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Literacy Explorers • Sequence • Lenny.com

Special Education Sensory Processing & Regulation Sensory Preferences Identification Sensory Tool Use Communicating Sensory Needs Sensory Overload Recognition Deep Breathing Practice Movement Break Utilization Independent Calming Strategy Use Personalized Calming Routine Personal Sensory Diet Creation Proactive Sensory Breaks Emotion Intensity Recognition Dysregulation Recovery Positive Behavior Support Understanding Social Stories Personal Social Story Creation Emotional Regulation Frameworks Personal Trigger Identification Selecting Regulation Strategies Reinforcement System Response Self-Monitoring & Rewards Learning Positive Alternatives Cross-Setting Skill Generalization Social Communication Eye Contact & Personal Space Context-Appropriate Greetings Appropriate Volume & Tone Conversation Turn-Taking Topic Maintenance in Discussion Effective Help-Seeking Body Language Interpretation Facial Expression Recognition Idioms & Figurative Language Social Problem Identification Social Solution Generation Social Decision Evaluation Task Management Minimal Prompting Task Start Self-Talk for Starting Starter Strategies for Difficult Tasks Age-Appropriate Task Persistence Strategic Break Management Smooth Task Transitions Adapting to Plan Changes Obstacle Problem-Solving Multi-Day Project Completion Planning & Organization Physical Material Organization Visual Schedule & Timer Use Sequential Task Breaking Time Estimation Skills Task Prioritization Digital & Physical Workspace Management Personalized Organization Strategies Detailed Project Planning Multiple Commitment Balancing Academic Support Strategies Math Manipulative Use Visual Math Problem Representation Complex Math Problem Breakdown Text Highlighting & Annotation Visualization While Reading Predictions & Inferences from Text Text Structure Graphic Organizers Writing Graphic Organizers Sentence Frames & Templates Study Guide Creation Spaced Repetition for Memory Assistive Writing Technology Working Memory Support Single-Step Direction Focus Multi-Step Direction Following Information Chunking Practice Visual Support Memory Aids Mnemonic Device Application Efficient Note-Taking Systems Graphic Organizer Note-Taking Note Review & Organization Sustained Complex Task Attention Assistive Technology Symbol-Word Communication AAC Device Navigation Speech Recognition Dictation Dictation Text Editing Text-to-Speech for Reading Digital Calendar Use Keyboard Shortcuts Navigation Productivity App Management Self-Advocacy Skills Communicating Learning Needs Requesting Accommodations Advocating for Appropriate Supports IEP & Student Rights Understanding IEP Components Meaningful IEP Meeting Participation IDEA & Section 504 Rights Progress Monitoring Tracking IEP Goal Progress Reflecting on Achievement Data-Informed Instructional Adjustment Transition Planning Career & Vocational Goal Setting Exploring Post-Secondary Options Independent Living Skills Planning

Literacy Explorers

An upper-elementary structured literacy sequence providing decodable high-interest informational texts, targeted word-attack warm-ups, fluency-building routines, and scaffolded comprehension across grades 5 and 6.

JLJacqueline Lebeau

Midnight Explorers

A high-interest 6th-grade special education reading lesson focused on multisyllabic decoding, r-controlled vowels, and reading comprehension through the lens of deep-sea ocean exploration.

Storm Chasers

A 5th-grade structured literacy lesson featuring an extreme weather informational passage, targeted compound and multisyllabic decoding warm-ups, phrase-cued fluency practice, and text comprehension.

Literacy Explorers

An upper-elementary structured literacy sequence providing decodable high-interest informational texts, targeted word-attack warm-ups, fluency-building routines, and scaffolded comprehension across grades 5 and 6.

JLJacqueline Lebeau

Midnight Explorers Worksheet

Name:

Date:

Class:

Grade 6 ELA • Decoding & Comprehension

Midnight Explorers: Ocean Robots

Multisyllabic Bossy-R Suffixes

Part 1

Decoding Warm-Up: Syllables, Bossy-R & Suffixes

Warm up your reading brain before the passage!

A. Syllable Chunks

ex • plore 2 syl

dis • cov • er 3 syl

sub•mer•si•ble 4 syl

B. Bossy-R Patterns

dark /ar/ sound

wa • ter /er/ sound

sur • face /ur/ sound

C. Suffix Power (-ness, -ful, -ly)

dark + ness darkness

power + ful powerful

safe + ly safely

Part 2

Read the Passage: Robots in the Midnight Zone

Notice multisyllabic, Bossy-R, and suffix words.

1 5 9 13

Deep under ocean waves, sunlight begins to fade away. Below three thousand feet, the freezing water turns pitch dark. Marine scientists call this icy, sunless layer the midnight zone.

Human divers cannot swim here without heavy protective machines. The crushing water pressure would destroy normal diving gear with extreme force. Cold, raging currents also push against everything underwater.

To explore this hidden world, researchers construct robotic crafts called submersibles. Powerful beam lights pierce the deep darkness, while robotic claw arms gather rocks from the sea floor.

When a deep dive ends, the robotic vehicle floats safely back up to the ocean surface. Back on the ship, scientists study high-definition videos to discover rare creatures that glow in total darkness.

Part 3

Fluency Check: 3-Read Tracker

Read 3 times. Mark a checkmark after each read.

Read 1: Accuracy Decode syllables & suffixes

✓

Read 2: Phrasing Group words into smooth phrases

✓

Read 3: Expression Read with confidence and tone

✓

Turn to Page 2 for Comprehension Questions & Morphology Workshop →

Midnight Explorers • Comprehension, Suffixes & Review

Student Name:

Part 4

Comprehension & Text Evidence

1. What is the main purpose of this reading passage?

A To explain how robotic submersibles explore the harsh, dark midnight zone.

B To warn readers that scuba divers should always swim deep without machines.

C To show that deep ocean water has warm sunshine that helps trees grow.

2. According to paragraph 2, why is it dangerous for human divers in the midnight zone?

Complete the sentence stem with text evidence:

It is dangerous because

3. Name two special tools that submersibles use in the deep sea (paragraph 3):

Tool 1:

Tool 2:

Part 5

Suffix Workshop: Base Words & Endings

Separate each word into its Base Word and Suffix.

Whole Word Base Word Suffix (-ness, -ful, -ly, -er)

1. darkness

2. powerful

3. safely

4. researcher

Part 6

Sentence Application: Target Words

WORD BANK: submersible • surface • discover

1. Scientists build a tough to survive extreme pressure in the deep sea.

2. Glowing creatures help researchers new species living in total darkness.

3. The robotic explorer floats safely back up to the ocean .

Self-Check: Did you reread your answers and check your base words and suffixes?

Yes, ready to turn in!

Midnight Explorers Passage Handout

Name:

Date:

Reading Group:

Close Reading Passage & Text Evidence

Robots in the Midnight Zone

Annotation Strategy Key:

🔲 Box multisyllabic ⭕ Circle Bossy-R 🔷 Underline suffixes ⭐ Star facts

1 5 10 14

¶ 1 Deep under ocean waves, sunlight begins to fade away. Below three thousand feet, the freezing cold water turns pitch dark. Marine scientists call this icy, sunless layer the midnight zone.

¶ 2 Human divers cannot swim here without heavy protective machines. The crushing water pressure would destroy normal diving gear with extreme force. Cold, raging currents also push against everything underwater.

¶ 3 To explore this hidden realm, researchers construct strong robotic crafts called submersibles. Powerful beam lights pierce the deep darkness, while robotic claw arms gather rocks and samples from the sea floor.

¶ 4 When a deep dive ends, the robotic vehicle floats safely back up to the ocean surface. Back on the ship, scientists study high-definition videos to discover rare creatures that glow in total darkness.

¶ 1 Quick Note Environment

What is the midnight zone like?

¶ 2 Quick Note Dangers

Two ocean dangers:

¶ 3 Quick Note Technology

What craft explores the deep?

¶ 4 Quick Note Discovery

What do scientists discover?

Word Bank Decoding, Bossy-R & Suffix Reference

Base Words + Suffixes change word meaning!

Syllable Division

ex • plore (2)

dis • cov • er (3)

sub • mer • si • ble (4)

Bossy-R Guide

/ar/: dark • ness

/er/: wa • ter / gath • er

/ur/: sur • face / cur • rents

Suffix Spotlight

dark + -ness = darkness

power + -ful = powerful

safe + -ly = safely

Repeated Reading Log (Total Words: 154):

Read 1: WCPM

Read 2: WCPM

Read 3: WCPM

Midnight Explorers Lesson Plan

Teacher Resource Grade 6 Special Education • ELA Curriculum

Pacing: 4-Day Plan (40 min/day)

Instructional Delivery Guide

Midnight Explorers: 4-Day Lesson Plan

Focus Standards: CCSS RF.6.3 • RI.6.1 • W.6.2 • L.6.4

Instructional Objectives (IEP Targets)

Students decode multisyllabic words, isolate Bossy-R vowels (/ar/, /er/, /ur/), analyze suffixes (-ness, -ful, -ly), answer text-evidence questions, and compose a 5-sentence mission log.

Lesson Materials Needed

• Midnight Explorers Worksheet (2-page packet)
• Midnight Explorers Passage Handout (annotations & WCPM log)
• Midnight Mission Writing Activity (Day 4 culminating task)

DAY 1

Syllable Decoding, Bossy-R & Cold Read (40 Mins)

Focus: Decoding Accuracy

1. Warm-Up (10 min) Multisensory tapping for ex-plore, dis-cov-er, and sub-mer-si-ble. Divide syllables with slashes.

2. Bossy-R Hunt (15 min) Isolate /ar/ (dark), /er/ (water), /ur/ (surface). Color-code patterns with highlighters.

3. Read 1: Cold Read (15 min) Teacher models choral read. Students whisper read passage and log Read 1 checkmark on Worksheet.

DAY 2

Close Reading, Annotation & Phrasing (40 Mins)

Focus: Phrasing & Detail Recall

1. Read 2: Partner Read (10 min) Students read in pairs, scooping sentences into 3-4 word phrases. Complete Read 2 checkmark.

2. Active Annotation (20 min) Use Passage Handout: box target words, circle Bossy-R, and write ¶ 1-4 margin notes with guided support.

3. Think-Pair-Share (10 min) Discuss: "Why is water pressure deadly for humans?" Students cite evidence from ¶ 2.

DAY 3

Suffix Workshop, Comprehension & Fluency (40 Mins)

Focus: Morphology & Comprehension

1. Suffix Breakdown (12 min) Explicit instruction on -ness, -ful, -ly. Students complete Part 5 Suffix table on Worksheet page 2.

2. Independent Check (18 min) Students complete Part 4 Comprehension and Part 6 Sentence Workshop with sentence stems.

3. Fluency Log (10 min) 1-minute timed reading (Read 3: WCPM). Log results on Handout for IEP progress records.

DAY 4

Mission Report Writing & Vocabulary Synthesis (40 Mins)

Focus: Culminating Application

1. Mission Setup (10 min) Introduce scenario: Lead Submersible Pilot. Review the 8-word checklist on Midnight Mission Writing Activity.

2. Guided Drafting (20 min) Students use sentence starters to draft 4-5 sentences, embedding at least 4 target vocabulary and suffix words.

Midnight Mission Writing Activity

Name:

Date:

Day 4 Mission

Day 4 Culminating Task • Informational Writing

Midnight Explorers: Mission Pilot Report

Mission Task: Apply Decoding & Suffixes

Part 1 Mission Scenario & Required Vocabulary

You are the chief robotic pilot of a deep-sea submersible. Write a 4-to-5 sentence mission log. Check off at least 4 target words as you use them in your writing:

submersible explore discover surface darkness powerful safely sunless

Part 2 Sentence Starters Guide (Choose or Adapt)

Sentence 1 (The Dive): "Today, our crew prepared our submersible to dive..."

Sentence 2 (The Ocean): "In the midnight zone, extreme pressure and deep..."

Sentence 3 (The Tools): "We turned on our powerful beam lights to..."

Sentence 4 (Return): "Finally, our craft floated safely back up to the..."

Part 3 Official Mission Report: Written Draft

Write in complete sentences with neat handwriting.

Pilot's Self-Editing & Proofreading Checklist Check off each item before turning in:

Capital letters at start of sentences End punctuation (. ? !) on all sentences Used at least 4 target vocabulary words Read aloud to a partner or teacher

Storm Chasers Fluency Worksheet

Name:

Date:

Grade 5 ELA

Decoding & Fluency Builder

Storm Chasers: Drones in the Sky

Compound Words Fluency (WCPM)

Part 1

Word Attack: 8 Target Decoding Words

Say each syllable chunk, then read the whole word smoothly.

Compound

thun•der•storm

thunder + storm

Compound

air•borne

air + borne

Compound

up•draft

up + draft

Compound

hail•stones

hail + stones

Prefix pre-

pre • dict

pre + dict (tell early)

Suffix -ly

in•stant•ly

instant + ly

3 Syllables

sat • el • lite

satellite

Suffix -ing

ro•tat•ing

rotate + ing

Part 2

Read the Passage: Hunting the Supercell

Word Count: 146 words

1 5 9 13

Dark anvil clouds stretch across the open plains. When a giant thunderstorm begins to rotate, meteorologists get ready for action. These violent spinning clouds can produce massive tornadoes.

In the past, human drivers chased storms in trucks. Driving too close put people in grave danger. Today, scientists send rugged robotic drones into the sky. These airborne vehicles fly directly into raging winds.

Inside the storm, powerful updrafts throw rain and hailstones against the drone. High-tech sensors instantly record temperature, wind speed, and air pressure. Live radar data beams from the drone directly to weather stations and orbital satellite systems.

Using this storm data, scientists can accurately predict which storm clouds will touch down. Fast warnings give families precious extra minutes to take shelter and stay safe.

Part 3

Fluency Building: Cold Read vs. Hot Read

Target Goal: 110–130 Words Correct Per Minute (WCPM)

Read 1: Cold Read Accuracy

Total Time: sec

Errors:

Score: WCPM

Read 2: Practice Phrasing

Partner:

Smooth phrases: [ ] Yes

Score: WCPM

Read 3: Hot Read Expression

Expression: ★ ★ ★ ★

Goal Met: [ ] Yes [ ] Almost

Final Score: WCPM

Turn to Page 2 for Phrase Scooping & Comprehension Checks →

Storm Chasers • Fluency Workout & Comprehension

Storm Chasers Answer Key

Teacher Resource Grade 5 Reading Curriculum • Fluency Building

Master Answer Key & Scoring Guide

Teacher Reference & Evaluation Guide

Storm Chasers: Answer Key & Fluency Guide

Grade 5 ORF Norms

Decoding Mat & Warm-Up Solutions

Set A Compounds:

• thunderstorm (3) • airborne (2) • updraft (2) • downburst (2)

• hailstones (2) • cloudburst (2) • windspeed (2) • supercell (3)

Set B Affixes & Syllables:

• predict (pre + dict) • instantly (instant + ly) • dangerous (-ous)

• formation (-tion) • satellite (3) • rotating (-ing) • accurately (-ly)

Decoding Sheet Part 3: Syllable Slash Solutions

sen / sor (2 syllables)

ex / treme (2 syllables)

pro / tect (2 syllables)

pres / sure (2 syllables)

Fluency Worksheet Part 5: Comprehension Master Answers

Q1: Choice A "Drones keep human scientists safe from violent winds, hailstones, and tornadoes." (¶ 2)

Q2 Sentence Model: "Drone sensors collect temperature, wind speed, and air pressure inside the storm." (¶ 3)

Q3 Prediction Impact: "Fast warnings give families precious extra minutes to take shelter and stay safe." (¶ 4)

Part 6 Compound Word Key:

thunder + storm = thunderstorm air + borne = airborne super + cell = supercell

5th Grade National Fluency Benchmarks (Hasbrouck & Tindal) Passage: 146 Words Total

Fall (50th %ile) 110 WCPM 95%+ accuracy

Winter (50th %ile) 118 WCPM 96%+ accuracy

Spring (50th %ile) 128 WCPM 97%+ accuracy

Prosody Scale: ★ 1 Monotone | ★ 2 Choppy | ★ 3 Phrased | ★ 4 Expressive & smooth Goal: Scoop into 3–4 word units

Storm Chasers Decoding Sheet

Name:

Date:

Word Attack Mat

Target Word Decoding Practice

Storm Chasers: Syllable Decoding Mat

16 Decoding Words Compounds & Affixes

Set A

Compound Weather Words: Combine & Read

Two smaller words joined together.

thun•der•storm thunder + storm (3)

air•borne air + borne (2)

up•draft up + draft (2)

down•burst down + burst (2)

hail•stones hail + stones (2)

cloud•burst cloud + burst (2)

wind•speed wind + speed (2)

su•per•cell super + cell (3)

Set B

Prefix & Suffix Multisyllabic Words

Identify root words and affix meanings.

Prefix pre- pre • dict tell before (2)

Suffix -ly in • stant • ly right away (3)

Suffix -ous dan • ger • ous full of danger (3)

Suffix -tion for • ma • tion act of forming (3)

3 Syllables sat • el • lite orbiting craft (3)

3 Syllables me • te • or sky phenomenon (3)

Suffix -ing ro • tat • ing spinning round (3)

Suffix -ly ac • cu • rate • ly correctly (4)

Part 3

Syllable Slash Practice: Draw a Slash ( / ) Between Syllables

Example: ra / dar

Word 1: sensor

Syllables:

Word 2: extreme

Syllables:

Word 3: protect

Syllables:

Word 4: pressure

Syllables:

Speed Drill

Rapid-Fire Blending Matrix: Read Across Rows

Set timer for 1 minute: How many can you read accurately?

thunderstorm

predict

updraft

instantly

airborne

satellite

downburst

rotating

hailstones

dangerous

cloudburst

formation

windspeed

accurately

supercell

pressure

Partner Checker:

Words Read Correctly in 1 Min: _____ / 16

3. Peer Review (10 min) Partners read drafts aloud and complete the 4-point Pilot Proofreading Checklist before submission.

SpEd Tip: Encourage students to highlight the target suffix endings (-ness, -ful, -ly) in their own Day 4 written sentences!

See Page 2 for Solutions & Rubrics →

Midnight Explorers • Master Solutions & Rubrics Teacher Reference Sheet

Answer Key & Writing Rubric

Solutions for Worksheet, Handout, and Day 4 Writing Task.

All Days 1–4

Worksheet Part 4: Comprehension Solutions

Q1: Choice B "Scientists use tough robotic submersibles to safely explore the dark midnight zone."

Q2 Sentence Stem Model:

"It is dangerous because crushing water pressure would destroy normal gear, and freezing cold currents make survival impossible."

Q3 Submersible Tools (Any Two):

Tool 1: Powerful beam lights • Tool 2: Robotic claw arms (gather rocks/samples).

Part 5 Suffix Key

• darkness: dark + ness (state of being dark)

• powerful: power + ful (full of power)

• safely: safe + ly (in a safe way)

• researcher: research + er (one who researches)

Part 6 Sentence Key

1. submersible (thick metal walls)

2. discover (rare sea creatures)

3. surface (floats back up)

Day 4 Mission Report: Model Response & Scoring Rubric

Model 5-Sentence Student Mission Log:
"Today, our crew prepared our submersible to explore the deep midnight zone. In the icy water, extreme pressure and total darkness surrounded our craft. We switched on our powerful beam lights to light up the sea floor. Robotic claw arms helped us discover rare glowing animals and rocks. Finally, our craft floated safely back up to the ocean surface."

Target Vocab (4 pts): Includes ≥4 words from checklist accurately.

Content & Flow (3 pts): Describes dive, conditions, tools, and return.

Conventions (3 pts): Capital letters, end marks, and neat spacing.

IEP Progress Monitoring Benchmarks

Decoding Accuracy: Target: 85%+ on target multisyllabic, Bossy-R, and suffix words.

Fluency Rate (WCPM): Target: 100-120 WCPM on 6th-grade controlled text by Day 3-4.

Written Application: Target: 8/10 on the Day 4 Mission Log scoring rubric.

Student Name:

Part 4

Phrase Scooping Workout: Read with Natural Rhythm

Do not read word-by-word like a robot! Read each scooped phrase together.

Example Scooped Sentence:

Dark anvil clouds stretch across the open plains.

Practice Scoop 1 (Read 2 times aloud):

Scientists send rugged robotic drones into the sky.

Practice Scoop 2 (Read 2 times aloud):

Fast weather warnings give families extra time to take shelter.

Part 5

Comprehension & Text Evidence

1. Why do modern scientists use robotic drones instead of human drivers in trucks?

A Drones keep human scientists safe from violent winds, hailstones, and tornadoes.

B Drones are unable to fly when it rains, so they stay parked on the ground.

C Human trucks are too expensive to drive on regular roads.

2. According to paragraph 3, what three kinds of data do drone sensors collect inside the storm?

Drone sensors collect

3. How does predicting a storm's touchdown help families on the ground (see paragraph 4)?

Part 6

Compound Word Builder

Combine two smaller words to form compound words from the text:

thunder + storm =

air + borne =

super + cell =

Self-Check: My reading today felt: [ ] Choppy [ ] Getting smoother [ ] Fluent & confident

Ready to review with teacher!

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