Story Form Comprehension Guide

Project Read®
STORY FORM
Story Form
Comprehension
Guide
PREVIEW
PREVIEW GUIDE
Language Circle Enterprises, Inc.
Authors:
Victoria E. Greene
Mary Lee Enfield, Ph.D.
Language Circle Enterprises, Inc.
1620 West 98th Street, Ste 130
Bloomington, MN 55431
Phone:
800.450.0343
Fax:
952.884.6787
Email:
languagecircle@projectread.com
Website:
www.projectread.com
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latest curriculum news and events.
Project Read® Introduction Story Form
Greetings,
Language Circle Enterprises is pleased to share with you a preview of our Story Form Guide.
This program is part of the Project Read® curriculum and the reading comprehension strand,
written by author Tori Greene.
The Project Read curriculum is an integrated Language Arts program designed to respect
alternative learning profiles. Research-based and student-tested, Project Read materials have
been proven by performance and regarded by reputation for over four decades. Language Circle
Enterprises works:
“to ensure that all children, have the opportunity to become

active, thoughtful, independent readers and writers.”
The Story Form curriculum is designed for 4th grade to adult learners. This curriculum teaches
a process for gathering and organizing information from narrative reading materials to lead
students in comprehension strategies and higher-order thinking using multisensory strategies
and activities. Through the direct instruction of the Story Form, students learn a systematic
approach to narrative comprehension through the study of story structure, analysis, and
sequential story form. This curriculum assists teachers in presenting the underlying format
of narrative writing and plot structure. Each unit of instruction contains narrative reading
materials and graphic organizers for student use. The program will help students with analysis
and comprehension reading in any academic area.
This preview guide includes the following section:
Introduction
Staff Development
Scope & Sequence of skills and concepts
Lesson Preview to show the lesson design & multisensory strategies
• Unit 1 – Begins with the understanding of story structure
• Setting, Characters, Conflict, rising Action, Climax, and Falling Action
• Recognize, define, and label the parts of a story
Supplemental Instructional Materials
Common Core Alignment
Research
From these preview materials, we hope that you gain a better a better understanding of the
structure and methodology of the Project Read curriculum. We believe that instructors must
be well-equipped in order to educate their students. The guide and instructional materials are
designed to make each lesson easy to comprehend and teach.
Thank you for taking the time to review this material. Please visit our website for more
information at www.projectread.com or call the Language Circle office 800-450-0343
with any questions.
© Language Circle Enterprises, Inc. 1

Story Form
Project Read® Introduction
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2 © Language Circle Enterprises, Inc.

Project Read® Introduction Story Form
Project Read® Curriculum
STORY FORM
Reading Comprehension Story Form STORY FORM
curriculum by Language Circle Enterprises® CONCEPTS & SKILLS
is designed to assist primary through
adult-aged learners in “breaking open” OVERVIEW
text, using multisensory strategies to Story Parts
explore narrative literature. • Primary
- Setting
Teaches a process to interact with - Characters
narrative literature to prepare students - Action
for all academic reading. Activities are
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- Problem/Wish
specifically structured to help students - Turning Point
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- Message
explore fiction texts through the study of
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story structure, analysis, and sequential • Intermediate
- Setting
story form. - Protagonist/Antagonist
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Higher level thinking skills are promoted - Conflict
- Rising Action/Climax/Falling Conflict
through Bloom’s Taxonomy. These
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- Interpretive theme
strategies teach students to analyze,
Story Types
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synthesize, and use evaluative thinking.
• Human Interest
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• Fantasy
MATERIALS • Realistic Animal
• Mystery
Story Form Literature Connection: • Legend
★ Story Form Literature Connection Guide • Historical Fiction
★ Literature Connection Student Practice • Biography
Sheets Flash Drive • Adventure
★ Primary Story Puzzle Reading Comprehension Skills
★ Primary Story Boards (set of 10) • Primary
• Story Type Wheel Puzzle Poster Set - Dialogue
• Questions to Ask About the Story Poster - Characterization
• Story Chart Poster • Intermediate
- Flashback
• Genre Flavors Sprinkles Posters (set of 8)
- Foreshadowing
• Author’s Writing Techniques Poster Set - Personification
Story Form Comprehension: - Satire
- Dialect
★ Story Form Comprehension Guide - Mood
★ Story Form Comprehension Student - Humor
Practice Sheets Flash Drive - Imagery
★ Intermediate Story Puzzle - Metaphor/Simile
- Symbolism
★ Intermediate Story Boards (set of 10) Project Rea
Read
Questioning Strategies 4IVO]IOM+QZKTM-V\MZXZQ[M[
★ Essential Classroom Materials
©2015 Language Circle Enterprises, Inc.

Project Read® Introduction
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Project Read® Story Form Staff Development
STAFF dEVELoPMEnT
STAFF DEVELOPMENT
DEVELOPMENT
STAFF
Instructional Excellence
Program Fidelity
cost-Effective
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Staff Development Options:
I E
Webinar curriculum Instruction
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on-campus curriculum In-Service
R E
on-campus coaching
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Training district Trainers
Report Form
Kindergarten Grade 3
K Informational Reading
Decoding and Encoding to Adult
Comprehension Process
Framing Your Thoughts® (FYT)

Primary Phonics K to Grade K
Sentence Structure
Decoding and Encoding Grade 3 to Adult
Written Expression
Linguistics – Accelerated Phonics Framing Your Thoughts® (FYT)

Grade 3 Grade 2
Decoding and Encoding for Paragraph Writing
to Adult to Adult
Intermediate and Secondary Students Written Expression
Story Form Literature Connection Train-the-Trainer

Grade K
Narrative Reading Comprehension Phonics, Linguistics, Framing Your District
to 5
Process Thoughts®, Reading Comprehension
Story Form Comprehension

Grade 4
Narrative Reading Comprehension
to Adult
Process
© 12 800-450-0343
2020/2021 Language Circle Catalog Toll Free:
Language Circle Enterprises, Inc. SD-1
Language Circle Enterprises

Project Read® Required Curriculum
Training Materials
PHONICS
KINDERGARTEN
2 Day On-Campus Training or 5 Hour (2 sessions) Webinar
Required materials per participant:
• Phonics 1
• Online Video Subscription Phonics 1
• Bridge to Reading Guide
• Large Phonics Sound Pack
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• Writing the Alphabet Manuscript Handwriting Kit set of 2
• Active Participation Packet
I E
PHONICS
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• Phonics 1
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• Phonics 2
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• Online Videos Subscription Phonics 1 and Phonics 2
• Large Phonics Sound Pack
P
LINGUISTICS
• Linguistics Guide
• DVDs for Linguistics
• Linguistics Sound/Symbol Card Pack
• Vocabulary Development Root Cards
READING COMPREHENSION
REPORT FORM PROCESS (Expository Reading Comprehension)
2 Day On-Campus Training or 5 Hour (2 Sessions) Webinar
• Report Form Process Guide
SD-2 © Language Circle Enterprises, Inc.


Training Materials
READING COMPREHENSION (continued)
STORY FORM (Intermediate Narrative Reading Comprehension)

• Story Form Comprehension Guide
• Intermediate Story Puzzle
• Intermediate Story Boards
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STORY FORM LITERATURE CONNECTION (Primary Narrative Reading Comprehension)
E
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• Story Form Literature Connection Guide
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• Primary Story Puzzle
E
• Primary Story Boards
R
WRITTEN EXPRESSION
P
FULL WRITTEN EXPRESSION (Sentence Structure and Paragraph Writing Combined)
3�Day On-Campus Training or 10 Hour (5 Sessions) Webinar
• Framing Your Thoughts® Sentence Structure Guide
• Framing Your Thoughts® Paragraph Writing Guide
• Framing Your Thoughts® Sentence Structure Online Video Subscription
• Writing Symbol Pack
• Active Participation Packets
SENTENCE STRUCTURE ONLY

• Framing Your Thoughts® Sentence Structure Guide
• Framing Your Thoughts® Sentence Structure Online Video Subscription
• Writing Symbol Pack
• Active Participation Packets for Sentence Structure
PARAGRAPH WRITING ONLY

• Framing Your Thoughts® Paragraph Writing Guide
• Active Participation Packet for Paragraph Writing
© Language Circle Enterprises, Inc. SD-3


Training Materials
COACHING
ON-CAMPUS
Number of days to be determined.
WEBINAR
Number of hours to be determined.
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School District coaching can be tailored to school needs.
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Coaching can include:
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• daily balanced lessons
• instructional pacing
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• reading fluency
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• teaching to transfer
• motivational strategies
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• analyzing lessons for effective instruction
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• assessment
• program fidelity
No required materials
Coaching is not limited to these strategies and can be personalized to the
ongoing needs of teachers.
SD-4 © Language Circle Enterprises, Inc.

Project Read® Story Form Scope & Sequence
Comprehension Guide – story Form
Table oF ConTenTs
page
introduction .......................................................................................................... i
research based .................................................................................................... r-1
Graphic organizers .............................................................................................. G-1
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Questioning strategies ......................................................................................... Q-1
I E
uniT i – Story Skeleton ............................................................................ 1-1
V
Skill: Setting ....................................................................... 1-3
E
Skill: Characters ............................................................... 1-5
R
Skill: Problem/Conflict ..................................................... 1-8
P
Skill: Rising Action ............................................................ 1-14
Skill: Climax ...................................................................... 1-17
Skill: Falling Action .......................................................... 1-18
Story
“Mike’s Story” .......................................................... 1-21
uniT ii – Setting .................................................................................... 2-1
Skill: Time & Place ........................................................... 2-2
Stories:
“Charley’s Garden” .................................................. 2-6

“The Firebird” .......................................................... 2-12
© Language Circle Enterprises, Inc.

Revised 7-05-07 5
Story Form Comprehension Guide

Table oF ConTenTs
page
uniT iii – Conflict .................................................................................... 3-1
Skill: Opposing Force ....................................................... 3-4

Skill: Inciting Force .......................................................... 3-10
Stories:
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“Tarred Feathers” .................................................... 3-25
“Air Pocket” ............................................................. 3-33
E
“The Ant and the Caterpillar” .................................. 3-36
I
“Gukum” ................................................................... 3-42
“Just a Pigeon” ........................................................ 3-50
uniT iV –
E V
Rising Action .............................................................................. 4-1
R
Skill: Rising Action ............................................................ 4-1
P
Skill: Crisis & Climax ....................................................... 4-17
Skill: Climax ...................................................................... 4-29
Stories:
“Tarred Feathers” .................................................... 4-7

“Cornered” ............................................................... 4-19
“Zapus” .................................................................... 4-30
“Just a Pigeon” ........................................................ 4-37
“Clara and the Back Twenty” ................................... 4-41
“The Rambunctious Raccoon” ................................. 4-48
“The Life and Times of Montgomery T. Flea” .......... 4-58

Table oF ConTenTs
page
uniT V – Falling Action ............................................................................ 5-1
Skill: Open Plot ................................................................. 5-2
Skill: Closed Plot ............................................................... 5-8
Stories:
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“Consider” ............................................................... 5-5
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“An Icy Surprise” ..................................................... 5-11
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“The Lawn That Went Wild” ..................................... 5-19
“The Love Potion” .................................................... 5-30
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“Tale of the Tiger” .................................................... 5-34
E
“Jumpin’ Catfish” ..................................................... 5-39
“Victoria” ................................................................. 5-49
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uniT Vi – Interpretive Theme ................................................................... 6-1
Skill: Interpretive Theme ................................................. 6-2
Skill: Supportive Evidence ............................................... 6-4
Stories:
“Do Two Wrongs Make a Right” .............................. 6-7

“The Prize” ............................................................... 6-10
“Talk to Me” ............................................................. 6-12
“Swan Song” ............................................................ 6-21
“John’s New Pet” ..................................................... 6-24
“Grandpa and the Chestnut Tree” ............................ 6-32
“The Primary Law” .................................................. 6-40
“Survival” ................................................................. 6-43
“The Foreigner” ....................................................... 6-56
“The Kid Nobody Could Handle” ............................ 6-63

Table oF ConTenTs
page
uniT Vii – Type/Genre ................................................................................ 7-1
uniT Viii – Literary Terms .......................................................................... 8-1
Definition of Literary Terms .................................................... 8-2
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Project Read® Story Form Lesson Preview
Unit 1: Story Skeleton
unIT I - STORY SkELETOn
Goal: To have knowledge and understanding of the parts of a story

skeleton.
TeaChinG
obJeCTiVe: 1. To recognize the shape of each story part.
2. To label the parts of a story skeleton.
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3. To define the parts of a story skeleton.
Task analYsis: 1. setting
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2. Characters
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3. Conflict
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4. rising action
5. Climax
6. Falling action
Story Form Comprehension Guide 1-1

SETTInG
Time:_________________________________
place:_________________________________
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TImE LInE
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1-2 Story Form Comprehension Guide

Reproduction for student use is limited; see license terms printed inside cover.

unIT I - STORY SkELETOn
anTiCipaTorY seT: display the paper human skeleton, (pages ix and xi).
QuesTion: What kind of skeleton is this?
ansWer: human skeleton
SkILL: SETTInG
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inpuT: 1. inside of all humans is the same structure or skeleton.
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2. inside of all stories is the same structure or skeleton.
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3. The parts of the human skeleton are held together by the
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backbone. The parts of a story skeleton are attached to the
setting.
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4. deFiniTion:
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The setting of a story is the time and place in which the story
occurs.
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kinesTheTiC eXperienCe:
modelinG: 1. display a large colored piece of green felt or green paper

labeled setting.
2. Trace around the shape while reciting the definition.
The setting is the
Time:
place:
time and place
story occurs.
in which the

SkILL: SETTInG (continued)
3. students and teachers recite the definition of setting while

drawing the setting symbol ( n ) in the air or on a piece of
paper.
4. students receive a set of six unlined index cards. students

draw the symbol of setting on the front of one index card.
students record the definition on the back of the index card.
index card index card

front: back:
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Time: The setting is the
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Place: time and place the
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story occurs.
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modelinG: 1. introduce the setting of “mike’s story.”
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2. begin to build the skeleton of “mike’s story” on the board or
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overhead. (use the “setting” Worksheet on p. 1-2.)
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example:
SETTInG
Time: January, sunday a.m.

place: bloomington, mn
mike’s house
TImE LInE

SkILL: ChARACTERS
inpuT: every story has characters. The characters are people or animals
that act out the happenings or events of the story.
kinesTheTiC
eXperienCe: 1. The character symbol
is placed below the
time line of the setting.
see page 1-4, 1-2.
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SETTInG
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Time:
place:
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PR TImE LInE
2. students and teacher recite the definition of characters while

drawing a stick figure in the air.
deFiniTion:
The story characters are people or animals that act out the
story.
3. students draw the symbol on the front of an index card and

write the definition on the back side of the index card.

skill: Characters (continued)
modelinG:
1. introduce the characters in “mike’s story.”
2. Continue to build the skeleton by placing the character

symbol on the setting and listing the characters.
example:
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SETTInG
E
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mike’s house
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mike
mike’s mom
paul
paul’s uncle

COnFLICT
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STRuGGLE


SkILL: PROBLEm/COnFLICT
inpuT: 1. The heartbeat of a story is the problem or conflict.
2. The conflict is the struggle the main character is having with

himself, another character or thing.
kinesTheTiC
eXperienCe: 1. The symbol for the conflict (circle) is placed above the time
line in the center of setting. see pages 1-4, 1-2.
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SETTInG
E
Time:
place:
V I
E
ConFliCT
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TImE LInE
2. students draw the shape in the air or on a piece of paper while

reciting the definition.
deFiniTion:
The conflict is the struggle the main character is having with
himself, another character or thing.
3. students draw the symbol of the conflict on the front of an

index card and the definition on the back of the index card.

SkILL: PROBLEm/COnFLICT (continued)
CheCk For
undersTandinG: see Worksheet page 1-10.
students write the labels for the symbols, character and conflict on
the worksheet on page 1-10.
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WorksheeT name ____________________________

SETTInG
Time:_________________________________
place:_________________________________
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SkILL: PROBLEm/COnFLICT (continued)
modelinG: 1. illustrate conflict through mike’s story. read or tell the story
through the last paragraph of page 1-12.
2. Continue to build the skeleton by placing the symbol for

conflict on the setting and record the conflict.
3. The conflict is triggered ( ) by an event in the story.
4. record the event that triggered the conflict and the two forces
in conflict as illustrated below.
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SETTInG
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E
mike’s house
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ConFliCT
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mike
mom
mom says no.
mike asks permission.
TImE LInE

mIkE’S STORY
setting: Time: January, sunday a.m.

place: bloomington, mn (home)
Characters: mike paul

mike’s mom paul’s uncle
mIkE’S STORY part 1

The phone rings. paul invites mike to the ambassador hotel in
st. louis park where there is a great new health club and
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olympic-size pool. paul’s uncle is staying there on business. mike
E
is excited about the opportunity to spend the day swimming,
playing racquetball and just generally exploring this great facility.
I
he puts his hand over the receiver, turns and asks mother’s
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permission. mother is thrilled for mike. mother has always been
proud of him. he has never given her reason to be anything else.
E
as she turns to answer him she is struck by how much he has
grown this past year. she wonders at just what moment he had
R
changed from that plump, freckled faced, shy little boy into the
maturing adolescent who is standing in front of her. mother
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speaks cheerfully, “michael, remember Grandma’s birthday party
is this afternoon. i’m sure dad wouldn’t mind driving you to the
ambassador after the party.”
mike’s muscles strain as his hand pushes down on the receiver

and his voice articulates the urgency of his words. “mom, his
uncle is leaving at 4:00 for the airport. They’re planning on
picking me up in a half an hour. Can’t i miss Grandma’s birthday
party just this once!” mother responds gently, “no, michael,
Grandma would be terribly disappointed if you weren’t there.”
mother’s heart has always been a bit soft when if comes to

michael. in her son’s early years she saw how easily his shy and
gentle nature could be bruised, and she had a tendency to protect
him from what she considered to be unnecessary blows.
mike is aware of mother’s pliable heart, perhaps not

consciously, but he knows she can often be softened and
sweetened to see his point of view.

mIkE’S STORY part 2
Casually thrusting the speaker end of the receiver into the

pocket of his jeans so he can use both hands in dramatic gesture, he
slides down on one knee and poses his hands in prayer and pleads,
“mother, please! do you understand this is not just only old
splash, this is a day at the ambassador health Club. a once in a
lifetime opportunity.”
“no, michael! You may not miss your Grandmother’s

birthday celebration,” mother proclaims clearly and emphatically.
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“no!”, mike repeats his mother’s words in disbelief. “You
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can’t mean no!”
I
“i’m sorry, michael, but you must be present at Grandmother’s
birthday party,” mother repeats.
V
sensing that more than a dramatic plea will be needed, mike
E
blurts out, “mom, i promise if you let me go i’ll spend all day
saturday cleaning my room and the basement. i’ll box up all that
R
junk from my last model building project.”
P
as mike hears his last words echo, he feels confident this
bargain will be irresistible to his mother.
“michael Francis murphy!” suddenly mike feels trapped.

only long lectures and sour notes follow the introduction michael
Francis murphy.
she continued, “i have told you no for the last time!”
Without listening to the rest of her words, mike yells, “i never

get to do anything - Cindy gets all the privileges around here. she
didn’t have to go to Grandma’s birthday last year. but that was
okay because she was a big star in the school band marching in the
rose parade.”

SkILL: RISInG ACTIOn
inpuT: The rising action is a series of events that build to a change in the
conflict/problem.
kinesTheTiC
eXperienCe: 1. place the rising action symbol horizontally along the outside of
the circle. see page 1-4.
SETTInG
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Time:
place:
V I E
ConFliCT
E
risinG
aCTion
PR
TImE LInE
2. students recite the definition of rising action while drawing

symbol in the sky or on paper.
DEFInITIOn: action that beats out of the problem and

builds to a change in the problem.
3. students draw the rising action symbol on the front of an index

card and the definition on the back of the index card.

modelinG: 1. read part 2 of “mike’s story” (pages 1-12), identifying and

sequencing the rising action.
2. Continue to build the skeleton of “mike’s story” on the

overhead recording the rising action as illustrated below.
8. mother walks away.
7. mike attempts to make mom feel guilty.
6. mother says no firmly and finally.
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5. mike bargains. ConFliCT
E
io
n
4. mom says no clearly and emphatically.
I
CT
3. mike pleads. mike tries to
G
n
V
ri
si change mother’s
2. mom says no. decision.
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1. mike requests permission to go to the sports club.
PR

mike’s story (part 3)
mother’s face flushes, her nostrils flare and her lips purse as
she feels the sting of the angry words that are intended to hurt her
and make her feel guilty.
as she turns from him and walks away, she says firmly and
coldly, “Young man, this subject is closed.”
Climax michael’s heart pounds and anger surges as he flings the

phone book across the room.
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The next thing mike remembers is hearing mother talking to
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paul.
V I
R E
P

SkILL: CLImAx
inpuT: 1. The climax is the turning point in the action where the
reader can predict the outcome of the conflict.
SETTInG
Time:
place:
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ClimaX
E
risinG ConFliCT
I
aCTion
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TImE LInE
kinesTheTiC
eXperienCe:
PR 1. students draw the symbol in the sky while reciting the
definition.
ClimaX deFiniTion:
The turning point in the action where you can predict the
outcome of the conflict.
2. students draw the symbol on the front of an index card.

students write the definition on the back of the index card.
modelinG: 1. read the last two paragraphs of “mike’s story” (page 1-16)
and identify the climax.
2. Continue to build the skeleton of “mike’s story.”
3. mike has a temper tantrum.

SkILL: FALLInG ACTIOn
inpuT: 1. Falling action is the series of events that closes the story.
2. not all stories have falling action. some stories like “mike’s
story” end with the climax.
SETTInG
Time:
place:
E W
ClimaX
I
ConFliCT
risinG
V
aCTion
FallinG
E
aCTion
TImE LInE
kinesTheTiC
eXperienCe:
PR deFiniTion: The series of events after the
climax that closes the story.
1. students trace the symbol in the sky while reciting the

definition.
2. students write the symbol on the front of an index card.

students write the definition on the back of the index card.
modelinG: Students create a falling action to “mike’s Story.”
CheCk For
undersTandinG: 1. display shapes and have students match definitions.
2. read definitions and have students display correct shape.

possible
ansWers: 1. mike goes to Grandmother’s party.
2. mike cleans his room and the basement.
3. mike does his homework.
1.
2.
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3.
V I E
R E
P

WorksheeT name ____________________________
story Title __________________________________________________________________
SETTInG
Time:
place:
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TImE LInE
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mIkE’S STORY
setting: Time: January, sunday a.m.

place: bloomington, mn (home)
Characters: mike paul

mike’s mom paul’s uncle
The phone rings. paul invites mike to the ambassador hotel

in st. louis park where there is a great new health club and
olympic-size pool. paul’s uncle is staying there on business. mike
is excited about the opportunity to spend the day swimming,
playing racquetball and just generally exploring this great facility.
W
he puts his hand over the receiver, turns and asks mother’s
E
1. asks
permission. mother is thrilled for mike. mother has always been
I
proud of him. he has never given her reason to be anything else.
as she turns to answer him she is struck by how much he has
V
grown this past year. she wonders at just what moment he had
changed from that plump, freckled faced, shy little boy into the
E
maturing adolescent who is standing in front of her. mother
speaks cheerfully, “michael, remember Grandma’s birthday
R
party is this afternoon.” i’m sure dad wouldn’t mind driving
you to the ambassador after the party.”
P
mike’s muscles strain as his hand pushes down on the receiver
and his voice articulates the urgency of his words. “mom, his
uncle is leaving at 4:00 for the airport. They’re planning on
picking me up in a half an hour. Can’t i miss Grandma’s birthday
no party just this once!” mother responds gently, “no, michael,
Grandma would be terribly disappointed if you weren’t there.”
mother’s heart has always been a bit soft when if comes to

michael. in her son’s early years she saw how easily his shy and
gentle nature could be bruised, and she had a tendency to protect
him from what she considered to be unnecessary blows.
mike is aware of mother’s pliable heart, perhaps not

consciously, but he knows she can often be softened and
sweetened to see his point of view.
2. begs Casually thrusting the speaker end of the receiver into the
pocket of his jeans so he can use both hands in dramatic gesture,
he slides down on one knee and poses his hands in prayer and
pleads, “mother, please! do you understand this is not just any

mike’s story, page 2 old splash, this is a day at the ambassador health Club. a once in
a lifetime opportunity.”
no “no, michael! You may not miss your Grandmother’s

birthday celebration,” mother proclaims clearly and
emphatically.
“no!”, mike repeats his mother’s words in disbelief. “You

can’t mean no!” “I’m sorry, michael, but you must be present
at Grandmother’s birthday party,” mother repeats.
3. bargains sensing that more than a dramatic plea will be needed, mike
blurts out, “mom, i promise if you let me go i’ll spend all day
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saturday cleaning my room and the basement. i’ll box up all that
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junk from my last model building project.”
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As mike hears his last words echo, he feels confident this
bargain will be irresistible to his mother.
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no! “michael Francis murphy!” suddenly mike feels trapped.
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only long lectures and sour notes follow the introduction michael
Francis murphy.
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“she continued, “I have told you no for the last time!”
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4. guilt Without listening to the rest of her words, mike yells, “I never
get to do anything - Cindy gets all the privileges around here.
she didn’t have to go to Grandma’s birthday last year. but that
was okay because she was a big star in the school band marching
in the rose parade.”
mother’s face flushes, her nostrils flare and her lips purse as
she feels the sting of the angry words that are intended to hurt her
and make her feel guilty.
no!! as she turns from him and walks away, she says firmly and
coldly, “Young man this subject is closed.”
michael’s heart pounds and anger surges as he flings the

phone book across the room.
The next thing mike remembers is hearing mother talking to

paul.

Title mike’s story name
Type
Project Read®
SETTInG
Time January, sunday a.m.
place mike’s home

mike flings the phone book.

PR
*8. mother walks away.
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7. mike tries to make mom feel guilty.
6. mom says no firmly and finally.

Story Form
5. mike bargains.
4. mom says no clearly and emphatically.
3. mike pleads.
V I mike tries to
change mother’s
FallinG aCTion
decision.
2. mom says no.
E
1. mike asks permission to go to the sports club.
ChARACTERS: 1. mike 4. paul’s uncle

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2. paul
1-23
3. mike’s mom
WorksheeT C
31
Lesson Preview
I E W
E V
PR

Project Read® Story Form Instructional Materials
rEAdInG coMPrEHEnSIon
STORY FORM
COMPLETE INSTRUCTIONAL KIT
Includes instructional materials for teaching the
Project read® Story Form curriculum
CURRICULUM GUIDE
Introduction
W
Story Form
Research Based
Comprehension
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Guide
Graphic Organizers
V I
Questioning Strategies
UNIT 1 - Story Skeleton
Authors:
Victoria E. Greene
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50 2020/2021 Language Circle Catalog

Toll Free: 800-450-034333
Project Read® Story Form Instructional Materials
rEAdInG coMPrEHEnSIon
STORY FORM COMPREHENSION INSTRUCTIONAL KIT . . . . . . . . . . . . . . . . . . . . . . . . . . . $194.00

ITEM# LCCOMPKIT
• Story Form Comprehension Guide • Intermediate Story Puzzle
• Story Form Comprehension Student Practice • Intermediate Story Boards (set of 10)
Sheets Flash Drive
STORY FORM COMPREHENSION GUIDE . . . . . . . . . . . . . . . . . . . . . . . .$74.00

ITEM# 25273
Introduction
• Story Form Comprehension Guide teaches a process for gathering and
organizing information in narrative literature. Story Form
Research Based
• Recommended for 4th grade – adult instruction. Comprehension
Guide
Graphic Organizers
• Assists teachers in presenting the underlying format (structure) of
narrative writing (plot) through direct instruction in a systematic
Questioning Strategies
order, using multisensory strategies.
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• Each unit of instruction contains narrative reading material for
UNIT 1 - Story Skeleton

Authors:
Victoria E. Greene
student use pursuant to limited license/permission to copy.

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STORY FORM COMPREHENSION
STUDENT PRACTICE SHEETS FLASH DRIVE . . . . . . . . . . . . . . . . . .$70.00
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ITEM# 25273FL
• Each Flash Drive includes a printable PDF file containing student
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practice sheets from the Story Form Comprehension Guide with fillable
fields allowing activities to be completed digitally.
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• Compatible for classroom or distance learning.
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INTERMEDIATE STORY PUZZLE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $47.00
ITEM# 26082
• Multi-colored Intermediate Story Puzzle represents the elements of
story plot and pieces fit together to make a picture of the underlying
structure of narrative text.
• May be used for individual or large group instruction. ??
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• Includes a color transparency and an 11 x 17 foam board puzzle

to display interlocking story pieces.
• Some assembly required.
INTERMEDIATE STORY BOARDS

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ITEM# 25276 0U[LYTLKPH[L
• Story Boards are a classroom manipulative with Story Puzzle

icons printed on Post-its®.
• Post-its® enable students to analyze story parts by placing the
icons directly onto trade books and basal texts.
STORY FORM
• Set of 10 folders can be laminated and are nonconsumable.

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STORY BOARD POST-IT® REFILL (INTERMEDIATE) . . . . . . . . . . . .$28.00

ITEM# 25641
• A replacement set of 50 Post-its® printed with the Story Puzzle icons.
www.projectread.com 2020/2021 Language Circle Catalog 51

Project Read® Reading Comprehension Aligns with Common Core Standards Page 1
READING COMPREHENSION – STORY FORM LITERATURE CONNECTION
KEY IDEAS AND DETAILS
Unit 1 Story Parts K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
RL: K.1, 2, RL: 1.1, 2 RL: 2.1, 2 RL: 3.1, 2 RL: 4.1, 2 RL: 5.1, 2
Project Read®
1.1 Story Parts

RL: K.3, 4 RL: 1.3, 4 RL: 2.3, 4 RL: 3.3, 4 RL: 4.3, 4 RL: 5.3, 4
RL: K.1, 2, RL: 1.1, 2 RL: 2.1, 2 RL: 3.1, 2 RL: 4.1, 2 RL: 5.1, 2
1.2 Understanding Story Structure
RL: K.3, 4 RL: 1.3, 4 RL: 2.3, 4 RL: 3.3, 4 RL: 4.3, 4 RL: 5.3, 4
RL: K.1, 2, RL: 1.1, 2 RL: 2.1, 2 RL: 3.1, 2 RL: 4.1, 2 RL: 5.1, 2
1.3 Identifying Story Parts
RL: K.3, 4 RL: 1.3, 4 RL: 2.3, 4 RL: 3.3, 4 RL: 4.3, 4 RL: 5.3, 4

RL: K.1, 2, RL: 1.1, 2 RL: 2.1, 2 RL: 3.1, 2 RL: 4.1, 2 RL: 5.1, 2
1.4 Story Message
RL: K.3, 4 RL: 1.3, 4 RL: 2.3, 4 RL: 3.3, 4 RL: 4.3, 4 RL: 5.3, 4
P
RL: K.1, 2, RL: 1.1, 2 RL: 2.1, 2 RL: 3.1, 2 RL: 4.1, 2 RL: 5.1, 2
1.5 Applying Story Parts
RL: K.3, 4,6 RL: 1.3, 4,6 RL: 2.3, 4,6 RL: 3.3, 4,6 RL: 4.3, 4,6 RL: 5.3, 4,6
CRAFT AND STRUCTURE
Unit 2 Story Types K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
R
2.1 Story Types RL: K.2, 5 RL: 1.2, 5 RL: 2.2, 5 RL: 3.2, 5 RL: 4.2, 5 RL: 5.2, 5
2.2 Human Interest RL: K.2, 5 RL: 1.2, 5 RL: 2.2, 5 RL: 3.2, 5 RL: 4.2, 5 RL: 5.2, 5
2.3 Fantasy RL: K.2, 5 RL: 1.2, 5 RL: 2.2, 5 RL: 3.2, 5 RL: 4.2, 5 RL: 5.2, 5
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2.4 Combining Story Types RL: K.2, 5 RL: 1.2, 5 RL: 2.2, 5 RL: 3.2, 5 RL: 4.2, 5 RL: 5.2, 5
2.5 Realistic Animal RL: K.2, 5 RL: 1.2, 5 RL: 2.2, 5 RL: 3.2, 5 RL: 4.2, 5 RL: 5.2, 5
Unit 3 Story Chart K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
Story Form
3.1 Story Chart RL: K.4, 5, 6 RL: 1.4, 5, 6 RL: 2.4, 5, 6 RL: 3.4, 5, 6 RL: 4.4, 5, 6 RL: 5.4, 5, 6
V
3.2 Introduction to Story Chart RL: K.4, 5, 6, 7 RL: 1.4, 5, 6, 7 RL: 2.4, 5, 6, 7 RL: 3.4, 5, 6, 7 RL: 4.4, 5, 6, 7 RL: 5.4, 5, 6, 7
Unit 4 Dialogue Grade 4 Grade 5
4.1
4.2
Unit 5
5.1
Dialogue
Understanding Story Parts
Characterization
Characterization
RL: K.6
RL: K.4, 5, 6, 7
RL: K.3, 9
I E RL: 1.6
RL: 1.4, 5, 6, 7
RL: 1.3, 9
RL: 2.6
RL: 2.4, 5, 6, 7
RL: 2.3, 9
RL: 3.6
RL: 3.4, 5, 6, 7
RL: 3.3, 9
RL: 4.6
RL: 4.4, 5, 6, 7
Grade 4
RL: 4.3, 9
RL: 5.6
RL: 5.4, 5, 6, 7
Grade 5
RL: 5.3, 9
5.2 Character Types RL: K.3, 9 RL: 1.3, 9 RL: 2.3, 9 RL: 3.3, 9 RL: 4.3, 9 RL: 5.3, 9
INTEGRATION OF KNOWLEDGE AND IDEAS
Unit 6 Mystery and Legend K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
6.1 Genres: Mystery and Legend RL: K.3, 5, 6 RL: 3, 5, 6 RL: 2.3, 5, 6 RL: 3.3, 5, 6 RL: 4.3, 5, 6 RL: 5.3, 5, 6
W
6.2 Mystery RL: K.3, 5, 6 RL: 3, 5, 6 RL: 2.3, 5, 6 RL: 3.3, 5, 6 RL: 4.3, 5, 6 RL: 5.3, 5, 6
6.3 Legend RL: K.3, 5, 6 RL: 3, 5, 6 RL: 2.3, 5, 6 RL: 3.3, 5, 6 RL: 4.3, 5, 6 RL: 5.3, 5, 6
RL Reading: Literature RF Reading: Foundational Skills S Speaking and Listening
35
Common Core Standards Alignment
RI Reading: Informational Text W Writing L Language

Project Read
4IVO]IOM+QZKTM-V\MZXZQ[M[
36
READING COMPREHENSION – STORY FORM LITERATURE CONNECTION
Unit 7 Historical Fiction K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
7.1 Genres: Historical Fiction RL: K.3, 5, 6 RL: 3, 5, 6 RL: 2.3, 5, 6 RL: 3.3, 5, 6 RL: 4.3, 5, 6 RL: 5.3, 5, 6
Unit 8 Biography and Adventure K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
Project Read®
8.1 Genres: Biography and Adventure RL: K.3, 5, 6 RL: 3, 5, 6 RL: 2.3, 5, 6 RL: 3.3, 5, 6 RL: 4.3, 5, 6 RL: 5.3, 5, 6
RANGE OF READING AND LEVEL OF TEXT COMPLEXITY
Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6
RL: K.10 RL: 1.10 RL: 2.10 RL: 7.10 RL: 8.10 RL: 9-12.10
Read and Comprehend literature, including stories,
RF: K.4 RF: 1.4a RF: 2.4a RF: 7.4a RF: 8.4a RF: 9.4a
dramas, and poems, in the grade band proficiency
L: K. 4, 5 L: 1. 4, 5 L: 2. 4, 5 L: 7. 4, 5 L: 8. 4, 5 L:9-12. 4, 5
PR E
Story Form
V I E W


Project Read
READING COMPREHENSION – STORY FORM
KEY IDEAS AND DETAILS
Unit 1 Story Skeleton Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9-12
RL: 4.1, 2, RL: 5.1, 2, RL: 6.1, 2, RL: 7.1, 2, RL: 8.1, 2, RL: 9-12.1, 2,
Project Read®
1.1 Story Structure

RL: 4.3, 4 RL: 5.3, 4 RL: 6.3, 4 RL: 7.3, 4 RL: 8.3, 4 RL: 9-12.3, 4
RL: 4.1, 2, RL: 5.1, 2, RL: 6.1, 2, RL: 7.1, 2, RL: 8.1, 2, RL: 9-12.1, 2,
1.2 Setting
RL: 4.3, 4 RL: 5.3, 4 RL: 6.3, 4 RL: 7.3, 4 RL: 8.3, 4 RL: 9-12.3, 4
RL: 4.1, 2, RL: 5.1, 2, RL: 6.1, 2, RL: 7.1, 2, RL: 8.1, 2, RL: 9-12.1, 2,
1.3 Characters
RL: 4.3, 4 RL: 5.3, 4 RL: 6.3, 4 RL: 7.3, 4 RL: 8.3, 4 RL: 9-12.3, 4

RL: 4.1, 2, RL: 5.1, 2, RL: 6.1, 2, RL: 7.1, 2, RL: 8.1, 2, RL: 9-12.1, 2,
1.4 Problem/Conflict
RL: 4.3, 4 RL: 5.3, 4 RL: 6.3, 4 RL: 7.3, 4 RL: 8.3, 4 RL: 9-12.3, 4
P
RL: 4.1, 2, RL: 5.1, 2, RL: 6.1, 2, RL: 7.1, 2, RL: 8.1, 2, RL: 9-12.1, 2,
1.5 Rising Action
RL: 4.3, 4 RL: 5.3, 4 RL: 6.3, 4 RL: 7.3, 4 RL: 8.3, 4 RL: 9-12.3, 4
RL: 4.1, 2, RL: 5.1, 2, RL: 6.1, 2, RL: 7.1, 2, RL: 8.1, 2, RL: 9-12.1, 2,
1.6 Climax
RL: 4.3, 4 RL: 5.3, 4 RL: 6.3, 4 RL: 7.3, 4 RL: 8.3, 4 RL: 9-12.3, 4
R
RL: 4.1, 2, RL: 5.1, 2, RL: 6.1, 2, RL: 7.1, 2, RL: 8.1, 2, RL: 9-12.1, 2,
1.7 Falling Action
RL: 4.3, 4 RL: 5.3, 4 RL: 6.3, 4 RL: 7.3, 4 RL: 8.3, 4 RL: 9-12.3, 4
RL: 4.1, 2, RL: 5.1, 2, RL: 6.1, 2, RL: 7.1, 2, RL: 8.1, 2, RL: 9-12.1, 2,
1.8 Story
RL: 4.3, 4 RL: 5.3, 4 RL: 6.3, 4 RL: 7.3, 4 RL: 8.3, 4 RL: 9-12.3, 4
E
CRAFT AND STRUCTURE
Unit 2 Setting Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9-12
RL: 4. 3, 4, 5, RL: 5.3, 4, 5, 6,7 RL: 6.3, 4, 5, 6,7 RL: 7.3, 4, 5, 6,7 RL: 8.3, 4, 5, 6,7 RL: 9-12.3, 4, 5,
2.1 Story Outline
6,7 6,7
Story Form
V
RL: 4. 3, 4, 5, 6,7 RL: 5.3, 4, 5, 6,7 RL: 6.3, 4, 5, 6,7 RL: 7.3, 4, 5, 6,7 RL: 8.3, 4, 5, 6,7 RL: 9-12.3, 4, 5,
2.2 Time and Place
6,7
Unit 3
3.1
3.2
Conflict
Central Conflict
Opposing Force
Grade 4
I
RL: 4. 3, 4, 5, 6,7
RL: 4. 3, 4, 5,
6,7
E Grade 5
RL: 5.3, 4, 5, 6,7
RL: 5.3, 4, 5, 6,7

Grade 6
RL: 6.3, 4, 5, 6,7
RL: 6.3, 4, 5, 6,7

Grade 7
RL: 7.3, 4, 5, 6,7
RL: 7.3, 4, 5, 6,7

Grade 8
RL: 8.3, 4, 5, 6,7
RL: 8.3, 4, 5, 6,7

Grade 9-12
RL: 9-12.3, 4, 5,
6,7
RL: 9-12.3, 4, 5,
6,7
RL: 4. 3, 4, 5, RL: 5.3, 4, 5, 6,7 RL: 6.3, 4, 5, 6,7 RL: 7.3, 4, 5, 6,7 RL: 8.3, 4, 5, 6,7 RL: 9-12.3, 4, 5,
3.3 Inciting Force
6,7 6,7
Unit 4 Rising Action Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9-12
RL: 4. 3, 4, 5, 6,7 RL: 5.3, 4, 5, 6,7 RL: 6.3, 4, 5, 6,7 RL: 7.3, 4, 5, 6,7 RL: 8.3, 4, 5, 6,7 RL: 9-12.3, 4, 5,
4.1 Plot Development
6,7
W
RL: 4. 3, 4, 5, 6,7 RL: 5.3, 4, 5, 6,7 RL: 6.3, 4, 5, 6,7 RL: 7.3, 4, 5, 6,7 RL: 8.3, 4, 5, 6,7 RL: 9-12.3, 4, 5,
4.2 Crisis and Climax
6,7
37

Project Read
38
READING COMPREHENSION – STORY FORM
Unit 5 Falling Action Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9-12
RL: 4. 3, 4, 5, RL: 5.3, 4, 5, 6,7 RL: 6.3, 4, 5, 6,7 RL: 7.3, 4, 5, 6,7 RL: 8.3, 4, 5, 6,7 RL: 9-12.3, 4, 5,
5.1 Plot Expansion
6,7 6,7
Project Read®
RL: 4. 3, 4, 5, RL: 5.3, 4, 5, 6,7 RL: 6.3, 4, 5, 6,7 RL: 7.3, 4, 5, 6,7 RL: 8.3, 4, 5, 6,7 RL: 9-12.3, 4, 5,
5.2 Open Plot
6,7 6,7
RL: 4. 3, 4, 5, RL: 5.3, 4, 5, 6,7 RL: 6.3, 4, 5, 6,7 RL: 7.3, 4, 5, 6,7 RL: 8.3, 4, 5, 6,7 RL: 9-12.3, 4, 5,
5.3 Closed Plot
6,7 6,7
INTEGRATION OF KNOWLEDGE AND IDEAS
Unit 6 Interpretive Theme Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6
RL: 4.1, 2, RL: 5.1, 2, RL: 6.1, 2, RL: 7.1, 2, RL: 8.1, 2, RL: 9-12.1, 2,
6.1 Interpretive Theme
P
RL: 4.3, 4,7 RL: 5.3, 4,7 RL: 6.3, 4,7 RL: 7.3, 4,7 RL: 8.3, 4,7 RL: 9-12.3, 4,7
RL: 4.1, 2, RL: 5.1, 2, RL: 6.1, 2, RL: 7.1, 2, RL: 8.1, 2, RL: 9-12.1, 2,
6.2 Supportive Evidence
RL: 4.3, 4,7 RL: 5.3, 4,7 RL: 6.3, 4,7 RL: 7.3, 4,7 RL: 8.3, 4,7 RL: 9-12.3, 4,7
Unit 7 Type/Genre Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6
R
7.1 Genres RL: 4.3, 5, 6 RL: 5.3, 5, 6 RL: 6.3, 5, 6 RL: 7.3, 5, 6 RL: 8.3, 5, 6 RL: 9-12.3, 5, 6
Unit 8 Literary Terms Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6
RL: 4.4, 5, 6, 7 RL: 5.4, 5, 6, 7 RL: 6.4, 5, 6, 7 RL: 7.4, 5, 6, 7 RL: 8.4, 5, 6, 7 RL: 9-12.4, 5, 6,
8.1 Literary Terms
E
7
RL: 4.4, 5, 6, 7 RL: 5.4, 5, 6, 7 RL: 6.4, 5, 6, 7 RL: 7.4, 5, 6, 7 RL: 8.4, 5, 6, 7 RL: 9-12.4, 5, 6,
8.2 Definition of Literary Terms
7
RANGE OF READING AND LEVEL OF TEXT COMPLEXITY
Story Form
V
Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6
RL: 4.10 RL: 5.10 RL: 6.10 RL: 7.10 RL: 8.10 RL: 9-12.10
Read and Comprehend literature, including stories,
RF: 4.4a RF: 5.4a RF: 6.4a RF: 7.4a RF: 8.4a RF: 9.4a
dramas, and poems, in the grade band proficiency
L:4. 4, 5
I E WL:5. 4, 5 L:6. 4, 5 L:7. 4, 5 L:8. 4, 5 L:9-12. 4, 5


Project Read
Project Read® SF Research RESEARCH
Research
Research
I E W
E V
PR
Original Research Study
(Dissertation)
Florida Center for Reading
Research Report on Project Read
projectread.com/images/ProjectReadFINAL.pdf
Boston, MA
Boston Renaissance Charter Public School
Williamstown, MA
St. Stanislaus Kostka School
Rock Hill, SC
Mt. Holly Elementary School
Marshalltown, IA
Marshalltown Community School District
South Kingstown, RI
Wakefield Elementary School
4 2015/2016 Language Circle Catalog Toll Free: 800-450-0343

© Language Circle Enterprises, Inc. R-1
RESEARCH
rESEArcH
Proven curriculum. Time-Tested results.

HONORING DIVERSE LEARNING PROFILES
research-driven
Language Arts curriculum
The Project Read® program is based on a
research-driven language arts curriculum in line
with the National Reading Panel’s five essential
components of effective reading instruction.
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Designed in 1973 by Dr. Mary Lee Enfield and
Victoria Greene, Project Read® materials honor
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diverse learning profiles and provide curricula
I
with lessons built on direct concept teaching,
multisensory strategies, systematic instruction,
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and higher–level thinking skills. Project Read®
curricula and instruction create a captivating,
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respectful, and dignified environment for
teachers and students alike.
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Created for the K-12 classroom, ESL students,
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special education, Title I programs, and
adolescents or adults with reading problems, The Florida center for
Project Read® materials are appropriate for a
variety of students and teachers.
reading research reports:
“How is the Project Read® program
aligned with current reading research?”
Project Read® curriculum integrates the five critical
original research Study components of reading instruction—phonemic
(Dissertation) . . . . . . . . . . . . . . . $15.00 awareness, phonics, fluency, vocabulary and
ITEM# 25519
comprehension — along with the dimensions
A University of Minnesota doctoral dissertation of spelling, writing, oral language, and listening
by Mary Lee Enfield, Ph.D. This dissertation comprehension within each lesson. An important
contains a comprehensive description of the component of instruction that is beneficial is
the cumulative nature of the scaffolded practice
basis for Project Read® materials and teaching
embedded in the program. Each instructional
strategies. The original controlled pilot study routine consistently begins with a review of
and the three-year major study document the previously taught skills, and continues with teacher
effectiveness of Project Read® teaching materials modeling of a new skill or strategy, guided practice
as an alternative approach to teaching reading and student practice, and includes frequent
to students with language learning difficulties. progress monitoring checks to affirm mastery.
See the full Florida Center for Reading Research report on Project Read® Curriculum:
http://www.projectread.com/wp-content/uploads/projectreadfinal.pdf
www.projectread.com
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2020/2021 Language Circle Catalog
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RESEARCH rESEArcH
PHONICS
Boston renaissance charter Public School Boston, MA
Implementation of Project Read® Program 2003 - 2010
Massachusetts comprehensive Assessment (McAS)

BAcKGround InForMATIon English Language Arts
Boston Renaissance Charter Public
School is a large urban school in the 3rd Grade State
city of Boston with a high-poverty,
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95
99% minority population. 79% receive 93
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free or reduced lunch and the majority 91
92.4
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of students are African-American. With
89
over 1,000 students in K-6, it is one of 88.5
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the largest elementary charter schools
87
in the nation.
CPI
85
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85.1
83
The school is required by the state 83.4 83.5
82.6
to monitor student progress with
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81
81.5
a consistent benchmarking system 79
P
78.9
which demonstrated rising test scores. 77
75
AcHIEVEMEnT SuccESS 2006 2007 2008 2009
Grade 3 Composite Performance Index (CPI)

• Instruction with Project Read®
Phonics resulted in immediate
behavioral management success
in many classrooms by helping to 2006 2007 2008 2009
100%
create a climate with focused and
engaged students. 90%
79%
80%
• Significant gains were measured

in fluency, vocabulary, and 70% 67%
65%
comprehension. 60%
48%
• Teachers enjoyed teaching the 50%
45%
curriculum, and noticed students 40%
32%
mastering skills that they had 30%
25%
previously been unable to achieve. 20%
15%
• The Project Read® curriculum is an 10% 7% 8%

6%
3%
integral part of regular classroom 0%
instruction and is a highly Warning Needs Improvement Proficient/Proficient +
successful RTI model as well. Percent of Third Grade Students in Proficiency Categories

Toll Free: 800-450-0343
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PHONICS
St. Stanislaus Kostka School Williamstown, MA
The Reading Institute External Evaluation Study 2008 - 2010
St. Stanislaus Kostka School (St. Stans) has

120
an enrollment of 144 students ranging from
pre-K through 8th grade. Each grade is made
up of one class, with class sizes ranging 100
from 10-20 students. Beginning in the 2008-
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95.09 95.77
88.15
2009 academic year, St. Stans adopted a 80
81.77 83.27
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scientifically-based core reading program that 76.94
addressed the five components of literacy as
I
67.75
60 63.58 Fall 2008 GRADE Scores
62.62 62.45
identified by the National 120

Reading Panel. Spring 2009 GRADE Scores
50.92 52.00
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48.70
40
Using leveled and decodable readers as 41.18
well as weekly leveled selections, students

100
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frequently interacted with text to learn and 95.09 20
95.77
practice phonics, fluency, vocabulary, and
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88.15
80
83.27
comprehension skills. In addition to the76.94
81.77
core 0
Kindergarten 1st Grade 2nd Grade 3rd Grade 4th Grade 5th Grade 6th Grade
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reading program, teachers were trained in, and
67.75
had access to Project Read®60 materials.
62.62 Teachers GRADE Total Test Scores
62.45 63.58 Fall 2008 GRADE Scores
were expected to incorporate Project Read® 2008-09 Spring 2009 GRADE Scores
direct instruction and multisensory strategies. 48.70

50.92 52.00
40
41.18
In an effort to determine student response

to reading instruction and 20 the value added 120
of tiered RTI supportive reading instruction,

the Group Reading Assessment of Diagnostic 100
Evaluation (GRADE), a developmentally-based,

0
97.00
90.94
group-administered assessment of reading,
Kindergarten 1st Grade 2nd Grade
80
3rd Grade 4th Grade 5th Grade 6th Grade
86.00
was given during the fall and spring of the

80.62 79.71 78.88
2008-2009 and 2009-2010

120 academic years. 60 65.85
69.85
64.80 Fall 2009 GRADE Scores
61.28
Spring 2010 GRADE Scores
57.00 57.30
Analysis of the data indicates that the

55.23
51.50
combination of core 100 and supportive literacy

40
instruction was strongly associated with 97.00
statistically significant gains throughout the 90.94 20
school year in the areas of phonics, fluency,

80 86.00
80.62
vocabulary, and comprehension.79.71 Significant
78.88
0
gains across all grade levels, suggesting

Kindergarten 1st Grade 2nd Grade 3rd Grade 4th Grade 5th Grade 6th Grade
69.85
that the literacy program

60 was appropriately
65.85
GRADE Total Test61.28
Scores 64.80 Fall 2009 GRADE Scores
administered in accordance with57.00 the changing 2009-10 57.30

Spring 2010 GRADE Scores
55.23
developmental needs of students. 51.50
40
www.projectread.com
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20
RESEARCH rESEArcH
PHONICS
Mt. Holly Elementary School rock Hill, Sc
Mt. Holly Elementary School in Rock Hill, SC MAP Test results

recently received an award for having the
Highest Pass Rate on the state PASS test in 4th Grade 2008-2009
the area of ELA for students with disabilities. 250
Mrs. Diane Sligh, resource teacher from Mt.

Holly, has used the entire Project Read®
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curriculum since the fall of 2008. Sligh 200
attributes student success to Project
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Read® programs.
I
150
TESTIMonIAL For ProJEcT rEAd®
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Resource Teacher: Diane Sligh 100
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I implemented the Project Read® curriculum
for my students during 2008-2009 and
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50
continue to use all three Project Read®
strands. My students have made significant
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gains in both reading and writing. I would 0
like to express my complete satisfaction Student A Student B Student C Student D Student E Student F Student G Student H Student I
Fall 08 Reading Fall 09 Reading Fall 08 Language Fall 09 Language
and joy at finding this gem of a program.
For the past 25 years, I have used several
well-known reading and writing programs
to teach my students. However, I have not 5th Grade 2008-2009
found a program as effective as the Project 250
Read® curriculum. The Project Read® program

provides everything that I need to implement 200
a quality reading and writing program. It is a
complete package and so easy to use. I love
how this program uses the VAKT strategies to 150
actively engage my students in each lesson.

This curriculum, which includes a wealth
of different language learning activities, is 100
brilliantly designed and tailor-made to fit

the needs and learning styles of different 50
children. I have watched struggling readers

and writers develop self-confidence, actively
participate in class, and become strong, 0
Student A Student B Student C Student D Student E
confident readers. I know I will always be a
Fall 08 Reading Fall 09 Reading Fall 08 Language Fall 09 Language
great supporter of this wonderful program.

Toll Free: 800-450-0343
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FRAMING YOUR THOUGHTS ®
Marshalltown community School district Marshalltown, IA
Marshalltown community School

district Adopts Framing Your Thoughts®
100%
By Lora Kester 90%
The 2009-2010 school year was an exciting one 80%
for K-6 teachers and students in Marshalltown, 70%
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IA. The district moved to a full implementation 60%
of Framing Your Thoughts® Sentence Structure
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and Paragraph Writing. Student and teacher
50%
I
response was remarkable! 40%
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30%
With this program in place, students and

teachers were equally satisfied: students 20%
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enjoy learning the structure of writing, while 10%
teachers feel they have a grasp on “how” to
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0%
teach writing skills. The components that Sep Oct Nov Dec Jan Feb Mar Apr May
1 Grade 2008-2009
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make Framing Your Thoughts® unique from st
other programs are why it is working so well GOAL: 80% of 1st graders will be proficient on the
Framing Your Thoughts® grade-level assessments.
in Marshalltown. The visual, auditory, tactile,
kinesthetic, and body language strategies
that are incorporated into every lesson help
to meet the needs of all learners. The direct 100%
teaching of concepts enables all students 90%
to obtain the skills necessary to become 80%
successful writers.
70%
dEMoGrAPHIcS 60%
• 61% poverty rate district-wide

50%
• Some buildings have poverty rates

40%
near 90% 30%
• 50% ELL population district-wide 20%
• Some buildings have ELL populations 10%
near 80% 0%
Sep Oct Nov Dec Jan Feb Mar Apr May
• One elementary building has a transition 2nd Grade 2008-2009

rate of over 50% GOAL: 80% of 2nd graders will be proficient on the
www.projectread.com
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RESEARCH rESEArcH
Marshalltown community School district Marshalltown, IA
IMPLEMEnTATIon oF FYT 100%
2006–2007 90%
Three teachers attended a workshop in 80%
Bloomington and “sold” the program

to their principal and the district. A pilot 70%
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project began at one elementary school. 60%
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2007–2008 50%
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A second school was added and teachers 40%
were trained.
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30%
2008–2009 20%
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A third and fourth school were added 10%
and teachers were trained.
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0%
2009–2010 Sep Oct Nov Dec Jan Feb Mar Apr May
3rd Grade 2008-2009
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All elementary schools were brought
GOAL: 80% of 3rd graders will be proficient on the
onboard (6 elementary schools and Framing Your Thoughts® grade-level assessments.
1 intermediate school) to include K-6
grades. Teachers were trained.
Sentence 1 Sentence 2
rESPonSE
100%
100%
90%
• Students enjoyed the structure of the 90%
program and the power of knowing how 80%

80%
words function in a sentence. 70%

70%
• Teachers felt they had a grasp on “how” 60%

60%
to teach writing. 50%

50%
• Teachers were grateful to have a 40%

40%
consistent program that they knew 30%
everyone was teaching. 30%
20%
20%
dATA coLLEcTIon 10%

10%
• Data was collected on a monthly basis 0%

0%
Sep Oct Nov Dec Jan Feb Mar Apr May
for one elementary school. Monthly in- Oct Nov Dec Feb Mar Apr
service was provided and accountability 4th Grade 2008-2009

GOAL: 80% of 4th graders will be proficient on the
was built in with monthly probes.

Toll Free: 800-450-0343
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Wakefield Elementary School South Kingstown, rI

Implementation of the Project Read Program 2003 - 2010
®
Writing Scores Soar at Wakefield Elementary School

NECAP Writing Proficiency Levels
ProGrAM AnALYSIS 5th Grade
At a recent Learning Walk at Wakefield Elementary
School, principals and administrators congregated 2004-‐2005 2005-‐2006 2006-‐2007
to analyze how professional development, 60%
instructional practices, and curriculum worked
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in concert to raise fifth-grade NECAP writing 50%
proficiency levels from 61% in 2005 to 93% in 2007.
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Developing excellent writers is clearly a focus at
I
40%
Wakefield. Examples of students’ written work fill

hallways and classrooms. Students and adults alike
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take time to read the displays. 30%
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Teachers across grade levels, including resource
teachers, integrate the objectives outlined in 20%
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“Write Traits“ writing curriculum with explicit
scope and sequence developed by Project Read® 10%
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Written Expression. Curriculum implementation
is responsive to the needs of students in each
classroom. The multisensory, systematic approach
0%
Proficient with Proficient Par7ally Proficient Substan7ally Below

found in Project Read® material breaks through Dis7nc7on
memory and language barriers that can prevent

students from successful writing production.
SLP, provides leadership for the Project Read®
STAFF dEVELoPMEnT curriculum by mentoring, co-teaching, and helping
teachers deliver content with fidelity.
Professional development for teachers has been
critical. In the fall of 2006, Wakefield Elementary/
South Kingstown Schools initiated a partnership
TEAcHEr SuPPorT
with the Dunn Institute to bring a Project Read® By working together, teacher-leaders take pressure
training to South County. 90% of Wakefield teachers off the faculty by streamlining processes, focusing
spent three days participating in the Written teachers, and keeping things as simple as possible.
Expression strand. Simultaneously, teachers They also strive to support faculty creativity and
participated in district-wide “Write Traits“ training innovation with respect to lesson delivery.
over the course of two years.
Bateson-Toupin credits the Project Read® Written
STudEnT ASSESSMEnT Expression curriculum with empowering teachers
Internally, a Writing Committee (led by fifth-grade in the general classroom setting, providing the
teacher Robin Wildman and first-grade teacher necessary effective support for partially proficient
Jeanne Congdon) set assessment schedules writers to reach benchmark levels while decreasing
connected to grade-level benchmarks. Grade- the number of students who require intensive
level teams assessed student writing and analyzed intervention. She also believes that the systematic
specific areas of student strength, weakness, scope and sequence has simultaneously enabled
and aggregate trends. Alison Bateson-Toupin, proficient writers to reach distinction benchmarks.
www.projectread.com
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Story Form Comprehension Guide

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Project Read®

“to ensure that all children, have the opportunity to become

© Language Circle Enterprises, Inc. 1

2 © Language Circle Enterprises, Inc.

Project Read® Curriculum

©2015 Language Circle Enterprises, Inc.

© Language Circle Enterprises, Inc. 3

4 © Language Circle Enterprises, Inc.

Framing Your Thoughts® (FYT)

Linguistics – Accelerated Phonics Framing Your Thoughts® (FYT)

Story Form Literature Connection Train-the-Trainer

Story Form Comprehension

Language Circle Enterprises

SD-2 © Language Circle Enterprises, Inc.

Language Circle Enterprises

STORY FORM (Intermediate Narrative Reading Comprehension)

SENTENCE STRUCTURE ONLY

PARAGRAPH WRITING ONLY

© Language Circle Enterprises, Inc. SD-3

Language Circle Enterprises

SD-4 © Language Circle Enterprises, Inc.

Comprehension Guide – story Form

research based .................................................................................................... r-1

Graphic organizers .............................................................................................. G-1

Skill: Climax ...................................................................... 1-17

Skill: Falling Action .......................................................... 1-18

“Mike’s Story” .......................................................... 1-21

uniT ii – Setting .................................................................................... 2-1

Skill: Time & Place ........................................................... 2-2

“Charley’s Garden” .................................................. 2-6

© Language Circle Enterprises, Inc.

Story Form Comprehension Guide

uniT iii – Conflict .................................................................................... 3-1

Skill: Opposing Force ....................................................... 3-4

Skill: Climax ...................................................................... 4-29

“Tarred Feathers” .................................................... 4-7

6 © Language Circle Enterprises, Inc.

uniT V – Falling Action ............................................................................ 5-1

Skill: Open Plot ................................................................. 5-2

Skill: Closed Plot ............................................................... 5-8

Skill: Interpretive Theme ................................................. 6-2

Skill: Supportive Evidence ............................................... 6-4

“Do Two Wrongs Make a Right” .............................. 6-7

© Language Circle Enterprises, Inc. 7

Story Form Comprehension Guide

uniT Vii – Type/Genre ................................................................................ 7-1

uniT Viii – Literary Terms .......................................................................... 8-1

Definition of Literary Terms .................................................... 8-2

8 © Language Circle Enterprises, Inc.

Unit 1: Story Skeleton

unIT I - STORY SkELETOn

Goal: To have knowledge and understanding of the parts of a story

2. To label the parts of a story skeleton.

Task analYsis: 1. setting

Story Form Comprehension Guide 1-1

© Language Circle Enterprises, Inc. 9

Unit 1: Story Skeleton

1-2 Story Form Comprehension Guide

10 © Language Circle Enterprises, Inc.

Unit 1: Story Skeleton

unIT I - STORY SkELETOn

QuesTion: What kind of skeleton is this?

ansWer: human skeleton