell.

Many people told the students they would never tell a parent on a brother or sister.They saw this as snitching, too. But many reported they would tell on someone ifthey were about to take the blame themselves.


Pa"age 10 p. 50


No Snitchin’! Part 2: First timed read WPM ___________


A few years ago, tee shirts appeared in neighborhood stores with the logo, “NoSnitchin’!” The shirts were popular in some communities where people don’t like totalk to police. In Boston, the mayor tried to block sales of the shirts. He said thatcriminals hid behind a wall of silence. After a crime occurred, witnesses would 57claim they had seen nothing. 62

In Philadelphia, students wanted to learn more about snitching. What did people 74think about tattling? Was every kind of tattling seen as “snitching”? When would 87people tell on a lawbreaker, and when would they keep quiet? The students created 101a survey called “The Snitching Project.” They posed questions about different 112tattling situations and then tallied up the responses. 120

What are the students learning about snitching? Some people say they will never 133ever tell, no matter what. One man said his brother could “die in his arms,” and he 150would still not talk to police. For most people, it matters most who the victim is. 166People were more willing to tell if the crime affected a child, an elderly person, or a 183close friend. When the victim is a criminal, like a drug dealer, many people said 198they would be afraid to tell. 204

Many people told the students they would never tell a parent on a brother or sister. 220They saw this as snitching, too. But many reported they would tell on someone if 235they were about to take the blame themselves. 243

What is “The Snitching Project”?

___________________________________________________________________

___________________________________________________________________

Why won’t some people tell on a criminal?

___________________________________________________________________

___________________________________________________________________


Pa"age 10 p. 51

Day One No Snitchin’! Part 4: Phrase-cued reading





A few years ago, / tee shirts appeared in neighborhood stores with the logo, / “No Snitchin’!” // The shirts were popular in some communities / where people don’t like to talk to police. // In Boston, / the mayor tried to block sales of the shirts. // He said that criminals hid behind a wall of silence. // After a crime occurred, / witnesses would claim they had seen nothing. //

In Philadelphia, / students wanted to learn more about snitching. // What did people think about tattling? // Was every kind of tattling seen as “snitching”? // When would people tell on a lawbreaker, / and when would they keep quiet? // The students created a survey called “The Snitching Project.” // They posed questions about different tattling situations / and then tallied up the responses. //

What are the students learning about snitching? // Some people say they will never ever tell, / no matter what. // One man said his brother could “die in his arms,” / and he would still not talk to police. // For most people, / it matters most who the victim is. // People were more willing to tell if the crime affected a child, / an elderly person, / or a close friend. // When the victim is a criminal, / like a drug dealer, / many people said they would be afraid to tell. //

Many people told the students they would never tell a parent on a brother or sister. // They saw this as snitching, / too. // But many reported they would tell on someone if they were about to take the blame themselves. //


Pa"age 10 p. 52

Day Two No Snitchin’! Part 1: Tricky phrases and words


He said that criminals hid behind a wall of silence

The students created a survey called “The Snitching Project”

They posed questions about different tattling situations

and then tallied up the responses

People were more willing to tell if the crime affected a child

neighborhood NAY | bur | hood

communities kuh | MYOO | nih | teez

Philadelphia fill | uh | DELL | fee | uh

lawbreaker LAW | bray | ker

situations sih | choo | AY | shunz

tallied TAH | leed

Decoding practice:

Complete these words from the passage thatstart with a consonant blend.

bl__________

cr__________

cl__________

cr__________







Pa"age 10 p. 53


No Snitchin’! Part 2: Last read WPM ___________


Would you tell on a brother or sister who had done something really wrong?

Why? _______________________________________________________________

___________________________________________________________________

Compare your answer with what your partner thinks. Do you agree or disagree?

___________________________________________________________________

A few years ago, tee shirts appeared in neighborhood stores with the logo, “NoSnitchin’!” The shirts were popular in some communities where people don’t like totalk to police. In Boston, the mayor tried to block sales of the shirts. He said thatcriminals hid behind a wall of silence. After a crime occurred, witnesses would 57claim they had seen nothing. 62

In Philadelphia, students wanted to learn more about snitching. What did people 74think about tattling? Was every kind of tattling seen as “snitching”? When would 87people tell on a lawbreaker, and when would they keep quiet? The students created 101a survey called “The Snitching Project.” They posed questions about different 112tattling situations and then tallied up the responses. 120

What are the students learning about snitching? Some people say they will never 133ever tell, no matter what. One man said his brother could “die in his arms,” and he 150would still not talk to police. For most people, it matters most who the victim is. 166People were more willing to tell if the crime affected a child, an elderly person, or a 183close friend. When the victim is a criminal, like a drug dealer, many people said 198they would be afraid to tell. 204

Many people told the students they would never tell a parent on a brother or sister. 220They saw this as snitching, too. But many reported they would tell on someone if 235they were about to take the blame themselves. 243


Pa"age 10 p. 54

Documents

Unit 1.1 Reading Intervention Fluency Passages...Unit 1.1 • Fluency C. p. 2. Working with the . fluency workb!k . Day One . Part 1: Silent read Part 2: First timed read. Set timer