Connections Literature
Reading the World
Immerse students in outstanding world literature while developing critical reading and writing skills.
Showcase
Student Edition
Setting a Purpose for Reading
Student Edition
pp. iv-xiv
Table of
Contents
The Table of Contents provides a comprehensive overview of the geographic and cultural organization of the program and the diverse perspectives students will read within the units.
Regions covered in the Table of Contents include:
• The Americas
• Europe
• Africa
• Middle East and South Asia
• East Asia and the Pacific Rim
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pp. 392–395
Unit Opener
The geographic region of the unit is introduced with an overview that puts the literature into perspective. The article is followed by a regional map of the countries and authors from the countries students will be reading in the unit.
pp. 396
Country Focus
Before students read a selection or group of selections from a country, there is a brief introduction to provide additional background and cultural perspectives which help to develop comprehension.
Student Edition
Developing Critical Thinking Skills
Student Edition
pp. 397–405
Before You Read
& Reading the
Passage
Before students read the text, the Before You Read introduction includes a brief overview of the author. World Context builds background which is essential for reading comprehension. This introduction helps students activate prior knowledge to help them fully understand the text.
The text is used to teach a literary element. The Literary Lens highlights the literary element students will be applying with what they read.
Passage Vocabulary is provided in context to help students with challenging vocabulary they may encounter as they read. Artwork may be included to help with visualization and comprehension.
pp. 406
After You Read
The first section of questions checks for understanding and application of literary elements from the text in Critical Reading. Students react to the selection by responding to questions and completing activities focused on the Literary Lens. Students are challenged to analyze the passage from the perspective of the Literary Lens skill introduced at the beginning of the passage.
A Focus On activity asks students to do a deeper dive into a topic or idea presented in the text.
Students will develop a short open response to share what they know and think about the text.
Student Edition
Unit Review
Research Handbook
Writing Skills and Application
pp. 516–517
Unit Review
At the end of the unit, students respond to questions that explore Key Ideas and Details, Craft and Structure, and Integration of Knowledge and Ideas. Here, they synthesize and draw connections across multiple texts from the unit.
Research Projects are provided to allow for different learning styles and to demonstrate understanding.
A final writing activity in Cultural Reflections asks students to write about new insights they gained after reading the texts within the unit.
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pp. 652–672
Research
Handbook
A Research Handbook is provided as a resource for students to use throughout the program. The handbook provides tips for conducting research and drafting a research paper. An annotated student model is provided as an example of how the research is translated into a final paper.
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pp. 4–13
Guide to Teacher
Support for
Reading the
World
The Table of Contents provides a comprehensive overview of the geographics, texts, and genres covered in the program. Quizzes, skills, writing, and assessments are detailed here with page references.​
pp. 14–19
Teaching
Reading the
World
Teaching Reading the World offers teachers a quick overview of the program, how to teach the lessons, and key features to note during the lessons. The special focus of this text is the study and application of the skills in the research process.
pp. 20–21
Differentiation
with Reading
the World
Differentiation with Reading the World provides suggestions for modifying and differentiating the instruction for English Language Learners, striving learners, and thriving learners. The table provides a list of effective strategies to use with different learning populations in mixed learning environments and for various skills.
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pp. 22-32
Critical Reading
Strategies &
Models (Fiction
& Nonfiction)
A main focus of studying the literature and texts in Reading the World is developing critical reading strategies.
The Critical Reading section includes suggestions for the teacher as well as reproducible activities for fiction and nonfiction to introduce and practice the critical reading process. This section ends with What Do You Think?, which is the anticipation guide students should complete before starting the program. Use this before starting the program to activate students’ prior knowledge and to build their curiosity about texts from around the world.
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pp. 325–332
Unit Opener
The first pages of the Unit Opener are an overview of the suggested differentiation, by text, for ELL, striving, and thriving learners.
An Overview of the geographic region of the unit and student-facing Reproducibles are provided to help introduce the unit focus.
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pp. 333–334
Teaching
Notes
Teaching support for every text presented in Reading the World includes:
• A Summary of the selection
• Domain-Specific Vocabulary with definitions
• Passage Vocabulary with definitions
• After You Read Critical Reading Questions to foster discussion with proposed responses
• A Literary Lens Activity to reinforce the literary element along with possible student responses
• Focus On Research which provides direction for students conducting research
• Extend the Learning which offers additional extension activities for cultural awareness, writing projects, or presentations
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Teacher Edition
Developing Critical Thinking Skills
pp. 335–337
Student
Reproducibles
Every passage includes student-facing Reproducibles which may include:
• A Comprehension Quiz to check for understanding. Also includes short answer prompts
• A Literary Lens activity that provides more practice of the literary element using excerpts from the text
• A Vocabulary Quiz to measure understanding of the passage vocabulary
Writing Skills and Application
Teacher Edition
pp. 409–410
Unit Writing
Prompts &
Projects
Teaching supports for the end-of-unit thematic writing activities are intended to extend students’ understanding and appreciation of the literature they read in the unit.
• Writing About Literature
• Writing About Nonfiction
• Creative Writing
• Writing Research Papers
• Presentations and Projects​
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pp. 399–400
Unit
Review
The end-of-unit Review provides teaching support for the Student Edition activities. Research Project ideas are also presented and connected to the unit focus.
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pp. 401–408
Unit
Assessments
Reproducible assessments include objective, short answer, and extended response questions covering:
• Vocabulary
• Literary Concepts
• Critical Reading
• Synthesizing Texts