to school. [email protected] regina.mcfarlan ... · Step 4: Work on the activities in Step 2-3 for about (approximately) 30 minutes each day 9-10 Week 4 Step 1: Work on

Days Activity READ 180

Read the instructions and complete the activities as directed. Attachments:

1. Self -Selected Daily Independent Reading Log (Log your 20 minutes each day until complete.

2. Segment 17: On the Front Lines Student Application Activities3. eRead Article Selections4. Workshop 5: Contagion Activities and Checkpoint Assessment

1-3Week 1 Step 1: Student Application Activities-Segment 17: On the Front Lines Sources

Read the On the Front Line Articles attached

Step 2: Read the directions and complete the work as directed for the Writing Prompt

Step 3: Work on the activities in Step 1 and 2 for about (approximately) 30 minutes each day for 3 days.

4-5Week 2

Step 1: Read Independently Read a book of interest for 20 minutes each day (This may be the one you are reading for another subject) Log your daily reading onto the READ 180 Daily Independent Reading Log attached for 1 week=5 days

Step 2: Read the eREAD Article –Could You Be A Hero? selection and complete the quick write on Day 4 Complete the activities in Step 2 for about 30 minutes

Step 3: Re-Read the eREAD article-Could You Be A Hero? and complete the quiz on Day 5 Work on the activity for about 30 minutes

READ 180 Activities Timeline

Technology-Free Alternative

READ 180 All assignments will be GRADED!

Please be sure to submit your completed packet NO LATER THAN 5 days upon returning

to school.

Please contact T. Fogle or R. McFarlan-Price for any additional support needed. Contact information: • [email protected]• [email protected]

6-8Week 3 Step 1: Read Workshop 5: Contagion Informational text called “Tiny Killers” directions and questions.

Step 2: Read the “Tiny Killers” Informational Text

Step 3: Re-read “Tiny Killers” and underline at least one important detail in each paragraph. Also, please draw a box around powerful words. After you read it the second time complete the close read practice activities. Step 4: Work on the activities in Step 2-3 for about (approximately) 30 minutes each day

9-10Week 4

Step 1: Work on the Workshop 5 Checkpoint Reading Assessment. Step 2: Work on Step 1 for 30 minutes each day for 2 days

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Page 1 of 2Universal | Student Application | Reading Zone | Segment B.17 | Level 6 | Anchor Text

On the Front LinesEducation, Not Isolation, for Ebola Workers

During the deadly Ebola epidemic in West Africa in 2014, many Americans were concerned that the virus might travel to the United States. They feared that medical and aid workers returning from Africa might themselves be infected with this incurable virus.

However, the US government has a plan in place to prevent the spread of this virus. All travelers returning from Ebola-infected areas are routed through one of five airports in the United States. Upon arrival, even travelers who show no symptoms of Ebola are screened, or examined for the disease. These travelers are then monitored every day for 21 days to ensure that they do not have the disease. Three weeks is the incubation period for the disease; if a person shows no symptoms after 21 days, they are considered free from Ebola. This system is highly effective; only four cases of Ebola have ever been documented in the United States.

Despite this fact, some states have taken even more drastic protective measures. Some returning medical and aid workers have been forced or pressured into isolation—even though they tested negative for the virus. Organizations like the United Nations have denounced this type of quarantine, calling it “scientifically unjustified.” They argue that Ebola is actually difficult to catch. It is not airborne, and it is not spread by people showing no symptoms. The virus is spread only through direct contact with an infected patient’s bodily fluids.

Education, not isolation, is the remedy for this situation. Once people understand the facts about how Ebola is spread, they will realize that isolation is not the answer. (Continued)

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Use for fluency practice.

Op-Ed/Persuasive Essay

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Universal | Student Application | Reading Zone | Segment B.17 | Level 6 | Anchor Text

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In fact, forced quarantines could potentially make the situation even worse. Forced quarantines could dissuade some workers from responding to Ebola epidemics in the first place. Fewer aid workers means that the disease could spread even further and infect even more people. Until the disease is controlled at its source, the danger that it will spread to other countries will continue to increase.

Medical and other aid workers already make great sacrifices to travel to other countries to fight this deadly disease. These workers are heroes, risking their own lives to save others. Their devotion to fighting Ebola should not be rewarded with the punishment of isolation. ■


On the Front Lines (Continued)

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On the Front LinesEbola is a vicious and deadly virus. It causes symptoms such as

raging fevers, headaches, and vomiting. Victims catch the virus through direct contact with infected blood, vomit, or other bodily fluids. Thus far, the disease has no cure. Fifty to sixty percent of victims die.

In 2014, the worst epidemic on record began. It started in Guinea, a country in West Africa. It quickly spread to neighboring Liberia and Sierra Leone. This poverty-stricken region already faced many challenges. Now, almost 800 people were dying each month. Doctors, nurses, and other volunteers hurried to the front lines, risking their own lives to help.

In Liberia, Dr. Jerry Brown was determined to find a remedy. So, he opened his country’s first Ebola treatment unit. Supplies were limited, but Brown gathered what he could—especially bleach to kill the virus.

Brown trained staff to disinfect equipment. Doctors, nurses, and medics wore protective suits. Despite precautions, ambulance driver Foday Gallah became ill. He contracted Ebola while helping a vomiting four-year-old boy.

Fortunately, both driver and boy recovered. Gallah soon proved his devotion to others by heading back to work. The epidemic was the worst of times. But it brought out the best in brave volunteers. ■

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On the Front LinesEmergency Management Specialists

A serious emergency, such as a bad storm or a killer disease, demands a rapid and effective response. For example, outbreaks of Ebola, an often-deadly virus, became a full-blown epidemic in three West African countries in 2014. It took devotion from many professionals such as doctors, nurses, and other health workers to get it under control. These people could quickly recognize the symptoms of Ebola and begin treating the victims. Who coordinated the effort and led the attack against Ebola? Many of the key people were emergency management specialists.

The field of emergency management is growing. As populations grow, the number of people affected by emergencies will also increase. An effective emergency management specialist is a person who is comfortable leading others in unpredictable, fast-changing, and often dangerous situations.

What do emergency management specialists do? First, they quickly size up the nature and scope of an emergency. Next, they come up with a plan, or a series of steps, for remedying problems. Then, they follow established procedures to put the plan into place. This step includes identifying the people needed, such as doctors and cleanup crews, as well as equipment and materials, such as protective clothing and hospital beds. In health emergencies, procedures may include caring for patients in an isolation ward to prevent a contagious disease from spreading.

To become an emergency management specialist, a student must take at least two years of related college courses. Just as important, he or she must demonstrate good communication and problem-solving skills. If you enjoy thinking on your feet, asking the right questions, and leading others to find solutions, this job might be for you. ■

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Profile/Biography

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Page 1 of 2Universal | Student Application | Writing Zone | Segment B.17 | Writing Prompt

On the Front LinesNow that you have finished the segment, write an essay in response to the prompts below. If you’ve already answered one of the prompts in the Writing Zone, select a different prompt from the options below.

Argument Writing Prompt Provide up to three reasons that support your argument. Write at least two pieces of evidence to support each reason.

Prompt

Should volunteers risk their own lives to fight deadly epidemics such as Ebola? Write an argument for or against.

TREEThesis statement

Reasons

Evidence

Ending

Thesis Statement

Reasons

Evidence

Ending

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Page 2 of 2Universal | Student Application | Writing Zone | Segment B.17 | Writing Prompt

Thesis Statement

Ideas

Details

Ending

TIDEThesis statement

Idea

Details

Ending

Prompt

Many people risk their lives to help fight deadly diseases. Tell about two people who fought on the front lines of the Ebola epidemic.

On the Front LinesInformative Writing Prompt Provide up to three ideas that support your essay. Write at least two details to support each idea.

Read 180 Daily Independent Reading Log Name:

1. Today I was surprised that…

2. My favorite part so far is when…

3. The main character made a mistake when…

4. I like the character named…because…

5. My favorite line I read today was…because…

6. This scene reminds me of the time…

7. A new word I read today is… I think it means…

8. Just like my character, I also…

9. I am wondering…

10. Today I learned…

11. Next, I predict that…

12. I couldn’t believe it when…

13. I like what the author wrote today because…

Weekly Score ___/50

Day/Date (2

pts/day)

Book Title (underlined and

capitalized) and Author (3 pts/day)

Start

Page (1

pt/day)

End Page

(1

pt/day)

Comments: Use a different starter each day from the space below. Remember to write at

least three sentences to earn full credit! (3 pts/day)

Daily Points: ___/10





Comment

Starters

1

Caption TK

Could You Be a Hero?Meet a teen who discovered her superpowers

in a life-or-death situation. Then learn how to

fi nd your own inner strength.

By Elizabeth Svoboda

It seemed like an ordinary bus ride home from

school for Graceanne Rumer. At the time, she was 17.

“It was a few days before midterms, and I was really

worn out,” Graceanne recalls. “I got on the bus and

told one of my friends, ‘I’m so tired, I just want to go

to sleep.’”

Graceanne Rumer is a hero—she saved a school bus full of people.

2

But within a few moments, Graceanne was

jolted awake. The bus driver had passed out

and the school bus was veering out of control—

straight into the oncoming lane of traffic.

Graceanne was gripped by panic. Still, she

managed to take action. She rushed to the front

of the bus, grabbed the wheel to steer the bus

away from oncoming cars, and then pulled safely

to the side of the road. Basically, she went on

superhero autopilot. “I didn’t think,” she says. “I

just kind of did it.”

The Hero Spectrum

To understand how ordinary people like

Graceanne become heroes, it helps to think of

heroism as a range of helpful acts. On one end

of the spectrum, you have feats of “everyday

heroism,” like helping someone cross the street.

These good deeds are relatively low-risk. And on

the other end, you have high-stakes heroism, like

rescuing someone from a burning building.

Phil Zimbardo, a pioneer in hero research, has

found that people who volunteer on a regular

basis are also more likely to behave heroically. By

flexing that generosity muscle so often, they may

be strengthening it, making them more likely to

take a grand heroic action, even when it means

facing personal risk. That means you can give

3

yourself “hero-in-training”

assignments: smile at the

homeless man you pass on

your way to school, tell a

great teacher how much

she means to you, or stick

up for a kid in your class

who’s getting bullied.

Scientists are still

studying the connections

between everyday

generosity and high-stakes

heroism, but real-life examples do point to a link.

After the Boston Marathon bombings, for example,

many doctors and nurses rushed into the fray to

aid victims. They didn’t have to pause and figure

out what to do—devoting themselves to others

day-in and day-out was perfect preparation.

Getting Schooled

It might seem unlikely that you could learn

to be a hero the same way you learn Spanish

or math, but Zimbardo and others believe you

can. Zimbardo founded the Heroic Imagination

Project (HIP), a San Francisco-based organization

dedicated to helping ordinary people become

everyday heroes.

Studies show that people who do volunteer work are likely to act in heroic ways.

4

Zimbardo and his HIP colleagues have devised

a “heroic education” curriculum for high school

students. Future heroes learn about obstacles that

may hold them back from behaving selflessly.

People are less likely to help when many others

are in the vicinity—a phenomenon known as the

“bystander effect.” Peer pressure can also come

into play. But being aware of a mental obstacle

can be half the battle.

Participants in the HIP programs felt it upped

their potential by teaching them to push past

their own resistance. One hero-in-training even

stepped in when he saw a bus rider having an

asthma attack. Though nobody else tried to help,

the student remembered what he’d learned at the

HIP and realized he didn’t want to fall prey to the

bystander effect. He got the driver to stop and led

the wheezing rider off the bus for help.

Can You Help?

Could you put yourself on the line for someone

else? By being kind and connecting to others on

a daily basis, you may find yourself ready to step

up in the same seemingly effortless way that a

superhero does. When the time comes for you

to shine, only you will know how you had been

purposely working toward your moment all along.

p. 1: © Jeff Fusco/Getty Images for Scholastic Inc.; p. 3: © KidStock/Getty Images.

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Could You Be a Hero?Dear DiaryImagine you are Graceanne Rumer. On the lines below, write a diary entry in which you explain what happened during the bus ride. Use details from the text in your entry.

Universal | Stage B | Independent Reading | QuickWrites

Could You Be A Hero?R180U - Quiz One

1. Graceanne Rumer became a hero when shestopped an out-of-control bus.ran into a burning building.saved someone from choking.started a charity organization.

2. The writer talked about "everyday heroism." What was an example?helping someone across the streetbaking a birthday cakebuilding shelters for the homelessgiving away old clothes

3. Zimbardo believes people can train themselves to be high-stakes heroes. They can trainthemselves by

learning a new language.doing lots of small heroic acts.keeping their grades up.getting their driver's licenses.

4. This article says that _____ and high-risk heroism may be connected.self-disciplinegenerositytruth-tellingclumsiness

Name: Date:

5. The Heroic Imagination Project helps people learn to be heroic. How?by teaching them about obstacles to being a heroby introducing them to firefighters and police officersby putting them in dangerous situationsby lending them comic books to read

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Universal | Stage B | Teacher Central | Workshop 5 | Fluency Text | Annotated Passage Page 1 of 2

(Continued)

Tiny Killersby Julia Graeper

The disease was called the Black Death. It arrived in the Italian city of Messina in 1347. By the time it left it had killed one-third of all people in Europe. No disease in history had ever been so deadly.

Skeletons represent the plague in this illustration. Townspeople rush to flee from the disease in a town in England.

The Black Death is another name for the bubonic plague. When it arrived in Europe in the 1300s, there was no known cure. People’s flesh rotted on their bodies. Their lungs filled with fluid and choked them. And there was nothing anyone could do. In fact, no one knew what the plague was or how it started.

We know now that the disease was caused by germs. It was spread by rodents and fleas. The germs lived inside the fleas. The fleas lived on top of small rodents. And the rodents lived near people. What kind of rodents spread the plague? They may have been rats. They may have been gerbils. Experts are not sure.

It was easy for a flea to jump from a rodent onto a person. Then the flea would bite the person. The germ entered the body through the bite. Once humans caught the plague from fleas, they spread it to other humans.

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2

3

Informational Text

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Universal | Stage B | Teacher Central | Workshop 5 | Fluency Text | Annotated Passage Page 2 of 2

People knew that rodents were dirty. And they knew that flea bites made people feel itchy. But people didn’t know about germs. People had no idea that germs caused the plague. They didn’t even know that germs existed. Germs are so small they cannot be seen without a microscope. Back in 1347, people lacked the tools to see germs. They didn’t know how to kill germs or stop them from spreading. The plague pandemic in Europe lasted for more than 10 years.

About 500 years later, germs finally were discovered. Once doctors knew the cause of the plague, they could work to find a cure. People could take steps to avoid getting sick. Doctors eventually developed medicines to treat all sorts of diseases—including the bubonic plague. By then, the plague had mostly disappeared. It was no longer killing huge numbers of people.

So without a cure, how did the plague stop being so deadly? People developed natural resistance. Their own bodies started to protect them. Towns were cleaner. So it was harder for germs to spread. The plague still exists today. But it is very rare.

Here’s something to think about: there are a lot of dangerous creatures on Earth. Think snakes, lions, bears, and wolves. Yet it is tiny germs that have been among the biggest killers in human history.

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5

6

7

Tiny Killers (Continued)

Photo: © North Wind Picture Archives

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Universal | Stage B | Teacher Central | Workshop 5 | Fluency Text | Practice Page 1 of 2

Close Reading

1. Key Idea

Why is this informational text called “Tiny Killers”?

2. Central Idea and Details

What caused the plague, and how did it spread?

Tiny Killers

(Continued)

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Page 2 of 2Universal | Stage B | Teacher Central | Workshop 5 | Fluency Text | Practice

Tiny Killers (Continued)

3. Vocabulary

What does the word rodent mean in paragraph 3? How did rodents help spread the plague?

4. React and Write

Which is more dangerous, a germ or an attacking lion?

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Page 1 of 9Universal | Stage B | ReaL Book | Workshop 5 | Interim Assessment | Level a

Workshop 5 Interim Assessment (Level a)

DIRECTIONS: This is a reading test. Follow the directions for each part of the test, and choose the best answer to each question.

PRACTICE QUESTION A

Use the dictionary entry to answer the question.

arm (ärm) noun 1. a limb of the human body that extends from the hand to the shoulder; 2. a sleeve on a piece of clothing; verb 3. to activate the fuse of a device; 4. to supply with tools to prepare for something

Which meaning of arm is used in the following sentence?

People can arm themselves against disease by washing their hands regularly.

A meaning 1

B meaning 2

C meaning 3

D meaning 4

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PRACTICE QUESTION B

Read the paragraph. Then answer the question.

Illnesses spread in different ways. Some illnesses come from insect bites. These include malaria and Lyme disease. Others are spread through the air. These include the flu and the common cold.

For each illness in the left column, check off a box in the center or right column with the description that best describes how the illness spreads.

Illness Spread by Insect Bite Spread Through the Air

flu

Lyme disease

malaria

common cold

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How the CDC Keeps Us Safe1 The Centers for Disease Control and Prevention (CDC) is an important

part of the United States government. It works to keep people safe from disease. The CDC tracks diseases around the world. It also helps fight diseases so they do not spread.

Watching Our Borders2 One of the CDC’s jobs is checking people entering the United States.

The CDC can stop sick people from coming into the country. CDC workers can send a sick person to a hospital to be kept in quarantine, or isolation. The ill person may be kept isolated for seven to 21 days. Keeping sick people isolated can help keep a disease from spreading.

3 It is not only sick people who are quarantined. Healthy people may be quarantined, too. Sometimes healthy people have been near a sick person. They may be held to see if they become sick.

4 The CDC has set up a number of quarantine centers. They are in places where travelers arrive, such as airports. Doctors and others work at airports’ quarantine centers. They check travelers to see if they are sick or need medical help.

Working Together5 Many people work with the CDC. For example, the CDC works closely

with many airlines. Airline workers tell the CDC if a passenger on a plane looks sick. When the plane lands, CDC workers check the passenger. They look for a contagious disease. They decide whether the sick person may be a risk to others. He or she may be sent to a hospital. Other people on the plane also may be checked to see if they have the disease. Flights or ships coming from places with a recent disease outbreak are watched closely.

6 The number of quarantine centers can vary. During a large disease outbreak, the CDC may open more centers. For example, a disease called SARS struck in 2003. The CDC raised the number of centers from 8 to 20.

Reading (Comprehension and Vocabulary)Read the passage. Then answer questions 1–7.

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Reading (Comprehension and Vocabulary) (Continued)

7 Working for the CDC can be a dangerous job. CDC workers need to be prepared. They may wear masks and full-body suits. This equipment can keep workers safe from diseases. CDC workers also know how to dispose of contaminated items safely, such as clothing or blood. CDC workers risk their own health to keep others safe.

1. What is the main purpose of the passage?

A to warn people about dangerous diseases

B to explain how the Centers for Disease Control and Prevention (CDC) protects people

C to describe the history of the world’s worst disease outbreaks

D to encourage people to work for the Centers for Disease Control and Prevention (CDC)

2. Use the dictionary entry to answer the question.

track (trak) noun 1. a mark left on the ground; 2. a line of rails on a railroad; verb 3. to observe the progress of something; 4. to follow a trail to locate an animal

Which meaning of track fits the way it used in paragraph 1?

A meaning 1

B meaning 2

C meaning 3

D meaning 4

3. What is a central idea of the Watching Our Borders section of the passage?

A CDC quarantine periods are too long.

B Doctors and other staff work at CDC quarantine centers.

C The CDC protects against disease by checking travelers who enter the United States.

D Some animals come into the United States from nations with disease outbreaks.

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4. In paragraph 2, what is the meaning of the word isolation?

A not isolated

B one who is isolated

C isolated again

D the state of being isolated

5. Which detail from the passage best supports the idea that many people work with the CDC to help it do its job?

A “The Centers for Disease Control and Prevention (CDC) is an important part of the United States government.”

B “Airline workers tell the CDC if a passenger on a plane looks sick.”

C “During a large disease outbreak, the CDC may open more centers.”

D “Working for the CDC can be a dangerous job.”

6. In paragraph 6, why does the author mention the SARS outbreak?

A to show how CDC workers train

B to show that CDC workers wear special suits for protection

C to show the limits of the CDC

D to show why the CDC opens more quarantine centers

7. Quarantines are important because they can help contain an illness. Which detail from the passage best supports this idea?

A “The CDC tracks diseases around the world.”

B “Keeping sick people isolated can help keep a disease from spreading.”

C “Doctors and others work at airports’ quarantine centers.”

D “Flights or ships coming from places with a recent disease outbreak are watched closely.”

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Directions: Read the passage. Then answer questions 8–14.

The Fight Against Ebola1 The Ebola virus was first found in Africa in 1976. There were outbreaks

in Sudan and the Democratic Republic of the Congo (DRC), formerly known as Zaire.

2 Ebola probably came from wild animals. It was somehow transmitted to people. It is highly contagious. It is spread by bodily fluids, such as blood or saliva. Ebola causes severe dehydration, exhaustion, pain, and fever. It can be deadly if not treated.

3 In 2014, an Ebola outbreak began in West Africa. It hit hardest in Liberia and Sierra Leone. Through early 2015, almost 25,000 people got the virus. More than 10,000 died. The virus spread fast because of weak health-care systems and resources. These places also did not have clean drinking water.

4 Many countries with Ebola outbreaks do not have enough doctors. In Liberia, there was only one doctor per 100,000 people. Health-care workers did not have the proper gear to handle people sick with Ebola. As a result, many of the workers got the virus. There was not enough room for sick people in hospitals so they were sent home. Then they infected the people around them.

5 Groups from around the world came to the aid of people in West Africa. Doctors Without Borders was one such organization. It sent doctors to help treat the people and teach them. These aid workers risked their own lives to help others.

6 Also, countries such as Great Britain and the United States gave money to help fight the virus. The money helped pay for health-care centers and protective clothing to aid workers. It also helped fund research to find a cure for the deadly virus.

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7 There is no cure for Ebola at this time. But scientists may have found a few good treatments. In 2014, they began testing two new drugs to see if they worked and were safe. One was used with some doctors in Africa, who had caught the virus and agreed to take the drug. It had not been tested on humans before. The doctors did not know the possible side effects. The doctors seemed to get well. So the drug may work. However, scientists need to learn more before more people use the drug.

8. In paragraph 2, what does exhaustion mean?

A not exhausted

B exhausted before

C the state of being exhausted

D a person who is exhausted

9. What is the main purpose of the passage?

A to persuade people to take care of their health

B to inform people about a dangerous disease

C to compare different diseases

D to entertain people with an interesting story


spread (spred) verb 1. to extend over a large area; 2. to apply something over an object in a layer; noun 3. a soft paste that can be applied to food; 4. a large meal

Which meaning of spread fits the way it is used in paragraph 2?

A meaning 1

B meaning 2

C meaning 3

D meaning 4

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11. In paragraph 4, why does the author most likely include information about doctors in Liberia?

A to compare different hospitals in Liberia

B to explain how Ebola was cured

C to describe the health-care challenges in Liberia

D to reveal how many people caught the Ebola virus

12. In the passage, the author shares information about different countries. Some countries had Ebola outbreaks, and some sent help to fight Ebola. For each country in the left column, check off a box in the center or right column with the description that best fits.

Country Had Ebola Outbreak

Sent Help to Fight Ebola

Liberia

Great Britain

United States

Democratic Republic of the Congo


treat (trēt) verb 1. to pay for someone else; 2. to try to heal or cure; 3. to apply a coating to an object; noun 4. an event that is out of the ordinary

Which meaning of treat fits the way it is used in paragraph 5?

A meaning 1

B meaning 2

C meaning 3

D meaning 4

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STOPHoughton Mifflin Harcourt conducts ongoing item analysis to assess item performance over time and with various student populations.

14. Countries need to work together to help stop the spread of deadly diseases. Which detail from the passage best supports this idea?

A “It hit hardest in Liberia and Sierra Leone.”

B “Many countries with Ebola outbreaks do not have enough doctors.”

C “Groups from around the world came to the aid of people in West Africa.”

D “There is no cure for Ebola at this time.”

to school. [email protected] regina.mcfarlan ... · Step 4: Work on the activities in Step 2-3 for about (approximately) 30 minutes each day 9-10 Week 4 Step 1: Work on

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