Unit 1.1 stari Fluency - SERP Mediastari.serpmedia.org/assets/stari1.1_fluencyb.pdf · Unit 1.1—Fluency B | p. 2 Fluency chart Level Passage title First read WPM Last read WPM Practice

Unit 1.1

Fluency Passages

© SERP 2014

stariStrategic Adolescent Reading Intervention

Level B1. Red Sox Nation p. 5

2. Dealing with Stereotypes p. 10

3. Bullying: A Real Problem p. 15

4. A Victim’s Story p. 20

5. Girl-on-Girl Violence p. 25

6. Relational Aggression p. 30

7. Vandalism p. 35

8. Peer Pressure p. 40

9. Tattling or Reporting? p. 45

10. Teasing: Friendly or Mean? p. 50

Unit 1.1—Fluency B | p. 2

Fluency chartFluency chartFluency chartFluency chart

Level Passage title First read WPM

Last read WPM

Practice What’s Your Birth Order?

B Red Sox Nation

B Dealing with Stereotypes

B Bullying: A Real Problem

B A Victim’s Story

B Girl-on-Girl Violence

B Relational Aggression

B Vandalism

B Peer Pressure

B Tattling or Reporting?

B Teasing: Friendly or Mean?

Reading rate goal: _______ WPM!

Developing fluency


Working with the

fluency workb!k

Day OnePart 1: First readPart 1: First readPart 1: First readPart 1: First readPart 1: First readPart 1: First readPart 1: First read

Read your passage silently. Read your passage silently. Read your passage silently. Read your passage silently. Read your passage silently. Read your passage silently. Read your passage silently.

Partner 1 Partner 1 Partner 1 Partner 2 Partner 2 Partner 2 Partner 2Set timer to one minute.Set timer to one minute.

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

Tell partner to stop when timer goes off. Tell partner to stop when timer goes off.

Mark the last word with //Mark the last word with //

Help partner figure out words per minute (WPM).Help partner figure out words per minute (WPM).

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

Listen to partner read to end of passage.Listen to partner read to end of passage.

Finish reading passage out loud.Finish reading passage out loud.

Now switch roles and repeat!Now switch roles and repeat!Now switch roles and repeat!Now switch roles and repeat!Now switch roles and repeat!Now switch roles and repeat!Now switch roles and repeat!

Part 2: Comprehension and discu"ionPart 2: Comprehension and discu"ionPart 2: Comprehension and discu"ionPart 2: Comprehension and discu"ionPart 2: Comprehension and discu"ionPart 2: Comprehension and discu"ionPart 2: Comprehension and discu"ion

Read fluency passage questions. Read fluency passage questions. Read fluency passage questions. Read fluency passage questions.

Write answers. Write answers. Write answers. Write answers.

Share one interesting sentence with your partner. Share one interesting sentence with your partner. Share one interesting sentence with your partner. Share one interesting sentence with your partner.

Record WPM on your fluency chart. Record WPM on your fluency chart. Record WPM on your fluency chart. Record WPM on your fluency chart.

Part 3: Phrase-cued readingPart 3: Phrase-cued readingPart 3: Phrase-cued readingPart 3: Phrase-cued readingPart 3: Phrase-cued readingPart 3: Phrase-cued readingPart 3: Phrase-cued reading

Partner 1 Partner 1 Partner 1 Partner 2 Partner 2 Partner 2 Partner 2Listen to your partner. Listen to your partner. Read passage out loud in

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

Now switch roles and repeat!Now switch roles and repeat!Now switch roles and repeat!Now switch roles and repeat!Now switch roles and repeat!Now switch roles and repeat!Now switch roles and repeat!


Part 1: Tricky phrases and wordsPart 1: Tricky phrases and wordsPart 1: Tricky phrases and wordsPart 1: Tricky phrases and words

Partner 1 Partner 1 Partner 2 Partner 2Listen to your partner. Read tricky phrases and words out

loud to your partner.

Now switch roles and repeat!Now switch roles and repeat!Now switch roles and repeat!Now switch roles and repeat!

Both partners complete word study activity. Both partners complete word study activity. Both partners complete word study activity. Both partners complete word study activity.

Part 2: Last readPart 2: Last readPart 2: Last readPart 2: Last read

Partner 1 Partner 1 Partner 2 Partner 2Set 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!Now switch roles and repeat!Now switch roles and repeat!Now switch roles and repeat!

Part 3: Comprehension and discu"ionPart 3: Comprehension and discu"ionPart 3: Comprehension and discu"ionPart 3: Comprehension and discu"ion

Read fluency passage questions. Read fluency passage questions. Read fluency passage questions. Read fluency passage questions.

Write detailed answers. Write detailed answers. Write detailed answers. Write detailed answers.

Share and talk over answers with your partner. Share and talk over answers with your partner. Share and talk over answers with your partner. Share and talk over answers with your partner.

Record WPM on your fluency chart. Record WPM on your fluency chart. Record WPM on your fluency chart. Record WPM on your fluency chart.

Day Two

Day OneRed Sox NationPart 1: First read

Find out about a Nation of loyal fans. Read silently.


It’s the sixth inning. Slugger David Ortiz from the Red Sox hits a home run. The crowd goes crazy. But wait a minute. We aren’t in Boston. This baseball game is being played in Florida! Who are all those Red Sox fans who are cheering?

Welcome to Red Sox Nation. Fans of the team can be found all over the U.S. Even in the home of the Tampa Bay Rays, Sox fans fill many seats. Looking around the park, you can see almost as many red shirts as shirts of Tampa blue.

Fans can even be found in Alaska. Here, 3,000 miles from Boston, is the Far From Fenway Fan Club. Maria from East Boston is a member. “I come from a Red Sox family,” she says. “My father used to take my sister and me to the games after the seventh inning when you could get in for free.”

The fans who make up Red Sox Nation have a special bond. For more than 80 years, Red Sox fans hoped for a World Series title. Each year, fans said, “Wait ’til next year!” Each year, they were disappointed.

In 2004, the wait was over. Excitement swept Red Sox Nation. When the Sox became world champions, fans everywhere went wild.

Teena is 12. She lives in Texas. She has never been to Boston. Still, she wears herpink Sox cap with pride. “My brother loves the Rangers. I hate them!” she says. “Red Sox Nation rules!”

Passage 1

Day One // one minute

Red Sox NationPart 1: First read WPM ___________

Part 2: Comprehension and discu"ion


It’s the sixth inning. Slugger David Ortiz from the Red Sox hits a home run. The crowd goes crazy. But wait a minute. We aren’t in Boston. This baseball game is being played in Florida! Who are all those Red Sox fans who are cheering? 45

Welcome to Red Sox Nation. Fans of the team can be found all over the U.S. Even in 63the home of the Tampa Bay Rays, Sox fans fill many seats. Looking around the park, 79you can see almost as many red shirts as shirts of Tampa blue. 92

Fans can even be found in Alaska. Here, 3,000 miles from Boston, is the Far From 108Fenway Fan Club. Maria from East Boston is a member. “I come from a Red Sox 124family,” she says. “My father used to take my sister and me to the games after the 141seventh inning when you could get in for free.” 150

The fans who make up Red Sox Nation have a special bond. For more than 80 years, 167Red Sox fans hoped for a World Series title. Each year, fans said, “Wait ’til next year!” 184Each year, they were disappointed. 189

In 2004, the wait was over. Excitement swept Red Sox Nation. When the Sox became 204world champions, fans everywhere went wild. 210

Teena is 12. She lives in Texas. She has never been to Boston. Still, she wears her 227pink Sox cap with pride. “My brother loves the Rangers. I hate them!” she says. “Red 243Sox Nation rules!” 246

What is Red Sox Nation? ______________________________________________

___________________________________________________________________

Where is the Far From Fenway Fan Club located?

___________________________________________________________________

Passage 1

Day OneRed Sox NationPart 3: Phrase-cued reading

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.

It’s the sixth inning. // Slugger David Ortiz / from the Red Sox / hits a home run. // The crowd goes crazy. // But wait a minute. // We aren’t in Boston. // This baseball game / is being played in Florida! // Who are all those Red Sox fans / who are cheering? //

Welcome to Red Sox Nation. // Fans of the team can be found / all over the U.S. // Even in the home of the Tampa Bay Rays, / Sox fans fill many seats. // Looking around the park, / you can see almost as many red shirts / as shirts of Tampa blue. //

Fans can even be found in Alaska. // Here, / 3,000 miles from Boston, / is the Far From Fenway Fan Club. // Maria from East Boston is a member. // “I come from a Red Sox family,” / she says. // “My father used to take my sister and me to the games / after the seventh inning / when you could get in for free.” //

The fans who make up Red Sox Nation / have a special bond. // For more than 80 years, / Red Sox fans hoped for a World Series title. // Each year, / fans said, / “Wait ’til next year!” // Each year, / they were disappointed. //

In 2004, / the wait was over. // Excitement swept Red Sox Nation. // When the Sox became world champions, / fans everywhere went wild. //

Teena is 12. // She lives in Texas. // She has never been to Boston. // Still, / she wears her pink Sox cap with pride. // “My brother loves the Rangers. // I hate them!” / she says. // “Red Sox Nation rules!” //

Unit 1.1—Fluency B | p. 7Passage 1

Day TwoRed Sox NationPart 1: Tricky phrases and words

Read these phrases and words out loud to your partner.

Slugger David Ortiz

is being played in Florida!

Welcome to Red Sox Nation

3,000 miles from Boston

Red Sox fans hoped for a World Series title

Ortiz or | TEEZ

Tampa TAM | puh

Alaska uh | LASS | kuh

Fenway FEN | way

disappointed diss | uh | POYN | ted

champions CHAM | pee | unz

Word study:

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.

s ixth s lugger seventh

exci tement supporters to ta l ly


Day Two // one minute

Red Sox NationPart 2: Last read WPM ___________


Unit 1.1 Fluency A | p. 9Unit 1.1—Fluency B | p. 9

Can you be a real Red Sox fan if you don’t live in Massachusetts? __________

Why or why not? _____________________________________________________

Now check in with your partner about this.

My partner thinks you have to be from Massachusetts to be a true Red Sox fan.

My partner thinks you can live somewhere else and still be a true Red Sox fan.

It’s the sixth inning. Slugger David Ortiz from the Red Sox hits a home run. The crowd goes crazy. But wait a minute. We aren’t in Boston. This baseball game is being played in Florida! Who are all those Red Sox fans who are cheering? 45

Welcome to Red Sox Nation. Fans of the team can be found all over the U.S. Even in 63the home of the Tampa Bay Rays, Sox fans fill many seats. Looking around the park, 79you can see almost as many red shirts as shirts of Tampa blue. 92

Fans can even be found in Alaska. Here, 3,000 miles from Boston, is the Far From 108Fenway Fan Club. Maria from East Boston is a member. “I come from a Red Sox 124family,” she says. “My father used to take my sister and me to the games after the 141seventh inning when you could get in for free.” 150

The fans who make up Red Sox Nation have a special bond. For more than 80 years, 167Red Sox fans hoped for a World Series title. Each year, fans said, “Wait ’til next year!” 184Each year, they were disappointed. 189

In 2004, the wait was over. Excitement swept Red Sox Nation. When the Sox became 204world champions, fans everywhere went wild. 210

Teena is 12. She lives in Texas. She has never been to Boston. Still, she wears her 227pink Sox cap with pride. “My brother loves the Rangers. I hate them!” she says. “Red 243Sox Nation rules!” 246

Passage 1

Day OneDealing with StereotypesPart 1: First read

Do people judge you based on your race? Read silently.


Nicole, Kim, and Sara are talking about race.

Nicole is concerned about racial stereotypes. “At my school, if you are Black, peopleact surprised when you get good grades. Last week my teacher was handing back essays. A White student passed me the paper. You could tell she was shocked at my A grade. I try not to overreact. But it’s slowly wearing me down,” she says. Studentsalso expect her to dress a certain way and like certain music. “I hate rap,” Nicole says. “But my White friends are always saying, ‘Listen, you’ll like this.’”

A racial stereotype is a race-based judgment. It means expecting people will act a certain way based on their race. “Latinos are good dancers.” “African Americans can’t swim.” These are both racial stereotypes.

Kim, an Asian student, also has a problem with stereotypes. Other students expect her to be good at math. Actually, math is her weakest subject. “People take one look at me and think I am a math whiz,” she says. “They couldn’t be more wrong.” Kim feels bad about not living up to the stereotype. “I feel like I’m not smart enough or good enough,” she says. Kim even tries not wearing her glasses. “The glasses justmake me look more like a nerd!”

Sara, a Latina student, says stereotypes can keep people apart. She thinks studentsshould get to know each other. To do this, they need to get past racial stereotypes.

Passage 2


Dealing with StereotypesPart 1: First read WPM ___________




Nicole is concerned about racial stereotypes. “At my school, if you are Black, peopleact surprised when you get good grades. Last week my teacher was handing back essays. A White student passed me the paper. You could tell she was shocked at my 52A grade. I try not to overreact. But it’s slowly wearing me down,” she says. Students 68also expect her to dress a certain way and like certain music. “I hate rap,” Nicole 84says. “But my White friends are always saying, ‘Listen, you’ll like this.’” 96

A racial stereotype is a race-based judgment. It means expecting people will act a 111certain way based on their race. “Latinos are good dancers.” “African Americans can’t 124swim.” These are both racial stereotypes. 130

Kim, an Asian student, also has a problem with stereotypes. Other students expect 143her to be good at math. Actually, math is her weakest subject. “People take one look 159at me and think I am a math whiz,” she says. “They couldn’t be more wrong.” Kim 176feels bad about not living up to the stereotype. “I feel like I’m not smart enough or 193good enough,” she says. Kim even tries not wearing her glasses. “The glasses just 207make me look more like a nerd!” 214

Sara, a Latina student, says stereotypes can keep people apart. She thinks students 227should get to know each other. To do this, they need to get past racial stereotypes. 243

What is a racial stereotype?

___________________________________________________________________

What’s the problem with racial stereotypes?

___________________________________________________________________

___________________________________________________________________

Passage 2

Day OneDealing with StereotypesPart 3: Phrase-cued reading





Nicole, / Kim, / and Sara / are talking about race. //

Nicole is concerned about racial stereotypes. // “At my school, / if you are Black, / people act surprised when you get good grades. // Last week / my teacher was handing back essays. // A White student passed me the paper. // You could tell she was shocked at my A grade. // I try not to overreact. // But it’s slowly wearing me down,” / she says. // Students also expect her to dress a certain way / and like certain music. // “I hate rap,” / Nicole says. // “But my White friends are always saying, / ‘Listen, / you’ll like this.’” //

A racial stereotype is a race-based judgment. // It means expecting people will act a certain way / based on their race. // “Latinos are good dancers.” // “African Americans can’t swim.” // These are both racial stereotypes. //

Kim, / an Asian student, / also has a problem with stereotypes. // Other students expect her to be good at math. // Actually, / math is her weakest subject. // “People take one look at me and think I am a math whiz,” / she says. // “They couldn’t be more wrong.” // Kim feels bad about not living up to the stereotype. // “I feel like I’m not smart enough / or good enough,” / she says. // Kim even tries not wearing her glasses. // “The glasses just make me look more like a nerd!” //

Sara, / a Latina student, / says stereotypes can keep people apart. // She thinks students should get to know each other. // To do this, / they need to get past racial stereotypes. //


Day TwoDealing with StereotypesPart 1: Tricky phrases and words


I try not to overreact

A racial stereotype is a race-based judgment

It means expecting people will act a certain way

math is her weakest subject

says stereotypes can keep people apart

they need to get past racial stereotypes

concerned kuhn | SERND

stereotypes STEH | ree | oh | typss

certain SER | tuhn

judgment JUHJ | mehnt

Word study:

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.

racial Asian weakest

wearing judgment concerned



Dealing with StereotypesPart 2: Last read WPM ___________



Has someone ever used a stereotype to judge you? What happened? How did

you feel? __________________________________________________________

___________________________________________________________________

Share with your partner. How did your partner answer? ____________________

___________________________________________________________________


Nicole is concerned about racial stereotypes. “At my school, if you are Black, peopleact surprised when you get good grades. Last week my teacher was handing back essays. A White student passed me the paper. You could tell she was shocked at my 52A grade. I try not to overreact. But it’s slowly wearing me down,” she says. Students 68also expect her to dress a certain way and like certain music. “I hate rap,” Nicole 84says. “But my White friends are always saying, ‘Listen, you’ll like this.’” 96

A racial stereotype is a race-based judgment. It means expecting people will act a 111certain way based on their race. “Latinos are good dancers.” “African Americans can’t 124swim.” These are both racial stereotypes. 130

Kim, an Asian student, also has a problem with stereotypes. Other students expect 143her to be good at math. Actually, math is her weakest subject. “People take one look 159at me and think I am a math whiz,” she says. “They couldn’t be more wrong.” Kim 176feels bad about not living up to the stereotype. “I feel like I’m not smart enough or 193good enough,” she says. Kim even tries not wearing her glasses. “The glasses just 207make me look more like a nerd!” 214

Sara, a Latina student, says stereotypes can keep people apart. She thinks students 227should get to know each other. To do this, they need to get past racial stereotypes. 243

Passage 2

Day OneBu#ying: A Real ProblemPart 1: First read

How can bullying be stopped? Read silently.


In fifth grade, Mike had plenty of friends. But when he entered middle school, the trouble started. Other kids began to bully him. They spread rumors about Mike. When he walked down the hallway, students shot rubber bands at him. “The message was just go away,” he said. “Don’t even try to talk to us.” Mike didn’t know why he became a target. The bullying even became physical. Kids pushed himin the lunch line.

Mike is one of thousands of students who get bullied each day. Bullying is mean oraggressive behavior that gets repeated. Bullying reaches a peak in the teenage years.Some students bully to feel powerful. Others bully to be part of a group. Sometimesbullies are put down or abused at home. They may use bullying to feel more confident.

When bullies are teasing or hurting a victim, there often are bystanders. They may be laughing or watching silently. Some bystanders feel power when someone else gets hurt. Or perhaps they are afraid. After all, if you stick up for the victim, you may become a target yourself.

School anti-bullying programs try to help students understand bullies. They give an overview of what bullying looks like and how it can be stopped. Bystanders can be important in stopping bullying. A bystander can undercut a bully by refusing to laughor watch. “The community can take away the bully’s power,” one teacher says.

Passage 3


Bu#ying: A Real ProblemPart 1: First read WPM ___________



In fifth grade, Mike had plenty of friends. But when he entered middle school, the trouble started. Other kids began to bully him. They spread rumors about Mike. When he walked down the hallway, students shot rubber bands at him. “The message was just go away,” he said. “Don’t even try to talk to us.” Mike didn’t 57know why he became a target. The bullying even became physical. Kids pushed him 71in the lunch line. 75

Mike is one of thousands of students who get bullied each day. Bullying is mean or 91aggressive behavior that gets repeated. Bullying reaches a peak in the teenage years. 104Some students bully to feel powerful. Others bully to be part of a group. Sometimes 119bullies are put down or abused at home. They may use bullying to feel more 134confident. 135

When bullies are teasing or hurting a victim, there often are bystanders. They may 149be laughing or watching silently. Some bystanders feel power when someone else 161gets hurt. Or perhaps they are afraid. After all, if you stick up for the victim, you 178may become a target yourself. 183

School anti-bullying programs try to help students understand bullies. They 194give an overview of what bullying looks like and how it can be stopped. Bystanders can 210be important in stopping bullying. A bystander can undercut a bully by refusing to laugh 225or watch. “The community can take away the bully’s power,” one teacher says. 238

What is bullying?

___________________________________________________________________

What can bystanders do to stop bullying?

___________________________________________________________________

___________________________________________________________________

Passage 3

Day OneBu#ying: A Real ProblemPart 3: Phrase-cued reading





In fifth grade, / Mike had plenty of friends. // But when he entered middle school, / the trouble started. // Other kids began to bully him. // They spread rumors about Mike. // When he walked down the hallway, / students shot rubber bands at him. // “The message was / just go away,” / he said. // “Don’t even try to talk to us.” // Mike didn’t know / why he became a target. // The bullying even became physical. // Kids pushed him / in the lunch line. //

Mike is one of thousands of students / who get bullied each day. // Bullying / is mean or aggressive behavior / that gets repeated. // Bullying reaches a peak in the teenage years. // Some students bully to feel powerful. // Others bully to be part of a group. // Sometimes bullies are put down / or abused / at home. // They may use bullying to feel more confident. //

When bullies are teasing or hurting a victim, / there often are bystanders. // They may be laughing / or watching silently. // Some bystanders feel power when someone else gets hurt. // Or / perhaps they are afraid. // After all, / if you stick up for the victim, / you may become a target yourself. //

School anti-bullying programs / try to help students understand bullies. // They give an overview of what bullying looks like / and how it can be stopped. // Bystanders can be important in stopping bullying. // A bystander can undercut a bully / by refusing to laugh / or watch. // “The community can take away the bully’s power,” / one teacher says. //


Day TwoBu#ying: A Real ProblemPart 1: Tricky phrases and words


The bullying even became physical

is mean or aggressive behavior

When bullies are teasing or hurting a victim

school anti-bullying programs

They give an overview of what bullying looks like

A bystander can undercut a bully

trouble TRUH | buhl

spread SPRED

message MESS | uhj

physical FIH | zih | kuhl

aggressive uh | GRESS | iv

confident KON | fih | dent

community kuh | MYOO | nih | tee

Word study:

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

someone hallway teenage

bystanders overview undercut



Bu#ying: A Real ProblemPart 2: Last read WPM ___________



Have you ever seen a student bully another student? How did you respond?

___________________________________________________________________

__________________________________________________________________

Ask your partner about a time when bullying happened. What did your partner

say or do? __________________________________________________________

___________________________________________________________________

In fifth grade, Mike had plenty of friends. But when he entered middle school, the trouble started. Other kids began to bully him. They spread rumors about Mike. When he walked down the hallway, students shot rubber bands at him. “The message was just go away,” he said. “Don’t even try to talk to us.” Mike didn’t 57know why he became a target. The bullying even became physical. Kids pushed him 71in the lunch line. 75

Mike is one of thousands of students who get bullied each day. Bullying is mean or 91aggressive behavior that gets repeated. Bullying reaches a peak in the teenage years. 104Some students bully to feel powerful. Others bully to be part of a group. Sometimes 119bullies are put down or abused at home. They may use bullying to feel more 134confident. 135

When bullies are teasing or hurting a victim, there often are bystanders. They may 149be laughing or watching silently. Some bystanders feel power when someone else 161gets hurt. Or perhaps they are afraid. After all, if you stick up for the victim, you 178may become a target yourself. 183

School anti-bullying programs try to help students understand bullies. They 194give an overview of what bullying looks like and how it can be stopped. Bystanders can 210be important in stopping bullying. A bystander can undercut a bully by refusing to laugh 225or watch. “The community can take away the bully’s power,” one teacher says. 238

Passage 3

Day OneA Victim’s StoryPart 1: First read

What happens to victims of bullying? Read silently.


Jason Beltran was bullied for years. “I was punched, pushed, and tripped,” he remembers. “Classmates called me every name in the book.” Today, Jason is a peer advocate at his middle school. He works to stop bullying.

For Jason, the worst part was not being hit. What hurt the most was being ignored by classmates. He remembers being the only person at his lunch table. In gym, he was the only one without a partner. In science class, when students did labs, Jason workedalone.

Bullying is serious. Like Jason Beltran, victims can be hurt through words or actions.Victims are at risk for depression, low grades, and other problems. Bullies are also atrisk. They are more likely to abuse drugs and drop out. Experts say that bullying isoften in the background in cases of teen suicide. Memories of bullying can harm people their entire lives.

Talking about bullying in the classroom can help. Hearing victims’ stories can makestudents less likely to target others. Students also need to know what is and what isnot acceptable.

Jason has learned that most bullies don’t mean to really hurt people. Sometimes they are just bored and want something to do. Or they may be going along with their friends. Whatever the reasons, bullying is serious. When Jason presents at school, he gives that message. “It doesn’t have to be this way,” he says.

Passage 4


A Victim’s StoryPart 1: First read WPM ___________




For Jason, the worst part was not being hit. What hurt the most was being ignored by 54classmates. He remembers being the only person at his lunch table. In gym, he was 69the only one without a partner. In science class, when students did labs, Jason worked 84alone. 85

Bullying is serious. Like Jason Beltran, victims can be hurt through words or actions. 99Victims are at risk for depression, low grades, and other problems. Bullies are also at 114risk. They are more likely to abuse drugs and drop out. Experts say that bullying is 130often in the background in cases of teen suicide. Memories of bullying can harm 144people their entire lives. 148

Talking about bullying in the classroom can help. Hearing victims’ stories can make 161students less likely to target others. Students also need to know what is and what is 177not acceptable. 179

Jason has learned that most bullies don’t mean to really hurt people. Sometimes they 193are just bored and want something to do. Or they may be going along with their friends. 210Whatever the reasons, bullying is serious. When Jason presents at school, he gives that 224message. “It doesn’t have to be this way,” he says. 234

What can happen to the victims of bullying? _____________________________

___________________________________________________________________

For Jason, what was the worst part of being bullied? ______________________

___________________________________________________________________

Passage 4

Day OneA Victim’s StoryPart 3: Phrase-cued reading





Jason Beltran was bullied for years. // “I was punched, / pushed, / and tripped,” / he remembers. // “Classmates called me every name in the book.” // Today, / Jason is a peer advocate at his middle school. // He works to stop bullying. //

For Jason, / the worst part was not being hit. // What hurt the most / was being ignored by classmates. // He remembers being the only person at his lunch table. // In gym, / he was the only one without a partner. // In science class, / when students did labs, / Jason worked alone. //

Bullying is serious. // Like Jason Beltran, / victims can be hurt through words / or actions. // Victims are at risk for depression, / low grades, / and other problems. // Bullies are also at risk. // They are more likely to abuse drugs / and drop out. // Experts say that bullying is often in the background / in cases of teen suicide. // Memories of bullying / can harm people their entire lives. //

Talking about bullying in the classroom can help. // Hearing victims’ stories / can make students less likely to target others. // Students also need to know what is / and what is not / acceptable. //

Jason has learned / that most bullies don’t mean to really hurt people. // Sometimes they are just bored / and want something to do. // Or they may be going along with their friends. // Whatever the reasons, / bullying is serious. // When Jason presents at school, / he gives that message. // “It doesn’t have to be this way,” / he says. //


Day TwoA Victim’s StoryPart 1: Tricky phrases and words


Classmates called me every name in the book

Jason is a peer advocate at his middle school

was being ignored by classmates

Experts say that bullying is often in the background

advocate AD | vuh | cut

depression dih | PRESH | uhn

suicide SOO | ih | sahyd

acceptable ak | SEP | tuh | buhl

damaging DAM | uh | jing

Word study:

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

everything classroom

background sometimes



A Victim’s StoryPart 2: Last read WPM ___________




For Jason, the worst part was not being hit. What hurt the most was being ignored by 54classmates. He remembers being the only person at his lunch table. In gym, he was 69the only one without a partner. In science class, when students did labs, Jason worked 84alone. 85

Bullying is serious. Like Jason Beltran, victims can be hurt through words or actions. 99Victims are at risk for depression, low grades, and other problems. Bullies are also at 114risk. They are more likely to abuse drugs and drop out. Experts say that bullying is 130often in the background in cases of teen suicide. Memories of bullying can harm 144people their entire lives. 148

Talking about bullying in the classroom can help. Hearing victims’ stories can make 161students less likely to target others. Students also need to know what is and what is 177not acceptable. 179

Jason has learned that most bullies don’t mean to really hurt people. Sometimes they 193are just bored and want something to do. Or they may be going along with their friends. 210Whatever the reasons, bullying is serious. When Jason presents at school, he gives that 224message. “It doesn’t have to be this way,” he says. 234

What advice would you give to kids like Jason who are bullied at school?

___________________________________________________________________

___________________________________________________________________

Check with your partner. What is your partner’s advice to kids like Jason?

___________________________________________________________________

Passage 4

Day OneGirl-on-Girl ViolencePart 1: First read

Are girls fighting more? Read silently.


Two girls face each other in their school’s locker room. They give each other hatefullooks. Suddenly, one girl attacks. Fists fly. The girls screech, kick, and grab each other’s long hair. There’s a brutal punch. Soon, one girl is on her back, her head slammingagainst the floor. Her name is Kelly, and she is just 13 years old.

A friend of Kelly’s attacker made a video of the fight and posted it online. A parent who watched the video says, “I was disgusted. Girls today are outrageous!”

Some people say that girl-on-girl violence has become a big problem. People used tobelieve that girls and boys fought in different ways. Girls spread rumors and excludedeach other. Boys fought with their fists. Stories like Kelly’s suggest that this ischanging. Statistics tell us that today, more girls are arrested for assault. More girls alsocarry weapons. In one recent incident in Boston, a girl slashed another with a razor.The victim needed 100 stitches.

What’s behind the rise in girl-on-girl violence? Experts point to violent TV, changinggender roles, and poor parenting.

However, other people say that girl-on-girl violence is not a meaningful trend. After all, girls still fight and carry weapons less often than boys. Police and schools may be just responding more to girls’ fights. Are today’s girls more violent? Or are a fewviolent incidents giving people the wrong idea?

Passage 5


Girl-on-Girl ViolencePart 1: First read WPM ___________



Two girls face each other in their school’s locker room. They give each other hatefullooks. Suddenly, one girl attacks. Fists fly. The girls screech, kick, and grab each other’s long hair. There’s a brutal punch. Soon, one girl is on her back, her head slammingagainst the floor. Her name is Kelly, and she is just 13 years old. 60

A friend of Kelly’s attacker made a video of the fight and posted it online. A parent 77who watched the video says, “I was disgusted. Girls today are outrageous!” 89

Some people say that girl-on-girl violence has become a big problem. People used to 105believe that girls and boys fought in different ways. Girls spread rumors and excluded 119each other. Boys fought with their fists. Stories like Kelly’s suggest that this is 133changing. Statistics tell us that today, more girls are arrested for assault. More girls also 148carry weapons. In one recent incident in Boston, a girl slashed another with a razor. 163The victim needed 100 stitches. 168

What’s behind the rise in girl-on-girl violence? Experts point to violent TV, changing 183gender roles, and poor parenting. 188

However, other people say that girl-on-girl violence is not a meaningful trend. After 203all, girls still fight and carry weapons less often than boys. Police and schools may 218be just responding more to girls’ fights. Are today’s girls more violent? Or are a few 234violent incidents giving people the wrong idea? 241

What are some people saying about girls and violence?

___________________________________________________________________

___________________________________________________________________

What do statistics tell us about girls and fighting?

___________________________________________________________________

Passage 5

Day OneGirl-on-Girl ViolencePart 3: Phrase-cued reading





Two girls face each other / in their school’s locker room. // They give each other hateful looks. // Suddenly, / one girl attacks. // Fists fly. // The girls screech, / kick, / and grab each other’s long hair. // There’s a brutal punch. // Soon, / one girl is on her back, / her head slamming against the floor. // Her name is Kelly, / and she is just 13 years old. //

A friend of Kelly’s attacker made a video of the fight / and posted it online. // A parent who watched the video says, / “I was disgusted. // Girls today are outrageous!” //

Some people say that girl-on-girl violence has become a big problem. // People used to believe that girls and boys fought in different ways. // Girls spread rumors / and excluded each other. // Boys fought with their fists. // Stories like Kelly’s suggest that this is changing. // Statistics tell us that today, / more girls are arrested for assault. // More girls also carry weapons. // In one recent incident in Boston, / a girl slashed another with a razor. // The victim needed 100 stitches. //

What’s behind the rise / in girl-on-girl violence? // Experts point to violent TV, / changing gender roles, / and poor parenting. //

However, / other people say that girl-on-girl violence is not a meaningful trend. // After all, / girls still fight / and carry weapons / less often than boys. // Police and schools may be just responding more to girls’ fights. // Are today’s girls more violent? // Or are a few violent incidents giving people the wrong idea? //


Day TwoGirl-on-Girl ViolencePart 1: Tricky phrases and words


Girls spread rumors and excluded each other

Statistics tell us that today

more girls are arrested for assault

recent incident in Boston

a girl slashed another with a razor

changing gender roles and poor parenting

fought FAWT

excluded eks | KLOO | did

assault a | SAWLT

weapons WEP | uhnz

incident IN | sih | dent

gender JEN | der

Word study:


locker hateful slamming

attacker parenting meaningful



Girl-on-Girl ViolencePart 2: Last read WPM ___________



Based on your own experience, do you think girls are more violent than they

used to be? Why do you think that? _____________________________________

___________________________________________________________________

Share your answer with your partner. Does your partner agree or disagree?

___________________________________________________________________

Passage 5

Two girls face each other in their school’s locker room. They give each other hatefullooks. Suddenly, one girl attacks. Fists fly. The girls screech, kick, and grab each other’s long hair. There’s a brutal punch. Soon, one girl is on her back, her head slammingagainst the floor. Her name is Kelly, and she is just 13 years old. 60

A friend of Kelly’s attacker made a video of the fight and posted it online. A parent 77who watched the video says, “I was disgusted. Girls today are outrageous!” 89

Some people say that girl-on-girl violence has become a big problem. People used to 105believe that girls and boys fought in different ways. Girls spread rumors and excluded 119each other. Boys fought with their fists. Stories like Kelly’s suggest that this is 133changing. Statistics tell us that today, more girls are arrested for assault. More girls also 148carry weapons. In one recent incident in Boston, a girl slashed another with a razor. 163The victim needed 100 stitches. 168

What’s behind the rise in girl-on-girl violence? Experts point to violent TV, changing 183gender roles, and poor parenting. 188

However, other people say that girl-on-girl violence is not a meaningful trend. After 203all, girls still fight and carry weapons less often than boys. Police and schools may 218be just responding more to girls’ fights. Are today’s girls more violent? Or are a few 234violent incidents giving people the wrong idea? 241

Day OneRelational A$re"ionPart 1: First read

What is relational aggression? Read silently.


Jess was a popular seventh grader. One night she saw a Facebook message that her best friend had sent. “I was thinking it might be a joke or plans for something fun.” But instead, Jess’s friend was dropping her. The next day in school, nobody would sit with Jess atlunch. People laughed in a mean way when she made a tiny mistake in math class. “Itwas like a switch had flipped,” Jess said.

This was an act of relational aggression. Relational aggression is a kind of non-physical bullying. It can include spreading gossip, jumping up from a lunch table when a certain person sits down, or excluding someone from conversations orparties. Name-calling and backstabbing are also relational aggression. Some studentscall it “outcasting.”

Girls are more likely to use relational aggression, but boys can bully this way, too.Experts disagree about the causes. Sometimes, these bullies have low self-esteem. They may target others to raise their own status. However, they may also be people with healthy egos who bully to stay popular.

With relational aggression, just a few words can do real emotional damage. However,just a few supportive words can help, too. After Jess lost her best friend, she had to ride the bus on her own. One day, another group of seventh graders invited her to sit with them.

“I still remember that,” Jess says.

Passage 6


Relational A$re"ionPart 1: First read WPM ___________



Jess was a popular seventh grader. One night she saw a Facebook message that her best friend had sent. “I was thinking it might be a joke or plans for something fun.” But instead, Jess’s friend was dropping her. The next day in school, nobody would sit with Jess at 50lunch. People laughed in a mean way when she made a tiny mistake in math class. “It 67was like a switch had flipped,” Jess said. 75

This was an act of relational aggression. Relational aggression is a kind of 88non-physical bullying. It can include spreading gossip, jumping up from a lunch 101table when a certain person sits down, or excluding someone from conversations or 114parties. Name-calling and backstabbing are also relational aggression. Some students 125call it “outcasting.” 128

Girls are more likely to use relational aggression, but boys can bully this way, too. 143Experts disagree about the causes. Sometimes, these bullies have low self-esteem. 155They may target others to raise their own status. However, they may also be people 170with healthy egos who bully to stay popular. 178

With relational aggression, just a few words can do real emotional damage. However, 191just a few supportive words can help, too. After Jess lost her best friend, she had to ride 209the bus on her own. One day, another group of seventh graders invited her to sit with 226them. 227

“I still remember that,” Jess says. 233

What is relational aggression?

___________________________________________________________________

What is outcasting?

___________________________________________________________________

Passage 6

Day OneRelational A$re"ionPart 3: Phrase-cued reading





Jess was a popular seventh grader. // One night she saw a Facebook message / that her best friend had sent. // “I was thinking it might be a joke / or plans for something fun.” // But instead, / Jess’s friend was dropping her. // The next day in school, / nobody would sit with Jess at lunch. // People laughed in a mean way / when she made a tiny mistake in math class. // “It was like a switch had flipped,” / Jess said. //

This was an act of relational aggression. // Relational aggression is a kind of non-physical bullying. // It can include spreading gossip, / jumping up from a lunch table when a certain person sits down, / or excluding someone from conversations / or parties. // Name-calling and backstabbing are also relational aggression. // Some students call it “outcasting.” //

Girls are more likely to use relational aggression, / but boys can bully this way, / too. // Experts disagree about the causes. // Sometimes, / these bullies have low self-esteem. // They may target others / to raise their own status. // However, / they may also be people with healthy egos / who bully to stay popular. //

With relational aggression, / just a few words can do real / emotional damage. // However, / just a few supportive words can help, / too. // After Jess lost her best friend, / she had to ride the bus on her own. // One day, / another group of seventh graders invited her to sit with them. //

“I still remember that,” / Jess says. //


Day TwoRelational A$re"ionPart 1: Tricky phrases and words


Relational aggression is a kind of non-physical bullying

or excluding someone from conversations

name-calling and backstabbing are also relational aggression

Experts disagree about the causes

they may also be people with healthy egos

relational rih | LAY | shuh | nuhl

aggression uh | GRESH | uhn

excluding ek | SKLOO | ding

status STAY | tuhs or STAH | tuhs

egos EE | gohz

Word study:


supportive backstab emotional

healthy disagree



Relational A$re"ionPart 2: Last read WPM ___________



In your experience, what is most hurtful? Name-calling? Backstabbing? Spreading gossip? Something else? Give reasons for your answer.

___________________________________________________________________

___________________________________________________________________

Check with your partner. Does your partner have a different opinion?

___________________________________________________________________

Jess was a popular seventh grader. One night she saw a Facebook message that her best friend had sent. “I was thinking it might be a joke or plans for something fun.” But instead, Jess’s friend was dropping her. The next day in school, nobody would sit with Jess at 50lunch. People laughed in a mean way when she made a tiny mistake in math class. “It 67was like a switch had flipped,” Jess said. 75

This was an act of relational aggression. Relational aggression is a kind of 88non-physical bullying. It can include spreading gossip, jumping up from a lunch 101table when a certain person sits down, or excluding someone from conversations or 114parties. Name-calling and backstabbing are also relational aggression. Some students 125call it “outcasting.” 128

Girls are more likely to use relational aggression, but boys can bully this way, too. 143Experts disagree about the causes. Sometimes, these bullies have low self-esteem. 155They may target others to raise their own status. However, they may also be people 170with healthy egos who bully to stay popular. 178

With relational aggression, just a few words can do real emotional damage. However, 191just a few supportive words can help, too. After Jess lost her best friend, she had to ride 209the bus on her own. One day, another group of seventh graders invited her to sit with 226them. 227

“I still remember that,” Jess says. 233

Passage 6

Day OneVandalismPart 1: First read

Why do some teens get involved in vandalism? Read silently.


One night in Florida, two beams of light appeared in a dark school building. Soon, twoboys began to scatter books and paper across classroom floors. They poured soda onthe ground. They smeared walls. They flooded the science lab. Meanwhile, the school’s alarm company had called the police. Police spotted two teenagers outside inthe schoolyard. After a chase, the boys were caught and arrested. They were chargedwith vandalism.

Vandalism means destroying or damaging someone else’s property. Vandals mightsmash car windows, push over mailboxes, throw eggs, or set fires. They might scribble their names on a wall, or leave other graffiti.

The two boys in Florida were 13 and 14 years old. Police estimate the damage theycaused at about $5,000. This was bad news for the boys. When vandals cause damageabove $400, they can be charged with a felony. Felonies can be punished by more thana year in prison.

Sometimes vandals act on their own. More typically, however, vandalism is a groupactivity. Teens dare each other to do things they would not do on their own.

Acts of vandalism can start small. But often, especially when a group is involved, theactions snowball. In 2011, New York City students broke into their school for a seniorparty. Soon, some students were trashing equipment. Others spray-painted the footballfield. All of the students were banned from their prom. Some people said the punishmentwas too light. “Vandalism is a crime,” said one parent, “and there should be real consequences.”

Passage 7


VandalismPart 1: First read WPM ___________



One night in Florida, two beams of light appeared in a dark school building. Soon, twoboys began to scatter books and paper across classroom floors. They poured soda onthe ground. They smeared walls. They flooded the science lab. Meanwhile, the school’s alarm company had called the police. Police spotted two teenagers outside in 55the schoolyard. After a chase, the boys were caught and arrested. They were charged 69with vandalism. 71

Vandalism means destroying or damaging someone else’s property. Vandals might 81smash car windows, push over mailboxes, throw eggs, or set fires. They might 94scribble their names on a wall, or leave other graffiti. 104

The two boys in Florida were 13 and 14 years old. Police estimate the damage they 120caused at about $5,000. This was bad news for the boys. When vandals cause damage 136above $400, they can be charged with a felony. Felonies can be punished by more than 153a year in prison. 157

Sometimes vandals act on their own. More typically, however, vandalism is a group 170activity. Teens dare each other to do things they would not do on their own. 185

Acts of vandalism can start small. But often, especially when a group is involved, the 200actions snowball. In 2011, New York City students broke into their school for a senior 215party. Soon, some students were trashing equipment. Others spray-painted the football 227field. All of the students were banned from their prom. Some people said the punishment 242was too light. “Vandalism is a crime,” said one parent, “and there should be real 257consequences.” 258

What is vandalism?

___________________________________________________________________

If a vandal causes damage above $400, what can happen?

___________________________________________________________________

Passage 7

Day OneVandalismPart 3: Phrase-cued reading





One night in Florida, / two beams of light appeared in a dark school building. // Soon, / two boys began to scatter books and paper / across classroom floors. // They poured soda on the ground. // They smeared walls. // They flooded the science lab. // Meanwhile, / the school’s alarm company had called the police. // Police spotted two teenagers outside in the schoolyard. // After a chase, / the boys were caught / and arrested. // They were charged with vandalism. //

Vandalism means destroying / or damaging / someone else’s property. // Vandals might smash car windows, / push over mailboxes, / throw eggs, / or set fires. // They might scribble their names on a wall, / or leave other graffiti. //

The two boys in Florida were 13 / and 14 / years old. // Police estimate the damage they caused at about $5,000. // This was bad news for the boys. // When vandals cause damage above $400, / they can be charged with a felony. // Felonies can be punished / by more than a year in prison. //

Sometimes vandals act on their own. // More typically, / however, / vandalism is a group activity. // Teens dare each other to do things they would not do on their own. //

Acts of vandalism can start small. // But often, / especially when a group is involved, / the actions snowball. // In 2011, / New York City students broke into their school / for a senior party. // Soon, / some students were trashing equipment. // Others spray-painted the football field. // All of the students were banned from their prom. // Some people said the punishment was too light. // “Vandalism is a crime,” / said one parent, / “and there should be real consequences.” //


Day TwoVandalismPart 1: Tricky phrases and words


They smeared walls

Police estimate the damage

Felonies can be punished

and there should be real consequences

building BIL | ding

vandalism VAN | duhl | izm

graffiti gruh | FEE | tee

felony FEL | uh | nee

consequences CON | sih | kwen | siz

Word study:

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


sch________

sc_________

sm_________

sm_________

sn_________

st__________

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.

Passage 7


VandalismPart 2: Last read WPM ___________



Do you see the effects of vandalism in your community? How do you feel

about it? __________________________________________________________

What does your partner think?

__________________________________________________________________

One night in Florida, two beams of light appeared in a dark school building. Soon, twoboys began to scatter books and paper across classroom floors. They poured soda onthe ground. They smeared walls. They flooded the science lab. Meanwhile, the school’s alarm company had called the police. Police spotted two teenagers outside in 55the schoolyard. After a chase, the boys were caught and arrested. They were charged 69with vandalism. 71

Vandalism means destroying or damaging someone else’s property. Vandals might 81smash car windows, push over mailboxes, throw eggs, or set fires. They might 94scribble their names on a wall, or leave other graffiti. 104

The two boys in Florida were 13 and 14 years old. Police estimate the damage they 120caused at about $5,000. This was bad news for the boys. When vandals cause damage 136above $400, they can be charged with a felony. Felonies can be punished by more than 153a year in prison. 157

Sometimes vandals act on their own. More typically, however, vandalism is a group 170activity. Teens dare each other to do things they would not do on their own. 185

Acts of vandalism can start small. But often, especially when a group is involved, the 200actions snowball. In 2011, New York City students broke into their school for a senior 215party. Soon, some students were trashing equipment. Others spray-painted the football 227field. All of the students were banned from their prom. Some people said the punishment 242was too light. “Vandalism is a crime,” said one parent, “and there should be real 257consequences.” 258

Passage 7

Day OneP%r Pre"urePart 1: First read

Is peer pressure a bad thing or a good thing? Read silently.


Inez is on her school soccer team. After the scrimmage, she sprawls on the bench withher friends. They wait for a ride home. “Team party this weekend!” Dee says. “Mybrother will buy us some 40s. Inez, you have to come!” Inez doesn’t drink, and shedoesn’t want to. But she doesn’t know what to say. She doesn’t want her friends to think she’s a baby.

Inez is feeling peer pressure. This means she is feeling pushed to make a decision bysomeone her own age. When peers pressure someone to do something, they might useinsults. They might threaten to reject the person. Or they might argue that what they’redoing is okay. Peer pressure can make teens do things they normally would not do.

Peer pressure can also be unspoken. People of all ages feel pressure to talk, act, or dress like people whom they admire. Students might wear a brand of snazzy sneakers to look like a well-known athlete. Adults might dream of owning an SUV model thatcelebrities drive.

Peer pressure can also be positive. If a student has studious peers, she might feelpressure to do her homework. Members of a team can put pressure on each other toattend practice and train hard. Choosing to be around the right peers is a smart strategy. It can help us feel positive rather than negative peer pressure.

Passage 8


P%r Pre"urePart 1: First read WPM ___________



Inez is on her school soccer team. After the scrimmage, she sprawls on the bench withher friends. They wait for a ride home. “Team party this weekend!” Dee says. “Mybrother will buy us some 40s. Inez, you have to come!” Inez doesn’t drink, and shedoesn’t want to. But she doesn’t know what to say. She doesn’t want her friends to 64think she’s a baby. 68

Inez is feeling peer pressure. This means she is feeling pushed to make a decision by 84someone her own age. When peers pressure someone to do something, they might use 98insults. They might threaten to reject the person. Or they might argue that what they’re 113doing is okay. Peer pressure can make teens do things they normally would not do. 128

Peer pressure can also be unspoken. People of all ages feel pressure to talk, act, or 144dress like people whom they admire. Students might wear a brand of snazzy sneakers 158to look like a well-known athlete. Adults might dream of owning an SUV model that 174celebrities drive. 176

Peer pressure can also be positive. If a student has studious peers, she might feel 191pressure to do her homework. Members of a team can put pressure on each other to 207attend practice and train hard. Choosing to be around the right peers is a smart 222strategy. It can help us feel positive rather than negative peer pressure. 234

What is peer pressure?

___________________________________________________________________

___________________________________________________________________

How can peer pressure be positive?

___________________________________________________________________

___________________________________________________________________

Passage 8

Day OneP%r Pre"urePart 3: Phrase-cued reading





Inez is on her school soccer team. // After the scrimmage, / she sprawls on the bench with her friends. // They wait for a ride home. // “Team party this weekend!” / Dee says. // “My brother will buy us some 40s. // Inez, / you have to come!” // Inez doesn’t drink, / and she doesn’t want to. // But she doesn’t know what to say. // She doesn’t want her friends to think she’s a baby. //

Inez is feeling peer pressure. // This means she is feeling pushed to make a decision / by someone her own age. // When peers pressure someone to do something, / they might use insults. // They might threaten to reject the person. // Or they might argue that what they’re doing is okay. // Peer pressure can make teens do things they normally would not do. //

Peer pressure can also be unspoken. // People of all ages feel pressure to talk, / act, / or dress / like people whom they admire. // Students might wear a brand of snazzy sneakers / to look like a well-known athlete. // Adults might dream of owning an SUV model that celebrities drive. //

Peer pressure can also be positive. // If a student has studious peers, / she might feel pressure to do her homework. // Members of a team can put pressure on each other / to attend practice and train hard. // Choosing to be around the right peers / is a smart strategy. // It can help us feel positive / rather than negative / peer pressure. //


Day TwoP%r Pre"urePart 1: Tricky phrases and words


After the scrimmage

They might threaten to reject the person

to look like a well-known athlete

If a student has studious peers

Inez ee | NEZ

pressure PREH | sher

decision dih | SIH | zhun

unspoken uhn | SPOH | kuhn

celebrities suh | LEH | brih | teez

Word study:



scr________

spr_________

fr_________

br_________

pr_________

thr_________






Passage 8


P%r Pre"urePart 2: Last read WPM ___________



Inez is on her school soccer team. After the scrimmage, she sprawls on the bench withher friends. They wait for a ride home. “Team party this weekend!” Dee says. “Mybrother will buy us some 40s. Inez, you have to come!” Inez doesn’t drink, and shedoesn’t want to. But she doesn’t know what to say. She doesn’t want her friends to 64think she’s a baby. 68

Inez is feeling peer pressure. This means she is feeling pushed to make a decision by 84someone her own age. When peers pressure someone to do something, they might use 98insults. They might threaten to reject the person. Or they might argue that what they’re 113doing is okay. Peer pressure can make teens do things they normally would not do. 128

Peer pressure can also be unspoken. People of all ages feel pressure to talk, act, or 144dress like people whom they admire. Students might wear a brand of snazzy sneakers 158to look like a well-known athlete. Adults might dream of owning an SUV model that 174celebrities drive. 176

Peer pressure can also be positive. If a student has studious peers, she might feel 191pressure to do her homework. Members of a team can put pressure on each other to 207attend practice and train hard. Choosing to be around the right peers is a smart 222strategy. It can help us feel positive rather than negative peer pressure. 234

Can you think of a time when you felt peer pressure? Was it positive or

negative? What did you feel pressured to do? ____________________________

___________________________________________________________________

Share your experience with your partner. What kind of peer pressure has your

partner experienced? _________________________________________________

___________________________________________________________________

Passage 8

Day OneTa&ling or Reporting?Part 1: First read

Why won’t teens tell when something bad is happening? Read silently.


Parents and teachers often tell children, “Don’t tattle.” They want children to reportdangerous behavior, of course. But they also want kids to learn to solve their ownproblems. Children can’t thrive if adults are always stepping in. But small children often run to an adult when they see the rules being broken.

As children get older, the opposite problem develops. Peers become the prime focus.Adults become less important. Many teens hesitate to share problems with adults. They stop believing adults can help. They also may feel that “snitching” is bad. As aresult, bullying and acts of violence go unreported. Some teens would rather be blamed than tell on the real culprits. A culture of “no tattling” means bullies can dowhat they want.

Violence prevention experts say communities must come together. When bullying is a problem at school, students cannot stop it on their own. Adults cannot stop it on their own. Both groups need to trust each other. Students need to report unsafe behavior. It’s critical that adults act when they hear about threats or bullying.

However, many communities lack this healthy trust. “Most kids say to us that theywill never tell a teacher or parent. Kids believe telling won’t change anything,” saysone bullying expert. “In most schools, students keep quiet. They have to feel that anadult is going to be able to help.”

Passage 9


Ta&ling or Reporting?Part 1: First read WPM ___________



Parents and teachers often tell children, “Don’t tattle.” They want children to reportdangerous behavior, of course. But they also want kids to learn to solve their ownproblems. Children can’t thrive if adults are always stepping in. But small children often run to an adult when they see the rules being broken. 53

As children get older, the opposite problem develops. Peers become the prime focus. 66Adults become less important. Many teens hesitate to share problems with adults. 78They stop believing adults can help. They also may feel that “snitching” is bad. As a 94result, bullying and acts of violence go unreported. Some teens would rather be 107blamed than tell on the real culprits. A culture of “no tattling” means bullies can do 123what they want. 126

Violence prevention experts say communities must come together. When bullying is 137a problem at school, students cannot stop it on their own. Adults cannot stop it on 153their own. Both groups need to trust each other. Students need to report unsafe 167behavior. It’s critical that adults act when they hear about threats or bullying. 180

However, many communities lack this healthy trust. “Most kids say to us that they 194will never tell a teacher or parent. Kids believe telling won’t change anything,” says 208one bullying expert. “In most schools, students keep quiet. They have to feel that an 223adult is going to be able to help.” 231

How do attitudes about tattling change as children get older?

___________________________________________________________________

___________________________________________________________________

What is one reason that students don’t tell adults about bullies?

___________________________________________________________________

___________________________________________________________________

Passage 9

Day OneTa&ling or Reporting?Part 3: Phrase-cued reading





Parents and teachers often tell children, / “Don’t tattle.” // They want children to report dangerous behavior, / of course. // But they also want kids / to learn to solve their own problems. // Children can’t thrive / if adults are always stepping in. // But small children often run to an adult / when they see rules being broken. //

As children get older, / the opposite problem develops. // Peers become the prime focus. // Adults become less important. // Many teens hesitate to share problems with adults. // They stop believing adults can help. // They also may feel that “snitching” / is bad. // As a result, / bullying / and acts of violence / go unreported. // Some teens would rather be blamed / than tell on the real culprits. // A culture of “no tattling” / means bullies can do what they want. //

Violence prevention experts / say communities must come together. // When bullying is a problem at school, / students cannot stop it on their own. // Adults cannot stop it on their own. // Both groups need to trust each other. // Students need to report unsafe behavior. // It’s critical that adults act / when they hear about threats / or bullying. //

However, / many communities lack this healthy trust. // “Most kids say to us / that they will never tell a teacher or parent. // Kids believe telling won’t change anything,” / says one bullying expert. // “In most schools, / students keep quiet. // They have to feel / that an adult is going to be able to help.” //


Day TwoTa&ling or Reporting?Part 1: Tricky phrases and words


They want children to report dangerous behavior

the opposite problem develops

Many teens hesitate to share problems with adults

It’s critical that adults act

hesitate HEZ | ih | tayt

unreported uhn | rih | POR | tid

culprits KUHL | prits

culture KUHL | cher

prevention prih | VEN | shuhn

communities kuh | MYOO | nih | teez

Word study:



thr________

pr_________

tr_________

sn_________

pr_________

bl_________






Passage 9


Ta&ling or Reporting?Part 2: Last read WPM ___________



Parents and teachers often tell children, “Don’t tattle.” They want children to reportdangerous behavior, of course. But they also want kids to learn to solve their ownproblems. Children can’t thrive if adults are always stepping in. But small children often run to an adult when they see the rules being broken. 53

As children get older, the opposite problem develops. Peers become the prime focus. 66Adults become less important. Many teens hesitate to share problems with adults. 78They stop believing adults can help. They also may feel that “snitching” is bad. As a 94result, bullying and acts of violence go unreported. Some teens would rather be 107blamed than tell on the real culprits. A culture of “no tattling” means bullies can do 123what they want. 126

Violence prevention experts say communities must come together. When bullying is 137a problem at school, students cannot stop it on their own. Adults cannot stop it on 153their own. Both groups need to trust each other. Students need to report unsafe 167behavior. It’s critical that adults act when they hear about threats or bullying. 180

However, many communities lack this healthy trust. “Most kids say to us that they 194will never tell a teacher or parent. Kids believe telling won’t change anything,” says 208one bullying expert. “In most schools, students keep quiet. They have to feel that an 223adult is going to be able to help.” 231

If you saw a peer being hurt by another peer, would you ever tell an adult?

Why or why not? ____________________________________________________

__________________________________________________________________

Check in with your partner. Would they ever tell an adult? Why or why not?

__________________________________________________________________

Passage 9

Day OneTeasing: Friendly or Mean?Part 1: First read

Is teasing fun or cruel? Read silently.


The track team has finished their drills. Gina is the first one to finish the mile. “Youwin again, girl!” Troya yells. “Those long legs are definitely helping you out!” Ginasmiles at her friend’s words. She feels good about being tall and speedy.

The next day, Gina is working on a problem in math class. Suddenly, Tyler calls out, “Hey, down in front! We can’t see over Gina the Giant!” Gina blushes and slumpsdown low in her seat, embarrassed.

After school, Rachel and Gina walk home together. Rachel pulls out a pack ofcigarettes and offers one to Gina, but Gina refuses. “What are you, too good to smoke?” Rachel comments. “Are you afraid your mother might see you?”

In all three scenarios, Gina was being teased. Teasing is making a joke aboutsomeone. Teasing often focuses on someone’s appearance or behavior. One expertsays there are three kinds of teasing: friendly, mean, and taunting. When Troya teased Gina about being tall, this was friendly teasing. Friendly teasing is playful and makes a person feel accepted for who they are. Mean or hurtful teasing, likeTyler’s comment, is intended to make a person feel bad. Taunting, like Rachel’s comments about smoking, can pressure someone to do something dangerous or stupid.

Ultimately, only the person being teased can decide whether teasing is friendly orhurtful. Only the person being teased knows for sure how it makes them feel inside.

Passage 10


Teasing: Friendly or Mean?Part 1: First read WPM ___________




The next day, Gina is working on a problem in math class. Suddenly, Tyler calls out, 60“Hey, down in front! We can’t see over Gina the Giant!” Gina blushes and slumps 75down low in her seat, embarrassed. 81

After school, Rachel and Gina walk home together. Rachel pulls out a pack of 95cigarettes and offers one to Gina, but Gina refuses. “What are you, too good to 110smoke?” Rachel comments. “Are you afraid your mother might see you?” 121

In all three scenarios, Gina was being teased. Teasing is making a joke about 135someone. Teasing often focuses on someone’s appearance or behavior. One expert 146says there are three kinds of teasing: friendly, mean, and taunting. When Troya 159teased Gina about being tall, this was friendly teasing. Friendly teasing is playful 172and makes a person feel accepted for who they are. Mean or hurtful teasing, like 187Tyler’s comment, is intended to make a person feel bad. Taunting, like Rachel’s 200comments about smoking, can pressure someone to do something dangerous or 211stupid. 212

Ultimately, only the person being teased can decide whether teasing is friendly or 225hurtful. Only the person being teased knows for sure how it makes them feel inside. 240

What is teasing?

___________________________________________________________________

How can you tell if teasing is friendly or hurtful?

___________________________________________________________________

___________________________________________________________________

Passage 10

Day OneTeasing: Friendly or Mean?Part 3: Phrase-cued reading





The track team has finished their drills. // Gina is the first one to finish the mile. // “You win again, / girl!” / Troya yells. // “Those long legs are definitely helping you out!” // Gina smiles at her friend’s words. // She feels good about being tall and speedy. //

The next day, / Gina is working on a problem in math class. // Suddenly, / Tyler calls out, / “Hey, / down in front! // We can’t see over Gina the Giant!” // Gina blushes / and slumps down low in her seat, / embarrassed. //

After school, / Rachel and Gina walk home together. // Rachel pulls out a pack of cigarettes / and offers one to Gina, / but Gina refuses. // “What are you, / too good to smoke?” / Rachel comments. // “Are you afraid your mother might see you?” //

In all three scenarios, / Gina was being teased. // Teasing is making a joke about someone. // Teasing often focuses on someone’s appearance / or behavior. // One expert says there are three kinds of teasing: / friendly, / mean, / and taunting. // When Troya teased Gina about being tall, / this was friendly teasing. // Friendly teasing is playful / and makes a person feel accepted for who they are. // Mean or hurtful teasing, / like Tyler’s comment, / is intended to make a person feel bad. // Taunting, / like Rachel’s comments about smoking, / can pressure someone to do something dangerous / or stupid. //

Ultimately, / only the person being teased can decide whether teasing is friendly / or hurtful. // Only the person being teased knows for sure / how it makes them feel inside. //


Day TwoTeasing: Friendly or Mean?Part 1: Tricky phrases and words


blushes and slumps down low in her seat

In all three scenarios

can pressure someone to do something dangerous

Teasing often focuses on someone’s appearance

is intended to make a person feel bad

like Rachel’s comments about smoking

definitely DEF | uh | nit | lee

embarrassed em | BAHR | uhsst

cigarettes SIG | uh | retss

scenarios sih | NAHR | ee | ohz

appearance uh | PEER | uhnss

behavior bih | HEYV | yer

ultimately UHL | tih | mit | lee

Word study:



tr________

Tr_________

dr_________

bl_________






Passage 10


Teasing: Friendly or Mean?Part 2: Last read WPM ___________



Can you explain the difference between teasing in a friendly way and teasing

in a mean way? _____________________________________________________

___________________________________________________________________

Share your answer with your partner. What does your partner think?

___________________________________________________________________


The next day, Gina is working on a problem in math class. Suddenly, Tyler calls out, 60“Hey, down in front! We can’t see over Gina the Giant!” Gina blushes and slumps 75down low in her seat, embarrassed. 81

After school, Rachel and Gina walk home together. Rachel pulls out a pack of 95cigarettes and offers one to Gina, but Gina refuses. “What are you, too good to 110smoke?” Rachel comments. “Are you afraid your mother might see you?” 121

In all three scenarios, Gina was being teased. Teasing is making a joke about 135someone. Teasing often focuses on someone’s appearance or behavior. One expert 146says there are three kinds of teasing: friendly, mean, and taunting. When Troya 159teased Gina about being tall, this was friendly teasing. Friendly teasing is playful 172and makes a person feel accepted for who they are. Mean or hurtful teasing, like 187Tyler’s comment, is intended to make a person feel bad. Taunting, like Rachel’s 200comments about smoking, can pressure someone to do something dangerous or 211stupid. 212

Ultimately, only the person being teased can decide whether teasing is friendly or 225hurtful. Only the person being teased knows for sure how it makes them feel inside. 240

Passage 10

Documents

Unit 1.1 stari Fluency - SERP Mediastari.serpmedia.org/assets/stari1.1_fluencyb.pdf · Unit 1.1—Fluency B | p. 2 Fluency chart Level Passage title First read WPM Last read WPM Practice