Hernando eSchool - Hernando eSchool
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Pearson Reading Street Common Core – 5th Grade
Learning Coach Guide
Table of Contents
Unit 1 Week 2 - Thunder Rose - Day 1 3 - 8
Unit 1 Week 2 - Thunder Rose - Day 2 9 - 13
Unit 1 Week 2 - Thunder Rose - Day 3 14 - 17
Unit 1 Week 2 - Thunder Rose - Day 4 18 - 19
Unit 1 Week 2 - Thunder Rose - Day 5 20
Unit 1 Week 3 - Island of the Blue Dolphins - Day 1 21 - 23
Unit 1 Week 3 - Island of the Blue Dolphins - Day 2 24 - 26
Unit 1 Week 3 - Island of the Blue Dolphins - Day 3 27 - 28
Unit 1 Week 3 - Island of the Blue Dolphins - Day 4 29
Unit 1 Week 3 - Island of the Blue Dolphins - Day 5 30
Unit 1 Week 4 - Satchel Paige - Day 1 31 - 33
Unit 1 Week 4 - Satchel Paige - Day 2 34 - 37
Unit 1 Week 4 - Satchel Paige - Day 3 38 - 39
Unit 1 Week 4 - Satchel Paige - Day 4 40 - 42
Unit 1 Week 4 - Satchel Paige - Day 5 43 - 44
Unit 1 Week 5 - Ten Mile Day - Day 1 45 - 47
Unit 1 Week 5 - Ten Mile Day - Day 2 48 - 51
Unit 1 Week 5 - Ten Mile Day - Day 3 52 - 53
Unit 1 Week 5 - Ten Mile Day - Day 4 54
Unit 1 Week 5 - Ten Mile Day - Day 5 55
Unit 2 Week 1 - At the Beach - Day 1 56 - 59
Unit 2 Week 1 - At the Beach - Day 2 60 - 63
Unit 2 Week 1 - At the Beach - Day 3 64 - 65
Unit 2 Week 1 - At the Beach - Day 4 66
Unit 2 Week 1 - At the Beach - Day 5 67
Unit 2 Week 2 - Hold the Flag High - Day 1 68 - 70
Unit 2 Week 2 - Hold the Flag High - Day 2 71 - 73
Unit 2 Week 2 - Hold the Flag High - Day 3 74
Unit 2 Week 2 - Hold the Flag High - Day 4 75
Unit 2 Week 2 - Hold the Flag High - Day 5 76 - 77
Unit 2 Week 3 - The Ch’i-lin Purse - Day 1 78 - 80
Unit 2 Week 3 - The Ch’i-lin Purse - Day 2 81 - 83
Unit 2 Week 3 - The Ch’i-lin Purse - Day 3 84 - 85
Unit 2 Week 3 - The Ch’i-lin Purse - Day 4 86
Unit 2 Week 3 - The Ch’i-lin Purse - Day 5 87 - 88
Unit 2 Week 4 – A Summer’s Trade - Day 1 89 - 91
Unit 2 Week 4 – A Summer’s Trade - Day 2 92 - 95
Unit 2 Week 4 – A Summer’s Trade - Day 3 96 - 97
Unit 2 Week 4 – A Summer’s Trade - Day 4 98
Unit 2 Week 4 – A Summer’s Trade - Day 5 99- 100
Unit 1 Week 2 Thunder Rose Day 1
Build Oral Vocabulary
Amazing Words
|Word |Meaning |
|Roaring |Very loud, active, or strong |
|Stationed |A person’s social or official position in relation to others |
|Meteorologist |A scientist that deals with the atmosphere or weather |
|Twister |A tornado, waterspout, or dust devil, in which the rotator ascending movement of a column of air is apparent |
|Stamina |Great physical or mental strength that allows you to continue doing something for a long time |
|Precipice |A point where danger, trouble, or difficulty happen |
|Agriculture |The science or occupation of farming |
|Disaster |Something such as a flood, tornado, fire, plane crash, etc that happens suddenly and causes much suffering or loss to many |
| |people |
|Unpredictable |Not able to indicate in advance |
|Wildfire |A fire in a wild area such as a forest that is not controlled and that can burn a large area very quickly |
Have students demonstrate their knowledge of each word by using each word in a sentence.
Test-Based Comprehension
Cause and Effect / Summarize
Cause – Why something happens
Effect – The result of a cause
Give the following example:
During a storm the strong winds blew a tree down.
The cause of this is the strong winds. The effect is the tree was blown down.
Read the sentences below to students and ask them to identify the cause and effect.
1) The road was wet after the storm and the car hydroplaned.
2) The newborn baby cried because it was hungry.
3) The cat ate catnip and became very playful.
Summarize – To give a short explanation that only includes the most important information.
Selection Vocabulary
Branded – marked by burning the skin with a hot iron
Constructed – put together; fitted together; built
Daintily – Delicate beauty; freshly and prettily.
Devastation – The act of laying waste; destruction.
Lullaby – A song for singing to a child; a soft song.
Pitch – A thick, black, sticky substance made from tar or turpentine.
Resourceful – Good at thinking of ways to do things; quick-witted
Thieving – Stealing
Veins – The blood vessels that carry blood to the heart from all parts of the body.
Say each word to the students and the definition, then ask students how they would explain the meaning of the words to another student.
Spelling Pretest
Long Vowel VCV
Say each word, read the sentence and repeat the word.
1. fever Stay in bed if you have a fever.
2. broken The old sports record has been broken.
3. climate She loves in a cold climate and needs warm clothes.
4. hotel The hotel has a swimming pool.
5. basic Food is one of our basic needs.
6. vocal Dad is vocal about his ideas.
7. native Palm trees are native plants in Florida.
8. silent Everyone grew silent when the play began.
9. labor Some workers join labor unions.
10. spider A spider catches bugs in its web.
11. label You’ll find the size on the label.
12. icon Just click on the icon on the screen.
13. agent The story is about a secret agent.
14. motive What was the motive for the crime?
15. vital The heart is a vital organ.
16. acorn The squirrel his the acorn.
17. item Which item is on sale?
18. aroma The aroma of baking led us to the kitchen.
19. ego It hurt my ego when I lost the game.
20. solo Jane played a solo at the concert.
Challenge Words
21. society The people in our society care for the poor.
22. rhinoceros We saw a huge rhinoceros at the zoo.
23. notation I made a notation in my book about the theme.
24. idealistic Idealistic people believe the best about everyone.
25. equation I solved the math equation written on the board.
Phonemic Awareness
Distinguished Medial Phonemes
Introduce Read together the sentence below.
A mother and her son go to shop. The sound I hear in the middle of shop is /o/. I also hear the sound /o/ in the middle of rock and in each word part of hopscotch – hop scotch.
Model Listen to this word – bad. I hear /a/ in the middle of bag. What other things have the sound /a/? (hat, cap, bank) Continue with /e/ in dress (fence, neck), /i/ in sit (picnic, swim, kitten, and /u/ in tug (duck, jump, run). Guide children as they identify and isolate the medial sounds in pond, run, back, cap, duck, and stem.
If students make an error, then model by saying two short vowel words and asking children which has the same middle sound as another short vowel word.
Phonics
Short Vowels and Consonants
Write an, egg, in, on, and up. Ask students what they know about the vowel and consonant sounds in these words. (The vowel sounds are short; the consonant stand for /n/, /g/, and /p/.)
Explain that in some words the letters ff as in cliff stand for /f/, ss as in glass for /s/, ll as in call for /l/, and zz as in buzz for /z/.
Explain the consonants ck stand for one sound, /k.. Model blending back: /b/ /a/ /k/. back.
Explain that sometimes the letters ea can stand for short e, /e/. Model blending head: /h/ /e/ /d/, head.
Write basket, to read this longer word, I’ll break it into syllables between the two consonants in the middle. The vowel in the first syllable has a short sound. Model dividing the VC/CV word and blending the syllables: bas/ket, /b/ /a/ /s/ - ket, basket. Then model dividing and blending the VCC/V word rocket: rock/et, /r/ /o/ /k/ - et, rocket.
Continue segmenting and blending. This time have the student blend with you.
Well dead rock lung wing jazz
Judge luck sunk kitten magnet picnic
Spelling Pretest
Short Vowels and Consonants
Dictate Spelling Words Dictate the spelling words and read the sentences. Have students write the words. If needed, segment the words for students, clarify the pronunciations, and give the meanings of the words. Have children check their pretests and correct misspelled words.
1. Rock A mountain is made of rock.
2. List Make a list of groceries that you need.
3. Desk My desk is in the office.
4. Job My brother got a job at the electronic store.
5. Sad I felt sad when my sister moved away.
6. Chop I cry when I chop onions.
7. Sack At the party we had a sack race.
8. Tag The price tag is on the bottom of the box.
9. Rib My dad broke a rib when he fell.
10. Mess We made a mess making cookies.
11. Dust The bookshelf was covered in dust.
12. Drum I use drumsticks to play music on the drum.
Text-Based Comprehension
Character and Setting
Characters are the people or animals in the story. Authors describe their traits, how they feel and why they say and do things.
Setting is the place and time of a story. A setting can be a real place or an imaginary one. Learning about the characters and setting helps you understand what happens in the story.
Watch the Unit 1 Week 1 The Twin Club Day 1 in the Read and Comprehend section.
Guide Practice After watching the video segment, ask students who are the characters? (a man and a girl) What is the setting? (In a boat on a lake at sunset)
Read aloud the story below with your student.
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Say: When I read, I ask myself, Who is this story about? This story is about Jamal and Christine. I also look for clues that tell where and when the story happens. Jamal moves to the city and meets Christine in early July. So I know this story happens in the city in July.
Ask what your student noticed about the characters Jamal and Christine. (Jamal; shy, feels lonely at first in the city, likes to play basketball, likes to listen to stories; Christine: friendly, likes the city, knows lots of people, likes to play basketball, likes to listen to stories).
Conventions
Sentences
Say: We read a story about two new friends doing fun things in their neighborhood. Write the following sentence frame. My favorite place to go in the neighborhood is _____________.
Ask your student to complete the sentence.
Once they completed it, explain they just wrote a sentence. A sentence is a group of words that tells a complete idea. The words in a complete sentence are in an order that makes sense. A sentence begins with a capital letter and often ends with a period. I like to go swimming is a sentence.
Ask you student to complete these sentence frames orally.
1) Billy’s neighbor ___________________.
2) The girls _________________.
3) After school, we ___________________.
Writing
Personal Narrative
This week students will write a personal narrative. A personal narrative tells your own personal story. It tells about an interesting time in your life.
Key features of a personal narrative:
- Tells about an interesting experience in the writer’s life
- Tells a story using the words I or me
- Provides details to make the event vivid.
Prompt: Think about what people learn by exploring a new place. Now write about a new place you have visited.
Unit 1 Week 2 Thunder Rose Day 2
Build Oral Language
Read these sentence, then, ask the questions below.
The roaring had started somewhere to the east, then came bearing down on us like a hundred freight trains. Only the twister didn’t move on. It stationed itself right overhead, making the loudest noise I’d ever heard, whining worse than any jet.
1) What does roaring mean? (a very loud noise)
2) Why would a tornado be described as roaring? (The extremely fast winds are very loud.)
3) What other natural disasters might make a roaring noise? (a hurricane, a tsunami, a thunderstorm)
4) Why do you think the author included the phrase the roaring in this description? (to help the reader “hear: what the twister was like)
Build Oral Vocabulary
1) Introduce Write precipice. Have students say it aloud with you. Relate precipice to the photographs on page 50-51 and “Night of the Twisters.” How do you think this icy precipice makes the climber feel? Have students determine the definition of the word. A precipice is a very steep cliff or mountainside.
2) Demonstrate Have students answer questions to demonstrate understanding.
a) What is an example of a man-made precipice? (a rock-climbing wall)
b) What equipment might you need to climb a precipice? (Safety harness, helmet, ropes.)
3) Apply Have students apply their understanding. How would you feel about climbing a precipice? (scared; fearless; cautious)
Word Analysis
Greek and Latin Roots
Teach Tell students that Greek and Latin roots, such as viv, struct, and tele, can give clues about word meanings. Roots are combined with other word parts to form whole words. Write the chart below. Have students choose one root from the first column and find its meaning in the second column.
Model Say: I will choose a root and a word such as viv (vividly) from the first column and look for its meaning in the second column. I will use words I know as a guide, I know the word vividly means “brightly, deeply, or strongly.” These words are all related to vibrance and life. I can infer that the root viv means “life,” as in “full of life.”
Greek or Latin Root Meaning
viv (vividly) wheel
struct (construct) life
tele (telephone) far
rot (rotate) build
Guided Practice Have students match roots from the left column to meanings in the right column using the words in parentheses as clues.
Answers:
Viv = life
Struct = build
Tele = far
Rot = wheel
Literary Terms
Hyperbole
Teach Tell students that hyperbole is an obvious exaggeration that is commonly used in tall tales. Things are represented as much greater or less, or much better or worse, than they actually are. Hyperbole should not be taken literally.
Model Let’s look at “The Take of Carrie the Calf” on page 55, which is full of hyperbole. The last paragraph mentions a set of speakers as big as a house. Those speakers would have to be pretty large to be as big as a house. Do you think those speakers were actually as big as a house? No, of course not. This is hyperbole, used by the author to show that the speakers were remarkably large.
Guided Practice Find another example of hyperbole in “The Tale of Carrie the Calf.” Be sure to point out that it’s an exaggeration --- not literal --- statement.
Vocabulary Skill
Homonyms
Read Have students read “The Tale of Carrie the Calf” on page 55. Use the vocabulary skill and strategy as tools to build comprehension.
Teach Context Clues Explain that homonyms – words that are spelled are pronounced the same but have different meanings and origins—are marked with a superscript number in the dictionary.
Model Write: Fred knows how to row a boat. The word row is a homonym because it has multiple origins and multiple meanings but is always pronounced the same way. I know row can mean “a line of objects: or “to use oars to move a boat.” In this sentence Fred is performing an action on a boat, so the meaning that mentions oars and a boat is correct. The context clues help me understand that in this sentence, row describes an action.
Text-Based Comprehension
Genre Explain that a tall tale is a humorous story that tells about extravagantly impossible happenings. It usually involves a character with special abilities. In a tall tale, exaggeration adds to the humor of the story.
Preview and Predict Have students preview the title and illustrations for Thunder Rose. Then have them predict what the story will be about.
As you and your student read Thunder Rose check for understanding by asking the following questions (answers are in blue):
Page 58 - 59
1) Cause and Effect Ask students what causes Ma and Pa to life their voices in song. (The love Ma and Pa have for their daughter, Rose, causes them to sing.)
2) On page 58, I read that the parents’ love for Rose causes them to life their voices in song. What is the cause? (Ma and Pa feel love for Rose.)
3) What is the effect? (Ma and Pa “lift their voices in song” to show their love.)
4) Analysis/Text Evidence Look at paragraph 1 on page 58. Which sentence or phrase does the author use to appeal to your senses? What is the impact of these details? (Sensory details include “hailing rain,” “flashing lightning,” “booming thunder,” and “pounded the door.” These details help me imagine how the scene looked and sounded.)
Page 60 – 61
1) Characters and Plot Ask students to tell how Thunder Rose differs from other characters in the story. Have them explain why this is important in tall tales. (Like most main characters in tall tales, Rose has extraordinary abilities.)
2) Synthesis/Text Evidence Reread the fourth paragraph on page 61. Retell it in your own words. Be sure to maintain the meaning of the text as you paraphrase. (Rose’s mother was glad she had a child who could care for herself. Most babies were too weak to lift a cow and drink milk from it like Rose did. Rose was cute and never fussy, but everyone knew that she was a very tough kid.)
Page 62 – 63
1) Homonyms Explain that homonyms have the same pronunciation and spelling but different meanings and origins. Have students read sentence two on page 62 and define pitch based on its context in Thunder Rose. (Pitch can mean “to throw a ball” or “a sticky, black, tar-like substance.” Pitch us used in the phrase lack as pitch.” In this context, pitch means “a sticky, black, tar-like substance.)
2) Synthesis Make a time line to show major events that happened to Rose from birth to age 12. (Birth: Rose spoke. Newborn: Rose lifted a cow and drank from it. Age 2: Rose built a thunderbolt out of metal. Age 5: Rose built a fence. Ages 8-9: Rose built a skyscraper. Age 12: Rose stopped a herd of stampeding steer.)
Page 64 – 65
1) Summarize Explain that summarizing is a strategy that good reader use to check their understanding of a selection. Reread pages 63-65 and summarize Rose’s incident with the stampeding herd. (Rose quickly jumped on the first steer to stop it, and the whole herd stopped. Then she calmed him by singing to him.)
2) Analysis/Text Evidence In the first paragraph of page 65, what examples of figurative language does the author use? (“That cantankerous ton of beef” and “playful as a kitten.”)
3) What does the author convey with these two phrases? (I know that beef comes from cattle, so “that cantankerous ton of beef” probably refers to Tater, showing that before he met Rose, he was a big cranky lump. The second phrase, “playful as a kitten,” is a simile that shows how much Tater changed.)
Conventions
Subject and Predicates
Teach Write That man is a mail carrier. Point out the complete subject (That man), the simple subject (man), the complete predicate (is a mail carrier), the simple predicate (is), and the predicate nominative (mail carrier).
Guided Practice Remind students to check for a subject and predicate in every sentence to ensure that the sentence is complete. Explain that a sentence missing either a subject or predicate is a sentence fragment. Have students provide a subject or predicate for the following sentence fragments.
The beautiful, red bird is a ballet dancer
The picture on the wall climbed the tree.
Spelling
Long Vowel VCV
Teach Remind students that VCV words are words that have a vowel-consonant-vowel pattern in the middle. VCV words are divided before the consonant if the first vowel has a long sound.
Guided Practice Write fever, motive, and vital. Let’s divide VCV words with long vowels into syllables. These words are always divided after the long vowel sound, right before the consonant. This is a spelling rule. Students should draw a diagonal line where the division should be.
Writing
Tall Tale
Review Key Features Remind students to think about these features as they plan their writing. Tall tales are about exaggerated characters and impossible actions. While writers use exaggeration to create humor, they also tell the story in a way that makes it seem believable. As you begin writing your draft, tell the story in a voice that convinces the reader that you believe the tale is true. Explain that students will begin the writing process for a tall tale today and they will practice writing for tests.
When you are writing a tall tale, the first thing to think about is the main character. He or she should have some amazing and unusual ability. Once you have created a character, then you will decide what the tall tale will be about. The action of the tall tale will center on a problem that the main character must use his or her ability to solve.
Ask students for exceptional abilities that a tall tale character might have, listing suggestions on paper. Then ask students to describe several ways in which the listed abilities might be used.
Explain that adding details about a character’s personality can make the character more interesting to readers. When you describe your character, use vivid adjectives that help the reader picture the main character and the things that he or she does,
Explain that characters often change over the course of a story. Discuss way in which a tall tale character might change as a result of a conflict or problem in the story.
Introduce the Writing Prompt Remind students that their characters need not be modeled after traditional tall tale characters. Have students think about every day, believable characters who can do exceptional things. Display the writing prompt and allow students time to write to the prompt. Remind students to give themselves a few minutes after writing to reread what they have written and make changes or additions.
Writing Prompt
Think about a character who is larger than life. Now write a tall tale, using exaggeration to stretch the truth in an entertaining way.
Unit 1 Week 2 Thunder Rose Day 3
Build Oral Vocabulary
Reread these sentences from Student Edition, page 61, Thunder Rose.
Her ma was right grateful to have such a resourceful child. No other newborn had the utter strength to life a whole cow clear over her head and almost drink it dry.
1) What does resourceful mean? (good at thinking of ways to do things.)
2) What makes Rose resourceful? (Rose is only a newborn, but she can feed herself.)
3) Why does her resourcefulness make her ma grateful? (Rose’s ma does not have worry about feeding her.)
4) What does grateful mean? (feel thankful of something)
5) What is another word for resourceful? (quick-witted; clever)
6) What is another word for grateful? (thankful)
Build Oral Vocabulary
1) Introduce Write the word disaster. Have students say it with you. Yesterday we learned that it would be a disaster if a tornado hit a small town. Have students determine a definition of disaster. (A disaster is a sudden event that causes great damage or suffering.)
2) Demonstrate Have students answer questions to demonstrate understanding. Name a disaster that could happen to your family or your community. (oil spill, gas leak, fire, tornado, hurricane, flood)
3) Who can help with a disaster? (firefighters, police officers, doctors, and nurses, the military)
4) Apply Have students apply their understanding. Write a disaster emergency plan for your family to follow to prepare for a hurricane, tornado, or thunderstorm.
Text-Based Comprehension
Evaluation How do you know that Thunder Rose is a tall tale? (Thunder Rose has many exaggerated events, such as Rose drinking her milk straight from the cow (page 61), and Rose building a fence by herself at the age of five (page 62).
Analysis Use your own words to explain how Rose invented barbed wire. (Rose was making a fence and watching Barbara Jay. Rose started twisting parts of the wire, which made Barbara Jay laugh. So Rose kept twisting the wire to entertain Barbara Jay, and when she was done twisting the wire, she called it “Barbara’s Wire.” (page 65)
Page 66 – 67
1) Analysis/Text Evidence What figurative language does the author use on page 66? Why does the author use it? (“The mighty sun was draining the moisture out of every living thing it touched. Even the rocks were crying out.” In a tall tale, an author uses exaggerated language. Describing the sun as “thieving” and “draining the moisture out of every living thing” almost makes the reader mad at the sun. Saying “the rocks were crying out” helps the reader understand how dry the weather was.)
2) Evaluation/Text Evidence Reread the last paragraph on page 66. Why does Rose squeeze the clouds to create a rainstorm? (Rose needed to do something because the steer would not move without water and were about the get angry.
Page 68 – 69
1) Summarize Have students read the first paragraph on page 68 and use the important information in the paragraph to summarize the problem Rose is facing. (Look for the main ideas or important events and see what order they happened. The rainclouds got together and causes a tornado. Rose prepared to stop it.)
2) Analysis/Text Evidence What examples of imagery does the author use on page 69? What is the author’s purpose in using the imagery? (“Her eyes flashed lightning” and “She bit down and gnashed thunder from her teeth.” The author is comparing Rose to the storm. She is also using imagery to help the reader imagine seeing and hearing Rose with descriptions like “flashed lightning” and “gnashed thunder.”)
3) Analysis How does the author use personification in paragraph one on page 68? (The author describes clouds as “meddlesome” and describes a humanlike motivation. This personification makes it seem like Rose is fighting a vengeful person.)
Page 70 – 71
1) Character and Plot Ask students to infer how Rose feels as she faces the storm. (She is discouraged because she is thirsty and the storm is strong, but she is determined to succeed.)
2) Inference/Text Evidence How does the incident with Tater on page 65 help you predict what will happen when Rose signs to the storm? (Tater changed from a fierce, out-of-control bull to a kittenlike pet when Rose sang before. I know her song was powerful enough to calm Tater down, so it may be powerful enough to calm the storm.)
3) Analysis Use context to clarify the meaning of the homonym might. (Might can mean “strength” or “may”. Since the author talks about wind, thunder, and lightning, the “strength” definition makes more sense.
Page 72 – 73
1) Cause and Effect Remind students that a cause can have more than one effect. Have students identify the multiple effects of Rose’s song. (The first paragraph on page 72 tells me that Rose’s song make the tornadoes calm down. The song is the cause, and the calming of the tornadoes is the effect. It also says rain starts falling, a second effect.
2) Synthesis/Text Evidence Did Rose’s challenges remind you of challenges faced by characters in other stories you’ve read? Explain, using evidence from the text to support your answer. (Like many main characters, Rose was brave and stood up for her challenges. Students may mention stories they’ve read in which characters face forces of nature or scary situations.)
Think Critically
Complete Think Critically on page 74.
Conventions
Subjects and Predicates
Every complete sentence has a subject and a predicate. A complete sentence tells what or whom a sentence is about. A complete predicate tells what the subject is or does. A fragment is a group of words that lacks a subject or predicate. A predicate nominative renames the subject.
Have students choose a subject from the first list and a predicate from the second list to write sentences.
He raced
Swimmer chatted
Mom understood
Charlie helped
Shakespeare coughed
The teacher slept
Amy wrote
Spelling
Long Vowel VCV
Frequently misspelled words. The words favorite and buy are often misspelled. Read each sentence, choose the correct words to complete the sentences and then spell it correctly.
1) Orange is my ________ color. (favorite)
2) Did you _____ anything at the store? (buy)
3) Who is your ______ athlete? (favorite)
4) I need to _______ milk on my way home from school. (buy)
Let’s Write It!
Write a Tall Tale Use pages 76-77 in the Student Edition. Direct students to read the key features of tall tales that appear on page 76. Remind students that they can refer to the information in the Writer’s Checklist as they write their own tall tale. Also point out the concluding statement at the end of the example.
Read the student model on page 77. Point out the use of exaggeration, humor, and sensory details in the model.
Connect to Conventions Remind students that the subject of a sentence names what or whom the sentence is about and that the predicate describes what the subject is or does. Point out the correct use of subjects and predicates in the sentences in the model.
Prompt Be sure that students understand the writing prompt since this is critical for writing tests. In addition, they should be familiar with the characteristics of a tall tale, understanding the exaggeration character and plot play significant roles.
Write As you think about your tall tale character, note the special traits or characteristics. Ask yourself what kind of problem might a character like this get into because of his or her special traits.
Rubric Go over the criteria for each trait under each score. Then explain that today students will evaluate the writing test responses that they wrote yesterday, using the rubric to guide their evaluations.
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Unit 1 Week 2 Thunder Rose Day 4
Build Oral Language
Ask students to reread the paragraph on page 73 from Thunder Rose.
The stories of Rose’s amazing abilities spread like wildfire, far and wide. And as sure as thunder follows lightning, and sun follows rain, whenever you see a spark of light flash across a heavy steel gray sky, listen to the sound of the thunder and think of Thunder Rose and her song. That mighty, might song pressing on the bull’s-eye that was set at the center of her heart.
1) What does the word wildfire mean? ( a large fire that spreads quickly and causes a lot of destruction)
2) What does the phrase spread like wildfire mean? (Stories about Rose spread, or were communicated, everywhere quickly)
3) Stories spread like wildfire is a simile. A simile compares two unlike things using the word like or as. What two things are being compared here? (The way stories about Rose are communicated to many people in may places is being compared to the way a wildfire spreads quickly.)
4) What do you think is meant by the bull’s-eye that was set at the center of her heart? (The heart is what we refer to when we talk about our feelings. Thunder Rose must have very strong, positive feelings in her heart.)
Build Oral Vocabulary
1) Introduce Write unpredictable. Have students say it aloud with you. Yesterday we learned that tornadoes can be unpredictable. What does unpredictable mean? Have students determine the definition of unpredictable. (When something is unpredictable, it is uncertain.)
2) Demonstrate Have students answer questions to demonstrate understanding. How did the fact that the tornadoes were unpredictable affect Rose? (She had to stay alert and be ready for anything.)
3) In what other ways can weather be unpredictable? (Answers will vary but should contain specific weather examples.)
4) Apply Have students apply their understanding. Give an antonym for unpredictable.
Expository Text: Graphic Sources
Have students preview “Measuring Tornadoes” pages 78 – 79. Have them look at the chart on page 79. What information is given in the chart? (the title, the ratings of tornadoes, the estimated wind speed, and descriptions of the damage caused)
Analysis How does the text in “Measuring Tornadoes” enhance the information in the chart? It explains what the Fujita Scale is. Generalizations about the severity of tornadoes with F-scale ratings also help me categorize and understand what’s in the chart.
Vocabulary Skill
Idioms
Write the following sentence: When my brother stole a cookie from the cookie jar, my mom told him to clean up his act. Tell students they can use context clues to determine the meaning of the idiom, “clean up his act.”
Guided Practice Ask: Was the brother misbehaving? What do you think his mom wanted him to do? Remind students that idioms often can be found in a dictionary. Have them look the phrase up in an electronic dictionary and find the meaning “to behave in a more acceptable way.”
Conventions
Subjects and Predicates
The subject names whom or what a sentence is about, the predicate tells what the subject is or does, and the predicate nominative renames the subject. Have students identify the subject, predicate, and predicate nominative, when it applies, in these sentences.
1) Tandy plays basketball with her friends. (subject: Tandy; predicate: plays)
2) The pond is freezing over. (subject: pond; predicate: freezing)
3) Nathan is a construction worker. (subject: Nathan; predicate: is; predicate nominative: construction worker)
Unit 1 Week 2 Thunder Rose Day 5
Spelling
Long Vowel VCV
Say each word to the student, in a random order, have students write the word on a piece of paper. When complete scan the paper and email it to your teacher.
1. fever Stay in bed if you have a fever.
2. broken The old sports record has been broken.
3. climate She loves in a cold climate and needs warm clothes.
4. hotel The hotel has a swimming pool.
5. basic Food is one of our basic needs.
6. vocal Dad is vocal about his ideas.
7. native Palm trees are native plants in Florida.
8. silent Everyone grew silent when the play began.
9. labor Some workers join labor unions.
10. spider A spider catches bugs in its web.
11. label You’ll find the size on the label.
12. icon Just click on the icon on the screen.
13. agent The story is about a secret agent.
14. motive What was the motive for the crime?
15. vital The heart is a vital organ.
16. acorn The squirrel his the acorn.
17. item Which item is on sale?
18. aroma The aroma of baking led us to the kitchen.
19. ego It hurt my ego when I lost the game.
20. solo Jane played a solo at the concert.
Challenge Words
21. society The people in our society care for the poor.
22. rhinoceros We saw a huge rhinoceros at the zoo.
23. notation I made a notation in my book about the theme.
24. idealistic Idealistic people believe the best about everyone.
25. equation I solved the math equation written on the board.
Complete Success Tracker Weekly Test, Unit 1, Week 2
Complete Success Tracker Fresh Read, Unit 1, Week 2
Unit 1 Week 3 Island of the Blue Dolphin Day 1
Build Oral Vocabulary
Amazing Words
|Word |Meaning |
|Gutted |To clean the inside organs out of. |
|Quartz |A mineral that is often found in the form of a hard crystal |
|Flint |A hard type of rock that produces a small piece of burning material when it is hit by steel. |
|Blazing |Very hot, fast, or powerful. |
|Pursuit |To chase or to follow. |
|Resourceful |Able to deal well with new or difficult situations and to find solutions to problems. |
|Tarnished |Metal that becomes dull, not shiny with age. |
Have students demonstrate their knowledge of each word by using each word in a sentence.
Test-Based Comprehension
Literary Elements: Theme and Setting
Inferring
Inferring – Combining prior knowledge with clues to understand more about a story
Setting – the time and place in which a story occurs
Theme – the underlying meaning of a story.
Selection Vocabulary
Gnawed – wore away by persistent chewing
Headland – a point of very high land that juts out into water
Kelp – a kind of large, brown seaweed
Lair – the place where a wild animal lives
Shellfish – an animal that has a shell and lives in the water
Sinew – a tough cord that connects muscles to bone
Say each word to the students and the definition, then ask students how they would explain the meaning of the words to another student.
Spelling Pretest
Long Vowel Diagraphs
Tell students that this week they will spell words in the long vowel diagraphs ai, ee, ea, oa, and ow.
Say each word, read the sentence and repeat the word.
26. fever Florida is on the east coast.
27. feast We filled out plates at the feast.
28. speech Do you enjoy making a speech?
29. wheat These rolls are made from wheat.
30. Spain Soccer is a popular sport in Spain.
31. paint We will paint the walls blue.
32. arrow An arrow points to the exit.
33. needle A dropped needle is hard to find.
34. charcoal Dad filled the grill with charcoal.
35. praise I hope critics praise the play.
36. faint We heard a faint sound outside
37. maintain Who will maintain the new garden?
38. crease Jim pressed the crease out of his shirt.
39. grain The grain grows in the field.
40. breeze The breeze made the flag wave.
41. willow A weeping willow has long branches.
42. appeal The library made an appeal for book donations.
43. bowling Don’t drop the heavy bowling ball.
44. complain People often complain about rainy days.
45. sneeze Some flowers make me sneeze.
Challenge Words
46. campaign The senator’s campaign went well.
47. speedometer My car’s speedometer broke.
48. referee The referee made a bad call.
Conventions
Independent and Dependent Clauses
A related group of words with a subject and a predicate is called a clause. A clause that makes sense by itself is an independent clause. A clause that does not make sense by itself is a dependent clause. A complex sentence contains an independent and a dependent clause.
Native Americans lived on the island until they were attacked.
• In the example sentence, Native Americans lived on the island could stand alone as a sentence, so it is an independent clause. The second clause (until they were attacked) cannot stand alone. It must be combined with an independent clause to make sense, so it is a dependent clause.
• If the dependent clause comes first, set it off with a comma: Until they were attacked, Native Americans lived on the island. If the independent clause is first, no comma is needed: Native Americans lived on the island until they were attacked.
Print and complete Clauses: Dependent and Independent Worksheet. Once completed, scan and email the worksheet to your teacher.
Writing
Invitation
Say: This week you will write an invitation. An invitation is writing that tells about and event that is taking place and where and where it is happening. Its purpose is to invite people to the event.
Key Features
An invitation can be formal or informal. It will usually include a greeting and a closing that tell who is receiving the invitation and who is writing it. Invitations include important information that tells what the event is and where and where it is happening.
Prompt
Think about a place important to you that you would like a friend to visit. Write an invitation asking your friend to join you there, using specific details.
Unit 1 Week 3 Island of the Blue Dolphin Day 2
Build Oral Language
Read the following sentence:
Jenks huddled over his tepee and smacked the quartz against the knife like a flint. A spark flashed, and the tinder ignited.
Ask the questions below, answers are in blue.
1) What do we know about the meaning of the word flint? Flint is something that can create a spark when it is rubbed against something else.
2) What strategy can we use to determine the meaning of flint? The words around it hint at its meaning. I can use context clues to infer its meaning
3) What does the word huddled mean? Crowded closely.
Word Analysis
Compound Words
Tell students that compound words are made up of two words. Have students choose one word from the first column of a chart, like the one below, and another word from the second column ot build a compound word. Then have them explain what the words mean.
First Word Second Word
head land spit shell mark
shell sea knife box lord
pocket fire slide fish pit
sand land man book
wood paper
Guided Practice
Have students combine words from both columns to build new compound words.
On Their Own
Have students use a dictionary to verify that the words they combined are in fact compound words. Have them replace incorrect compound words with a new compound word that they find, Have students use the dictionary to write a short definition for each compound word.
Literary Terms
Imagery
Explain that when authors use imagery, they use words that help the reader experience the story as characters do. An image is any detail that stimulates the senses and imagination. Imagery creates a mood and helps the reader visualize the setting and characters.
Read the sentence below:
Jesse hears only the summer wind rustling and the tall prairie grass. He would hear this only if nothing else were making noise. This imagery helps me imagine Jesse alone in the forest. How do you think he feels? (scared or nervous) What is the mood? (A lonely mood)
Vocabulary Skill
Unknown Words
Tell students that when they encounter an unknown word, they can consult reference materials. Explain that print and online dictionaries or glossaries give meanings, pronunciations, and parts of speed of words.
Complete Words, Unfamiliar/Unknown Worksheet.
Text-Based Comprehension
Introduce Main Selection
Genre Explain that a novel is longer than a short story; can have many characters, more descriptions, more subplots; and can take place over a longer period of time and in several different locations.
Preview and Predict Have students preview the title and illustrations of Island of the Blue Dolphins on pages 88-89. Discuss the setting and have students predict what they think happened, or will happen, to the girl.
As you and your student read the story check for understanding by asking the following questions (answers are in blue):
Page 90 - 91
1) What words in the first paragraph tell us about the setting? Rugged island, 1835
2) Think about how things were different in 1835. What technology did not exist? Cell phones, planes
3) Rugged means “wild”. What challenges would a rugged island create? Karana may have to face wild animals and make her own shelter.
4) Reread page 90 and paragraph four on page 91 aloud. Why does Karana want to kill the wild dogs? Make an inference and use textual evidence to support it. They killed her brother, so she wants revenge. The dogs are dangerous to her as well, and she is afraid they might steal her food or even threaten her life.
5) What details does Karana consider while trying to decide where to build her home? Which details should she be most concerned about? She needs a “place that was sheltered from the wind.” The headland is close to the wild dogs’ lair but also close to a steadier flow of spring water. She should be most concerned about the wild dogs.
Page 92 – 93
1) Have students use context clues and a dictionary to determine the meaning of the word clamor on page 93, paragraph four. The other words around it in paragraph three and four describe the sea elephants’ noises as “screaming,” “barking,” and “deafening,” In a dictionary clamor means “noisy shouting” or “a loud, continuous noise.”
2) Read paragraph four on page 93 and identify examples of imagery. Then evaluate how this imagery impacts your understanding of the text. I can imagine seeing a low tide and sea elephants that are so far away they seem to be specks. I can also imagine hearing the deafening noises and clamor from the sea. These images help me understand why Karana decided to make her home somewhere else.
3) What do Karana’s decisions about building her shelter say about her character? She considers many things, such as the wind and the sea elephants. I can infer that she is wise and cautious.
Page 94 – 95
1) Explain why Karana doesn’t like foxes. They steal food and are too numerous to kill.
2) What does Karana do to solve her problem? She builds a fence to keep the foxes away.
3) Reread page 94. What words does the author use to express Karana’s mood and outlook? Make an inference about how Karana is feeling. Fresh, sweet odors, and I sang as I went down the trail; the author wants to show that even though Karana is alone, she still has hope about surviving on the island. She can still be happy by herself.
4) Does Karana remind you of character from other stories? Give reasons to support your answer. Karana reminds me of Brady from Red Kayak because they are both resourceful and aware of their surroundings.
Spelling
Long Vowel Digraphs
Remind students of the rules that in a vowel digraph, two vowels together stand for one sound, which is the long sound of the first vowel. Long vowel digraphs include ai, ee, ea, oa, and ow.
Unit 1 Week 3 Island of the Blue Dolphin Day 3
Build Oral Language
Read the sentence below and ask the questions below, answers in blue.
I would have used seal sinew to bind the ribs together, for this is stronger than kelp, but wild animals like and soon would have gnawed the fence down.
1) What does the word sinew mean? Cord that connects muscle to bone
2) Why did Karana consider using sinew to build her fence? Sinew is rope-like and can be used to tie things together.
3) What does the word gnawed mean? Chewed; bit at and wore away
4) Why would a wild animal gnaw at the fence if Karana used sinew? The sinew would taste good to animals that eat other animals, so they would try to eat it. Without the sinew to hold it together, the fence would fall down.
Think Critically
Complete Think Critically on page 100.
1) Answers will vary.
2) The story would be less personal if written from the third-person point of view. The reader would not get to know Karana as well.
3) Theme: A person with determination can meet great challenges, Evidence: Karana builds a house, defends herself against wild animals, and gathers food.
4) Older children or adults taught children how to do things. Families helped each other to survive. Learning skills from each other was important.
5) Skip # 5
Research and Study Skills
SPQ3R
Ask students what they can do to prepare themselves to read a text. Students may mention previewing or predicting. Tell students that SPQ3R (Survey, Predict, Question, Read, Recite, Review) is a strategy that they can use to read any text, particularly nonfiction text.
- Survey the text by looking at the title, headings, graphics, and illustrations, to get an idea of what you are about to read.
- Predict, or imagine what the text will be about based on what you have noticed or what you already know.
- Think about questions you want answered as you read the text. Sometimes it helps to write down those questions.
- As you read, keep your predictions and questions in mind.
- When you finish, recite by telling what you learned. This is a good way to summarize and remember what you read.
- Finally, review the text. Look at what you read, the predictions you made, your questions, the answers you found, and what you learned.
Spelling
Long Vowel Digraphs – Frequently Misspelled Words
The words praise, really, and Halloween are words that students often misspell. Read the sentences below and ask students to complete the sentence with the correct word.
1. It is important to _______________ a dog for good behavior. (praise)
2. I ______ wish I could find the right costume. (really)
3. My cousin has a book about _________ costumes. (Halloween)
Writing
Invitation
Use page 102 – 103 in the Student Edition. Direct students to read the key features of an invitation, which appear on page 102.
Read the student model on page 103. Point out the important details in the model.
[pic]
Using the rubric above score your students’ invitation from earlier in the week, review the score with your students after.
Unit 1 Week 3 Island of the Blue Dolphin Day 4
Spelling
Long Vowel Digraphs
Students should practice writing their spelling words five times each. Pay close attention to the students spelling.
Conventions
Independent and Dependant Clauses
Read the passage. Then read each question. Circle the letter of the correct answer.
Ancient Tools
(1) Natives used different kinds of natural materials as tools. (2) Carved to a point, a rock could serve as a knife. (3) Bones of some animals became tools too. (4) Because bone is so hard, it can pass through leather. (5) Artists might carve bone if the weather was bad. (6) Deerskin made soft, warm clothing after it was tanned. (7) They used every part of an animal so that nothing was wasted.
1 What is the independent clause in sentence 2?
A Carved to a point
B a rock
C a rock could serve
D a rock could serve as a knife
2 What is the dependent clause in sentence 3?
A Bones of some animals
B some animals
C became tools
D None of the above
3 In sentence 4, which word identifies a dependent clause?
A Because
B hard,
C , it
D leather.
4 What is the independent clause in sentence 6?
A Deerskin
B Deerskin made soft, warm clothing
C it was tanned
D after it was tanned
5 In sentence 5, what is the dependent clause?
A if the weather was bad
B the weather
C Artists might carve
D None of the above
Unit 1 Week 3 Island of the Blue Dolphin Day 5
Spelling
Long Vowel Digraphs
Say each word to the student, in a random order, have students write the word on a piece of paper. When complete scan the paper and email it to your teacher.
Say each word, read the sentence and repeat the word.
1. fever Florida is on the east coast.
2. feast We filled out plates at the feast.
3. speech Do you enjoy making a speech?
4. wheat These rolls are made from wheat.
5. Spain Soccer is a popular sport in Spain.
6. paint We will paint the walls blue.
7. arrow An arrow points to the exit.
8. needle A dropped needle is hard to find.
9. charcoal Dad filled the grill with charcoal.
10. praise I hope critics praise the play.
11. faint We heard a faint sound outside
12. maintain Who will maintain the new garden?
13. crease Jim pressed the crease out of his shirt.
14. grain The grain grows in the field.
15. breeze The breeze made the flag wave.
16. willow A weeping willow has long branches.
17. appeal The library made an appeal for book donations.
18. bowling Don’t drop the heavy bowling ball.
19. complain People often complain about rainy days.
20. sneeze Some flowers make me sneeze.
Challenge Words
21. campaign The senator’s campaign went well.
22. speedometer My car’s speedometer broke.
23. referee The referee made a bad call.
Complete (online) Success Tracker Weekly Test, Unit 1 Week 3
Complete (online) Success Tracker Fresh Reads, Unit 1 Week 3
Unit 1 Week 4 Satchel Paige Day 1
Build Oral Vocabulary
Amazing Words
|Word |Meaning |Possible Synonym |Possible Antonym |
|Barrier |Something that impedes or separates. |Obstacle, barricade, | |
| | |block | |
|Hardships |Something that causes pain, suffering, or loss. |Difficulty |Opportunity |
|Hostility |An unfriendly attitude or action. |Antagonism, grudge, spite|Amity, hospitality, |
| | | |goodwill |
|Endured |To experience pain or suffering for a long period of time. |Suffer | |
|Ambition |Something that a person hopes to do or achieve. |Aspiration | |
|Strive |To try very hard to do or achieve something. | | |
|Vigor |Strength, energy, or determination |Drive |Lethargy |
|Devotion |A feeling of strong love or loyalty. |Loyalty, Passion |Aversion |
|Resist |To fight against something |Oppose | |
|Discipline |Self control | | |
Using a dictionary and thesaurus students should complete the vocabulary diagram.
Synonym Antonym
Definition Picture
After completing the Vocabulary Diagram for each word, have students demonstrate their knowledge of each word by completing the sentences orally.
Text-Based Comprehension
Fact / Opinion
Questioning
Fact – A statement that can be proved true or false.
Opinion – A statement of someone’s judgment, belief, or way of thinking about something.
Print and Complete the Fact and Opinion Worksheet. Once completed, scan and email the Fact and Opinion Worksheet to your teacher.
Selection Vocabulary
Confidence – firm belief in yourself
Fastball – a pitch thrown at a high speed with very little curve
Mocking – laughing at; making fun of
Outfield – the part of a baseball field beyond the diamond or infield
Unique – having no like or equal
Weakness – a slight fault
Windup (in baseball) – a swinging movement of the arms while twisting the body just before pitching the ball.
Say each word and the definition to students, ask students how they would explain the meaning of the word to another student.
Spelling Pretest
Adding –ed, -ing
Tell students that this week they will spell words that end with –ed and –ing. Say each word, read the sentence, and repeat the word.
1. supplied Dad supplied food for the picnic.
2. supplying Who will be supplying the drinks?
3. denied Jimmy denied that she was tired.
4. denying There’s no denying that we like snow days.
5. decided Have you decided what movie you want to watch?
6. deciding He is deciding what to wear.
7. included Drinks are included on the plane.
8. including Everyone, including me, left early.
9. admitted No one will be admitted after the show starts.
10. admitting Are you admitting that you did it?
11. occurred A great idea just occurred to me.
12. occurring Accidents keep occurring on that road.
13. qualified My team qualified for the playoffs.
14. qualifying Qualifying for the playoffs is hard.
15. identified The winner was identified last.
16. indentifying After identifying my lost cat, I brought him home.
17. delayed Our flight was delayed.
18. delaying Delaying the game caused a penalty.
19. satisfied Are you satisfied now?
20. satisfying The holiday meal was satisfying.
Challenge Words
21. occupied The bathroom is occupied.
22. occupying She is occupying herself by reading a book.
23. criticized She was criticized for being messy.
24. criticizing The evaluator is known for criticizing everyone.
25. omitted The chef accidentally omitted one ingredient.
26. omitting The teacher is omitting the essay from the test.
Conventions
Compound and Complex Sentences
Compound Sentence – Contains two simple sentences joined by a comma and a conjunction.
Complex Sentence – Contains an independent clause and a dependent clause.
Have students indentify the following sentences as simple, compound or complex.
1. Jerome likes to play soccer. (simple)
2. Sarah is babysitting tomorrow, but she can watch a movie tonight. (compound)
3. My dog sleeps a lot, especially when it rains. (complex)
Print and complete the Sentences: Compound and Complex Worksheet. Once completed, scan and email the completed worksheet to your teacher.
Unit 1 Week 4 Satchel Paige Day 2
Word Analysis
Shades of Meaning
Tell students that sometimes two words have very similar meanings. Explain that the difference between those meanings, called shades of meaning, can be understood best by using each word in context.
Write the following sentence: A dancing dog is uncommon, but a dancing mouse would be unique! Ask students to explain the shades of meanings of the words uncommon and unique.
Model First, I think about the word uncommon. I see the prefix un-, meaning “not”, so I think uncommon means “not common.” Once in a while, a smart dog could be trained to step to-and-fro. But a dancing mouse would be one of a kind. I think that the work unique means “one of a kind.” Breaking words into meaningful parts and thinking about context can help me understand shades of meaning.
Multisyllabic Words
1. Introduce the Strategy Write confident on a piece of paper. Sinc3e I don’t recognize any meaningful parts. I will break confident into chunks and use sound-spellings to read the chunks.
2. Connect to Sound-Spelling Draw vertical lines between the chunks: con/fi/dent. Work with students to sound them out. I recognize the first chunk, con. There is a short o. the second chunk, fi, has /f/. The third chunk, dent, is also a short, easy word. It has a consonant blend at the end, nt.
3. Read the Word Blend the chunks together to read confident. Continue the routine with the word singular.
Literary Terms
Idioms
Teach Tell students that an idiom is a phrase or expression that has an accepted meaning outside the literal meaning of the words. For example, when we day a job is “a piece of cake,” we mean the job can be done easily. The meaning doesn’t have anything to do with cake.
Guided Practice Find an idiom in Satchel Paige, such as “it would land somewhere in the middle of next week,” on page 124. Explain how the meaning of the idiom is different from the literal meanings of the words.
On Their Own Have students look for idioms in other selections in their Student Edition.
Vocabulary Skill
Antonyms
Have students read “Play Ball!” on page 115. Use the vocabulary skill and strategy as tools to build comprehension.
Tell students that when they encounter words with meanings that need to be clarified, they may be bale to use context clues that are antonyms, or words with opposite meanings. Context clues can help them clarify the meaning of antonyms. A thesaurus can give them information about words in lists of synonyms, antonyms, and alternate word choices.
Model In “Play Ball!” I read: The great player of tomorrow is willing to work on a weakness until it finally becomes a strength. To clarify the meaning of the work weakness, the author used an antonym, strength, as a context clue. I can show the relationship between the words strength and weakness by writing an analogy: Weakness is to strength as laziness is to ________. (hard work) Producing this analogy helped me clarify the meaning of the word weakness.
Guided Practice Write the sentences on a piece of paper: The really great player is unique. He or she has played the common level of play expected and has invented a style that stands out. Have students find an antonym of unique (common). Then have them use a thesaurus to complete the following analogy: Unique is to common as special is to __________ (ordinary, usual).
Text-Based Comprehension
Introduce Main Selection
Genre Explain that a biography tells about a real person’s life. In biographies, author’s create a third-person narrative based on true incidents. They may use literary language and devices, such as idioms and quotations, to help illustrate major events in a person’s life.
Preview and Predict Have students preview the illustrations in Satchel Paige. Encourage them to identify some of the events they see. Ask students to use text features to gain an overview of what will happen in Satchel Paige.
As you and your student read Satchel Paige check for understanding by asking the following questions (answers are in blue):
Page 118 – 119
Fact and Opinion
Write these sentences and ask students if they are a fact or opinion.
- Satchel Paige was once a semipro pitcher. (fact)
- Satchel Paige’s slow ball seemed almost like magic. (opinion)
1) Find one statement opinion from the caption or text on page 118. How do you know it’s an opinion? (The “trouble ball” caused all sort of havoc. It’s the author’s opinion that the pitch caused “havoc.” Other people might disagree. It can’t be proved true or false.)
2) Look back at page 118. What kind of language does the author use to give the reader clues about how he feels about Satchel? Identify examples from the text. (The author uses a nickname, Satch, and names all of Satchel’s pitches. The gives the biography an informal feel, as if the author is telling a story about a friend.)
Page 120 – 121
1) Questioning Have students read the first sentence on page 120. Have them generate question based on the first sentence. (What was odd about his style) Have them read to find the answer to their question.
2) Analysis/Text Evidence Identify hyperbole, or an exaggerated statement, on page 120. Analysis/Text Evidence What is the author’s reason for using exaggeration? (Satch’s arm seemed to stretch on forever, winding, bending, and twisting. The author is using exaggeration to make a point about how great Satchel was at pitching)
3) Analysis/Text Evidence What effect did the cheering crowds have on Satchel? Use textual evidence to support your answer. (They caused his confidence to grow. I know because of the way this sentence is set up: The more cheers he heard, the more his confidence grew.)
Page 122 – 123
1) Cause/Effect Reread paragraph two on page 123 to understand the cause. What happened before the Negro Leagues were formed? (White major-league ball clubs wouldn’t allow blacks to play in their leagues.
2) Cause/Effect Are the two events related? (Yes)
3) Cause/Effect How can you tell? (The blue word because)
4) Inference/Text Evidence Compare and contrast a player’s life in the Negro Leagues with the player’s life in the white major leagues, using evidence from the text. Make an inference about which life was more challenging. (Both groups played baseball and traveled. African American players played two or three games a day, had long seasons, and often couldn’t eat in restaurants or sleep in hotels. White players had short seasons, traveled by train, stayed in hotels, and ate in restaurants. I would say that African American players had a more challenging life.)
5) Develop Language Have students reread the last paragraph on page 123. What does rickety mean? Search for context clues. What other things can be called rickety?
6) Synthesis/Text Evidence What details support the main idea that life in the Negro Leagues suited Satchel? Summarize the details while maintaining meaning. (Satchel liked to travel, and he could ride in his own car and keep his own time in the Negro Leagues. He received a good paycheck. Satchel liked baseball so much that he went to other countries to play after the Negro League season ended.)
Page 124 – 125
1) Antonyms Read aloud the first four sentences on page 124. Show students the antonyms traveling/settled and weary/happily. Ask students to produce an analogy using the words. (Traveling is to weary as settled is to happy)
2) Synthesis/Text Evidence Explain how some texts contain elements from more than one genre. Reread paragraph two on pages 124 and 125. Find words or phrases that seem like language from a tall tale. What makes the text sound like a tall tale? (“Cool Papa” Bell, a hitter who ran bases so fast, if you blinked you’d swear he’d never left home plate. Exaggerations such as this make the text sound like a tall tale.)
3) Synthesis During Satchel’s career, professional baseball was segregated. Compare segregation in baseball to another kind of segregation. Explain how the two are alike or different. (At one time, many schools were segregated. African American students and white students had to go to different schools.)
Conventions
Compound and Complex Sentences
Write this sentence on a piece of paper: African Americans have played baseball since the sport began. Point out that this is a complex sentence. It contains an independent and dependent clause. The clauses are connected by the conjunction since.
Guided Practice Say these simple sentences. Have students combine them to create a compound and complex sentence:
She stayed at the fair. They miss a goal.
Hockey players move quickly. It got dark
Possible sentences:
She stayed at the fair until it got dark.
Hockey players move quickly, or they miss a goal.
Spelling
Adding –ed, -ing
Teach Remind students that the letter e must be dropped from the end of a word before adding –ed or –ing. In words that end in y, change the y to i when adding –ed and keep the y when adding –ing. When a word ends with a CVC pattern, double the final consonant.
Guided Practice Write decide, admit, and qualify on a piece of paper. Have students add –ed and -ing to each word.
Writing
Newsletter Article
Read aloud the writing prompt.
Writing Prompt
Think about a person who is interesting to you. Write a newsletter article about that person, giving details, facts, events, and quotations to describe his or her experiences and personality.
To help students choose a topic, make a chart of interesting people and why they think they are interesting. In Satchel Paige, we read about a famous baseball player. I’m going to start the chart with that. Ask students to name other interesting people, and fill in the chart as they give examples. Discuss with students what they know about the people that makes them interesting.
|People |What they did |Why they are interesting |
|Satchel Paige |Negro League baseball player |Athletic and talented pitcher |
|Bethany Hamilton |Surfer |Lost her arm in a shark attack |
|Ray Charles |Musician |Blind |
Unit 1 Week 4 Satchel Paige Day 3
Build Oral Language
Reread a sentence from Student Edition page 125.
Back in 1923, when Gibson and Satch were teammates on the Pittsburg Crawfords, they were considered a mighty powerful duo.
1) What does the phrase mighty powerful mean in this sentence? (Very strong)
2) What other phrases could be used in place of mighty powerful? (really great, truly effective)
3) This use of the word mighty is considered informal. Why do you think the author decided to use mighty that way? (The informal usage suits the informal, conversational tone and style of the selection.)
Build Oral Vocabulary
1) Introduce Write the word vigor on a piece of paper. Have students say it with you. Yesterday we learned that Satchel Paige had real vigor, going from town to town and playing game after game. Have students determine the definition of vigor using context clues. (Someone with vigor has a lot of physical and mental energy.)
2) Demonstrate Have students answer questions to demonstrate understanding. What are some ways that Satchel Paige showed his vigor? (Satchel was known for his”fast talking and slow walking,” and he traveled from town to town every year from spring to fall. He played in other countries after the baseball season was over in the United States.
3) Apply Have students apply their understanding. Describe someone you know who has vigor.
Think Critically
Complete Think Critically on page 130.
Spelling
Adding –ed, -ing
Frequently Misspelled words The words decided, getting, and stopped are words that students often misspell. Read each sentence and have students fill in the blank with the correct word.
1) I have been __________ the newspaper for years. (getting)
2) Liz _______ that she wanted to take a karate class. (decided)
3) Has the rain ______? (stopped)
Writing
Newsletter Article
Use pages 132-133 in the Student Edition. Direct students to read the key features of a newsletter article, which appear on page 132. Remind students that they can refer to the information in the Writer’s Checklist as they write their own newsletter articles.
Read the student model on page 133. Point out the specific facts and details as well as direct quotations in the model. Then point out the information that companies the student mode on page 133. Discuss the type of information it contains.
Remind students that a compound sentence is made up of two simple sentences that are joined by a comma and a word such as and, but, for, or, so, or yet. A complex sentence is made up of an independent clause, which can stand alone, and a dependent clause, which cannot standalone. Point out examples of compound and complex sentences in the model.
Remind students that this is the rubric that will be used to evaluate the newsletter articles they write.
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Unit 1 Week 4 Satchel Paige Day 4
Build Oral Language
Discuss this sentence from Satchel Paige on Student Edition page 123.
Sometimes he joined his teammates on rickety buses, bumping along on back roads stubbed with potholes so deep, players would have to hold on to their seats (and stomachs) just to keep from spilling into the aisles.
1) What is a synonym for rickety? (shaky, unsteady, ramshackle, wobbly)
2) Which synonym would you use in place of rickety? Why?
3) The author says that the roads were stubbed with potholes. What is another word for stubbed in this context? (dotted, covered)
4) Why do you think the author chose the word stubbed?
5) Remind students that idioms are not meant to be taken literally. What does the idiom hold on to their stomachs mean in the context of the sentence? (The bus rides were so bumpy that players had to struggle not to get sick to their stomachs)
Build Oral Vocabulary
1) Introduce Write the word discipline. Have students say it aloud with you. Use context clues in this sentence to help you come up with a definition for the word discipline: It takes a lot of discipline to practice baseball for long hours without complaining. (The words practice, long hours, and complaining help me understand that the word discipline means “self control”
2) Demonstrate Have students answer questions to demonstrate understanding. Do you think traveling as much as Satchel did requires discipline? How? (Yes; he had to show up on time, keep to a schedule, and be ready for games.)
3) Apply Have students apply their understanding. What are some antonyms for discipline?
Social Studies in Reading
Biography: Text Structure
Introduce Explain to students that what we read is structured differently depending on the author’s reasons for writing and what kind of information he or she wishes to convey. Different types of texts are called genres. Tell them that biography is one genre.
Discuss the genre Discuss with students features of the biography genre. For example, ask:
1) What is a biography? (A biography is the story of someone’s life or a portion of it.)
2) What kinds of information do you find in a biography? (Possible responses: important facts about the person’s life, such a birth and death; information about the person’s special skills or historical significance.)
3) How are the events of a person’s life usually arranged in a biography? (Possible responses: in sequential order’ in order by period, such as youth, adulthood, or old age.)
4) How does identifying this literary device and other literary language help you understand the major events in a person’s life? (Possible response: identifying what a person has been through by way of sequential and vivid details helps us understand his or her behavior.)
Teach Biography: Text Structure Have students read page 134 – 135. Then ask: In what order does the author tell about events from Roberto Clemente’s life? What literary device helps you understand? (I know that events in most biographies are told in chronological order – the same sequence in which the events happen in real life. To see the order of events in this selection, I can look for clues such as dates. Clemente’s age during different events, and clues words or phrases such as first, later, and went on to.)
Close Reading
Evaluation Read the first paragraph on page 134. Describe how the author uses literary language to draw readers into the story. Do you think this approach is effective? Why or why not? (The author gives several short direct statements about Roberto Clemente and his accomplishments. After I read about his great baseball achievements, I was surprised that the author thought his most important work was in helping others. This beginning is effective because it makes me want to read more to find out who Roberto Clemente helped and why it was so important.)
Analysis/Text Evidence Why did Roberto Clemente have to eat and sleep in different restaurants and hotels than his teammates did? What evidence did you use to draw your conclusion? (He faced discrimination because he was Puerto Rican. I drew that conclusion because the author compared him to Satchel Paige, and Paige faced those same problems because of racial discrimination and segregation.)
Analysis The author says that Roberto Clemente was as fast as lightning. Why does the author convey with this simile? As fast as lightning is a simile that shows that Roberto Clemente was very fast – when he rounded the bases, when he chased fly balls, and when he batted home runs. This literary device helps me picture him whizzing around the baseball field.)
Teach Biography: Text Structure Have students read page 136-137. Then ask: How does the author want us to feel about Roberto Clemente? What literary language does the author use to do this? (I know that many kinds of nonfiction are based on facts. In biographies, authors often offer opinions as well as facts. When I see literary language such as the word tragically, I know that this is the author’s opinion. Most people would probably agree that the plane crash was tragic, but tragic is something that cannot be proved true or false. The author uses this word because he wants us to feel that clement was a hero who sacrificed his life trying to help others.?
Close Reading
Evaluation/Text Evidence Do you think “The Great One” is a good name for Roberto Clemente? Support your answer with evidence from the text. (I think “The Great One” is a good name for Roberto Clemente because he was voted an All-Star twelve times and, more importantly, he used his fame and fortune to help earthquake victims.
Analysis We read about Clemente’s death on page 136. If the biography continued for a few more pages, what would you expect to read about? (I would expect to read about things that happened after his death; what happened to his children, what happened to the people who tried to help, and the effect his life and death had on baseball.)
Vocabulary Skill
Antonyms
Write: Bill used to be an amateur baseball player, but now he’s a professional player. Now, he is paid.
Write the analogy: Professional is to paid as amateur is to ___________.
Explain that you have provided the antonym paid as a context clue to help students understand the word amateur. Have students complete the analogy with the word unpaid.
Unit 1 Week 4 Satchel Paige Day 5
Conventions
Compound and Complex Sentences
Remind students that a compound sentence contains two simple sentences joined by a comma and a conjunction. A complex sentence contains an independent clause, which can stand alone and a dependent clause which cannot stand alone.
Have students combine theses sentences to create a compound sentence.
The dog won many prizes. The dog doesn’t know many tricks.
(The dog won many prices, but he doesn’t know many tricks.)
Have students use the words and, but, and when to complete these compound and complex sentences based on Satchel Paige.
1) There were two major leagues in 1924 _______ Satchel started playing. (when)
2) Satchel married and tried to settle down, _____ he soon returned to baseball. (but)
3) Josh Gibson was the best hitter, _______ Satchel was the best pitcher. (and)
4) Satchel loaded the bases _______ he wanted Josh to come up to the bat. (because)
Spelling Test
Adding –ed, -ing
Say each word, read the sentence, and repeat the word.
1. supplied Dad supplied food for the picnic.
2. supplying Who will be supplying the drinks?
3. denied Jimmy denied that she was tired.
4. denying There’s no denying that we like snow days.
5. decided Have you decided what movie you want to watch?
6. deciding He is deciding what to wear.
7. included Drinks are included on the plane.
8. including Everyone, including me, left early.
9. admitted No one will be admitted after the show starts.
10. admitting Are you admitting that you did it?
11. occurred A great idea just occurred to me.
12. occurring Accidents keep occurring on that road.
13. qualified My team qualified for the playoffs.
14. qualifying Qualifying for the playoffs is hard.
15. identified The winner was identified last.
16. indentifying After identifying my lost cat, I brought him home.
17. delayed Our flight was delayed.
18. delaying Delaying the game caused a penalty.
19. satisfied Are you satisfied now?
20. satisfying The holiday meal was satisfying.
Challenge Words
21. occupied The bathroom is occupied.
22. occupying She is occupying herself by reading a book.
23. criticized She was criticized for being messy.
24. criticizing The evaluator is known for criticizing everyone.
25. omitted The chef accidentally omitted one ingredient.
26. omitting The teacher is omitting the essay from the test.
Complete Success Tracker Weekly Test, Unit 1 Week 4.
Complete Success Tracker Fresh Read, Unit 1 Week 4.
Unit 1 Week 5 Ten Mile Day - Day 1
Build Oral Language
Talk About Challenges Immigrants Encounter Have students turn to pages 140-141 in their Online Student Editions. Look at each of the pictures. Then use the prompts to guide discussions and create a concept map.
1) What are the immigrants in this picture doing? (Participating in a ceremony to become naturalized citizens. Immigrants have to learn about their new country to become citizens. They have to learn the language and culture.)
2) What does the Statue of Liberty stand for? (It is an emblem that stands for freedom and welcomes new people to America.)
3) What do you think these immigrants are thinking about? (Thinking about missing family or friends and the challenges ahead. Immigrants probably miss their homeland and family. They may be anxious about finding work in America.)
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Build Oral Vocabulary
Amazing Words
|Word |Meaning |
|Immigration |to come into a country of which one is not a native for permanent residence |
|Ellis Island |island SE New York in Upper New York Bay; served as immigration station 1892–1954 |
|Belongings |Things you own |
|Anxiously |afraid or nervous especially about what may happen |
|Allegiance |loyalty to a person, country, group, etc. |
|Emblem |An object that functions as a symbol |
|Sustenance |something that gives support, help, or strength |
|Adversity |A difficult situation or condition |
|Established |Having been in existence for a long time |
|Homeland |The country where someone was born or grew up |
Have student demonstrate their knowledge of each word by using each word in a sentence.
Selection Vocabulary
Barren – unable to produce much or any plant life.
Deafening – stunningly loud.
Lurched – learned or rolled suddenly.
Previous – coming or being before.
Preying – moving or forcing open; searching too curiously.
Surveying – looking over or viewing.
Say each word to the students and the definition, then ask students how they would explain the meaning of the word to another student.
Spelling Pretest
Contractions
A contraction is a shortened form of two words. Contractions contain apostrophes (‘) that show where letters have been left out.
Say each word, read the sentence, and repeat the word.
1) they're They’re both coming to the party.
2) you've Tell us what you’ve learned.
3) weren't We weren’t allowed to go outside.
4) needn't You needn’t be so rude.
5) there'd Mom hoped there’d be enough food.
6) they’ve They’ve finally chosen a name for the puppy.
7) mustn't You mustn’t tell my secret.
8) what'll What’ll we do if it rains?
9) doesn't The store doesn’t have my size.
10) hadn't Maggie hadn’t been there before.
11) could've I wish we could’ve visited you.
12) would've We would’ve done it another way.
13) should've We should’ve done our chores first.
14) might've The team might’ve won if the star had not been ill.
15) wouldn't The pony wouldn’t jump over the fence.
16) shouldn't You shouldn’t have done that.
17) who've People who’ve seen the movie liked it.
18) who'd Who’d like a second helping.
19) this'll This’ll only take a minute.
20) couldn't We couldn’t see through the fog.
Challenge Words
21) there’ve There’ve been reports of bad weather.
22) mightn't It mightn’t have happened that way.
23) what've What’ve you finished while I was away?
24) must've They must’ve been in a hurry.
25) there'll There’ll be plenty of food at dinner.
Conventions
Common, Proper, and Collective Noun
Make Connections To focus attention on common, proper, and collective nouns, have students give examples of nouns. Remind them that nouns name people, places, and things.
Teach Explain that proper nouns name a particular person, place, or thing, which is capitalized which collective nouns name and group such as family or class.
Apply Have student identify which type of now each word or group of words are; common noun, proper noun, or collective noun.
1) Girl (common)
2) Mary Smith (proper)
3) School (collective)
4) Man (common)
Writing
Expository Composition
Introduce This week you will write an expository composition. An expository composition is nonfiction writing that informs readers about a topic.
Prompt Many people thought that building the transcontinental railroad was impossible. Think of another American achievement that seemed impossible. Write an expository composition about it.
Key Features An expository composition tells about real people and events. It gives readers a description of or an explanation about something.
An expository composition contains an introduction with a topic sentence, a body, and a conclusion. Paragraphs in the body usually contain a main idea supported by details.
Unit 1 Week 5 Ten Mile Day - Day 2
Build Oral Language
Read the following sentence.
There were rows and rows of wooden benches crowded with men, women, and children and their bundles of belongings.
1) What does belongings mean? (Items that the people own or that belong to them.)
2) What belongings would immigrants bring with them? (clothing, treasured photos and other family keepsakes, medicines, things important to their work.)
3) What words could be used in place of belongings? (possessions, goods, things)
4) Why did the author choose belongings? (probably because of the alliteration with bundles)
5) Why does the author describe the immigrants’ belongings as being in bundles? (to show that the immigrants were poor, carried only what they needed most, and didn’t have bags, suitcases, or trunks to use)
6) What belongs would you take with you if you moved to a new country? Why? (students’ responses will very.)
Build Oral Vocabulary
Write the Amazing Word emblem. Have students say it aloud with you. Relate emblem to the photographs on page 140-141. Ask students the following questions.
1) Is the Statue of Liberty an emblem of the freedom found in America? (yes)
2) What emblems do we seen in school? (the school mascot, the school flag)
Word Analysis
Suffix –ing
Teach Tell students that the Old English suffix –ing can be added to a verb. It signals that an action is happening and is continuing to happen. Tell students that words with –ing might also be used as adjectives, or words that describe (the baking cookies).
Model Say: I’ll practice using –ing words in sentences. First, I’ll start with laugh. What do we get when we add –ing? (laughing). I will use laughing as a verb: I am laughing. Now I will use laughing as an adjective: the laughing students.
Guide Practice Create a chart like the one below. Have students determine the meaning of words with the –ing suffix by using the words as verbs and adjective. Discuss how some –ing words, such as surveying, are usually used as verbs. Others, such as deafening, are usually used as adjective.
|Word |Add –in |Use as a Verb |Use as an Adjective |
|Survey |Surveying | | |
|Deafen |Deafening | | |
|Fall |Falling | | |
|pry |prying | | |
Literary Terms
Sensory Details
Teach Tell students that sensory details are words that help the reader experience the way things look, sound, smell, taste, or feel. Sensory details are used in both fiction and nonfiction.
Model Say: Listen for sensory details as I read this sentence: The hall was hot and stuffy, and it echoed with noise – babies crying, people talking anxiously to each other in many different languages, and officials calling out names. What sensory details did you notice? (hot and stuffy, crying, talking, calling)
Vocabulary Skill
Multiple-Meaning Words
Teach Context Clues Explain that multiple-meaning words are words that have the same spell but different meanings. Tell students that they can use context clues to figure out which meaning is being used.
Model Write the sentence: The first sound was the prying open of the bulldozer door.
Say: Prying can mean “moving or forcing open” or “searching too curiously.” Lets reread the sentence to find context clues that tell more about the meanings of the word prying. The words “prying open a door” tell me the word prying means “moving or forcing open”. I know this because we can substitute the word forcing and the sentences still make sense.
Text-Based Comprehension
Introduce Main Selection
Genre Explain that expository text tell about real people and events. An exposition is an explanation. Expository text explains the nature of people, events, or things in the real word.
Preview and Predict Have students preview the title, illustrations, and map in Ten Mile Day. Ask students to predict what they will find out as they read.
As you and your student read Ten Mile Day check for understanding by asking the following questions, answers are in blue.
Page 148-149
1) Cause and Effect Charles Crocker believed his team could lay ten miles of track in one day. Have students reread page 148 and identify the effects of Crocker’s belief. (The Union Pacific president offered 10,000 dollars to the tram if they succeeded. The offer is an effect – it happened because Crocker and his team could lay ten miles of track in a day. Another effect is that volunteers were offered four times the normal wage.)
2) Synthesis / Text Evidence Read the first sentence of page 149. What is the meaning of grade? (a slope or an incline)
3) What is another meaning of grade? (to assess)
4) Explain how you know which meaning is correct in this sentence. (Here, grade means “a slope or an incline” Crocker is likely standing next to a slope instead of next to a graded paper. I used context clues to determine the meaning of the word.)
Page 150 – 151
1) Graphic Sources Draw attention to the illustrations on page 150-151. Ask students what the illustration shows. (How the workers laid the rails, where the boss stood, how the men worked together)
2) Do you think the rails were heavy? Why? (Yes, because four men are holding each rail; the men seem to be straining.)
3) Which mean is the boss? (the man with the mustache)
4) Are the men working together in unison? (yes)
5) Inference / Text Evidence On page 151, we read the description, Dust clouds choked the air. What does choked mean? (The workers had a hard time breathing because of the dust filled the air.)
Page 152 – 153
1) Multiple-Meaning Words What does mammoth mean on page 153? (“huge”)
2) What is another meaning of the word? (“a large mammal that is now extinct”)
3) Analysis / Text Evidence What words does the author use to show the speed of the work? What was the speed? Cite evidence from the text to support your answer. (The first paragraph on page 152 says “At a gallop they hauled the empty iron car.” When a horse gallops, it is running at full speed. This tells us the work was done very quickly.)
4) Why did the foreman sing a song? What type of song was it? (It was a song with a strong beat to keep the men working together to help them accomplish their goal.)
Page 154 – 155
1) Cause and Effect Have students summarize paragraphs 1-3 on page 154, including a cause and effect in their answers. (The crews work quickly to complete the track as fast as they can. They are rushing so that they can win the bet. The cause of their action isn’t stated on this page, but I know the bet is the cause.)
2) Why is a telegraph construction crew working alongside the railroad crew? (They are building a telegraph wire for communication)
3) Evaluation / Text Evidence What words are used to describe the track boss’s actions? How do these actions help you visualize the scene? (In paragraph two, the boss “stalked: and was “barking out” commands and encouragement. These words help me imagine the boss interacting with the men.)
Page 156 – 157
1) Cause and Effect Why does it take the men extra time to mold and fit every rail after lunch? (The climb was steep and full of curves in the Promontory Mountains)
2) Inference / Text Evidence Why do the men call the six-mile point “Camp Victory”? Use evidence from the text to support your answer. (They named the six-mile point “Camp Victory” because they had completed six miles of track by 1:30 that afternoon and were confident they would reach their goal of ten miles in one day. Reaching this goal would be a victory, or success, for them.)
3) Analysis / Text Evidence What sensory details does the author include in the story? (On page 157, in the last paragraph, the author includes the sensory details “dripping with sweat” and “muscles must have burned.”)
Page 158 – 159
1) Evaluation Reread the second sentence at the top of page 159. What does the author mean by “they had done the impossible again”? (The railroad workers were mostly immigrants who had already overcome the odds, or done the impossible, by surviving and finding work in America.)
2) Synthesis / Text Evidence How do we know that the Central Pacific has beaten the record of the Union Pacific? Use evidence from the text to explain. (Two Union Pacific engineers measured the track the Central Pacific workers laid that day as 10 miles and 56 feet. Earlier we read that the Union Pacific’s record was a little over 7 miles in one day.)
Conventions
Common, Proper, and Collective Nouns
Teach Write these sentences: Aunt Lily, my favorite person, is here. My aunt, a lawyer from Texas, is here.
In the first sentence, the word Aunt is capitalized because it is followed by a proper name, identifying a specific aunt. The words my favorite person is an appositive. An appositive is a phrase that tells more about a noun. In the second sentence, the word aunt is a common noun because it does not refer to a specific aunt.
Have students identify the appositives in the sentences above. (my favorite person; a lawyer from Texas) Have students point to the proper nouns. (Aunt Lily; Texas)
Unit 1 Week 5 Ten Mile Day - Day 3
Build Oral Language
Reread a paragraph from page 150 of the Online Student Edition.
As the supply train was unloaded, three men rushed to the end of the rails, what they called the end o’track. The three pioneers scrambled ahead to the first loose ties. Then they began lifting, prying, and showing to center the bare ties on the grade.
1) Why does the author call the men “the three pioneers”? (Pioneers are people who are the first to do something or go somewhere. These three men were the first to work on the new track.)
2) What are the ties that the author is referring to? (Have students check a dictionary for the meaning of ties. The ties in the selection are heavy pieces of wood placed between and attached to the railroad tracks to give the track additional support)
3) What are the men doing when they are “lifting, prying, and shoving to center the ties”? (Lifting means “raising to a higher position”; prying means “moving or forcing” ; shoving means “pushing with roughness or strength.” So the men are raising the ties and then forcing and pushing them into place.)
Build Oral Vocabulary
1) Introduce Write the word sustenance. Have students say it with you. Yesterday we read about how hard the laborers worded to lay ten miles of track in a day. They will need food for sustenance to help them work. Have students determine the meaning of sustenance using context clues. (Sustenance means “food or nourishment” or “a source of strength or life.”)
2) Demonstrate What type of sustenance do you think the workers will receive throughout the day? (food, water, or rest)
3) Apply Give examples of synonyms for sustenance. (food; source of strength)
Think Critically
Complete Think Critically on page 160. Scan and email the assignment to your teacher.
Conventions
Common, Proper, and Collective Nouns
Review Remind students that this week they learned about common, proper, and collective nouns:
- A proper noun is the name of a particular person, place, or thing. The first letter of the first word and each important word of a proper noun should be capitalized. Abbreviations and name of organizations should be capitalized.
- All other nouns, including collective nouns such as class and family are common nouns. They are not capitalized
Connect to Oral Language Have students make a list of three or four people with titles such as politicians or historical figures, and use them in a sentence.
Spelling
Contractions
Frequently Misspelled Words
The words that’s, you’re, doesn’t, shouldn’t, and could’ve are words that students often misspell. Remind students of the patterns contractions follow.
Write the following sentences and have students fill in each blank with the correct contraction.
1) I could go out, but I ____________________. (shouldn’t)
2) I am a fast runner, but ________ faster. (you’re)
3) He said he _____ want a sandwich. (doesn’t)
4) This is your book, and _____ mine. (that’s)
5) I would have gone if I __________. (could’ve)
Unit 1 Week 5 Ten Mile Day - Day 4
Build Oral Vocabulary
1) Introduce Write the word established. Have students say it aloud with you. In reading Ten Mile Day, you can tell that the workers have established a good routine for laying the tracks. Can you tell the meaning of the word established? (Established means “set up on a lasting basis.)
2) Demonstrate How would you know if a routine has been established? (If people are working quickly and efficiently, a routine has been established.)
3) Apply What are some antonyms for the word established? Use a thesaurus to help you. (fleeting, temporary, a fad)
Vocabulary Skill
Adages and Sayings
Teach Adages and Sayings Write this sentence: The ten mile day is an example of how many hands make light work. Ask students to identify the adage, or much-used saying, in the sentence. (many hands make light work.)
Guide Practice Model for students how to find and explain the meaning of the adage: In Ten Mile Day, many different groups of people worked on the railroad. They all knew what they were doing, and they helped each other. So I think the adage many hands make light work means that working goes more quickly and is easier if there are many people to help out.
Spelling
Contractions
Have students write ten sentences. In each sentence, they should use the two words that one of the contractions from their spelling list stands for.
Unit 1 Week 5 Ten Mile Day - Day 5
Spelling Test
Contractions
Say each word, read the sentence, and repeat the word.
1) they're They’re both coming to the party.
2) you've Tell us what you’ve learned.
3) weren't We weren’t allowed to go outside.
4) needn't You needn’t be so rude.
5) there'd Mom hoped there’d be enough food.
6) they’ve They’ve finally chosen a name for the puppy.
7) mustn't You mustn’t tell my secret.
8) what'll What’ll we do if it rains?
9) doesn't The store doesn’t have my size.
10) hadn't Maggie hadn’t been there before.
11) could've I wish we could’ve visited you.
12) would've We would’ve done it another way.
13) should've We should’ve done our chores first.
14) might've The team might’ve won if the star had not been ill.
15) wouldn't The pony wouldn’t jump over the fence.
16) shouldn't You shouldn’t have done that.
17) who've People who’ve seen the movie liked it.
18) who'd Who’d like a second helping.
19) this'll This’ll only take a minute.
20) couldn't We couldn’t see through the fog.
Challenge Words
21) there’ve There’ve been reports of bad weather.
22) mightn't It mightn’t have happened that way.
23) what've What’ve you finished while I was away?
24) must've They must’ve been in a hurry.
25) there'll There’ll be plenty of food at dinner.
Complete Success Tracker Weekly, Unit 1, Week 5.
Complete Success Tracker Fresh Read, Unit 1, Week 5.
Unit 2 Week 1 – At the Beach - Day 1
Build Oral Language
Talk About Honesty Have students turn to page 176 – 177 in their Online Student Edition. Look at each of the photos. Then use the prompts to guide discussions and create a concept map.
1) What is the woman in the courtroom doing? (She is taking an oath to promise that she will tell the truth.) A trial depends on people being honest so that justice can be done. Let’s add Honest person to the concept map.
2) Why is it important to be honest when you talk to a police officer? (The officer needs to know the truth.) If a police officer does not know the truth she cannot do her job and stop crime.
3) What might a dishonest person do during a test? (He or she might look at another student’s paper.) Let’s add dishonest person to the concept map.
Build Oral Vocabulary
Amazing Words
|Word |Meaning |
|Integrity |The quality of being honest and fair. |
|Frank |An expression meaning to be honest |
|Honorable |Deserving honor and respect. |
|Moral |Concerning or relating to what is right and wrong in human behavior. |
|Principled |Having, based on, or relating to strong beliefs about what is right and wrong. |
|Oath |A formal and serious promise to tell the truth or to do something. |
|Candid |Expressing opinions and feelings in an honest and sincere way. |
|Guilt |A bad feeling caused by knowing or thinking that you have done something bad or wrong. |
|Justice |The process or resulting of using laws to fairly judge and punish crimes and criminals. |
|Deceit |Dishonest behavior |
Have students demonstrate their knowledge of each word by using each word in a sentence.
Introduce Amazing Words “Bullseye” is about a boy who learns a less about honesty from his grandfather. Tell students to listen for this week’s Amazing Words – integrity, frank, honorable, and moral – as you read.
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Selection Vocabulary
Algae – a group of living things, mostly found in water, that can make their own food.
Concealed – put out of sight; hidden
Driftwood – wood carried along by water, or washed ashore by the water.
Hammocks – hanging beds or couches made of canvas, cord, or other material.
Lamented – Felt or showed grief
Sea urchins – Small, round sea animals with spiny shells.
Sternly – strictly; firmly.
Tweezers – Small pincers for picking up small objects.
Say each word to the students and the definition, then ask students how they would explain the meaning of the words to another student.
Spelling Pretest
Digraphs th, sh, ch, ph
Introduce A consonant digraph consists of two consonants that together stand for one sound.
Pretest Say each word, read the sentence, and repeat the word.
1) shovel Tom dug a hole with the shovel.
2) southern The southern states have a warmer climate.
3) northern Maine is the northern state.
4) chapter Read the book’s first chapter.
5) hyphen Use a hyphen to divide the word.
6) chosen Al was chosen for our team.
7) establish Let’s establish a plan for getting the work done.
8) although Although it was cold, we had fun.
9) challenge I challenge you to a race.
10) approach Never approach a wild animal.
11) astonish Did the surprise astonish you?
12) python A python crawled down the trail.
13) shatter The glad will shatter if you drop it.
14) ethnic Each ethnic group has special customs
15) shiver The icy rain made us shiver.
16) pharmacy The doctor sent us to the pharmacy.
17) charity A charity helps people in need.
18) china Some dishes are made of fine china.
19) attach Can you attach the nametag with a pin?
20) ostrich An ostrich is a bird that cannot fly.
Challenge Words
21) emphasis The writer underlined the words for emphasis.
22) sophomore A high school sophomore is in the tenth grade.
23) athlete The athlete trained daily after school.
24) phenomenal Gary is a phenomenal speller.
25) chimpanzee A chimpanzee is a member of the primate family.
Conventions
Regular and Irregular Plural Nouns
Irregular plural nouns are nouns that change their spelling instead of adding –s or –es to mean more than one, for example, woman/women.
Handwriting
Cursive H h
Model Letter Formation and Smoothness Display the capital and lowercase cursive H and h. Follow the stroke instructions pictured to model letter formation.
Explain that writing legibly means letters are the correct size, form, and slant.
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Unit 2 Week 1 – At the Beach - Day 2
Build Oral Language
Talk About Sentences and Words reread these sentences from the Read Aloud, “Bullseye.” Display the sentences.
“Wasn’t I terrific?” Mikey asked.
“May I be frank with you, Mikey?” Grandpa said. “You were wild, Mikey.”
“Me? Wild? Well, maybe a teeny bit,” Mikey admitted.
1) What does Grandpa mean when he asks “May I be frank with you”? (He is asking if he can be direct and honest with Mikey.)
2) Why does he ask Mikey this? (Grandpa is letting Mikey know that he is going to tell Mikey the truth, and it might be hard for Mikey to hear.)
3) Why does the author have Mikey respond this way to Grandpa? (The author wants to show that Mikey doesn’t want to admit the truth.)
Word Analysis
Spanish Word Origins
Teach Tell students that Spanish words can give them clues about the meanings of English words. Have students choose and English word from the first column and match it with a similar Spanish word in the second column.
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Text-Based Comprehension
Introduce Main Selection
Genre Explain that realistic fiction tells about events or experiences that could happen in real life. The fictional characters act and talk in realistic ways.
Preview and Predict Have students preview the illustrations in At the Beach. As students look at pages 182-183 in the Online Student Edition, explain that abuelito means “grandfather.” Ask students what the illustrations show about the story’s setting and events.
As you and your student read At the Beach check for understanding by asking the following questions (answers are in blue):
Page 184 – 185
1) Synthesis/Text Evidence What was the drive to the beach like for Fernando and his cousins? Use evidence from the text to support your answer. (The car was packed with nine people, and the children were squeezed in the back with the pots, pans, food, towels, and other beach equipment. But “no one cared” about these crowded conditions. The children delighted in all that they saw along way – barking dogs and scurrying hens.)
Page 186 – 187
1) Author’s Purpose Have students reread what Mami and Aunt Olga says at the top of page 187. Ask them to infer why the author included this dialogue. (Authors often include details and dialogue to foreshadow, or hint at, the theme and events in the plot. Here, Mami and Aunt Olga sternly warn the children not to go too far away. I think the author included this dialogue to make the reader aware that the adults have set clear boundaries.)
2) Synthesis/Text Evidence Why did the children go far onto the reef even though they knew they were disobeying their mothers? Cite evidence from the text to support your answer. (First, after Uncle Toni stopped playing with them, they were looking for something else to keep them amused. Second, Fernando assured them that he knew the way, and he pointed out that the adults were too busy talking and having fun to miss them.)
Page 188 – 189
1) Compare and Contrast Have students reread paragraph one on page 188. Ask them to contrast how Luisa and Mari walked with how Javi walked. What words describe how Luisa and Mari walked on the reef? (They were careful to only step on the rocks I stepped on.)
2) What words describe how Javi walked? (He stopped constantly to look at the cobitos ….. I had to keep checking behind me to make sure he didn’t stray from our path.)
3) How are the children acting differently? (The girls are walking carefully, but Javi is distracted.)
4) Evaluation/Text Evidence Reread the last two paragraphs on page 189. What clues tell you that Fernando is a caring and responsible person? (Although Fernando dreads what the possible punishment will be, je is more concerned about helping Javi “right away.” He immediately takes charge by trying to find something to remove the sea urchin and ordering Luisa to hold Javi’s leg still.)
Page 190 – 191
1) Unfamiliar Words Have students use context clues to determine the meaning of the word dislodge on page 190, paragraph four. (In paragraph two, I see that the tips of the urchin’s spines are stuck in Javi’s foot. In paragraph three, the children want to remove the one piece of spine still left. If they want to dislodge it, they must want to remove it. So dislodge must mean to remove something that is stuck.)
2) Evaluation/Text Evidence Evaluate the author’s use of sensory details from the text to support your answer. (Throughout the story, the author gives sensory details to help the reader visualize the beach and the events in the story. For example, in paragraph one on page 191, the author describes several noises: crashing waves and seaguils’ calls. These details help me better understand what Fernando is hearing, seeing, and feeling.)
Page 192 – 193
1) Inference/Text Evidence Imagine that Fernando never told Mami the truth about what happened. How do you think he would have felt? Cite evidence from the story to support your answer. (He probably would have felt guilty and would not have been able to enjoy himself the rest of the day. I think this because the story says Fernando was not able to eat even though he had been thinking of Mami;s delicious tortilla all day. He asks himself how he could enjoy his food when he knew he had done something he wasn’t supposed to. It was only after he told Mami the truth that he was able to enjoy his food.)
Conventions
Regular and Irregular Plural Nouns
Teach Write these words: baby/babies and car/cars. Point out that baby has an irregular plural noun form while car has a regular plural noun form.
Guide Practice Say aloud the singular form of the following nouns and have students say and write the plural forms.
Tomato/tomatoes
Wife/wives
Beach/beaches
Computer/computers
Spelling
Digraphs th, sh, ch, ph
Teach Remind students that a consonant digraph consists of two consonants that together stand for one sound. They can use this spelling pattern to spell this week’s words.
Guide Practice Write ostrich, replacing the ch with two blank lines. Say the word. What sound do the missing letters stand for? (/ch?) What two letters make the sound /ch/? (c and h) Together, c and h form a consonant digraph that stands for the sound /ch/. Have students write the remaining spelling words and underline the digraphs th, sh, ch, and ph.
Writing
Description
Introduce the Prompt Review the key features of a description. Remind students that they should think about these features as they plan their writing. Then explain that today they will begin the writing process for a narrative composition in the form of description. Read aloud the writing prompt.
Writing Prompt
Think about a time in which you learned something important. Write a description of that moment, using your senses of smell, touch, taste, sight, and hearing to make the memory vivid.
Select a Topic To help choose a topic, let’s make a list of times when we learned important information. Display a T-Chart. I know that I need to list events and what I learned from them. My trip to the dentist was memorable because I learned about taking care of my teeth. Add the information to the T-chart. Ask students to name additional memorable times and why they were important.
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Unit 2 Week 1 – At the Beach - Day 3
Build Oral Language
Talk About Sentences and Words Reread a sentence from Student Edition, page 181.
“Martin!” Ms. Smith says sternly. “wake up and get to work!”Oh, well. Back to arithmetic. I have often lamented my bad habit of daydreaming during classes!
1) What does the word sternly mean? (strictly or firmly)
2) Why is Ms. Smith speaking sternly? (She is upset that Martin isn’t paying attention in class.)
3) What do you think the word lamented means? (Lamented means “regretted.”)
4) What context clues helped you determine the meaning? (The phrase “bad habit” helped me understand that Martin regrets his daydreaming because that’s not what he’s supposed to do in class.)
Build Oral Vocabulary
1) Introduce Write the word candid. Have students say it with you. Luisa was candid when she told Fernando that they shouldn’t go to the reef. Have students use context clues to determine a definition of candid. (Being candid means saying what you really think or feel.)
2) Demonstrate Have students answer questions to determine understanding. Was Luisa being candid when she said, “We never should have followed you”? (yes)
Think Critically
Complete Think Critically on page 194, scan and email the completed assignment to your teacher.
Conventions
Regular and Irregular Plural Nouns
Review Remind students that this week they learned about regular and irregular plural nouns:
- Plural nouns name more than one person, place, or thing.
- Most plural nouns are formed by adding –s. Nouns ending in ch, sh, x, z, s, and ss add –es. Nouns ending in consonant –y change the y to I and add –es.
- Nouns with irregular plurals change spelling or have the same singular and plural forms
Connect to Oral Language Have students say the correct plural form of each noun.
1) Person (people)
2) Self (selves)
3) Hand (hands)
4) Plant (plants)
5) Shelf (shelves)
6) Paper (papers)
7) Family (families)
Spelling
Digraphs th, sh, ch, ph
Frequently Misspelled Words The words which, they and though are words that students often misspell. Remember to use the spelling patterns to spell these words. Choose the right word to complete the sentence and then write it correctly.
1) _______ of thse books do you want to buy? (Which)
2) Jane ______ that the food tasted delicious. (thought)
3) I think _______ need a break. (they)
Let’s Write It!
Write a Description Use pages 196-197 in the Student Edition. Direct students to read the key features of a description, which appear on page 196. Remind students that they can refer to the information in the Writer’s Checklist as they write their own descriptions.
Read the student model on page 197. Point out the sensory words in the model and how the writer varies the beginning of sentences to add variety.
Connect to Conventions Remind students that nouns can have regular or irregular forms. Point out the correct use of regular and irregular nouns in the model. Also point out and discuss the use of correct punctuation and spacing for quotations. Have students write examples of sentence with quotations, using the correct punctuation and spacing.
Display Rubric Display the rubric below. Then, using the model in the Student Edition, explain why the model should score a 4 for one of the traits. Id students sat that the model should score below 4 for a particular trait, the student should offer support for that response.
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Unit 2 Week 1 – At the Beach - Day 4
Build Oral Language
Talk About Sentences and Words Ask students to reread the second sentence in the first paragraph at the top of page 191.
“The sound of crashing waves, child playing, and seagulls’ calls became a background drone to Javi’s cries.
1) Have you ever heard someone say, “He just droned on and on about his poor health”? In this case, drone is used as a verb. What does drone mean in the sentence I just read to you? (to go on in a monotonous, continuous way)
2) In the sentence you reread from At the Beach, drone is used in a noun. What does drone mean there? (a monotonous, continuous sound)
3) If the sound is a background drone, how would you describe it? (A monotonous, continuous sound in the background)
4) What is the word drone describing in the sentence from At the Beach – the sound of the crashing waves, children playing, and seagulls’ call, or the sound of Javi’s cries? (the sound of crashing waves, children playing, and seagulls’ calls)
5) Applying what we now know, how can you restate what this sentence is saying? (The sound of Javi’s cries was so loud and disturbing that the sound of crashing waves, children playing, and seagulls; calls faded into the background.)
Build Oral Vocabulary
1) Introduce Write the Amazing Word deceit. Have students say it aloud with you. In At the Beach Fernando acted with deceit when he lied to Mami and Aunt Olga. What context clue helps you determine the meaning of deceit? (lied)
2) Demonstrate Have students answer questions to demonstrate understanding. Did Fernando’s cousins also act with deceit? Explain. (Yes; they snuck away even though their mothers had told them not to go that far, and although they weren’t happy with Fernando’s lies, they didn’t speak up.)
3) Apply Have students apply their understanding. Name a synonym and an antonym for the word deceit. (synonyms: dishonesty, cheating, trickery, lying; antonyms: honesty, integrity, morals)
Unit 2 Week 1 – At the Beach - Day 5
Spelling Test
Digraphs th, sh, ch, ph
Say each word to the student, in a random order, have students write the word on a piece of paper. When complete scan and email the spelling test to your teacher.
1) shovel Tom dug a hole with the shovel.
2) southern The southern states have a warmer climate.
3) northern Maine is the northern state.
4) chapter Read the book’s first chapter.
5) hyphen Use a hyphen to divide the word.
6) chosen Al was chosen for our team.
7) establish Let’s establish a plan for getting the work done.
8) although Although it was cold, we had fun.
9) challenge I challenge you to a race.
10) approach Never approach a wild animal.
11) astonish Did the surprise astonish you?
12) python A python crawled down the trail.
13) shatter The glad will shatter if you drop it.
14) ethnic Each ethnic group has special customs
15) shiver The icy rain made us shiver.
16) pharmacy The doctor sent us to the pharmacy.
17) charity A charity helps people in need.
18) china Some dishes are made of fine china.
19) attach Can you attach the nametag with a pin?
20) ostrich An ostrich is a bird that cannot fly.
Challenge Words
21) emphasis The writer underlined the words for emphasis.
22) sophomore A high school sophomore is in the tenth grade.
23) athlete The athlete trained daily after school.
24) phenomenal Gary is a phenomenal speller.
25) chimpanzee A chimpanzee is a member of the primate family.
Online Assessments
Complete Success Tracker Weekly Test, Unit 2, Week 1.
Complete Success Tracker Fresh Read, Unit 2, Week 1.
Unit 2 Week 2 – Hold the Flag High - Day 1
Build Oral Language
Talk About Rocks in Helping Other Have students turn to page 202-203 in their Online Student Editions. Look at each of the photos. Then use the prompts to guide discussion.
1) What is one hiker helping the other? (They need to cooperate to complete the hike.)
2) The Coast Guard is trying to rescue people from the ocean. What ricks do they take? (The winds are dangerous for the helicopter.)
3) These soldiers are on the island of Iwo Jima during World War II. What is their goal? (Putting up an American flag.) What is the risk? (They are in a vulnerable position and acting brace and patriotic.)
Build Oral Vocabulary
Amazing Words
|Word |Meaning |
|Poses |To put or set in place. |
|Officers |A person who has a position of authority or command in the military. |
|Unwavering |Steady or resolute. |
|Cooperation |The process of working tougher to the same end. |
|Maneuver |A large-scale military exercise of troops, warships, and other forces. |
|Nation |A large area of land that is controlled by its own government. |
|Trembling |To shake slightly because you are afraid, nervous or excited. |
|Sacrifice |The act of giving up something that you want to keep especially in order to get or to help someone. |
|Audacity |A confident or daring quality that is often seen as shocking or rude. |
|Brazen |Acting or done in a very open or shocking way without shame or embarrassment. |
Have students demonstrate their knowledge of each word by using each word in a sentence.
Selection Vocabulary
Canteen - a container that holds drinks.
Confederacy – a group of people, states, or countries that work together.
Glory – praise, honor.
Quarrel – a fight.
Rebellion – A conflict that leads to war.
Stallion – A male horse.
Union – states that are united as one country.
Say each word to students and the definition, then ask students how they would explain the meaning of the words to another student.
Spelling Pretest
Irregular Plurals
Introduce Most nouns are made plural by adding –s or –es to the end of the singular form. Irregular plurals are plural nouns that are formed in different ways.
Say each word, read the sentence, and repeat the word.
1) staffs The staffs at both companies went to the party.
2) ourselves We gave ourselves plenty of time.
3) pants Both boys tore their pants on the fence.
4) scissors All the scissors are in the bin.
5) loaves We need two loaves of bread.
6) volcanoes Active volcanoes can be deadly.
7) chiefs Three fire chiefs raced to the fire.
8) buffalos Many buffalos ones covered the plains
9) flamingos Pink flamingos wade in the pond.
10) beliefs I always try to act on my beliefs.
11) shelves Two shelves are filled with cans.
12) echoes The echoes grew fainter.
13) quizzes I have three quizzes on Friday.
14) sheriffs Two sheriffs worked on the case.
15) dominoes John put the dominoes in the box.
16) thieves The thieves were soon arrested.
17) measles All the children have measles.
18) chefs Both chefs host cooking shows.
19) pianos Grand pianos take up lots of space.
20) avocados We need two avocados for this dish.
Challenge Words
21) bailiffs Bailiffs help the judge keep the court calm.
22) wharves There are many wharves along the seashore.
23) mosquitoes Mosquitoes bite my arms,
24) armadillos Armadillos live in the South and Southwest.
25) desperadoes The Wild West had many desperadoes.
Conventions
Possessive Nouns
A possessive noun shows ownership. A singular possessive noun shows that one person, place, or thing has or owns something. A plural noun shows that more than one person, place, or thing has or owns something.
- To make a singular noun show possession, add an apostrophe and –s
- To make a plural noun that ends in –s show possession, add an apostrophe
- To make a plural noun that does not end in –s show possession, add an apostrophe and –s
Apply Have students write the possessive form of each singular or plural noun.
1) Family (family’s)
2) Brothers (brothers’)
3) Countries (countries’)
4) Trees (trees’)
Handwriting
Cursive Kk
Model Letter Formation and Shape Display the cursive capital letter K and lowercase letter k. Follow the stroke instructions pictured to model letter formation. Explain that writing legibly means letters are the correct size and shape. Point out that while the lowercase k has loops, the capital K does not.
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Unit 2 Week 2 – Hold the Flag High - Day 2
Build Oral Language
Talk About Sentences and Words Read these sentences.
On September 29, 1943, Jewish people in Denmark were rounded up by Nazi soldiers and then sent to death camps. In this passage, a Jewish girl named Ellen Rosen poses as the sister of her best friend, Annemarie Johansen, as the Nazi soldiers search for Jews.
- What does poses mean? (acts like something or someone else)
- What does the author mean when she writes that Ellen poses as the sister of her best friend? (Ellen is pretending to be Annemarie’s sister.)
- Why is Ellen posing as Annemarie’s sister? (so the Nazi soldiers do not find out Ellen is Jewish; they are rounding up Jews and sending them to death camps.)
Word Analysis
French Word Origins
Teach Tell students that some English words come from older French words. These words contain French roots, or word parts/ Have students look for common roots to match French words with English words in the chart below.
Model Say: The Old French word confederacie looks and sounds like the English word confederacy. All letters are the same, except the French word ends in –ie, and the English word ends in –y. The French word confederacie means “an agreement between people or groups to work together.” During the Civil War, southern states formed a confederacy and agreed to work together.
|French Words |English Words |
|Confederacie (an agreement) |Stallion |
|Cantinie (a container with edges) |Quarrel |
|Rebellio (renewed war) |Union |
|Querele (a complaint or dispute) |Glory |
|Estalon (a male horse) |Confederacy |
|Unio (oneness) |Rebellion |
|Glorie (fame, honor. and praise) |canteen |
Literary Terms
Foreshadowing
Teach Tell students that hints or clues about future events in a story that advance the story are called foreshadowing. Foreshadowing creates curiosity or suspense.
Text-Based Comprehension
Introduce Main Selection
Genre Remind students that literary nonfiction tells the story of a true event. It includes elements that are usually found in fiction, such as dialogue, illustrations, descriptions, and character thoughts.
Preview and Predict Have students preview the title, headings, and illustrations in Hold the Flag High. Have them predict the major events and themes in the story.
As you and your student read Hold the Flag High check for understanding by asking the following questions (answers are in blue).
Pages 210-211
1) Sequence Read the first sentence on page 210. Ask which happened first, quarreling between the North and the South or the Civil War. (quarreling) Have students find clues. (when, had been, for decades)
2) Synthesis/Text Evidence How do pages 210 and 211 give the reader hints or clues about events that will happen later in the story? Cite text evidence to support your answer. (The soldiers are nervous but excited for the battle. They tell each other the night before a battle is scarier than the battle. They say that tomorrow will be a big day, the day they have been waiting for, and that Ned will drum them to glory. These clues show that the battle will be important and that the soldiers want to win.)
3) Analysis Have students generate text-based questions by providing the following question stem: Based on the text, how do you know the African American soldiers were ______________?
Pages 212-213
1) Review Compare and Contrast What do Sergeant Carney and Ned, the drummer boy, have in common? How are they different? (Both are heading into battle. Carney has a higher rank and is more confident.)
2) Look at page 211. Who has a higher rank, Carney or Ned? (Carney; he is an officer.)
3) Reread their conversation on page 212. How do their feelings toward the coming battle differ? Ned feels scared. Carnet is confident.)
4) From this, infer who has more experience in battle? (Carney)
5) Inference/Text Evidence Compare and contrast Colonel Robert Gould Shaw with Carney and Ned. Use the text to support your understanding. (Shaw rides a horse and wears a sash, so we can infer that he has a higher rank than Carney or Ned. The text mentions his pale face, so Shaw is not black. Ned sees dear in Shaw’s face, something that all of the men may have in common.)
6) Analysis/Text Evidence Reread paragraph three on page 213. Cite evidence that shows a cause-and-effect relationship. (Soldiers had their names pinned on their uniforms, so any who didn’t survive the battle could be identified.)
Pages 214-215
1) Unknown Words Have students use a dictionary to define the word artillery on page 214. Have students use context clues to clarify which meaning is used in this sentence. (“the part of an army that uses large guns”)
2) Analysis/Text Evidence Do you think that many soldiers were shot and killed? Cite the paragraph that helps you determine the answer, and summarize the details the author presents that support your conclusion. (Yes, many soldiers were killed. In paragraph four the author says many soldiers were shot and killed. Cannonballs pounded the ground. Bullets pelted helter-skelter. Bodies began to fall. Streams of blood flowed into the foam. These details all indicate that soldiers were dying.)
Pages 216-217
1) Inferring Ask students to use textual evidence to infer what Carnet is like. (Carney is brave and determined.)
2) Synthesis/Text Evidence Did Carney intent to become the flag bearer? What happened? Cite evidence from the text. (No. He became the flag bearer when a Confederate sharpshooter killed the soldier who was originally carrying the Old Glory and Carney didn’t want the flag to fall.)
3) Analysis/Text Evidence Why did Carnet try so hard to carry the flag? Use textual evidence to infer. (Carney knew the flag was important to inspire his men to fight bravely. On page 213 Carney told the flag carrier that the regiment was counting on him. Carney also told Ned to follow the flag if he felt afraid.)
Pages 218-219
1) Unknown Word Have students determine the meaning of unveiling in paragraph two of page 219 by using a dictionary to look up the prefix (un-), the root word (veil), and affix (-ing). (Looking up the parts, I learned un- means “opposite of,” veil means “to cover” or “a material that covers,” and –ing signals a verb or adjective.)
2) Synthesis/Text Evidence Examine the photo of Carney on page 218. What evidence can you find in the text that suggests why Carney might have needed the cane? (I know Carney was shot during the battle of Fort Wagner. I think he needed the cane because of the injuries he received during the Civil War.)
Unit 2 Week 2 – Hold the Flag High - Day 3
Build Oral Language
Talk About Sentences and Words Reread these sentences from Student Edition page 210.
The southern states wanted to create a new nation, a confederacy, independent of the United States. The federal government sought to put down this rebellion and restore the country as one union.
- How are the meaning of the words unions and confederacy similar? (Both refer to groups of states that have joined together.)
- What clues tell you that the southern states thought they could become a new country? (They “wanted to create a new nation.” They used a name that means almost the same as union.)
- What clues tell you that the federal government did not agree that the southern states could be a new country. (They considered what the southern states were doing and wanted to make them part of the Union again.)
Build Oral Vocabulary
1) Introduce Write the word nation. Have students say it with you. During the Civil War, Union soldiers fought to keep their nation together. Have students determine a definition for nation using context from your sentence. (Nation means “a group of people who live in the same country.”)
2) Demonstrate Have students answer questions to demonstrate understanding. What might the people of a nation have in common? (similar history, decent, beliefs, language, or culture)
3) Apply Have students apply their understanding. What nation is to our north? (Canada) What nation is to our south? (Mexico)
Thinking Critically
Complete Think Critically on page 220. Scan and email your answer to your teacher.
Unit 2 Week 2 – Hold the Flag High - Day 4
Build Oral Language
Talk About Sentences and Words Ask students to reread this sentence from Student Edition page 214.
Ned solemnly drummed on the beat – footfalls and drumsticks in syncopation.
- What does solemnly mean? (seriously; in a respectful manner)
- From what you know about the text, why would Ned be drumming solemnly? (He is going into his first battle. He knows how important this is an wants to do his job well.)
Build Oral Vocabulary
1) Introduce Write sacrifice. Have students say it aloud with you. Carney made a sacrifice when he carried the flag through great pain to encourage his soldiers Have students use context clues such as though great pain and encourage to determine the meaning of the word sacrifice. (“giving up something for the greater good”)
2) Demonstrate Have students answer questions to demonstrate understanding. What did Carney sacrifice during the battle of Fort Wagner? (his health; he also risked his life)
Vocabulary Skill
Unknown Words
Teach Unknown Words/Dictionary Write these words
civil courage decade eager
Have students read each word with you. Remind them that a dictionary or glossary can also help them pronounce the word.
Guide Practice Have students use a dictionary to determine the meaning of each word. Then have them practice saying the word chorally, emphasizing the pronunciation and syllabication they fund in the dictionary.
Unit 2 Week 2 – Hold the Flag High - Day 5
Conventions
Possessive Nouns
Guide Practice Have students replace each prepositional phrase with the correct form of a possessive noun.
the pets of the children (the children’s pets)
the honesty of the man (the man’s honesty)
the eyes of the people (the people’s eyes)
the necks of the giraffes (the giraffes’ necks)
the voices of the woman (the women’s voices)
On Their Own Write these sentences. Have students look back in Hold the Flag High to find the correct possessive nouns to fill in the blanks.
1) _________ men took pride in the shiny brass buttons on their uniforms and new rifles on their shoulders. (Carney’s)
2) He was the soldier who carried the _________ flag into battle on a short flagpole, called a staff. (regiment’s)
3) Fighting the pain, the sergeant triumphantly raised the Stars and Stripes over _______ ramparts. (Fort Wagner’s)
4) Ned and the other members of the Fifty-fourth Regiment surrounded their wounded _____ cot. (sergeant’s)
Spelling Pretest
Irregular Plurals
Say each word, read the sentence, and repeat the word.
1) staffs The staffs at both companies went to the party.
2) ourselves We gave ourselves plenty of time.
3) pants Both boys tore their pants on the fence.
4) scissors All the scissors are in the bin.
5) loaves We need two loaves of bread.
6) volcanoes Active volcanoes can be deadly.
7) chiefs Three fire chiefs raced to the fire.
8) buffalos Many buffalos ones covered the plains
9) flamingos Pink flamingos wade in the pond.
10) beliefs I always try to act on my beliefs.
11) shelves Two shelves are filled with cans.
12) echoes The echoes grew fainter.
13) quizzes I have three quizzes on Friday.
14) sheriffs Two sheriffs worked on the case.
15) dominoes John put the dominoes in the box.
16) thieves The thieves were soon arrested.
17) measles All the children have measles.
18) chefs Both chefs host cooking shows.
19) pianos Grand pianos take up lots of space.
20) avocados We need two avocados for this dish.
Challenge Words
21) bailiffs Bailiffs help the judge keep the court calm.
22) wharves There are many wharves along the seashore.
23) mosquitoes Mosquitoes bite my arms,
24) armadillos Armadillos live in the South and Southwest.
25) desperadoes The Wild West had many desperadoes.
Online Assessments
Complete Success Tracker Weekly Test, Unit 2, Week 2.
Complete Success Tracker Fresh Read, Unit 2, Week 2.
Unit 2 Week 3 – The Ch’i-lin Purse - Day 1
Build Oral Language
Talk About Helping Others Have students turn to pages 230 – 231 in their Online Student Editions. Look at each of the pictures. Then use the prompts below to guide discussion and create a concept map.
- How is this teacher helping the boy? (She is helping him understand a concept.)
- What other jobs let you help people? (Police officers, firefighters, liberians, etc.)
- How do you think the child felt before the man helped the cat? (worried or afraid)
- How does the child show thanks? (By the look on his face.)
- How does the social worker help the child? (By taking him and playing a game.)
Build Oral Vocabulary
Amazing Words
|Word |Meaning |Synonym |Antonym |
| | |(Example) |(Nonexample) |
|Stranded |Left without the means to move from somewhere. |Marooned | |
|Favor |An act of kindness beyond what is due or usual. |Service, kindness | |
|Panic |Sudden uncontrollable fear or anxiety, often causing wildly unthinking |Fear, anxiety |Calm, content |
| |behavior. | | |
|Distress |Extreme anxiety, sorrow, or pain |Suffering, anguish |Pleasure |
|Praise |Express warm approval or admiration of. |Commend, compliment | |
|Nurture |Care for and encourage the growth or development of. |Foster, bring up, |Abandon |
| | |tend, raise | |
|Aid |Help, assist, or support. |Assist, help |Neglect |
|Selflessness |The quality of unselfish concern for the welfare of others. |Unselfish |Selfishly |
|Social worker |Someone employed to provide social services. | | |
|Victim |A person harmed, injured, or killed as a result of a crime, accident, |sufferer | |
| |or other event or action. | | |
Using the Frayer Model, have students complete the vocabulary concept map for each word.
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Selection Vocabulary
Astonished- surprised; amazed
Behavior – a way of acting
Benefactor – a person who has given money or help
Distribution – the sharing of something among a number of people.
Gratitude – a feeling of thankfulness; a show of appreciation
Procession – a number of people or vehicles moving forward in an orderly way
Recommend – to speak in favor of; to suggest
Sacred – worthy or reverence
Traditions – customs or beliefs handed down from generation to generation
Spelling Pretest
Vowel Sounds with r
Introduce The letter r after a vowel affects the vowel’s sound.
Pretest Say each word, read the sentence, and repeat the word.
1) snore Do I snore when I sleep?
2) tornado The tornado carried the barn away.
3) spare I have a space pencil for the test.
4) appear You appear to be upset with me.
5) career Gabby would like a career as a musician.
6) square The square has four even sides.
7) report Rafael wrote a report about eagles.
8) prepare Please prepare the table for dinner.
9) pioneer She is a pioneer in the field of science.
10) chair Adji sat in the most comfortable chair.
11) beware Beware of the attack dog!
12) smear I like to smear peanut butter on bread.
13) repair Kai needs to repair his bicycle.
14) sword My dad has a sword from the Civil War.
15) ignore I will ignore my cell phone while I study.
16) order Do you want to order pizza for dinner?
17) engineer Shayla is a mechanical engineer.
18) resort Can we vacation at a resort?
19) volunteer Lucas is a volunteer at the animal shelter.
20) declare I declare today to be Best Friend Day.
Challenge Words
21) impair A mask can impair your vision.
22) directory Look her name up in the school directory.
23) hardware Satellite television uses a lot of hardware.
24) clearance The clearance sale has cheap clothes!
25) porpoise The porpoise has a funny-shaped nose.
Conventions
Action and Linking Verbs
Make Connections To focus students’ attention on action and linking verbs, write I run, I am, we are, we play, she was, he smiled. Ask students which words tell about actions (run, play, smiles). Have students suggest words to make I am, we are, and she is into complete sentences. Point out that the sentences are complete only when the verb links the subject to something else.
Handwriting
Cursive Tt
Model Letter Formation and Spacing Display the cursive capital T and the lowercase t. Follow the stroke instructions pictured to model letter formation.
Explain that writing legibly means letters have proper spacing between them. Model writing this sentence: The tall tree has many branches.
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Unit 2 Week 3 – The Ch’i-lin Purse - Day 2
Build Oral Language
Talk About Sentences and Words Read these sentences.
She called out in panic: “Please! Don’t go! Help me! I stayed too long! The tide went out and left me stranded here. Carry me down the sea or I shall die!”
- What does “called out in panic” mean? (called out anxiously, fearfully)
- Why is she calling out in panic? (The ride has gone out, and she can’t get into the sea. She is afraid she will die.)
- What does the word stranded mean here? (stuck on shore, in a helpless position)
- What are synoyms for panic and stranded? (panic: fear, dread, alarm; stranded: beached, abandoned, helpless, alone)
Text-Based Comprehension
Introduce Main Selection
Genre Tell students that a folk tale is a story that has been passed down through oral tradition over many generations. Folk tales often reflect the sutoms and beliefs of a particular culture. The characters are often sterotypes, and they fulfil one particular function. The conflicts are usually resolved by good being rewarded and evil being punished.
Preview and Predict Have students preview the illustrations in The Ch’i-Lin Purse. Then have them predict what will happoen in the story.
Purpose By analyzing The Ch’i-Lin Purse, a folk tale, students will gain knowledge of rewards that can come from helping others.
As you and your student read The Ch’i-Lin Purse check for understanding by asking the following questions, answers are in blue.
Page 238 – 239
1) Compare and Contrast Read paragraphs one through three on page 238. Compare and contrast Hsiang-ling with girls in the United States today. (Hsiang-ling is beautiful, intelligent, and spoiled. Girls in the United States can be beautiful, intelligent, and spoiled too. These are ways they are alike. However, Hsiang-ling is getting married at 16 to someone chosen for her. This is one way she is different from most girls in the United States.)
2) Analysis/Text Evidence Reread pages 238 and 239. Explain wat the reader learns about Hsiang-ling and the servant. (On pages 238-239, we find out that Hsiang-ling is hard to please. We do find out that the servant tries hard to do his job and that he has worked for the family for many years.
3) Synthesis Summarize what we have read so far. (Hsiang-ling is a spoiled girl. A matchmaker has found her a husband. Hsiang-ling is very picky about her dowry, including the Ch’i-lin Purse. Hsiang-ling’s mother fills the Ch’i-lin Purse with gifts and gives it to Hsiang-ling on her wedding day.)
Page 240 – 241
1) Greek and Latin Roots Tell students that the Latin root cess means “go” or “yield”. Ask what they can guess about the vocabulary word procession on page 240. (The Latin root cess is part of the word procession. Becausecess means “go” or “yoe;d”, I know that a procession must be something that either moves forward or slows down. The story says the procession continued on its way, so I can guess that a procession is a group that is moving froward.)
2) Inference/Text Evidence What evidence is there that Hsiang-ling is superstitous? Cite evidence from the text to support your repsonse. (On page 240, we learn that she believes that a person crying on your wedding day is bad luck.)
3) Analysis When the poor girl receives the purse, she immediately stops crying. Why do you think this happens? (She stops crying because someone gave her something beautiful. She might have looked inside and found wonderful things in the purse.)
Page 242 – 423
1) Story Structure Ask students to identify the conflict (the flood) and rising action (Hsiang-ling gets a job) in this story. Explain that identifying important events can help them anticipate what will happen next.
2) Conflict Have students explain how the conflict, the flood, gave rise to Hsiang-ling being recommended for a job. (The flood left Hsiang-ling homeless and hungry, so she had to go find work to be able to buy food.)
3) Analysis/Text Evidence How old is Hsiang-ling when her son is born. Cite evidence from the text to support your answer. (She was sixteen on page 238, when her mother decided it was time for Hsiang-ling to marry. On page 242, the text says her little boy was born a year after she was married. So she is seventeen.)
4) Analysis Help students generate text-based questions by providing the following question stem: In this selection, how does Hsiang-ling’s life change after ____________?
Page 244 – 245
1) Sequence Have students paraphrase events on page 244 – 245 in sequence. (First, Hsiang-ling is hired. Next, the boy loses his ball. Then Hsiang-ling enters Pearl Hall and sees the Ch’i-lin purse. Finally, Mrs. Lu finds her.)
2) Sequence Have students reread page 244 and identify which event happened first: Hsiang-ling remembers being a spoiled child or the boy cries for his ball. (Hsiang-ling remembers being a spoiled child.)
3) Analysis/Text Evidence How do the Lus feel about the Ch’i-lin Purse? Cite evidence to support your answer. (The purse is sacred to the Lu family. They keep it in a place of honor – in a special building, on an alter with candles and incense. The Ch’i-lin Purse must be very important for the Lu family.)
Page 246 – 247
1) Compare and Contrast Tell students that illustration can emphasie impotant ideas. Have them compare and contrast the illustrations of Hsiang-ling on pages 238 and 247. (On page 238, Hsiang-ling looks weathy and fancy. Se is holding a mirror. I think this shows that she cares about her appearance, and she seems to think a lot of herself. What is different on page 247? She seems humble. She is dressed simply.)
2) Analysis/Text Evidence Compare and contrast the lives of Hsiang-ling and Mrs Lu to this point in the story. (Hsiang-ling started out weathly but has become poor. Mrs. Lu started out poor but has become wealthy. They both have sons.)
Page 248 – 249
1) Story Structure Have students identify the climax and resolution in The Ch’i-lin Purse. (Climax: Learning that Mes. Lu got the purse from Hsiang-ling and used the contents to gain wealth. Resolution: The Lus share their wealth and help Hsiang-ling find her family. They become friends.)
Conventions
Action and Linking Verbs
Teach Write theses sentences: Jana sate the sandwich. Pedro is happy today. Point out that ate is an action verb because it describes the action of eating. Then point out that is is a linking verb because it links Pedro with being happy.
Spelling
Vowel Sounds wit r
Teach Remind students that when vowel and vowel digraphs are followed by r, the vowel sound is changed. Write repair, repaint. Underline air in repair and ain in repaint. Listen for the vowel sound as I say each word. Repair, repaint.
Writing
Poem
Introduce the Prompt Review the key features of a poem with students. Remind them that they should think about these features as they plan their writing. Then explain that today they will begin writing their own poem. Read aloud the writing prompt.
Writing Prompt
Write a poem about an important event in your life or the life of someone you know.
Select a Topic
To help choose a topic, or main idea for the poem, let’s make a list of important events in our lives and the lives of people we know. Display a T-chart. In The Ch’I-lin Purse, we learned about a flood that affected the main character.
Gather Information Using a T-chart write several ideas down in each column. Remember to keep this chart, as students will refer back to it as they draft their poem.
|Important Events in Other’s Lives |Important Events in My Life |
|The day Grandma won the car |When I won the spelling bee. |
|The day Ryan hit a home run |When I went horseback riding. |
|The day Roen’s little brother was born |The day I moved to the United States. |
Think Critically
Complete Think Critically on page 250. Scan and email the students completed work to your teacher.
Unit 2 Week 3 – The Ch’i-lin Purse - Day 3
Build Oral Language
Talk About Sentences and Words Read these sentences.
One night, rain beat on Joseph’s roof like a thousand galloping hooves. A storm worse than anyone could remember rived the sea to a frency of leaping waves.
- What does the author mean when she says “rain beat on Jospeh’s roof like a thousand galloping hooves”? (It was raining so hard that the drops of rain sounded like hooves of horses running on the roof.) This is a simile, which compares tow unlike things using the word like or as. What two things are being compared? (the heavy rain and galloping hooves)
- The authors says that the sea became a frency of leaping waves. A frenzy is a state of near madness or very great ecitement. Can the sea be mad or ecited? (no) This is an example of personification, which is giving human qualities to nonhuman things. Find another example of personification in the second sentence. (leaping waves)
Conventions
Action and Linking Verbs
Review Remind students that this week they learned about action and linking verbs.
- An action verb tells what the subject does. It can express physical or mental action.
- A linking verk links, or joins, the subject to a word or words in the predicate.
Spelling
Vowel Sounds with r
Frequently Misspelled Words The words caught and there’s are words that students often misspell. I’m going to read a sentence. Choose the right word to complete the sentence and then write it. Have students check their own work.
1) _________ a letter for you on the table. (There’s)
2) I __________ a foul ball. (caught)
3) She _______ the fly in the jar. (caught)
4) I see that _________ a red cardinal in the tree. (there’s)
Let’s Write It
Write a Poem Use pages 252 – 253 in the Online Student Edition. Direct students to read the key features of a poem, which appear on page 252. Remind students that they can refer to the information in the Writer’s Checklist as they write their own poems.
Read the student model on page 253. Point our the stanzas and the abcb rhyme scheme in the first two stanzas of the model. Help students analyze how poetic techniques such as alliteration, internal rhyme, onomatopeia, and rhyme scheme reinforce meaning in the poem.
Connect to Conventions Remind students that verbs can be action or linking. Point out the correct use of action and linking verbs in the model.
Writing
Poem
Display Rubric Display the scoring Rubric. Using the model in the Online Student Edition, ask students to explain why the model should score a 4 for one of the traits. If students say the model should score below a 4 for a particualr trait, the student should offer support for that reponse. Remind students that this is the rubric that will be used to evaluate the poems they write.
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Unit 2 Week 3 – The Ch’i-lin Purse - Day 4
Conventions
Action and Linking Verbs
Test Practice Remind students that grammar skills, such as the correct use of action and linking verbs, are often asseed on important tests. Remind students that
- An action verb tells what the subject does. It can express phyiscla or mental action
- A linking verb links, or joins, the subject to a word or words in the predicate.
Spelling
Voowel Sounds with r
Practice Spelling Strategy Remind students to use the spelling patterns and rules they have learned to help them complete this activity. Have students create a crossword puzzle featuring at least five spelling words. Students should first design the puzzle by writing the words on grid paper so that they intersect. Then have them number each word near its first letter and write clues. Finally, have them copy the shape of the puzzle, the numbers, and the clues onto clean grid paper.
Writing
Poem
Yesterday, students wrote poems about important events in their lives or the lives of others. Today they will revise the draft.
When revising students should ask themselves – What poetic techniques are missing?
Tell students that as they revies, they should also check to see that they used sensory language to bring their poems to life. Have them focus on revising their drafts to clarify meaning and enhance style.
Revising Tips
- Make sure the poem tells about an important event in wa way that makes sense.
- Review writing to make sure you have included poetic techniques.
- Make sure your poem has rhyming words and snesory languge.
Unit 2 Week 3 – The Ch’i-lin Purse - Day 5
Spelling Test
Vowel Sounds with r
Say each word, read the sentence, and repeat the word.
1) snore Do I snore when I sleep?
2) tornado The tornado carried the barn away.
3) spare I have a space pencil for the test.
4) appear You appear to be upset with me.
5) career Gabby would like a career as a musician.
6) square The square has four even sides.
7) report Rafael wrote a report about eagles.
8) prepare Please prepare the table for dinner.
9) pioneer She is a pioneer in the field of science.
10) chair Adji sat in the most comfortable chair.
11) beware Beware of the attack dog!
12) smear I like to smear peanut butter on bread.
13) repair Kai needs to repair his bicycle.
14) sword My dad has a sword from the Civil War.
15) ignore I will ignore my cell phone while I study.
16) order Do you want to order pizza for dinner?
17) engineer Shayla is a mechanical engineer.
18) resort Can we vacation at a resort?
19) volunteer Lucas is a volunteer at the animal shelter.
20) declare I declare today to be Best Friend Day.
Challenge Words
21) impair A mask can impair your vision.
22) directory Look her name up in the school directory.
23) hardware Satellite television uses a lot of hardware.
24) clearance The clearance sale has cheap clothes!
25) porpoise The porpoise has a funny-shaped nose.
Scan and email the completed spelling test to your teacher.
Conventions
Action and Linking Verbs
Have students identify the verbs ub these sentenences. Then have them identify whether the verbs are action or linking.
The bus stops at the corner. (action)
The bread tastes salty. (linking)
Write these sentences, Have students fill in the correct action or linking verb in the blank.
1) Hsiang-lin _______ beautiful and intelligent, and her mother _____ her dearly. (was, loved)
2) But Hsiang-ling _____ not satisfied at all. (was)
3) The servant ____ to the store and ____ another. (returned, ordered)
4) Hsiang-ling could _____ a girl sobbing inside. (hear)
5) I ____ sure you can get something to eat there. (am)
Online Assessments
Complete Success Tracker Weekly Test, Unit 2, Week 3.
Complete Success Tracker Fresh Read, Unit 2, Week 3.
Unit 2 Week 4 – A Summer Tale - Day 1
Build Oral Language
Talk About Making Scarifices for Others Have students turn to pages 258 – 259 in their Online Student Edition. Look at each of the photos. Then use the prompts to guie discussion.
- What are the people in the middle photo doing? (They re serving food to hungry people.)
- Why would people be giving boxes to others? (They re helping others who have suffered from an emergency, such as a flood or earthquake.)
- How is the solider making a sacrifice? (He is leaving his family to go into danger.)
Build Oral Vocabulary
Amazing Words
|Word |Meaning |
|Committed |Feeling dedication and loyalty to a cause, activity, or job; wholeheartedly dedicated. |
|Consequences |A result or effect of an action or condition. |
|Donated |Giving (money, or goods) for a good cause, for example to a charity. |
|Underprivileged |(of a person) not enjoying the same standard of living or rights as the majority of people in a society. |
|Gratifying |Give (someone) pleasure or satisfaction. |
|Charitable |Of or relating to the assistance of those in need. |
|Forfeit |Lose or be deprived of (property or a right or privilege) as a penalty for wrong doing. |
|Relinquish |Voluntarily cease to keep or claim; give up. |
|Altruism |The belief in or practice of disinterested or selfless concern for the well-being of others. |
|Noble |Having or showing fine personal qualities or high moral principles and ideas. |
Have students demonstrate their knowledge of each word by using each word in a sentence.
Selection Vocabulary
Use the following routine to introduce this week’s tested selection vocabulary.
Bandana – A square piece of fabric worn on the head or neck.
Bracelet – A piee of jewelry woen around the wrist.
Hogan – A kind of house used by the Navajo people.
Josted – Bumped or jiggled
Mesa – A rock formation or mountain with a flat top.
Navajo – A member of the Navajo Indian tribe.
Turquoise – A precious blue-green stone
Spelling Pretest
Final Syllables –en, -an, -el, -le, -il
Introduce Many words have the final –en, -an, -el, -le and –il.
Pretest Say each word, read the sentence, and repeat the word.
1) example See the example at the top of the page.
2) level Rain made the water level rise.
3) slogan The restaurant’s slogan was “Have Dinner with Us.”
4) quarrel The friends made up soon after their quarrel.
5) scramble As the bell rang, there was a scamble for the door.
6) evil The actor had an evil grin.
7) oxygen Fire will not burn without oxygen.
8) wooden Dad carved a wooden toy.
9) double Two puppoes are double the fun.
10) travel Will you travel bu car or by bus?
11) cancel We may cancel the trip if it snows.
12) chuckle Tim’s joke made me chuckle.
13) fossil The fossil shows a fern leaf.
14) toboggan Our toboggan slid down the hill.
15) veteran The veteran returned from the war.
16) chisel He hit the chisel with a hammer.
17) suburban We moved to a suburban home.
18) single Not a single person knew the answer.
19) sudden The sudden storm surprised us.
20) beagle The beagle wagged its tail.
Challege Words
21) obstacle The fallen tree was an obstavle on the bike path.
22) kindergarten I was five years old whe I began kindergarten.
23) abdomen Sit-ups will build muscle in your abdomen.
24) pummel The boxer will pummel the punching bag.
25) enlighten Reading helps to enlighten your mind.
Conventions
Main and Helping Verbs
Make Connections To focus attention on main and heloung verbs, tell a short, familiar story and ask students how they would have handled the situation differntly. Encourahe them by asking what they could have done, might have done, or would have done.
Handwriting
Model Letter Formation and Slant Display the cursive capital I and lowercase i. Follow the storke instruction pictured to model letter formation.
Explain that writing legibly means letters are the corect size, form, and slant. Letter slant should be uniform; all letters should slant the same way. Model writing this sentence with uniform slant: Isabella insisted that I invite Ike and Philip to dinner.
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Guide Practice Have students write these sentences. Ivan’s interesting invention is invisible. If Inez is ill, include Ina instead.
Writing
Personal Narrative
Introduce This week students will make a personal narrative. A personal narratice tells about something you have experianced and uses personal thoughts and descriptive details.
Key Features Personal narratives are written using the first-person point of view, which includes such words as I, me, my mine, we, and our.
Prompt In A Summer’s Trade, a character is faced with a difficult decision, Think about a time when you struggled to do the right thing. Now write a personal narative about that experience.
Unit 2 Week 4 – A Summer Tale - Day 2
Build Oral Language
Talk About Sentences and Words Read the sentence below.
Second, you should know that Christine is a very committed person. When she makes up her mind to do something, she never backs down.
- What does the word committed mean in this context? (determied, dedicated)
- What does the word committed tell us about Chrsitie? (She does what she says she’s going to do.)
- Why does the author use this particular word to descibe Chrisite? (to show that Christie will keep her prmoise no matter what)
Word Analysis
Spanish Word Origins
Teach Tell students that Spanish words can give them clues about the meanings of English words. Have students choose an English word from the first column and marrch it with a similair Spanish word in the second column.
|English Word |Spanish Origin |
|tourist |Canon |
|ranch |Rodear |
|rodeo |Estampida |
|stampede |Turista |
|canyon |rancho |
Text-Based Comprehension
Introduce Main Selection
Genre Explain that realistic fiction tells about characters that seem real engaging in actions and situations that realy could happen. The outcomes in realistic fiction should be reasonable, given the characters’ traits and actions.
Preview and Predict Have students preview the title and illustrations in A Summer’s Trade. Encourage students to predict what conflicts the characters will encourage as they read the story.
Purpose By analyzing A Summer’sTrade, a text of realistic fiction, students will gain knowledge of making sacrifices for others.
As you and your student read A Summer’sTrade check for understanding by asking the following questions, answers are in blue.
Page 266 – 267
1) Unfamiliar Words Have students use context clues to determine the meaning of the unfamiliar word mesas in paragraph one of page 266. (On page 266 there are rocks around the mesas. So mesas might be similar to rocks, They are distant but visable, so they must be large.They might be a type of rock formation)
2) Analysis/Text Evidence Not all context clues are in the same sentence as an unknown word. How does the description of drivinfg to town in the fist sentence help you understand the meaning of the word jostled? (The pickmup is bouncing on the rutted road, so jostle must mean being bumped around.)
3) Analysis What details about Tony indicate that this selection is realistic fiction? (Tony’s problems are like those of real people have. He is solving aproblem is a realistic way.)
Page 268-269
1) Author’s Purpose Using the text of page 268-269. Have students identify or infer the author’s reason for writing this story. (To help determine the author’s purpose we lopok for what the text tries to accomplish. This story the story is entertaining. The author might be trying to do more than entertain. The details of the story tell us avout the Navajo life and culture.)
2) Analysis/Text Evidence How does the setting of a trading post on pages 268-269 help create a picture of the Navajo people? (The trading post is a place where the Navajo get things they need to sell things they make. They can also use it to protect their valuables or get a laon. It is central to their lives.)
3) Analysis Why does Tony worry about the skinny man in the black hat? (The skinny man is thinking of buying the saddle that Tony wants. If the man buys the saddle, Tony won’t have a saddle for his pony.)
Page 270-271
1) Evaluation/Text Evidence What are some questions you could ask to help you clarify your understanding of the last paragraph on page 271. (Why is Tony surprised to see his uncle’s truck? Why did the author include he details aboutTony’s uncle’s job? Why do tourists enjoy visiting ancient ruins?)
2) Analysis Help students generate text-baed questions by providing the following question stem: In the selection, what did Tony do when __________________.
Page 272-273
1) Compare and Contrast Ask students to contrast the mood of Tony’s grandmother before and after she pawned her turquoise bracelet. (When she marches into the trading post her skirt swishes which tells us she is determined. When she leaves the Trading Post she is quiet and covers her wrist where the bracelet was because she is sad or worried.)
2) Analysis/Text Evidence What do we learn that suggests why Grandmother is making the sacrifice of selling her bracelet? (In the first paragraph on page 272, her daughter’s husband, Tony’s uncle, has a broken food and can’t work, so he needs money for truck payments.)
3) Inference/Text Evidence What conclusion can you draw about Tony based on his actions on page 273? (Tony is thoughtful and selfless. We can also conclude that he loves his grandmother very much.)
Page 273-275
1) Inference/Text Evidence What can you infer about Tony’s grandmother based on the way she responds to Tony returning the bracelet? What textual evidence helped you draw this conclusion? (I can infer that Tony’s grandmother recognizes Tony’s scarifce because the text says that she nodded slightly. She treated the sacrifice with dignity.)
Page 276-277
1) Author’s Purpose Ask: How do you think the author wants readers to feel after reading this story? Did she achieve her goal? (The author’s purpose was to make readers feel touched by Tony’s and his grandmother’s love for each other. He succeeded in doing so.)
2) Analysis What is Tony’s reaction when he sees that the saddle is gone? Why do you think he hides from his grandmother? (He is very sad. He hides because he doesn’t want his grandmother to think he regrets what he sacrifices for her.)
3) Synthesis/Text Evidence Using what you learned in this selection, tell why people might make sacrifices for others. Have students cite exampels from the text to support their responses
4) Synthesis How does the theme of sacrifice relate to this story? (Tony sacrificed the money he had wored hard to save to buy the saddle he wanted so that he could help his grandmother. She sacrificed the time, talent, materials, and work it takes her to make a rug so that she could gethim the saddle.)
Think Critically
Complete Think Critically on page 278. Scan and email the students completed work to your teacher.
Conventions
Main and Helping Verbs
Teach A verb prhase tells when an action takes places. The helping verbs is, are, do, does, has and have show present time. Was, were, did, and had show past time. Will shows future time. The main verb may change to show time too.
Guide Practice Say these sentences. Have students identify the main and helping verbs in each. Then have them tell whether the verb phrase shows present, past, or future time.
- The newspaper will print a story on our team. (future)
- Piper’s dog is digging holes in the yard. (present)
- Ava was sleeping when I called her. (past)
Writing
Personal Narrative
Introduce the Prompt Review the key features of a personal narratie. Enourage students to keep these features in mind as they plan their own narratives. Then explain that they will begin the writing process today. Read aloud the writing prompt.
Writing Prompt
In A Summer’s Trade, a character is faced with a difficult decision. Think about a time when you struggled to do the right thing. Now write a personal narrative about that experience.
Select a Topic To hoose a topic, we have to think back on our experiences and try to find a memory of sacrificing for someone else. We can then use a graphic organizer to help record our ideas. Display a five-column chart. In A Summer’s Trade, you read about Tony, a young boy who wants to buy a saddle. Let’s use his story to practice filling in the chart.
Gather Information Encourage students to use a similair five-question chart to record the basic details fo the story they want to tell in their narrative. Remind students that they should list themelves in the Who? column because the story is about them. Point out that this fact will influence their word choice in the narrative – they will be using first-person pronouns such as I, me and mine.
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Unit 2 Week 4 – A Summer Tale - Day 3
Build Oral Language
Talk About Sentences and Words Reead the sentence below.
I had not left the hogan where I lived for quite some time. I spent many days there working diligently to make woven rugs to seel at a fair.
- What does the word diligently mean? (in an industrious way)
- What context clues help you figure out the meaning? (The speaker has not left her home for quite some time. She has been working to make rugs to sell.)
- What does the word fair mean in this context? (a gathering of buyers and sellers.)
- How did you figure out the meaning? (The speaker is making rugs to sell at the fair, so it must be a place where people buy and sell things.)
Conventions
Main and Helping Verbs
Review Remind students that this week they learned about verb phrases. In a verb phrase, the main verb names the action. The helping verb helps tell the time of the action. The main verb is always the last word in a verb phrase. There may ve more than one helping verb phrase
Connect to Oral Language
Have students chose a helping verb from the first list and a main verb from the second list and say a sentence that correctly uses the verbs in a verb phrase.
Helping Verbs: is, was, were, had, will
Main Verbs: study, draw, sing, decide, remember
Spelling
Fibal Syllables –en, -an, -el, -le, -il
Frequently Misused Words The words Mom, Dad’s and heard are words that students often misuse. When Mom and dad are used as names, they are proper nouns and are capitalized. When they follow a word such as my, they are common nouns and are not caputalized. Dad’s is the possessive form of Dad. Heard is the part tense of hear. I’m going to read a series of sentences. Choose the right word and write it correctly.
1) My dad and _____ had to cnacel their trip. (mom)
2) I talked to _____, and she said I could get a cat. (Mom)
3) “There is _____ car,” said Mom. (Dad’s)
4) She _____ a sudden crash. (heard)
Let’s Write IT
Write a Personal Narrative Use pages 280-281 in the Online Student Edition. Direct sutdnets to read the key features of a personal narrative, which appear on page 280. Remind students that they can refer to the information in the Writer’s Checklist as they write their own personal narratives.
Read th student model on page 281. Point out the use of first-person pronouns such as my and I, in the model.
Connect to Conventions Remind students that helping verbs help show the time of the action described by the main verb. Suggest that if students are telling about an experience that happened in the past, they are likely to use mostly past-tense main and helong verbs. Point out the correct use of main and helping verbs in the model.
Display Rubric Display the rubric and go over the criteria for each trait under each score. Then, using the model in the Online Student Edition, ask students to explain why the model should score a 4 for one of the traits. If students say that the model should score below 4 for a particular trait, the student should offer support for that response. Remind students that this rubric will be used to evaluate their personal narrative.
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Unit 2 Week 4 – A Summer Tale - Day 4
Build Oral Language
Talk About Sentences and Words Ask students to reread the last paragraph on page 277.
Tony felt Grandmother touch his shoulder. He turned, and she nodded slowly, her wrinkled, brown face not quite hiding a smile. “Mr. Hilson traded your saddle against my next rug,” she said. “Now, let’s go home.”
- What does it mean for something to be traded against something? (Something is traded in return for something else that is to come.)
- Grandmother’s wrinkled brown face isn’t quite hiding a smile. What does that show about her feelings? (It shows that she is content with her way of getting Tony his saddle.)
- How does the idea of sacrifice continue through this final paragraph? (Instead of selling the next rug she makes herself, Grandmother is going to give it to Mr. Hilson to sell. The money he gets pays for Tony’s saddle.)
Conventions
Main and Helping Verbs
Test Practice Remind students that grammar skills, such as recognizing and using correctly main and helping verbs, are often assessed on important tests. Remind students that main and helping verbs together form verb phrases. Verb phrases tell when an action occurred.
Point out that verb phrases formed with the main verb have are sometimes written or spoken incorrectly. For example, one might say or write should of and would of instead of should have and would have.
Spelling
Final Syllables –en, -an, -el, -le, -il
Practice Spelling Strategy Write each of the list wods on individual note cards, replacing the final two letters with blanks. Tak turns crawling a card, saying the complete word, and spelling it.
Writing
Personal Narrative
Yesterday we wrote personal narratives about a time we struggled to do the right thing. Today we will revise our drafts. The goal is to make your writing clearer, more insteresting, and more informative. When you revise ask yourself Have I included enough sensory details to really bring my story to life for readers? You can use the revising strategy of adding to identify places in your narrative where additional sensory details will enhance the reading experience.
Revising Tips
- Make sure that the first-person point of view is used consistently.
- Review writing to make sure that writing is organized so that it follows a logical sequence of events.
- Add sensory details to describe the events realistically.
Unit 2 Week 4 – A Summer Tale - Day 5
Spelling Test
Final Syllables –en, -an, -el, -le, -il
Say each word, read the sentence, and repeat the word.
1) example See the example at the top of the page.
2) level Rain made the water level rise.
3) slogan The restaurant’s slogan was “Have Dinner with Us.”
4) quarrel The friends made up soon after their quarrel.
5) scramble As the bell rang, there was a scamble for the door.
6) evil The actor had an evil grin.
7) oxygen Fire will not burn without oxygen.
8) wooden Dad carved a wooden toy.
9) double Two puppoes are double the fun.
10) travel Will you travel bu car or by bus?
11) cancel We may cancel the trip if it snows.
12) chuckle Tim’s joke made me chuckle.
13) fossil The fossil shows a fern leaf.
14) toboggan Our toboggan slid down the hill.
15) veteran The veteran returned from the war.
16) chisel He hit the chisel with a hammer.
17) suburban We moved to a suburban home.
18) single Not a single person knew the answer.
19) sudden The sudden storm surprised us.
20) beagle The beagle wagged its tail.
Challege Words
21) obstacle The fallen tree was an obstavle on the bike path.
22) kindergarten I was five years old whe I began kindergarten.
23) abdomen Sit-ups will build muscle in your abdomen.
24) pummel The boxer will pummel the punching bag.
25) enlighten Reading helps to enlighten your mind.
Scan and email the completed spelling test to your teacher.
Conventions
Main and Helping Verbs
Write these sentences. Have sentences. Have students look back in A Summer’s Trade to find the correct verb phrases to fill in the blanks.
1) Tony ________ a beautiful, used saddle for sale. (had discovered)
2) If Mr. Hilson was busy, Tony _______ customers. (could help)
3) When he was younger, Tony ______ many deays at Grandmother’s side watching her work. (had spent)
4) Grandmother ______ with Mr. Hilson. (was talking)
Writing
Personal Narrative
Proofreading When we proofread, we search for errors in mechanics, such as spelling, capitalization, and punctuation and grammaer. We will focus on making sure that main and helping verbs are used correctly.
Proofreading Tips
- Be sure that all main and heling verbs are correct and show the time of action.
- Check for correct spelling, punctuation, capitalization, and grammar.
- Make sure the first-person pronouns are used properly and consistently.
Present Have students incorporate revisions and proofreading edits into their narratives to create a final draft.
Online Assessments
Complete Success Tracker Weekly Test, Unit 2, Week 4.
Complete Success Tracker Fresh Read, Unit 2, Week 4.
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Vocabulary Word
Challenges immigrants encounter
New country
New language
New culture
Missing their homeland
Finding work
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