Transparency & Blackline Master Book - Zaner-Bloser

Transparency &
Blackline Master Book
ISBN: 978-07367-7344-7
Copyright © Zaner-Bloser, Inc.
FOR
Level E
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 Web for Ghosts in the Twilight . . . . . . . . . . . . . . . . . . . .Transparency & BLM 1
Answer Key
Apply the Strategy
Web for Hunters in the Shadows . . . . . . . . . . . . . . . . . . . . . . . . . . .Transparency & BLM 2
Answer Key
Unit 2
Practice the Strategy
Scaffolded Outline for The Mystery of Great Zimbabwe . . . . . . . . . .Transparency & BLM 3
Answer Key
Apply the Strategy
Outline for A Story of the Anasazi . . . . . . . . . . . . . . . . . . . . . . . . . . .Transparency & BLM 4
Answer Key
Unit 3
Practice the Strategy
Scaffolded Comparison Matrix for A Game “Handed” Down . . . . . .Transparency & BLM 5
Answer Key
Apply the Strategy
Comparison Matrix for A New/Old Way to Play Catch . . . . . . . . . . .Transparency & BLM 6
Answer Key
Unit 4
Practice the Strategy
Scaffolded Web for Many Lands, Many Breads . . . . . . . . . . . . . . . . .Transparency & BLM 7
Answer Key
Apply the Strategy
Web for Foods From the Americas: A Shared Heritage . . . . . . . . . .Transparency & BLM 8
Answer Key
Unit 5
Practice the Strategy
Scaffolded Time Line for Earhart’s Adventures . . . . . . . . . . . . . . . . . .Transparency & BLM 9
Answer Key
Apply the Strategy
Time Line for Pole Position . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Transparency & BLM 10
Answer Key
Unit 6
Practice the Strategy
Table of Contents
Scaffolded Spider Map for The Story of Stagecoach Mary . . . . . . . Transparency & BLM 11
Answer Key
Apply the Strategy
Spider Map for Riding for the Pony Express . . . . . . . . . . . . . . . . . . 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.

Copyright © Zaner-Bloser, Inc.
Level E
Unit
1
Practice
controversy over
gray and
red wolves
Scaffolded Web for
Ghosts in the Twilight
The Endangered
Species List
Ghosts in
the Twilight
Web
number gets
healthy, animal is
delisted
some species
in serious trouble
Questions About the
Future of Wolves
compromise is
hoped for
Transparency & BLM #1

Level E Scaffolded Web for
Ghosts in the Twilight
Unit
1
Practice
protected
by law
decided by
lawmakers
controversy over
gray and
red wolves
natural wolves
completely
protected
The Endangered
Species List
What About
Wolves?
Possible Answers for
Transparency & BLM #1
plans made
to protect the
animal
Ghosts in
the Twilight
in U.S., are
endangered
Web
number gets
healthy, animal is
delisted
people move
and animals lose
homes
farmers and
ranchers afraid
Natural Versus
Introduced
Threatened,
Endangered, Extinct
controversy over
which wolves are
protected
some species
in trouble
some species
in serious trouble
Questions About the
Future of Wolves
Canada, no
wolves to return
compromise is
hoped for
Copyright © Zaner-Bloser, Inc.

Copyright © Zaner-Bloser, Inc.
Level E
Unit
1
Apply
Web for
Hunters in the Shadows
Web
Hunters in
the Shadows
Transparency & BLM #2

Level E
Unit
1
Apply
no wolves in
Yellowstone
happy to restore
the ecosystem
For the Wolves
keep wolves from
becoming extinct
Possible Answers for
Transparency & BLM #2
Web for
Hunters in the Shadows
helps biodiversity
in park
believe wolves
should return on
their own
1995, wolves
brought back
Return of the
Wolves
make up for wolves
killed in 1800s
fear for safety
of livestock
Web
Hunters in
the Shadows
Against the Wolves
predators
fear wolves would
not stay in park
Role of Wolves
captured in
Canada
set free
in park
no wolves—
ecosystem out of
balance
wolves help
balance
ecosystem
kept near
Yellowstone
Wolf Arrivals
fed carcasses
Copyright © Zaner-Bloser, Inc.

Copyright © Zaner-Bloser, Inc.
Level E
Unit
2
Practice
Scaffolded Outline for
The Mystery of Great Zimbabwe
Outline
The Mystery of Great Zimbabwe
I. Introduction
A. Great Zimbabwe is ruins of an old capital city.
B.
C.
II. Body
A.
B.
C.
1. The Great Enclosure had walls inside.
2.
3.
4.
5.
1.
2. Builders made a fire to heat the granite.
3.
4.
5.
1.
2.
3.
4.
5.
6. The ruling class may have lived in the fortress.
III. Conclusion
A. No one knows what happened.
B.
C.
Transparency & BLM #3

Level E
Unit
2
Practice
Possible Answers for
Transparency & BLM #3
Scaffolded Outline for
The Mystery of Great Zimbabwe
Outline
The Mystery of Great Zimbabwe
I. Introduction
A. Great Zimbabwe is ruins of an old capital city.
B. A great kingdom ruled southeast Africa from 1200 to 1450.
C. All that’s left are granite walls and piles of stone.
II. Body
A. What was the Great Enclosure?
1. The Great Enclosure had walls inside.
2. The space was divided into different areas.
3. It had a platform and a round tower with no doors or windows.
4. Great Zimbabwe may have been a symbol for something.
5. Builders also built houses of clay with grass roofs.
B. How did they cook the stone?
1. Huge granite rocks were nearby.
2. Builders made a fire to heat the granite.
3. They poured cold water on the hot rocks.
4. Big, flat slabs of rock broke off.
5. No one made bricks or dug rock out of the ground.
C. What was the Hill Fortress?
1. It was older and not as even as the Great Enclosure.
2. Some areas may have been walled off.
3. Early Shona people may have built it.
4. The area was good for farming and herding.
5. Local people controlled trade routes, which brought wealth.
6. The ruling class may have lived in the fortress.
III. Conclusion
A. No one knows what happened.
B. By about 500 years ago, the area was deserted.
C. What happened is a mystery still to be solved.
Copyright © Zaner-Bloser, Inc.

Copyright © Zaner-Bloser, Inc.
Level E
Unit
2
Apply
I. Introduction
A.
B.
C.
II. Body
A.
1.
2.
3.
4.
B.
1.
2.
3.
4.
5.
6.
C.
1.
2.
3.
D.
1.
2.
3.
4.
5.
6.
III. Conclusion
A.
B.
C.
D.
E.
Outline for
A Story of the Anasazi
Outline
A Story of the Anasazi
Transparency & BLM #4

Level E
Unit
2
Apply
Possible Answers for
Transparency & BLM #4
Outline for
A Story of the Anasazi
Outline
A Story of the Anasazi
I. Introduction
A. About 2,000 years ago, people lived in what is now the American Southwest.
B. They hunted and gathered food there and took shelter in caves.
C. They are called the Anasazi.
II. Body
A. What was “the pit house time”?
1. By 700, the people were living in pit houses.
2. Remains of these are still there on the mesas.
3. People used a ladder to get in and out of their houses.
4. No one knows why the people moved from the caves to the mesas.
B. What were the early pueblos?
1. Pueblos were one-room houses built like rows of apartments.
2. They were built of sandstone bricks instead of sticks and mud.
3. These Anasazi made a special kind of pottery.
4. The people still climbed up to get down into their houses.
5. Pit houses called kivas were religious centers.
6. No written records exist.
C. What were the later Pueblos?
1. Chaco Canyon, in today’s New Mexico, was a busy Anasazi place.
2. Pueblo Bonita is still standing.
3. The Chaco Canyon pueblos are a mystery.
D. Why did the Anasazi go back to the cliffs?
1. The Anasazi were building cities and returning to the caves at the same time.
2. Pueblos in the cliffs often were as large as the ones on the canyon floors.
3. Cliff Palace at Mesa Verdi is a large cliff dwelling.
4. Around 1100, the Anasazi stopped growing.
5. By 1300, the dwellings and towns were empty.
6. No one knows what happened.
III. Conclusion
A. Dryness in the area preserved Anasazi remains.
B. In the late 1800s, a lot of people started going to the area to look for relics.
C. Archaeologists first began to explore there in the early 1900s.
D. What happened to the Anasazi is still a mystery.
E. The missing voice is that of the Anasazi themselves.
Copyright © Zaner-Bloser, Inc.

Copyright © Zaner-Bloser, Inc.
Level E
Unit
3
Practice
equipment
players
rules
Scaffolded Comparison Matrix for
A Game “Handed” Down
Comparison Matrix
A Game “Handed” Down
Early Hand Games Modern Hand Games
• small, marked objects, such as
animal bones; hollow bone and
solid bone
• small marked objects, often
called “bones,” but really small,
painted plastic or pottery
cylinders
• Drummer is always a man. • Many tribal colleges and
universities hold competitions.
• correct guess at location of
marked object, get a wooden
counting sticke ends.
• Sometimes an umpire judges
fairness.
• First player hides objects, one in
each hand.
• Next player guesses which hand
holds marked object.
• Correct guess gets one point.
• Wrong guess loses one point.
• Or, first player hides one object
and passes one to next teammate.
Transparency & BLM #5

Level E
Unit
3
Practice
equipment
players
rules
Possible Answers for
Transparency & BLM #5
Scaffolded Comparison Matrix for
A Game “Handed” Down
Comparison Matrix
A Game “Handed” Down
Early Hand Games Modern Hand Games
• small, marked objects, such as
animal bones; hollow bone and
solid bone
• one bone marked with leather
strip around it
• 2 players or 2 teams with the
same number of players
• Sometimes only men played.
• Sometimes teams of women
played each other.
• Drummer is always a man.
• correct guess at location of
marked object, get a wooden
counting stick
• incorrect guess, lose a stick
• When one player wins all the
sticks, the game ends.
• Winners may get prizes.
• Sometimes an umpire judges
fairness.
• small marked objects, often
called “bones,” but really small,
painted plastic or pottery
cylinders
• smooth marked stones, buttons,
or similar objects
• many teams have own colors,
jackets, songs, and fans
• 2 players or 2 teams with the
same number of players
• Women and men both play.
• Drummer is a man.
• Many tribal colleges and
universities hold competitions.
• First player hides objects, one in
each hand.
• Next player guesses which hand
holds marked object.
• Correct guess gets one point.
• Wrong guess loses one point.
• Or, first player hides one object
and passes one to next teammate.
• Opponent guesses whether first
player kept or passed marked
object.
• If wrong, play continues.
• If right, opponent gets both
objects and a turn to play.
Copyright © Zaner-Bloser, Inc.

Copyright © Zaner-Bloser, Inc.
Level E
Unit
3
Apply
Comparison Matrix for
A New/Old Way to Play Catch
Comparison Matrix
A New/Old Way to Play Catch
Transparency & BLM #6

Level E
Unit
3
Apply
equipment
players
rules
Possible Answers for
Transparency & BLM #6
Comparison Matrix for
A New/Old Way to Play Catch
Comparison Matrix
A New/Old Way to Play Catch
Early Games Modern Games, Toys
• In ring and pin, pin was thin
pointed piece of bone, antler,
or wood.
• Ring was whatever was
handy—piece of buffalo skin,
bones with holes, dried squash
rinds, etc.
• The pin was connected to the
ring with a piece of cord.
• Everyone played—men, women,
boys, and girls.
• Players could play alone or
with a partner.
• Scoring differed by groups.
• The more rings caught, the more
points.
• Holes in different places in ring
counted for different points.
• Play continued until one player
earned 100 points, or whatever
number was agreed to before
play.
• Kept score by passing sticks
back and forth until one player
had all the sticks.
• handmade or store-bought
ring and pin or toss and catch
pieces
• Anyone can play—alone, with a
partner, or as a group.
• Partners or group determine
scoring before play begins.
• First player plays for a set
number of tries.
• If successful, gets point.
• If not, passes game pieces to next
player.
• First to reach set score is winner.
Copyright © Zaner-Bloser, Inc.

Copyright © Zaner-Bloser, Inc.
Level E
Unit
4
Practice
Scaffolded Web for
Many Lands, Many Breads
Ethiopia—
Injera
India—
Chapati
brush with ghee,
use to pick up and
eat other food
Web
hold spongy
bread in hand and
use to pick up
other food
Many Lands,
Many Breads
made with rye
flour and other
ingredients
put dough in
pan and bake
cook in hot
skillet or in oven
Transparency & BLM #7

Level E
Unit
4
Practice
teff, water,
and soda
pour some batter
in skillet, swirl, and
cook quickly
Possible Answers for
Transparency & BLM #7
Scaffolded Web for
Many Lands, Many Breads
Ethiopia—
Injera
roll into thin round
pieces and place on
hot griddle
hold cooked piece
over gas flame to
puff up, and then
flatten
India—
Chapati
made with teff,
a flour from millet
brush with ghee,
use to pick up and
eat other food
Web
hold spongy
bread in hand and
use to pick up
other food
Many Lands,
Many Breads
made with wheat
and white flours
and water
made with rye
flour and other
ingredients
eat alone, with
soup, or as
sandwich
eat alone, with
soup, or with
other foods
Germany—
Pumpernickel
put dough in
pan and bake
mix cornmeal
with other
ingredients
United States—
Cornbread
mix, knead,
allow to rise
cook in hot
skillet or in oven
Copyright © Zaner-Bloser, Inc.

Copyright © Zaner-Bloser, Inc.
Level E
Unit
4
Apply
Web for
Foods From the Americas:
A Shared Heritage
Web
Foods From
the Americas:
A Shared Heritage
Transparency & BLM #8

Level E
Unit
4
Apply
many sizes
and colors
one of few crops
that would grow
in Andes
now spicy salsa
often replacing
ketchup
many peppers grew
in Americas and
Caribbean
Possible Answers for
Transparency & BLM #8
Web for
Foods From the Americas:
A Shared Heritage
Potatoes
once in Ireland, they
grew well until a bad
time in 1800s
Europeans
thought peppers
too hot
Peppers
food crop of
Incas in Peru
Web
today, eaten all
over the world
Many Irish came
to U.S. and brought
potato recipes. often eaten plain
or as sauce or
ketchup
Foods From
the Americas:
A Shared Heritage
most other
peoples loved
them
immigrants
brought peppers
and recipes to U.S.
Spanish found
Aztecs eating
“tomatl” in Mexico
corn recipes
come from all
over world
1,000 years ago,
was food in all
Americas
in Europe, they
were decorative
plants
Tomatoes
corn on the cob,
corn bread, tortilla,
syrup
Maize (corn)
mix cornmeal
with other
ingredients
grows more quickly
than wheat
Copyright © Zaner-Bloser, Inc.

Copyright © Zaner-Bloser, Inc.
Level E
Unit
5
Practice
July 24, 1897
1915
during World War I
1914–1918
1928
1929
1930
1932
1933
1935
May 20, 1937
July 2, 1937
Scaffolded Time Line for
Earhart’s Adventures
Time Line
Earhart’s Adventures
first record: was first woman passenger across
Atlantic Ocean
also, first woman pilot to make solo round-trip across U.S.
set women’s speed record
first woman to fly solo across Atlantic
Transparency & BLM #9

Level E
Unit
5
Practice
July 24, 1897
Possible Answers for
Transparency & BLM #9
Scaffolded Time Line for
Earhart’s Adventures
1915
during World War I
1914–1918
1928
1929
1930
1932
1933
1935
May 20, 1937
July 2, 1937
Time Line
Earhart’s Adventures
Amelia Earhart was born.
graduated from a Chicago high school
worked as nurse’s aide; began to dream of being a pilot
first record: was first woman passenger across
Atlantic Ocean
also, first woman pilot to make solo round-trip across U.S.
placed third in first Women’s Air Derby
set women’s speed record
first woman to fly solo across Atlantic
broke her own transcontinental U.S. record
first to fly over Pacific from Hawaii to California
took off from Oakland, California, for around-the-world flight
disappeared somewhere in the Pacific
Copyright © Zaner-Bloser, Inc.

Copyright © Zaner-Bloser, Inc.
Level E
Unit
5
Apply
Time Line for
Pole Position
Time Line
Pole Position
Transparency & BLM #10

Level E
Unit
5
Apply
Possible Answers for
Transparency & BLM #10
1872
1894
1896
1911
January, February, 1911
October 11, 1911
December 14, 1911
January 30, 1912
1928
Time Line for
Pole Position
Time Line
Pole Position
Amundsen was born in Oslo, Norway.
took first sea voyage in Arctic Sea
made first long journey to the Antarctic
His expedition arrived in Antarctica.
set up base
set out for South Pole
arrived at South Pole
left Antarctica
died in plane crash at sea
Copyright © Zaner-Bloser, Inc.

Copyright © Zaner-Bloser, Inc.
Level E
Unit
6
Practice
born in Tennessee 1832
Just Mary Fields
Scaffolded Spider Map for
The Story of Stagecoach Mary
stayed in Toledo when Mother
Amadeus moved to Montana
got fired from mission
after a shoot-out
first African American
woman to carry mail
got her nickname
The Story of
Stagecoach Mary
Spider Map
in her 70s, opened laundry
Stagecoach Mary’s Legend
worked for St. Peter’s
Mission for 8 years
couldn’t stand cheaters
town thought of her as
a great woman
Transparency & BLM #11

Level E
Unit
6
Practice
born in Tennessee 1832
freed from slavery 1865
went to Toledo, Ohio, 1881
worked for Mother Amadeus
Just Mary Fields
Possible Answers for
Transparency & BLM #11
stayed in Toledo when Mother
Amadeus moved to Montana
accepted invitation and moved to
Montana to work for mission
Scaffolded Spider Map for
The Story of Stagecoach Mary
got fired from mission
after a shoot-out
restaurant failed
started driving stagecoach
for U.S. mail
first African American
woman to carry mail
Stagecoach Mary at Last
got her nickname
The Story of
Stagecoach Mary
Spider Map
drove supply wagon
one night, wolves
threatened horses
Mary and the Wolves
worked for St. Peter’s
Mission for 8 years
Mary fought back, saved supplies
in her 70s, opened laundry
Stagecoach Mary’s Legend
couldn’t stand cheaters
loved by people of Cascade
free meals at hotel
town rebuilt her burned laundry
town thought of her as
a great woman
Copyright © Zaner-Bloser, Inc.

Copyright © Zaner-Bloser, Inc.
Level E
Unit
6
Apply
Spider Map for
Riding for the Pony Express
Riding for the
Pony Express
Spider Map
Transparency & BLM #12

Level E
Unit
6
Apply
George Little once
delivered on foot
Possible Answers for
Transparency & BLM #12
Spider Map for
Riding for the Pony Express
in 1860, no trains or telegraphs
to Oregon and California
in 1858, Congress paid stage
company to carry mail west
Need for News
ran 24 hours a day
did 2,000-mile route
in 10 days or less
riders became heroes
Riding Into History
2,800-mile trip took 3 weeks
William Russell and partners
thought of Pony Express
idea in 1860
faced many dangers
one rider was Billy Cody
Riding for the
Pony Express
Spider Map
paid $200 for small,
strong horses
at western end, bought mustangs
set up stables and stations
along route
Getting Started
each rider to go 75 to 100 miles,
changing horses 5 to 7 times
first coast-to-coast
telegram in 1861
The End of the Ride
Pony Express closed 2 days later
company lost money,
owners were broke
chose small, brave riders
started with 500 horses
and 80 riders
riders went 600,000 miles
delivered 34,752 pieces of mail
helped build the nation
Copyright © Zaner-Bloser, Inc.

Copyright © Zaner-Bloser, Inc.
K-W-L Chart
K W L
What I Know What I Want to Know What I Learned
Transparency & BLM #13

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).

Copyright © Zaner-Bloser, Inc.
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:
Transparency & BLM #14

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.