Transparency & Blackline Master Book - Zaner-Bloser

Transparency & 

Blackline Master Book 

ISBN: 978-07367-7347-8 

Copyright © Zaner-Bloser, Inc. 

FOR 

Level H 

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 Network Tree for Medical Detectives: 

In Search of Microscopic Suspects . . . . . . . . . . . . . . . . . . . . . . . . . . .Transparency & BLM 1 

Answer Key 

Apply the Strategy 

Network Tree for Curing the Common Cold . . . . . . . . . . . . . . . . . . . . . . .Transparency & BLM 2 

Unit 2 


Scaffolded Time Line for Olympic Traditions . . . . . . . . . . . . . . . . . . . . . . .Transparency & BLM 3 

Answer Key 


Time Line for “Swifter, Higher, Stronger” . . . . . . . . . . . . . . . . . . . . . . . . .Transparency & BLM 4 

Answer Key 

Unit 3 


Scaffolded Outline for In Search of Jamestown . . . . . . . . . . . . . . . . . . . . .Transparency & BLM 5 

Answer Key 


Outline for Urban Archaeology: Peeling the Big Apple . . . . . . . . . . . . . .Transparency & BLM 6 

Answer Key 

Unit 4 


Scaffolded Cause-and-Effect Chart for Valuing “Varmints” . . . . . . . . . . . . .Transparency & BLM 7 

Answer Key 


Cause-and-Effect Chart for DDT and the Peregrine Falcon . . . . . . . . . . . .Transparency & BLM 8 

Answer Key 

Unit 5 


Scaffolded Sequence of Events Chain for The Acosta Family . . . . . . . . . . .Transparency & BLM 9 

Answer Key 


Sequence of Events Chain for One More Border: The True Story of 

One Family’s Escape From War-Torn Europe . . . . . . . . . . . . . . . . . . .Transparency & BLM 10 

Answer Key 

Unit 6 


Table of Contents 

Answer Key 

Scaffolded Series of Events Chain for Medicine in the New Millennium . .Transparency & BLM 11 

Answer Key 


Series of Events Chain for Space Colonies: Our Future Home? . . . . . . . . .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 H 

Scaffolded Network Tree for 

Unit Medical Detectives: In Search 

1 of Microscopic Suspects 

Practice 

Louis Pasteur 

He vaccinated his 

first human patient 

successfully in 1885. 

Network Tree 

Medical 

Detectives 

The CDC is 

important in the 

education and 

prevention of 

viruses, like HIV. 

The CDC 

investigates new 

diseases in hopes of 

protecting people 

from getting them. 

Transparency & BLM #1

Level H 

Unit 

1 

Practice 

He developed a 

vaccine to cure 

rabies. 

Possible Answers for 

Transparency & BLM #1 

Scaffolded Network Tree for 

Medical Detectives: In Search 

of Microscopic Suspects 

Network Tree 

Medical 

Detectives 

Louis Pasteur CDC 

He vaccinated his 

first human patient 

successfully in 1885. 

Pasteur vaccinated a 

dog, his first 

success. 

The CDC is 

important in the 

education and 

prevention of 

viruses, like HIV. 

The CDC 

investigates new 

diseases in hopes of 

protecting people 

from getting them. 

When an outbreak 

occurs, the CDC first 

tries to link clues. 

Copyright © Zaner-Bloser, Inc.


Level H 

Unit 

1 

Apply 

Network Tree for 

Curing the Common Cold 

Network Tree 

Curing the 

Common Cold 


Level H 

Unit 

1 

Apply 

Colds are caused by 

viruses. 



Network Tree for 

Curing the Common Cold 

What is the 

common cold? 

A cold virus can’t 

live on its own. It 

lives within cells. 

You “catch” a cold 

by inhaling the virus 

someone coughed or 

sneezed out. 

Network Tree 

Curing the 

Common Cold 

People who use a 

nose spray invented 

in the 1990s don’t 

get as sick as 

other people. 

Wash your 

hands. 

Can we cure the 

common cold? 

Until there is a cure 

Cover your 

mouth. 

Interferon also 

naturally fights 

disease. 

Throw away 

tissues. 



Level H 

Unit 

2 

Practice 

1920 

1936 

1948 

Scaffolded Time Line for 

Olympic Traditions 

Time Line 


The Olympic flag first flew. 

The first torch relay happened. 

The Paralympics began. 


Level H 

Unit 

2 

Practice 



1920 

1932 

1936 

1948 

Scaffolded Time Line for 


1956 

1957 

1968 

Time Line 


The Olympic flag first flew. 

The Olympic torch first used. 

The first torch relay happened. 

The Paralympics began. 

The athletes first socialized at the closing ceremonies. 

The IOC adopted the Olympic oath. 

The Special Olympics began. 



Level H 

Unit 

2 

Apply 

Time Line for 

“Swifter, Higher, Stronger” 

Time Line 



Level H 

Unit 

2 

Apply 



Time Line for 


1912 

1920 

1932 

1960 

1972 

1988 

Time Line 


Jim Thorpe won gold medals in the pentathlon 

and the decathlon. 

Eddie Eagan won gold in the Summer Games. 

Babe Didrikson Zaharias won 3 Olympic medals. 

Wilma Rudolph won 3 gold medals. 

Mark Spitz won 7 gold medals. 

Jackie Joyner-Kersee won 2 gold medals. 



Level H 

Unit 

3 

Practice 

Scaffolded Outline for 

In Search of Jamestown 

Outline 


I. Introduction 

A. One hundred men and four boys traveled to America in search of money 

and settlement. 

B. 

C. 

II. Body 

A. 

1. 

2. Many passengers were ill and died. 

3. 

4. The Englishmen dealt with poison ivy, snakes, and insects. 

B. Archaeologist Bill Kelso looked for proof of the location of James Fort. 

1. Soil stains allowed investigators to locate and plot the location 

of the fort. 

2. Artifacts and skeletons were found to indicate the people of James 

Fort had hard times. 

3. 

III. Conclusion 

A. Kelso obtained enough facts to prove that he found the location of 

Fort James. 

B. September 12, 1996, was declared James Fort Day. 


Level H 

Unit 

3 

Practice 



Scaffolded Outline for 


Outline 



A. One hundred men and four boys traveled to America in search of money 

and settlement. 

B. The fort they established disappeared. 

C. Archaeologists tried to solve mystery of disappearance. 

II. Body 

A. The English who traveled to America faced many dangers. 

1. Ships were often lost at sea. 

2. Many passengers were ill and died. 

3. American Indians fought them to defend the land. 

4. The Englishmen dealt with poison ivy, snakes, and insects. 

B. Archaeologist Bill Kelso looked for proof of the location of James Fort. 

1. Soil stains allowed investigators to locate and plot the location 

of the fort. 

2. Artifacts and skeletons were found to indicate that the people of 

James Fort had hard times. 

3. Other artifacts showed that the settlers must have had free time 

to enjoy. 


A. Kelso obtained enough facts to prove that he found the location of 

Fort James. 

B. September 12, 1996, was declared James Fort Day. 



Level H 

Unit 

3 

Apply 

I. 

II. 

III. 

Outline for 

Urban Archaeology: 

Peeling the Big Apple 

Outline 

A. 

B. Archaeologists have been excavating an area in New York City since 

the 1990s. 

A. 

B. 

C. 

A. 

B. 

Urban Archaeology: Peeling the Big Apple 

1. The African Burial Ground contained free and enslaved 

African Americans. 

2. 

3. 

1. The Five Points neighborhood housed commercial, industrial, 

and residential areas. 

2. Immigrants from Germany, Ireland, and Italy made up the 

Five Points community. 

1. 

2. 


Level H 

Unit 

3 

Apply 



Outline for 

Urban Archaeology: 

Peeling the Big Apple 

Outline 

Urban Archaeology: Peeling the Big Apple 


A. Archaeology is the study of ancient civilization. 

B. Archaeologists have been excavating an area in New York City since 

the 1990s. 

II. Body 

A. 1700s 

1. The African Burial Ground contained free and enslaved 

African Americans. 

2. Archaeologists found human remains and artifacts. 

3. The location became a historical landmark in 2003. 

B. 1800s 

1. The Five Points neighborhood housed commercial, industrial, 

and residential areas. 

2. Immigrants from Germany, Ireland, and Italy made up the 

Five Points community. 

C. 1900s 

1. The World Trade Center opened in 1973. 

2. It was seen as a national landmark. 


A. Archaeologists study objects from the past. 

B. The scientists discovered how one neighborhood changed 

throughout history. 



Level H 

Unit 

4 

Practice 

Scaffolded Cause-and-Effect Chart for 

Causes 

American Indians hunted 

passenger pigeons. 

People cut down forests to 

make room for farmland. 

Prairie dogs are poisoned 

and exterminated. 

Prairie dogs’ constant 

chewing of grass helps new 

grass and plants grow. 

Valuing “Varmints” 

Cause-and-Effect Chart 


Effects 

The passenger pigeon 

population decreased. 

The pigeons moved west in 

search of food. 


Level H 

Unit 

4 

Practice 



Scaffolded Cause-and-Effect Chart for 

Causes 

American Indians hunted 

passenger pigeons. 

People cut down forests to 

make room for farmland. 

Prairie dogs are poisoned 

and exterminated. 

Prairie dogs’ constant 

chewing of grass helps new 

grass and plants grow. 




Effects 

The passenger pigeon 

population decreased. 

The pigeons moved west in 

search of food. 

The black-tailed prairie dog is 

an endangered species. 

Prairie dogs help provide food 

for other animals. 



Level H 

Unit 

4 

Apply 

Causes 

Cause-and-Effect Chart for 

DDT and the Peregrine Falcon 



Effects 


Level H Cause-and-Effect Chart for 


Unit 

4 

Apply 

Causes 

Egg collectors took peregrine 

eggs from the nest. 

DDT caused the peregrine 

eggshells to become thin. 

Smaller mammals ate 

insects that were carrying 

the DDT, then the peregrine 

would eat them. 

Since 1970, a few thousand 

falcons have been released 

into the wild. 





Effects 

The falcon population 

decreased. 

The mother bird would crush 

the eggs when she sat on 

them, then would eat the 

remains. 

The DDT harmed the peregrines’ 

reproductive system. 

The species is re-establishing 

itself. 



Level H 

Unit 

5 

Practice 

Topic– 

First Event– 

Next Event– 

Next Event– 

Next Event– 

Final Event– 

Scaffolded Sequence of Events Chain for 

The Acosta Family 

Sequence of Events Chain 


The Acosta family emigrated from Mexico to the 

United States. 

The Acosta family came to San Antonio, Texas, in 1920. 

The Acosta family left Mexico to escape the Mexican 

Revolution. 

Guadelupe decided to start a music store. 

Mike began working in the store in 1956. 

The Acostas want to carry on their family traditions with 

future generations. 


Level H Scaffolded Sequence of Events Chain for 


Unit 

5 

Practice 

Topic– 


Next Event– 

Next Event– 

Next Event– 






The Acosta family emigrated from Mexico to the 

United States. 

The Acosta family left Mexico to escape the Mexican 

Revolution. 

The Acosta family came to San Antonio, Texas, in 1920. 

Guadelupe decided to start a music store. 

Mike began working in the store in 1956. 

The Acostas want to carry on their family traditions with 

future generations. 



Level H 

Unit 

5 

Apply 

Topic– 


Next Event– 

Next Event– 

Next Event– 


Sequence of Events Chain for 

One More Border: The True Story of One 

Family’s Escape From War-Torn Europe 


One More Border: The True Story of One Family’s 

Escape From War-Torn Europe 


Level H 

Unit 

5 

Apply 

Topic– 


Next Event– 

Next Event– 

Next Event– 




Sequence of Events Chain for 

One More Border: The True Story of One 

Family’s Escape From War-Torn Europe 


One More Border: The True Story of One Family’s 

Escape From War-Torn Europe 

The Kaplan family escaped from Europe to Canada during 

World War II. 

Father obtained a visa for him and his children from the 

Japanese consul. 

Mother tried to get a visa from the Russian consulate and finally 

was granted the right to leave Lithuania. 

Mother had to pay off officials to be awarded her additional 

necessary paperwork to travel. 

The family traveled to Canada on the Empress of Russia. 

The family began a new life in Windsor, Ontario, Canada. 



Level H 

Unit 

6 

Practice 

Event 1 

Event 2 

Event 3 

Event 4 

Event 5 

Event 6 

Event 7 

Event 8 

Event 9 

Scaffolded Series of Events Chain for 

Medicine in the New Millennium 

Series of Events Chain 


(1953) DNA structure revealed 

(1972) CAT scan invented 

(1993) Huntington’s disease gene located 


Level H 

Unit 

6 

Practice 

Event 1 

Event 2 

Event 3 

Event 4 

Event 5 

Event 6 

Event 7 

Event 8 

Event 9 



Scaffolded Series of Events Chain for 


(1928) Discovery of penicillin 



(1953) DNA structure revealed 

(1967) World’s first human heart transplant 

(1972) CAT scan invented 

(1978) World’s first test-tube baby born 

(1990) Gene therapy first performed 

(1993) Huntington’s disease gene located 

(1997) First cloned sheep born 

(1999) Genetic code of chromosome 22 unlocked 



Level H 

Unit 

6 

Apply 

Event 1 

Event 2 

Event 3 

Event 4 

Event 5 

Event 6 

Event 7 

Event 8 

Series of Events Chain for 

Space Colonies: Our Future Home? 




Level H Series of Events Chain for 


Unit 

6 

Apply 

Event 1 

Event 2 

Event 3 

Event 4 

Event 5 

Event 6 

Event 7 

Event 8 





(1492) Columbus landed in the New World 

(1894) Lowell thought he saw canals on Mars 

(1969) First humans walked on moon 

(1970s) Astronauts lived in Skylab 4 

(1976) Viking space probes gave first exposure to Mars 

(1986–2001) Crew lived in Mir 

(2000) Crew began living in the International Space Station 

(2020) We hope to have 1,000 people living on the moon 



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.

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