Level FReading Strategies Workbook
Table of Contents
Use the extra practice activities in this workbook to supplement Level FiLit instruction. Utilize these activities in the way that works best for you and your students. For example, you might include them as additional skill practice, offline work, or as homework.
The Table of Contents provides an overview of the skills andstrategiesaddressed in this workbook. Look to the Connections to iLit Lessons column inthe table below for information about related iLit instruction. When appropriate, consider pairing the extra practice activity from this workbook with the specified iLit lesson(s). Keep in mind, however, that you are not limited to utilizing only the suggested lessons.
Page / Focus / Connections to iLit Lessons1 / Visualize / Consider pairing this activity with iLit instruction focused on visualizing as a reading strategy, such as the Unit 2, Day 10 Whole Group lesson.
2 / Summarize / Consider pairing this activity with iLit instruction focused on summarizing text, such as the Unit 2, Day 41 Whole Group lesson.
3 / Skim / Consider pairing this activity with iLit instruction focused on previewing text and setting a purpose for reading, such as the Unit 4, Day 41 Whole Group lesson.
4 / Scan / Consider pairing this activity with iLit instruction focused on previewing text and setting a purpose for reading, such as the Unit 4, Day 41 Whole Group lesson.
5 / Recognize Sequence / Consider pairing this activity with iLit instruction focused on sequence, such as theUnit 6, Day 28 Whole Group lesson.
6 / Read Aloud / Consider pairing this activity with iLit instruction focused on poetry, such as the Unit 7, Day 1 Whole Group lesson. Encourage students to practice reading aloud the poems that are included in this lesson to better identify how devices such as rhythm and rhyme are used.
7 / Predict / Consider pairing this activity with iLit instruction focused on making and modifying predictions,such as the Unit 2, Day 5 Whole Group lesson.
8 / Monitor Comprehension / Consider pairing this activity with iLit instruction focused on monitoring comprehension when reading, such as theUnit 2, Day 15 Whole Group lesson.
9 / Make Inferences / Consider pairing this activity with iLit instruction focused on making inferences, such as the Unit 2, Day 20 Whole Group lesson.
10 / Make Generalizations / Consider pairing this activity with iLit instruction focused on drawingconclusions, such as the Unit 4, Day 23 Whole Group lesson.
11 / Identify Problems and Solutions / Consider using this activity to build upon students’ understanding of how conflict and resolution play a role in one of the iLit texts that they read during Read Aloud, Think Aloud, such as Unit 4’s Somebody Everybody Listens To.
12 / Identify Main Idea and Details / Consider pairing this activity with iLit instruction that looks at the relationship between a main idea and the supporting details, such as the Unit 6, Day 21 Whole Group lesson which examines the role each plays in explanatory writing.
13 / Identify Cause and Effect / Consider pairing this activity with iLit instruction focused on identifying cause and effect, such as the Unit 6, Day 15 Whole Group lesson.
14 / Identify Author’s Purpose / Consider pairing this activity with iLit instruction focused on recognizing author’s purpose, such as the Unit 4, Day 36 Whole Group lesson.
15 / Evaluate New Information / Consider pairing this activity with iLit instruction focused on evaluating sources, such as the Unit 5, Day 3 Read Aloud, Think Aloud lesson. Discuss how evaluating the information presented in a given text is an important part of determining the value and credibility of the source.
16 / Draw Conclusions / Consider pairing this activity with iLit instruction focused on drawing conclusions, such as theUnit 4, Day 23 Whole Group lesson.
17 / Distinguish Fact from Opinion / Consider pairing this activity with iLit instruction focused on argumentative text, such as the Unit 2, Day 25 Whole Group lesson. Discuss the value in including facts, rather than relying on opinions, when making an argument.
18 / Connect Ideas / Consider pairing this activity with iLit instruction focused on making connections between ideas in a text, such as the Unit 4, Day 4 Read Aloud, Think Aloud lesson.
19 / Compare and Contrast / Consider pairing this activity with iLit instruction focused on comparing and contrasting elements of a text, such as the Unit 2, Day 6 Whole Group lesson.
20 / Ask Questions / Consider pairing this activity with iLit instruction focused on asking questions while reading, such as the Unit 5, Day 2 Read Aloud, Think Aloud lesson.
21 / Analyze Text Structure / Consider using this activity to build upon students’ understanding of text structure by pairing it with the Unit 2, Day 40 Whole Group lesson, which looks specifically at nonfiction text structures.
22 / Analyze Historical Context / Consider using this activity to reinforce the importance of recognizing the historical context of one of the texts that students read during Read Aloud, Think Aloud, such as Unit 7’s But Since You Finally Asked.
23 / Analyze Cultural Context / Consider using this activity to explore the importance of analyzing the cultural context of one of the texts that students read during Read Aloud, Think Aloud, such as Unit 6’s Fish Cheeks.
24 / Literary Analysis / Consider pairing this activity with iLit instruction that includes a focus on comparing and contrasting two texts, such as the Unit 2, Day 6 Whole Group lesson.
25 / Literary Analysis: Poetic Devices / Consider pairing this activity with iLit instruction focused on poetry, such as the Unit 7, Day 1 Whole Group lesson.
26 / Literary Analysis: Literary Tradition / Consider pairing this activity with iLit instruction that includes a focus on comparing and contrasting two texts, such as the Unit 2, Day 6 Whole Group lesson.
27 / Literary Analysis: Literary Biography / Consider pairing this activity with the Unit 6, Day 5 Whole Group lesson, which looks at narrative nonfiction.
28 / Literary Analysis: Influential Authors and Literature / To build upon students’ knowledge of influential authors and literature, consider pairing this with the Unit 3, Day 2 Read Aloud, Think Aloud lesson, which introduces Shakespeare’s A Midsummer Night’s Dream.
29 / Literary Analysis: Imagery / Consider pairing this activity with iLit instruction focused on poetry, such as the Unit 7, Day 1 Whole Group lesson. Prompt students to identify examples of imagery in the poetry excerpts that are included in the lesson.
30 / Literary Analysis: How Genre Shapes Meaning / Consider pairing this activity with the Unit 3, Day 1 Whole Group lesson, which looks at drama. Discuss how the unique structure of a play can affect the reader’s or audience members’ interpretation of a story.
31 / Literary Analysis: Figurative Language / Consider pairing this activity with iLit instruction focused on figurative language, such as the Unit 2, Day 25 Whole Group lesson.
32 / Literary Analysis: Figurative Language / Consider pairing this activity with iLit instruction focused on figurative language, such as the Unit 2, Day 25 Whole Group lesson.
33 / Literary Analysis: Elements of Fiction / Consider pairing this activity with iLit instruction that addresses an important element of fiction, such as the Unit 4, Day 8 Read Aloud, Think Aloud lesson, which looks at foreshadowing.
34 / Literary Analysis: Elements of Drama / Consider pairing this activity with iLit instruction that looks at characteristics of drama, such as the Unit 3, Day 1 Whole Group lesson.