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Introduction .............................................................................................................................................................................................. 5
Bundle Overview...................................................................................................................................................................................... 6
Critical Concepts............................................................................................................................................................................... 6
SkillBuilders....................................................................................................................................................................................... 6
Skill Trees and Implementation/Integration Ideas............................................................................................................................... 7
Accessing Assignments............................................................................................................................................................................ 8
Entering Orchard as a Pre-Enrolled Student................................................................................................................................ 8
Entering Orchard as a Guest........................................................................................................................................................... 8
Accessing Information on Assigned Skill Trees........................................................................................................................... 8
Writing and Media Literacy 7................................................................................................................................................................. 9
Introduction..................................................................................................................................................................................... 10
Using Writing and Media Literacy 7............................................................................................................................................ 10
Program Parameters....................................................................................................................................................................... 14
Reading, Research, and Language Skills 7......................................................................................................................................... 15
Introduction..................................................................................................................................................................................... 16
Using Reading, Research, and Language Skills 7....................................................................................................................... 16
Program Parameters....................................................................................................................................................................... 22
Writing and Media Literacy 8............................................................................................................................................................... 23
Introduction..................................................................................................................................................................................... 24
Using Writing and Media Literacy 8............................................................................................................................................ 24
Program Parameters....................................................................................................................................................................... 27
Reading, Research, and Language Skills 8......................................................................................................................................... 29
Introduction..................................................................................................................................................................................... 30
Using Reading, Research, and Language Skills 8....................................................................................................................... 30
Program Parameters....................................................................................................................................................................... 35
Reading Comprehension & Critical Thinking 2................................................................................................................................. 36
Introduction..................................................................................................................................................................................... 37
Using Reading Comprehension & Critical Thinking 2.............................................................................................................. 37
Program Parameters....................................................................................................................................................................... 41
Reading Comprehension....................................................................................................................................................................... 43
Introduction..................................................................................................................................................................................... 45
Using Reading Comprehension.................................................................................................................................................... 46
Program Parameters....................................................................................................................................................................... 48
Grammar: Advanced............................................................................................................................................................................. 50
Introduction..................................................................................................................................................................................... 50
Using Grammar: Advanced........................................................................................................................................................... 50
Playing the Games.......................................................................................................................................................................... 52
Program Parameters....................................................................................................................................................................... 53
Parts of Speech: Advanced.................................................................................................................................................................... 56
Introduction..................................................................................................................................................................................... 57
Using Parts of Speech: Advanced................................................................................................................................................. 57
Playing the Game............................................................................................................................................................................ 58
Program Parameters....................................................................................................................................................................... 59
Punctuation: Advanced......................................................................................................................................................................... 62
Introduction..................................................................................................................................................................................... 62
Using Punctuation: Advanced...................................................................................................................................................... 62
Playing the Game............................................................................................................................................................................ 63
Program Parameters....................................................................................................................................................................... 64
Reading and Writing Strategies 7-8...................................................................................................................................................... 67
Introduction..................................................................................................................................................................................... 68
Using Reading and Writing Strategies 7-8.................................................................................................................................. 68
Playing the Games.......................................................................................................................................................................... 69
Table of Contents (cont.)
Program Parameters....................................................................................................................................................................... 72
Acknowledgments.................................................................................................................................................................................. 73
License and Warranty............................................................................................................................................................................. 74
Introduction
The programs within the 7‑9 Language Arts Bundle reflect The Skill Trees found in the 7-9 Language Arts Bundle
the Standards for the English Language Arts, which are include:
supported by the National Council of Teachers of English Critical Concepts
(NCTE) and the International Reading Association (IRA).
Students are given ample opportunities to read a wide Writing and Media Literacy 7 178CC
range of material and to learn and apply a number of Reading, Research, and Language Skills 7 179CC
proven reading and writing strategies. Students are Writing and Media Literacy 8 180CC
encouraged to build understanding of spoken and written Reading, Research, and Language Skills 8 181CC
language, identify patterns, practice usage, and transfer Reading Comprehension & Critical Thinking 205CC
appropriate language concepts. Through a framework of Reading Comprehension 206-207CC
balanced curriculum programs and multiple instructional SkillBuilders
methods, Orchard’s 7‑9 Language Arts Bundle focuses on
helping students develop the skills necessary to become Grammar: Advanced 35SB
contributing members of a literate society. Parts of Speech: Advanced 40SB
Punctuation: Advanced 42SB
Orchard’s 7‑9 Language Arts Bundle offers a vehicle for Reading and Writing Strategies 7-8 143SB
teaching, practicing, and reviewing the language arts skills
needed to meet the demands of our ever‑changing society.
Many programs include open‑ended and higher‑order
thinking questions. These can be used as a means to
generate large-group discussions.
Orchard can be used effectively in single‑computer
classrooms as well as in lab environments. If you identify
a skill that is commonly deficient among students, you can
assign Orchard to serve as a step‑by‑step guide to teach,
remediate, and reinforce that skill with a larger audience.
Alternatively, several of Orchard’s programs can be
assigned to assess an individual’s deficient areas, and then
you may create a customized assignment for that student.
You and your students also can use the portfolio feature
to conference on questions generated during Orchard
sessions. In either setting, records and reports can be
printed to ensure clear, consistent communication between
lab and classroom faculty, or among students, parents, and
teachers.
The chart on page 7 outlines the Skill Trees included in
the 7‑9 Language Arts Bundle and the general goals of
each Skill Tree, as well as a sample implementation or
integration idea for each listing. Use the ideas here or visit
our Web site at www.orchardtreeofknowledge.com to
see how other educators successfully integrate and use
Orchard’s 7-9 Language Arts programs to help their
students. Note: The Orchard Tree of Knowledge Web site is
available only to Orchard customers. If you do not have a login
ID or access code, contact your local Orchard representative.
Bundle Overview
The 7-9 Language Arts Bundle covers a wide range of Reading Comprehension 1-2 206-207CC
language skills. The bundle focuses on reading, writing,
and grammar through a variety of instructional approaches This diagnostic and prescriptive tutorial program
designed to meet individual learning needs. develops reading comprehension across the curriculum by
combining both assessment and remediation, developing
Critical Concepts skills needed to read a variety of educational and technical
materials, and diagnosing each student’s developmental
skill level in the areas of main idea, details, vocabulary,
Writing and Media Literacy 7 178CC
inference, sequence, and fact/opinion (206CC only).
Students learn to write creatively and for real-life purposes
at the Writer’s Block center, where they can work on a SkillBuilders
variety of writing types such as scripts, poetry, e-mail, and
memos. At the Radio Factory, students can design and Grammar: Advanced 35SB
produce their own radio program. A word processor is
available throughout the program. Students use the writing A standardized testing format gives students the
process, organize and classify information, and create a opportunity to identify grammar usage errors. Tutorials
variety of media works. provide needed instruction, followed by practice, a test,
and a motivating game as a reward for mastery. Students
Reading, Research, and Language Skills 7 179CC learn the forms and practice proper usage of compound
and complex sentences; adverb, adjective, and noun
Students can either visit the Mountain Trails to work on clauses; participial, gerund, infinitive, appositive, and
their grammar, punctuation, spelling, and vocabulary prepositional phrases; direct and indirect objects; and
skills, or they can go to Books R Us, where they can focus
predicate nominatives and predicate adjectives.
on research skills and explore various forms of writing
including novel extracts and short stories. Students work on Parts of Speech: Advanced 40SB
sentence and language structure, vocabulary, punctuation,
grammar, reading rate, and note-taking. This program provides in-depth practice identifying parts
of speech. Students use the mouse to find the correct parts
Writing and Media Literacy 8 180CC of speech they are studying. The program includes helpful
At the Writers’ Passage, students practice writing for tutorials, a practice mode, a test mode, and a motivating
purpose and audience. Both expressive and transactional game as an award for mastery. Students identify gerunds,
writing are explored through stories, poetry, brochures, participles, objects of prepositions, predicate nouns, and
résumés, and persuasive paragraphs. The Megashow, predicate adjectives, in addition to advanced nouns,
in which students design and produce their own audio- verbs, adjectives, adverbs, conjunctions, prepositions, and
visual programs, allows students to experience the full interjections.
multimedia spectrum. Students can publish their written
Punctuation: Advanced 42SB
work with the word processor that is provided. Students
practice communicating ideas and information, analyze This program uses a standardized testing format in which
and interpret media, revise and edit work, and illustrate sentences appear on four lines. Students identify the lines
ideas in presentations. that are punctuated correctly. The program includes helpful
tutorials, a practice mode, a test mode, and a motivating
Reading, Research, and Language Skills 8 181CC game as a reward for mastery.
Students go on rafting adventures on The River, where they
Reading and Writing Strategies 7-8 143SB
take pretests, work through tutorials, and take quizzes on
essential language skills. Students are exposed to fiction Students concentrate their efforts on language arts skills
and nonfiction from various genres and can use the word and receive helpful feedback and ample opportunity for
processing tool to publish their work. Students work on practice. Topics include sentence construction, writing and
skills that include spelling, vocabulary, grammar, skimming reading strategies, resource skills and following directions,
and scanning, cloze exercises, and evaluating the usefulness and literary forms.
and reliability of data.
Skill Trees and Implementation/Integration Ideas
Accessing Assignments
Writing and Media Literacy 7 178CC
Grade Levels K 1 2 3 4 5 6 7 8 9 10 11 12
Writing and Media Literacy 7 178CC
7
Integrated Throughout
Use word processing when composing and revising •
Use writing for various purposes and in a range of contexts, including schoolwork •
Use conventions of written materials to help understand and use the materials •
Make connections among previous experiences, prior knowledge, and a variety of texts •
Writing
Communicate ideas and information for a variety of purposes and to specific audiences, using forms appropriate
•
for their purpose and topic
Produce media texts using writing and materials from other media •
Revise and edit work, focusing on content and elements of style: use a variety of strategies and resources, use
consistent verb tense, eliminate repetition, and use accurate spelling, capitalization, punctuation, and sentence •
structure
Use and spell correctly the appropriate vocabulary •
Use correctly the conventions specified: use periods consistently after initials, in abbreviations containing lower-
•
case letters, and in decimal numbers; and use parentheses appropriately
Produce pieces of writing using a variety of forms, techniques, and resources appropriate to the form and purpose •
Use variety in sentence type, length, and structure •
Organize information to develop a central idea, using well-developed, well-linked paragraphs •
Proofread and correct final drafts, focusing on grammar, punctuation, and spelling •
Use modifiers, including prepositional phrases, correctly and effectively •
Show growing awareness of the expressiveness of words in own word choice •
Reading and Research
Read a variety of fiction and nonfiction materials for different purposes •
Explain personal interpretation of a written work, supporting it with evidence from the work and from own
•
knowledge and experience
Use textual cues to construct meaning and interpret text (organization, point of view, theme) •
Explain how various elements in a story function in relation to each other (plot, character, theme, setting) •
Identify language and visual images that create mood •
Identify forms of texts and describe their key features •
Identify and explain stylistic devices in literary works •
Use a thesaurus to expand vocabulary •
Use special terminology in a particular area of study •
Oral and Visual Communication
Listen to and communicate connected ideas and relate carefully constructed narratives about real and fictional
•
events
Contribute and work constructively in groups: engage in dialogue to understand viewpoints of others, contribute
to group harmony, organize and complete tasks, demonstrate respect, evaluate quality of contribution, set goals •
and plans, ask questions, and build on the ideas of others
Use the appropriate conventions of oral language in discussions and presentations •
Writing and Media Literacy 7 178CC (cont.)
10
Writing and Media Literacy 7 178CC (cont.)
Writer’s Block
The Writer’s Block offers four locations for learning about
and practicing writing styles and techniques.
2 When you are finished, save your work, and then click
Exit to leave the word processor.
11
Writing and Media Literacy 7 178CC (cont.)
12
Writing and Media Literacy 7 178CC (cont.)
1 Listen to the introduction, and then click the right arrow 3 When you have finished with the three activities, click
to enter the “café.” the right arrow to continue.
2 Select an activity and follow the instructions for using 4 Revise your writing as necessary, and save to your
the technique. portfolio.
13
Writing and Media Literacy 7 178CC (cont.)
6 Select an activity and follow the instructions for using Program Parameters
the technique.
To customize students’ learning experiences, several
In Song Station, you’ll examine songs as a style of poetry program parameters are available for Writing and Media
and write lyrics to music that you choose. Literacy 7.
In Juvenile Joint, you’ll rewrite a nursery rhyme as a
parody. 1 To change the settings for this program, log in to the
Orchard Manager as a teacher.
In Commentary Corner, you’ll write a dramatic
monologue. 2 Select a class, and click OK.
7 Click the right arrow to listen to the end of the lesson. 3 Click Edit Class Parameters on the Classes tab, or select
a student and click Edit Student Parameters on the
8 Click Menu to return to the Writer’s Block main menu. Students tab.
Radio Factory You will see a list of programs to choose from.
In the Radio Factory, you’ll assume the role of the program 4 Highlight Writing and Media Literacy 7 178CC, and
director and select the songs and other program features click Edit.
needed for a radio show. A parameters screen appears, showing the available
1 Click the Radio Factory sign. program segments.
14
Reading, Research, and Language Skills 7 179CC
Grade Levels K 1 2 3 4 5 6 7 8 9 10 11 12
Read., Research, and Lang. Skills 7 179CC
7
Integrated Throughout
Use word processing when composing and revising •
Use writing for various purposes and in a range of contexts, including schoolwork •
Use conventions of written materials to help understand and use the materials •
Make connections among previous experiences, prior knowledge, and a variety of texts •
Writing
Communicate ideas and information for a variety of purposes and to specific audiences, using forms appropriate
•
for purpose and topic
Produce media texts using writing and materials from other media •
Revise and edit work, focusing on content and elements of style: use a variety of strategies and resources, use
consistent verb tense, eliminate repetition, and use accurate spelling, capitalization, punctuation, and sentence •
structure
Use and spell correctly the appropriate vocabulary •
Produce pieces of writing using a variety of forms, techniques, and resources appropriate to the form and purpose •
Organize information to develop a central idea, using well-developed, well-linked paragraphs •
Proofread and correct final drafts, focusing on grammar, punctuation, and spelling •
Show growing awareness of the expressiveness of words when making word choices •
Use correctly the conventions specified: use periods consistently after initials, in abbreviations containing lower-
•
case letters, and in decimal numbers; and use parentheses appropriately
Use variety in sentence type, length, and structure •
Use modifiers, including prepositional phrases, correctly and effectively •
Identify and name the major parts of the sentence •
Use a variety of subordinate clauses correctly and appropriately according to purpose •
Reading and Research
Read a variety of fiction and nonfiction materials for different purposes •
Read independently, selecting appropriate reading strategies •
Explain personal interpretation of a written work, supporting it with evidence from the work and from own
•
knowledge and experience
Use comprehension strategies (reflecting, assessing, re-reading, determining main and supporting ideas) •
Select reading strategies (skimming, scanning, close reading) •
Use textual cues to construct meaning and interpret text (organization, point of view, theme) •
Decide on a purpose for reading and select material from a variety of sources •
Understand the appropriate vocabulary, language structures, and conventions •
Recognize uses of slang, colloquialism, and jargon •
Identify the main ideas in information materials and explain how the details support the main ideas •
Make judgments and draw conclusions on the basis of evidence •
Explain how various elements in a story function in relation to each other (plot, character, theme, setting) •
15
Reading, Research, and Language Skills 7 179CC (cont.)
16
Reading, Research, and Language Skills 7 179CC (cont.)
Word Processor Training Center 1 Click a task, and then click OK.
The Word Processor Training Center provides instruction 2 Read the instructions, clicking the scroll bar as
and practice in using a word processor. needed to see all the text.
Tutorial and Tasks 3 If you would like to print the task instructions,
click the Print Task button.
1 To learn about word processors and how to use them,
click Tutorial and Tasks. 4 Click the Word Processor graphic to open the
word processor.
2 Follow the instructions that introduce you to the tutorial
and tasks. Click the Tutorial or Tasks button at the 5 Follow the directions for completing the task.
bottom of the screen to see more information about
6 When you are finished, save your work, and then
each.
select Exit from the File menu to leave the word
• In the Tutorial, students learn about the drop-down processor.
menus and items in the tool bar of a word processor.
7 Click Menu to return to the task menu.
8 Repeat steps 1-7 to complete another task, or click
Menu to return to the main menu.
Word Processor
1 Click the Word Processor graphic.
A blank word processing screen appears for you to enter
your text.
17
Reading, Research, and Language Skills 7 179CC (cont.)
Fiction
You’ll learn about the features of fiction writing,
characterization, and the structure of a story.
• In Take the Quiz, you can test what you have learned
1 Read the introduction to fiction, and then choose an from the three other activities.
activity:
18
Reading, Research, and Language Skills 7 179CC (cont.)
2 Follow the on-screen instructions to complete the • In What About It?, you’ll learn about gathering
activities. information from research reports.
Do It Yourself
You’ll learn about the elements of writing to inform, and
you’ll have the opportunity to write instructions.
Adventure
In this section, you’ll learn techniques to help you get more
out of your reading.
19
Reading, Research, and Language Skills 7 179CC (cont.)
• In Pen Pal Journey, you’ll learn about how passages 1 Listen to the introduction, choose a bike, and then click
can create a mood and evoke emotions. You’ll also the right arrow to continue.
learn how to make inferences when you read.
2 Select a path.
Mountain Trails
Activities in Mountain Trails focus on the instruction
and practice of essential grammar, spelling, and sentence
structure skills. The Mountain Trails main menu has three
options: Grammar Path, Punctuation Path, and Spelling and
Vocabulary Path.
Grammar Path
In this section, you’ll learn about sentence structure and
the parts of a sentence. You can also take a quiz over the
information presented on the Grammar Path.
20
Reading, Research, and Language Skills 7 179CC (cont.)
• In the Path Quiz, you have the opportunity to take a 1 Listen to the introduction, choose a bike, and then click
quiz on the topics covered in Parts of a Sentence and the right arrow to continue.
Sentence Structure.
2 Select a path.
• In Periods, you’ll learn about the use of periods after
initials, after abbreviations, and as decimal points.
21
Reading, Research, and Language Skills 7 179CC (cont.)
4 When you have finished the activity, click Menu to 3 If you selected either Spelling and Capitalization or
return to the path. Vocabulary, select an activity:
5 You can either select another activity or click Menu • The pretest assesses what you already know about
again to return to the Mountain Trails main menu. the topic. Immediate feedback is provided for correct
and incorrect answers.
Spelling and Vocabulary Path • The tutorial provides instruction and examples of the
In this section, you’ll learn some spelling rules, practice topics.
selecting either the correctly spelled word or the correct • In the practice, you identify examples of the concepts
homonym, and get tips on ways to increase your presented in the tutorials and receive feedback for
vocabulary. You can also take a quiz over the information correct and incorrect answers.
presented on the Spelling and Vocabulary Path.
• The checkpoint tests to see if you have learned the
1 Listen to the introduction, choose a bike, and then click concepts presented in the tutorials.
the right arrow to continue.
4 When you have finished the activity, click Menu to
2 Select a path. return to the path.
• In Spelling and Capitalization, you’ll learn spelling 5 You can either select another activity or click Menu
rules and practice selecting the correctly spelled again to return to the Mountain Trails main menu.
word or the correct homonym to complete a
sentence. Program Parameters
To customize students’ learning experiences, several
program parameters are available for Reading, Research,
and Language Skills 7.
• In Vocabulary, you’ll get tips about ways to increase 4 Highlight Reading, Research, and Language Skills 7
your vocabulary, in addition to learning about 179CC, and click Edit.
dictionary and thesaurus entries. A parameters screen appears, showing the available
program segments.
• In the Path Quiz, you have the opportunity to Note: To see a brief description of the objectives for an activity,
take a quiz on the topics covered in Spelling and rest the cursor on the activity name. The descriptions appear
Capitalization and Vocabulary. as a ToolTip.
22
Writing and Media Literacy 8 180CC
Grade Levels K 1 2 3 4 5 6 7 8 9 10 11 12
Writing and Media Literacy 8 180CC
8
Integrated Throughout
Use word processing when composing and revising •
Use writing for various purposes and in a range of contexts, including school work •
Use conventions of written materials to help understand and use the materials •
Make connections among previous experiences, prior knowledge, and a variety of texts •
Writing
Communicate ideas and information for a variety of purposes and to specific audiences, using forms appropriate
•
for their purpose and topic
Produce media texts using writing and materials from other media •
Revise and edit work, focusing on content and elements of style: use a variety of strategies and resources, use
consistent verb tense, eliminate repetition, and use accurate spelling, capitalization, punctuation, and sentence •
structure
Use and spell correctly the appropriate vocabulary •
Produce pieces of writing using a variety of forms, techniques, and resources appropriate to the form and purpose •
Use variety in sentence type, length, and structure •
Organize information to develop a central idea, using well-developed, well-linked paragraphs •
Proofread and correct final drafts, focusing on grammar, punctuation, and spelling •
Use modifiers, including prepositional phrases, correctly and effectively •
Show growing awareness of the expressiveness of words when making word choices •
Use a variety of styles of type appropriate to purpose •
Distinguish between fact and opinion, and use each appropriately •
Select and use words effectively •
Reading and Research
Read a variety of fiction and nonfiction materials for different purposes •
Use textual cues to construct meaning and interpret text (structures and elements of specific genres) •
Identify forms of texts and describe their key features •
Use a variety of strategies to determine the meanings of unfamiliar words •
Use punctuation to promote comprehension •
Determine literal and implied meaning of visual and written texts •
Distinguish between fact and opinion •
Organize information and ideas •
Assess information collected related to audience, purpose, and form •
Plan and carry out a research project •
Identify and explain stylistic devices in literary works •
Use a thesaurus to expand vocabulary •
Use special terminology in a particular area of study •
23
Writing and Media Literacy 8 180CC (cont.)
24
Writing and Media Literacy 8 180CC (cont.)
• In the Tasks, students are given five activities to 2 When you are finished, save your work, and then select
practice using the features of a word processor. Exit from the File menu to leave the word processor.
Writers’ Passage
The Writers’ Passage offers four locations for learning about
and practicing different styles of writing: the Transportation
Depot, the Employment Center, the Courthouse, and Poet
Tree Café.
Word Processor
1 To use the word processor, click the Word Processor
graphic.
A blank word processing screen appears for you to enter
your text.
Employment Center
In the Employment Center, you’ll assemble the information
25
Writing and Media Literacy 8 180CC (cont.)
you need for a career portfolio, including a self-assessment onomatopoeia, and rhyme) and forms (picture poems,
inventory, a résumé, a cover letter, an application form, and tanka, cinquain, diamente, and free verse).
notes you can use to prepare for an interview.
1 Listen to the introduction, and then click the right arrow
1 Listen to the introduction, and then click Enter. to enter the “café.”
2 Follow the on-screen instructions to collect the pieces for 2 Follow the on-screen instructions to learn about and
your career portfolio. practice using the poetic techniques and forms.
The Courthouse
In the Courthouse, you’ll learn how to write in order to
persuade others. You’ll also learn the difference between
facts and opinions and how facts can be used to support
opinions. You’ll also learn about paragraph structure and
supporting details.
My Portfolio
You can review your work at any time.
2 Click any of the black text to see your work for that
project.
Megashow
Poet Tree Café
At Megashow, you’ll learn how visuals and music can be
In the Poet Tree Café, you’ll practice with different poetic combined to convey a message.
techniques (word choice, imagery, alliteration, assonance,
26
Writing and Media Literacy 8 180CC (cont.)
1 Click the doors to enter the studio. 4 When you are finished, save your megashow.
2 Select a location: 5 Click Menu to return to the main menu.
• In the Work Shop, you’ll learn about factors to
My Records
consider when developing a presentation, including
selecting music that conveys the desired mood, and You can use My Records to review your progress through
placing text appropriately. the locations in Writing and Media Literacy 8, view the
• In the Screening Room, you’ll review and critique amount of time you spent in each location, and review your
several megashows. quiz scores.
• In the Studio, you’ll design a megashow of your own. 1 Click the My Records button.
The locations you have worked in are checked off.
Program Parameters
To customize students’ learning experiences, several
program parameters are available for Writing and Media
Literacy 8.
27
Writing and Media Literacy 8 180CC (cont.)
28
Reading, Research, and Language Skills 8 181CC
Grade Levels K 1 2 3 4 5 6 7 8 9 10 11 12
Read., Research, and Lang. Skills 8 181CC
8
Integrated Throughout
Use word processing when composing and revising •
Use writing for various purposes and in a range of contexts, including schoolwork •
Use conventions of written materials to help understand and use the materials •
Make connections among previous experiences, prior knowledge, and a variety of texts •
Writing
Communicate ideas and information for a variety of purposes and to specific audiences, using forms appropriate
•
for purpose and topic
Revise and edit work, focusing on content and elements of style: use a variety of strategies and resources, use
consistent verb tense, eliminate repetition, and use accurate spelling, capitalization, punctuation, and sentence •
structure
Use and spell correctly the appropriate vocabulary •
Produce pieces of writing using a variety of forms, techniques, and resources appropriate to the form and purpose •
Organize information using paragraph structures appropriate to purpose •
Proofread and correct final drafts, focusing on grammar, punctuation, and spelling •
Use correctly the conventions specified: case of pronouns, complex sentences, comma to separate introductory
phrases and clauses and to separate phrases and clauses in a series, quotation marks to indicate titles and in direct •
speech, ellipsis, and dash in a sentence break or interrupted speech
Use italics and underlining to indicate titles •
Reading and Research
Read a variety of fiction and nonfiction materials from various genres and for different purposes •
Read independently, selecting appropriate reading strategies •
Explain personal interpretation of a written work, supporting it with evidence from the work and from own
•
knowledge and experience
Use comprehension strategies (adjusting rate, summarizing, SQ3R) •
Select reading strategies (scanning, skimming, close reading) •
Use textual cues to construct meaning and interpret text (structures and elements of specific genres) •
Decide on a purpose for reading and select material from a variety of sources •
Understand the appropriate vocabulary, language structures, and conventions •
Identify the main ideas in information materials and explain how the details support the main ideas •
Make judgments and draw conclusions on the basis of evidence •
Explain how various elements in a story function in relation to each other (plot, character, theme, setting) •
Identify forms of texts and describe their key features •
Identify and explain stylistic devices in literary works •
Use a thesaurus to expand vocabulary •
Use a variety of strategies to determine the meanings of unfamiliar words •
Use special terminology in a particular area of study •
Use punctuation to promote comprehension •
29
Reading, Research, and Language Skills 8 181CC (cont.)
30
Reading, Research, and Language Skills 8 181CC (cont.)
Word Processor Training Center 1 Click a task, and then click OK.
The Word Processor Training Center provides instruction 2 Read the instructions, clicking the scroll bar as
and practice in using a word processor. needed to see all the text.
Tutorial and Tasks 3 If you would like to print the task instructions,
click the Print Task button.
1 To learn about word processors and how to use them,
click Tutorial and Tasks. 4 Click the Word Processor graphic to open the
word processor.
2 Follow the instructions that introduce you to the tutorial
and tasks, and then click a button at the bottom of the 5 Follow the directions for completing the task.
screen to see the tutorial or tasks.
6 When you are finished, save your work, and then
• In the Tutorial, students learn about the drop-down select Exit from the File menu to leave the word
menus and items in the tool bar of a word processor. processor.
Word Processor
1 To use the word processor, click the Word Processor
graphic.
A blank word processing screen appears for you to enter
your text.
31
Reading, Research, and Language Skills 8 181CC (cont.)
Newspaper Kiosk
The Newspaper Kiosk teaches about certain parts of the
newspaper.
Travel Agency
At the Travel Agency, you’ll select a country to research for
vacation planning. You’ll read information and take notes,
complete a planning guide and a cost analysis, and then
write a memo.
32
Reading, Research, and Language Skills 8 181CC (cont.)
1 Read the introduction and select a destination. • Activities in Classic Tales focus on the elements of
short stories, and you’ll create a character sketch and
2 Follow the on-screen instructions to complete the develop a plot graph.
activities.
Antique Shop
You’ll learn about the elements of different types of fiction
at the Antique Shop.
AV Warehouse
In this section, you’ll learn how to gather information for
comparison purposes, prepare research questions, analyze
data, and prepare a recommendation.
• In Legends, you’ll learn about the features of legends 1 Follow the on-screen instructions to complete the
while reading for detail and connecting what you activities.
read to personal experience.
33
Reading, Research, and Language Skills 8 181CC (cont.)
2 Click any of the buttons with black text to see your work
for that project.
The River
Activities in The River focus on instruction and practice of
grammar, spelling, punctuation, and sentence structure.
34
Reading, Research, and Language Skills 8 181CC (cont.)
Program Parameters
To customize students’ learning experiences, several
program parameters are available for Reading, Research,
and Language Skills 8.
35
Reading Comprehension & Critical Thinking 2 205CC
Grade Levels K 1 2 3 4 5 6 7 8 9 10 11 12
Read. Comp. & Crit. Think. 2 205CC
Comprehension 7 8 9
Read and understand a grade-level story • • •
Improve vocabulary skills • • •
Recall
Identify main character(s) • • •
Identify explicit details about a story (e.g., plot, setting, characters, characterization) • • •
Identify the main idea, conflict, and problem of a story •
Recall the sequence of events of a story •
Identify cause and effect • • •
Inference
Interpret the main idea of a story • •
Interpret the main conflict and problem of a story • • •
Draw conclusions • • •
Identify characters’ feelings and motives • • •
Describe characters and their relationships • • •
Interpret cause and effect • • •
Compare and contrast • •
Reading Strategies
Identify and interpret simile •
Interpret figurative language • • •
Use pre-reading, during reading, and after reading strategies to comprehend what is read • • •
Distinguish between more and less important information • • •
Practice taking notes in electronic format • • •
Reflect on plot and conflict of story, and write about a similar personal experience • • •
Write about specific decisions made by characters • • •
Analyze and write about the causes and effects of characters’ decisions • • •
Write a narrative that logically continues a story • • •
Identify the characters’ main problems • • •
Write a solution to the characters’ problems • • •
36
Reading Comprehension & Critical Thinking 2 205CC (cont.)
Introduction Unit 3
Reading Comprehension & Critical Thinking 2 is designed The Injury
to help students learn and practice reading strategies A boy wants to pursue a basketball career; his counselor
including finding information in text, thinking through wants him to concentrate on academics as a backup plan.
complex problems, expressing their thinking in written
form, and practicing note taking in electronic form (an Something for Nothing
environment students are increasingly expected to navigate A girl is tempted by friends to shoplift and has to suffer the
and gain knowledge from in a critical manner). This Skill unpleasant consequences of her actions.
Tree is comprised of three units of three stories each: Unit
1 is geared toward the grade 7 reading level, Unit 2 toward A Little Harmless Teasing
the grade 8 reading level, and Unit 3 toward the grade 9 A girl has a friend who gets teased for dressing and acting
reading level. Students watch an introductory video and differently from everyone else, and she must decide
read a story. Each story is approximately 750 words long whether to go along with the teasing or not.
and is accompanied by 10 corresponding comprehension
questions, 50-60 percent of which require inference.
Four critical thinking exercises accompany the stories to
Using Reading Comprehension & Critical
encourage deeper, more abstract thinking and problem Thinking 2
solving.
The Notepad
The Storylines
The Notepad is available to add pieces of information to as
you read a story. Type notes or select portions of text you
Unit 1
think may be important for answering the Comprehension
Questions or responding to the Critical Thinking exercises.
Bullies
The process of typing or selecting the text and clicking
A seventh-grade boy is bullied by other boys in school and
“Copy to Notepad” will help refine your ability to identify
must decide what to do about it.
the salient parts of a story. The notes in the Notepad will
be available to you when you are ready to respond to the
Sibling Rivalry
Critical Thinking exercises.
A twin who constantly battles with his sister has to decide
whether or not to modify his behavior to keep his friends
from getting frustrated with the twins’ incessant fighting.
Unit 2
A Little Respect
A boy calls in “sick” to work to make a point about how
important his contributions at work are, but he is unsure of
what the consequences of his actions will be.
37
Reading Comprehension & Critical Thinking 2 205CC (cont.)
between the sections at any time by clicking on the 3 Choose a story to read from the Main Menu. This will
tabs at the top of the screen. You also may review the open the Story section. A brief video is shown and you
Comprehension Questions and Critical Writing activities are instructed to predict what might happen in the
before or while you read using the tabs at the top of the story from the title and the video. Click the right arrow
screen. You may go back to the story while working on to move to the next screen. Note: If you click Quit in the
a Critical Thinking activity by clicking the Story tab. middle of a story or activity, your place will be saved. When
Use the Notepad to take notes while you read. Use your you log back in, you may pick up where you left off.
notes to help you answer the Comprehension Questions
and complete the Critical Thinking exercises. Click
Close Introduction to begin the program.
2 From the Main Menu, you may select a story and see Click Hear Story if you wish to hear the story out loud.
what sections of the programs you have completed.
A check mark in the Read Story column means Click Dictionary to look up a word. A pop-up box
that you have read that story. A check mark in the appears. Type in the word and click Search.
Comprehension Questions column means you have
completed the questions but could still get a higher Click Help for information about the program. Point the
score. A star in the Comprehension Questions column cursor to the parts of the screen to get more information
means you did very well on the questions for that story about the function of each component. Click Close to
(i.e., achieved mastery). A check mark in the Critical return to the story.
Thinking column means you have submitted at least one
written Critical Thinking activity for the story. A star in Click Main Menu to return to the Main Menu screen.
the Critical Thinking column means you have submitted
all of the possible written Critical Thinking activities for
Click Notepad to display your notepad. Note: You may
the story.
use the Notepad in two ways: (1) Highlight a section to copy
to your Notepad. Click the Copy to Notepad button. The
text you highlighted will appear in the Notepad. (2) Click
Notepad. Type your responses to the Reading Strategies.
38
Reading Comprehension & Critical Thinking 2 205CC (cont.)
5 Use the arrow buttons to read the entire story. Tip: The
Comprehension Questions and Critical Thinking exercises are
accessible at any time to be used as prewriting and during-
writing guidance to focus your attention while reading. Click
the tabs to access these activities.
6 At the end of the story, read the After Reading strategies 8 If you select an incorrect answer or need help, click
on the left side of the screen, click Notepad, and Hint and read the highlighted text for a clue about the
enter your responses in the Notepad. Then click the answer. The Hint option provides support if you have
Comprehension Questions or Critical Thinking tab to difficulty answering the questions on your own.
work on the exercises related to the story.
39
Reading Comprehension & Critical Thinking 2 205CC (cont.)
10 Click the Critical Thinking tab and pick the exercise you 11 Click What Happens Next. An instruction screen
would like to work on. The Critical Thinking exercises appears. To hear the instructions, position the cursor
are accessible through all nine stories to focus your over the instructions field and click. The cursor will
thinking while you read. The exercises can be used as appear as a voice bubble.
pre-reading or during-reading guidance.
Click Start to enter your text. Click Save Draft to save
your unfinished work before you exit the program. A
draft of your text is saved when you exit the program.
40
Reading Comprehension & Critical Thinking 2 205CC (cont.)
Program Parameters
To customize students’ learning experiences, several
program parameters are available for Reading Comprehension
& Critical Thinking 2.
13 Click Advise Me! An instruction screen appears. Click 2 Select a class, and click OK.
Start to enter your text. Imagine that the main character 3 Click Edit Class Parameters on the Classes tab, or select
in the story is your sibling, and give advice about key a student and click Edit Student Parameters on the
decisions made in the story. Click Notepad to view your Students tab.
notes to help you complete this exercise. When you are
finished, click Save Draft or Submit. You will see a list of programs to choose from.
4 Highlight Reading Comprehension and Critical
Thinking 2 205CC, and click Edit.
A settings screen appears, showing the available
program segments and options.
41
Reading Comprehension & Critical Thinking 2 205CC (cont.)
42
Reading Comprehension 206-207CC
Grade Levels K 1 2 3 4 5 6 7 8 9 10 11 12
Reading Comprehension 1 7-8 206CC
Reading Comprehension 2 8-9 207CC
7 8 9
Details
Understand the importance of details • • •
Distinguish between factual and fictional details • • •
Evaluate information to select the most important details • • •
Organize details chronologically • • •
Discern between written and implied details • • •
Identify supporting details • • •
Inference
Understand the meaning of an inferred idea • • •
Infer a specific outcome from a general account • • •
Identify an inferred synonym from a group of words • • •
Choose the correct inference from a table, list, or chart • • •
Distinguish between the words “all” and “some” to make an inference • • •
Evaluate information to select a negative inference • • •
Main Idea
Understand the main idea of a paragraph including several themes • • •
Determine the main idea from reading a sequence of events or steps • • •
Identify an appropriate title indicating the main idea of a story • • •
Identify the sentence that captures the main idea of a paragraph • • •
Fill in a Cloze exercise with a word that completes the main idea of a story • • •
Sequence
Understand the meaning of a sequence of events • • •
Identify a sequence from a sentence that uses time and order words (e.g., before, after, last) • • •
Arrange three or more sentences in a logical, sequential order • • •
Answer questions based on reading a sequence order in a paragraph • • •
Assign numbers to order a sequence of events from items in a table, chart, or list • • •
Select an appropriate title for a story based on reading a sequence of events • • •
Vocabulary
Understand how to find the meanings of new vocabulary words • • •
Use synonyms and antonyms as a learning device to figure out an unfamiliar word • • •
Select an appropriate vocabulary word to complete a Cloze exercise • • •
Identify a different meaning of a word by comparing three sentences out of context • • •
Interpret the meaning of a word by examining contextual clues • • •
43
Reading Comprehension 206-207CC (cont.)
Reading Level 1.5-2.0 3.0 4.0 5.0 6.0 7.0 8.0 9.0 10-12/
Adult
Details • • • • • • ♦
Inference • • • • • • ♦
Informational reading • • • • • • ♦
Fact/opinion • • • • • ♦
Main idea • • • • • • ♦
Sequence • • • • • • ♦
Variety of reading material • • • • ♦
Vocabulary • • • • • • ♦
Reading Level 1.5-2.0 3.0 4.0 5.0 6.0 7.0 8.0 9.0 10-12/
Adult
Details • • • • ♦
Inference • • • • ♦
Informational reading • • • • ♦
Main idea • • • • ♦
Sequence • • • • ♦
Variety of reading material • • • • ♦
Vocabulary • • • • ♦
44
Reading Comprehension 206-207CC (cont.)
Prerequisites
A learner must be reading at the 3.0 level for Reading
Comprehension 1 and at the 6.0 level for Reading
Comprehension 2. No other prerequisites are needed to run
and understand the program.
45
Reading Comprehension 206-207CC (cont.)
Pretests
The first time you select a skill, you will take a 14-item
placement test. The pretest does not give you any feedback
on your performance, but it determines the level at which
you will start in the program.
Note: Taking a pretest is the default setting and can be changed by
Pretest
an instructor or administrator. See Program Parameters for more
information.
1 Click Inference (or another activity) on the Main
Course Pretest Number Correct Starting Level Menu. This will launch the Inference Diagnostic Test,
containing four passages with 3-4 questions each. Your
14 8
score determines your initial level.
13 7
Reading 10-12 6
Comprehension 1 7-9 5
4-6 4
0-3 3
14 10
11-13 9
Reading
9-10 8
Comprehension 2
4-8 7
0-3 6
46
Reading Comprehension 206-207CC (cont.)
Lessons
47
Reading Comprehension 206-207CC (cont.)
If you choose the wrong answer, you are prompted Program Parameters
to try again. If you get a correct answer on a second
attempt, you will earn one point. If you get the answer To customize students’ learning experiences, several
wrong, you are given the correct answer and a brief program parameters are available for Reading
explanation. You also will be taken back to the original Comprehension.
passage where the information needed to answer the
question is located.
1 To change the settings for this program, log in to the
Orchard Manager as a teacher.
48
Reading Comprehension 206-207CC (cont.)
49
Grammar: Advanced 35SB
Grade Levels K 1 2 3 4 5 6 7 8 9 10 11 12
Grammar: Advanced 35SB
6 7 8
Sentences
Compound • • •
Complex • • •
Clauses
Types of clauses • • •
Adverb clauses • •
Adjective clauses • •
Noun clauses •
Verbals
Types of phrases •
Participial phrases •
Gerund phrases •
Infinitive phrases •
Phrases
Appositive phrases • • •
Prepositional phrases • • •
Objects
Direct objects • • •
Indirect objects • • •
Complements
Predicate nominatives • • •
Predicate adjectives • • •
Introduction
Grammar: Advanced focuses on the types and parts of
sentences. Learners identify phrases and clauses as well as
complements and direct and indirect objects. The program
includes tutorials in addition to practice and test modes.
Learners who achieve the preset mastery level can play a
fun and motivating reward game.
Using Grammar: Advanced A second dialog box opens when any of the skills are
selected. For more information about the subskills, see
After logging in to Orchard and selecting Grammar: the Skills subsection under Program Parameters later.
Advanced, click on the splash screen. A dialog box appears,
asking you to choose skills.
50
Grammar: Advanced 35SB (cont.)
You will return to the skills dialog box, where you may The Control Panel
choose additional skills.
Each SkillBuilder program offers several features to aid
3 If Yes is checked in the Let Students Choose Background in the learning process. These features may be accessed
Colors command (this is the default), choose a through the control panel, which is the column of icons on
background color, and click OK. the left side of the screen. Many of the items that appear in
the control panel can be set up in Program Parameters later
in this manual.
51
Grammar: Advanced 35SB (cont.)
8 If you’d like to print your scores, click the Print you, you are vaporized. You get three chances to collect
button. the coins and escape.
9 To exit the program and return to the Orchard 6 Use the arrow keys to move through the castle.
Manager, click the Exit button.
7 Pick up coins by moving over them.
Flashing coins are worth more points.
Playing the Games
8 When you have collected all the coins, leave through
Blackbeard’s Ghost
the doorway at the top of the screen.
After clicking the Treasure Chest button (Windows), the 9 If you wish to quit early, press ESC.
Blackbeard’s Ghost introduction screen appears.
The game stops automatically when the time runs out.
When the game is over, your score is shown, along
with the top 10 scores.
10 Press OK to continue.
Stepping Stones
3 You can see the top 10 scores by clicking the Top Ten
button.
5 Click the Play button to play Blackbeard’s Ghost. 1 To get instructions, click the Instructions button.
The Blackbeard’s Ghost game screen appears. 2 You can choose the difficulty level by clicking the
Difficulty Level button and selecting Easy, Medium, or
Hard.
3 You can see the top 10 scores by clicking the Top Ten
button.
52
Grammar: Advanced 35SB (cont.)
Skills
1 To change the skills you are working on, select Skills
from the Preferences menu.
53
Grammar: Advanced 35SB (cont.)
Options Menu
The Options menu allows you to decide what options will
be available to students.
Activity Format
To determine if students will work activities in
practice mode, test mode, or their own choice of mode,
select Format from the Options menu and select the
appropriate mode.
Skill Selection
• To let students select their own skills to work on, select
Options Let Student Choose Skills Yes (this is the
default).
Note: If students are allowed to choose their own skills to work
on, they will have a choice of all skills available. They will not
be limited to specific skills, regardless of what skills you select
in the Lessons menu.
• To have students work on skills you select for them,
select Options Let Student Choose Skills No.
Background Colors
• To let students select the background color, select
Options Let Student Choose Background Colors
Yes (this is the default).
• If you do not want students to change the background
color, select Options Let Student Choose Background
Colors No.
Lessons Menu
From the Lessons menu, you can determine what skills
students will work on and select a format for the practice
and tests.
Skills
1 Select Skills from the Lessons menu.
The Skills screen appears.
54
Grammar: Advanced 35SB (cont.)
3 Click the Sample button next to a subskill to view a 2 Decide if the introduction should be required,
sample question. turned off, or accessible at the student’s choice. The
introduction provides explanatory material, including
4 When you are done selecting skills and subskills, examples.
click OK on the Skills menu to return to the Orchard
Manager. 3 Determine whether or not to allow students to review
the introductory material during a test.
Practice Format
4 Set the number of questions in a test from 1 to 25.
1 To establish the format of the practice questions, select
Practice Format from the Lessons menu. 5 Determine whether students can try sample questions
before beginning a test.
The default settings are shown here.
Scores on sample questions are not reported to the
Orchard Manager.
Reward Game
From the Reward Game menu, you can choose whether
students have access to the reward game and the percent
correct needed to be able to play the game. You can also
view and/or clear the top 10 high scores.
2 Decide if the introduction should be required, The default setting is for the game to be available to
turned off, or accessible at the student’s choice. The students.
introduction provides explanatory material, including
1 If you wish to make the game available or unavailable
definitions and examples.
to students, use the Blackbeard’s Ghost command
3 Determine whether or not to allow students to review (Windows) or Stepping Stones (Mac).
the introductory material during the practice session.
2 To change the percent of questions a student must
4 Set the number of questions in a practice session from 1 answer correctly to play the game, select Percent to Play
to 25. from the Reward Game menu, type a new percentage,
and click OK.
5 Determine whether students can try sample questions
The default setting is 80%.
before beginning a lesson.
Scores on sample questions are not reported to the 3 To view the players who have the 10 highest game
Orchard Manager. scores, select Top 10 Players from the Reward Game
menu.
6 When you are finished setting practice parameters, click
To clear the top 10 players, click Clear Names, and then
OK.
click Yes.
Test Format About Grammar: Advanced
1 To establish the format of the test questions, select Test
Format from the Lessons menu. 1 If you wish to view program version information and
credits in Windows, select About Grammar: Advanced
The default settings are shown here. from the About menu.
55
Parts of Speech: Advanced 40SB
Grade Levels K 1 2 3 4 5 6 7 8 9 10 11 12
Parts of Speech: Advanced 40SB
6 7 8 6 7 8
Nouns Adjectives
Appositives • • • Irregular • • •
Concrete • • Predicate • • •
Abstract • • Proper • • •
Predicate • • Demonstrative • • •
Collective • • Participles •
Gerunds • Adverbs
Pronouns Intensifiers • • •
Demonstrative • • Negatives • • •
Indefinite • • • Conjunctions
Interrogative • • Coordinating • • •
Relative • Subordinating • • •
Intensive and reflexive • • Correlative •
Verbs Prepositions
Linking • • • Prepositions • • •
Present perfect • • Objects of prepositions • • •
Past perfect • • Interjections • • •
Future perfect • •
Progressive • •
Transitive • • •
Intransitive • • •
Active • •
Passive • •
56
Parts of Speech: Advanced 40SB (cont.)
57
Parts of Speech: Advanced 40SB (cont.)
3 You can see the top 10 scores by clicking the Top Ten
button.
58
Parts of Speech: Advanced 40SB (cont.)
8 When you have collected all the coins, leave through Options Menu
the doorway at the top of the screen.
The Options menu allows you to decide what options will
9 If you wish to quit early, press ESC. be available to students.
The game stops automatically when the time runs out.
Activity Format
When the game is over, your score is shown, along
with the top 10 scores. 1 To determine if students will work on activities in
practice mode, test mode, or their own choice of mode,
10 Click OK to continue. select Format from the Options menu and select the
appropriate mode.
Program Parameters
Skill Selection
1 To change settings for this program, log in to the • To let students select their own skills to work on, select
Orchard Manager as a teacher. Options Let Student Choose Skills Yes (this is the
2 Select a class, and click OK. default).
Note: If students are allowed to choose their own skills to work
3 Click Edit Class Parameters on the Classes tab, or select on, they will have a choice of all skills available. They will not
a student and click Edit Student Parameters on the be limited to specific skills, regardless of what skills you select
Students tab. in the Lessons menu.
You will see a list of programs to choose from. • To have students work on skills you select for them,
select Options Let Student Choose Skills No.
4 Highlight Parts of Speech: Advanced 40SB, and click
Edit.
Background Colors
Five menus are accessible from Program Parameters:
• To let students select the background color, select
File, Preferences, Options, Lessons, and Reward Game.
Options Let Student Choose Background Colors
Windows users (both students and teachers) also see
Yes (this is the default).
the About menu. This menu is the same as the Apple
About menu in the Macintosh version and contains the • If you do not want students to change the background
program version and credits. Macintosh users will also color, select Options Let Student Choose Background
see a Help menu. Colors No.
Lessons Menu
From the Lessons menu, you can determine what skills
Preferences Menu students will work on and select a format for the practice
Items in the Preferences menu are available to students if and tests.
the teacher allows access in the Options menu.
Skills
Sound 1 Select Skills from the Lessons menu.
• To turn the sound on, select Preferences Sound On.
The Skills screen appears.
• To turn the sound off, select Preferences Sound
Off.
Background Colors
1 To change the background colors, select Background
Colors from the Preferences menu.
The Background Colors screen appears.
Skills Each time you select certain skills (i.e., nouns, pronouns,
1 To change the skills you are working on, select Skills verbs, adjectives, and adverbs), a subskill menu appears.
from the Preferences menu. 2 Use the dialog boxes to select skills for your students to
2 Select the desired skills and subskills as described work on.
earlier in the Using Parts of Speech: Advanced section.
59
Parts of Speech: Advanced 40SB (cont.)
Practice Format
1 To establish the format of the practice questions, select
Practice Format from the Lessons menu.
60
Parts of Speech: Advanced 40SB (cont.)
1 To establish the format of the test questions, select Test 1 If you wish to view program version information and
Format from the Lessons menu. credits in Windows, select About Parts of Speech:
The default settings are shown here. Advanced from the About menu.
Reward Game
From the Reward Game menu, you can choose whether
students have access to the reward game and the percent
correct needed to be able to play the game. You can also
view and/or clear the top 10 high scores.
The default setting is for the game to be available to
students.
61
Punctuation: Advanced 42SB
Grade Levels K 1 2 3 4 5 6 7 8 9 10 11 12
Punctuation: Advanced 42SB
6 7 8 6 7 8
Sentences Separators
End marks • • • Commas—adjectives •
Quotation marks • • • Commas—addresses • • •
Independent clauses • Commas—dates • • •
Phrases Joiners
Commas—introductory • • • Hyphens—compounds • •
Commas—interrupters • • • Hyphens—divided words • •
Series Time
Colons—lists • Colons • • •
Semicolons—series •
Introduction
Punctuation: Advanced focuses on the proper use of many
types of punctuation. Learners practice using end marks,
commas, colons, semicolons, hyphens, and quotation
marks. The program includes tutorials, in addition to
practice and test modes. Learners who achieve the preset
mastery level can play a fun and motivating reward game.
Using Punctuation: Advanced You return to the skills dialog box, where you may
choose additional skills.
After logging in to Orchard and selecting Punctuation:
Advanced, a dialog box appears asking you to choose skills. 3 If Yes is checked in the Let Students Choose Background
Colors command (this is the default), choose a
background color, and click OK.
The background color of the control panel changes as
you make your choice.
62
Punctuation: Advanced 42SB (cont.)
4 If you would like to see your current score, click 1 To get instructions, click the Instructions button.
the Check Mark button.
2 You can choose the difficulty level by clicking the
The screen displays the raw score, the percent Difficulty Levels button and selecting Easy, Medium, or
correct, and the percent required to play the game. Hard.
63
Punctuation: Advanced 42SB (cont.)
3 You can see the top 10 scores by clicking the Top Ten Five menus are accessible from Program Parameters:
button. File, Preferences, Options, Lessons, and Reward Game.
Windows users (both students and teachers) also see
4 If you wish to quit without playing the game, click Exit the About menu. This menu is the same as the Apple
Game. About menu in the Macintosh version and contains the
program version and credits. Macintosh users will also
5 Click the Play button to play Snakebite.
see the Help menu.
The Snakebite game screen appears.
Preferences Menu
Items in the Preferences menu are available to students if
the teacher allows access in the Options menu.
Sound
• To turn the sound on, select Preferences Sound On.
• To turn the sound off, select Preferences Sound
Off.
Background Colors
1 To change the background colors, select Background
Colors from the Preferences menu.
6 Use the arrow keys to change the snake’s direction.
The Background Colors screen appears.
Note: You do not have to hold down the arrow keys to keep
the snake moving in the desired direction. 2 Click the desired background, and click OK.
7 Eat as many bugs as you can during the allotted time
Skills
by moving the snake over them.
The snake grows as it eats. 1 To change the desired skills you are working on, select
Skills from the Preferences menu.
8 When you hear the hawk scream, get out of the way
(the hawk can only travel straight down). 2 Select the skills and subskills as described earlier in the
Using Punctuation: Advanced section.
9 After you have eaten all the bugs, leave through the
break in the hedge at the left side of the screen. Options Menu
10 If you wish to quit early, press ESC. The Options menu allows you to decide what options will
be available to students.
The game stops automatically after the time runs out.
When the game is over, your score is shown, along with Activity Format
the top 10 scores. To determine if students will work on activities in practice
11 Click OK to continue. mode, test mode, or their own choice of mode, select
Format from the Options menu and select the appropriate
mode.
Program Parameters
Skill Selection
1 To change the settings for this program, log in to the
Orchard Manager as a teacher. • To let students select their own skills to work on, select
Options Let Student Choose Skills Yes (this is the
2 Click Edit Class Parameters on the Classes tab, or select default).
a student and click Edit Student Parameters on the
Students tab. Note: If students are allowed to choose their own skills to work
on, they will have a choice of all skills available. They will not
You will see a list of programs to choose from. be limited to specific skills, regardless of what skills you select
in the Lessons menu.
3 Highlight Punctuation: Advanced 42SB, and click OK.
• To have students work on skills you select for them,
select Options Let Student Choose Skills No.
64
Punctuation: Advanced 42SB (cont.)
Background Colors
• To let students select the background color, select
Options Let Student Choose Background Colors
Yes (this is the default).
• If you do not want students to change the background
color, select Options Let Student Choose Background
Colors No.
Lessons Menu
From the Lessons menu, you can determine what skills
students will work on and select a format for the practice
and tests.
Skills
1 Select Skills from the Lessons menu.
The Skills screen appears.
Practice Format
Each time you select certain skills (i.e., sentences, 1 To establish the format of the practice questions, select
phrases, series, separators, and joiners), a subskill menu Practice Format from the Lessons menu.
appears.
The default settings are shown here.
2 Use the dialog boxes to select skills for your students to
work on.
The default selections are shown below.
65
Punctuation: Advanced 42SB (cont.)
6 When you are finished setting practice parameters, click • To clear the top 10 players, click Clear Names, and
OK. then click Yes.
1 To establish the format of the test questions, select Test 1 If you wish to view program version information
Format from the Lessons menu. and credits in Windows, select About Punctuation:
The default settings are shown here. Advanced from the About menu.
Reward Game
From the Reward Game menu, you can choose whether
students have access to the reward game and the percent
correct needed to be able to play the game. You can also
view and/or clear the top 10 high scores.
The default setting is for the game to be available to
students.
66
Reading and Writing Strategies 7-8 143SB
Grade Levels K 1 2 3 4 5 6 7 8 9 10 11 12
Reading & Writing Strategies 7-8 143SB
7 8
Sentence Construction and Writing Strategies
Produce a variety of sentence structures including basic sentence patterns and variations • •
Demonstrate understanding of the treatment of subject and verb relationships • •
Use appropriate capitalization • •
Use the fundamentals of punctuation • •
Recognize appropriate spelling, capitalization, and punctuation within the context of existing text • •
Design and implement a writing plan that includes a central idea and related ideas, and that
addresses type of audience
• •
Identify the appropriate uses of parts of speech • •
Recognize complete sentences, and avoid fragments and run-ons • •
Use contractions, possessives, and compounds • •
Recognize subjects, predicates, complements, and modifiers • •
Identify types of sentences, i.e., declarative, interrogative, exclamatory, and imperative • •
Select appropriate transitions • •
Reading Strategies and Resource Skills
Use knowledge of the meanings of prefixes and suffixes to determine word meanings • •
Use context clues to determine the meanings of unfamiliar and specialized words • •
Make generalizations • •
Evaluate and make judgments • •
Recognize the author’s point of view and purpose in literary selections • •
Identify themes and story elements, i.e., plot, climax, character, and setting • •
Understand cause-and-effect relationships • •
Understand literary forms by recognizing and distinguishing among types of texts • •
Select a topic, formulate questions, identify key words, choose sources, skim, paraphrase, take
notes, organize, summarize, and present
• •
Interpret figurative language, i.e., metaphors, similes, exaggerations, and analogies • •
Recognize synonyms and antonyms • •
Use common reference sources to find desired information • •
Use graphic sources for information, i.e., diagrams, graphs, and statistical information • •
Identify topic and supporting sentences • •
Locate information using outlines, time lines, and graphic organizers • •
Differentiate between fact and opinion • •
Understand literary devices, i.e., flashback, foreshadowing, suspense, symbolism, and dialogue • •
Identify tone, mood, and style • •
Use referencing sources, i.e., endnotes, bibliographies, and citing sources • •
Identify denotative and connotative meanings • •
Use descriptive language • •
Understand persuasion, bias, propaganda, and stereotyping • •
67
Reading and Writing Strategies 7-8 143SB (cont.)
Introduction Questions
Reading and Writing Strategies 7-8 is a completion Skill When you begin working on the program, you will receive
Tree included in this Orchard for Your State bundle. 10 questions randomly selected from the skills/subskills
This SkillBuilder program is designed to supplement the chosen.
student’s classroom instruction and textbook. Each program
has a series of carefully selected skill levels. You choose the
combination of skills appropriate for the student(s) using
the program. SkillBuilders can help you teach one student,
pairs of students, or entire classes, whether you have one
computer or several.
For each question, choose the correct answer, and click OK.
For an incorrect response, you’ll receive a message such
as “Sorry, try again.” In some SkillBuilders, you will get a
hint as to the correct solution. You will get one more chance
to answer correctly. For a correct response on the second
attempt, you’ll receive a congratulatory message, followed
by the solution. If your second answer is incorrect, you will
receive the solution.
2 Choose the subskills you want to work on, and click OK.
The skills menu appears again.
68
Reading and Writing Strategies 7-8 143SB (cont.)
69
Reading and Writing Strategies 7-8 143SB (cont.)
6 Use the arrow keys to change the arthropod’s direction. The Racer game screen appears.
Note: Once you start the arthropod moving by pressing an
arrow key, you do not have to hold down the arrow keys to
keep it moving in the desired direction.
8 When you hear the frog croak, get out of the way (the
frog can attack only straight down).
9 After you have eaten all the bugs, leave through the
hole at the left side of the screen.
When the game is over, your score is shown, along with 6 Use the arrow keys to steer the car.
the top 10 scores. Speed bumps will slow the car down, and mud holes
11 Press OK to continue. cause the car to skid out of control.
Racer 7 Try to pick up gas cans, tools, and tires as you go around
the track, since this will give you extra points.
The object of Racer is to get around the track the number of
times required by your level as quickly as possible, while 8 If you wish to quit early, press ESC.
gaining points by picking up gas cans, tools, and tires along The game stops automatically after you have driven the
the way. number of laps required for the level, or when the time
runs out.
When the game is over, your score is shown, along with
the top 10 scores.
9 Press OK to continue.
Stepping Stones
The object of stepping stones is to turn all the stones from
blue to yellow and then to orange by stepping on them
before time runs out.
3 You can see the top 10 scores by clicking the Top Ten
button.
5 Click the Play button to play Racer. 1 To view instructions, click the Instructions button.
70
Reading and Writing Strategies 7-8 143SB (cont.)
2 You can choose the difficulty level by clicking the Treasure Hunt
Difficulty Levels button and selecting Easy, Medium, or
Hard. The object of Treasure Hunt is to gather all the coins and
escape through the door as quickly as possible, while
3 You can see the top 10 scores by clicking the Top Ten dodging the pirates who are trying to catch you.
button.
3 You can see the top 10 scores by clicking the Top Ten
6 Use the arrow keys to jump from stone to stone. button.
Stones turn yellow the first time you step on them, and 4 If you wish to quit without playing the game, click Exit
orange the second time. When bananas thrown by the Game.
monkey land on a stone, they turn the stone blue. Step
on the stone again to turn it yellow, and once more to 5 Click the Play button to play Treasure Hunt.
turn it orange. The Treasure Hunt game screen appears.
7 Pick up gems to get extra points.
8 Avoid the jumping monkey, since it will cause you to
stop and fall off the stone.
10 Press OK to continue.
71
Reading and Writing Strategies 7-8 143SB (cont.)
7 Pick up coins by moving over them. 7 Choose whether or not students may select the skills
and subskills they want to work on by selecting the
Flashing coins are worth more points.
appropriate boxes under Lessons.
8 When you have collected all the coins, leave through If you decide not to allow students to select skills and
the doorway at the top of the screen. subskills, click the Skills button and choose skills and
subskills as described earlier. Initial subskills are shown
9 If you wish to quit early, press ESC.
here:
The game stops automatically when the time runs out
or when you are captured by the pirates three times.
When the game is over, your score is shown, along
with the top 10 scores.
10 Press OK to continue.
Program Parameters
1 To change the settings for this program, log in to the
Orchard Manager as a teacher.
5 Check or uncheck the Sounds (music and sound effects) 8 Set the minimum number of questions required for
box to turn the audio for the games on or off. mastery.
6 Choose whether or not students may choose to play a If a student answers all the questions pertaining to
game after they complete the program by checking or a subskill correctly, this is the minimum number of
unchecking Game. questions he or she will see pertaining to that subskill.
72
Acknowledgments
The following kindly provided original material for use “Rediscover Canada,” WHERE Calgary Magazine, used with
in the Reading, Reseach, and Language Skills and Writing and permission.
Media Literacy programs. Permission to use materials is “Sailing In on Five Years of Memories” by Jack Cahill, used
gratefully acknowledged. Every effort has been made to with permission of The Toronto Star Syndicate.
secure permission from copyright holders.
“She’s Called Nova Scotia,” by Rita MacNeil, © Big Pond
Publishing, Warner/Chappell Canada.
“Ads in Our Schools,” editorial, reprinted with permission
“The Shark,” by E. J. Pratt, used with permission.
of The Toronto Star. ©University of Toronto Press Inc.
“African Creation Myth,” Anonymous. “Silence” by E. Gomringer, used with permission of ITP
“Don’t Tell Us What to Wear” by D. Martin, Toronto: ITP Nelson.
Nelson, used with permission of ITP Nelson.
“Stormy but Sublime,” p. 61, Reading Comprehension,
“The Fateful Night,” by Robert D. Ballard, from Exploring McGraw-Hill Children’s Publishing. Reading, used with
the Titanic by Robert Ballard. Reprinted with permission of permission, “Instructional Fair”-TS Denison.
Penguin Books Canada. “Survivor: An Eye-Witness Account of the Sinking of the
“Human Error Creates Serious Trouble on Mir,” reprinted Titanic,” by Maggie Goh, in Context One, Nelson, interview,
with permission of The Associated Press. copyright and permission by Nelson.
“In Just” by e. e. cummings, Copyright 1923,1951, ©1991 by “Thunder and Lightning” by Kathleen Arnott, from Tales
the Trustees for the e. e. cummings Trust. Copyright ©1976 from Africa, by permission of Oxford University Press.
by George James Firmage, from Complete Poems: 1904-1962
“Undefeated” by Robert Froman, used with permission of
by e. e. cummings, edited by George J. Firmage. Used by the estate of Robert Froman.
permission of Liveright Publishing Corporation.
“The Underwater Jungle,” p. 69, Reading Comprehension,
“In the Beginning” by Jackie Pearl Albany, from Tales from
McGraw-Hill Children’s Publishing, used with permission,
the Longhouse by Indian children of British Columbia, Gray’s
“Instructional Fair”-TS Denison.
Publishing, 1973 & 1975.
“What Do I Remember of the Evacuation” by Joy Kogawa,
“Johanna” by Jane Yolen, ©1978, used by permission of republished with the permission of the author Joy Kogawa.
Curtis Brown, Ltd. All rights reserved.
First published in A Choice of Dreams (McClelland and
“A Lesser Hero,” Ottawa Citizen Editorial, reprinted with Stewart, 1974).
permission from the Ottawa Citizen.
“Where does this come from - Bubble Gum?” ©1989 by H.I.
“Life Looks Better at the Ballyard,” Ottawa Citizen Peeples, Hodgkinson Report.
Editorial, reprinted with permission from the Ottawa “Why Mosquitoes Suck” by Patricia Gadsby, Discover
Citizen.
Magazine, August 1997, used by permission of Patricia
“The Midnight Visitor,” from Mystery and More Mystery Gadsby.
by Robert Arthur, illustrated by Saul Lambert. Text
“Writing Concise Sentences,” p. 81, D. Martin (1998), from
©1939, renewed 1967 by Robert Arthur. Illustration
Communicating Skills Grade 8 Student Text, 2nd edition,
copyright©1966 Random House, Inc. Used by permission ©1990. Reprinted with permission of Nelson Thomson
of Random House Children’s Books, a division of Random
Learning, a division of Thomson Learning.
House Inc.
“And Not a Drop to Drink,” Ottawa Citizen Editorial,
reprinted with permission from the Ottawa Citizen.
“Penny in the Dust” by Ernest Buckler, used by permission
of Curtis Brown, Ltd. All rights reserved.
“Picnicking Procedures,” Shape Magazine, used with
permission.
“The Promise” by John Steinbeck, from The Red Pony by
John Steinbeck, ©1933, 1937, 1938, renewed 1961, 1965, 1966
by John Steinbeck. Used by permission of Viking Penguin, a
division of Penguin Putnam Inc.
73
License and Warranty
Use of the software program on the enclosed discs is subject to the terms of this License Agreement. By using this software, you
signify that you have read the Agreement and accept its terms.
Siboney Learning Group’s sole warranty to you the purchaser is that the discs provided with this document, when used with the
specified equipment and system software, will perform substantially as described in this document for the warranty period. If
the discs are found to be defective, the full extent of our liability is the replacement of the discs or the refund of your money, at
our discretion, upon receipt of the defective discs; before returning discs to us, you must call or write for a Return Authorization
Number.
SIBONEY LEARNING GROUP makes no other warranties, oral or written, express or implied, including but not limited to
implied warranties of merchantability or fitness for a particular purpose. This limited warranty gives you specific legal rights,
and you may also have other rights, which vary from state to state. Siboney Learning Group shall not be liable for damage or
loss, direct or indirect, incidental or consequential, resulting from the use of or the inability to use this disc, even if Siboney
Learning Group has been notified of the possibility of such damage or loss. Such damages or losses include but are not limited to
loss of profits or income or damages or costs incurred as a result of loss of time or data. Some states do not allow the exclusion or
limitation of incidental or consequential damages, so the above limitations may not apply to you.
Macintosh is a registered trademark of Apple Computer, Inc. Windows 98/2000/ME/XP/NT are registered trademarks of
Microsoft Corporation. QuickTime is a registered trademark of Apple Computer, Inc. Java is a registered trademark of Sun
Microsystems, Inc. At the request of Apple Computer, Inc., we include the following statement:
Siboney Learning Group’s licensor(s) makes no warranties, express or implied including without
limitation the implied warranties of merchantability and fitness for a particular purpose,
regarding the software. Siboney Learning Group’s licensor(s) does not warrant, guarantee or
make any representations regarding the use or the results of the use of the software in
terms of its correctness, accuracy, reliability, currentness, or otherwise. The entire risk as to
the results and performance of the software is assumed by you. The exclusion of implied war-
ranties is not permitted by some jurisdictions. The above exclusion may not apply to you.
In no event will Siboney Learning Group’s licensor(s), and their directors, officers, employees, or
agents (collectively Siboney Learning Group’s Licensor) be liable to you for any consequential,
incidental or indirect damages (including damages for loss of business profits, business inter-
ruption, loss of business information, and the like) arising out of the use or inability to use
the software even if Siboney Learning Group’s licensor has been advised of the possibility of such
damages. Because some jurisdictions do not allow the exclusion or limitation of liability
for consequential or incidental damages, the above limitations may not apply to you. Siboney
Learning Group’s licensor’s liability to you for actual damages from any cause whatsoever, and regardless of the form of
the action [whether in contract, tort (including negligence), product liability or otherwise], will be limited to $50.
Orchard is the result of the talents of many people: teachers, designers, programmers, and graphic artists. The cost of
developing this program is recovered by its sale; illegal duplication of the software raises the cost to all legitimate users.
Please do not make illegal copies.
Program screens in this document were taken from the Windows version of the software. Macintosh screens may differ
slightly.
74
Orchard Software is
Published by: