Orca Soundings Resource Guide , livre ebook
298
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English
Ebooks
2009
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298
pages
English
Ebooks
2009
Obtenez un accès à la bibliothèque pour le consulter en ligne En savoir plus
Publié par
Date de parution
01 septembre 2009
Nombre de lectures
3
EAN13
9781554693887
Langue
English
Poids de l'ouvrage
4 Mo
New Resource Guides available for Hi/Low fiction from Orca Book Publishers. Orca Soundings are teen novels for reluctant readers. Orca Currents are middle-school novels for reluctant readers. Written at a grade 2.0 to grade 4.5 reading level, these compelling contemporary novels have proven incredibly popular with teachers and librarians looking for material that will engage their most reluctant of readers. Orca has always provided professionally written teachers guides to accompany these books. Now we offer a complete resource guide to enable classroom integration of these popular titles. Including sections on reading levels, book discussion groups, literacy circles, assessment and follow-up activities, this resource guide enables a teacher to implement the Orca Soundings and Orca Currents series as part of a comprehensive independent reading and literacy unit.
Voir
Publié par
Date de parution
01 septembre 2009
Nombre de lectures
3
EAN13
9781554693887
Langue
English
Poids de l'ouvrage
4 Mo
Resource Guide
Copyright ©2010Susan Geye
All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording or by any information storage and retrieval system now known or to be invented, without permission in writing from the publisher.
Library and Archives Canada Cataloguing in Publication
Geye, Susan Orca soundings resource guide / written by Susan Geye and Janice Reynolds. (Orca soundings)
Issued also in electronic andcdformats. isbn 9781551439549
1. ReadingRemedial teaching. 2. Reading (Secondary). 3. Language artsRemedial teaching. 4. Language arts (Secondary). 5. Children’s stories, Canadian (English)Study and teaching (Secondary). 6. Young adult fiction, Canadian (English)Study and teaching (Secondary). 7. High interestlow vocabulary books. I. Reynolds, Janice T II. Title. III. Series: Orca soundings
lb1632.g48 2010 428.4071’2 c20109054687
First published in the United States,2010 Library of Congress Control Number:2010936269
Orca Book Publishers gratefully acknowledges the support for its publishing programs provided by the following agencies: the Government of Canada through the Canada Book Fund and the Canada Council for the Arts, and the Province of British Columbia through the BC Arts Council and the Book Publishing Tax Credit.
Box, Stn. B Victoria,Canada
Box Custer, -
www.orcabook.com Printed and bound in Canada.
15 14 13 12•6 5 4 3
Orca Soundings Resource Guide
Contents Index of Teachers’ Guides . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iv The Value of Using Orca Soundings in the Classroom . . . . . . . . . . . . . . . . . . . . . . 1 Orca Soundings and Reading Levels . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 How to Use this Curriculum Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Classroom Teaching Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Book Summaries with Reading Levels . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Books Grouped by Subject . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Books Titles with Keywords . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Appendix A: Lexile Levels . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 291 Appendix B: Fry Reading Levels . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 293
Resource Guide Contributors After teaching high school English for nine years,Susan Geyeearned a Masters of Library Science from Texas Woman’s University in Denton, Texas and has been librarian for ten years in Crowley ISD. Susan has served on the American Library Association’s Best Books for Young Adults Committee and the Quick Picks for Reluctant Readers Committee, as well as the Texas Library Association’s Tayshas High School Reading List Committee. Susan’s first book,MiniLessons for Revision: How to Teach Writing Skills, Language Usage, Grammar, and Mechanics in the Writing Process,was publishedin 1997.
Janice Reynoldstaught for 18 years in elementary, middle and high school has settings. She has been selected by her peers as Teacher of the Year for both elementary and secondary campuses. Her passion has been teaching English and Language Arts, and she has presented writing workshops for teachers since 1995. Janice holds a Master Degree in Educational Administration from the University of North Texas in Denton, Texas, and currently serves as Assessment Specialist for Crowley ISD in Fort Worth.
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Orca Soundings Resource Guide
Index of Teachers’ Guides B Negative . . . . . . . . . . . . . . . . . . . . 18 Back . . . . . . . . . . . . . . . . . . . . . . . . . 22 Bang . . . . . . . . . . . . . . . . . . . . . . . . . 26 Battle of the Bands. . . . . . . . . . . . . . 30 Big Guy . . . . . . . . . . . . . . . . . . . . . . 33 Blue Moon . . . . . . . . . . . . . . . . . . . . 37 Breathless . . . . . . . . . . . . . . . . . . . . . 40 Bull Rider. . . . . . . . . . . . . . . . . . . . . 44 Bull’s Eye . . . . . . . . . . . . . . . . . . . . . 48 Cellular . . . . . . . . . . . . . . . . . . . . . . 51 Charmed . . . . . . . . . . . . . . . . . . . . . 55 Chill . . . . . . . . . . . . . . . . . . . . . . . . . 58 Comeback . . . . . . . . . . . . . . . . . . . . 62 Crush . . . . . . . . . . . . . . . . . . . . . . . . 66 The Darwin Expedition . . . . . . . . . 69 DeadEnd Job . . . . . . . . . . . . . . . . . 73 Death Wind . . . . . . . . . . . . . . . . . . . 76 Down . . . . . . . . . . . . . . . . . . . . . . . . 80 Exit Point. . . . . . . . . . . . . . . . . . . . . 84 Exposure . . . . . . . . . . . . . . . . . . . . . 87 Fallout . . . . . . . . . . . . . . . . . . . . . . . 90 Fastback Beach . . . . . . . . . . . . . . . . 93 First Time . . . . . . . . . . . . . . . . . . . . 97 Grind . . . . . . . . . . . . . . . . . . . . . . . 101 Hannah’s Touch . . . . . . . . . . . . . . . 104 The Hemingway Tradition . . . . . . 107 Hit Squad. . . . . . . . . . . . . . . . . . . . 111 Home Invasion . . . . . . . . . . . . . . . 114 House Party . . . . . . . . . . . . . . . . . . 118 I.D. . . . . . . . . . . . . . . . . . . . . . . . . . 121 Impact . . . . . . . . . . . . . . . . . . . . . . 124 In the Woods . . . . . . . . . . . . . . . . . 127 Infiltration . . . . . . . . . . . . . . . . . . . 130 Jacked . . . . . . . . . . . . . . . . . . . . . . . 133 Juice . . . . . . . . . . . . . . . . . . . . . . . . 136 Kicked Out . . . . . . . . . . . . . . . . . . 139 Knifepoint . . . . . . . . . . . . . . . . . . . 143 Last Ride . . . . . . . . . . . . . . . . . . . . 147 Learning to Fly . . . . . . . . . . . . . . . 151
iv
Lockdown . . . . . . . . . . . . . . . . . . . 155 Masked . . . . . . . . . . . . . . . . . . . . . . 159 Middle Row . . . . . . . . . . . . . . . . . . 163 My Time as Caz Hazard . . . . . . . . 167 No More Pranks . . . . . . . . . . . . . . 171 No Problem . . . . . . . . . . . . . . . . . . 174 One More Step . . . . . . . . . . . . . . . 178 Outback . . . . . . . . . . . . . . . . . . . . . 182 Overdrive . . . . . . . . . . . . . . . . . . . . 185 Pain & Wastings . . . . . . . . . . . . . . 188 Picture This . . . . . . . . . . . . . . . . . . 191 Plastic. . . . . . . . . . . . . . . . . . . . . . . 194 Reaction . . . . . . . . . . . . . . . . . . . . . 197 Redline . . . . . . . . . . . . . . . . . . . . . . 200 Refuge Cove . . . . . . . . . . . . . . . . . 203 Responsible . . . . . . . . . . . . . . . . . . 206 Riley Park . . . . . . . . . . . . . . . . . . . 210 Rock Star . . . . . . . . . . . . . . . . . . . . 214 Running the Risk . . . . . . . . . . . . . . 217 Saving Grace . . . . . . . . . . . . . . . . . 221 Scum . . . . . . . . . . . . . . . . . . . . . . . 225 Sea Change . . . . . . . . . . . . . . . . . . 228 Shattered . . . . . . . . . . . . . . . . . . . . 232 Snitch . . . . . . . . . . . . . . . . . . . . . . . 235 Something Girl . . . . . . . . . . . . . . . 238 Spiral . . . . . . . . . . . . . . . . . . . . . . . 242 Sticks and Stones . . . . . . . . . . . . . . 246 Stuffed . . . . . . . . . . . . . . . . . . . . . . 249 Tell . . . . . . . . . . . . . . . . . . . . . . . . . 253 Thunderbowl . . . . . . . . . . . . . . . . . 256 Tough Trails. . . . . . . . . . . . . . . . . . 260 The Trouble with Liberty . . . . . . 264 Truth . . . . . . . . . . . . . . . . . . . . . . . 268 Viral . . . . . . . . . . . . . . . . . . . . . . . . 272 Wave Warrior . . . . . . . . . . . . . . . . 275 Who Owns Kelly Paddik? . . . . . . . 279 Yellow Line . . . . . . . . . . . . . . . . . . 283 Zee’s Way. . . . . . . . . . . . . . . . . . . . 287
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orca soundings
Orca Soundings Resource Guide
The Value of Using Orca Soundings in the Classroom These novels, written by awardwinning authors, engage readers from page one with compelling stories about interesting characters in contemporary settings. While the novels are primarily intended to meet the needs of reluctant readers, all students will enjoy these short entertaining books and gain a new interest in reading.
Orca Soundings and Reading Levels Orca Soundings have been assigned a grade level for readability using the Fry Readability Formula. Orca Book Publishers has chosen the Fry reading level because it is relatively easy to understand and is a basic measure of word and sentence length. The grade level for all Orca Soundings titles falls between grade 2.0 and grade 4.5. The interest level, determined ageappropriate content, is ages twelve and up.
The Fry Readability Formula (or Fry Readability Graph) is a readability metric for English texts, developed by Dr. Edward Fry. The Fry Readability Formula assigns grade reading levels based on a calculation of the average number of sentences and syllables per one hundred words. These averages are plotted onto a graph in which the intersection of these averages determines the grade reading level.
Please note that the Fry reading level is intended to be used a guide for teachers, librarians and educators looking for texts that are suitable for their students. The Fry Readability Formula does not take into account difficult concepts or constructs or the sophistication of the content. We recommend that educators consider the content when making selections for their students. A book is much more likely to succeed in the classroom if the content holds personal interest to students.
Orca Book Publishers employs a stringent editing process that ensures linear comprehensible storylines, clear context and controlled vocabulary. There are few characters in these books and no flashbacks or confusing constructs or situations.
There are myriad leveling systems available, each with a different set of criteria. Many wholesalers and educational programs have assigned reading levels to books in the Orca Soundings series using their own systems. Orca Book Publishers collects this information as it becomes available. For example, there are Lexile levels andFountas and Pinnell Guided Reading Levels available for a number of books in the Orca Soundings series. For more information about reading levels, please callorca soundings 18002105277.
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Orca Soundings Resource Guide
How to Use this Curriculum Guide This curriculum guide will enable teachers to use Orca Soundings books in the classroom. A teaching guide for each book in the series includes a summary, writing and research activities, elements of the novel, discussion questions and tools used by writers. The activities in these guides will allow students to study the novels while gaining a deeper understanding of how the text relates to their lives and to the society in which they live.
The guides may be used as written for an individual book or combined with other guides for multiple book study. Teachers may also use a portion of the guide to highlight a particular aspect of the book or to teach a specific curriculum based lesson.
Classroom Teaching Ideas Reading Workshop—Individual Silent Reading To encourage students to read every day, allow a set period of time in each class for silent reading. Daily reading will increase a student’s fluency, enhance their vocabulary, improve their writing skills and raise their test scores. One way to evaluate their reading is to use the following guide to establish a grade. Students will be graded on the number of pages they read, and their pages can be recorded on a reading log that is maintained throughout the year. Pages Grade 50 or less 65 51 – 74 70 75 – 99 75 100 – 124 80 125 – 149 85 150 – 174 90 175 – 199 95 200 – 225 100
In order to determine if a student has read the book, ask them a few of the following questions. 1. How does the title relate to the story? 2. What does the cover image have to do with the plot of the story? 3. Can you identify and describe any characters displayed on the cover? 4. Who is the antagonist? How does he/she work against the protagonist? 5. What is the result of the conflict between the protagonist and the antagonist? 6. What happens to the antagonist at the end of the story? 7. What is the main problem/conflict the characters deal with? 8. What steps do the characters take to resolve the conflict? 9. Describe the main character. 10. What lesson does the main character learn?
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orca soundings
Orca Soundings Resource Guide
Literature Circles Literature circles are small, studentled book discussion groups comprised of four to five students who are reading the same book. Literature circles can be used in one of two ways: (1) each group reads a different book, or (2) the entire class reads the same book but breaks into smaller literature circle groups for book discussions. This studentcentered instructional technique enables each student to respond to literature in the discussion format regardless of his or her reading level. The students initiate and lead the discussions in their small groups, and the teacher simply acts as observer, facilitator and, as needed, mediator. Assessment in literature circles can be both formal and informal and can include student input. Generally, literature circles should meet once or twice a week for approximately 20 minutes. Students should come prepared having read the assigned pages and completed some type of written response. No official leader or roles are assigned; all students know that they are expected to participate and respond to the comments, questions and ideas of the other members of the group in genuine giveandtake conversations.
Assigning Students to Book Discussion Groups The most successful assignment of students to literature circles occurs when students are placed in groups based on their interest in a particular book. If the teacher has a collection of various titles, the teacher may want to “book talk” the titles, then have students vote for their preferred reading selection. The teacher then assigns students to book discussion groups based on book preferences, as much as possible, and availability of books. When students are able to read a genre or topic that piques their interest, their book discussion group will be much more lively and authentic.
To give each student a “sneak preview” option of a variety of Orca Soundings books, give each student a different Orca Soundings title and set a timer for five minutes. Ask students to look at the cover and read the first few pages of the book for five minutes. When the time period is up, ask students to pass their book to another student and set the timer for an additional five minutes. Repeat this process at least four times, and then allow students to select the book that captures their attention.
Student Ownership of Book Discussion Groups Once students have been assigned to book discussion groups, students need to know that the success of the literature circle discussion group is their responsibility. Allowing oreasonrable lcimits)awill be thesfirst stoep in giuving stundents odwnersihip onf the digscussiosn. students to set ground rules for the discussion, such as expectations for participation and respect for group members, as well as establishing a reading schedule (within For example, students may decide that, if a member of their group has not done the reading, they cannot participate in the discussion that day. The teacher can assist in this decisionmaking process by clarifying expectations such as whether or not class time will be allotted for reading of the novel and, if so, how much time will be allowed.
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Orca Soundings Resource Guide
The teacher will also need to indicate a completion date and group project due date, if applicable. The groups should use this information to set reasonable reading schedules. This will help keep the readers at more or less the same place in the book and facilitate discussion.
Modeling Responses to Literature When introducing the concept of literature circles, the teacher should explain to students that the group discussions are conversations about their reading and that all students are expected to contribute to the discussions. Teachers can facilitate these book discussions before students are ever placed in literature circle discussion groups by encouraging the type of openended responses that are the essence of literature circle discussions. One way to do this is for the teacher to introduce the openended type of student response in a class discussion. The teacher may model responses or solicit responses from the students either as the class reads the novel or after individual reading of sections of the book. During the novel discussion, the teacher may ask questions that help the students to focus on:
• • •
Themes: loss/abandonment, family relationships, selfdiscovery, friendship Characters: honesty, openmindedness, courage Writing Style: story within a story, literary allusions, imagery
During classroom discussions, the teacher can encourage responses that focus on the “big ideas” (theme, characterization, etc.); textual passages (foreshadowing, imagery, etc.); connections (to students’ personal lives, other texts or the real world); and style (diction, vocabulary). This classification process allows students to see the wide variety of acceptable responses and the openended nature of the discussions. With such experience, they are more fully prepared to come to literature circle discussions able to discuss both the story and more advanced literary topics, including author’s technique, literary devices, figurative language, diction and other topics.
Written Preparation for Literature Circle Discussions Literature circles are most effective when students do some written preparation prior to attending the literature circle discussion group. This written preparation insures that when the students do meet with their groups, each student has at least one or two “conversation starters” in case the freeflowing conversation about the book stalls or breaks down. For younger elementary students, this written preparation may be in the form of a drawing of a scene from the book or a journal entry recording their thoughts at an event in the story. For older students, written preparation may be in the form of a response to a question focusing on a literary element, a character journal or a dialectical journal that reflects on both the textual elements of the story, as well as the student’s individual response to the story. All students bring their written preparation to the book discussions and USE THEM AS NEEDED. They are “conversation starters” and students should not take turns reading them aloud.
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Orca Soundings Resource Guide
Dialectical Journals Dialectical journals offer the distinct advantage of recording the student’s thought processes at a specific point in the novel and preserving those thoughts for the book discussion groups that will ensue. Dialectical journals invite a dialogue between the reader and the text. These doubleentry journals record two types of information: on the left side of the journal, students write a reference to the text, a quotation or passage, or a summary of an event; and on the right side, a personal response to the text referenced. Again, teachers should encourage responses such as connections to self, the outside world or another text; predictions; questions; visualizations (in words or drawings); clarifications of the text; conclusions or inferences; or statements that are indicators of the student’s comprehension. Students should be encouraged to make an entry in their dialectical journals as they read or to put a Postit note in the book where they have a response and return to the Postit note when they have finished reading and are ready to write in their dialectical journal.
Group Sharing Teachers and students can enjoy and benefit from an endofthebook project that focuses on higherorder thinking skills. Groups can choose one or more of these options or suggest another idea for their group sharing project: •Make a collage which might be found hanging in the bedroom of one of the char acters, and write a brief explanation of each item selected. •Write diary entries that one of the characters might have written during the course of the story. •Write a poem or song that expresses one or more of the characters’ feelings. •of artwork that interprets one of the themes of the book.Create a piece •Write and perform a skit based on the book. •Write letters that two of the characters might have written to one another about what was happening in their lives. •Create a board game based on the book. •record a news broadcast about the events in the book.Write and •Write and illustrate a picture book based on the characters and events. •Cast the characters in a movie based on the book and develop an advertising cam paign for the movie. •Draw a timeline of the book, complete with illustrations and commentaries. ochrangescas a resault oftheseventsoand situuations tnhat occdur.ings •Create a causeandeffect continuum of how and why the main character After the projects are completed, each group will share their final product with the class.
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Orca Soundings Resource Guide
Culminating Activities •Ask students to select one of the resource guide research activities for the novel they read and complete or adapt the assignment for a “Celebration of Reading.” Have students prepare a trifold cardboard backboard and a display to showcase their research projects. Invite parents, teachers and other classes to view the projects. Award prizes and invite school district officials and local news media to cover the event.
•Ask students to write a review of the book they have read. Encourage them to consider character development, language, plot and theme. A useful format for a book review is:
Brief synopsis of plot and introduction to the main characters Comments on the book’s theme Something postive about the book A constructive criticism Your overall impression of the book Advice for who might enjoy the book
Students may wish to send their reviews to the author or the publisher.
•Divide students into groups of three or four. Have one of the students volunteer to be talkshow host. Ask the other students to assume the identity, dress and persona of one of the characters from one of the Orca Soundings books. Ask the students to develop a theme for their talk show and a series of questions for the character interviews. Have each group present their interviews to the class.
•Many of the central problems in the Orca Soundings books involve situations that could be considered newsworthy. As a class, prepare a news program con sisting of a series of news reports—one for each Orca novel read. Students can portray news anchors, reporters, other victims, participants, family members and bystanders in the news stories. Have students write, practice and tape their news stories. Invite other classes to view the newscast.
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