Develop independent, confident readers with a …

1 Develop independent , confident readers with a proven leveled reading programGrades K AdultFreePower Builder SamplesInside!Grade 1 Teacher, Litel Elementary School, Chino Hills, CABuild independent readers with a proven formatSRA/McGraw-Hill s Reading Laboratoryprogram was created in 1950 by Don H. Parker, , who developed the idea while teaching in a rural Florida classroom. Faced with the challenge of reachingdifferent levels of learners, Parker devised a method of breaking reading selections into color-codedlevels. Students began reading at an appropriate reading level and worked upward through increasinglychallenging Reading Labbegan with a simple system of components kept in a tomato box.

2 Today the simplesystem remains, but has been updated to include engaging, contemporary literature, new technology, and a host of components that enhance the program s proven format. SRA Reading Labsmeet the guidelines of Reading First and are one of the most respected leveled reading programs used byteachers throughout the SRA Reading Labs in your classroom to: Develop comprehension, vocabulary, fluency, word analysis, and study skills Reinforce specific skills in which certain students show a weakness Engage students interest and increase their knowledge base using a wide array of fiction and nonfiction selections Promote independent student workReading Labs 1a, 2c, and 3a2 Reading Labslet you make the most of every minute of learning time.

3 The program s leveled approachto reading instruction helps teachers meet the challenge. Self-directed nonfiction and fiction selectionsreach all students while building independent reading skills, fluency, and confidence. The basic design of the Reading Labsis simple: each student s skill level is matched to color-coded,leveled reading selections. The reading levels gradually increase in complexity and selections graduallyincrease in word count to keep students challenged as they progress through the Students take the Starting Level Guidepretest to determine the appropriate color level at which they should begin Reading Students begin with reading selections, called Power Builders, which correspond to their individual levels.

4 Each Power Builderincludes reading selections plus comprehension questions followed by vocabulary and word-study skills Students answer questions, then check their work using the corresponding Key Cards. Scores are recorded in the Student Record for Success Students continue in the same level or move up to the next color gradually build their skills and confidence while reading quality literature and learning about fun, interesting topics!Make the most of classroom time1c Power Builder 31c Power Builder Key CardUse key components to foster independent learning4 Teacher s HandbookThe Teacher s Handbookprovides a program overview and teaching plans to use Reading Labsto maximumadvantage.

5 The appendices of the References and Resourcessection provide detailed, level-specific information about program selections, skills, and procedures for easy Record BookThe Student Record Bookis used to chart progress withinSRA Reading Labs. Students use it to record answers toexercises and questions, make corrections to their work, andrecord their scores. It also contains the Starting Level Guide,which is the placement tool for starting each student at theappropriate Management CD-ROMAn interactive CD-ROM enables students to answer Power Buildersquestions on the computer. Answers areautomatically scored and, when appropriate, specific Skill Builders (available in Reading Labs 2and 3seriesonly) are assigned to help students focus on any skill thatrequires further attention.

6 The Program Management CD-ROMcollects and organizes data on students performanceto help teachers make informed instructional and challenge students at all levels5 Power BuildersPower Buildersare the core of the program. Each SRA Reading Laboratoryhas more than 100 Power Builders, four-page booklets arranged in color-coded levels that keep students challenged as they progress through the program. Each Power Builderhas three key parts: A high-interest fiction or nonfiction reading selection with accompanying photos or illustrations AComprehensionsection that poses multi-leveled questions about the reading selection ALearn About Wordssection that includes vocabulary and word-study exercisesPower Builder Key CardsEvery Power Builderhas a corresponding Key Cardwith answers to the Power Builderquestions.

7 Students use the Key Cardsto score theirown work, saving teachers time. In some levels of Reading Labs, when astudent s responses indicate a weakness in a particular skill, the Key Carddirects the student to an appropriate lesson in Skill Builder Key CardsThese Key Cardsallow students to score their work in the Skill Builders, saving teachers time and providing immediate feedback for students. (Available in Reading Labs2and 3series only.)There are all kinds of dogs. Some are very large. Some are very ago dogs were wild. Later they began to live with dogs are pets. Some people love their pets very much. Other dogs get training.

8 They help people. Eachperson gets a dog. The dog lives with the person. Dogs make good helpers. They work hard. They arevery loyal. Guide dogs help people who are blind. They leadthem. They keep them safe. Hearing dogs help people who are deaf. They let them know about sounds. Dogs do other things. They herd sheep. They find lost or hurt people. Some dogs work with the police. They help keep us safe. Dogs are an important part of many people s lives. ARead each question. Write aor did the writer write this story?aTo show how important dogs are to peoplebTo explain how to train dogs2 Which sentence below is true?aMost dogs like being around dogs would rather not be around people.

9 3 Which word below describes the work dogs do with police?aEasybDangerous4 What happens when dogs are trained?aPeople live get can youtell aboutdogs from thisstory?aDogs don t like to work. bDogs are smart + et= getSay thewordget. Listen to the sound of look atthe letters inthe eachletter to etto makea the word. 1p2m3g +et4l5sA1a2a3b4b5bB 1pet2met3get4let5setC 6pet7set8let9met10getD 1big2aid3lead4types1hard2soft3soft4hard5 hard6hard7soft8hard9caterpillar, hard10cellar, soft11can t, hard12certain, soft13 become, hard14circusSkill BuildersSkill Buildersprovide reinforcement in basic comprehension, phonics,grammar, and word-study skills.

10 Students are directed to the Skill Buildersto reinforce specific skills based on answers to the Power Builders.(Available in Reading Labs 2and 3series only.)Question: How is the letterclike an ice-cream cone?Answer:Sometimes it s hard; sometimes it s letterchas two sounds. Sometimescstands for the sound you hear at the beginning of is called the hard csound. Sometimescstands for the sound you hear at the beginning ofceiling. This is called the soft csound. Read these candle cocoa teacupThe cin each of these words stands for a hard sound. Read these ceiling city icyThe letter cstands for a hard sound when it comes beforea, o, and u.