1st Grade - Gateway 2

The instructional materials reviewed for Grade 1 meet the criteria that texts are organized around a topic/topics to build students knowledge and vocabulary which will over time support and help grow students’ ability to comprehend complex texts independently and proficiently.

Instructional materials provide students with the opportunity to build knowledge, vocabulary, and the ability to read complex texts throughout the school year around various topics. Each week, students are introduced to a topic and read various texts that help to answer the essential question about that topic. Texts that help build knowledge include the Anchor Text with a Paired Text, the Interactive Read-Aloud, a Shared Reading text, and the Literature Big Book.

Texts are connected by a grade-level appropriate topic. Examples include, but are not limited to:

• In Unit 1, Week 4 students learn about friendship and what friends do together.  The Literature Big Book is Friends All Around by Miela Ford, and the Shared Reading is “Toss! Kick! Hop!” (unknown author). The Interactive Read-Aloud is “Games Long Ago” (unknown author), and the Literature Anthology text is Friends (unknown author). The Leveled Reader for the week is called “Friends are Fun” by Lisa Kendall. 
• In Unit 2, Week 3, students answer the question, “Where do animals live together?” Texts read during this week around the topic include the Literature Big Book, Babies in the Bayou by Jim Arnsoksy, and the Shared Reading “The Best Spot” (unknown author). The Literature Anthology Text is At a Pond by Nancy Finton, and the Interactive Read-Aloud is “Animals in the Desert” (unknown author). The Leveled Reader is called Meerkat Family  by Donna Loughman. 
• In Unit 3 Week 1, students learn about what happens over time and the essential question is, “How do we measure time?”  Texts are connected by the topic of time, including the Literature Big Book,  A Second is a Hiccup by Hazel Hutchins, and the Shared Reading “Nate the Snake is Late” (unknown author). The Literature Anthology texts are On My Way to School by Wong Herbert Yee and “It’s About Time!” (unknown author). The Interactive Read-Aloud is  “Measuring Time” (unknown author). 
• In Unit 4, Week 1, students learn about animals and what they are like. The texts connected to the weekly concept include “The Elephant’s Child” (unknown author) and “Animals Can Go Fast” (unknown author). The Literature Anthology is the tale Little Rabbit, retold by Gerald McDermott, and the Shared Reading is “Snail and Frog Race” (unknown author). 
• In Unit 5, Week 2, students learn about what they can see in the sky. The Interactive Read-Aloud is the folktale “Why the Sun and Moon are in the Sky” (unknown author), and the Shared Reading is “ A Bird Named Fern” (unknown author). The Literature Anthology is Kitten’s First Full Moon by Kevin Henkes, and the Paired Text is “The Moon” (unknown author). Books are also added to the classroom library for independent reading to further enhance the knowledge of the topic, including the texts Little Cloud by Eric Carle, The Sun is my Favorite Star by Frank Asch, and the Island Below the Star by James Rumford. 
• In Unit 6, Week 2, students answer the question, “Who helps you?” Texts read during this week around the topic include the Interactive Read-Aloud “Anansi’s Sons,” and the Shared Reading text “All Kinds of Helpers” (unknown author). The Literature Anthology text is Meet Rosina by George Accona, and the Leveled Reader is Helping Me, Helping You by Cynthai Maloney.

The instructional materials reviewed for Grade 1 meet the criteria that materials contain sets of coherently sequenced questions and tasks that require students to analyze the language (words/phrases), key ideas, details, craft, and structure of individual texts in order to make meaning and build understanding of texts and topics.

The materials provide opportunities for students to identify key ideas, details, analyze structure and craft in every unit. Students are given retelling cards to retell and answer questions for the Literature Big Book story. Students are introduced to the strategy and the skill that they will be working on throughout the week. These strategies and skills contain questions and tasks that helps students to make meaning and build understanding of texts and topics.

For most texts (read-aloud texts K-1 and anchor texts in Grade 2), students are asked to analyze words/phrases or author’s word choice (according to grade level standards). Examples include, but are not limited to:

• In Unit 1, Week 3, Day 1, Teacher Edition, Listening Comprehension, Literature Big Book, Cool Dog, School Dog by Deborah Heiligman, the teacher begins by reminding students that as they read they can use the words and illustrations to visualize, or create pictures in their minds. This can help them understand what is happening in the story.  The teacher asks, “How do the illustrations help us to visualize what is happening with Tinka in the classroom?”  
• In Unit 2, Week 1, Day 1, Teacher Edition, Whole Group, Literature Big Book, the teacher practices a think-aloud using the details from the cover to make a prediction about the book. This strategy is again practiced in the teacher directions for the Shared Read Good Job, Ben!, with the teacher instructing students to correct their predictions as they read. The student directions in the Reading/Writing Companion, Unit 2, Week 1, pages 12-13, Shared Read “Good Job, Ben!,” have the students talking about a prediction with their partners/class. This strategy is again used in the Anchor Text for that Unit (Day 3), when the teacher uses predictions to draw conclusions about characters.
• In Unit 3, Week 2, Day 3, Teacher Edition, Listening Comprehension, Mystery Vine by Cathryn Falwell, the teacher starts by having students reread the story with a focus on using text evidence to respond to questions about author’s craft. The teacher asks students to reread pages 6–7, then asks the question, “Why might the author use words like crisp, crunching, bright green, and munching to tell about plants?” Continuing with the strategy with a teacher think-aloud, the teacher says, “When I look at the illustrations, I can see the green peas. I think that the author uses these specific words to help me understand what sounds the vegetables make as the children eat them. The words appeal to the senses and make the story more interesting. I notice that the children seem to enjoy eating the fresh vegetables from the garden because they are smiling.”  Students are then asked to reread page 12 and the teacher asks,”How do the clues in the text help us figure out what surprises the characters?”
• In Unit 4, Week 4, Day 3, Teacher Edition, Anchor Text, Hi! Fly Guy by Tedd Arnold, the teacher starts by stating the essential question, “What insects do you know? How are they alike and different?” The teacher says, “Authors use dialogue and pictures to show how characters think and feel. How does the author show you how the fly and boy feel?” On pages 102-103, Strategy: Cause and Effect, the teacher states, “Remember, many events happen for a reason, or a cause. It’s why something happens. What happens is called the effect. It’s the action that happens because of the cause. On page 102, we read that the fly was mad. Why was the fly mad? Let’s think back to what has happened so far in the story. The boy caught the fly in a jar. The fly was mad because he was trapped in a jar.” On pages 104-105, Strategy: Context Clues, the teacher thinks aloud, “When I’m not sure what a word means, I look at how it is used in a sentence. I look for clues in other sentences and in the illustrations, too. On page 106, I read the word pests and that Dad gets the fly swatter. In the illustration, I see Dad chasing the fly, and the fly calling for Buzz. I know people kill insects they don’t like. I think Dad wants to kill the fly. Pests must be insects that people don’t like.” On pages 108-109, Strategy: Character, Setting, Events, the teacher says, “Let’s read these pages and think about the setting. On page 108, where is Fly Guy? On page 109, where is he?” On pages 112-115, Strategy: Illustrator's Craft, the teacher asks, “How do the illustrations help you know the judges’ point of view?” On pages 122-123, Strategy: Author/Illustrator’s Craft, students are asked, “How does the author show that Fly Guy can be a pet?” 

For most texts (read-aloud texts K-1 and anchor texts Grade 2), students analyze key ideas and details, structure, and craft (according to grade level standards). Examples include, but are not limited to:

• In Unit 3, Week 5, Day 2, Teacher Edition, Whole Group, Comprehension, A Look at Breakfast by author unknown, the teacher models page 136 of the Reading/Writing Companion and reviews what sequencing is and the words used to help understand the sequence. Children are guided to reread and then talk with a partner about the sequence for making bread.  Students then write the steps the chef uses for making bread for the third and fourth step in the sequence.
• In Unit 1, Week 3, Day 3, Teacher Edition, Whole Group, Anchor Text, Flip by Ezra R. Tanaka, Skill: Key Details, the teacher reminds students that an illustration can help them better understand the text on a page. The teacher asks students to, “Look at the words and illustration on page 57. What key detail do we learn from this page?” The teacher then adds this key detail to a chart. The teacher continues discussing key details with students by asking, “What does Flip do on page 60?” Students are guided to complete the Key Details chart. The chart is then reviewed as a whole group.

The materials reviewed for Grade 1 meet the criteria that materials contain a coherently sequenced set of text-dependent questions and tasks that require students to analyze the integration of knowledge and ideas across both individual and multiple texts.

Grade 1 materials provide students the opportunity to engage in questions and tasks that are text-based and build knowledge across individual texts or multiple texts. Each weekly text set centers around a topic with questions and tasks that ask students to refer to the text to find information and support answers to questions in order to complete tasks and build knowledge. Questions and tasks require connected knowledge and ask students to connect ideas between multiple texts. 

Most sets of coherent questions and tasks support students’ analysis of knowledge and ideas. Examples include, but are not limited to:

• In Unit 2, Week 3, students learn about how animals live together and engage in the shared reading of “The Best Spot” (no author). Questions asked of students to build knowledge include, “What do deer eat? Which animals live in nests?” Students then work with a partner to discuss how the animals described in the selections live. 
• In Unit 3, Week 4, students learn about how life was different long ago. Students hear and read the nonfiction text “Life at Home” (unknown author). Students complete a Venn diagram comparing life at home long ago compared to today. 
• In Unit 4, Week 5, students listen to From Puppy to Guide Dog by Time for Kids and are asked questions to build knowledge, such as, “Let’s talk about how a family can help train a puppy. What sorts of things can they do? What is the next thing we learn about guide dogs? What is the vet doing? What do you learn from the caption?” 
• In Unit 6, Week 5, students learn why we celebrate holidays. Students complete the shared reading Share the Harvest and Give Thanks by Time for Kids. Students are given tasks, such as, “Reread and use what you know to be sure you understand what ‘celebrate the harvest’ means,” and “Let’s reread, using the photos to help us understand how people celebrate Thanksgiving and Kwanzaa.” Students then work with a partner to discuss if and how they celebrate the harvest using a provided sentence starter. 

Throughout the year, students integrate knowledge and ideas across multiple texts. Examples include, but are not limited to:

• In Unit 1, Week 4, students read the texts “Games Long Ago” and “Toss! Kick! Hop!” (unknown author). Students work with a partner to discuss how the games in “Games Long Ago” are like the ones in “Toss! Kick! Hop!” Then students talk about the games that children played long ago versus the games that children play now. 
• In Unit 2, Week 5, students learn about maps. Students work with partners to discuss how the maps in “Map It” (unknown author) are like the maps Mitch and Steph used. Then on the final day of the week, students work with a partner to compare a star map with the map of the town of Chatwell in “Fun with Maps” (unknown author). 
• In Unit 4, Week 2, students listen to the texts “A Team of Fish” (no author) and Animal Teams by Richard Mann. Students talk in pairs about the similarities and differences between the texts. Then, students write the answer to “How are the texts alike?” in their Reading/Writing Companion.
• In Unit 5, Week 3, Day 1, students listen to “Great Inventions” (no author) and are asked, “How has the computer changed how people work? How might life be different if the telephone had never been invented?” Students engage in the shared reading of “The Story of a Robot Inventor” (no author).  Students also read the anchor text, Thomas Edison, Inventor by David Alder. After reading, students connect to the anchor text to compare Thomas Edison, Inventor with “The Story of a Robot Inventor.” The teacher asks, “How are the texts similar? How are they different?”

The materials reviewed for Grade 1 meet the criteria that the questions and tasks support students’ ability to complete culminating tasks in which they demonstrate their knowledge of a topic through integrated skills (e.g. combination of reading, writing, speaking, listening).

Instructional materials provide students opportunities to complete culminating tasks that are related to the text they are reading. Culminating tasks integrate reading, writing, speaking and listening skills and provide opportunities for students to show their knowledge of a topic.  

Culminating tasks are multifaceted, requiring students to demonstrate mastery of several different standards (reading, writing, speaking, and listening) at the appropriate grade level. Examples include, but are not limited to:

• In Unit 2, Week 1, Reading/Writing Companion, students research what jobs need to be done in a community. Students choose a way to present their work by creating a short video of the person describing his or her job. Students should write a script for their video telling why this person’s job is important in the community, creating a brochure about the job, including labeled drawings or using an online drawing program to draw a picture of the person they chose doing his or her job, and label the parts of the drawing.  
• In Unit 4, Week 4, Day 4, Integrate Ideas: Research and Inquiry, students pick two insects they want to research and compare their body parts. The teacher models the research process for the students:
• Step 1: Choose Two Insects: “The project is to compare two insects. First, I need to pick two insects that I read about and compare their body parts. I liked the butterfly, and the fly from 'Hi! Fly Guy' was neat, so I’ll pick the fly and the butterfly.”
• Step 2:  Find Information Now: “I can research my insects’ body parts by looking at books in the classroom or in the library. I can use the table of contents or the index to find the information I am looking for. I can also look for information on the Internet. I found some ways they are alike and different.”
• Step 3: Draw the Insects: “Now that I know more about butterflies and flies, I will draw a picture of a butterfly and a fly. I will make the butterfly’s wings larger and covered in tiny scales.”
• Step 4: Write What You Learned: “I will compare the insects I chose. That means to tell how they are alike and how they are different. I learned that butterflies and flies both use their feet to taste food. I also learned that most butterflies have wings that are much larger than the wings of flies. Butterfly wings are also covered in tiny scales. I will write what I learned.”
• Step 5: Choose How to Present Your Work: “I can decide how I want to present the information I learned about the body parts of both insects. I will write a report about my insects’ body parts.”

Students then move through the research process and present their finished product to the class.

• In Unit 4, Week 5, students research how people work with animals.  Students pick a job from two choices: zookeeper or veterinarian. They decide what they want to know about the job and proceed to write questions that they have about the job. Students use books from the library to find the information they need. Next, students write about what they learned about the job they researched. Then they draw something they learned and choose how they will present their work –by creating a short video of the person describing his or her job Students should write a script for their video telling why this person’s job is important in the community, creating a brochure about the job, including labeled drawings or using an online drawing program to draw a picture of the person they chose doing his or her job and label the parts of the drawing. 

The materials reviewed for Grade 1 meet the criteria that materials contain a year long, cohesive plan of writing instruction and tasks which support students in building and communicating substantive understanding of topics and texts. 

Materials provide frequent opportunities for students to respond to writing prompts on a variety of texts. Scaffolded instruction is provided through a series of instructional supports including sentence frames, class discussions, shared writing, and teacher think-alouds. The teacher guides children to respond to a prompt, using sentence frames as needed. In Independent Writing, students start by reviewing a student writing sample that includes the weekly writing skill. Students then respond independently to a new prompt, as they practice the skill. 

Materials include writing instruction aligned to the standards for the grade level, and writing instruction spans the whole school year. Examples include, but are not limited to:

• In Unit 1, Week 3, Day 1, Shared Writing, the teacher instructs students on answering the prompt and explains what it is asking. The teacher notes that the students will be adding more to the story. “Tell students you will work together to write a response to a prompt about A Pig for Cliff. Read aloud the prompt, “What will Cliff and Slim do when they reach the top of the hill?" Explain that the prompt is asking about something the story doesn’t tell." The teacher says,  "To respond to this prompt, we will write what we imagine will happen when Cliff and Slim reach the top of the hill. We’ll get ready to do this by looking at the text and illustrations in A Pig for Cliff.”
• In Unit 2, Reading Writing Companion, students discuss ideas and characters for a fantasy story.  They draw and write about characters and what they do. Students write about a character and what the character does.  Students use an exemplar of a draft of a fantasy story to help them write their story. Adding details is shown to the students so that they can incorporate them into their fantasy story. At the end of this task, students share and evaluate by presenting their work to a partner by taking turns.   Students use a Writing and Grammar checklist of yes/no to answer statements such as, “I wrote a realistic fiction story” or “I wrote about a character who acts like a real person.” Students then self-evaluate their work by writing what they did well in their writing and what they need to work on.
• In Unit 2, Reading Writing Companion, students use the text, The Red Hat by Eva Torres, to write to the prompt, “Would you like to have Jen’s job? Describe what you would like or not like and why.” During the Edit/Proofread, Peer Edit, the teacher has partners exchange drafts and take turns reviewing them using the online proofreading marks. The teacher encourages partners to discuss and fix errors together.
• In Unit 4, Reading Writing Companion, Extend Your Learning, Animal Report, students discuss with a partner about the animal they want to learn about and decide where to find the information.  They write the information and  share it with the class.

Writing instruction supports students’ growth in writing skills over the course of the school year. Examples include, but are not limited to:

• In Unit 3, Week 2, Reading Writing Companion, after the teacher reads the text, Time to Plant by author unknown, the students write the sequence of the story, using First, Next, Then, Last in their Reading Writing Companion. On Days 4-5, students write about the Anchor Text, The Big Yucca Plant by Magaly Morales, by writing more lines for Rat at the end of the play.  On Day 4, students edit and proofread their draft and on Day 5, the students complete the final draft and present their work.   
• In Unit 5, Week 1, Day 1, Independent Writing, teachers instruct students on using proofreading marks. Students use those during peer conferencing. In Peer Edit, the teacher has partners exchange their drafts and take turns editing them using the online proofreading marks. They are encouraged to discuss and fix errors together.
• In Unit 6, Week 3, Day 3, Independent Writing, after reading Rain School by James Rumford, students respond to the prompt about this anchor text, “What do the children in Rain School learn from their first lesson?”
• In Unit 6, Week 2, Independent Writing, Self-Selected Writing, students can choose from the following writing prompts: 
• Write about a person in your life who has helped you.
•  Write a book review of a book you’ve read this week. 
•  Write about a time you have helped someone. How did you help?

The materials reviewed for Grade 1 meet the criteria that materials include a progression of focused, shared research and writing projects to encourage students to develop knowledge and understanding of a topic using texts and other source materials.

Grade 1 materials provide opportunities for students to participate in research projects using five-step research guidelines. The first step is to choose a topic; the second step is to write a question; the third step is to find information; the fourth step is to draw and/or write about what they learned; and the final step is to present the research. Each week beginning in Unit 1, Week 1, students are provided with one research and inquiry opportunity.  The research projects help students further develop their knowledge and understanding of the topic addressed throughout the week. The teacher is provided with support and guidance in the Instructional Routines Handbook for how to present the research process to students. A scoring rubric is also provided to the teacher in the Instructional Routines Handbook. 

In the Instructional Routines Handbook, teachers are provided information on how to guide students through the Research and Inquiry process. A sample rubric is also provided that includes a 4- point rating scale.  The research process routine instructs the teacher to:

• Set research goals and introduce the project, as well as clearly identify the research focus and end product.
• Identify sources such as texts read in class, digital media, print sources  and/or interviews with experts.
• Find and record information by guiding students as they search for relevant information from sources.
• Organize and help students review and analyze the information they have gathered. Students should identify the most useful information, use a graphic organizer to sort and clarify categories of related information, and identify any areas where they need further information.
• Synthesize and present research by planning how to best present their work. Students may include audio and/or visual displays to enhance presentations, check that key ideas are included in the presentation, and rehearse the presentation.

Research projects are sequenced across a school year to include a progression of research skills. Examples include, but are not limited to:

• In Unit 1, Week 1, students learn about school. Students are told that they will research favorite school activities. Students are guided through the 5-step process for research. In Step 1 the teacher models by saying, “The project is to poll children in our classroom on our favorite school activities. I need to decide what question I want to use when I ask the children what their favorite school activity is. I will ask, 'what is your favorite subject at school?'”  
• In Unit 2, Week 2, students conduct research about a building. Using the Reading/Writing Companion, the teacher models the research process. The teacher says, “The project is to research a building. First, I need to pick a type of building to research. I like tall buildings, so I’ll research a skyscraper.” Students then write the questions they need to know. The teacher provides a model by saying, “I need to think about what I want to know about skyscrapers. I’d like to know how you can get to the top floor and what they’re made of.” Students are then instructed to research their buildings using books or online. Then students write about what they have learned and choose a way to present their project.
• In Unit 3, Week 1, students conduct research about a typical day of a classmate. Students begin by picking a classmate and writing questions to ask their classmate. Students interview the classmate and write down what they learn before presenting their findings. 
• In Unit 4, Week 2, students study the topic of animal teams. Students research an animal team. The teacher models the five-step research process. For Step 2, the teacher models by saying, “I have to decide where to find information about how birds help other animals. I can research by looking at books in the classroom or in the library. I can also look for information on the Internet. I found out that birds and hippos help each other.”  Students then apply these skills themselves using their Reading/Writing Companion.
• In Unit 6, Week 1, students pick a place in their school that they and their classmates can work together to improve. In Step 2, students list three ways to be good citizens and help improve the school and then in Step 3, students poll their classmates about the best ways to improve the school. Students then write about their results before presenting their work.

The materials reviewed for Grade 1 meet the criteria that materials provide a design, including accountability, for how students will regularly engage in a volume of independent reading either in or outside of class.

Grade 1 materials provide opportunities for students to read independently in and out of class. The materials include routines for choosing a book, how to build classroom and school libraries, independent reading journals, and teacher and student conferences as well as rubrics. Many opportunities for independent reading and books for students to read independently are included within the reading class time. Materials include a School-to-Home letter each week that provides limited information for parents to have their children read.

Examples include, but are not limited to:

• In the Instructional Routine Handbook, pages 109-127, teachers are provided with support on how to foster independent reading routines in the classroom. This section of the handbook gives routines for how to choose a book, how to build a classroom library, independent reading journals as well as teacher and student conferences. On page 112, a teacher-student conference routine is presented.
• "Make a positive observation about the student’s reading or book choice. Regularly conferring with students about their Independent Reading is a great way to informally assess their progress, model social-emotional learning skills, build your classroom culture, and instill habits of learning. 
• Talk about how the reading is going. Why did you choose this particular book or genre? Why did you abandon this book? How is your current book going? Are you using Thinking Codes and are they helping? What strategies are you using and what ones do you need help with? How are you solving problems as you read? Who is your favorite character and why? What is your favorite part so far and why? 
• Ask the student to read aloud for a minute or two. This will help you assess their accuracy, fluency, and comprehension. 
• Highlight a student strength. I really like the way you used context clues to figure out what that word means. And adding that word to your writer’s notebook is a good idea. 
• Suggest a specific goal the student can work on. When you have an opinion, make sure to find text evidence to support it.
•  Record notes from your conference. Conference forms to use with the students are provided on pages 121 and 122."  
• In the Instructional Routines Handbook, page 111, a six-step procedure is given to the teacher to guide students through the independent reading process. The handbook states, on page 110, that a first grade student should be reading for 10-20 minutes independently each day.

1. Select a book that interests you. Check the book to make sure it’s the one you want to read. See the Five-Finger Rule on page 120 as one way to help students check how difficult a book is. See the Additional Strategies on pages 113–119 for more ways to help students choose a book. 

2. Read the book each day during Independent Reading time. Use the skills and strategies you’ve been working on. 

3. Think about what you’re reading. You can use Thinking Codes to record your thoughts or write about them in your writer’s notebook. 

4. Record what you’ve read at the end of each Independent Reading session. Keep track on your Reading Log. There are many suggestions for keeping students accountable for their independent reading in the Additional Strategies section. Using a Reading Log is just one way. 

5. Share your opinion of the book when you’re done. Tell a friend, write a review, make a poster, or ask your teacher for ideas. 

6. Begin again! Time to pick a new book!

• In the Instructional Routine Handbook, a Reading Log is provided. The log asks students to document the date they read a book, title, genre, their opinion of the book using three faces (smile, straight, sad faces), and how hard the text was to read on a scale of C: Complex, E: Easy to me or JR:  Just Right, and the final column asks students to put a check mark if they are still reading, an A if they abandoned the text, or an F if they finished. 
• On the ConnectED Student Edition, there is a section labeled School-to-Home Link. Within this section there are family letters for each week that support student comprehension and vocabulary with different activities. For example, the comprehension section states, “Help your child think of a title for a map, then circle details that are shown in the map.” Also on this internet site, students have access to the leveled readers that they could read or have read to them. Lexile levels range for various texts levels, 550L, 540L, 130L.
• The School-to-Home Connection is a letter sent home with students each week. For example:
• In Unit 4, Week 4, Resources: School-to-Home, Family Letter, “Comprehension: Point of View. Perform a short skit with your child. Then your child will answer questions that show the point of view of the characters.”
• In Unit 5, Week 2, Teacher Edition, Hide and Seek by Daniel Haikin, the teacher sets the purpose for reading by reminding the students to focus on the essential question, “Let’s read to find out what Harry sees in the sky.”  The On-Level small group is asked to read independently. During Independent Reading time, students are instructed to read a text for sustained silent reading. Students can select their book from the Classroom Library, the Leveled Reader Library, Literature Anthology, or other texts for their independent reading. Students are encouraged to read for at least 10-20 minutes. The teacher reminds students of the following as they are reading: to set a purpose for reading, look for important details in the text and illustrations, ask themselves questions before, during, and after reading, and then look for the answers in the words and illustrations or photographs. Students are also instructed to record their information on a Reading Log of their chosen text.