ARI Reading Intervention

174

Cold Read WPM: Track Baseline

Hot Read WPM: Aim for +15% WPM

1. Why is Maya feeling distant from Julian?

VD3 | KEY

a He joined the track team and wears a varsity jacket. b They moved to completely different schools. c He ignores her to sit with his new circle of teammates.

TEACHER ANNOTATED EDITION — FOR INSTRUCTIONAL USE ONLY ANSWER KEY FILLED

Tethered Threads (Teacher)

TEACHER GUIDE & KEY

VD4 | VOCAB (5 min): Repeat: estranged! All read aloud: in the text and definition. Think about it, can people become estranged without a fight? (T&T) Repeat protocol for amicable.

Vocabulary

VD5 | MORPHOLOGY (5 min): Teacher reviews the morphology list then students independently read each word and peel off the root by circling/identifying it.

Morphology: Root Finder (Answer Key)

Directions: Circle the Latin or Greek roots (e.g., path, syn, cred, tract, vol, chron) in the words below.

nonconformist

symphonic

chronological

incredible

extraction

benevolent

synchronize

interactive

VD6 | DECODING (5 min): We know you know all the steps to break down words. Let’s simplify it—if we figure out what the word is, that is the goal.
1. divide out morphemes.
2. separate syllables so each one has a vowel sound and makes sense—be flexible with where you divide until it sounds right.
(In debrief, check that kids can read the words, don’t focus on divisions.)

Decoding: Divide into Syllables (Answers)

1. Divide out morphemes (prefixes, suffixes, roots).
2. Divide the rest so each syllable has one vowel sound—be flexible!

1.   un / syn / chron / ized

2.   in / cred / u / li / ty

3.   ex / trac / tion

4.   be / nev / o / lence

5.   a / pa / thet / ic

6.   bi / o / de / grad / a / ble

7.   in / ter / de / pend / ence

Page 2

TEACHER ANNOTATED EDITION — FOR INSTRUCTIONAL USE ONLY ANSWER KEY FILLED

Tethered Threads (Teacher)

TEACHER GUIDE & KEY

VD7 | ENCODING (3 min): 1. Repeat: synchronize. Spell: syn. Spell: chron. Spell: ize.
2. Repeat: benevolent. Spell: be. Spell: nev. Spell: o. Spell: lent.

Encoding: Spell the Syllables You Hear (Key)

1. synchronize

2. benevolent

Partner Fluency Reading (Annotated)

VD8 | PARTNER ROUND 1 (3 min): This is the same text from yesterday’s Cold and Hot read because repeated practice makes our reading even stronger.
Partner 1 reads their section to Partner 2, then it is partner 2’s turn. Read clearly and loud enough. Partners respectfully give feedback if stuck.

Partner 1:

Maya remembered the day Julian changed. It was sophomore year when he joined the track team. Suddenly, his afternoons were filled with practice, and his weekends were spent at distant meets. Maya was left with her sketchbooks and the quiet hum of her own thoughts. She tried to be happy for him, but the distance between them grew like an unbridgeable chasm, leaving her feeling left behind.

Partner 2:

Julian felt the pressure mounting daily. He had to maintain his track scholarship path while keeping up his grades. He missed his easy, laughing conversations with Maya, but every time he tried to reach out, he felt an awkwardness he couldn't explain. He saw her sketching by the old oak tree and wanted to sit down, but his new teammates were calling him over to the lockers.

1. Why did the distance grow between Maya and Julian?

The distance grew because Julian joined the track team and got busy

VD9 | PARTNER ROUND 2: Now let’s do a partner read to launch today’s independent read. Read your section/listen to your partner’s section. Read so the other can hear and ask for help when stuck.

Partner 1:

One rainy Friday afternoon, Maya dropped her large portfolio in the crowded hallway. Papers scattered like autumn leaves under the stampede of rushing students. Nobody stopped. She felt a wave of intense humiliation, her private sketches exposed to indifferent stares. Then, a hand reached down and grabbed a charcoal drawing of their favorite childhood attic space.

Partner 2:

It was Julian. He didn't say a word, just knelt down in the middle of the hallway and carefully gathered the sheets. The track team was waiting near the main exit, shouting for him to hurry up, but he ignored them. He handed the papers back to her, his eyes carrying a quiet apology that words had failed to deliver for months.

2. What did Julian do when Maya dropped her portfolio?

Julian knelt down and carefully picked up and gathered the sheets

(flip the page) Page 3 (Teacher Edition)

TEACHER ANNOTATED EDITION — FOR INSTRUCTIONAL USE ONLY ANSWER KEY FILLED

Tethered Threads (Teacher)

TEACHER GUIDE & KEY

VD10 | IND INDEPENDENT (15 min): We’ll put all our practice into work now by reading independently in our heads. As you get to a question, answer it. (It is critical teachers silently monitor rather than narrating or explaining text whole group.)

Independent Reading

“Thanks,” Maya muttered, her voice barely audible over the loud locker doors slamming around them. Julian smiled, that familiar, lopsided grin that she hadn't seen in nearly a year. “These drawings are amazing, Maya,” he said, pointing to the sketch of the attic. “You still have the details perfect. I miss that old place.” She felt a sudden lump in her throat, unable to speak.

The track captain yelled from the end of the hall, “Hey, Julian! Coach is starting the meeting!” Julian looked toward the doors, then back at Maya. “Go,” she said gently, swallowing her sadness. “Don't be late.” He hesitated, then stood up. “I'll talk to you later, okay?” he promised. Maya watched him jog away, wondering if 'later' was just another empty word people said to be polite.

But that evening, her phone buzzed with a text message from Julian: Stoop in ten? Maya walked down to her front porch, wrapping her thick knit cardigan tight against the autumn chill. Exactly ten minutes later, Julian jogged up, holding two warm cups of hot cocoa. He sat on the wooden stoop and handed her one.

“I'm sorry,” he said simply. “I got caught up in trying to fit in. I missed my best friend.” Maya took a slow sip, the warmth spreading through her. “I missed you too,” she said. They sat in the comfortable silence of old friends. The thread between them had stretched, but it hadn't broken.

1. What did Julian bring to Maya's porch?

VD13 KEY

He brought two cups of hot cocoa / chocolate

2. What does Maya realize about their friendship?

VD12/14 KEY

She realizes that the thread between them had stretched, but it hadn't broken / snapped

Page 4 (Teacher Edition)

Morphology: Prefix Finder

Directions: Circle the prefixes (e.g., non, re, un, mis, super, de, inter, mid) in the words below.

nonstop

retake

unfold

misplay

superstar

defend

interlock

midseason

Decoding: Divide into Syllables

1. Divide out morphemes (prefixes, suffixes, roots).
2. Divide the rest so each syllable has one vowel sound—be flexible!

1.   d e f e n s i v e

2.   r e a l l o c a t e

3.   m o m e n t u m

4.   m i d s e a s o n

5.   i n t e r l o c k

6.   n o n f u n c t i o n a l

Page 2

Gridiron Glory

STUDENT PACKET

Encoding: Spell the Syllables You Hear

Partner Fluency Reading

Partner 1:

Marcus stood in the huddle, his heart pounding. The coach had called a play they had only practiced twice. It was a screen pass to their speediest running back, Leo. Marcus had to fake a handoff to the fullback first, then turn and flip the ball quickly. He looked at Leo, who nodded back confidently.

Partner 2:

Leo was nervous too, but he kept his focus. He knew the offensive line had to block their defenders just long enough for Marcus to get the pass off. If the defense got through too quickly, the play would fail, and they would lose their chance to win the game, ending their playoff hopes.

1. What play did the coach call in the huddle?

The coach called a play they had only practiced

Partner 1:

“Blue forty-two! Blue forty-two! Hut, hut, hike!” Marcus yelled. The ball snapped into his hands. He took three quick steps back, faked the handoff, and saw a huge defender rushing right toward him. He stayed calm, leaped slightly, and tossed the ball over the defender's outstretched arms.

Partner 2:

Leo caught the ball in stride. He saw an opening on the left side of the field and accelerated. His teammates laid down two key blocks, clearing his path. He raced past the twenty-yard line, the ten-yard line, and dived into the end zone for a touchdown, making the crowd go wild.

2. Where did Leo dive with the ball?

Leo dived into the

(flip the page) Page 3

Gridiron Glory

STUDENT PACKET

Independent Reading

The crowd erupted in cheers as the referee raised his arms to signal a touchdown. Marcus ran down the field, shouting with joy, and threw his arms around Leo. They had done it. They had tied the game with only seconds left on the clock. But the game wasn't won yet. They still needed to kick the extra point to take the lead.

Marcus was the holder for the kick, and the pressure was back on his shoulders. He looked up at the yellow posts, taking a deep breath to steady his shaking hands. Marcus knelt on the turf, marking the spot where the ball would go. He looked at the kicker, Sam, who was wiping sweat from his forehead. “Just like practice,” Marcus whispered, offering a reassuring nod.

The ball snapped. It was a high, wobbly snap, but Marcus reached up, caught it cleanly, and pinned it to the turf with the laces facing away. Sam kicked it. The ball sailed high and true, splitting the yellow uprights as the final buzzer sounded.

The stadium exploded as teammates rushed the field, lifting Marcus and Leo onto their shoulders. Marcus smiled, holding the game ball tight. He had proved he belonged on the gridiron.

1. Who was the kicker?

The kicker was

2. What did Marcus hold tight at the end?

He held the game

Page 4

1. Why is Marcus playing in today's game?

VD3 | KEY

a He is the team's regular starting quarterback. b The starting quarterback had a minor injury. c The coach wanted to try a completely new quarterback.

TEACHER ANNOTATED EDITION — FOR INSTRUCTIONAL USE ONLY ANSWER KEY FILLED

Gridiron Glory (Teacher)

TEACHER GUIDE & KEY

VD4 | VOCAB (5 min): Repeat: momentum! All read aloud: in the text and definition. Think about it, how does a sports team lose momentum? (T&T) Repeat protocol for huddle.

Vocabulary

VD5 | MORPHOLOGY (5 min): Teacher reviews the morphology list then students independently read each word and peel off the prefix by circling/identifying it.

Morphology: Prefix Finder (Answer Key)

Directions: Circle the prefixes (e.g., non, re, un, mis, super, de, inter, mid) in the words below.

nonstop

retake

unfold

misplay

superstar

defend

interlock

midseason

VD6 | DECODING (5 min): We know you know all the steps to break down words. Let’s simplify it—if we figure out what the word is, that is the goal.
1. divide out morphemes.
2. separate syllables so each one has a vowel sound and makes sense—be flexible with where you divide until it sounds right.
(In debrief, check that kids can read the words, don’t focus on divisions.)

Decoding: Divide into Syllables (Answers)

1. Divide out morphemes (prefixes, suffixes, roots).
2. Divide the rest so each syllable has one vowel sound—be flexible!

1.   de / fen / sive

2.   re / al / lo / cate

3.   mo / men / tum

4.   mid / sea / son

5.   in / ter / lock

6.   non / func / tion / al

Page 2

TEACHER ANNOTATED EDITION — FOR INSTRUCTIONAL USE ONLY ANSWER KEY FILLED

Gridiron Glory (Teacher)

TEACHER GUIDE & KEY

VD7 | ENCODING (3 min): 1. Repeat: defensive. Spell: de. Spell: fen. Spell: sive.
2. Repeat: momentum. Spell: mo. Spell: men. Spell: tum.

Encoding: Spell the Syllables You Hear (Key)

1. defensive

2. momentum

Partner Fluency Reading (Annotated)

VD8 | PARTNER ROUND 1 (3 min): This is the same text from yesterday’s Cold and Hot read because repeated practice makes our reading even stronger.
Partner 1 reads their section to Partner 2, then it is partner 2’s turn. Read clearly and loud enough. Partners respectfully give feedback if stuck.

Partner 1:

Marcus stood in the huddle, his heart pounding. The coach had called a play they had only practiced twice. It was a screen pass to their speediest running back, Leo. Marcus had to fake a handoff to the fullback first, then turn and flip the ball quickly. He looked at Leo, who nodded back confidently.

Partner 2:

Leo was nervous too, but he kept his focus. He knew the offensive line had to block their defenders just long enough for Marcus to get the pass off. If the defense got through too quickly, the play would fail, and they would lose their chance to win the game, ending their playoff hopes.

1. What play did the coach call in the huddle?

The coach called a play they had only practiced twice / two times

VD9 | PARTNER ROUND 2: Now let’s do a partner read to launch today’s independent read. Read your section/listen to your partner’s section. Read so the other can hear and ask for help when stuck.

Partner 1:

“Blue forty-two! Blue forty-two! Hut, hut, hike!” Marcus yelled. The ball snapped into his hands. He took three quick steps back, faked the handoff, and saw a huge defender rushing right toward him. He stayed calm, leaped slightly, and tossed the ball over the defender's outstretched arms.

Partner 2:

Leo caught the ball in stride. He saw an opening on the left side of the field and accelerated. His teammates laid down two key blocks, clearing his path. He raced past the twenty-yard line, the ten-yard line, and dived into the end zone for a touchdown, making the crowd go wild.

2. Where did Leo dive with the ball?

Leo dived into the end zone / touchdown zone

(flip the page) Page 3 (Teacher Edition)

TEACHER ANNOTATED EDITION — FOR INSTRUCTIONAL USE ONLY ANSWER KEY FILLED

Gridiron Glory (Teacher)

TEACHER GUIDE & KEY

VD10 | IND INDEPENDENT (15 min): We’ll put all our practice into work now by reading independently in our heads. As you get to a question, answer it. (It is critical teachers silently monitor rather than narrating or explaining text whole group.)

Independent Reading

The crowd erupted in cheers as the referee raised his arms to signal a touchdown. Marcus ran down the field, shouting with joy, and threw his arms around Leo. They had done it. They had tied the game with only seconds left on the clock. But the game wasn't won yet. They still needed to kick the extra point to take the lead.

Marcus was the holder for the kick, and the pressure was back on his shoulders. He looked up at the yellow posts, taking a deep breath to steady his shaking hands. Marcus knelt on the turf, marking the spot where the ball would go. He looked at the kicker, Sam, who was wiping sweat from his forehead. “Just like practice,” Marcus whispered, offering a reassuring nod.

The ball snapped. It was a high, wobbly snap, but Marcus reached up, caught it cleanly, and pinned it to the turf with the laces facing away. Sam kicked it. The ball sailed high and true, splitting the yellow uprights as the final buzzer sounded.

The stadium exploded as teammates rushed the field, lifting Marcus and Leo onto their shoulders. Marcus smiled, holding the game ball tight. He had proved he belonged on the gridiron.

1. Who was the kicker?

VD13 KEY

The kicker was Sam

2. What did Marcus hold tight at the end?

VD12/14 KEY

He held the game ball / football

Page 4 (Teacher Edition)

Morphology: Affix & Morpheme Finder

Directions: Circle the prefixes (e.g., inter-, trans-, dis-, sub-, un-, ir-, ab-, in-) and box the suffixes (e.g., -tion, -ive, -ment, -able, -al) in each word below.

interception

unpredictable

transmission

discontentment

inaudible

transformative

abnormal

irreplaceable

Decoding: Divide into Syllables

1. Divide out morphemes (prefixes, suffixes, roots).
2. Divide the rest so each syllable has one vowel sound—be flexible!

1.   t r a n s m i s s i o n

2.   u n p r e d i c t a b l e

3.   i n t e r r u p t i o n

4.   d i s r u p t i v e

5.   s u b m e r s i b l e

6.   r e a c t i v a t i o n

7.   i r r e p l a c e a b l e

Page 2

Static Pulse

STUDENT PACKET

Encoding: Spell the Syllables You Hear

Partner Fluency Reading

Partner 1:

Elena adjusted her headset and signaled across the studio to Devon. The storm had severed the primary fiber-optic cable crossing the downtown bridge. With the digital data lines down, city emergency dispatch was forced onto the legacy analog radio band. Elena’s hands moved swiftly across the equalizer, cutting harsh treble frequencies to isolate the broadcast channel.

Partner 2:

Devon sprinted toward the auxiliary breaker panels, shining his flashlight along rows of switches. A voltage surge had tripped the primary antenna amplifier. He knew that any extended delay would create dangerous blind spots for vessels navigating the turbulent harbor. With careful precision, Devon reset the circuits and engaged the secondary breaker.

1. Why did emergency dispatch switch to the analog radio band?

Partner 1:

A loud hum reverberated through the studio monitors as power surged back into the transmitters. Elena watched the decibel needles leap cleanly into the green zone. The mysterious rhythmic signal was still pulsing beneath the carrier wave, but now she could filter out the distortion. It was not random noise; it was an emergency distress beacon.

Partner 2:

Devon rushed back to the console and patched the coordinate telemetry directly to the coast guard relay. An offshore tugboat had suffered hydraulic steering failure in ten-foot swells and was drifting toward the outer breakwater. Elena’s audio feed was the sole communication channel connecting the stranded crew with the incoming rescue cutter.

2. What did the mysterious rhythmic signal turn out to be?

(flip the page) Page 3

Static Pulse

STUDENT PACKET

Independent Reading

Elena kept her fingers poised on the gain sliders, tracking every subtle shift across the frequency spectrum. Through the crackle of atmospheric static, the tugboat captain’s voice broke through—wind-whipped, strained, but remarkably clear. “Mayday, Mayday, this is the tugboat Sea Hawk. We have lost all steering two miles north of the harbor entrance. Heavy swells are breaching our starboard deck.”

“Sea Hawk, this is Metro Emergency Relay. We hear you loud and clear,” Elena spoke directly into her broadcast microphone, keeping her cadence calm and deliberate. “The Coast Guard cutter Vigilant has your coordinates and is steaming toward you, estimated arrival four minutes. Maintain your transponder frequency.”

Devon stood beside her, tracking the cutter’s radar signature as it cut through the torrential downpour. Outside, lightning fractured the sky, followed by a concussive roar of thunder that shook the studio floor. Elena quickly adjusted her bandpass filters, preventing the thunderous acoustic interference from drowning out the captain’s desperate radio check-ins.

At precisely 11:42 PM, the speaker crackled with a triumphant transmission: “Metro Relay, this is Vigilant. Tow lines are secured to the Sea Hawk. All four crew members are unharmed.” Elena leaned back into her chair, releasing the tension that had gripped her shoulders for hours. Amidst the chaos of the storm, a single steady frequency had saved four lives.

1. What was the name of the distressed tugboat?

RACE

2. RACE Paragraph: How did Elena’s technical actions and composure contribute to the rescue of the crew? (Restate, Answer, Cite evidence, Explain)

Page 4

174

Cold Read WPM: Track Baseline

Hot Read WPM: Aim for +15% WPM

1. What unusual event caught Elena's attention on the monitors?

VD3 KEY

a The backup generator ran out of fuel completely. b An anomalous, rhythmic frequency spike appeared on the spectrum. c The radio station's plate glass windows shattered from lightning.

TEACHER ANNOTATED EDITION — FOR INSTRUCTIONAL USE ONLY ANSWER KEY FILLED

Static Pulse (Teacher)

TEACHER GUIDE & KEY

VD4 | VOCAB (5 min): Echo read: anomalous! Point to prefix a- / an- (not/without). All read definition. Partner talk prompt. Repeat for attenuate.

Vocabulary

VD5 | MORPHOLOGY (5 min): Review affixes: inter- (between), trans- (across), un-/ir- (not), -tion/-sion (act/result), -ive (quality of).

Morphology: Affix & Morpheme Finder (Answer Key)

Directions: Circle prefixes (rose pill) and box derivational suffixes (rose solid) in the words below.

interception

unpredictable

transmission

discontentment

inaudible

transformative

abnormal

irreplaceable

VD6 | DECODING (5 min): Peel off prefixes and suffixes first. Remind students that each syllable has one vowel sound. Check flexibility!

Decoding: Divide into Syllables (Answers)

1. Divide out morphemes (prefixes, suffixes, roots).
2. Divide the rest so each syllable has one vowel sound—be flexible!

1.   trans / mis / sion

2.   un / pre / dict / a / ble

3.   in / ter / rup / tion

4.   dis / rup / tive

5.   sub / mer / si / ble

6.   re / ac / ti / va / tion

7.   ir / re / place / a / ble

Page 2

TEACHER ANNOTATED EDITION — FOR INSTRUCTIONAL USE ONLY ANSWER KEY FILLED

Static Pulse (Teacher)

TEACHER GUIDE & KEY

VD7 | ENCODING (3 min): 1. Dictate: transmission. Syllables: trans-mis-sion.
2. Dictate: disruptive. Syllables: dis-rup-tive.

Encoding: Spell the Syllables You Hear (Key)

1. transmission

2. disruptive

Partner Fluency Reading (Annotated)

VD8 | PARTNER ROUND 1 (3 min): Partner 1 reads clearly. Partner 2 monitors for accuracy. Students write complete sentence responses without stems.

Partner 1:

Elena adjusted her headset and signaled across the studio to Devon. The storm had severed the primary fiber-optic cable crossing the downtown bridge. With the digital data lines down, city emergency dispatch was forced onto the legacy analog radio band. Elena’s hands moved swiftly across the equalizer, cutting harsh treble frequencies to isolate the broadcast channel.

Partner 2:

Devon sprinted toward the auxiliary breaker panels, shining his flashlight along rows of switches. A voltage surge had tripped the primary antenna amplifier. He knew that any extended delay would create dangerous blind spots for vessels navigating the turbulent harbor. With careful precision, Devon reset the circuits and engaged the secondary breaker.

1. Why did emergency dispatch switch to the analog radio band?

Emergency dispatch switched because the storm severed the primary fiber-optic cable across the downtown bridge.

VD9 | PARTNER ROUND 2 (4 min): Partner 2 reads first. Emphasize multisyllabic decoding of reverberated and breakwater.

Partner 1:

A loud hum reverberated through the studio monitors as power surged back into the transmitters. Elena watched the decibel needles leap cleanly into the green zone. The mysterious rhythmic signal was still pulsing beneath the carrier wave, but now she could filter out the distortion. It was not random noise; it was an emergency distress beacon.

Partner 2:

Devon rushed back to the console and patched the coordinate telemetry directly to the coast guard relay. An offshore tugboat had suffered hydraulic steering failure in ten-foot swells and was drifting toward the outer breakwater. Elena’s audio feed was the sole communication channel connecting the stranded crew with the incoming rescue cutter.

2. What did the mysterious rhythmic signal turn out to be?

The rhythmic signal turned out to be an emergency distress beacon from an offshore tugboat.

(flip the page) Page 3 (Teacher Edition)

TEACHER ANNOTATED EDITION — FOR INSTRUCTIONAL USE ONLY ANSWER KEY FILLED

Static Pulse (Teacher)

TEACHER GUIDE & KEY

VD10 | INDEPENDENT (15 min): Students read independently. Grade 9 students complete the RACE paragraph without stems; use the rubric below to score Restate/Answer, Citation, and Explanation.

Independent Reading

Elena kept her fingers poised on the gain sliders, tracking every subtle shift across the frequency spectrum. Through the crackle of atmospheric static, the tugboat captain’s voice broke through—wind-whipped, strained, but remarkably clear. “Mayday, Mayday, this is the tugboat Sea Hawk. We have lost all steering two miles north of the harbor entrance. Heavy swells are breaching our starboard deck.”

“Sea Hawk, this is Metro Emergency Relay. We hear you loud and clear,” Elena spoke directly into her broadcast microphone, keeping her cadence calm and deliberate. “The Coast Guard cutter Vigilant has your coordinates and is steaming toward you, estimated arrival four minutes. Maintain your transponder frequency.”

Devon stood beside her, tracking the cutter’s radar signature as it cut through the torrential downpour. Outside, lightning fractured the sky, followed by a concussive roar of thunder that shook the studio floor. Elena quickly adjusted her bandpass filters, preventing the thunderous acoustic interference from drowning out the captain’s desperate radio check-ins.

At precisely 11:42 PM, the speaker crackled with a triumphant transmission: “Metro Relay, this is Vigilant. Tow lines are secured to the Sea Hawk. All four crew members are unharmed.” Elena leaned back into her chair, releasing the tension that had gripped her shoulders for hours. Amidst the chaos of the storm, a single steady frequency had saved four lives.

1. What was the name of the distressed tugboat?

VD13 KEY

The distressed tugboat was the Sea Hawk.

RACE KEY

2. RACE Paragraph Model Answer:

VD14 KEY

[R & A] Elena’s technical proficiency and calm demeanor contributed directly to saving the crew by keeping the emergency line open and clear during the peak of the storm.

[C] According to the text, when concussive thunder shook the studio, “Elena quickly adjusted her bandpass filters, preventing the thunderous acoustic interference from drowning out the captain’s desperate radio check-ins.”

[E] This shows that her rapid adjustments ensured the Coast Guard received vital navigation coordinates, allowing the cutter to locate the drifting vessel before it struck the breakwater.

Page 4 (Teacher Edition)

Morphology: High-Utility Affix Finder

Directions: Circle the prefixes (e.g., fore-, un-, sub-, trans-, dis-) and box the derivational suffixes (e.g., -ment, -tion, -ive, -able, -al, -ly) in each word below.

forecaster

destructive

unstable

subtropical

transformation

endangerment

predictable

dangerously

Decoding: Divide into Syllables

1. Divide out morphemes (prefixes, suffixes, roots).
2. Divide the rest so each syllable has one vowel sound—be flexible!

1.   d i s r u p t i o n

2.   f o r e c a s t i n g

3.   u n p r e d i c t e d

4.   i n s t a b i l i t y

5.   t r a n s m i s s i o n

6.   s u b t r o p i c a l

7.   d e s t r u c t i v e

Page 2

Storm Chasers

STUDENT PACKET

Encoding: Spell the Syllables You Hear

Partner Fluency Reading

Partner 1:

The rear doors of the research vehicle swung open into the roaring tempest. Marcus braced himself against eighty-mile-per-hour gusts as frigid rain slashed across his goggles. On the highway shoulder, the red dirt had dissolved into slick mud. He hauled the sixty-pound titanium probe out of its security brackets, keeping his footing stable.

Partner 2:

Dr. Vance kept one eye glued to the Doppler screen and the other on the lowering wall cloud. The rotating mesocyclone was tightening less than two miles southwest. Inflow winds were screaming across the open prairie, snapping wooden fence posts. “Sensor armed!” Dr. Vance yelled. “Deploy the anchor stakes now!”

1. What conditions made hauling the titanium probe difficult for Marcus?

Marcus faced eighty-mile-per-hour winds and slick

Partner 1:

Marcus hammered the heavy stabilization stakes deep into the roadside gravel bed. With three forceful twists of the torque wrench, the sensor pod locked rigidly into place. An array of micro-barometers and digital anemometers whirred to life, transmitting atmospheric data directly to the research van.

Partner 2:

As Marcus dove back into the passenger cabin, golf-ball-sized hailstones began pounding against the reinforced roof like continuous gunfire. The condensation funnel touched down onto County Road 4, kicking up dirt into a towering vortex. Dr. Vance locked the four-wheel transmission and accelerated east down the evacuation route.

2. What touched down onto County Road 4 as Marcus returned to the cabin?

A condensation funnel touched down, forming a towering

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Storm Chasers

STUDENT PACKET

Independent Reading

Inside the research vehicle, the tension was electric as the team sped eastward ahead of the advancing supercell. Outside, the vortex roared with the sound of a relentless freight train, rattling the heavy chassis. Marcus leaned over the telemetry console, watching the data link from Probe Alpha flicker between green and gold indicators.

“Did the sensor survive the core wind shear?” Marcus asked, his pulse racing. Dr. Vance adjusted the satellite relay, fine-tuning the incoming data feed. Suddenly, a torrent of real-time measurements flooded the monitors, charting an astonishing plunge in barometric pressure: seventy millibars in under forty seconds.

“It didn’t just survive,” Dr. Vance exclaimed, a wide smile breaking across her face. “It’s recording right inside the core circulation. We are capturing the highest ground-level wind speeds ever recorded in this county.”

Marcus watched the real-time velocity maps transmit directly to the National Weather Service forecast center. The live observations allowed meteorologists to issue emergency sirens for towns fifteen miles downstream, giving residents vital minutes to reach underground storm shelters. Looking back through the rain-streaked window at the retreating supercell, Marcus knew their harrowing mission had saved lives.

1. What remarkable measurement did Probe Alpha record inside the storm?

Probe Alpha recorded an astonishing plunge in barometric

RACE

2. RACE Paragraph: Why was deploying Probe Alpha vital for protecting downstream communities?

R & A: Deploying Probe Alpha was vital for downstream communities because

C: According to the text, the real-time data allowed

E: This shows that getting early information about the vortex

Page 4

hits us.” Marcus took a deep breath, unbuckled, and prepared the sensor.

168

Cold Read WPM: Track Baseline

Hot Read WPM: Aim for +15% WPM

1. What was the main purpose of Marcus and Dr. Vance's mission?

VD3 KEY

a To take high-definition photographs of lightning over Kansas. b To deploy Probe Alpha directly into the path of the rotating vortex. c To measure how fast their reinforced vehicle could drive in driving rain.

TEACHER ANNOTATED EDITION — FOR INSTRUCTIONAL USE ONLY ANSWER KEY FILLED

Storm Chasers (Teacher)

TEACHER GUIDE & KEY

VD4 | VOCAB (5 min): Echo read: vortex! Discuss spinning motion (tornado, whirlpool). Echo read: instability; identify prefix in- (not) and base stable. Complete partner talk.

Vocabulary

VD5 | MORPHOLOGY (5 min): Review High Utility Affixes: Prefixes (fore- = before, sub- = under, trans- = across, un- = not) and Suffixes (-ment = result, -tion = process, -ive = quality, -able = can be, -ly = manner).

Morphology: High-Utility Affix Finder (Answer Key)

Directions: Circle prefixes (rose pill) and box derivational suffixes (rose solid) in the words below.

forecaster

destructive

unstable

subtropical

transformation

endangerment

predictable

dangerously

VD6 | DECODING (5 min): Isolate morphemes first. Note inflectional suffix in unpredicted: final -ed says /ɪd/ because base ends in /t/. Check syllable vowels.

Decoding: Divide into Syllables (Answers)

1. Divide out morphemes (prefixes, suffixes, roots).
2. Divide the rest so each syllable has one vowel sound—be flexible!

1.   dis / rup / tion

2.   fore / cast / ing

3.   un / pre / dict / ed

4.   in / sta / bil / i / ty

5.   trans / mis / sion

6.   sub / trop / i / cal

7.   de / struc / tive

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TEACHER ANNOTATED EDITION — FOR INSTRUCTIONAL USE ONLY ANSWER KEY FILLED

Storm Chasers (Teacher)

TEACHER GUIDE & KEY

VD7 | ENCODING (3 min): 1. Dictate: formation. Syllables: for-ma-tion.
2. Dictate: destructive. Syllables: de-struc-tive.

Encoding: Spell the Syllables You Hear (Key)

1. formation

2. destructive

Partner Fluency Reading (Annotated)

VD8 | PARTNER ROUND 1 (3 min): Partner 1 reads with urgency and accuracy. Partner 2 coaches on multi-syllable terms (mesocyclone, telemetry). Answer question 1.

Partner 1:

The rear doors of the research vehicle swung open into the roaring tempest. Marcus braced himself against eighty-mile-per-hour gusts as frigid rain slashed across his goggles. On the highway shoulder, the red dirt had dissolved into slick mud. He hauled the sixty-pound titanium probe out of its security brackets, keeping his footing stable.

Partner 2:

Dr. Vance kept one eye glued to the Doppler screen and the other on the lowering wall cloud. The rotating mesocyclone was tightening less than two miles southwest. Inflow winds were screaming across the open prairie, snapping wooden fence posts. “Sensor armed!” Dr. Vance yelled. “Deploy the anchor stakes now!”

1. What conditions made hauling the titanium probe difficult for Marcus?

Marcus faced eighty-mile-per-hour winds and slick red mud / freezing rain

VD9 | PARTNER ROUND 2 (4 min): Partner 2 reads first. Emphasize pacing through technical vocabulary: anemometers, barometers, condensation.

Partner 1:

Marcus hammered the heavy stabilization stakes deep into the roadside gravel bed. With three forceful twists of the torque wrench, the sensor pod locked rigidly into place. An array of micro-barometers and digital anemometers whirred to life, transmitting atmospheric data directly to the research van.

Partner 2:

As Marcus dove back into the passenger cabin, golf-ball-sized hailstones began pounding against the reinforced roof like continuous gunfire. The condensation funnel touched down onto County Road 4, kicking up dirt into a towering vortex. Dr. Vance locked the four-wheel transmission and accelerated east down the evacuation route.

2. What touched down onto County Road 4 as Marcus returned to the cabin?

A condensation funnel touched down, forming a towering vortex / tornado

(flip the page) Page 3 (Teacher Edition)

TEACHER ANNOTATED EDITION — FOR INSTRUCTIONAL USE ONLY ANSWER KEY FILLED

Storm Chasers (Teacher)

TEACHER GUIDE & KEY

VD10 | INDEPENDENT (15 min): Students read independently. Guide students to complete the scaffolded RACE sentence stems. Verify textual citations and logical explanation.

Independent Reading

Inside the research vehicle, the tension was electric as the team sped eastward ahead of the advancing supercell. Outside, the vortex roared with the sound of a relentless freight train, rattling the heavy chassis. Marcus leaned over the telemetry console, watching the data link from Probe Alpha flicker between green and gold indicators.

“Did the sensor survive the core wind shear?” Marcus asked, his pulse racing. Dr. Vance adjusted the satellite relay, fine-tuning the incoming data feed. Suddenly, a torrent of real-time measurements flooded the monitors, charting an astonishing plunge in barometric pressure: seventy millibars in under forty seconds.

“It didn’t just survive,” Dr. Vance exclaimed, a wide smile breaking across her face. “It’s recording right inside the core circulation. We are capturing the highest ground-level wind speeds ever recorded in this county.”

Marcus watched the real-time velocity maps transmit directly to the National Weather Service forecast center. The live observations allowed meteorologists to issue emergency sirens for towns fifteen miles downstream, giving residents vital minutes to reach underground storm shelters. Looking back through the rain-streaked window at the retreating supercell, Marcus knew their harrowing mission had saved lives.

1. What remarkable measurement did Probe Alpha record inside the storm?

VD13 KEY

Probe Alpha recorded an astonishing plunge in barometric pressure (70 millibars in under 40 seconds)

RACE KEY

2. RACE Paragraph Exemplar (With Stems):

VD14 KEY

R & A: Deploying Probe Alpha was vital for downstream communities because it captured real-time velocity and pressure data directly inside the tornado core.

C: According to the text, the real-time data allowed "meteorologists to issue emergency sirens for towns fifteen miles downstream, giving residents vital minutes to reach underground storm shelters."

E: This shows that getting early information about the vortex provides essential warning time that enables people to protect themselves before dangerous winds strike.

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