Level D - Zaner-Bloser

Transparency & 

Blackline Master Book 

ISBN: 978-07367-7343-0 

Copyright © Zaner-Bloser, Inc. 

FOR 

Level D 

The pages in this book may be duplicated for classroom use. 

Nonfiction Strategies for Reading Results 

Zaner-Bloser, Inc., P.O. Box 16764, Columbus, Ohio 43216-6764, 1-800-421-3018 

Printed in the United States of America 

10 11 12 13 14 6295 5 4 3 2 1

School to Home Letter 

Unit 1 

Practice the Strategy 

Scaffolded Spider Map for The Scoop on Scorpions . . . . . . . . . . . . . Transparency & BLM 1 

Answer Key 

Apply the Strategy 

Spider Map for Deep-Sea Dangler . . . . . . . . . . . . . . . . . . . . . . . . . . . Transparency & BLM 2 

Answer Key 

Unit 2 


Scaffolded Problem-Solution Frame for Writing in the Dark . . . . . . . Transparency & BLM 3 

Answer Key 


Problem-Solution Frame for Reading With Your Fingers . . . . . . . . . . Transparency & BLM 4 

Answer Key 

Unit 3 


Scaffolded Web for And the Earth Shakes . . . . . . . . . . . . . . . . . . . . . Transparency & BLM 5 

Answer Key 


Web for And the Earth Explodes . . . . . . . . . . . . . . . . . . . . . . . . . . . . Transparency & BLM 6 

Answer Key 

Unit 4 


Scaffolded Venn Diagram for Farmer on the Crew . . . . . . . . . . . . . . Transparency & BLM 7 

Answer Key 


Venn Diagram for Space Psychologist . . . . . . . . . . . . . . . . . . . . . . . . Transparency & BLM 8 

Answer Key 

Unit 5 


Scaffolded Order Chain for The Orphan Trains . . . . . . . . . . . . . . . . . Transparency & BLM 9 

Answer Key 


Order Chain for Whatever Happened to the Passenger Train? . . . .Transparency & BLM 10 

Answer Key 

Unit 6 


Table of Contents 

Scaffolded Time Line for Say to Yourself, “I AM an Artist!” . . . . . . . Transparency & BLM 11 

Answer Key 


Time Line for Sculpture—It’s the Whole World . . . . . . . . . . . . . . . . .Transparency & BLM 12 

Answer Key 

K-W-L Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Transparency & BLM 13 

Suggestions 

for 

Use 

Strategy Transfer Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Transparency & BLM 14 

Suggestions 

for 

Use

Dear Family, 

School to Home 

Good reading comprehension is of vital importance to your son or daughter. Nonfiction 

textbooks in science, social studies, and math can be especially challenging. In addition, 

standardized tests demand that students read and understand quickly. Outside of the 

classroom, the challenge continues as students read magazines, newspapers, instructions, 

and other types of nonfiction material. 

Your child is currently using Read for Real: Nonfiction Strategies for Reading Results. 

This program teaches valuable reading comprehension strategies to help students become 

better nonfiction readers. Here is a list of the strategies and how they work: 

When to Use the Strategy What the Strategy Says What the Strategy Means 

Please discuss the strategies with your son or daughter while he/she is doing homework. 

You might even use some of the strategies as you and your child discuss television 

shows, movies, and newspaper or magazine articles. 

Thanks for your help! 

Sincerely, 

Before Reading 

During Reading 

After Reading 

Preview the Selection 

before you begin to read. 

Activate Prior Knowledge 

about the topic. 

Look at the pictures, headings, etc., to 

get an idea of what it will be about. 

Think about what you already 

know about the topic. 

Set a Purpose for reading. Decide what you want to learn as 

you read. 

Make Connections with 

what you are reading. 

Interact With the Text 

as you read. 

Clarify Understanding 

of what you are reading. 

Think about how your life and knowledge 

fit in with what you are reading. 

Ask and answer questions about 

what you’re reading. 

If something doesn’t make sense, 

look for clues to help it make sense. 

Recall what you just read. Try to remember key facts 

or ideas. 

Evaluate the selection. Decide whether the selection was 

based on facts. 

Respond to what you read. Form your own opinion about 

what you’ve read.


Level D Scaffolded Spider Map for 

The Scoop on Scorpions 

Unit 

1 

Practice 

related to spiders, 

ticks, and lobsters 

covered by hard outer shell 

most are less than 2 in., but 

some are 8 in. 

Food comes to the scorpion 

What is a scorpion? 

waits for prey to come 

near, then grabs with claws 

get most moisture from prey 

Spider Map 

The scorpion polka 

The Scoop 

on Scorpions 

eggs hatch inside mother 

danger depends on 

scorpion’s venom, not size 

pincer size good sign of 

scorpion’s poison 

Big claws, little claws 

Shake your shoes 

if you get stung, tell an adult 

Transparency & BLM #1


Unit 

1 

Practice 

arthropod 

related to spiders, 

ticks, and lobsters 

small nocturnal animals 

have claws, can sting 

bodies have eight 

segments and eight legs 

covered by hard outer shell 

live in many different habitats 

Possible Answers for 

Transparency & BLM #1 

The Scoop on Scorpions 

about 2,500 species 

most are less than 2 in., but 

some are 8 in. 

food hard to find in desert 

scorpions try to use 

little energy for prey 

waits for prey to come 

near, then grabs with claws 

usually bites with fangs 

uses stinger on large prey 

are nearsighted, see 

best at night 

Food comes to the scorpion 

get most moisture from prey 

Scaffolded Spider Map for 

What is a scorpion? 

Spider Map 

The scorpion polka 

The Scoop 

on Scorpions 

unusual mating dance 

eggs hatch inside mother 

babies born alive, often 

ride on mother’s back 

danger depends on 

scorpion’s venom, not size 

only deadly scorpion is in 

western U.S. 

small pincers—stronger venom 

Big claws, little claws 

pincer size good sign of 

scorpion’s poison 

large pincers—weaker venom 

Shake your shoes 

scorpions come inside and hide in dark 

places, like in shoes and under blankets 

if you get stung, tell an adult 

Copyright © Zaner-Bloser, Inc.



Unit 

1 

Apply 

Deep-Sea Dangler 

Deep-Sea 

Dangler 

Spider Map for 

Spider Map 



Unit 

1 

Apply 

anglerfish dangles bait in water 



Deep-Sea Dangler 

live in darkness, below 3,000 feet 

The fishing fish 

Anglerfish life cycle 

more than 200 kinds 

use “bait” to attract prey 

anglerfish lays eggs 

eggs float to surface 

only females glow 

adults are in darkness 

may be from 8 to 40 inches long 

as young grow, they drift downward 

Spider Map 

males smaller, attach to side of female 

female fishes and eats for herself 

and attached male 

Spider Map for 

Deep-Sea 

Dangler 

below 6,000 feet, 

all animals glow 

light is bioluminescent 

most anglerfish have 

bioluminescent bacteria 

Glowing from within 

dinner comes from surface—no 

plants grow in darkness 

deep-sea fish are 

scavengers or predators 

Dinner in the deep 

may use currents to pull in prey 

anglerfish have huge jaws 



Level D Scaffolded Problem-Solution Frame for 

Writing in the Dark 

Unit 

2 

Practice 

Problem Box 

Solution Box 

End Result Box 

What is the problem? 

Problem-Solution Frame 


Why is it a problem? She had to wait until she got home to finish 

her homework. 

Who has the problem? Becky Schroeder 

Solutions 

First, she did research to find out 

how and why some things glow. 

Then she bought some phosphorescent 

paint. 

Becky’s father helped her get a 

patent for her invention. 

Becky thought of ways to improve 

her Glo-Sheet. She attached a 

battery. 

She made many improvements. 

Results 

She covered a clipboard with the 

special paint. Then she put a 

piece of paper on the clipboard. 

When she wrote, the writing 

showed up in the dark. 

Nobody could steal her invention 

or get credit for it. 

The Glo-Sheet stayed lit up for 

longer periods of time. 

She got a new patent for each 

improvement. 



Unit 

2 

Practice 

Problem Box 

Solution Box 




Scaffolded Problem-Solution Frame 




What is the problem? Becky couldn’t do her homework in the dark. 

Why is it a problem? She had to wait until she got home to finish 

her homework. 

Who has the problem? Becky Schroeder 

Solutions 

First, she did research to find out 

how and why some things glow. 

Then she bought some phosphorescent 

paint. 

Becky’s father helped her get a 

patent for her invention. 

Becky thought of ways to improve 

her Glo-Sheet. She attached a 

battery. 

She made many improvements. 

Results 

She covered a clipboard with the 

special paint. Then she put a 

piece of paper on the clipboard. 

When she wrote, the writing 

showed up in the dark. 

Nobody could steal her invention 

or get credit for it. 

The Glo-Sheet stayed lit for 

longer periods of time. 

She got a new patent for each 

improvement. 

Becky invented a useful product. People could read menus more 

easily in dimly lit restaurants. Doctors could write on patients’ 

charts at night. Airplane pilots could take notes in the dark. 




Unit 

2 

Apply 

Problem Box 

Solution Box 


Problem-Solution Frame for 

Reading With Your Fingers 

What is the problem? 

Why is it a problem? 

Who has the problem? 



Solutions 

Results 



Unit 

2 

Apply 

Problem Box 

Solution Box 





Louis’s sister made letters out of 

straw. 

Louis could read the special books 

printed with large raised letters. 

Louis made a code with holes. 

Louis learned about Captain 

Barbier’s code of raised dots and 

dashes. 

Louis stopped using dashes and 

made his code with special patterns 

of dots. 

Problem-Solution Frame for 



What is the problem? Louis was blind. 

Why is it a problem? Louis couldn’t see to read. 

Who has the problem? Louis Braille 

Solutions 

Results 

Louis could feel their shapes and 

knew what they were. 

Louis could read, but the books 

were huge. 

The code was hard to learn and 

hard to read. 

Louis used a stylus to write the 

new code. His classmates loved 

the idea. 

He had people read books aloud so 

he could make his code for other 

blind people to read. 

Louis invented a code that enabled blind people to read. Now people 

all over the world can read by using the Braille alphabet. 




Unit 

3 

Practice 

crust is broken 

into plates 

And the Earth Shakes 

The Why and How of 

an Earthquake 

Scaffolded Web for 

Web 

crust floats 

on mantle 

And the 

Earth Shakes 

2 scales help 

describe quakes 

comparing seismograph 

reports shows 

focus of quake 

no quakes recorded 

in Texas, Alabama, 

or Florida 



Unit 

3 

Practice 

crust is broken 

into plates 

movement of 

plates causes 

earthquakes 



And the Earth Shakes 

The Why and How of 

an Earthquake 

most damage caused by 

shaking of unsafe buildings 

and by liquefaction 

take place in 

Earth’s crust 

Scaffolded Web for 

Web 

cracks in crust 

are faults 

crust floats 

on mantle 

And the 

Earth Shakes 

Measuring and Comparing 

Earthquakes 

2 scales help 

describe quakes 

Richter Scale Modified Mercalli Scale 

most happen in Ring 

of Fire, in Pacific 

no quakes recorded 

in Texas, Alabama, 

or Florida 

The Where of an 

Earthquake 

also happen in 

Europe, Middle East, 

Asia, and U.S. 

quakes measured by 

seismographs 

comparing seismograph 

reports shows 

focus of quake 




Unit 

3 

Apply 

Web for 

And the Earth Explodes 

Web 

And the 

Earth Explodes 



Unit 

3 

Apply 

example is 

Mount Kilauea 

lava flows slowly, 

so people can move 

to safety 

may explode one 

time, then flow lava 

the next time 



And the Earth Explodes 

don't explode, 

they flow 

Quiet 

Volcanoes 

Intermediate 

Volcanoes 

ashes buried 

Pompeii 

Web for 

Web 

And the 

Earth Explodes 

biggest modern 

exploding volcano 

was Mount Pelé 

happen fast and no 

warning, so often 

many deaths 

example is 

Mount Vesuvius 

killed hundreds 

of people 

Exploding 

Volcanoes 

Living With 

Volcanoes 

crater fills in, 

pressure builds, 

volcano blows up 

biggest explosive 

volcano ever was 

Krakatau 

no eruption, so 

people forget, as with 

Mount St. Helens 

geologists trying 

to predict 

volcanoes 

farmers take risks 

because of great soil 



Level D Scaffolded Venn Diagram for 

Farmer on the Crew 

Unit 

4 

Practice 

Earth 

• plant seeds in soil 

and water them 

Venn Diagram 


• comes from plants 

and animals, not 

computers 

Space 

• artificial Earthlike 

conditions 



Unit 

4 

Practice 

Earth 

• plant seeds in soil 

and water them 

• seeds sprout 

• grow with Earth’s air 

and sunlight 

• real gravity 

• use real soil 



Scaffolded Venn Diagram for 


Venn Diagram 


• comes from plants 

and animals, not 

computers 

• need soil, air, and 

water 

• need gravity 

• fresh tastes best 

Space 

• artificial Earthlike 

conditions 

• special light bulbs 

• pots have mixture of 

gases like Earth’s air 

• have to spin pots 

• use hydroponic liquid 




Unit 

4 

Apply 

On 

the 

Ground 

Venn Diagram for 

Space Psychologist 

Venn Diagram 


Out 

in 

Space 



Unit 

4 

Apply 

On the Ground 

• paper and pencil 

tests 

• interviews 

• special tests with 

other candidates 

• different personalities 

may clash 

• practice working in 

space-like conditions 

• can always get away 

or quit 



Venn Diagram for 


Venn Diagram 


• 2 kinds of doctors: 

-research and experiments 

-counselors 

• interview and test 

candidates 

• prepare astronauts for 

space travel 

• crews must work well 

together 

• astronauts must focus 

on goals of the mission 

Out in Space 

• could be short-term 

or long-term 

• small place crammed 

with people and 

instruments 

• not much privacy 

• can’t get away or 

take a walk 

• hard to predict longterm 

behavior 



Level D Scaffolded Order Chain for 

The Orphan Trains 

Unit 

5 

Practice 

Topic 

First Step 

Next Step 

Next Step 

Next Step 

Next Step 

Next Step 

Next Step 

Next Step 

Final Step 


Order Chain 

Many orphans were in large cities on East Coast. 

Charles Loring Brace set up Children's Aid Society. 

Members of the Society got groups of kids ready to travel. 

Children rode the trains in groups. 

Placing agents rode with them. 

People in towns met the children to choose who they wanted. 

Other children traveled to the next town. 

New laws were made to help orphans. 

Orphan trains stopped running. 



Unit 

5 

Practice 

Topic 

First Step 

Next Step 

Next Step 

Next Step 

Next Step 

Next Step 

Next Step 

Next Step 

Final Step 



Scaffolded Order Chain for 



Order Chain 

Many orphans were in large cities on East Coast. 

Charles Loring Brace set up Children's Aid Society. 

Members of the Society got groups of kids ready to travel. 

Children rode the trains in groups. 

Placing agents rode with them. 

People in towns met the children to choose the ones 

they wanted. 

Other children traveled to the next town. 

New laws were made to help orphans. 

Orphan trains stopped running. 




Unit 

5 

Apply 

Topic 

First Step 

Next Step 

Next Step 

Next Step 

Next Step 

Next Step 

Next Step 

Next Step 

Next Step 

Final Step 

Order Chain for 

Whatever Happened to 

the Passenger Train? 

Order Chain 

Whatever Happened to the Passenger Train? 



Unit 

5 

Apply 

Topic 

First Step 

Next Step 

Next Step 

Next Step 

Next Step 

Next Step 

Next Step 

Next Step 

Next Step 

Final Step 



Order Chain for 

Whatever Happened to the 

Passenger Train? 

Order Chain 

Whatever Happened to the Passenger Train? 

Trains were a favorite way for people to travel. 

During the Great Depression, railroads lost money. 

During World War II, trains carried goods and troops. 

After the war, trains were popular again. 

Competition from cars and planes hurt the railroads. 

U.S. Postal Service switched from trains to planes. 

Congress wanted to keep passenger trains running. 

Congress set up the National Railroad Passenger Corporation. 

Most of the old locomotives and cars were replaced. 

Amtrak and the government work together to keep the trains running. 



Level D Scaffolded Time Line for 

Say to Yourself, “I AM an Artist!” 

Unit 

6 

Practice 

as a little girl 

as an adult 

is successful 

Time Line 


illustrates many books and gets ideas from many different places 



Unit 

6 

Practice 



Scaffolded Time Line for 


Time Line 

as a little girl lived in New York City and loved horses 

in school got best grades for artwork 

as an adult met book editor who introduced her to art director 

begins career illustrates many books and gets ideas from many different places 

is successful wins several awards 





Unit 

6 

Apply 

Time Line for 

Sculpture—It’s the Whole World 

Time Line 




Unit 

6 

Apply 




Sept. 23, 1899 born in Kiev, Ukraine 

Time Line 

1902 father moved to the U.S. 

1904 Louise and family traveled to U.S. 

1920 married Charles Nevelson 

1922 had baby, Myron 

1931 left husband and moved to study in Germany 

1941 first exhibition in New York 

1959 showed work at Museum of Modern Art in New York City 

1988 made sculpture for National Institutes of Health 

1988 Louise died 

Time Line for 




K - W - L Chart 

K W L 

What I Know What I Want to Know What I Learned 


How to Use a K-W-L Chart 

K-W-L is a teaching strategy that you can use with students 

• to activate prior knowledge about a topic. 

• to set purposes for reading a selection. 

• to organize what they learn as they read a selection. 

• to confirm or revise their original thoughts about the topic. 

The K-W-L strategy is used before, during, and after reading nonfiction text. 

Model the use of the K-W-L Chart by using the transparency as a whole-group 

activity. You may wish to have students use the blackline master to create their 

own K-W-L Charts. 

Follow these steps when you use a K-W-L Chart: 

1. Ask students to preview the reading selection. 

2. Have students brainstorm what they already know about the topic. 

Write (or have students write) their ideas in the K column of the 

chart (What I Know). 

3. Ask students to think of some things they would like to know about 

the topic. Have students put these into question form. Write 

(or have students write) their questions in the W column of the 

chart (What I Want to Know). 

4. Have students read the selection. As they read, they may generate 

additional questions for the W column; these questions may 

be added to the chart. Students can also begin to record new 

information in the L column (What I Learned). 

5. Ask students what they learned about the topic from their reading. 

Write (or have students write) this information in the L column. 

6. Ask students to look again at the K column to check their original 

ideas about the topic. Have students confirm or change each item. 

7. Ask students to check the W column to make sure all their questions 

have been answered. 

8. Discuss the completed K-W-L Chart. If additional information is 

needed to answer questions, you may wish to add another column 

labeled H (How Can I Find Out?). 

Note: K-W-L was developed by Donna Ogle (Ogle, D. [1986]. “K-W-L: A teaching 

model that develops active reading of expository text.” The Reading Teacher 

39, 564–570).


Strategy Transfer Chart 

Name _____________________________________________________________ 

Write the title of a selection you are reading in one of your other 

books. Review the strategies and check at least one strategy to use 

Before, During, and After reading. 

BEFORE READING 

Preview the 

Selection 

Activate Prior 

Knowledge 

Set a Purpose 

DURING READING 

Make 

Connections 

Interact 

With Text 

Clarify 

Understanding 

AFTER READING 

Recall 

Evaluate 

Respond 

Strategy 

by looking at the title and headings to predict what 

the selection will be about. 

by looking at the photographs, illustrations, captions, and 

graphics to predict what the selection will be about. 

by looking at the title, headings, pictures, and graphics 

to decide what I know about this topic. 

by reading the introduction and/or summary to decide 

what I know about this topic. 

by using the title and headings to write questions 

that I can answer while I am reading. 

by skimming the selection to decide what I want 

to know about this subject. 

Strategy 

by relating information that I already know about 

the subject to what I’m reading. 

by comparing my experiences with what I’m reading. 

by identifying the main idea and supporting details. 

by identifying how the text is organized (cause/effect; compare/ 

contrast; problem/solution; question/answer; sequence of events). 

by using photographs, charts, and other graphics 

to help me understand what I’m reading. 

by deciding whether the information I’m reading 

is fact or opinion. 

Strategy 

by summarizing the selection in writing or out loud. 

by using the headings to question myself about what I read. 

by searching the selection to determine how the author used 

evidence to reach conclusions. 

by forming a judgment about whether the selection 

was objective or biased. 

by drawing logical conclusions about the topic. 

by forming my own opinion about what I’ve read. 

Title: 

Title: 

Title: 

Title: 


How to Use the Strategy Transfer Chart 

Read for Real teaches students important comprehension strategies for 

nonfiction reading. Ultimately, however, these strategies are valuable only 

if students are able to transfer them to other reading materials. 

Students are required to read a variety of nonfiction, or informational, texts 

in school and out of school. Science and social studies textbooks are the most 

obvious in the school setting. Students also read newspaper, Internet, and 

magazine articles, essays, and speeches. Outside of school, students must 

read, understand, and apply information from charts, schedules, maps, game 

directions, instructions for repairs, warranties, recipes, job applications, and 

other types of forms. 

The Strategy Transfer Chart provides a way for students to practice using 

the Before, During, and After strategies in Read for Real with other reading 

materials. Use the transparency to model the use of the Strategy Transfer 

Chart as a whole-group activity with another piece of nonfiction, such as a 

magazine article or a chapter from a science or social studies book. Have 

students use the blackline master to begin their own Strategy Transfer Charts. 

Provide opportunities for students to regularly add to their charts when they 

read other nonfiction text. 

Here are more suggestions for using the Strategy Transfer Chart: 

• Enlarge the chart and post it in your classroom. Remind students 

to think about the strategies as they read other materials and to 

identify when they use a particular strategy. 

• Give the Strategy Transfer Chart to content area teachers who 

work with your students. Ask them to encourage students to use 

these strategies as they read. 

• Send the Strategy Transfer Chart to students’ families with the 

School to Home letter. Suggest that parents post the chart on 

the refrigerator or bulletin board. Encourage parents to find 

opportunities to discuss the strategies with their children—as 

the children do their homework, by reading and discussing 

newspaper and magazine articles together, and while watching 

television shows, movies, and newscasts. 

The real value of the strategies that students learn in Read for Real is the 

transfer of the strategies to other nonfiction reading that students do.

Level D - Zaner-Bloser

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?