Language 7-9 Teacher Guide

Orchard Gold Star
Language Arts 7-9

Curriculum Bundle
Teacher’s Guide
LANGUAGE ARTS 7-9

Version 4.1 or Newer
Table of Contents
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
Writing and Media Literacy 8............................................................................................................................................................... 23
Introduction..................................................................................................................................................................................... 24
Using Writing and Media Literacy 8............................................................................................................................................ 24
Reading, Research, and Language Skills 8......................................................................................................................................... 29
Introduction..................................................................................................................................................................................... 30
Using Reading, Research, and Language Skills 8....................................................................................................................... 30
Reading Comprehension & Critical Thinking 2................................................................................................................................. 36
Introduction..................................................................................................................................................................................... 37
Using Reading Comprehension & Critical Thinking 2.............................................................................................................. 37
Reading Comprehension....................................................................................................................................................................... 43
Introduction..................................................................................................................................................................................... 45
Using Reading Comprehension.................................................................................................................................................... 46
Grammar: Advanced............................................................................................................................................................................. 50
Introduction..................................................................................................................................................................................... 50
Using Grammar: Advanced........................................................................................................................................................... 50
Playing the Games.......................................................................................................................................................................... 52
Parts of Speech: Advanced.................................................................................................................................................................... 56
Introduction..................................................................................................................................................................................... 57
Using Parts of Speech: Advanced................................................................................................................................................. 57
Playing the Game............................................................................................................................................................................ 58
Punctuation: Advanced......................................................................................................................................................................... 62
Introduction..................................................................................................................................................................................... 62
Using Punctuation: Advanced...................................................................................................................................................... 62
Playing the Game............................................................................................................................................................................ 63
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.)
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
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.
Reading Comprehension & Critical Thinking 2 205CC

This interactive, multimedia program engages students
with real-life situations and practice in effective
comprehension, abstract thinking, and problem solving.
Students watch an introductory video relating to a story
and critique and respond to the decisions the characters
make.

Skill Trees and Implementation/Integration Ideas
Skill Trees Objectives Implementation/Integration Ideas

Writing and Media Literacy Develop and implement a working Talk to students about the importance of making a good
7 178CC knowledge of the components and first impression when using written communication
effects of media in today’s society. such as a résumé, an e-mail, or a memo. Have students
Writing and Media Literacy
check each other’s work for errors in grammar, spelling,
8 180CC
capitalization, and punctuation using skills they learned
in other Skill Trees in 7-9 Language Arts.
Reading, Research, and Develop and implement written Show students examples of various types of writing
Language Skills 7 179CC and oral language skills while (e.g., advertisements, personal and business letters,
learning basic research and study novels, poems, magazine and newspaper articles,
Reading, Research, and
techniques. journal articles, instructions for computer programs or
Language Skills 8 181CC
small appliances, assembly instructions, etc.) and have
them talk about the purpose of each type of writing and
the style of language that is appropriate for each.
Grammar: Advanced 35SB Learn, practice, and reinforce Identify one of the skills as a Problem of the Week. Focus
advanced grammar and usage on this problem throughout class sessions. At the end of
skills. the week, assign just this skill as a computerized quiz.
Reading Comprehension & Practice reading strategies, find Allow students to select a story within one unit, or
Critical Thinking 2 205CC information in text, think about divide the class into groups and have each group go
complex problems, take notes in through one of the three stories in a unit. Use the Critical
an electronic format, and express Thinking exercises as “quick writes” for sharing ideas
thinking in writing. with a partner or small group.
Reading Comprehension Understand and identify key Complement each skill area with group activities
1-2 206-207CC elements of reading comprehension integrating a variety of texts students will encounter:
including details, inference, graphs, charts and tables, maps, schedules, and
main idea, sequence of events, instructions. Pair students based on reading level
vocabulary, and fact and opinion. proficiency and instruct them to extrapolate information
from a variety of media.
Parts of Speech: Advanced Learn, practice, and reinforce the After instruction on specific parts of speech is
40SB identification and correct usage of completed, assign this program and the corresponding
parts of speech. skills as a study and review session. Then assess and
evaluate using traditional tools.
Punctuation: Advanced Learn, practice, and reinforce Use this program to reinforce skills taught in class by
42SB advanced-level usage of having small groups work together to complete rounds
punctuation. of questions posed in the program. The step-by-step
area can offer discussion starters and help to struggling
groups.
Reading and Writing Learn, practice, and reinforce Use the passages and questions to model comprehension
Strategies 7-8 143SB necessary reading and writing strategies such as Think Aloud. Read the passage aloud.
strategies to communicate Then the students and teacher can talk about the passage
efficiently and effectively. and what they may need to review to fully understand
its context.

Accessing Assignments
For information on management system functions, such Entering Orchard as a Guest

as creating students and assigning students to classes, see
your Orchard Gold Star Teacher’s Guide. By entering Orchard as a Guest, students can quickly
access all available Orchard programs. This method
Entering Orchard as a Pre-Enrolled requires little teacher involvement. However, keep in mind
that when students use Orchard in the Guest mode, no
Student names, records, or bookmarks are kept. Therefore, it is not
Having students enter Orchard using a specific login name recommended that students frequently use this option.
not only allows you to monitor student progress through
1 Double-click the Orchard icon to open the login screen.*
the variety of records that are kept on each student, but it
also allows students to access individualized assignments 2 Click the Guest button.
tailored to their specific needs.
3 Enter the name by which you would like to be called.
Note: A student must be enrolled in at least one class within the
Orchard Manager to use this option. 4 Click OK.
1 Double-click the Orchard icon to open the login screen.* A screen showing the available Skill Trees appears.
2 Enter your login name and password, if required, and

click OK.
3 If you are enrolled in more than one class, you will be

asked to select a class.
5 Click a Skill Tree name, and then click OK to launch the

program.
Accessing Information on Assigned Skill

Trees
A screen showing your available Skill Trees for that class
appears. Instructors can access information on assigned Skill Trees.
1 Have the student log in and select a class.

The available Skill Trees are shown.
2 Right-click (Windows) or CONTROL+click (Macintosh)

any of the Skill Trees listed.
A Program Info screen appears with the Skill Tree name,
subject, grade level, type, and completion time.
4 Click a Skill Tree name, and then click OK to launch the

program.
*The Orchard icon is located by default in the Orchard folder. For

Windows users, the Orchard icon is also located by default in the Start
Menu. For Macintosh users, the Orchard icon is also located by default in 3 Click OK to return to the list of Skill Trees.
the Mac Dock menu.

Enrichment Core Remedial
Grade Levels K 1 2 3 4 5 6 7 8 9 10 11 12
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.)
Oral and Visual Communication (cont.)

Demonstrate the ability to concentrate by identifying main points and staying on topic •
Use repetition for emphasis •
Use tone of voice, gestures, variation in pace, and pauses when making presentations •
Speak clearly when making presentations •
Show respect for the presenter through active listening and viewing behaviors •
Rehearse and revise material to prepare for presentation •
Explain how sound and image work together to create an effect •
Identify descriptive and figurative language in oral and media texts •
Listen attentively and organize and classify information •
Identify various types of media works and techniques used in them •
Create and analyze media works •
Express and respond to a range of ideas and opinions concisely, clearly, and appropriately •
Describe the function of different elements in various media •
Introduction 2 Follow the instructions that introduce you to the tutorial

and tasks. Click the Tutorial or Tasks button at the
In Writing and Media Literacy 7, students learn to write bottom of the screen to see more information about
creatively and for real-life purposes at the Writer’s Block each.
center, where they work on a variety of writing types such
as scripts, poetry, e-mail, and memos. At the Radio Factory, • In the Tutorial, students learn about the drop-down
students design and produce their own radio programs. A menus and items in the tool bar of a word processor.
word processor is available through the program.
Using Writing and Media Literacy 7

1 After you log in and select Writing and Media Literacy 7
178CC, click on a location.
1 Click the Next button and the right arrow to

move through the tutorial.
Note: Click Next to see definitions of the items in the
menus, and click the right arrow when it flashes green
to go on to the next screen.
2 When you are finished with the tutorial, you can

Word Processor Training Center
return to the menu by clicking Menu in the lower
The Word Processor Training Center provides instruction left corner of the screen, or you can proceed to the
and practice in using a word processor. tasks by clicking Tasks in the center of the screen.
• In the Tasks, students are given five activities to
Tutorial and Tasks practice using the features of a word processor.
1 To learn about word processors and how to use them, 1 Click a task, and then click OK.
click Tutorial and Tasks.
2 Read the instructions, clicking the scroll bar as
needed to see all of the text.
10
Writer’s Block
The Writer’s Block offers four locations for learning about
and practicing writing styles and techniques.
1 Click one of the locations to begin an activity.
3 If you would like to print the task instructions,

click the Print Task button.
4 Click the Word Processor graphic to open the

word processor.
5 Follow the directions for completing the task.

Real Work Gym
6 When you are finished, save your work, and then
select Exit from the File menu to leave the word In this location, you’ll learn about and practice three
processor. different types of writing for business: memos, e-mails, and
business letters.
7 Click Menu to return to the task menu.
1 Listen to the introduction, and then click the doors to
8 Repeat steps 1-7 to complete another task, or click enter the “workout room.”
Menu to return to the Writing and Media Literacy
7 main menu. 2 Select a piece of equipment to begin a lesson:
The Memo Machine teaches you about the parts and
Word Processor structure of a memo and gives you practice writing a
1 Click the Word Processor graphic. memo.
A blank word processing screen appears for you to enter

your text.
2 When you are finished, save your work, and then click
Exit to leave the word processor.
11
The E-mail Exercycle explains the parts of an e-mail Haunted Mansion

message and allows you to practice writing an e-mail of
In the Haunted Mansion, you’ll learn about the narrative
your own.
elements of plot, setting, and character while you write a
mystery story.
1 Follow the on-screen instructions to brainstorm ideas,

describe a setting, develop characters, build a plotline,
and draft a story.
Business Letter Weights teaches you the format and

essential components of a business letter, while linking
paragraphs and using a variety of sentence structures.
3 Follow the on-screen instructions to learn about

the writing activity, access the word processor, and 2 When you are finished with the activity, click Menu to
complete the assignment. return to the Writer’s Block main menu.
4 When you are finished with the activity, click Menu to
return to the Real Work Gym main menu.
5 Repeat steps 2-4 to complete another activity, or click

Menu to return to the Writer’s Block main menu.
12
Theater Alliteration involves using an initial consonant sound

repeatedly.
In the Theater, you’ll explore the elements of plays and
play writing: characters, costumes, sets, lighting, props,
sound, and scripts. The focus is on script writing, and you’ll
explore a script and learn how to write dialogue for a play.
You’ll also write a monologue and a play script.
1 Follow the on-screen instructions to brainstorm ideas,

describe a setting, develop characters, build a plotline,
and draft a story.
Onomatopoeia refers to words that sound like what they

represent (e.g., hiss, bang, crunch).
Comparison Devices include metaphors, similes, and

personification.

return to the Writer’s Block main menu.
Poet Tree Café

In the Poet Tree Café, you’ll learn about poetic techniques
like alliteration, onomatopoeia, metaphors, similes, and
personification. You’ll practice these skills while composing
a menu for the café, and then you’ll write song lyrics,
create a parody of a nursery rhyme, and write a dramatic
monologue.
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.
5 Click the right arrow to continue.
13
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.
The Radio Factory introductory screen appears.
5 Click the check boxes in front of the program segments

to toggle on or off the availability of each segment to the
student(s).
Note: To see a brief description of the objectives for an activity,
rest the cursor on the activity name. The descriptions appear
as a ToolTip.
6 Click OK when you are finished.

2 Follow the on-screen instructions to put together your
radio show.
3 When you are finished, save your radio show.

4 Click Menu to return to the Writing and Media
Literacy 7 main menu.
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
Writing
•
for purpose and topic
structure
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
Identify and name the major parts of the sentence •
Use a variety of subordinate clauses correctly and appropriately according to purpose •
Read independently, selecting appropriate reading strategies •
•
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 •
15
Reading, Research, and Language Skills 7 179CC (cont.)
Reading and Research (cont.)

Examine techniques of persuasion •
Identify language and visual images that create mood •
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 •
Formulate relevant questions on a topic for research purposes •
Prepare and use a plan to access information from a variety of sources •
Use criteria to evaluate the currency, usefulness, and reliability of sources •
Organize information and ideas •
Make notes using headings, subheadings, and graphic organizers •
Assess information collected related to audience, purpose, and form •
Plan and carry out a research project •
Provide clear answers to questions and write well-constructed explanations or instructions •
Listen to and communicate connected ideas and relate carefully constructed narratives about real and fictional
•
events
Use appropriate tone of voice, gestures, variation in pace, and pauses when making presentations •
Speak clearly when making presentations •
Use repetition for emphasis •
Introduction Using Reading, Research, and Language

In Reading, Research, and Language Skills 7, you can either Skills 7
visit the Mountain Trails to work on your grammar,
punctuation, spelling, and vocabulary skills, or you can go 1 After you log in and select Reading, Research, and
to Books R Us, where you can focus on research skills and Language Skills 7 179CC, click on a location.
explore various forms of reading, including novel extracts
and short stories. A word processor and tutorial are also
available.
16
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,
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
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.
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.
your text.

to go to the next screen.

left corner of the screen, or you can proceed to the
tasks by clicking Tasks in the center of the screen. 2 When you are finished, save your work, and then select
• In the Tasks, students are given five activities to Exit from the File menu to leave the word processor.
practice using the features of a word processor.
17
Books R Us • In Creative Characters, you’ll learn about the qualities

that make fictional characters believable, and how
Books R Us offers four topics for learning about and to show a character’s personality through his or her
practicing reading and writing skills. actions, appearance, and speech.
1 Click one of the signs to begin an activity.
• In What’s Your Style, you’ll learn about formal and

informal writing styles and how to determine which
Reference is appropriate for a given situation.
The Reference section focuses on research and writing
skills. You will learn about different sources for locating
information (personal knowledge, interviews, and research
texts), create questions for research, take notes, and
organize research notes into an outline.
1 Follow the on-screen instructions to learn about sources

of information and how to examine what you know, ask
questions to expand the topic, organize what you know,
and write a short piece on the topic given.

return to the Books R Us main menu.
• In The Plot Thickens, you’ll learn about the elements

of plot.
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
2 Follow the on-screen instructions to complete the • In What About It?, you’ll learn about gathering
activities. information from research reports.
3 When you are finished, click Menu to return to the

Fiction menu.
4 Click Menu again to return to the Books R Us main

menu.
Do It Yourself
You’ll learn about the elements of writing to inform, and
you’ll have the opportunity to write instructions.
1 Read the introduction, and then choose an activity:

• In How to Do It, you’ll learn about what to consider
when writing instructions and procedures. You’ll
arrange the steps for a of couple activities in order,
and then you’ll write the steps for an activity of your
choosing. 2 Follow the on-screen instructions to complete the
activities.
3 When you are finished, click Menu to return to the

Books R Us main menu.
Adventure
In this section, you’ll learn techniques to help you get more
out of your reading.

• In Adventure with Words, you’ll learn how to
determine the meanings of unfamiliar words. You’ll
also learn about slang, jargon, and colloquialisms.
• In How Does It Work?, you’ll learn how to determine

the meanings of unfamiliar words by using context
and what you already know.
19
• 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.
• In Sailing Trip, you’ll learn reading techniques such

as skimming, scanning, and reading closely. You’ll • In Parts of a Sentence, you’ll learn about subjects,
also determine the main idea and supporting details predicates, direct and indirect objects, phrases,
of a short passage. clauses, modifiers, and subject completions.
• In Sentence Structure, you’ll learn about independent

2 Follow the on-screen instructions to complete the
and dependent clauses; simple, compound, and
activities.
complex sentences; and structural errors such as
3 When you are finished, click Menu to return to the sentence fragments, run-ons, and comma splices.
Books R Us main menu.
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
• 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.
3 If you selected either Parts of a Sentence or Sentence

Structure, select an activity:
• The pretest enables you to find out what you already
• In Parentheses, you’ll learn how to use parentheses
know about the topic. Immediate feedback is
to correctly punctuate a sentence that has either
provided for correct and incorrect answers.
an acronym that follows the full name or extra
• The tutorial provides instruction and examples of the information not necessary to include in the sentence.
topics. You will also use parentheses to denote stage
• In the practice, you identify examples of the concepts directions and to explain unfamiliar terms.
presented in the tutorials and receive feedback for
correct and incorrect answers.
• In the Path Quiz, you have the opportunity to take a

quiz on the topics covered in Periods and Parentheses.
• The checkpoint allows you to see if you have learned 3 If you selected either Periods or Parentheses, select an
the concepts presented in the tutorials. activity:
4 When you have finished the activity, click Menu to • The pretest enables you to find out what you already
return to the path. know about the topic. Immediate feedback is
provided for correct and incorrect answers.
5 You can either select another activity or click Menu
again to return to the Mountain Trails main menu. • The tutorial provides instruction and examples of the
topics.
Punctuation Path • In the practice, you identify examples of the concepts
In this section, you’ll learn about the proper use of presented in the tutorials and receive feedback for
periods and parentheses. You can also take a quiz over the correct and incorrect answers.
information presented on the Punctuation Path. • The checkpoint allows you to see if you have learned
the concepts presented in the tutorials.
21
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
program parameters are available for Reading, Research,
and Language Skills 7.
1 To change the settings for this program, log in to the

2 Select a class, and click OK.

3 Click Edit Class Parameters on the Classes tab, or select
Students tab.
You will see a list of programs to choose from.
• 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.

student(s).
• 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
Grade Levels K 1 2 3 4 5 6 7 8 9 10 11 12
8
Use writing for various purposes and in a range of contexts, including school work •
Writing
•
for their purpose and topic
structure
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 •
Use textual cues to construct meaning and interpret text (structures and elements of specific genres) •
Distinguish between fact and opinion •
23

Explain how sound and image work together to create an effect •
Identify descriptive and figurative language in oral and media texts •
Identify various types of media works and techniques used in them •
Create and analyze media works •
Describe the functions of different elements in various media •
Use resource materials to illustrate ideas in presentations •
Evaluate the effectiveness of informational media works •
Describe a media work, outlining its different parts and the steps and choices involved in planning and producing
it
•
Introduction Tutorial and Tasks

In Writing and Media Literacy 8, students learn to write for 1 To learn about word processors and how to use them,
various purposes and audiences at the Writers’ Passage, click Tutorial and Tasks.
where they work on a variety of writing types such as
poetry, a persuasive essay, and a career portfolio. At the 2 Follow the instructions that introduce you to the tutorial
Megashow, students explore how images and music can and tasks. Click the Tutorial or Tasks button at the
be combined to convey a message. A word processor is bottom of the screen to see more information about
available throughout the program. each.
Using Writing and Media Literacy 8

1 After you log in and select Writing and Media Literacy 8
180CC, click on a location.
• In the Tutorial, students learn about the drop-down

menus and items in the tool bar of a word processor.

Word Processor Training Center Note: Click Next to see definitions of the items in the
The Word Processor Training Center provides instruction to go to the next screen.
and practice in using a word processor.
tasks by clicking Tasks in the center of the screen.
24
• 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.
1 Click one of the locations to begin an activity.
1 Click a task, and then click OK.

2 Read the instructions, clicking the scroll bar as
needed to see all the text.
3 If you would like to print the task instructions,

4 Click the Word Processor graphic to open the

word processor. Transportation Depot
5 Follow the directions for completing the task. In this location, you’ll learn about the purpose of brochures
and flyers and develop a brochure and flyer of your own.
6 When you are finished, save your work, and then You’ll consider design, selection of information, audience,
select Exit from the File menu to leave the word purpose, and sentence variety.
processor.
1 Listen to the introduction, and then click Enter.
2 Follow the on-screen instructions to learn about
8 Repeat steps 1-7 to complete another task, or click the writing activity, access the word processor, and
Menu to return to the Writing and Media Literacy complete the assignments.
8 main menu.
Word Processor
1 To use the word processor, click the Word Processor
graphic.
your text.

return to the Writers’ Passage main menu.
Employment Center
In the Employment Center, you’ll assemble the information
25
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.
1 Listen to the introduction, and then click Enter to enter

the “courthouse.”
2 Follow the on-screen instructions to get an idea and

write a persuasive paragraph.

3 Click Menu to return to the Writer’s Block main menu.
My Portfolio
You can review your work at any time.
1 Click the My Portfolio button to see a list of projects you

worked on during your time in the Writers’ Passage.
Projects that you completed are in black, and projects
you have not yet done are in gray.
2 Click any of the black text to see your work for that
project.
3 When you are finished reviewing your work, click Menu

to return to the Writers’ Passage main menu.
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
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.
2 Click the Activity or Scores button to see information on

your progress through the lessons.
3 When you are finished, click Close to return to the main

menu.
3 Follow the on-screen instructions to learn about the

elements of megashows and to produce a show of your
own.
Program Parameters
program parameters are available for Writing and Media
Literacy 8.


Students tab.
4 Highlight Writing and Media Literacy 8 180CC, and

click Edit.
A parameters screen appears, showing the available
program segments.
27

student(s).


as a ToolTip.
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
Writing
•
for purpose and topic
structure
Organize information using paragraph structures appropriate to purpose •
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 •
Read a variety of fiction and nonfiction materials from various genres and for different purposes •
Read independently, selecting appropriate reading strategies •
•
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 •
29
Reading and Research (cont.)

Formulate relevant questions on a topic for research purposes •
Prepare and use a plan to access information from a variety of sources •
Use criteria to evaluate the currency, usefulness, and reliability of sources •
Make notes using headings, subheadings, and graphic organizers •
Distinguish between fact and opinion •
Identify and describe techniques used to create mood in literary texts •
Provide clear answers to questions and well-constructed explanations or instructions •
Listen attentively and organize and classify information •
Contribute and work constructively in groups: engage in dialogue to understand viewpoints of others, establish
clear purposes and procedures for solving problems and completing projects, contribute to group harmony,
organize and complete tasks, demonstrate respect, evaluate quality of contribution, set goals and plans, and plan
•
and facilitate small group activities to share information using a variety of engaging methods
Use the appropriate conventions of oral language in discussions and presentations •
Demonstrate the ability to concentrate by identifying main points and staying on topic •
Adjust delivery to suit the size of different groups •
Introduction Using Reading, Research, and Language

In Reading, Research, and Language Skills 8, you can either Skills 8
visit The River to work on grammar, spelling, punctuation,
and sentence structure, or you can go to The Mall, where 1 After you log in and select Reading, Research, and
you can focus on developing your reading and research Language Skills 8 181CC, click on a location.
skills. A word processor and tutorial are also available.
30
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,
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.
• 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.

8 Repeat steps 1-7 to complete another task, or click
Menu to return to the Reading, Research, and
Language Skills 8 main menu.
Word Processor
1 To use the word processor, click the Word Processor
graphic.
your text.

to go on to the next screen.

tasks by clicking Tasks in the center of the screen.
• In the Tasks, students are given five activities to
practice using the features of a word processor.
2 When you are finished, save your work, and then select
Exit from the File menu to leave the word processor.
31
The Mall • Current Affairs focuses on the structure of a news

article, reading for facts, and organizing the facts.
The Mall offers four topics for learning about and
practicing reading and writing skills.
• The Quiz tests you on your understanding of

newspaper articles.
Newspaper Kiosk
The Newspaper Kiosk teaches about certain parts of the
newspaper.

• In Editorials, you’ll learn about the structure of
opinion pieces, how to support opinions, and
how to influence readers through denotation and
connotation. You’ll write a letter to the editor that
presents and supports an argument.

activities.

return to the Mall main menu.
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
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.
3 When you are finished, click Menu to return to the main

menu.
Antique Shop
You’ll learn about the elements of different types of fiction
at the Antique Shop.
1 Read the introduction and then choose an activity:

• In Myths, you’ll learn about the characteristics of
myths, in addition to reading, interpeting, and
analyzing myths.

activities.
Note: Click the lower right corner of the book pages to turn
the pages.

menu.
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.

menu.
33
My Portfolio 3 For each topic, you have a choice of activities:

You can review your work at any time. • The pretest enables you to find out what you already
know about the topic. Immediate feedback is
1 Click the My Portfolio button to see a list of projects you provided for correct and incorrect answers.
have worked on during your time in The Mall.
Projects that you completed are in black, and projects
you have not yet done are in gray.
2 Click any of the buttons with black text to see your work
for that project.
3 When you are finished reviewing your work, click Menu

to return to the Mall main menu.
The River
Activities in The River focus on instruction and practice of
grammar, spelling, punctuation, and sentence structure.
1 Click The River.

The River main menu appears. • The tutorial provides instruction and examples of the
topics.
2 Click one of the topics:

• The final test determines if you have learned the
• Commas 1 focuses on punctuating introductory
concepts presented in the tutorials.
phrases and clauses.
• Commas 2 concentrates on using commas for items in
a series, including words, phrases, and clauses.
• In Dash, you’ll learn about correct placement of em
dashes.
• Ellipsis teaches how to use ellipses to represent
omitted text.
• Pronouns focuses on subjective and objective cases for
pronouns.
• In Spelling, you’ll learn how to spell words within
the context of three activities: Historical Perspective,
About Rafting, and Creating a Problem.
• Titles shows you how to indicate titles of songs,
poems, books, magazines, movies, and newspapers.
Note: Activities in The River work much like a word
• Speech focuses on punctuating direct speech and processor. Click in the answer space to place the cursor, and
correctly using quotation marks, capitalization, use the keyboard to add or delete punctuation as appropriate.
commas, end punctuation, and speaker tags.
34
4 When you have finished the activity, click Menu to

return to the topic menu.
5 To return to the River main menu, click Menu again.
Program Parameters
program parameters are available for Reading, Research,
and Language Skills 8.


Students tab.
4 Highlight Reading, Research, and Language Skills 8

181CC, and click Edit.
A parameters screen appears, showing the available
program segments.

to toggle on or off the availability of that segment to the
student(s).
as a ToolTip.
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.
No Time for Excuses

A girl argues with her parents about balancing
extracurricular activities and helping around the house.
Unit 2
Who's Minding the House?

When older kids come over while his parents are not at
home, a boy must decide whether to do nothing or demand
that they leave before the party gets out of control.
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.
I'm Not a Little Kid Anymore!

A boy and his parents usually spend a lot of time together;
however, he thinks that his parents may be helping him too
1 After logging in and selecting this Skill Tree, an
much and would like to make his own decisions.
introduction screen appears, presenting the components
of the program. Click the right or left arrows to move
through the Introduction, or click Skip Introduction to
begin the program. Each story in this Skill Tree consists
of three parts: The Story, Comprehension Questions,
and Critical Thinking activities. You may freely move
37
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.
4 The story begins. Reading Strategies appear on the left

side of the screen.
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
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.
Note: If you click Quit in the middle of a story, you will be

able to choose yes or no if you would like to continue where
you left off when you access this Skill Tree again.
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.
9 Click the right arrow to move to the next question. If

you select the wrong answer, you are prompted to try
again by referring to the text of the story or clicking
7 The Comprehension Questions tab lists 10 questions
Hint. When you are finished answering all of the
about the story designed to push you to think at a
questions, you will see a screen showing your score.
deeper level than what is explicitly contained in the text.
At least half of the Comprehension Questions require
inference, a building block of critical thinking ability.
Click on the answer choices to hear them read aloud (the
cursor will change to a voice bubble). Click the letter
of the answer to highlight it, and click Submit Answer
to check your work. Use the arrow buttons to move
forward or backward through the questions (you may
also use the arrows on the keyboard).
39
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.
Click Submit when you are finished with the activity

and want to submit it for the teacher to read. A check
mark will appear in the “Completed” column for this
activity in the Critical Thinking tab.
Click Print to print your answer.
Click Notepad to read your notes to find information

that you typed or copied from the story. Click any of the
notes you copied into the Notepad. This will highlight
the section within the story where the note came from.
Click the Critical Thinking tab to return to the activity.
What Happens Next? - You continue the story in

narrative or expository form.
Has This Ever Happened to You? - Tell what you did in

a similar situation.
Advise Me! - Provide advice to the main character as if

he or she were your own sibling.
Changing Critical Decisions - Identify critical decision

points in the story, the consequences, and alternative
decisions that could have been made.
This activity requires you to identify at least two

decisions made by the main character in the story and
consider how those decisions, if made differently, would
have impacted the plot. For example, for Unit 1, Story 1, Note: The teacher may view the submitted written responses
Bullies, the first decision point could be when Matthew to the Critical Thinking activities by selecting Portfolio
decides to talk to the boys who bullied him and Report from the Report List in the Orchard Manager. The
apologize, resulting in the bullies further taunting him. text will not appear in the students’ portfolios until they click
A second decision point may be that Matthew decides Submit.
to talk to a guidance counselor, resulting in a course of
action to resolve the bullying problem.
40
12 Click Has This Ever Happened to You? An instruction

screen appears. Read the instructions, and click Start to
enter your text. Write about how you handled a similar
situation in your own life, what you did, and what
happened as a result of the decisions you made. Click
Notepad to view your notes to help you complete this
exercise. When you are finished, click Save Draft or
Submit.
Program Parameters
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.
5 From the Stories panel, select which stories are available

14 Click Changing Critical Decisions. An instruction screen to your students by checking or unchecking the boxes.
appears. Click Start to enter your text. Describe two key (Note: Only one grade level/Unit will be available if you are
places in the story where the main character made a using Orchard for Your State.)
decision that influenced the plot. Number the decisions
Decision 1 and Decision 2. Examples are given; scroll
down to see all of the examples. Click Notepad to view
your notes to help you complete this exercise. When you
are finished, click Save Draft or Submit.
41
6 From the Activities panel, check the Comprehension

Questions box if you would like this activity to be
available to your students. Adjust the Mastery Percent
to determine the percentage a student must get correct
to receive a star (indicating mastery) or check mark
(indicating completion). The default setting is 90 percent
(i.e., a student must answer 90% of the questions
correctly to achieve mastery).
Check or uncheck Critical Thinking Activities to make
these activities available or unavailable to your students.
Check Print Enabled if you would like to allow students
to print their responses.
Check or uncheck Block Inappropriate Student Entries.
If a student types an inappropriate word in a text field,
it automatically will be deleted if this box is checked.
7 From the Voice and Video panel, check or uncheck
the Video box. If Video is unchecked, the voice for the
introductory video will be played, but the video will not
(you will see a still of the video).
If the Read Story box is not checked, the “Chunk
Highlighting” option will be unavailable and the Hear
Story button will not appear to students. Turn Chunk
Highlighting on if you would like the story read aloud
with sections of the story highlighted for the student to
follow along. Turn it off to hear the story without the
highlighting when you click Hear Story.
If Read Questions, etc. is not checked, the questions/
instructions will not be read aloud when the student
clicks on them (i.e., the cursor will not change to a voice
bubble, allowing the student to hear the text aloud when
they click on it).
Check Display Introduction if you would like the
Introduction screens displayed automatically when a
student accesses the Skill Tree.
8 When you have selected the desired settings, click OK to
return to the Orchard Manager.
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.)
Fact and Opinion

Understand that a fact is a true, accurate statement that can be proven • •
Understand that an opinion is a belief or feeling about something • •
Distinguish between factual information and opinions • •
Decide whether a sentence out of context is a factual piece of information • •
Use dates and events from a reading to identify factual information • •
Reading Comprehension 1 • Recommended ♦ Review and Reinforcement
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 Comprehension 2 • Recommended ♦ Review and Reinforcement
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
Introduction Determination of Levels of Difficulty

The Reading Comprehension series is a diagnostic and All items, including those on the diagnostic tests, were
prescriptive tutorial program that develops reading tested by approximately 250 secondary-level students. The
comprehension across the curriculum and meets the items were then ranked according to difficulty (measured
recommendations of the latest research on reading by student performance) and correlated with standardized
intervention. Combining both assessment and remediation, test scores in reading comprehension on the CTBS and SAT.
the program is especially effective in developing and
improving the skills needed to read textbooks and job- Approximate Times
related technical manuals.
Diagnostic Tests: 15-20 minutes for each test
Reading Comprehension 1 (grades 7-8, 206CC) and
2 (grades 8-9, 207CC) first diagnose each learner’s Skill Area Programs: 20-30 minutes per level
developmental skill level in the areas of main idea, By beginning at his or her own proficiency level and
details, vocabulary, inference, sequence, and, in Reading advancing to the next levels on the basis of his or her
Comprehension 1 (206CC) only, fact and opinion. Once success, a learner should be reasonably successful at each
these levels are determined, the learner is automatically level. A given level will take longer to complete for a
prescribed individualized instruction at the appropriate student who is doing well than for a student whose lesson
level. This instructionally efficient method ensures the ends early because he or she misses too many points to be
development of strong fundamental comprehension skills able to achieve the mastery percentage.
that also help raise reading scores.
The passages include text reading, graphs, charts and Rationale
tables, maps, and schedules. The lessons assist learners
The rate of language arts development varies greatly
with the transition to textbooks and other print materials,
from student to student and is dependent upon many
preparing them for state competency tests as well as the
factors beyond an instructor’s control. Although teaching
GED and other national reading objectives.
the same content to all learners at the same time is fairly
effective, nearly all learners need additional reinforcement,
Levels practice, and review. In classes where there is a wide range
Several types of educational levels are relative to this of proficiency levels among students, where learners
program. First, there is the instructional level of the come from diverse backgrounds and where home and
curriculum. The content of the five levels in each skill area community factors may inhibit retention, a program like
parallels that which is recommended in state curriculum Reading Comprehension enables the busy instructor
guides and that which is used in major language arts to provide manageable, individualized instruction and
textbook series for the appropriate grades. For example, immediate feedback. In addition, this program gives each
Level 8 of Inference contains material that would normally learner the opportunity to master language arts skills at his
be introduced in the eighth grade. or her own pace, taking as much or as little time as needed
to feel comfortable with the material.
Next is the readability level, which has been controlled and
set at levels appropriate to each unit. The Bormuth and Fry
Readability Indexes were used to evaluate and test passage
readabilities. Finally, there is the interest level of the text
itself, which ranges from upper elementary to adult, ABE,
and GED, with obvious readability constraints.
The careful fusion of these levels makes Reading
Comprehension a valuable program for developmental
use in upper-elementary and secondary grades and
for remedial use in community college and adult basic
education.
Reading Comprehension 1: reading levels 3-8
Reading Comprehension 2: reading levels 6-10
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
Using Reading Comprehension Activities

Navigation Reading Comprehension 1 is comprised of six activities
(Inference, Vocabulary, Details, Main Idea, Sequence, and
Click the Reading button to return to the Fact or Opinion). Reading Comprehension 2 features the
passage from the glossary or from a question same activities except Fact or Opinion.
screen.
Main Menu
Click the Questions button to return to the
questions from the reading. When you have completed the initial Pretest for each
activity, the circle in the Pretest column will change from
Click the Glossary button to access the glossary a green circle with an arrow to a filled orange circle
for the current activity. indicating completion. The column indicating level will
have a partially filled orange circle indicating that you have
Click the Help button to get information on not completed that activity. The circle will be filled when it
navigation in the lessons and how to use the is completed.
Glossary.
Click the Hear It icon to have the
information on the screen read to you.
Click the arrow buttons on the bottom

of the screen to move backward and
forward through the activity.
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
2 Read the passage and then answer a series of questions

that follow. Click the letter of your answer choice. Click
the right arrow to move to the next question. Note: In the
Pretest, once you have answered a question, you may not go
back and change your answer.
Click on the highlighted words to see their definitions in

the glossary.
3 When you are finished answering a group of questions

about the first passage, you will see a second, third, and
fourth passage, each with a series of questions for a total
of 14 questions.
4 When you complete the Pretest for the activity you

have chosen, you will see a screen showing your score
and initial level for that activity. A circle will apear in
the level column on the Main Menu indicating your
level. To advance to the next level, you must achieve the
mastery percentage set by a teacher or administrator
(see Program Parameters). The default mastery
percentage is 69 percent.
After reading the definition in the glossary, click the
At the point at which you have lost too many points
Reading button to return to the passage.
to achieve mastery for the level you are working
on, the lesson automatically discontinues. If you
2 Click the right arrow to see the entire passage. Read the
complete a level with a score at or above the mastery
question, and click the number of the correct answer.
percentage, you are assigned to the next level. If you
You will get 2 points for each correct response. Click the
score lower than the mastery percentage or if the level is
Reading button to review the text, if needed. Click the
discontinued because of a low score, you will repeat the
right arrow button to check your work. You may keep
previous level for remediation. If the Instructional Alerts
track of your points at the bottom of the screen.
feature is set (see Program Parameters), multiple activity
failures will present you with a notice to “Contact
your instructor.” Contact your instructor, or click OK
to repeat the level or select a different assigned skill, if
available.
Lessons
After the Pretest, the activity begins at your prescribed

level. Each lesson has 16 questions worth 32 points.
1 Read a short passage, using the arrow buttons to move

among the pages.
47
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.

Students tab.
4 Highlight Reading Comprehension 1 or 2, and click

Edit.

A settings screen appears, showing the available
program segments and options.
3 When you are finished answering all of the questions,
you will see a screen showing your score.
5 To change the mastery percentage, click and drag the

slider to the desired percentage. The default master
If you get a high enough score, you will advance to the percentage is 69 percent. To advance to the next level in
next level until you complete all of the levels for an an activity, the student must answer this percentage of
activity. Continue with the Inference activity or click questions correctly.
Menu to return to the Main Menu and select another
activity. 6 By default, students will have access to all skills and
will start each skill by taking a Pretest. To eliminate user
If you get too many questions wrong, you will start the access to certain skills, click to uncheck the boxes for
previous level again. The level you did not pass will those skills under Skill Settings.
show a green circle with an arrow in it.
7 To change the users’ initial assignment in a skill, click
the arrow in the drop-down menu and select either
Pretest or a specific level. (Reading Comprehension 1
features Pretest and Levels 3-8 in the drop-down menu.
Reading Comprehension 2 features Pretest and Levels
6-10 in the drop-down menu.)
Note: If the Pretest is indicated here, students will start the

skill by taking the Pretest, which will assign them to a level
based on their performance. If you choose a level, all students
assigned the skill will begin at that level, regardless of ability.
48
8 Use the Sound checkbox under Sound Settings to turn

on or off the ability to hear the activity and instructions
read aloud. Use the drop-down menu next to Sound to
select either a male or female voice.
9 Under Instructional Settings, if you set the Instructional

Alerts feature, you will receive a message when the
student exits the program if he or she does not achieve
the mastery percentage for an activity more than the
selected number of times. The default setting is 3; you
may select 1-9 times from the drop-down menu. Select
the number of times the student may fail to achieve the
mastery percentage before you receive a message in the
Messages tab.
Use the Level Progression drop-down menu to change

the progression of instructional flow:
Continuous: The student moves directly into the next

activity in the skill after completing an activity. If the
student fails to reach the mastery percentage, he or she
returns immediately to the previous activity. The default
setting is Continuous.
Return to Skills: When the student completes the

activity, he or she is sent to the Main Menu screen.
10 Click OK to return to the Orchard Manager.
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.
1 Select a skill to work on by clicking the check box next to

the skill.
2 Choose the specific subskill(s) you want, and click OK.
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.
1 If you wish to view tutorial material on the

lesson, click the Introduction button.
In Program Parameters you can turn the tutorial
off, make it required, or give the student the
option to use it. (See Program Parameters later.)
2 If you would like to answer a sample problem,

click the Sample button.
Sample problems are not scored.
The background color of the control panel changes as 3 To review definitions, rules, and examples for
you make your choice. the specific question types, click the Review
An introduction screen appears, listing the skills to be button.
presented.
4 If you would like to see your current score, click
the Check Mark button.
The screen displays the raw score, the percent correct,
and the percent required to play the game.
5 Click the OK button to answer a question and

move to the next screen.
After you have completed a practice lesson or a
test, you are shown your scores and a new control panel.
If options are set to student’s choice (see Program

Parameters), you must choose to complete a practice
lesson or take a test. In both cases, the score is kept and
recorded in the management system.
4 If you wish to work on a practice lesson using

the skills you have chosen, click the Pencil
button.
If you choose a practice lesson, you have three chances
to answer a problem correctly. Immediate feedback is 6 If you mastered the percent specified in the
given for incorrect answers. You may receive additional Program Parameters, you may click the Treasure
information to help guide you to the correct answer. Chest button to play Blackbeard’s Ghost
(Windows) or the Stepping Stones button to
5 Alternatively, you may take a test by clicking the
play Stepping Stones (Mac).
Pen button.
See instructions for playing Blackbeard’s Ghost
If you take a test, you are presented with a
and Stepping Stones below.
problem and have only one chance to answer correctly.
7 If you want to continue answering a new set of
questions, click the Restart button.
51
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
After clicking the Stepping Stones button (Mac), the

Stepping Stones introduction screen appears.
1 To get instructions, click the Instructions button.

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.
4 If you wish to quit without playing the game, click Exit

Game.
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.
button.

Game.
5 Click Play as Tass or Play as Tingo to play Stepping

Stones as that character.
You are the figure at the top of the screen in the

doorway. The object is to collect the coins and escape
without being caught by the ghost. If the ghost catches
52
The Stepping Stones game screen appears. Program Parameters


Students tab.
4 Highlight Grammar: Advanced 35SB, and click OK.

Five menus are accessible from Program Parameters:
File, Preferences, Options, Lessons, and Reward Game.
Windows users (both students and teachers) also see
the About menu. This menu is the same as the Apple
About menu in the Macintosh version and contains the
6 Use the arrow keys to jump from stone to stone.
program version and credits. Macintosh users also may
Stones turn orange the first time you step on them, access a Help menu.
and red the second time. When bananas thrown by the
baboon land on a stone, they turn the stone green. Step
on the stone again to turn it orange, and once more to
turn it red. Preferences Menu
7 Pick up gems to get extra points. Items in the Preferences menu are available to students if
the teacher allows access in the Options menu.
8 Avoid the coiled, jumping snake, since it will cause you
to slip off the stone and fall. Sound
9 If you wish to quit early, press ESC. • To turn the sound on, select Preferences  Sound  On.
The game stops automatically after you have turned all • To turn the sound off, select Preferences  Sound 
the stones red, when time runs out, or when you fall for Off.
the third time.
When the game is over, your score is shown, along with
Background Colors
the top 10 scores. • To change the background colors, select Background
Colors from the Preferences menu.
The Background Colors screen appears.
• Click the desired background, and click OK.
Skills
1 To change the skills you are working on, select Skills
from the Preferences menu.
2 Select thedesired skills and subskills as described earlier

in the Using Grammar: Advanced section.
53
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.
Each time you select a skill, a subskill menu appears.
2 Use the dialog boxes to select skills and subskills for

your students to work on.
The default selections are shown in the following
column.
54
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.
6 When you are finished setting test parameters, click OK.
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.
2 To view program information on a Macintosh, select

About Grammar: Advanced in the Apple menu.
3 Click OK to close the About window.
Saving Your Changes

To save changes that you made to Program Parameters,
choose Exit (Windows users) or Quit (Macintosh users).
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.)
Introduction 3 If Yes is checked in the Let Students Choose Background

Colors command (this is the default), you will have the
Parts of Speech: Advanced focuses on identifying gerunds, option to choose a background color. After you make
participles, objects of prepositions, predicate nouns, your selection, click OK.
predicate adjectives, and advanced nouns, verbs, adjectives,
adverbs, conjunctions, prepositions, and interjections. The
program includes tutorials, practice, and tests. Learners
who achieve the preset mastery level can play a fun and
motivating reward game.
Using Parts of Speech: Advanced

After logging in to Orchard and selecting Parts of Speech:
Advanced, a dialog box appears asking you to choose skills.

the skill.
The background color of the control panel changes as

you make your choice.
An introduction screen appears, listing the skills to be
presented.
A second dialog box opens when certain skills

(i.e., nouns, pronouns, verbs, adjectives, adverbs,
conjunctions, and prepositions) are selected. For more
information about the subskills, see the Skills subsection
under Program Parameters later.

Parameters later), you must choose to work a practice
lesson or take a test. In both cases, the score is kept and
recorded in the management system.
4 If you wish to work on a practice lesson on the

skills you have chosen, click the Pencil button.
If you work a practice lesson, you have three chances to
2 Choose the specific subskill(s) you want, and click OK.
answer each problem correctly. Immediate feedback is
You return to the skills dialog box, where you may given for incorrect answers. You may receive additional
choose additional skills. information to help guide you to the correct answer.

Pen button.
If you take a test, you have only one chance to correctly
answer each problem.
The Control Panel

Each SkillBuilder program offers several features to aid
in the learning process. These features can be accessed
through the control panel, which is the column of icons on
the left side of the screen. Many of the items that appear in
in this manual.
57
1 If you wish to view tutorial material on the Playing the Game

After clicking the Treasure Chest button, the Blackbeard’s
In Program Parameters you can turn the tutorial Ghost introduction screen appears.

3 To review definitions, rules, and examples for

the specific question types, click the Review
button.
4 If you would like to see your current score, click

The screen displays the raw score, the percent
correct, and the percent required to play the game.
5 Click the OK button to answer a question and

move to the next screen. 1 To get instructions, click the Instructions button.
After you have completed a practice lesson or a 2 You can choose the difficulty level by clicking the
test, you are shown your scores and a new control panel. Difficulty Levels button and selecting Easy, Medium, or
Hard.
button.

Game.
5 Click the Play button to play Blackbeard’s Ghost.

The Blackbeard’s Ghost game screen appears.
6 If you mastered the percent specified in the

Program Parameters, you may click the Treasure
Chest button to play Blackbeard’s Ghost.
See instructions for playing Blackbeard’s Ghost
below.

8 If you’d like to print your scores, click the Print

button.
You are the figure in the doorway at the top of the
9 To exit the program and return to the Orchard screen. The object is to collect the coins and escape
without being caught by the ghost. If the ghost catches
you, you are vaporized. You get three chances to collect
the coins and escape.
6 Use the arrow keys to move through the castle.

7 Pick up coins by moving over them.
58
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
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,
4 Highlight Parts of Speech: Advanced 40SB, and click
Edit.
Background Colors
Five menus are accessible from Program Parameters:
File, Preferences, Options, Lessons, and Reward Game.
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
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.
Skills
Sound 1 Select Skills from the Lessons menu.
• 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
2 Click the desired background and click OK.
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
The default selections are shown below.
3 Click the Sample button next to a subskill to view a

sample question.
4 When you are done selecting skills and subskills,

click OK on the Skills menu to return to the Orchard
Manager.
Practice Format
1 To establish the format of the practice questions, select
Practice Format from the Lessons menu.
2 The introduction provides explanatory material,

including definitions and examples. Decide if the
introduction should be required, turned off, or
accessible at the student’s choice.
3 Determine whether to allow students to review the

introductory material during the practice session.
4 Set the number of questions in a practice session from 1

to 25.
5 Determine whether or not students can try sample

questions before beginning a lesson.
Orchard Manager.
6 When you are finished setting practice parameters, click

OK.
60
Test Format About Parts of Speech: Advanced
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.

About Parts of Speech: Advanced in the Apple menu.
Saving Your Changes

choose Exit (Windows users) or Quit (Macintosh users)
from the File menu.
2 The introduction provides explanatory material

including examples. Decide if the introduction should
be required, turned off, or accessible at the student’s
choice.
3 Determine whether to allow students to review the

introductory material during a test.

5 Determine whether or not students can try sample
questions before beginning a test.
Orchard Manager.
Reward Game
The default setting is for the game to be available to
students.
1 If you wish to make the game unavailable to students,

select Reward Game  Blackbeard’s Ghost  Inactive.
2 To make the game available to students, select Reward

Game  Blackbeard’s Ghost  Active.

answer correctly to play the game, select Percent to Play
from the Reward Game menu, type a new percentage,
and click OK.
4 To view the players who have the 10 highest game

scores, select Top 10 Players from the Reward Game
menu.
To clear the top 10 players, click Clear Names, and then
click Yes.
61
Grade Levels K 1 2 3 4 5 6 7 8 9 10 11 12
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.

the skill.
A second dialog box opens when certain skills (i.e.,

sentences, phrases, series, separators, and joiners) are
selected. For more information about the subskills, see
the Skills subsection under Program Parameters later. An introduction screen appears, listing the skills to be
2 Choose the specific subskill(s) you want, and click OK. presented.
62
Punctuation: Advanced 42SB (cont.)

Parameters later), you must choose to work on a practice 5 Click the OK button to answer a question and
lesson or take a test. In both cases, the score is kept and move to the next screen.
recorded in the management system. After you have completed a practice lesson or a
test, you are shown your scores and a new control panel.
4 If you wish to work on a practice lesson on the

skills you have chosen, click the Pencil button. 6 If you mastered the percent specified in the
Program Parameters, you may click the Snake
If you work a practice lesson, you have three button to play Snakebite.
chances to answer a problem correctly. Immediate
feedback is given for incorrect answers. You may receive See instructions for playing Snakebite below.
additional information to help guide you to the correct
answer.
8 If you’d like to print your scores, click the Print
Pen button.
button.
If you take a test, you are presented with a
problem and have only one chance to answer correctly. 9 To exit the program and return to the Orchard
The Control Panel
Each SkillBuilder program offers several features to aid Playing the Game
in the learning process. These features can be accessed
After clicking the Snake button, the Snakebite introduction
through the control panel, which is the column of icons on
screen appears.
the left side of the screen. Many of the items that appear in
in this manual.
1 If you wish to view tutorial material on the

In Program Parameters you can turn the tutorial

3 To review definitions, rules, and examples for

the specific question types, click the Review
button.
4 If you would like to see your current score, click 1 To get instructions, click the Instructions button.
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
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.
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
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
6 Use the arrow keys to change the snake’s direction.
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
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).
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,
64
Background Colors
• If you do not want students to change the background
color, select Options  Let Student Choose Background
Colors  No.
Lessons Menu
students will work on and select a format for the practice
and tests.
Skills
1 Select Skills from the Lessons menu.
3 Click the Sample button next to a subskill to view a

sample question.
4 When you are done selecting skills and subskills, click

OK on the Skills menu.
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.
2 Use the dialog boxes to select skills for your students to
work on.
The default selections are shown below.
The introduction provides explanatory material

including definitions and examples.
2 Decide if the introduction should be required, turned

off, or accessible at the student’s choice.
3 Determine whether or not to allow students to review

the introductory material during the practice session.
4 Set the number of questions in a practice session from 1

to 25.

before beginning a lesson.
Orchard Manager.
65
6 When you are finished setting practice parameters, click • To clear the top 10 players, click Clear Names, and
OK. then click Yes.
Test Format About Punctuation: Advanced
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.

About Punctuation: Advanced in the Apple menu.
Saving Your Changes

choose Exit (Windows users) or Quit (Macintosh users).
The introduction provides explanatory material

including examples.
2 Decide if the introduction should be required, turned

off, or accessible at the student’s choice.
3 Determine whether or not to allow students to review

the introductory material during a test.

before beginning a test.
Orchard Manager.
Reward Game
The default setting is for the game to be available to
students.
1 If you wish to make the game unavailable to students,

select Reward Game  Snakebite  Inactive.
2 To make the game available to students, select Reward

Game  Snakebite  Active.

answer correctly to play the game, select Percent to Play
from the Reward Game menu, type a new percentage,
and click OK.
4 To view the players who have the 10 highest game

scores, select Top 10 Players from the Reward Game
menu.
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.
Using Reading and Writing Strategies 7-8

After logging in to Orchard and selecting Reading and
Writing Strategies 7-8, a dialog box appears asking you to
choose skills (if the parameters are set to allow students to
choose skills; see Program Parameters later).

the skill.
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.
A second dialog box opens.
2 Choose the subskills you want to work on, and click OK.
The skills menu appears again.
3 Either choose another skill, or click OK to begin.
68
Menus At the Scores screen, you have several options:

The File Menu • To receive more problems using the skills already
assigned but not yet mastered, click Restart.
The File Menu offers the following options:
• To select one of three games to play, click Games.
• Print Setup, which allows you to select a printer, the
paper size, and the orientation • To print the scores screen, click Print.
• Print, which allows you to print your score (only • To leave the program, click Exit.
available at the Scores screen at the end of a lesson)
• End Lesson, which skips the lesson content and takes
Playing the Games
you to the Scores screen
Arthropod
• Exit, which ends Reading and Writing Strategies 7-8 and
takes you back to the program selection screen (Quit on The object of Arthropod is to eat all the bugs and escape
Macintosh) through the hole before time runs out.
The Preferences Menu

1 To toggle the sound on or off, click Sound Enabled.
2 To select skills to work on, choose Skills from the
Preferences menu and select skills and subskills as
described earlier.
Note: You may only change the skills you are working on
before you start answering questions.
The Help Menu

1 To see instructions for the program, select Instructions
from the Help menu.
2 To see information on the program, select About from

the Help menu (Windows only).
Finishing the Program
When you have answered the required number of Difficulty Levels button and selecting Easy, Medium, or
questions, you will see a Scores screen which shows your Hard.
scores.
button.
4 If you wish to quit without playing the game, click Exit.

5 Click the Play button to play Arthropod.
The Arthropod game screen appears.
You may need to answer fewer than 10 questions to master

all assigned/selected skills and subskills and be taken to the
Scores screen.
69
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.
7 Eat as many bugs as you can during the allotted time

by moving the arthropod over them.
Gold bugs are worth more points. The arthropod
grows as it eats.
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.
10 If you wish to quit early, press ESC.

The game stops automatically after the time runs out, You’ll hear five beeps as the dots in the upper left corner
or after the arthropod “dies” three times by either of the screen turn white in the middle. When the final
running into the wall or getting eaten by the frog. dot turns white, the car will move forward.
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.
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.

Difficulty Levels button and selecting Easy, Medium, or
Hard.
button.

Game.
5 Click the Play button to play Racer. 1 To view instructions, click the Instructions button.
70
2 You can choose the difficulty level by clicking the Treasure Hunt
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.
4 If you wish to quit without playing the game, click Exit.

5 Click Play As Zade or Play As Zelda to play Stepping
Stones as that character.
The Stepping Stones game screen appears.

Hard.
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.

The game stops automatically after you have turned all
the stones orange, when time runs out, or when you fall
for the third time.
You are the figure at the top of the screen in the

doorway. The object is to collect the coins and escape
without being caught by the pirates. If the pirates catch
you, you start over at the top of the screen. You get three
chances to collect the coins and escape.
6 Use the arrow keys to move through the castle.
71
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
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
here:
The game stops automatically when the time runs out
or when you are captured by the pirates three times.
Program Parameters

Students tab.
4 Highlight Reading and Writing Strategies 7-8 143SB, and

click Edit.
The Settings screen appears. Default settings are shown
here.
Note: If you allow students to choose their own skills, they

will be able to choose from all of the skills in the program.
Setting skills through the program parameters will not limit
the skills from which students may choose.
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.
9 Determine the percent correct required for mastery,

which is the percent of questions a student must answer
correctly before mastery is achieved.
The default setting is 80 percent, or a minimum of four
of five questions answered correctly.
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
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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.
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Language 7-9 Teacher Guide

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Language 7-9 Teacher Guide

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Orchard Gold Star

Language Arts 7-9

LANGUAGE ARTS 7-9

Reading Comprehension & Critical Thinking 2 205CC

Skill Trees Objectives Implementation/Integration Ideas

For information on management system functions, such Entering Orchard as a Guest

2 Enter your login name and password, if required, and

3 If you are enrolled in more than one class, you will be

5 Click a Skill Tree name, and then click OK to launch the

Accessing Information on Assigned Skill

1 Have the student log in and select a class.

2 Right-click (Windows) or CONTROL+click (Macintosh)

4 Click a Skill Tree name, and then click OK to launch the

*The Orchard icon is located by default in the Orchard folder. For

Enrichment Core Remedial

Oral and Visual Communication (cont.)

Introduction 2 Follow the instructions that introduce you to the tutorial

Using Writing and Media Literacy 7

1 Click the Next button and the right arrow to

2 When you are finished with the tutorial, you can

1 Click one of the locations to begin an activity.

3 If you would like to print the task instructions,

4 Click the Word Processor graphic to open the

5 Follow the directions for completing the task.

A blank word processing screen appears for you to enter

The E-mail Exercycle explains the parts of an e-mail Haunted Mansion

1 Follow the on-screen instructions to brainstorm ideas,

Business Letter Weights teaches you the format and

3 Follow the on-screen instructions to learn about

5 Repeat steps 2-4 to complete another activity, or click

Theater Alliteration involves using an initial consonant sound

1 Follow the on-screen instructions to brainstorm ideas,

Onomatopoeia refers to words that sound like what they

Comparison Devices include metaphors, similes, and

2 When you are finished with the activity, click Menu to

Poet Tree Café

5 Click the right arrow to continue.

The Radio Factory introductory screen appears.

5 Click the check boxes in front of the program segments

6 Click OK when you are finished.

3 When you are finished, save your radio show.

Enrichment Core Remedial

Reading and Research (cont.)

Introduction Using Reading, Research, and Language

1 Click the Next button and the right arrow to

2 When you are finished with the tutorial, you can

Books R Us • In Creative Characters, you’ll learn about the qualities

• In What’s Your Style, you’ll learn about formal and

1 Follow the on-screen instructions to learn about sources

2 When you are finished with the activity, click Menu to

• In The Plot Thickens, you’ll learn about the elements

3 When you are finished, click Menu to return to the

4 Click Menu again to return to the Books R Us main

1 Read the introduction, and then choose an activity:

3 When you are finished, click Menu to return to the

1 Read the introduction, and then choose an activity:

• In How Does It Work?, you’ll learn how to determine

• In Sailing Trip, you’ll learn reading techniques such

• In Sentence Structure, you’ll learn about independent

1 Click one of the signs to begin an activity.

3 If you selected either Parts of a Sentence or Sentence

• In the Path Quiz, you have the opportunity to take a

1 To change the settings for this program, log in to the