Correlated to: GEORGIA PERFORMANCE STANDARDS Language...

AMP READING SYSTEM LEVEL I

Correlated to: GEORGIA PERFORMANCE STANDARDS

Language Arts

Grade 6-8

Copyright © 2008 Pearson Education, Inc. or its affiliate(s). All rights reserved.

Grade 6 Page 2 of 60

CORRELATION TO THE GEORGIA PERFORMANCE STANDARDS

Subject Area: Language Arts State-Funded Course: Language Arts/Grade 6 Textbook Title: AMP Reading System, Level I (Orange) Publisher: Pearson ________________________________________________________

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ELA6R1 Reading and Literature The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts.

Direct and intensive teaching of comprehension strategies, one strategy at a time, is the foundation of AMP Reading. Each strategy is taught, practiced, and applied in the course of a unit, and comprehension monitoring is taught with each strategy. See: TE I: pp. T14-17, T20 Unit I: Summarizing; Unit 2: Questioning; Unit 3: Predicting TE II: Unit 4: Text Structure; Unit 5: Visualizing; Unit 6: Inferencing; Unit 7: Metacognition Student Guide: Multiple comprehension strategies are used throughout, including previewing, problem/solution analysis, analyzing sequence, Summarizing, comparing and contrasting, understanding cause and effect, using text clues, using picture clues, likening to personal experience, using inferences, making predictions, and so forth. Lessons begin with an activity that includes an explanation of the strategy and how it helps students become better readers. There is an illustration or passage used to demonstrate the strategy and immediate opportunity for student response in the margin. After the initial activity, further question/response reading comprehension activities are included for additional reinforcement. See the following examples: SG I: Unit I, Sports on the Edge pp. 5-7, 10-13, 16-19 22-28, 31-34, 37-43, 46- 49, 52-55 SG II: Unit 4, Staying Alive pp. 4-7, 10-13, 16-19, 22-28, 31-34, 37-43, 46-49, 52-55 Assessment Masters: Assessment of student comprehension is continuous and ongoing. Each unit includes a Mid-Unit Assessment and an End-of-Unit Assessment. See examples on pages 13-17, 21-25, 29-33, 37-41 Customized Reading Strategies: Social Studies, Science, and Math: pp. 13-16, 28-31


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For literary texts, the student identifies the characteristics of various genres and produces evidence of reading that:

a. Identifies and analyzes sensory details and figurative language.

SG II: pp. 67-68, 72-75, 78, 109, 207-208 TE II: Unit 5: Visualizing, pp. 67-68, 72-75, 78, 109; Unit 7: Metacognition, pp 207-208 Assessment Masters: pp. 80, 81, 88, 89, 90, 120, 122

b. Identifies and analyzes the author’s use of dialogue and description.

SG I: p. 80, 136 TE I: Unit 2: Questioning, p. 80; Unit 3: Predicting, p. 136 SG II: pp. 5, 7, 11, 23-25, 67-69, 75, 109, 200, 208 TE II: Unit 4: Text Structure, pp. 5, 7, 11, 23-25; Unit 5: Visualizing, pp. 67-69, 75, 109; Unit 7: Metacognition: pp. 200, 208 Assessment Masters: pp. 32, 40, 80, 81, 88, 89, 120

c. Relates a literary work to historical events of the period.

SG I: pp. 80-81, 94-95, 103-104 TE I: Unit 2: Questioning, pp. 80-81, 94-95, 103-104 SG II: pp. 150-151 TE II: Unit 6: Inferencing, pp. 150-151 Assessment Masters: pp. 29-33, 101-106

d. Applies knowledge of the concept that theme refers to the message about life and the world that the author wants us to understand whether implied or stated.

TE II: Unit 5: Visualizing, pp. 56, 65 Assessment Masters: p. 25, 88

e. Identifies and analyzes the elements of setting, characterization, plot, and the resolution of the conflict of a story or play:

This standard falls outside the scope of these AMP Reading System titles.

i. internal/external conflicts SG I: pp. 80-81, 95, 103-104, 136 TE I: pp. Unit 2: Questioning, pp. 80, 95; Unit 3: Predicting, p.136


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ii. character conflicts, characters vs. nature, characters vs. society

SG II: pp. 12, 62-63, 66, 68-69, 108, 136 TE II: Unit 5: Visualizing, pp. 62-63, 66, 68-69, 108; Unit 6: Inferencing, p.108

iii. antagonist/protagonist. Assessment Masters: pp. 77-81, 101-105

f. Identifies the speaker and recognizes the difference between first- and third-person narration.


g. Defines and explains how tone is conveyed in literature through word choice, sentence structure, punctuation, rhythm, repetition, and rhyme.


h. Responds to and explains the effects of sound, figurative language, and graphics in order to uncover meaning in literature:

i. Sound (e.g., alliteration, onomatopoeia, rhyme scheme)


ii. Figurative language (i.e., simile, metaphor, hyperbole, personification)


iii. Graphics (i.e., capital letters, line length, bold face print, italics).


i. Compares traditional literature and mythology from different cultures.

Assessment Masters: pp. 53-56

j. Identifies and analyzes similarities and differences in mythologies from different cultures.



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For informational texts, the student reads and comprehends in order to develop understanding and expertise and produces evidence of reading that:

a. Applies knowledge of common textual features (e.g., paragraphs, topic sentences, concluding sentences, glossary, index).

Examples: SG I: pp. 5, 11, 32, 33, 42, 47-49, 54; Glossary pp. 169-172 TE I: Unit 1: Summarizing, pp. 5, 11, 32, 33, 42, 47-49, 54 SG II: pp. 5, 111, 173, 178, 181, 185-186, 191, 193; Glossary pp. 225-229 TE II: Unit 4: Text Structure, p. 5; Unit 5: Visualizing, p. 111; Unit 7: Metacognition, pp. 173, 178, 181, 185-186, 191, 193 Assessment Masters: pp. 14-17, 21-25, 61-65, 69-73, 117-119 Customized Reading Strategies: Social Studies, Science pp. 13-16, 28-31, 43-45; Math, pp. 13-16, 28-31, 43-45

b. Applies knowledge of common graphic features (i.e., graphic organizers, diagrams, captions, illustrations, charts, tables, graphs).

Examples: SG I: pp. 32-33, 41-43, 46, 53, 117, 123-124, 129, 135, 138, 165 TE I: Unit 1: Summarizing, pp. 32-33, 41-43, 46, 53; Unit 3: Predicting, pp. 117, 123-124, 135, 138, 165; Blackline Masters, pp. 179, 181, 183 SG II: pp. 5-6, 26-27, 94, 97, 103-105, 109-110, 195, 200, 202, 205-207 TE II: Unit 4: Text Structure, pp. 5-6, 26-27; Unit 5: Visualizing, pp. 94, 97, 103-105, 109-110; Unit 6: Inferencing, pp. 117, 123-124, 135, 138, 165; Blackline Masters, pp. 231-243 Assessment Masters: pp. 47, 55, 63, 72-74, 80, 87-88, 121 Customized Reading Strategies: Social Studies, Science pp. 31, 46-48; Math pp. 30, 41-43

c. Applies knowledge of common organizational structures and patterns (e.g., transitions, logical order, cause and effect, classification schemes).

Examples: SG II: pp. 26-28, 31, 41-43, 46-49, 52, 82-85, 88, 99 102-103, 108-109, 158, 165, 200, 206-208 TE II: Unit 4: Text Structure, pp. 26-28, 31, 41-43, 46-49, 52; Unit 5: Visualizing, pp. 82-85, 88, 99, 102-103, 108-109; Unit 6: Inferencing, pp. 158, 165; Unit 7: Metacognition, pp. 200, 206-208; Blackline Masters, pp. 234-237 Assessment Masters: pp. 63-65, 71-74, 87


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d. Identifies and analyzes main ideas, supporting ideas, and supporting details.

While activities supporting this standard are found throughout the AMP Reading System, identifying and analyzing main ideas, supporting ideas, and supporting details is the particular focus of Unit 1: Summarizing. See the following examples: SG I: pp. 4-7, 10-13, 16-19, 22-28, 31-34, 37-43, 46-50, 52-56 TE I: Unit 1: Summarizing, pp. 4-7, 10-13, 16-19, 22-28, 31-34, 37-43, 46-50, 52-56 Assessment Masters: pp. 13-18, 21-26, 32, 65 Customized Reading Strategies: Social Studies, Science, Math, pp. 13-16

e. Follows multi-step instructions to complete or create a simple product.

TE II: Unit 6: Inferencing, pp. 168C-168D

The student understands and acquires new vocabulary and uses it correctly in reading and writing. The student

ELA6R2

a. Determines the meaning of unfamiliar words by using word, sentence, and paragraph clues.

SG I: pp. 27-28, 62-63, 106-107, 132, 139, 147. See also Vocabulary exercises throughout. Examples on pp. 2-3, 14-15, 20-21, 29-30 TE I: Unit 1: Summarizing, pp. 27-28; Unit 2: Questioning, pp. 62-63, 106; Unit 3: Predicting, pp. 132, 139, 147 SG II: pp. 64, 132, 154-155, 176, 188. See also Vocabulary exercises throughout. Examples on pp. 14-15, 29-30, 43-44, 58-59 TE II: Unit 4: Text Structure, p. 64-65; Unit 6: Inferencing, pp. 132, 154-155; Unit 7: Metacognition, pp. 176, 188 Assessment Masters: Vocabulary Assessments throughout. Examples on pp. 11- 12, 19-20, 27-28, 35-36, 43-44, 51-52 Customized Reading Strategies: Social Studies, Science, Math: pp 8-10


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b. Uses knowledge of Greek and Latin affixes to understand unfamiliar vocabulary.

SG I: pp. 8-9, 35-36, 76-77, 91-92, 162-163 TE I: Unit I: Summarizing, pp. 8-9, 35-36; Unit 3: Predicting, pp. 162-163 SG II: pp. 8-9, 35-36, 64-65, 76-77, 91-92 TE II: Unit 4: Text Structure, pp. 8-9, 35-36; Unit 5: Visualizing, pp. 64-65, 76-77, 91-92 Assessment Masters: Examples on pp. 43, 51-52, 68 Customized Reading Strategies: Social Studies, Science, Math: p. 10

c. Identifies and interprets words with multiple meanings.

SG II: pp. 20-21, 132-133 TE II: Unit 4: Text Structure, pp. 20-21; Unit 6: Inferencing, pp. 132-133

d. Uses reference skills to determine pronunciations, meanings, alternate word choices, and parts of speech of words.

SG I: pp. 20, 50, 62-63, 76, 108, 139 TE I: Unit 1: Summarizing, pp. 20, 50; Unit 2: Questioning, pp. 62-63, 76, 108; Unit 3: Predicting, p. 139 SG II: pp. 10, 40, 60, 93, 95, 105, 147, 154-155, 187, 195-196 TE II: Unit 4: Text Structure, pp. 10, 40; Unit 5: Visualizing, pp. 60, 93, 105; Unit 6: Inferencing, pp. 147, 154-155; Unit 7: Metacognition, p187,195-196 Assessment masters: Examples on pp. 11-12, 19-20, 27-28, 35-36, 43-44, 51-52, 59-60

The student reads aloud, accurately (in the range of 95%), familiar material in a variety of genres, in a way that makes meaning clear to listeners. The student

ELA6R3

a. Uses letter-sound knowledge to decode written English and uses a range of cueing systems (e.g., phonics and context clues) to determine pronunciation and meaning.

SG I: pp. 62-63, 106-107, 132-133, 147-148 TE I: Unit 2: Questioning, pp. 62-63, 106-107; Unit 3: Predicting, pp. 132-133, 147-148 SG II: pp. 35-36, 44-45, 58-59, 176-177 TE II: Unit 4: Text Structure, pp. 35-36, 44-45; Unit 5: Visualizing, pp. 58-59; Unit 7: Metacognition, pp. 176-177 Assessment Masters: pp. 19-20, 28, 35, 43, 51-52, 59-60


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b. Uses self-correction when subsequent reading indicates an earlier miscue (self-monitoring and self-correcting strategies).

Students complete multiple activities dealing with any given reading, allowing them to revisit the reading material and clarify their analysis. In particular, predicting and inferencing activities encourage students to skim or quickly read passages, make predictions or analyze the reading, then reread for accuracy. See: SG I: pp. 117-119, 123-125, 129-131, 134-140, 143-146, 149-151, 153-155, 159-161, 165-167 TE I: Unit 3: Predicting, pp. 117-119, 123-125, 129-131, 134-140, 143-146, 149-151, 153-155, 159-161, 165-167 SG II: pp. 117-119, 122-125, 128-131, 134-140, 143-146, 149-155, 158-161, 165-167 TE II: Unit 6: Inferencing, pp. 117-119, 122-125, 128-131, 134-140, 143-146, 149-155, 158-161, 165-167 Assessment Masters: pp. 45-49, 93-97

c. Reads with a rhythm, flow, and meter that sounds like everyday speech (prosody).

Explicit instruction in oral reading fluency to improve reading achievement is included throughout the AMP program. See for example, instruction on: • Natural breaks (SG I: p. 137) • Relaxed reading (SG I: pp. 54, 81, 128, 146, 149, 164, 167) • Breathing (SG II: pp. 18, 90, 128, 137, 220) • Pace (SG I: pp. 48-49, 52, 55, 104-105, 145; SG II: pp. 24, 48, 98, 166- 167, 207, 214, 216-217, 220, 222-223) Students reread, in pairs or in groups, each of the passages in the Student Guides and are guided to carry out their daily independent reading fluently. Through teacher modeling, direct instruction, and tips, students focus on each of the aspects of fluency in each Student Guide unit. A Fluency tip appears with each passage in the Student Guide and is elaborated on in the Teacher’s Edition with suggestions for instruction, modeling, and practice. In addition, with the AMP Reading Online Library, students can repeatedly hear and read along with models of fluent reading.


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ELA6RC1 Reading Across the Curriculum The student reads a minimum of 25 grade-level appropriate books or book equivalents (approximately 1,000,000 words) per year from a variety of subject disciplines. The student reads both informational and fictional texts in a variety of genres and modes of discourse, including technical texts related to various subject areas.

Each level of the AMP System includes seven books that correspond to the seven Student Guide units. Each book contains two full-length selections on high-interest topics. Eighty-five percent of the selections are nonfiction. AMP Reading System Level I includes the following: • “Sports on the Edge” (sports, biography) • “Colossal Constructions” (physics, engineering, history) • “Unsolved Mysteries” (history, geography) • “Staying Alive” (history, environmental science) • “Strange Journeys” (science fiction, social studies, science) • “Nature in the Extreme” (geology, history, environmental science) • “Success Stories” (biography, history, earth science, archaeology, medicine, technology) In addition, Customized Reading Strategies supplemental texts provide content-area applications of comprehension strategies in math, social studies, and science.

The student participates in discussions related to curricular learning in all subject areas. The student

ELA6RC2

a. Identifies messages and themes from books in all subject areas.

SG I: pp. 11-13, 16-19, 22-26, 28, 31-34, 37, 39-41, 47-49, 52, 54-55 TE I: Unit I: Summarizing, pp. 11-13, 16-19, 22-26, 28, 31-34, 37, 39-41, 47-49, 52, 55-54 SG II: pp. 179, 181 TE II: Unit 7: Metacognition, pp. 179, 181 Assessment Masters: pp. 13-18, 21-26 Customized Reading Strategies: Social Studies, Science, Math: pp. 13-16


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b. Responds to a variety of texts in multiple modes of discourse.

Each level of the AMP System includes seven books, and each book contains two full-length selections on high-interest topics. AMP Reading System Level I includes the following: • “Sports on the Edge” (sports, biography) • “Colossal Constructions” (physics, engineering, history) • “Unsolved Mysteries” (history, geography) • “Staying Alive” (history, environmental science) • “Strange Journeys” (science fiction, social studies, science) • “Nature in the Extreme” (geology, history, environmental science) • “Success Stories” (biography, history, earth science, archaeology, medicine, technology) Students respond to these texts by summarizing, questioning, predicting, analyzing structure, visualizing, inferencing, and applying Metacognition skills. In addition, Customized Reading Strategies supplemental texts provide content-area applications of comprehension strategies in math, social studies, and science.

c. Relates messages and themes from one subject area to those in another area.

In several units, students relate information from their own experience to the subject of the text they are reading to enhance their understanding of messages and themes. See the following examples: SG I: pp. 97, 123-124, 129, 135, 165 TE I: Unit 2: Questioning, p. 97; Unit 3: Predicting, pp. 123-124, 129, 135, 165 SG I: pp. 117-119, 122-125, 128-131, 134, 137, 140, 143, 165-167 TE II: Unit 6: Inferencing, pp. 117-119, 122-125, 128-131, 134, 137, 140, 143, 165-167 Customized Reading Strategies supplemental texts also aid students in relating readings to social studies, science, and math.

d. Evaluates the merits of texts in every subject discipline.

Students assess the merits and relevance of a wide range of texts and apply ideas from them in “After You Read” prompts throughout. See examples: SG I: pp. 34, 37, 40, 43, 46, 49, 52, 55, 60, 63, 72 SG II: pp. 10, 13, 25, 31, 34, 40, 43, 49, 55, 63, 69


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e. Examines the author’s purpose in writing. Examples: SG I: pp. 26-27, 138-139, 154 TE I: Unit I: Summarizing, pp. 26-27; Unit 3: Predicting, pp. 138-139, 154 SG II: pp. 5, 11, 17, 23, 32, 38, 173, 185, 200 TE II: Unit 4: Text Structure, pp. 5, 11, 17, 23, 32, 38; Unit 7: Metacognition, pp. 173, 185, 200 Assessment Masters: pp. 61-65, 69-73, 109-113, 117-121 Customized Reading Strategies: Social Studies, Science, Math: pp. 27-31

f. Recognizes and uses the features of disciplinary texts (e.g., charts, graphs, photos, maps, highlighted vocabulary).

Examples: SG I: pp. 82, 117, 135, 138 TE I: Unit 2: Questioning, pp. 82; Unit 3: Predicting, pp. 117, 135, 138 SG II: pp. 5-6, 60-63, 66, 72, 104, 207-208 TE II: Unit 4: Text Structure, pp. 5-6; Unit 5: Visualizing, pp. 60-63, 66, 72, 104; Unit 7: Metacognition, pp. 207-208 Customized Reading Strategies: Social Studies, Science, Math: pp.32-36

The student acquires new vocabulary in each content area and uses it correctly. The student

ELA6RC3

a. Demonstrates an understanding of contextual vocabulary in various subjects.

SG I /II and TE I /II: Typical vocabulary instruction begins with a vocabulary exercise in which the student learns the definition of a word, sees it used in context, then writes a sentence of their own using the word. Additional exercises using the vocabulary words are included throughout the Unit. There are eight vocabulary lessons in each of the seven units of AMP Level I. Customized Reading Strategies: Social Science, Science, Math: pp. 8-10 Assessment Masters: Vocabulary words analyze word meaning in context. See pp. 11, 19, 27, 35, 43, 51, 59, 67, 75, 83, 91, 99, 107, 115


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b. Uses content vocabulary in writing and speaking.

In vocabulary lessons throughout, students write their own sentences using or responding to vocabulary words. See examples: SG I: pp. 51, 59, 65, 71, 76, 77, 86, 106, 107 SG II: pp. 29, 35, 51, 58, 59, 70, 71, 76, 77 Additionally, teaching tips in the TE encourage teachers to have students collaborate on ideas for writing sentences and to volunteer and discuss their sentences. See examples: TE I: Unit 1: Summarizing, pp. 3, 9, 21, 30, 45 TE II: Unit 4: Text Structure, pp. 3, 9, 21, 30, 45

c. Explores understanding of new words found in subject area texts.

SG I/II: Vocabulary exercises throughout the Student Guides focus on words that are found in the subject area reading assignments. In addition to previously noted strategies, students also explore synonyms and antonyms, how prefixes and suffixes change a base word, parts of speech, analogies, shades of meaning, word families, word origins, idioms, connotation and denotation, and so on. See the following examples: SG I: pp. 8-10, 20-22, 50-52, 64-66, 76-78, 106-109 TE I: Unit I: Summarizing: pp. 8-10, 20-22, 50-52; Unit II: Questioning, pp. 64- 66, 76-78, 106-109 SG II: pp. 8-10, 20-22, 35-37, 50-52, 64-66, 76-78 TE II: Unit 4: Text Structure, pp. 8-10, 20-22, 35-37, 50-52; Unit 5: Visualizing, pp. 64-66, 76-78 Customized Reading Strategies: Social Science, Science, Math: pp. 8-10

The student establishes a context for information acquired by reading across subject areas. The student

ELA6RC4

a. Explores life experiences related to subject area content.

“After You Read” and “Beyond the Text” questions help students relate personal life experiences to the subject area content. See examples: SG I: pp. 4, 13, 43, 46, 86, 97, 99 TE I: Unit I: Summarizing, pp. 4, 13, 43, 46; Unit II: Questioning: pp.86, 97, 99 SG II: pp. 16, 37, 52, 60, 116, 143 TE II: Unit 4: Text Structure, pp. 16, 37, 52, 60; Unit 6:Inferencing, pp116, 143


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b. Discusses in both writing and speaking how certain words and concepts relate to multiple subjects.


c. Determines strategies for finding content and contextual meaning for unfamiliar words or concepts.


Writing The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and provides a satisfying closure. The student

a. Selects a focus, an organizational structure, and a point of view based on purpose, genre expectations, audience, length, and format requirements.

TE II: Unit 5: Visualizing, pp. 112E-G; Unit 6: Inferencing, pp. 168C-F; Unit 7: Metacognition, pp. 226-229

b. Writes texts of a length appropriate to address the topic or tell the story.

TE II: Unit 5: Visualizing, pp. 112C-G; Unit 6: Inferencing, pp. 168C-F; Unit 7: Metacognition, pp. 226-229

ELA6W1

c. Uses traditional structures for conveying information (e.g., chronological order, cause and effect, similarity and difference, and posing and answering a question).



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d. Uses appropriate structures to ensure coherence (e.g., transition elements).


The student demonstrates competence in a variety of genres.

The student produces a narrative (fictional, personal) that:

a. Engages readers by establishing and developing a plot, setting, and point of view that are appropriate to the story (e.g., varied beginnings, standard plot line, cohesive devices).

TE II: Unit 5: Visualizing, pp. 112E-G

b. Creates an organizing structure appropriate to purpose, audience, and context.


c. Includes sensory details and concrete language to develop plot, setting, and character (e.g., vivid verbs, descriptive adjectives, and varied sentence structures).

The use of sensory words in covered in: SG II, pp. 67-68, 72-75, 78, 109, 207-208 TE II: Unit 5: Visualizing, pp. 67-68, 72-75, 78, 109; Unit 7: Metacognition, pp. 207-208

d. Uses a range of strategies (e.g., suspense, figurative language, dialogue, expanded vocabulary, movement, gestures, expressions).


e. Excludes extraneous details and inconsistencies. This standard falls outside the scope of these AMP Reading System titles.

ELA6W2

f. Provides a sense of closure appropriate to the writing.

TE II: Unit 6: Inferencing, p. 168F; Unit 7: Metacognition, p. 229


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The student produces writing (multi-paragraph expository composition such as description, explanation, comparison and contrast, or problem and solution) that:

a. Engages the reader by establishing a context, creating a speaker’s voice, and otherwise developing reader interest.

TE II: Unit 5: Visualizing, pp. 112E-F; Unit 6: Inferencing, p. 168C-F; Unit 7: Metacognition, pp. 228-229

b. Establishes a statement as the main idea or topic sentence.


c. Develops a controlling idea that conveys a perspective on the subject.


d. Creates an organizing structure appropriate to purpose, audience, and context.


e. Develops the topic with supporting details. TE II: Unit 5: Visualizing, pp. 112E-F; Unit 6: Inferencing, p. 168C-F; Unit 7: Metacognition, pp. 228-229

f. Excludes extraneous and inappropriate information.

TE II: Unit 7: Metacognition, pp. 226

g. Follows an organizational pattern appropriate to the type of composition.


h. Concludes with a detailed summary linked to the purpose of the composition.

TE II: Unit 5: Visualizing, pp. 112E-F; Unit 6: Inferencing, p. 168F; Unit 7: Metacognition, pp. 226-229


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The student produces technical writing (friendly letters, thank-you notes, formula poems, instructions) that:

a. Creates or follows an organizing structure appropriate to purpose, audience, and context.


b. Excludes extraneous and inappropriate information.


c. Follows an organizational pattern appropriate to the type of composition.


d. Applies rules of Standard English. This standard falls outside the scope of these AMP Reading System titles.

The student produces a response to literature that:



b. Demonstrates an understanding of the literary work.


c. Advances a judgment that is interpretive, analytic, evaluative, or reflective.


d. Organizes an interpretation around several clear ideas, premises, or images.


e. Supports a judgment through references to the text.



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f. Provides a sense of closure to the writing. This standard falls outside the scope of these AMP Reading System titles.

The student produces a multi-paragraph persuasive essay that:



b. States a clear position of a proposition or proposal.


c. Supports the position with organized and relevant evidence.


d. Excludes information and arguments that are irrelevant.


e. Creates an organizing structure appropriate to a specific purpose, audience, and context.


f. Anticipates and addresses readers’ concerns and counter-arguments.


g. Provides a sense of closure to the writing. This standard falls outside the scope of these AMP Reading System titles.

The student uses research and technology to support writing. The student

ELA6W3

a. Uses organizational features of electronic text (e.g., bulletin boards, databases, keyword searches, e-mail addresses) to locate relevant information.



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b. Includes researched information in different types of products (e.g., compositions, multimedia presentations, graphic organizers, projects, etc.).


c. Cites references. This standard falls outside the scope of these AMP Reading System titles.

The student consistently uses the writing process to develop, revise, and evaluate writing. The student

a. Plans and drafts independently and resourcefully.

TE II: Unit 5: Visualizing, pp. 112CF; Unit 6: Inferencing, p. 168C-F; Unit 7: Metacognition, pp. 228-229

b. Revises manuscripts to improve the organization and consistency of ideas within and between paragraphs.

TE II: Unit 5: Visualizing, pp. 112D, F; Unit 6: Inferencing, p. 168D, E, F; Unit 7: Metacognition, pp. 228-229

ELA6W4

c. Edits to correct errors in spelling, punctuation, etc.


Conventions The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student

ELA6C1

a. Identifies and uses the eight basic parts of speech and demonstrates that words can be different parts of speech within a sentence.

i. Identifies and uses nouns – abstract, common, collective, plural, and possessive.

SG I: pp. 50, 76 TE I: Unit I: Summarizing, p. 50; Unit 2: Questioning, p. 76


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ii. Identifies and uses pronouns – personal, possessive, interrogative, demonstrative, reflexive, and indefinite.

iii. Identifies and uses adjectives – common, proper, and demonstrative.

iv. Identifies and uses verbs – action (transitive/intransitive), linking, and state-of-being.

v. Identifies and uses verb phrases – main verbs and helping verbs.

vi. Identifies and uses adverbs.

vii. Identifies and uses prepositional phrases (preposition, object of the preposition, and any of its modifiers).

viii. Identifies and uses conjunctions – coordinating, correlative, and common subordinating.

ix. Identifies and uses interjections.

SG I: p. 76 TE I: Unit 2: Questioning, p. 76 SG I: pp. 50, 76 TE I: Unit I: Summarizing, p. 50; Unit 2: Questioning, p. 76 TE I: Unit 2: Questioning, pp. 112E-G TE I: Unit 1: Summarizing, pp. 56E-F; Unit 3: Predicting, pp. 172-174 TE II: Unit 4: Text Structures, pp. 56C-F

b. Recognizes basic parts of a sentence (subject, verb, direct object, indirect object, predicate noun, predicate adjective).

TE I: Unit I: Summarizing, pp. 56C-F; Unit 3: Predicting, pp. 170-173 TE II: Unit 4: Text Structures, pp. 56C-F

c. Identifies and writes simple, compound, complex, and compound-complex sentences, avoiding fragments and run-ons.

TE I: Unit 1: Summarizing, pp. 56C-E; Unit 3: Predicting, pp. 170-172 TE II: Unit 4: Text Structures, pp. 56C-F

d. Demonstrates appropriate comma and semicolon usage (compound and complex sentences, appositives, words in direct address).

TE I: Unit 3: Predicting, pp. 172-173 TE II: Unit 4: Text Structures, pp. 56C-F


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e. Uses common spelling rules, applies common spelling patterns, and develops and masters words that are commonly misspelled.

Spelling rules are built in to vocabulary worksheets, particularly those that focus on affixes and homophones. See examples: SG I: pp. 8-9, 35-36, 76-77, 162-163 TE I: Unit 1: Summarizing, pp. 8-9, 35-36; Unit 2: Questioning, pp. 76-77; Unit 3: Predicting, pp. 162-163 SG II: pp. 76-77 TE II: Unit 5: Visualizing, pp. 76-77

f. Produces final drafts that demonstrate accurate spelling and the correct use of punctuation and capitalization.


Listening/Speaking/Viewing The student participates in student-to-teacher, student-to-student, and group verbal interactions. The student

a. Initiates new topics in addition to responding to adult-initiated topics.

Many oral language activities throughout TE I/II encourage student-initiated topics, particularly “After Students Read” sections. See examples: TE I: Unit 1: Summarizing, pp. 13, 40, 43, 52 TE II: Unit 4: Text Structure, pp. 4, 7, 13, 15, 19

b. Asks relevant questions. This standard falls outside the scope of these AMP Reading System titles.

c. Responds to questions with appropriate information.

Throughout TE I/II. See examples: TE I: Unit 2: Questioning, pp. 58, 59, 61, 62, 63, 64, 65, 66, 67, 68, 69, 70, 71

d. Confirms understanding by paraphrasing the adult’s directions or suggestions.


ELA6LSV1

e. Displays appropriate turn-taking behaviors. Students take turns with partners or in small groups to read aloud, analyze, discuss, etc. See examples: TE I: Unit 3: Predicting, pp. 115, 118, 121, 124, 127, 130, 136, 137, 139, 142


Standard (Cite

Number)



f. Actively solicits another person’s comments or opinions.


g. Offers own opinion forcefully without being domineering.


h. Responds appropriately to comments and questions.


i. Volunteers contributions and responds when directly solicited by teacher or discussion leader.


j. Gives reasons in support of opinions expressed. Throughout TE I/II. See examples: TE I: Unit 3: Predicting, pp. 125, 129, 135, 151, 153, 166 TE II: Unit 6: Inferencing, pp. 117, 121, 127, 135, 145

k. Clarifies, illustrates, or expands on a response when asked to do so.

Throughout TE I/II. See examples: TE I: Unit 2: Questioning, pp. 67, 82, 97 TE II: Unit 7: Metacognition, pp. 171, 190, 202, 217

l. Employs a group decision-making technique such as brainstorming or a problem-solving sequence (e.g., recognizes problem, defines problem, identifies possible solutions, selects optimal solution, implements solution, evaluates solution).


m. Writes a response to/reflection of interactions with others.


ELA6LSV2 The student listens to and views various forms of text and media in order to gather and share information, persuade others, and express and


Standard (Cite

Number)



understand ideas. The student will select and critically analyze messages using rubrics as assessment tools.

When responding to visual and oral texts and media (e.g., television, radio, film productions, and electronic media), the student:

a. Identifies persuasive and propaganda techniques used in media and identifies false and misleading information.


b. Identifies the tone, mood, and emotion conveyed in the oral communication.


When delivering or responding to presentations, the student:

a. Gives oral presentations or dramatic interpretations for various purposes.


b. Shows appropriate changes in delivery (e.g., gestures, vocabulary, pace, visuals).

SG I: pp. 10, 37, 39-40, 42-43, 49, 85, 99, 104, 108 TE I: Unit 1, pp. 10, 37, 39-40, 42-43, 49; Unit 2, Questioning, pp. 85, 99, 104, 1008 SG II: pp. 6, 7, 10, 19, 28, 33, 34, 42, 43, 54, 105, 108, 111, 134, 137 TE II: Unit 4: Text Structure, pp. 6, 7, 10, 19, 28, 33, 34, 42, 43, 54; Unit 5: Visualizing, pp. 105, 108, 111; Unit 6: Inferencing, pp. 134, 137

c. Uses language for dramatic effect. This standard falls outside the scope of these AMP Reading System titles.

d. Uses rubrics as assessment tools. This standard falls outside the scope of these AMP Reading System titles.

e. Uses electronic media for presentations. This standard falls outside the scope of these AMP Reading System titles.



Subject Area: Language Arts State-Funded Course: Language Arts/Grade 7 Textbook Title: AMP Reading System, Level I (Orange) Publisher: Pearson Education

Standard (Cite Number)



Reading and Literature

ELA7R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts.


a. Distinguishes between the concepts of theme in a literary work and the author’s purpose in an expository text.

Throughout the AMP program, students preview, discuss, and review author purpose and theme. See examples: SG I: pp. 5, 11, 13, 17, 23, 26, 32 TE I: Unit 1: Summarizing, pp. 5, 11, 13, 17, 23, 26, 32 SG II: pp. 5, 11, 17, 18, 22, 23, 26 TE II: Unit 4: Text Structure, pp. 5, 11, 17, 18, 22, 23, 26 Assessment Masters: pp. 21-25, 69-73

b. Interprets a character’s traits, emotions, or motivations and gives supporting evidence from a text.

SG II: pp. 135-136 TE II: Unit 6: Inferencing, pp. 135-136 Assessment Masters: pp. 101-105


c. Relates a literary work to information about its setting or historical moment.

SG I: pp. 80-81, 94-95, 103-104 TE I: Unit 2: Questioning, pp. 80-81, 94-95, 103-104 SG II: pp. 62-63, 66, 68, 150-151 TE II: Unit 5: Visualizing, pp. 62-63, 66, 68; Unit 6: Inferencing, pp. 150-151 Assessment Masters, pp. 29-33, 77-80, 101-105

d. Analyzes recurring and similar themes across a variety of selections, distinguishing theme from topic.


e. Identifies events that advance the plot and determines how each event explains past or present action(s) or foreshadows future action(s).

SG I: pp. 135-136 TE I: Unit 3: Predicting, pp. 135-136 SG II: pp. 61-63, 66, 68, 135 TE II: Unit 5: Visualizing, pp. 61-63, 66, 68; Unit 6: Inferencing, pp. 135 Assessment Masters, pp. 77-81, 101-105

f. Analyzes characterization (dynamic and static) in prose and plays as delineated through a character’s thoughts, words, speech patterns, and actions; the narrator’s description; and the thoughts, words, and actions of other characters.

SG II: p. 60 TE II: Unit 5: Visualizing, p. 60 Assessment Masters, pp. 101-105

g. Explains and analyzes the effects of sound, form, figurative language, and graphics in order to uncover meaning in literature: i. Sound (e.g., alliteration, onomatopoeia, internal rhyme, rhyme scheme) ii. Figurative language (e.g., simile, metaphor, personification, and hyperbole)iii. Graphics (e.g., capital letters, line length, word position).


h. Identifies and analyzes how an author’s use of words creates tone and mood, giving supporting evidence from text.



i. Identifies and analyzes similarities and differences in traditional literature from different cultures.



a. Analyzes common textual features to obtain information (e.g., paragraphs, topic sentences, concluding sentences, introduction, conclusion, footnotes, index, bibliography).


b. Identifies and uses knowledge of common graphic features to draw conclusions and make judgments (e.g., graphic organizers, diagrams, captions, illustrations).

Examples: SG I: pp. 32-33, 41-43, 46, 53, 117, 123-124, 129, 135, 138, 165 TE I: Unit 1: Summarizing, pp. 32-33, 41-43, 46, 53; Unit 3: Predicting, pp. 117, 123-124, 135, 138, 165; Blackline Masters, pp. 179, 181, 183 SG II: pp. 5-6, 26-27, 94, 97, 103-105, 109-110, 195, 200, 202, 205-207 TE II: Unit 4: Text Structure, pp. 5-6, 26-27; Unit 5: Visualizing, pp. 94, 97, 103-105, 109-110; Unit 6: Inferencing, pp. 117, 123-124, 135, 138, 165; Blackline Masters, pp. 231-243 Assessment Masters: pp. 47, 55, 63, 72-74, 80, 87-88, 121 Customized Reading Strategies: Social Studies, Science pp. 31, 46-48; Math pp. 30, 41-43

c. Applies knowledge of common organizational structures and patterns (i.e., logical order, cause and effect relationships, comparison and contrast, transitions).

Examples: SG II: pp. 26-28, 31, 41-43, 46-49, 52, 82-85, 88, 99 102-103, 108-109, 158, 165, 200, 206-208 TE II: Unit 4: Text Structure, pp. 26-28, 31, 41-43, 46-49, 52; Unit 5: Visualizing, pp. 82-85, 88, 99, 102-103, 108-109; Unit 6: Inferencing, pp. 158, 165; Unit 7: Metacognition, pp. 200, 206-208; Blackline Masters, pp. 234-237 Assessment Masters: pp. 63-65, 71-74, 87


d. Recognizes and traces the development of the author’s argument for and against an issue.


e. Identifies evidence used to support an argument.


f. Understands and explains the use of a simple device by following technical directions.

See related material in TE II: Unit 6: Inferencing, pp. 168C-168D

ELA7R2 The student understands and acquires new vocabulary and uses it correctly in reading and writing. The student

a. Determines the meaning of unfamiliar words using context clues (e.g., contrast, cause and effect, etc.).


b. Uses knowledge of Greek, Latin, and Anglo-Saxon roots and affixes to determine the meaning of unfamiliar words.

SG I: pp. 8-9, 35-36, 76-77, 91-92, 162-163 TE I: Unit I: Summarizing, pp. 8-9, 35-36; Unit 3: Predicting, pp. 162-163 SG II: pp. 8-9, 35-36, 64-65, 76-77, 91-92 TE II: Unit 4: Text Structure, pp. 8-9, 35-36; Unit 5: Visualizing, pp. 64-65, 76-77, 91-92 Assessment Masters: Examples on pp. 43, 51-52, 68 Customized Reading Strategies: Social Studies, Science, Math: p. 10

c. Identifies and explains idioms and analogies in prose and poetry.

SG I: pp. 64-65 TE II: Unit 2: Questioning, pp. 64-65 SG II: pp. 162-163 TE II: Unit 6: Inferencing, pp. 162-163


d. Determines word meanings through the use of definition, example, restatement, or contrast.

SG I /II and TE I /II: Typical vocabulary instruction begins with a vocabulary exercise in which the student learns the definition of a word, sees an example of it used in context, then writes a sentence of their own using the word. Additional exercises using the vocabulary words are included throughout the Unit. There are eight vocabulary lessons in each of the seven units of AMP Level I. Examples: SG I: pp. 2-3, 8-9, 14-15, 20-21 TE I: Unit I: Summarizing, pp. 2-3, 8-9, 14-15, 20-21 SG II: pp. 2-3, 8-9, 14-15, 20-21 TE I: Unit 4: Text Structure, pp. 2-3, 8-9, 14-15, 20-21 Customized Reading Strategies: Social Science, Science, Math: pp. 8-10 Assessment Masters: See examples on pp. 11, 19, 27, 35, 43, 51, 59, 67, 75, 83, 91, 99, 107, 115

ELA7R3 The student reads aloud, accurately (in the range of 95%), familiar material in a variety of genres, in a way that makes meaning clear to listeners. The student




Students complete multiple activities dealing with any given reading, allowing them to revisit the reading material and clarify their analysis. In particular, predicting and inferencing activities encourage students to skim or quickly read passages, make predictions or analyze the reading, then reread for accuracy. See:SG I: pp. 117-119, 123-125, 129-131, 134-140, 143-146, 149-151, 153-155 159-161, 165-167 TE I: Unit 3: Predicting, pp. 117-119, 123-125, 129-131, 134-140, 143-146, 149-151, 153-155, 159-161, 165-167 SG II: pp. 117-119, 122-125, 128-131, 134-140, 143-146, 149-155, 158-161 TE II: Unit 6: Inferencing, pp. 117-119, 122-125, 128-131, 134-140, 143-146, 149-155, 158-161, 165-167



Explicit instruction in oral reading fluency to improve reading achievement is included throughout the AMP program. See for example, instruction on: • Natural breaks (SG I: p. 137) • Relaxed reading (SG I: pp. 54, 81, 128, 146, 149, 164, 167) • Breathing (SG II: pp. 18, 90, 128, 137, 220) • Pace (SG I: pp. 48-49, 52, 55, 104-105, 145; SG II: pp. 24, 48, 98, 166-167, 207, 214, 216-217, 220, 222-223) Students reread, in pairs or in groups, each of the passages in the Student Guides and are guided to carry out their daily independent reading fluently. Through teacher modeling, direct instruction, and tips, students focus on each of the aspects of fluency in each Student Guide unit. A Fluency tip appears with each passage in the Student Guide and is elaborated on in the Teacher’s Edition with suggestions for instruction, modeling, and practice. In addition, with the AMP Reading Online Library, students can repeatedly hear and read along with models of fluent reading.

Reading Across the Curriculum

ELA7RC1 The student reads a minimum of 25 grade-level appropriate books or book equivalents (approximately 1,000,000 words) per year from a variety of subject disciplines. The student reads both informational and fictional texts in a variety of genres and modes of discourse, including technical texts related to various subject areas.

ELA7RC2 The student participates in discussions related to curricular learning in all subject areas. The student


SG I: pp. 11-13, 16-19, 22-26, 28, 31-34, 37, 39-41, 47-49, 52, 54-55 TE I: Unit I: Summarizing, pp. 11-13, 16-19, 22-26, 28, 31-34, 37, 39-41, 47-49, 52, 55-54 SG II: pp. 179, 181 TE II: Unit 7: Metacognition, pp. 179, 181 Assessment Masters: pp. 13-18, 21-26









e. Examines the author’s purpose in writing.

Examples: SG I: pp. 26-27, 138-139, 154 TE I: Unit I: Summarizing, pp. 26-27; Unit 3: Predicting, pp. 138-139, 154 SG II: pp. 5, 11, 17, 23, 32, 38, 173, 185, 200 TE II: Unit 4: Text Structure, pp. 5, 11, 17, 23, 32, 38; Unit 7: Metacognition, pp. 173, 185, 200 Assessment Masters: pp. 61-65, 69-73, 109-113, 117-121 Customized Reading Strategies: Social Studies, Science, Math: pp. 27-31



ELA7RC3 The student acquires new vocabulary in each content area and uses it correctly. The student








ELA7RC4 The student establishes a context for information acquired by reading across subject areas. The student


“After You Read” and “Beyond the Text” questions help students relate personal life experiences to the subject area content. See examples: SG I: pp. 4, 13, 43, 46, 86, 97, 99 TE I: Unit I: Summarizing, pp. 4, 13, 43, 46; Unit II: Questioning: pp. 86, 97, 99 SG II: pp. 16, 37, 52, 60, 116, 143 TE II: Unit 4: Text Structure, pp. 16, 37, 52, 60; Unit 6: Inferencing, pp.116, 143






Writing

The student writes clear, coherent text that develops a central idea or tells a story. The writing shows consideration of the audience and purpose. The student progresses through the stages of the writing process (e.g., prewriting, drafting, revising, and editing successive versions).

ELA7W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and provides a satisfying closure. The student










e. Supports statements and claims with anecdotes, descriptions, facts and statistics, and specific examples.

TE II: Unit 7: Metacognition, pp. 226-229

ELA7W2 The student demonstrates competence in a variety of genres.

The student produces a narrative (fictional, personal, experiential) that:

a. Engages readers by establishing and developing a plot, setting, and point of view that are appropriate to the story (e.g., varied beginnings, standard plot line, cohesive devices, and a sharpened focus).




c. Develops characters using standard methods of characterization.


d. Includes sensory details and concrete language to develop plot, setting, and character (e.g., vivid verbs, descriptive adjectives, and varied sentence structures).


e. Excludes extraneous details and inconsistencies.



f. Uses a range of strategies (e.g., suspense, figurative language, dialogue, expanded vocabulary, flashback, movement, gestures, expressions, tone, and mood).


g. Provides a sense of closure to the writing.




b.


b. Develops a controlling idea that conveys a perspective on the subject.



c.


d. Develops the topic with supporting details.



g.


f. Follows an organizational pattern appropriate to the type of composition.



g. Concludes with a detailed summary linked to the purpose of the composition.


The student produces technical writing (business correspondence: memoranda, emails, letters of inquiry, letters of complaint, instructions and procedures, lab reports, slide presentations) that:









a. Engages the reader by establishing a context, creating a speaker’s voice, or otherwise developing reader interest.




c. Organizes an interpretation around several clear ideas, premises, or images from the original work.


d. Supports a judgment through references to the text and personal knowledge.


e. Justifies interpretations through sustained use of examples and textual evidence from the literary work.



f. Provides a sense of closure to the writing.





b. States a clear position or perspective in support of a proposition or proposal.


c. Describes the points in support of the proposition, employing well-articulated, relevant evidence.








h. Provides a sense of closure to the writing.


ELA7W3 The student uses research and technology to support writing. The student

a. Identifies topics, asks and evaluates questions, and develops ideas leading to inquiry, investigation, and research.



b. Gives credit for both quoted and paraphrased information in a bibliography by using a consistent and sanctioned format and methodology for citations.


c. Includes researched information in different types of products (e.g., compositions, multimedia presentations, graphic organizers, projects, etc.).


d. Documents sources. This standard falls outside the scope of these AMP Reading System titles.

e. Uses electronic media to locate relevant information.


ELA7W4 The student consistently uses the writing process to develop, revise, and evaluate writing. The student


TE II: Unit 5: Visualizing, pp. 112C-F; Unit 6: Inferencing, pp. 168C-F; Unit 7: Metacognition, pp. 228-229

b. Uses strategies of note taking, outlining, and summarizing to impose structure on composition drafts.


c. Revises manuscripts to improve the organization and consistency of ideas within and between paragraphs.

TE II: Unit 5: Visualizing, pp. 112D, F; Unit 6: Inferencing, pp. 168D, E, F; Unit 7: Metacognition, pp. 228-229

d. Edits writing to improve word choice after checking the precision of the vocabulary.



Conventions

ELA7C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student

a. Identifies and writes simple, compound, complex, and compound-complex sentences correctly, punctuating properly, avoiding fragments and run-ons, adding or deleting modifiers, combining or revising sentences.


b. Identifies and writes correctly punctuated adjective and adverb clauses.


c. Uses standard subject-verb and pronoun-antecedent agreement.


d. Identifies and uses verb tenses consistently (simple and perfect).


e. Demonstrates correct usage of comparative and superlative forms of adjectives and adverbs.


f. Demonstrates appropriate comma and semicolon usage (compound, complex, and compound-complex sentences, and split dialogue).


g. Distinguishes differences in meaning and spelling of commonly confused homonyms.

SG II: pp. 188-189 TE II: Unit 7: Metacognition, pp. 188-189


h. Produces final drafts/presentations that demonstrate accurate spelling and the correct use of punctuation and capitalization.


Listening/Speaking/Viewing

ELA7LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions. The student








e. Displays appropriate turn-taking behaviors.

Students take turns with partners or in small groups to read aloud, analyze, discuss, etc. See examples: TE I: Unit 3: Predicting, pp. 115, 118, 121, 124, 127, 130, 136, 137, 139, 142



g. Offers own opinion forcefully without domineering.







j. Gives reasons in support of opinions expressed.

Throughout TE I/II. See examples: TE I: Unit 3: Predicting, pp. 125, 129, 135, 151, 153, 166 TE II: Unit 6: Inferencing, pp. 117, 121, 127, 135, 145



l. Employs a group decision-making technique such as brainstorming or a problem solving sequence (e.g., recognizes problem, defines problem, identifies possible solutions, selects optimal solution, implements solution, evaluates solution).


m. Develops an outline that highlights the important issues discussed.


ELA7LSV2 The student listens to and views various forms of text and media in order to gather and share information, persuade others, and express and understand ideas. The student will select and critically analyze messages using rubrics as assessment tools.


a. Analyzes the effect on the viewer of image, text, and sound in electronic journalism.



b. Identifies the techniques used to achieve the effects studied in each instance. When delivering and responding to presentations, the student:





b. Organizes information to achieve particular purposes and to appeal to the background and interests of the audience.


c. Shows appropriate changes in delivery (e.g., gestures, vocabulary, pace, visuals).


d. Uses language for dramatic effect. This standard falls outside the scope of these AMP Reading System titles.

e. Uses rubrics as assessment tools. This standard falls outside the scope of these AMP Reading System titles.

f. Responds to oral communications with questions, challenges, or affirmations.


g. Uses multimedia in presentations. This standard falls outside the scope of these AMP Reading System titles.



Subject Area: Language Arts State-Funded Course: Language Arts/Grade 8 Textbook Title: AMP Reading System, Level I_(Orange)____________________________ Publisher: Pearson







a. Identifies the difference between the concepts of theme in a literary work and author’s purpose in an expository text.

Throughout the AMP program, students preview, discuss, and review author purpose and theme. See examples: SG I: pp. 5, 11, 13, 17, 23, 26, 32 TE I: Unit 1: Summarizing, pp. 5, 11, 13, 17, 23, 26, 32 SG II: pp. 5, 11, 17, 18, 22, 23, 26 TE II: Unit 4: Text Structure, pp. 5, 11, 17, 18, 22, 23, 26 Assessment Masters: pp. 21-25, 69-73

b. Compares and contrasts genre characteristics from two or more selections of literature.


c. Analyzes a character’s traits, emotions, or motivations and gives supporting evidence from the text(s).



d. Compares and contrasts motivations and reactions of literary characters from different historical eras confronting similar situations or conflicts.


e. Evaluates recurring or similar themes across a variety of selections, distinguishing theme from topic.


f. Evaluates the structural elements of the plot (e.g., subplots, climax), the plot’s development, and the way in which conflicts are (or are not) addressed and resolved.

SG I: pp. 135-136 TE I: Unit 3: Predicting, pp. 135-136 SG II: pp. 61-63, 66, 68, 135 TE II: Unit 5: Visualizing, pp. 61-63, 66, 68; Unit 6: Inferencing, pp. 135 Assessment Masters, pp. 77-81, 101-105

g. Analyzes and evaluates the effects of sound, form, figurative language, and graphics in order to uncover meaning in literature:


i. Sound (e.g., alliteration, onomatopoeia, internal rhyme, rhyme scheme, meter)


ii. Figurative language (e.g., simile, metaphor, personification, hyperbole, symbolism, imagery).

SG II: pp. 67-68, 72-75, 78, 109, 207-208 TE II: Unit 5:Visualizing, pp. 67-68, 72-75, 78, 109; Unit 7: Metacognition, 207-208 Assessment Masters, pp. 80, 88, 89

h. Analyzes and evaluates how an author’s use of words creates tone and mood and provides supporting details from text.




a. Analyzes and evaluates common textual features (e.g., paragraphs, topic sentences, concluding sentences, introduction, conclusion, footnotes, index, bibliography).


b. Applies, analyzes, and evaluates common organizational structures (e.g., graphic organizers, logical order, cause and effect relationships, comparison and contrast).

Examples: SG I: pp. 32-33, 41-43, 46, 53, 117, 123-124, 129, 135, 138, 165 TE I: Unit 1: Summarizing, pp. 32-33, 41-43, 46, 53; Unit 3: Predicting, pp. 117, 123-124, 135, 138, 165; Blackline Masters, pp. 179, 181, 183 SG II: pp. 5-6, 26-28, 31, 41-43, 52, 82-85, 94, 97, 103-105, 109-110, 195, 200, 202, 205-207 TE II: Unit 4: Text Structure, pp. 5-6, 26-28, 31, 41-43, 52; Unit 5: Visualizing, pp. 82-85, 94, 97, 103-105, 109-110; Unit 6: Inferencing, pp. 117, 123- 124, 135, 138, 165; Blackline Masters, pp. 231-243 Assessment Masters: pp. 47, 55, 63, 72-74, 80, 87-88, 121 Customized Reading Strategies: Social Studies, Science pp. 31, 46-48; Math pp. 30, 41-43

c. Recognizes and traces the development of an author’s argument, point of view, or perspective in text.


d. Understands and explains the use of a complex mechanical device by following technical directions.


e. Uses information from a variety of consumer, workplace, and public documents (e.g., job applications) to explain a situation or decision and to solve a problem.




a. Determines pronunciations, meanings, alternate word choices, parts of speech, or etymologies of words.

See the following examples: SG I: pp. 20, 50, 58-59, 62-63, 76, 108, 139, 147 TE I: Unit 1: Summarizing, pp. 20, 50, 58-59; Unit 2: Questioning, pp. 62-63, 76, 108; Unit 3: Predicting, pp. 139, 147 SG II: pp. 8, 10, 36-37, 58-59, 105, 187, 195-196, 218 TE: Unit 4: Text Structure, pp. 8, 10, 36-37; Unit 5: Visualizing, pp. 58-59, 105; Unit 7: Metacognition, pp. 187, 195-196, 218 Assessment Masters: pp. 20, 27-28, 36, 44, 67-68

b. Determines the meaning of unfamiliar words in content and context specific to reading and writing.


c. Demonstrates an initial understanding of the history of the English Language.

SG I: pp. 8, 35, 76, 91, 162 TE I: Unit I: Summarizing, pp. 8, 35; Unit 3: Predicting, pp. 162 SG II: pp. 8, 35, 64, 76, 91 TE II: Unit 4: Text Structure, pp. 8, 35; Unit 5: Visualizing, pp. 64, 76, 91 Assessment Masters: Examples on pp. 43, 51-52, 68 Customized Reading Strategies: Social Studies, Science, Math: p. 10






Students complete multiple activities dealing with any given reading, allowing them to revisit the reading material and clarify their analysis. In particular, predicting and inferencing activities encourage students to skim or quickly read passages, make predictions or analyze the reading, then reread for accuracy. See: SG I: pp. 117-119, 123-125, 129-131, 134-140, 143-146, 149-151, 153-155, 159-161, 165-167 TE I: Unit 3: Predicting, pp. 117-119, 123-125, 129-131, 134-140, 143-146, 149-151, 153-155, 159-161, 165-167 SG II: pp. 117-119, 122-125, 128-131, 134-140, 143-146, 149-155, 158-161, 165-167 TE II: Unit 6: Inferencing, pp. 117-119, 122-125, 128-131, 134-140, 143-146, 149-155, 158-161, 165-167 Assessment Masters: pp. 45-49, 93-97



Explicit instruction in oral reading fluency to improve reading achievement is included throughout the AMP program. See for example, instruction on: • Natural breaks (SG I: p. 137) • Relaxed reading (SG I: pp. 54, 81, 128, 146, 149, 164, 167) • Breathing (SG II: pp. 18, 90, 128, 137, 220) • Pace (SG I: pp. 48-49, 52, 55, 104-105, 145; SG II: pp. 24, 48, 98, 166- 167, 207, 214, 216-217, 220, 222-223) Students reread, in pairs or in groups, each of the passages in the Student Guides and are guided to carry out their daily independent reading fluently. Through teacher modeling, direct instruction, and tips, students focus on each of the aspects of fluency in each Student Guide unit. A Fluency tip appears with each passage in the Student Guide and is elaborated on in the Teacher’s Edition with suggestions for instruction, modeling, and practice. In addition, with the AMP Reading Online Library, students can repeatedly hear and read along with models of fluent reading.

ELA8R4 The student acquires knowledge of Georgia authors and significant text created by them. The student

a. Identifies a variety of Georgia authors both male and female.


b. Identifies authors’ connections to Georgia through a variety of materials including electronic media.


c. Identifies award winning Georgia authors. This standard falls outside the scope of these AMP Reading System titles.

d. Examines texts from different genres (e.g. picture books, poetry, short stories, novels, essays, informational writing, and dramatic literature) created by Georgia authors.


e. Relates literary works created by Georgia authors to historical settings and or events.


f. Explains how Georgia is reflected in a literary work through setting, characterization, historical context, or current events.



g. Evaluates recurring or similar themes across a variety of selections written by Georgia authors, distinguishing theme from topic.






SG I: pp. 11-13, 16-19, 22-26, 28, 31-34, 37, 39-41, 47-49, 52, 54-55 TE I: Unit I: Summarizing, pp. 11-13, 16-19, 22-26, 28, 31-34, 37, 39-41, 47-49, 52, 55-54 SG II: pp. 179, 181 TE II: Unit 7: Metacognition, pp. 179, 181 Assessment Masters: pp. 13-18, 21-26 Customized Reading Strategies: Social Studies, Science, Math: pp. 13-16









e. Examines the author’s purpose in writing. Examples: SG I: pp. 26-27, 138-139, 154 TE I: Unit I: Summarizing, pp. 26-27; Unit 3: Predicting, pp. 138-139, 154 SG II: pp. 5, 11, 17, 23, 32, 38, 173, 185, 200 TE II: Unit 4: Text Structure, pp. 5, 11, 17, 23, 32, 38; Unit 7: Metacognition, pp. 173, 185, 200 Assessment Masters: pp. 61-65, 69-73, 109-113, 117-121 Customized Reading Strategies: Social Studies, Science, Math: pp. 27-31





SG I /II and TE I /II: Typical vocabulary instruction begins with a vocabulary exercise in which the student learns the definition of a word, sees it used in context, then writes a sentence of their own using the word. Additional exercises using the vocabulary words are included throughout the Unit. There are eight vocabulary lessons in each of the seven units of AMP Level I. Customized Reading Stratgies: Social Science, Science, Math: pp. 8-10 Assessment Masters: Vocabulary words analyze word meaning in context. See pp. 11, 19, 27, 35, 43, 51, 59, 67, 75, 83, 91, 99, 107, 115








“After You Read” and “Beyond the Text” questions help students relate personal life experiences to the subject area content. See examples: SG I: pp. 4, 13, 43, 46, 86, 97, 99 TE I: Unit I: Summarizing, pp. 4, 13, 43, 46; Unit II: Questioning: pp. 86, 97, 99 SG II: pp. 16, 37, 52, 60, 116, 143 TE II: Unit 4: Text Structure, pp. 16, 37, 52, 60; Unit 6: Inferencing, pp. 116, 143





Writing

ELA8W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals a satisfying closure. The student

a. Selects a focus, organizational structure, and a point of view based on purpose, genre expectations, audience, length, and format requirements.






d. Uses appropriate structures to ensure coherence (e.g., transition elements, parallel structure).



TE II: Unit 7: Metacognition, pp. 226-229








c. Relates a clear, coherent incident, event, or situation by using well-chosen details.


d. Reveals the significance of the writer’s attitude about the subject.


e. Develops complex major and minor characters using standard methods of characterization.


f. Includes sensory details and concrete language to develop plot, setting, and character (e.g., vivid verbs, descriptive adjectives, varied sentence structures, and specific narrative action).


g. Excludes extraneous and inappropriate information.


h. Uses a range of strategies (e.g., suspense, figurative language, dialogue, expanded vocabulary, flashback, movement, gestures, expressions, foreshadowing, tone, and mood).


i. Provides a sense of closure appropriate to the writing.









c. Creates an organizing structure appropriate to purpose, audience, and context.




e. Excludes extraneous and inappropriate information.






The student produces technical writing (business correspondence: letters of application and letters of recommendation, résumés, abstracts, user guides or manuals, web pages).













c. Supports a judgment through references to the text and personal knowledge.



d. Justifies interpretations through sustained use of examples and textual evidence from the literary work.


e. Supports a judgment through references to the text, references to other works, authors, or non-print media, or references to personal knowledge.


f. Produces a judgment that is interpretive, analytic, evaluative, or reflective (orally, graphically, in writing).


g. Anticipates and answers a reader’s questions. This standard falls outside the scope of these AMP Reading System titles.

h. Provides a sense of closure to the writing. This standard falls outside the scope of these AMP Reading System titles.






c. Creates an organizing structure that is appropriate to the needs, values, and interests of a specified audience, and arranges details, reasons, and examples.


d. Includes appropriate relevant information and arguments.


e. Excludes information and arguments that are irrelevant.


f. Provides details, reasons, and examples, arranging them effectively by anticipating and answering reader concerns and counter-arguments.



g. Supports arguments with detailed evidence, citing sources of information as appropriate.


h. Anticipates and addresses reader concerns and counter-arguments.


i. Provides a sense of closure to the writing. This standard falls outside the scope of these AMP Reading System titles.

The student produces a piece of writing drawn from research that:

a. Poses relevant and tightly drawn questions about the topic.


b. Engages the reader by establishing a context. This standard falls outside the scope of these AMP Reading System titles.

c. Conveys clear and accurate perspectives on the subject.


d. States a thesis. This standard falls outside the scope of these AMP Reading System titles.

e. Records important ideas, concepts, and direct quotations from significant information sources, and paraphrases and summarizes all perspectives on the topic, as appropriate.


f. Uses a variety of primary and secondary sources and distinguishes the nature and value of each.


g. Organizes and displays information on charts, maps, and graphs.




i. Documents resources (bibliography, footnotes, endnotes, etc.).




a. Plans and conducts multiple-step information searches by using computer networks and modems.


b. Achieves an effective balance between researched information and original ideas.


c. Avoids plagiarism. This standard falls outside the scope of these AMP Reading System titles.




b. Revises writing for appropriate organization, consistent point of view, and transitions between paragraphs, passages, and ideas.


c. Edits writing to improve word choice, grammar, punctuation, etc.


Conventions


a. Declines pronouns by gender and case, and demonstrates correct usage in sentences.


b. Analyzes and uses simple, compound, complex, and compound-complex sentences correctly, punctuates properly, and avoids fragments and run-ons.



c. Revises sentences by correcting misplaced and dangling modifiers.


d. Revises sentences by correcting errors in usage.

TE I: Unit 3: Predicting, p. 170

e. Demonstrates appropriate comma and semicolon usage (compound, complex, and compound-complex sentences, split dialogue, and for clarity).


f. Analyzes the structure of a sentence (basic sentence parts, noun-adjective adverb clauses and phrases).

TE I: Unit 1: Summarizing, pp. 56C-E; Unit 2: Questioning, pp. 112C-E; Unit 3: Predicting, pp. 170-173 TE II: Unit 4: Text Structure, pp. 56E-G

g. Produces final drafts/presentations that demonstrate accurate spelling and the correct use of punctuation and capitalization.











e. Displays appropriate turn-taking behaviors. Students take turns with partners or in small groups to read aloud, analyze, discuss, etc. See examples: TE I: Unit 3: Predicting, pp. 115, 118, 121, 124, 127, 130, 136, 137, 139, 142










j. Gives reasons in support of opinions expressed. Throughout TE I/II. See examples: TE I: Unit 3: Predicting, pp. 125, 129, 135, 151, 153, 166 TE II: Unit 6: Inferencing, pp. 117, 121, 127, 135, 145





m. Develops a plan of action or agenda for written and/or verbal follow-up.





a. Interprets and evaluates the various ways in which visual image makers (e.g., graphic artists, illustrators, news photographers) communicate information and affect impressions and opinions.


b. Analyzes oral communication by paraphrasing a speaker’s purpose and point of view, and asks relevant questions concerning the speaker’s content, delivery, and purpose.


When delivering and responding to presentations, the student:



b. Organizes information (e.g., message, vocabulary) to achieve particular purposes and to appeal to the background and interests of the audience.


c. Shows appropriate changes in delivery (e.g., gestures, expression, tone, pace, visuals).






g. Uses multimedia for presentations. This standard falls outside the scope of these AMP Reading System titles.

AMP READING SYSTEM LEVEL II


Language Arts

Grade 6-8



CORRELATION TO THE GEORGIA PERFORMANCE STANDARDS Subject Area: Language Arts State-Funded Course: Language Arts/Grade 6 Textbook Title: AMP Reading System, Level II (Green) Publisher: Pearson

Standard (Cite

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Direct and intensive teaching of comprehension strategies, one strategy at a time, is the foundation of AMP Reading. Each strategy is taught, practiced, and applied in the course of a unit, and comprehension monitoring is taught with each strategy. See: TE I: pp. T14-17, T20 Unit I: Summarizing; Unit 2: Questioning; Unit 3: Predicting TE II: Unit 4: Text Structure; Unit 5: Visualizing; Unit 6: Inferencing; Unit 7: Metacognition Student Guide: Multiple comprehension strategies are used throughout, including previewing, problem/solution analysis, analyzing sequence, summarizing, comparing and contrasting, understanding cause and effect, using text clues, using picture clues, likening to personal experience, using inferences, making predictions, and so forth. Lessons begin with an activity that includes an explanation of the strategy and how it helps students become better readers. There is an illustration or passage used to demonstrate the strategy and immediate opportunity for student response in the margin. After the initial activity, further question/response reading comprehension activities are included for additional reinforcement. See the following examples: SG I: Unit I, Animal Tricks and Treks pp. 4-7,10-13, 16-19, 22-28, ,31-34, 37- 43, 46-49, 52-55 SG II: Unit 4, Living Your Dream pp. 4-7, 10-13, 16-19, 22-28, 31-34, 37-43, 46-49, 52-55 Assessment Masters: Assessment of student comprehension is continuous and ongoing. Each unit includes a Mid-Unit Assessment and an End-of-Unit Assessment. See examples on pages 13-17, 21-25, 29-33, 37-41 Customized Reading Strategies: Social Studies, Science, and Math: pp13-16,28-31


Standard (Cite

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SG II: pp. 67, 73-75, 78, 109-111, 206-208 TE II:Unit 5:Visualizing, pp. 67,73-75,78,109; Unit 7: Metacognition, p206-208 Assessment Masters: pp. 80, 81, 87, 120


SG I: pp. 95, 160 TE I: Unit 2: Questioning, p. 95; Unit 3: Predicting, p. 160 SG II: pp. 5, 11, 23-25, 67-69, 72-74, 82, 109-111, 200, 206-208 TE II: Unit 4: Text Structure, pp. 5, 11, 23-25; Unit 5: Visualizing, pp. 67-69, 72-74, 82, 109-111; Unit 7: Metacognition: pp. 200-208 Assessment Masters: pp. 80, 81, 87, 88, 89


SG I: pp. 83, 109, 110, 124, 130, 139, 144, 153, 154, 160, 165, 166 TE I: Unit 2: Questioning, pp. 83, 109, 110; Unit 3: Predicting, pp. 124, 130, 139, 144, 153, 154, 160, 165, 166 SG II: pp. 83, 95, 97, 98, 104, 138, 139, 154, 207, 210, 216 TE II: Unit 5: Visualizing, pp. 83, 95, 97, 98, 104; Unit 6: Inferencing, pp. 138, 139, 154; Unit 7: Metacognition, pp. 207, 210, 216 Assessment Masters: pp. 29-33, 50, 61-65, 101-106, 109-114




i. internal/external conflicts ii. character conflicts, characters vs. nature, characters vs. society iii. antagonist/protagonist.

Examples: SG I: pp. 80-81, 95, 136-137, 160 TE I: pp.Unit 2: Questioning, pp. 80-81, 95; Unit 3: Predicting, pp.136-137, 160 SG II: pp. 4, 11-13, 116, 119, 123 TE II: Unit 4: Text Structure, pp. 4, 11-13; Unit 6: Inferencing, pp. 116, 119,123 Assessment Masters: pp. 45-49, 93-97


Standard (Cite

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SG I: pp. 93, 95 TE I: Unit 2: Questioning, p. 95 SG II: pp. 93, 95 TE II: Unit 5: Visualizing, pp. 93, 95





SG I: pp. 136, 138 TE I: Unit 3: Predicting, pp. 136, 138





For informational texts, the student reads and comprehends in order to develop

understanding and expertise and produces evidence of reading that:


Standard (Cite

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Examples: SG I: pp. 5-7, 10-12, 17-18, 24, 26-27, 41-43, 46-47, 49, 52-55; Glossary pp. 169-172 TE I: Unit 1: Summarizing, pp. 5-7, 10-12, 17-18, 24, 26-27, 41-43, 46-47, 49, 52-55 SG II: pp. 173, 175, 178, 185-186, 191, 193; Glossary pp. 225-229 TE II: Unit 7: Metacognition, pp. 173, 175, 178, 185-186, 191, 193 Assessment Masters: pp. 16, 23 Customized Reading Strategies: Social Studies, Science pp. 13-16, 28-31, 43-45; Math, pp. 13-16, 28-31, 43-45


Examples: SG I: pp. 53, 61, 62, 117, 138, 136, 138, 165; TE I: Unit 1: Summarizing, p. 53; Unit 2: Questioning, pp. 61, 62, 117; Unit 3: Predicting, pp. 136, 138, 165; Blackline Masters, pp. 179, 181, 183 SG II: pp. 61, 94, 97, 103, 108, 109, 110, 202, 205 TE II: Unit 5: Visualizing, pp. 61, 94, 97, 103, 108, 109, 110; Unit 7: Metacognition, pp. 202, 205; Blackline Masters, pp. 231-243 Assessment Masters: pp. 24, 80, 89, 121 Customized Reading Strategies: Social Studies, Science pp. 31, 46-48; Math pp. 30, 41-43


Examples: SG II: pp. 38-39, 41-43, 46-47, 49, 52, 94, 103-105, 153-155, 158, 165, 200 TE II: Unit 4: Text Structure, pp. 38-39, 51-53, 56-57, 59, 52; Unit 5: Visualizing, pp. 94, 103-105; Unit 6: Inferencing, pp. 153-155, 158, 165; Unit 7: Metacognition, p. 200; Blackline Masters, pp. 234-237


Standard (Cite

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Assessment Masters: pp. 61-65, 69-73


While activities supporting this standard are found throughout the AMP Reading System, identifying and analyzing main ideas, supporting ideas, and supporting details is the particular focus of Unit 1: Summarizing. See the following examples: SG I: pp. 4-7, 10-13, 16-19, 22-28, 31-34, 37-43, 46-50, 52-56 TE I: Unit 1: Summarizing, pp. 4-7, 10-13, 16-19, 22-28, 31-34, 37-43, 46-50, 52-56 Assessment Masters: pp. 13-18, 21-26 Customized Reading Strategies: Social Studies, Science, Math, pp. 13-16



The student understands and acquires new vocabulary and uses it correctly in reading and writing. The student

ELA6R2


SG I: pp. See Vocabulary Exercises throughout. Examples on pp. 2-3, 14-15, 20-21, 29-30 TE I: Unit 1: Summarizing, pp. 2-3, 14-15, 20-21, 29-30 SG II: See Vocabulary Exercises throughout. Examples on pp. 8-9, 20-21, 35- 36, 64-65, 132-133 TE II: Unit 4: Text Structure, pp. 8-9, 20-21, 35-36; Unit 6: Inferencing, pp. 132-133 Assessment Masters: Vocabulary Assessments throughout. Examples on pp. 11- 12, 19-20, 27-28, 35-36, 43-44, 51-52


Standard (Cite

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Customized Reading Strategies: Social Studies, Science, Math: pp 8-10


SG I: pp. 8-9, 50-51, 64-65, 76-77, 132-133, 147-148 TE I: Unit I: Summarizing, pp. 8-9, 50-51; Unit 2: Questioning, pp. 64-65, 76- 77; Unit 3: Predicting, pp. 132-133, 147-148 SG II: pp. 8-9, 64-65, 106-107, 120-121 TE II: Unit 4: Text Structure, pp. 8-9; Unit 5: Visualizing, pp. 64-65, 106-107; Unit 6: Inferencing, pp. 120-121 Assessment Masters: Examples on pp. 20, 28, 52, 100 Customized Reading Strategies: Social Studies, Science, Math: p. 10


SG I: p. 106 TE I: Unit 2: Questioning, p. 106 SG II: p. 35 TE II: Unit 4: Text Structure, p. 35


Examples: SG I: pp. 27-28, 35-36, 139 TE I: Unit 1: Summarizing, pp. 27-28, 35-36; Unit 3: Predicting, p. 139 SG II: pp. 76, 147, 162, 218 TE II: Unit 5: Visualizing, p. 76; Unit 6: Inferencing, pp. 147, 162; Unit 7: Metacognition, p. 218 Assessment masters: Examples on pp. 11-12, 19-20, 27-28, 35-36, 43-44, 51-52, 59-60



Standard (Cite

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Examples: SG I: pp. 20-21, 50-51, 76-77, 91-92, 106-107, 120-121 TE I: Unit 1: Summarizing, pp. 20-21, 50-51; Unit 2: Questioning, pp. 76-77, 91-92, 106-107; Unit 3: Predicting, pp. 120-121 SG II: pp. 35-36, 64-65, 120-121, 132-133, 218-219 TE II: Unit 4: Text Structure, pp. 35-36; Unit 5: Visualizing, pp. 64-65; Unit 6: Inferencing, pp. 120-121, 132-133; Unit 7: Metacognition, pp. 218-219 Assessment Masters: pp. 19, 28, 35-36, 51-52, 67-68


Students complete multiple activities dealing with any given reading, allowing them to revisit the reading material and clarify their analysis. In particular, predicting and inferencing activities encourage students to skim or quickly read passages, make predictions or analyze the reading, then reread for accuracy. See: SG I: pp. 117-119, 123-125, 129-131, 135-140, 144-146, 150-155, 159-161, 165-167 TE I: Unit 3: Predicting, pp. 117-119, 123-125, 129-131, 135-140, 144-146, 150-155, 159-161, 165-167 SG II: pp. 117-119, 123-125, 129-131, 135-140, 144-146, 150-155, 159-161, 165-167 TE II: Unit 6: Inferencing, pp. 117-119, 123-125, 129-131, 135-140, 144-146, 150-155, 159-161, 165-167 Assessment Masters: pp. 45-49, 53-57, 93-97, 101-105


Standard (Cite

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Explicit instruction in oral reading fluency to improve reading achievement is included throughout the AMP program. See for example, instruction on: • Relaxed reading (SG II: pp. 16, 22, 34, 37, 49, 80, 105, 145,1750 • Breathing (SG II: pp. 18, 90, 128, 137, 220) • Pace (SG I: pp. 48-49, 52, 55, 104-105, 145; SG II: pp. 24, 48, 98, 166- 167, 207, 214, 216-217, 220, 222-223) • Natural breathing (SG I: pp. 72, 74-75) Students reread, in pairs or in groups, each of the passages in the Student Guides and are guided to carry out their daily independent reading fluently. Through teacher modeling, direct instruction, and tips, students focus on each of the aspects of fluency in each Student Guide unit. A Fluency tip appears with each passage in the Student Guide and is elaborated on in the Teacher’s Edition with suggestions for instruction, modeling, and practice. In addition, with the AMP Reading Online Library, students can repeatedly hear and read along with models of fluent reading.


Each level of the AMP System includes seven books that correspond to the seven Student Guide units. Each book contains two full-length selections on high-interest topics. Eighty-five percent of the selections are nonfiction. AMP Reading System Level II includes the following: • “Animal Tricks and Treks” (biology, geography, sociology) • “To the Rescue” (social studies, history, science) • “Blast Off!” (science, history) • “Living Your Dream” (fiction, biography, social studies) • “How Did They Do That?” (physics, engineering, history) • “Most Embarrassing Moments” (fiction, biography, history, sports) • “Great Goofs” (history, sports, science, literature, media) In addition, Customized Reading Strategies supplemental texts provide content-area applications of comprehension strategies in math, social studies, and science.


Standard (Cite

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SG I: pp. 11-13, 16-19, 22-28, 31-34, 37-43, 47-49, 52-55 TE I: Unit I: Summarizing, pp. 11-13, 16-19, 22-28, 31-34, 37-43, 47-49, 52-55 SG II: p. 179 TE II: Unit 7: Metacognition, p. 179 Assessment Masters: pp. 13-18, 21-26 Customized Reading Strategies: Social Studies, Science, Math: pp. 13-16

ELA6RC2


Each level of the AMP System includes seven books that correspond to the seven Student Guide units. Each book contains two full-length selections on high-interest topics. Eighty-five percent of the selections are nonfiction. AMP Reading System Level II includes the following: • “Animal Tricks and Treks” (biology, geography, sociology) • “To the Rescue” (social studies, history, science) • “Blast Off!” (science, history) • “Living Your Dream” (fiction, biography, social studies) • “How Did They Do That?” (physics, engineering, history) • “Most Embarrassing Moments” (fiction, biography, history, sports) • “Great Goofs” (history, sports, science, literature, media) Students respond to these texts by summarizing, questioning, predicting, analyzing structure, visualizing, inferencing, and applying Metacognition skills. In addition, Customized Reading Strategies supplemental texts provide content-area applications of comprehension strategies in math, social studies, and science.


Standard (Cite

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In several units, students relate information from their own experience to the subject of the text they are reading to enhance their understanding of messages and themes. See the following examples: SG I: pp. 31, 34, 75, 87, 99, 116, 125, 134, 140 TE I: Unit 1: Summarizing, p. 31, 34; Unit 2: Questioning, pp. 75, 87, 99; Unit 3: Predicting, pp. 116, 125, 134, 140 SG I: pp. 14, 19, 28, 130, 138, 165 TE II: Unit 4: Text Structure, pp. 14, 19, 28; Unit 6: Inferencing, pp. 130, 138, 165 Customized Reading Strategies supplemental texts also aid students in relating readings to social studies, science, and math.



e. Examines the author’s purpose in writing. Examples: SG I: pp. 17-19, 103-105, 108-111 TE I: Unit 1: Summarizing, pp. 17-19; Unit 2: Questioning, pp. 103-105, 108- 111 SG II: pp. 11-13, 17-19, 38-40, 41-43 TE II: Unit 4: Text Structure, pp. 11-13, 17-19, 38-40, 41-43 Assessment Masters: pp. 13-17, 61-65, 69-73 Customized Reading Strategies: Social Studies, Science, Math: pp. 27-31


Examples: SG I: pp. 82, 117, 135, 138 TE I: Unit 2: Questioning, pp. 82; Unit 3: Predicting, pp. 117, 135, 138 SG II: pp. 61-63, 66, 97-98, 108, 110 TE II: Unit 5: Visualizing, pp. 61-63, 66, 97-98, 108, 110 Customized Reading Strategies: Social Studies, Science, Math: pp.32-36


Standard (Cite

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SG I /II and TE I /II: Typical vocabulary instruction begins with a vocabulary exercise in which the student learns the definition of a word, sees it used in context, then writes a sentence of their own using the word. Additional exercises using the vocabulary words are included throughout the Unit. There are eight vocabulary lessons in each of the seven units of AMP Level II. Customized Reading Stratgies: Social Science, Science, Math: pp. 8-10 Assessment Masters: Vocabulary exercises analyze word meaning in context. See pp. 11-12, 19-20, 27-28, 35-36, 39-40, 43-44


In vocabulary lessons throughout, students write their own sentences using or responding to vocabulary words. See examples: SG I: pp. 51, 65, 77, 107, 121, 127, 133, 142 SG II: pp. 36, 51, 59, 65, 71, 92, 101, 107, 115 Additionally, teaching tips in the TE encourage teachers to have students collaborate on ideas for writing sentences and to volunteer and discuss their sentences. See examples: TE I: Unit 1: Summarizing, pp. 3, 9, 21, 30, 45 TE II: Unit 4: Text Structure, pp. 3, 9, 21, 30, 45

ELA6RC3




Standard (Cite

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“After You Read” and “Beyond the Text” questions help students relate personal life experiences to the subject area content. See examples: SG I: pp. 34, 55, 75, 87, 93, 125 TE I: Unit I: Summarizing, pp. 34, 55; Unit 2: Questioning: pp. 75, 87, 93; Unit 3: Predicting, pp. 125 SG II: pp. 7, 13, 19, 252, 43, 55, 128, 140, 143 TE II: Unit 4: Text Structure, pp. 7, 13, 19, 25, 43, 55; Unit 6: Inferencing, pp. 128, 140,143


Many of the reading materials apply one idea to several subjects. For example, information in “Animal Tricks and Treks” (Unit 1: Summarizing) is related to biology, geography, sociology, and media. Likewise, information in the reader “How Did They Do That?” (Unit 5: Visualizing) is related to engineering, history, and space technology.

ELA6RC4


SG I /II and TE I /II: Typical vocabulary instruction begins with a vocabulary exercise in which the student learns the definition of a word, sees it used in context, then writes a sentence of their own using the word. Additional exercises using the vocabulary words are included throughout the Unit. There are eight vocabulary lessons in each of the seven units of AMP Level II. Customized Reading Stratgies: Social Science, Science, Math: pp. 8-10 Assessment Masters: Vocabulary words exercises analyze word meaning in context. See pp. 11-12, 19-20, 27-28, 35-36, 39-40, 43-44


Standard (Cite

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ELA6W1


TE II: Unit 5: Visualizing, pp. 112E-G; Unit 6: Inferencing, pp. 168C-G; Unit 7: Metacognition, pp. 226-230


ELA6W2



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The use of sensory words in covered in: SG II, pp. 67, 73-75, 78, 109-111, 206-208 TE II: Unit 5: Visualizing, pp. 67, 73-75, 78, 109-111; Unit 7: Metacognition, pp. 206-208



e. Excludes extraneous details and inconsistencies. This standard falls outside the scope of these AMP Reading System titles.


TE II: Unit 5: Visualizing, pp. 112E-F







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Standard (Cite

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Standard (Cite

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ELA6W3



ELA6W4




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ELA6C1








SG I: p. 106 TE I: Unit 2: Questioning, p. 106

SG I: p. 106 TE I: Unit 2: Questioning, p. 106


Standard (Cite

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viii. Identifies and uses conjunctions – coordinating, correlative, and common subordinating.


TE I: Unit 2: Questioning, pp. 112E-G TE I: Unit 1: Summarizing, pp. 56E-F; Unit 3: Predicting, pp. 172-174 TE II: Unit 4: Text Structures, pp. 56C-F








Spelling rules are built in to vocabulary worksheets, particularly those that focus on affixes and homophones. See examples: SG I: pp. 8-9, 50-51, 64-65, 91-92, 132-133 TE I: Unit 1: Summarizing, pp. 8-9, 50-51; Unit 2: Questioning, pp. 64-65, 91- 92; Unit 3: Predicting, pp. 132-133 SG II: pp. 64-65, 120-121 TE II: Unit 5: Visualizing, pp. 64-65; Unit 6: Inferencing, pp. 120-121


Standard (Cite

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The student participates in student-to-teacher, student-to-student, and group verbal interactions. The student


Many oral language activities throughout TE I/II encourage student-initiated topics, particularly “After Students Read” sections. See examples: TE I: Unit 1: Summarizing, pp. 10, 13, 25, 49, 52 TE II: Unit 4: Text Structure, pp. 4, 7, 13, 43, 55



Throughout TE I/II. See examples: TE I: Unit 2: Questioning, pp. 59, 61, 62, 63, 64, 67, 68, 73, 75, 80, 82, 83



e. Displays appropriate turn-taking behaviors. Students take turns with partners or in small groups to read aloud, analyze, discuss, etc. See examples: TE I: Unit 3: Predicting, pp. 116, 118, 124, 130, 134, 136, 145, 146, 154


Students are directed to discuss readings, interpretations, predictions, and so on. Such discussion implies soliciting and considering another’s comments and opinions. See examples: TE II: Unit 6: Inferencing, pp. 122, 125, 129, 141, 143, 147, 158, 161, 164

ELA6LSV1


Students have many opportunities to share their opinions in the course of class discussion. See examples: TE II: Unit 6: Inferencing, pp. 117, 125, 146, 149, 150, 161; Unit 7: Metacognition, pp. 175, 196


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j. Gives reasons in support of opinions expressed. Throughout TE I/II. See examples: SG I/TE I: Unit 3: Predicting, pp. 125, 129, 135, 136, 138, 140 SG II/TE II: Unit 6: Inferencing, pp. 117, 119, 122, 125, 134, 135


Throughout TE I/II. See examples: SG I/TE I: Unit 2: Questioning, pp. 67, 73, 99, 111 SG II/TE II: Unit 5: Visualizing, pp. 66, 67, 69, 72, 75





The student listens to and views various forms of text and media in order to gather and share information, persuade others, and express and understand ideas. The student will select and critically analyze messages using rubrics as assessment tools.

ELA6LSV2



Standard (Cite

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CORRELATION TO THE GEORGIA PERFORMANCE STANDARDS Subject Area: Language Arts State-Funded Course: Language Arts/Grade 7 Textbook Title: AMP Reading System, Level II (Green) Publisher: Pearson Education








Throughout the AMP program, students preview, discuss, and review author purpose and theme. See examples: SG I: pp. 11-13, 17-19, 159-161 TE I: Unit 1: Summarizing, pp. 11-13, 17-19; Unit 3: Predicting, pp. 159-161 SG II: pp. 11-13, 17-19, 38-40, 117-119, 153-155 TE II: Unit 4: Text Structure, pp. 11-13, 17-19, 38-40; Unit 6: Inferencing, pp. 117-119, 153-155 Assessment Masters: pp. 21-25, 69-73




SG I: pp. 83, 109, 110, 124, 130, 139, 144, 153, 154, 160, 165, 166 TE I: Unit 2: Questioning, pp. 83, 109, 110; Unit 3: Predicting, pp. 124, 130, 139, 144, 153, 154, 160, 165, 166 SG II: pp. 83, 95, 97, 98, 104, 138, 139, 154, 207, 210, 216 TE II: Unit 5: Visualizing, pp. 83, 95, 97, 98, 104; Unit 6: Inferencing, pp. 138, 139, 154; Unit 7: Metacognition, pp. 207, 210, 216 Assessment Masters: pp. 29-33, 50, 61-65, 101-106, 109-114





SG I: pp. 135-137 TE I: Unit 3: Predicting, pp. 135-137 SG II: pp. 122-123, 134-137 TE II: Unit 6: Inferencing, pp. 122-123, 134-137 Assessment Masters, pp. 45-49, 93-97


SG I: pp. 95, 160 TE I: Unit 2: Questioning, p. 95; Unit 3: Prediction, p. 160 SG II: pp. 4, 19, 123, 125, 128, 131, 134, 136, 137 TE II: Unit 4: Text Structure, pp. 4, 19; Unit 6: Inferencing, pp. 123, 125, 1238, 131, 134, 136, 137 Assessment Masters: pp. 45-49, 93-97

g. Explains and analyzes the effects of sound, form, figurative language, and graphics in order to uncover meaning in literature: i. Sound (e.g., alliteration, onomatopoeia, internal rhyme, rhyme scheme) ii. Figurative language (e.g., simile, metaphor, personification, and hyperbole) iii. Graphics (e.g., capital letters, line length, word position).

SG I: pp. 136, 138 TE I: Unit 3: Predicting, pp. 136, 138










Examples: SG I: pp. 53, 61, 62, 117, 138, 136, 138, 165; TE I: Unit 1: Summarizing, p. 53; Unit 2: Questioning, pp. 61, 62, 117; Unit 3: Predicting, pp. 136, 138, 165; Blackline Masters, pp. 179, 181, 183 SG II: pp. 61, 94, 97, 103, 108, 109, 110, 202, 205 TE II: Unit 5: Visualizing, pp. 61, 94, 97, 103, 108, 109, 110; Unit 7: Metacognition, pp. 202, 205; Blackline Masters, pp. 231-243 Assessment Masters: pp. 24, 80, 89, 121 Customized Reading Strategies: Social Studies, Science pp. 31, 46-48; Math pp. 30, 41-43


Examples: SG II: pp. 38-39, 41-43, 46-47, 49, 52, 94, 103-105, 153-155, 158, 165, 200 TE II: Unit 4: Text Structure, pp. 38-39, 51-53, 56-57, 59, 52; Unit 5: Visualizing, pp. 94, 103-105; Unit 6: Inferencing, pp. 153-155, 158, 165; Unit 7: Metacognition, p. 200; Blackline Masters, pp. 234-237 Assessment Masters: pp. 61-65, 69-73










SG I: pp. 20-21, 106-107, 120-121 TE I: Unit 1: Summarizing, pp. 20-21; Unit 2: Questioning, pp. 106-107; Unit 3: Predicting, pp. 120-121 SG II: pp. 35-36, 132-133, 218-219 TE II: Unit 4: Text Structure, pp. 35-36; Unit 6: Inferencing, pp. 132-133; Unit 7: Metacognition, pp. 218-219 In addition, in vocabulary exercises throughout, students use context to determine word choice. Assessment Masters: Vocabulary Assessments throughout. Examples on pp. 11- 12, 19-20, 27-28, 35-36, 43-44, 51-52 Customized Reading Strategies: Social Studies, Science, Math: pp 8-10




SG I: pp. 35-36 TE I: Unit 1: Summarizing, pp. 35-36 SG II: pp. 203-204 TE II: Unit 7: Metacognition, pp. 203-204 Assessment Masters: p. 20



SG I /II and TE I /II: Typical vocabulary instruction begins with a vocabulary exercise in which the student learns the definition of a word, sees an example of it used in context, then writes a sentence of their own using the word. Additional exercises using the vocabulary words are included throughout the Unit. There are eight vocabulary lessons in each of the seven units of AMP Level II. Examples: SG I: pp. 2-3, 8-9, 14-15, 20-21 TE I: Unit I: Summarizing, pp. 2-3, 8-9, 14-15, 20-21 SG II: pp. 2-3, 8-9, 14-15, 20-21 TE I: Unit 4: Text Structure, pp. 2-3, 8-9, 14-15, 20-21 Customized Reading Strategies: Social Science, Science, Math: pp. 8-10 Assessment Masters: See examples on pp. 11, 19, 27, 35, 43, 51, 59, 67, 75, 83, 91, 99, 107, 115











Each level of the AMP System includes seven books that correspond to the seven Student Guide units. Each book contains two full-length selections on high-interest topics. Eighty-five percent of the selections are nonfiction. AMP Reading System Level II includes the following: • “Animal Tricks and Treks” (biology, geography, sociology) • “To the Rescue” (social studies, history, science) • “Blast Off!” (science, history) • “Living Your Dream” (fiction, biography, social studies) • “How Did They Do That?” (physics, engineering, history) • “Most Embarrassing Moments” (fiction, biography, history, sports) • “Great Goofs” (history, sports, science, literature, media) In addition, Customized Reading Strategies supplemental texts provide content-area applications of comprehension strategies in math, social studies, and science.






Each level of the AMP System includes seven books that correspond to the seven Student Guide units. Each book contains two full-length selections on high-interest topics. Eighty-five percent of the selections are nonfiction. AMP Reading System Level II includes the following: • “Animal Tricks and Treks” (biology, geography, sociology) • “To the Rescue” (social studies, history, science) • “Blast Off!” (science, history) • “Living Your Dream” (fiction, biography, social studies) • “How Did They Do That?” (physics, engineering, history) • “Most Embarrassing Moments” (fiction, biography, history, sports) • “Great Goofs” (history, sports, science, literature, media) Students respond to these texts by summarizing, questioning, predicting, analyzing structure, visualizing, inferencing, and applying Metacognition skills. In addition, Customized Reading Strategies supplemental texts provide content-area applications of comprehension strategies in math, social studies, and science.












SG I /II and TE I /II: Typical vocabulary instruction begins with a vocabulary exercise in which the student learns the definition of a word, sees it used in context, then writes a sentence of their own using the word. Additional exercises using the vocabulary words are included throughout the Unit. There are eight vocabulary lessons in each of the seven units of AMP Level II. Customized Reading Strategies: Social Science, Science, Math: pp. 8-10 Assessment Masters: Vocabulary exercises analyze word meaning in context. See pp. 11-12, 19-20, 27-28, 35-36, 39-40, 43-44












SG I /II and TE I /II: Typical vocabulary instruction begins with a vocabulary exercise in which the student learns the definition of a word, sees it used in context, then writes a sentence of their own using the word. Additional exercises using the vocabulary words are included throughout the Unit. There are eight vocabulary lessons in each of the seven units of AMP Level II. Customized Reading Strategies: Social Science, Science, Math: pp. 8-10 Assessment Masters: Vocabulary words exercises analyze word meaning in context. See pp. 11-12, 19-20, 27-28, 35-36, 39-40, 43-44

Writing




























g. Provides a sense of closure to the writing. TE II: Unit 5: Visualizing, pp. 112E-F








d. Develops the topic with supporting details. TE II: Unit 5: Visualizing, pp. 112E-F; Unit 6: Inferencing, p. 168C-F; Unit 7: Metacognition, pp. 228-229





















c. Organizes an interpretation around several clear ideas, premises, or images from the original work.










































Conventions
















SG I: 91-92 TE I: Unit 2: Questioning, pp. 91-92























Throughout TE I/II. See examples: SG I/TE I: Unit 3: Predicting, pp. 125, 129, 135, 136, 138, 140 SG II/TE II: Unit 6: Inferencing, pp. 117, 119, 122, 125, 134, 135





















SG I: pp. 10, 37, 39-40, 42-43, 49, 85, 99, 104, 108 TE I: Unit 1, pp. 10, 37, 39-40, 42-43, 49; Unit 2, Questioning, pp. 85, 99, 104, SG II: pp. 6, 7, 10, 19, 28, 33, 34, 42, 43, 54, 105, 108, 111, 134, 137 TE II: Unit 4: Text Structure, pp. 6, 7, 10, 19, 28, 33, 34, 42, 43, 54; Unit 5: Visualizing, pp. 105, 108, 111; Unit 6: Inferencing, pp. 134, 137







Subject Area: Language Arts State-Funded Course: Language Arts/Grade 8 Textbook Title: AMP Reading System, Level II (Green)____________________________ Publisher: Pearson _____________

























SG II: pp. 67, 73-75, 78, 109-111, 206-208 TE II: Unit 5: Visualizing, pp. 67, 73-75, 78, 109-111; Unit 7: Metacognition, pp. 206-208 Assessment Masters: pp. 80, 88, 120


















See the following examples: SG I: pp. 8-10, 44-45, 50-51, 76-77, 100-102, 126-127, 132-133 TE I: Unit 1: Summarizing, pp. 8-10, 44-45, 50-51; Unit 2: Questioning, pp. 76-77, 100-102; Unit 3: Predicting, pp. 126-127, 132-133 SG II: pp. 2-3, 8-9, 20-21, 64-65, 76-77, 91-92, 120-121, 147-148 TE II: Unit 4: Text Structure, pp. 2-3, 8-9, 20-21; Unit 5: Visualizing, pp. 64-65, 76-77, 91-92; Unit 6: Inferencing, pp. 120-121, 147-148 Assessment Masters: pp. 20, 27, 36, 76, 84, 92, 100



































Each level of the AMP System includes seven books that correspond to the seven Student Guide units. Each book contains two full-length selections on high-interest topics. Eighty-five percent of the selections are nonfiction. AMP Reading System Level II includes the following: • “Animal Tricks and Treks” (biology, geography, sociology) • “To the Rescue” (social studies, history, science) • “Blast Off!” (science, history) • “Living Your Dream” (fiction, biography, social studies) • “How Did They Do That?” (physics, engineering, history) • “Most Embarrassing Moments” (fiction, biography, history, sports) • “Great Goofs” (history, sports, science, literature, media) Students respond to these texts by summarizing, questioning, predicting, analyzing structure, visualizing, inferencing, and applying Metacognition skills. Customized Reading Strategies supplemental texts provide content-area applications of comprehension strategies in math, social studies, and science.

























Writing






































































g. Anticipates and answers a reader’s questions.

























b. Engages the reader by establishing a context.





























Conventions

































































Subject Area: Language Arts State-Funded Course: Language Arts/Grade 8 Textbook Title: AMP Reading System, Level II (Green)____________________________ Publisher: Pearson _____________

























SG II: pp. 67, 73-75, 78, 109-111, 206-208 TE II: Unit 5: Visualizing, pp. 67, 73-75, 78, 109-111; Unit 7: Metacognition, pp. 206-208 Assessment Masters: pp. 80, 88, 120


















See the following examples: SG I: pp. 8-10, 44-45, 50-51, 76-77, 100-102, 126-127, 132-133 TE I: Unit 1: Summarizing, pp. 8-10, 44-45, 50-51; Unit 2: Questioning, pp. 76-77, 100-102; Unit 3: Predicting, pp. 126-127, 132-133 SG II: pp. 2-3, 8-9, 20-21, 64-65, 76-77, 91-92, 120-121, 147-148 TE II: Unit 4: Text Structure, pp. 2-3, 8-9, 20-21; Unit 5: Visualizing, pp. 64-65, 76-77, 91-92; Unit 6: Inferencing, pp. 120-121, 147-148 Assessment Masters: pp. 20, 27, 36, 76, 84, 92, 100










Students complete multiple activities dealing with any given reading, allowing them to revisit the reading material and clarify their analysis. In particular, predicting and inferencing activities encourage students to skim or quickly read passages, make predictions or analyze the reading, then reread for accuracy. See: SG I: pp. 117-119, 123-125, 129-131, 135-140, 144-146, 150-155, 159-161,165-167 TE I: Unit 3: Predicting, pp. 117-119, 123-125, 129-131, 135-140, 144-146, 150-155, 159-161, 165-167 SG II: pp. 117-119, 123-125, 129-131, 135-140, 144-146, 150-155, 159-161, 165-167 TE II: Unit 6: Inferencing, pp. 117-119, 123-125, 129-131, 135-140, 144-146, 150-155, 159-161, 165-167 Assessment Masters: pp. 45-49, 53-57, 93-97, 101-105









c. Identifies award winning Georgia authors.

















Each level of the AMP System includes seven books that correspond to the seven Student Guide units. Each book contains two full-length selections on high-interest topics. Eighty-five percent of the selections are nonfiction. AMP Reading System Level II includes the following: • “Animal Tricks and Treks” (biology, geography, sociology) • “To the Rescue” (social studies, history, science) • “Blast Off!” (science, history) • “Living Your Dream” (fiction, biography, social studies) • “How Did They Do That?” (physics, engineering, history) • “Most Embarrassing Moments” (fiction, biography, history, sports) • “Great Goofs” (history, sports, science, literature, media) Students respond to these texts by summarizing, questioning, predicting, analyzing structure, visualizing, inferencing, and applying Metacognition skills. Customized Reading Strategies supplemental texts provide content-area applications of comprehension strategies in math, social studies, and science.



In several units, students relate information from their own experience to the subject of the text they are reading to enhance their understanding of messages and themes. See the following examples: SG I: pp. 31, 34, 75, 87, 99, 116, 125, 134, 140 TE I: Unit 1: Summarizing, p. 31, 34; Unit 2: Questioning, pp. 75, 87, 99; Unit 3: Predicting, pp. 116, 125, 134, 140 SG I: pp. 14, 19, 28, 130, 138, 165 TE II: Unit 4:Text Structure, pp.14, 19, 28; Unit 6: Inferencing, pp. 130, 138,165 Customized Reading Strategies supplemental texts also aid students in relating readings to social studies, science, and math.



e. Examines the author’s purpose in writing.

Examples: SG I: pp. 17-19, 103-105, 108-111 TE I: Unit 1 Summarizing, pp. 17-19;Unit 2: Questioning, pp. 103-105, 108-111 SG II: pp. 11-13, 17-19, 38-40, 41-43 TE II: Unit 4: Text Structure, pp. 11-13, 17-19, 38-40, 41-43 Assessment Masters: pp. 13-17, 61-65, 69-73 Customized Reading Strategies: Social Studies, Science, Math: pp. 27-31



















Writing



































b. Engages the reader by establishing a context, creating a speaker’s voice, and otherwise developing reader interest.



























































i. Provides a sense of closure to the writing.


































Conventions



























e. Displays appropriate turn-taking behaviors.

Students take turns with partners or in small groups to read aloud, analyze, discuss, etc. See examples: TE I: Unit 3: Predicting, pp. 116, 118, 124, 130, 134, 136, 145, 146, 154






































AMP READING SYSTEM LEVEL III


Language Arts

Grade 6-8



CORRELATION TO THE GEORGIA PERFORMANCE STANDARDS Subject Area: Language Arts State-Funded Course: Language Arts/Grade 6 Textbook Title: AMP Reading System, Level III (Turquoise) Publisher: Pearson





Direct and intensive teaching of comprehension strategies, one strategy at a time, is the foundation of AMP Reading. Each strategy is taught, practiced, and applied in the course of a unit, and comprehension monitoring is taught with each strategy. See: TE I: pp. T14-17, T20 Unit I: Summarizing; Unit 2: Questioning; Unit 3: Predicting TE II: Unit 4: Text Structure; Unit 5: Visualizing; Unit 6: Inferencing; Unit 7: Metacognition Student Guide: Multiple comprehension strategies are used throughout, including previewing, problem/solution analysis, analyzing sequence, summarizing, comparing and contrasting, understanding cause and effect, using text clues, using picture clues, likening to personal experience, using inferences, making predictions, and so forth. Lessons begin with an activity that includes an explanation of the strategy and how it helps students become better readers. There is an illustration or passage used to demonstrate the strategy and immediate opportunity for student response in the margin. After the initial activity, further question/response reading comprehension activities are included for additional reinforcement. See the following examples: SG I: Unit I, Nature’s Fury pp. 4-7, 10-13, 16-19, 22-28, 31-34, 37-43, 46-49, 52-55 SG II: Unit 4, Living Your Dream pp. 4-7, 10-13, 16-19, 22-28, 31-34, 37-43, 46-49, 52-55 Assessment Masters: Assessment of student comprehension is continuous and ongoing. Each unit includes a Mid-Unit Assessment and an End-of-Unit Assessment. See examples on pages 13-17, 21-25, 29-33, 37-41 Customized Reading Strategies: Social Studies, Science, and Math: pp. 13-16, 28-31







SG II: pp. 67, 73-75, 78, 109, 206 TE II: Unit 5: Visualizing, pp. 67, 73-75, 78, 109; Unit 7: Metacognition, pp 206 Assessment Masters: pp. 80, 81


SG I: pp. 160 TE I: Unit 3: Predicting, p. 160 SG II: pp. 23-25, 53, 67-69, 73-75, 78, 109-110, 206 TE II: Unit 4: Text Structure, pp. 5, 11, 23-25, 53; Unit 5: Visualizing, pp. 67- 69, 73-75, 78, 109-110; Unit 7: Metacognition: pp. 206 Assessment Masters: pp. 64-65, 80-81


SG I: pp. 23, 24, 151, 153, 154, 160 TE I: Unit 1: Summarizing, pp. 23, 24; Unit 3: Predicting, pp. 151, 153, 154, 160 SG II: pp. 6, 24, 54, 62, 95, 98, 130, 139, 174, 180, 192 TE II: Unit 4: Test Structure, pp. 5, 24, 54; Unit 5: Visualizing, pp. 62, 95, 98; Unit 6: Inferencing, pp. 130, 139; Unit 7: Metacognition, pp. 174, 180, 192 Assessment Masters: pp. 13-17, 37-41, 61-65, 93-97




i. internal/external conflicts

SG I: pp. 73, 74, 136 TE I: pp. Unit 2: Questioning, pp. 73, 74; Unit 3: Predicting, pp. 136 SG II: pp. 12, 13, 16, 19, 22, 33, 124, 164





ii. character conflicts, characters vs. nature, characters vs. society

iii. antagonist/protagonist.

TE II: Unit 4: Text Structure, pp. 12, 13, 16, 19, 22, 33; Unit 6: Inferencing, pp. 124, 164 Assessment Masters: pp. 45-49, 101-105




SG I: pp. 93, 96 TE I: Unit 2: Questioning, p. 93, 96





SG I: pp. 135-137 TE I: Unit 3: Predicting, pp. 135-137









For informational texts, the student reads and comprehends in order to develop

understanding and expertise and produces evidence of reading that:


Examples: SG I: pp. 6-7, 12, 19, 22, 24, 26-27, 38, 40, 53, 61, 69, 122, 135-136; Glossary pp. 169-172 TE I: Unit 1: Summarizing, pp. 6-7, 12, 19, 22, 24, 26-, 38, 40, 53; Unit 2: Questioning, pp. 61, 69; Unit 3: Predicting, pp. 122, 135-136 SG II: pp. 173, 179; Glossary pp. 225-229 TE II: Unit 7: Metacognition, pp. 173, 179 Assessment Masters: pp. 16, 23 Customized Reading Strategies: Social Studies, Science pp. 13-16, 28-31, 43-45; Math, pp. 13-16, 28-31, 43-45


Examples: SG I: pp. 38-39, 61, 69, 82, 117, 138 TE I: Unit 1: Summarizing, p. 38-39; Unit 2: Questioning, pp. 61, 69, 82, 117; Unit 3: Predicting, pp. 138; Blackline Masters, pp. 179, 181, 183 SG II: pp. 26, 61-63, 66, 68, 72, 97-98, 102, 109, 111, 154, 173, 191, 200, 202, 205 TE II: Unit 4: Text Structure, p. 26; Unit 5: Visualizing, pp. 61-63, 66, 68, 72, 97-98, 102, 109, 111; Unit 7: Metacognition, pp. 202, 205; Blackline Masters, pp. 231-243 Assessment Masters: pp. 24, 89, 121 Customized Reading Strategies: Social Studies, Science pp. 31, 46-48; Math pp. 30, 41-43






Examples: SG I: p. 131 TE I: Unit 3: Predicting, p. 131 SG II: pp. 5, 11, 16-19, 32-34, 37, 40, 53, 88, 138-140, 143, 159, 165, 200 TE II: Unit 4: Text Structure, pp. 5, 11, 16-19, 32-34, 37, 40, 53; Unit 5: Visualizing, pp. 88; Unit 6: Inferencing, pp. 138-140, 143, 159, 165; Unit 7: Metacognition, p. 200; Blackline Masters, pp. 234-237 Assessment Masters: pp. 61-65, 69-73, 80


While activities supporting this standard are found throughout the AMP Reading System, identifying and analyzing main ideas, supporting ideas, and supporting details is the particular focus of Unit 1: Summarizing. See the following examples: SG I: pp. 4-7, 10-13, 16-19, 22-28, 31-34, 37-43, 46-50, 52-56 TE I: Unit 1: Summarizing, pp. 4-7, 10-13, 16-19, 22-28, 31-34, 37-43, 46-50, 52-56 Assessment Masters: pp. 13-18, 21-26 Customized Reading Strategies: Social Studies, Science, Math, pp. 13-16


TE II: Unit 6: Inferencing, pp. 168C-168D Assessment Masters: pp. 109-113







SG I: pp. See Vocabulary Exercises throughout. Examples on pp. 2-3, 8-9, 14- 15, 35-36, 64-65, 70-71, 91-92 TE I: Unit 1: Summarizing, pp. 2-3, 8-9, 14-15, 35-36; Unit II: Questioning, pp. 64-65, 70-71, 91-92 SG II: See Vocabulary Exercises throughout. Examples on pp. 8-9, 14-15, 20- 21, 64-65, 76-77 120-121, 141-142, 162-163 TE II: Unit 4: Text Structure, pp. 8-9, 14-15, 20-21; Unit 5: Visualizing, pp. 64-65, 76-77; Unit 6: Inferencing: pp. 120-121, 141-142, 162-163 Assessment Masters: Vocabulary Assessments throughout. Examples on pp. 11- 12, 19-20, 27-28, 35-36, 43-44, 51-52 Customized Reading Strategies: Social Studies, Science, Math: pp 8-10


SG I: pp. 8-9, 91-92, 147-148, 162-163 TE I: Unit I: Summarizing, pp. 8-9; Unit 2: Questioning, pp. 91-92; Unit 3: Predicting, pp. 147-148, 162-163 SG II: pp. 8-9, 64-65, 76-77, 120-121, 203-204 TE II: Unit 4: Text Structure, pp. 8-9; Unit 5: Visualizing, pp. 64-65, 76-77; Unit 6: Inferencing, pp. 120-121; Unit 7: Metacognition: pp. 203-204 Assessment Masters: Examples on pp. 44, 52, 92, 116 Customized Reading Strategies: Social Studies, Science, Math: p. 10


SG I: p. 106 TE I: Unit 2: Questioning, p. 106 SG II: p. 91 TE II: Unit 5: Visualizing, p. 91


Examples: SG I: pp. 12, 14, 20-21, 30, 50, 77, 89 TE I: Unit 1:Summarizing, pp.12, 14, 20-21, 30, 50; Unit 2:Questioning, p.77,89 SG II: pp. 16, 24, 29, 85, 100, 126, 141 TE II: Unit 4: Text Structure, p. 16, 24, 29; Unit 5:Visualizing, pp. 85, 100; Unit 6: Inferencing, p. 126, 141 Assessment masters: Examples on pp. 11-12, 19-20, 27-28, 35-36, 43-44, 51-52, 59-60





The student reads aloud, accurately (in the range of 95%), familiar material in a variety of genres, in a way that makes meaning clear to listeners. The student


Examples: SG I: pp. 2-3, 29-30, 58-59, 100-101, 126-127 TE I: Unit 1: Summarizing, pp. 2-3, 29-30; Unit 2: Questioning, pp. 58-59, 100- 101; Unit 3: Predicting, pp. 126-127 SG II: pp. 14-15, 20, 44-45, 70-71, 85-86, 162 TE II: Unit 4: Text Structure, pp. 14-15, 20, 44-45; Unit 5: Visualizing, pp. 70- 71, 85-86; Unit 6: Inferencing, pp. 162 Assessment Masters: pp. 19, 28, 35-36, 51-52, 67-68

ELA6R3








Explicit instruction in oral reading fluency to improve reading achievement is included throughout the AMP program. See for example, instruction on: • Relaxed reading (SG II: pp. • Natural Breaks (SG II: pp. 181, 190, 192, 222) • Pace (SG I: pp. 42, 49, 54-55, 102, 104-105, 110-111; SG II: pp. 54, 105, 145, 160, 214, 217, 220, 223) • Pauses (SG I: pp. 46, 72, 139, 149, 167); SG II: pp. 4, 13, 37, 52, 55, 62, 66, 95, 102 Students reread, in pairs or in groups, each of the passages in the Student Guides and are guided to carry out their daily independent reading fluently. Through teacher modeling, direct instruction, and tips, students focus on each of the aspects of fluency in each Student Guide unit. A Fluency tip appears with each passage in the Student Guide and is elaborated on in the Teacher’s Edition with suggestions for instruction, modeling, and practice. In addition, with the AMP Reading Online Library, students can repeatedly hear and read along with models of fluent reading.


Each level of the AMP System includes seven books that correspond to the seven Student Guide units. Each book contains two full-length selections on high-interest topics. Eighty-five percent of the selections are nonfiction. AMP Reading System Level III includes the following: • “Nature’s Fury” (geography, earth science, history, health/medicine, social studies) • “High-Tech Crime Fighters” (forensic science, chemistry, biology, anatomy, art, computer science, history, biography) • “Out of Control” (biology, ecology, history, health/medicine) • “Ancient Lives Unveiled” (historical fiction, history, social studies, film) • “Making Movies” (film, art, biography, history) • “Terrific Teams” (sports, geography, social studies, health/medicine, fiction) • “Medical Miracles” (health/medicine, career education, history, engineering, bioengineering) Customized Reading Strategies supplemental texts provide content-area applications of comprehension strategies in math, social studies, and science.







SG I: pp. 11-13, 17-19, 22, 24-28, 31-34, 37, 43, 46, 49, 52-53 TE I: Unit I: Summarizing, pp. 11-13, 17-19, 22, 24-28, 31-34, 37, 43, 46, 49, 52-53 SG II: p. 54, 179 TE II: Unit 5: Visualizing, p. 54; Unit 7: Metacognition, p. 179 Assessment Masters: pp. 13-18, 21-26 Customized Reading Strategies: Social Studies, Science, Math: pp. 13-16

ELA6RC2


Each level of the AMP System includes seven books that correspond to the seven Student Guide units. Each book contains two full-length selections on high-interest topics. Eighty-five percent of the selections are nonfiction. AMP Reading System Level III includes the following: • “Nature’s Fury” (geography, earth science, history, health/medicine, social studies) • “High-Tech Crime Fighters” (forensic science, chemistry, biology, anatomy, art, computer science, history, biography) • “Out of Control” (biology, ecology, history, health/medicine) • “Ancient Lives Unveiled” (historical fiction, history, social studies, film) • “Making Movies” (film, art, biography, history) • “Terrific Teams” (sports, geography, social studies, health/medicine, fiction) • “Medical Miracles” (health/medicine, career education, history, engineering, bioengineering) Students respond to these texts by summarizing, questioning, predicting, analyzing structure, visualizing, inferencing, and applying Metacognition skills. In addition, Customized Reading Strategies supplemental texts provide content-area applications of comprehension strategies in math, social studies, and science.






In several units, students relate information from their own experience to the subject of the text they are reading to enhance their understanding of messages and themes. See the following examples: SG I: pp. 4, 10, 49, 84, 158, 167 TE I: Unit 1: Summarizing, p. 4, 10, 49; Unit 2: Questioning, p. 84, Unit 3: Predicting, pp. 158, 167 SG I: pp. 10, 16, 43, 128, 137, 143, 155 TE II: Unit 4: Text Structure, pp. 10, 16, 43; Unit 6: Inferencing, pp. 128, 137, 143 Customized Reading Strategies supplemental texts also aid students in relating readings to social studies, science, and math.


Students assess the merits and relevance of a wide range of texts and apply ideas from them in “After You Read” prompts throughout. See examples: SG I: pp. 16, 22, 31, 34, 40, 43, 46, 55, 63, 66, 81, 87 SG II: pp. 19, 25, 34, 46, 63, 69, 87, 93, 102, 105, 122

e. Examines the author’s purpose in writing. Examples: SG I: pp. 11-13, 17-19, 22, 24, 26-27, 38, 40, 53 TE I: Unit I: Summarizing, pp. 11-13, 17-19, 22, 24, 26-27, 30, 40, 53 SG II: p. 54, 173, 179 TE II: Unit 5: Visualizing, p. 54; Unit 7: Metacognition, p. 173, 179 Assessment Masters: pp. 13-18, 21-26 Customized Reading Strategies: Social Studies, Science, Math: pp. 13-16


Examples: SG I: pp. 26-27, 82, 117, 118, 135, 138, 139 TE I: Unit 1: Summarizing, pp. 26-27; Unit 2: Questioning, pp. 82; Unit 3: Predicting, pp. 117, 118, 135, 138, 139 SG II: pp. 61-63, 66, 68, 72, 109, 110 TE II: Unit 5: Visualizing, pp. 61-63, 66, 68, 72, 109, 110 Customized Reading Strategies: Social Studies, Science, Math: pp.32-36









In vocabulary lessons throughout, students write their own sentences using or responding to vocabulary words. See examples: SG I: pp. 21, 36, 45, 86, 92, 107, 115, 121, 133 SG II: pp. 9, 15, 36, 45, 51, 59, 71, 86, 101, 115 Additionally, teaching tips in the TE encourage teachers to have students collaborate on ideas for writing sentences and to volunteer and discuss their sentences. See examples: TE I: Unit 1: Summarizing, pp. 15, 21, 36, 45 TE II: Unit 4: Text Structure, pp. 3, 9, 15, 30, 45

ELA6RC3









“After You Read” and “Beyond the Text” questions help students relate personal life experiences to the subject area content. See examples: SG I: pp. 4, 13, 37, 72, 116, 128, 152 TE I: Unit I: Summarizing, pp. 4, 13, 37; Unit 2: Questioning: pp. 72; Unit 3: Predicting, pp. 116, 128, 152 SG II: pp. 4, 10, 16, 22, 28, 43, 60, 72, 81, 90, 96, 99 TE II: Unit 4: Text Structure, pp. 4, 10, 16, 22, 28, 43; Unit 5: Visualizing, pp. 60, 72, 81, 90, 96, 99


Many of the reading materials apply one idea to several subjects. For example, information in ““Nature’s Fury” (Unit 1: Summarizing) is related to geography, earth science, history, health/medicine, and social studies Likewise, information in the reader “Ancient Lives Unveiled” (Unit 4: Visualizing) is related to historical fiction, history, social studies, and film.

ELA6RC4














ELA6W1





ELA6W2










The use of sensory words in covered in: SG II, pp. 67, 73-75, 78, 109, 206-208 TE II: Unit 5: Visualizing, pp. 67, 73-75, 78, 109; Unit 7: Metacognition, pp. 206-208


































d. Applies rules of Standard English.









































ELA6W3





ELA6W4










ELA6C1









viii. Identifies and uses conjunctions –

SG I: pp. 106-107 TE I: Unit 2: Questioning, pp. 106-107

SG I: pp. 106-107 TE I: Unit 2: Questioning, pp. 106-107

TE I: Unit 2: Questioning, pp. 112E-G





coordinating, correlative, and common subordinating.


TE I: Unit 1: Summarizing, pp. 56E-F; Unit 3: Predicting, pp. 172-174 TE II: Unit 4: Text Structures, pp. 56C-F








Spelling rules are built in to vocabulary worksheets, particularly those that focus on affixes and homophones. See examples: SG I: pp. 8-9, 64-65, 91-92, 132-133, 147-148, 162-163 TE I: Unit 1: Summarizing, pp. 8-9; Unit 2: Questioning, pp. 64-65, 91-92; Unit 3: Predicting, pp. 132-133, 147-148, 162-163 SG II: pp. 64-65, 76-77, 120-121, 132-133, 147-148 TE II: Unit 5: Visualizing, pp. 64-65, 76-77; Unit 6: Inferencing, pp. 120-121, 132-133, 147-148







Listening/Speaking/Viewing The student participates in student-to-teacher, student-to-student, and group verbal interactions. The student


Many oral language activities throughout TE I/II encourage student-initiated topics, particularly “Engage Students” and “After Students Read” sections. See examples: TE I: Unit 1: Summarizing, pp. 10, 11, 13, 19, 25, 49, 52 TE II: Unit 4: Text Structure, pp. 4, 7, 10, 11, 13, 43, 55



Throughout TE I/II. See examples: TE I: Unit 2: Questioning, pp. 59, 63, 64, 67, 68, 69, 73, 75, 80, 82, 83 TE II: Unit 6: Inferencing, pp. 116, 117, 123, 124, 125, 130, 135, 136, 137





Students are directed to discuss readings, interpretations, predictions, and so on. Such discussion implies soliciting and considering another’s comments and opinions. See examples: TE II: Unit 6: Inferencing, pp. 128, 129, 131, 137, 146, 147, 152, 155, 158, 161, 164

ELA6LSV1


Students have many opportunities to share their opinions in the course of class discussion. See examples: TE I: Unit 3: Predicting, pp. 122, 134, 140, 146, 152 TE II: Unit 6: Inferencing, pp. 131, 135, 137, 165









j. Gives reasons in support of opinions expressed. Throughout SG?TE I/II. See examples: SGI/TE I: Unit 3: Predicting, pp. 122, 134, 140, 146, 152 SGI/TE II: Unit 6: Inferencing, pp. 131, 135, 137, 165


Throughout SG/TE I/II. See examples: SG I/TE I: Unit 2: Questioning, pp. 66, 72, 73, 78, 99 SG II/TE II: Unit 5: Visualizing, pp. 66, 69, 78, 81, 87


Throughout TE I/II. See examples: TE I: Unit 2: Questioning, pp. 73, 78, 94, 95, 97 TE II: Unit 4: Text Structure, pp. 11-13, 16-19, 22



The student listens to and views various forms of text and media in order to gather and share information, persuade others, and express and understand ideas. The student will select and critically analyze messages using rubrics as assessment tools.

ELA6LSV2

When responding to visual and oral texts and media (e.g., television, radio, film productions,





and electronic media), the student:









Examples: SG I: pp. 10, 37, 39-40, 42-43, 49, 85, 99, 104, 108 TE I: Unit 1, pp. 10, 37, 39-40, 42-43, 49; Unit 2, Questioning, pp. 85, 99, 104, 1008 SG II: pp. 6, 7, 10, 19, 28, 33, 34, 42, 43, 54, 105, 108, 111, 134, 137 TE II: Unit 4: Text Structure, pp. 6, 7, 10, 19, 28, 33, 34, 42, 43, 54; Unit 5: Visualizing, pp. 105, 108, 111; Unit 6: Inferencing, pp. 134, 137






Subject Area: Language Arts State-Funded Course: Language Arts/Grade 7 Textbook Title: AMP Reading System, Level III (Turquoise) Publisher: Pearson Education








Throughout the AMP program, students preview, discuss, and review author purpose and theme. See examples: SG I: pp. 11-13, 17-19, 22, 24-28, 31-34, 37, 43, 46, 49, 52-53 TE I: Unit I: Summarizing, pp. 11-13, 17-19, 22, 24-28, 31-34, 37, 43, 46, 49, 52-53 SG II: p. 54, 179 TE II: Unit 5: Visualizing, p. 54; Unit 7: Metacognition, p. 179 Assessment Masters: pp. 13-18, 21-26 Customized Reading Strategies: Social Studies, Science, Math: pp. 13-16


SG II: pp. 13, 16, 19, 22, 33, 123, 124 TE II: Unit 4: Text Structure, pp. 13, 16, 19, 22, 33; Unit 6: Inferencing, pp. 123, 124 Assessment Masters: pp. 45-49, 101-105



SG I: pp. 23, 24, 151, 153, 154, 160 TE I: Unit 1: Summarizing, pp. 23, 24; Unit 3: Predicting, pp. 151, 153, 154,160 SG II: pp. 6, 24, 54, 62, 95, 98, 130, 139, 174, 180, 192 TE II: Unit 4: Test Structure, pp. 5, 24, 54; Unit 5: Visualizing, pp. 62, 95, 98; Unit 6: Inferencing, pp. 130, 139; Unit 7: Metacognition, pp. 174, 180, 192 Assessment Masters: pp. 13-17, 37-41, 61-65, 93-97




SG I: p. 136 TE I: Unit 3: Predicting, p. 136 SG II: pp. 13, 16, 19, 22, 33, 123, 124 TE II: Unit 4: Text Structure, pp. 13, 16, 19, 22, 33; Unit 6: Inferencing, pp. 123, 124 Assessment Masters, pp. 45-49, 93-97


SG II: pp. 13, 16, 19, 22, 33, 123, 124 TE II: Unit 4: Text Structure, pp. 13, 16, 19, 22, 33; Unit 6: Inferencing, pp. 123, 124 Assessment Masters: pp. 45-49, 101-105

g. Explains and analyzes the effects of sound, form, figurative language, and graphics in order to uncover meaning in literature: i. Sound (e.g., alliteration, onomatopoeia, internal rhyme, rhyme scheme) ii. Figurative language (e.g., simile, metaphor, personification, and hyperbole) iii. Graphics (e.g., capital letters, line length, word position).

SG I: pp. 27, 61, 69 TE I: Unit 1: Summarizing, pp. 27; Unit 2: Questioning, pp. 61, 69 SG II: pp. 5, 7, 10, 11, 17, 23, 26, 32, 38-39, 41, 47-49, 52-55, 173, 200-202, 205, 209 TE II: Unit 4: Text Structure, pp. 5, 7, 10, 11, 17, 23, 26, 32, 38-39, 41, 47-49, 52-55; Unit 7: Metacognition, pp. 173, 200-202, 205, 209










Examples: SG I: pp. 38-39, 61, 69, 82, 117, 138 TE I: Unit 1: Summarizing, p. 38-39; Unit 2: Questioning, pp. 61, 69, 82, 117; Unit 3: Predicting, pp. 138; Blackline Masters, pp. 179, 181, 183 SG II: pp. 26, 61-63, 66, 68, 72, 97-98, 102, 109, 111, 154, 173, 191, 200, 202, 205 TE II: Unit 4: Text Structure, p. 26; Unit 5: Visualizing, pp. 61-63, 66, 68, 72, 97-98, 102, 109, 111; Unit 7: Metacognition, pp. 202, 205; Blackline Masters, pp. 231-243 Assessment Masters: pp. 24, 89, 121 Customized Reading Strategies: Social Studies, Science pp. 31, 46-48; Math pp. 30, 41-43









TE II: Unit 6: Inferencing, pp. 168C-168D Assessment Masters: pp. 109-113



SG I: pp. 106-107 TE I: Unit 2: Questioning, pp. 106-107 SG II: pp. 20-21, 91-92, 132-133, 162-163 TE II: Unit 4: Text Structure, pp. 20-21; Unit 5: Visualizing, pp. 91-92; Unit 6: Inferencing, pp. 132-133, 162-163 In addition, in vocabulary exercises throughout, students use context to determine word choice. Assessment Masters: Vocabulary Assessments throughout. Examples on pp. 11- 12, 19-20, 27-28, 35-36, 43-44, 51-52 Customized Reading Strategies: Social Studies, Science, Math: pp 8-10



SG I: pp. 8-9, 35-36, 91-92, 147-148, 162-163 TE I: Unit I: Summarizing, pp. 8-9, 35-36; Unit 2: Questioning, pp. 91-92; Unit 3: Predicting, pp. 147-148, 162-163 SG II: pp. 8-9, 64-65, 76-77, 120-121, 203-204, 218-219 TE II: Unit 4: Text Structure, pp. 8-9; Unit 5: Visualizing, pp. 64-65, 76-77; Unit 6: Inferencing, pp. 120-121; Unit 7: Metacognition: pp. 203-204, 218-219 Assessment Masters: Examples on pp. 44, 52, 92, 116 Customized Reading Strategies: Social Studies, Science, Math: p. 10


SG I: pp. 50-51, 76-77 TE I: Unit 1: Summarizing, pp. 50-51; Unit 2: Questioning, pp. 76-77 SG II: pp. 106-107 TE II: Unit 5: Visualizing, pp. 106-107 Assessment Masters: p. 28


SG I /II and TE I /II: Typical vocabulary instruction begins with a vocabulary exercise in which the student learns the definition of a word, sees an example of it used in context, then writes a sentence of their own using the word. Additional exercises using the vocabulary words are included throughout the Unit. There are eight vocabulary lessons in each of the seven units of AMP Level III. Examples: SG I: pp. 2-3, 8-9, 14-15, 20-21 TE I: Unit I: Summarizing, pp. 2-3, 8-9, 14-15, 20-21 SG II: pp. 2-3, 8-9, 14-15, 20-21 TE I: Unit 4: Text Structure, pp. 2-3, 8-9, 14-15, 20-21 Customized Reading Strategies: Social Science, Science, Math: pp. 8-10 Assessment Masters: See examples on pp. 11, 19, 27, 35, 43, 51, 59, 67, 75, 83, 91, 99, 107, 115












Each level of the AMP System includes seven books that correspond to the seven Student Guide units. Each book contains two full-length selections on high-interest topics. Eighty-five percent of the selections are nonfiction. AMP Reading System Level III includes the following: • “Nature’s Fury” (geography, earth science, history, health/medicine, social studies) • “High-Tech Crime Fighters” (forensic science, chemistry, biology, anatomy, art, computer science, history, biography) • “Out of Control” (biology, ecology, history, health/medicine) • “Ancient Lives Unveiled” (historical fiction, history, social studies, film) • “Making Movies” (film, art, biography, history) • “Terrific Teams” (sports, geography, social studies, health/medicine, fiction) • “Medical Miracles” (health/medicine, career education, history, engineering, bioengineering) In addition, Customized Reading Strategies supplemental texts provide content-area applications of comprehension strategies in math, social studies, and science.






























SG I /II and TE I /II: Typical vocabulary instruction begins with a vocabulary exercise in which the student learns the definition of a word, sees it used in context, then writes a sentence of their own using the word. Additional exercises using the vocabulary words are included throughout the Unit. There are eight vocabulary lessons in each of the seven units of AMP Level III. Customized Reading Strategies: Social Science, Science, Math: pp. 8-10 Assessment Masters: Vocabulary words exercises analyze word meaning in context. See pp. 11-12, 19-20, 27-28, 35-36, 39-40, 43-44

Writing





























g. Provides a sense of closure to the writing. TE II: Unit 5: Visualizing, pp. 112E-F





























b. Organizes an interpretation around several clear ideas, premises, or images from the original work.










































Conventions
















SG II: 132-133, 147-148 TE I: Unit 6: Inferencing, pp. 132-133, 147-148























Throughout SG?TE I/II. See examples: SGI/TE I: Unit 3: Predicting, pp. 122, 134, 140, 146, 152 SGI/TE II: Unit 6: Inferencing, pp. 131, 135, 137, 165





























Subject Area: Language Arts State-Funded Course: Language Arts/Grade 8 Textbook Title: AMP Reading System, Level III (Turquoise)__________________________ Publisher: Pearson








Throughout the AMP program, students preview, discuss, and review author purpose and theme. See examples: SG I: pp. 11-13, 17-19, 22, 24-28, 31-34, 37, 43, 46, 49, 52-53 TE I: Unit I: Summarizing, pp.11-13,17-19,22,24-28, 31-34, 37,43,46, 49, 52-53 SG II: p. 54, 179 TE II: Unit 5: Visualizing, p. 54; Unit 7: Metacognition, p. 179 Assessment Masters: pp. 13-18, 21-26 Customized Reading Strategies: Social Studies, Science, Math: pp. 13-16




SG II: pp. 13, 16, 19, 22, 33, 123, 124 TE II: Unit 4:Text Structure, pp.13, 16, 19, 22, 33; Unit 6:Inferencing, pp. 123, 124 Assessment Masters: pp. 45-49, 101-105







SG I: p. 136 TE I: Unit 3: Predicting, p. 136 SG II: pp. 13, 16, 19, 22, 33, 123, 124 TE II: Unit 4: Text Structure, pp. 13, 16, 19, 22, 33; Unit 6: Inferencing, pp. 123, 124 Assessment Masters, pp. 45-49, 93-97






SG II: pp. 67, 73-74, 78, 109-110, 206-209 TE II: Unit 5: Visualizing, pp. 67, 73-74, 78, 109-110; Unit 7: Metacognition, pp. 206-209 Assessment Masters: pp. 80, 81, 88, 120












See related material in TE II: Unit 6: Inferencing, pp. 168C-168D Assessment Masters: pp. 109-113






See the following examples: SG I: pp. 8-10, 44-45, 64-65, 91-92, 100-102, 126-127, 132-133, 147-148 TE I: Unit 1: Summarizing, pp. 8-10, 44-45; Unit 2: Questioning, pp. 64-65, 91-92, 100-102; Unit 3: Predicting, pp. 126-127, 132-133, 147-148 SG II: pp. 2-3, 8-9, 35-36, 64-65, 76-77, 91-92, 120-121, 176-177 TE II: Unit 4: Text Structure, pp. 2-3, 8-9, 35-36; Unit 5: Visualizing, pp. 64-65, 76-77, 91-92; Unit 6: Inferencing, pp. 120-121, 147-148; Unit 7: Metacognition, pp. 176-177 Assessment Masters: pp. 20, 27, 36, 76, 84, 92, 100


SG I: pp. 106-107 TE I: Unit 2: Questioning, pp. 106-107 SG II: pp. 20-21, 91-92, 132-133, 162-163 TE II: Unit 4: Text Structure, pp. 20-21; Unit 5: Visualizing, pp. 91-92; Unit 6: Inferencing, pp. 132-133, 162-163 In vocabulary exercises throughout, students use context to determine word choice. Assessment Masters: Vocabulary Assessments throughout. Examples on pp. 11- 12, 19-20, 27-28, 35-36, 43-44, 51-52 Customized Reading Strategies: Social Studies, Science, Math: pp 8-10


SG I: pp. 35-36 TE I: Unit I: Summarizing, pp. 35-36 SG II: pp. 8-9, 176-177 TE II: Unit 4: Text Structure, pp. 8-9; Unit 7: Metacognition, pp. 176-177 Customized Reading Strategies: Social Studies, Science, Math: p. 10
























































SG I /II and TE I /II: Typical vocabulary instruction begins with a vocabulary exercise in which the student learns the definition of a word, sees it used in context, then writes a sentence of their own using the word. Additional exercises using the vocabulary words are included throughout the Unit. There are eight vocabulary lessons in each of the seven units of AMP Level III. Customized Reading Strategies: Social Science, Science, Math: pp. 8-10 Assessment Masters: Vocabulary words exercises analyze word meaning in context. See pp. 11-12, 19-20, 27-28, 35-36, 39-40, 43-44

Writing




























































































































Conventions









TE I: Unit 3: Predicting, p. 170-173




























Throughout SG:TE I/II. See examples: SGI/TE I: Unit 3: Predicting, pp. 122, 134, 140, 146, 152 SGI/TE II: Unit 6: Inferencing, pp. 131, 135, 137, 165


























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