Grade 5 Unit 1

TEACHER’S EDITION
Grade 5
Unit 1
Program Authors
Dr. Diane August
Dr. Donald Bear
Dr. Janice A. Dole
Dr. Jana Echevarria
Dr. Douglas Fisher
Dr. David J. Francis
Dr. Vicki Gibson
Dr. Jan Hasbrouck
Margaret Kilgo
Dr. Scott G. Paris
Dr. Timothy Shanahan
Dr. Josefina V. Tinajero
Also Available from McGraw-Hill Education
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Cover and Title Pages: Nathan Love
www.mheonline.com/readingwonders
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Printed in the United States of America.
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Common Core State Standards © Copyright 2010. National

Governors Association Center for Best Practices and Council of
Chief State School Officers. All rights reserved.
“ The students love their books. With this
curriculum, we have fantastic informational

text and a variety of genres.
”
— Becky Boyle, Campbell Elementary, Lincoln, NE
“ I feel that my students are lucky to be exposed

to Wonders. It makes a world of difference. The
online piece has made my job easier and allowed

me to become a better teacher.
”
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“ Students are able to do more than we thought

they could. We have raised the rigor and they
Adeet Deshmukh/McGraw-Hill Education
want more. The conversations that are happening

between my students are more sophisticated.
”
— Heather Griffith, Lakeside Farms Elementary, Lakeside, CA
PROGRAM AUTHORS
(Dole) Patrick Brennan; (Echevarria) Victoria Sanchez, CSULB; (Fisher) Courtesy of Douglas Fisher; (Gibson, Hasbrouck) Roger Pelissier; (Kilgo) Courtesy of Margaret Kilgo; (Paris) Courtesy of Scott G. Paris; (Shanahan) Courtesy of Timothy Shanahan; (Tinajero) Courtesy of Josefina V. Tinajero; (Bumgardner) Courtesy of
Dr. Diane August Dr. Donald R. Bear Dr. Janice A. Dole
American Institutes for Research, Iowa State University University of Utah
Washington, D.C. Professor, Iowa State University Professor, University of Utah
Managing Researcher Author of Words Their Way, Words Director, Utah Center for Reading and
Education Program Their Way with English Learners, Literacy
Vocabulary Their Way, and Words Content Facilitator, National Assessment
Their Way with Struggling Readers, 4–12 of Educational Progress (NAEP)
CCSS Consultant to Literacy Coaches,
Salt Lake City School District, Utah
Dr. Jana Echevarria Dr. Douglas Fisher Dr. David J. Francis

California State University, Long San Diego State University University of Houston
Beach Co-Director, Center for the Advancement Director of the Center for Research
Professor Emerita, California State University of Reading, California State University on Educational Achievement and
Author of Making Content Comprehensible Author of Language Arts Workshop: Teaching of English Language
for English Learners: The SIOP Model Purposeful Reading and Writing Instruction, Learners (CREATE)
Reading for Information in Elementary
School; coauthor of Close Reading and
Writing from Sources, Rigorous Reading: 5
Access Points for Comprehending Complex
Text, and Text-Dependent Questions,
Grades K-5 with N. Frey
Consulting Authors
sixcentsphotography; (Walker-Dalhouse) Dan Johnson, Marquette University; (others) McGraw-Hill CEducation.
Kathy R. Bumgardner Jay McTighe Dr. Doris Walker-Dalhouse Dinah Zike

National Literacy Consultant Jay McTighe and Associates Marquette University Educational Consultant
Strategies Unlimited, Inc. Author of Essential Questions: Opening Associate Professor, Department Dinah-Might Activities, Inc.
Gastonia, NC Doors to Student Understanding, of Educational Policy & Leadership San Antonio, TX
The Understanding by Design Guide Author of articles on multicultural
to Creating High Quality Units and literature, struggling readers, and
Schooling by Design: Mission, Action, reading instruction in urban schools
Achievement with G. Wiggins,
and Differentiated Instruction and
Understanding By Design with C.
Tomlinson
iv
Dr. Scott G. Paris Dr. Timothy Shanahan Dr. Josefina V. Tinajero
Educational Testing Service, University of Illinois at Chicago University of Texas at El Paso
Vice President, Research Professor, Distinguished Professor, Urban Education Professor of Bilingual Education &
Nanyang Technological University, Director, UIC Center for Literacy Chair, Special Assistant to the Vice President
Singapore, 2008–2011 Department of Curriculum & Instruction of Research
Professor of Education and Psychology, Member, English Language Arts Work
University of Michigan, 1978–2008 Team and Writer of the Common Core
State Standards
President, International Reading
Association, 2006
Dr. Vicki Gibson Dr. Jan Hasbrouck Margaret Kilgo

Educational Consultant Gibson J.H. Consulting Educational Consultant
Hasbrouck and Associates Gibson Hasbrouck and Associates Kilgo Consulting, Inc., Austin, TX
Author of Differentiated Instruction: Developed Oral Reading Fluency Norms for Developed Data-Driven Decisions
Grouping for Success, Differentiated Grades 1–8 process for evaluating student
Instruction: Guidelines for Implementation, Author of The Reading Coach: A How- performance by standard
and Managing Behaviors to Support to Manual for Success and Educators as Member of Common Core State
Differentiated Instruction Physicians: Using RTI Assessments for Standards Anchor Standards
Effective Decision-Making Committee for Reading and Writing
National Program Advisors

Mayda Bahamonde-Gunnell, Ed.D Carolyn Gore, Ph.D. Jadi Miller
Grand Rapids Public Schools Caddo Parish School District Lincoln Public Schools
Rockford, MI Shreveport, LA Lincoln, NE
Maria Campanario Kellie Jones Matthew Walsh

Boston Public Schools Department of Bilingual/ESL Services Wissahickon School District
Boston, MA Brockton, MA Ambler, PA
Sharon Giless Aguina Michelle Martinez

Waukegan Community Unit School District #60 Albuquerque Public Schools Curriculum and
Waukegan, IL Instruction
Albuquerque, NM
v
CONNECTED LITERACY TOOLS
Weekly Concept and Essential Question
The Keys to Unlock the Week
Weekly Opener Video
Academic and domain-specific vocabulary

Reading/Writing Workshop
Teach and Model

With Rich Opportunities for Collaborative Conversations
Collaborative Conversations PD
Reading/Writing Workshop All building on the week’s Essential Question
Practice and Apply

Close Reading, Writing to Sources, Grammar, Spelling, and Phonics
Close Reading
Literature Anthology Companion Read about it? Write about it! Digital Practice
vi
Build Knowledge and Skills at Every Level
Differentiate to Accelerate
Also available:
Move students ahead as soon as they’re ready
• WonderWorks
Over 6500 more leveled readers online! • Wonders for English Learners
• Wonders Adaptive Learning
Nonfiction Leveled Readers Fiction Leveled Readers Adaptive Learning
Integrate Understanding
Writing across texts, research and inquiry Performance task practice throughout the year
Writer’s Workspace Inquiry Space
Assess
Specific skills and standards for every student, assignment, and class
Specific recommendations for every skill and standard.
Weekly, Unit, Benchmark Assessments Data Dashboard Proficiency Report
TEACHING WITH READING WONDERS vii

PROGRAM COMPONENTS
Print and Digital
Reading/Writing Literature Close Reading Leveled Readers Teacher Editions

Workshop Anthology Companion
behavior
behavior
Classroom Library Your Turn Visual Vocabulary Leveled Workstation

Trade Books Practice Book Cards Activity Cards
From Andrea Davis Pinkney’s Duke Ellington © 1999 by Andrea David Pinkney. Reprinted by Permission of Disney·Hyperion, an imprint of Disney Book Group, LLC. All Rights Reserved.
about
Sound-Spelling High-Frequency Response Board Weekly Unit Benchmark

Cards Word Cards Assessment Assessment Assessment
Additional Digital Resources

For You For Your
Students
Plan Assess Professional My To Do List Words to Know

Customizable Online Assessments Development Assignments Build Vocabulary
Lesson Plans Reports and Scoring Model Lessons Assessment
and PD Videos
Teach Collaborate Additional Online Resources Read Play

Classroom Online Class • Leveled Practice e Books Interactive
Presentation Tools Conversations • Grammar Practice Interactive Games
Instructional Interactive • Phonics/Spelling Texts
Lessons Group Projects
• ELL Activities
• Genre Study Write School to Home Support
Manage and School to Home • Reader’s Theater Interactive • Activities for Home
Assign Activities and Writing • Messages from the Teacher
• Tier 2 Intervention
Student Grouping Messages
and Assignments • Instructional Routine
Handbook
www.connected.mcgraw-hill.com
viii
Eureka! I’ve Got It! UNIT 1
Unit Planning
Unit Overview.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . x
Unit Opener.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xii
Weekly Lessons
START SMART. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S1
Week 1 Meeting a Need. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T2
Week 2 Trial and Error . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T66
Week 3 Seeing for Yourself. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T130
Week 4 Inventions .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T194
Week 5 New Technology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T258
Week 6 Review and Assess. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T322
Writings
Proces Genre Writing: Narrative
Autobiographical Sketch. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T344
Personal Narrative. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T350
Modenl
Lesso Extended Complex Text
Literature Anthology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T356
Your Own Text. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T360
(t to b) Rodrigo A Torres/Glow Images; Sean Davey/Australian Picture Library/Corbis;
Quincy/Alamy; tk2/ZUMA Press/Newscom; JP5/ZOB/WENN.com/Newscom
Program Information
Scope and Sequence. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . BM1
Index. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . BM10
EUREKA! I’VE GOT IT! ix

UNIT OVERVIEW
Text Complexity Range for Grades 4–5
Lexile
740 1010
TextEvaluator™
23 51
Week 1 Week 2 Week 3

MEETING A NEED TRIAL AND ERROR SEEING FOR YOURSELF
ESSENTIAL QUESTION ESSENTIAL QUESTION ESSENTIAL QUESTION
READING
How do we get the things we What can lead us to rethink How can experiencing nature
need? an idea? change the way you think
about it?
Build Background Build Background
Build Background
Vocabulary Vocabulary
afford, loan, profit, prosper, risk, accomplish, anxious, assemble, Vocabulary
savings, scarce, wages decipher, distracted, navigate, debris, emphasis, encounter,
Context Clues options, retrace generations, indicated,
Idioms naturalist, sheer, spectacular
Comprehension Homographs
Strategy: Reread Comprehension
Strategy: Reread Comprehension
Skill: Character, Setting, Plot:
Sequence Skill: Character, Setting, Plot: Strategy: Ask and Answer
Problem and Solution Questions
Genre: Realistic Fiction
Genre: Realistic Fiction Skill: Text Structure: Cause and
Phonics Effect
Short Vowels Phonics Genre: Narrative Nonfiction
Long Vowels
Fluency Phonics
Fluency .
Expression and Accuracy Words with /ū/, /u /, and /ü/
(l to r) Rodrigo A Torres/Glow Images; Sean Davey/Australian Picture Library/Corbis; Quincy/Alamy; tk2/ZUMA Press/Newscom; JP5/ZOB/WENN.com/Newscom
Intonation
Fluency
Expression and Phrasing
Writing Writing Writing

LANGUAGE ARTS
Write to Sources: Narrative Write to Sources: Narrative Write to Sources: Informative

Trait: Ideas Trait: Voice Trait: Word Choice
Grammar Grammar Grammar
Sentences Subjects and Predicates Compound Sentences
Spelling Spelling Spelling
.
Short Vowels Long Vowels Words with /ū/, /u /,
and /ü/
Build Vocabulary Build Vocabulary Vocabulary
Build Vocabulary
Writings Genre Writing: Narrative Autobiographical Sketch T344–T349

Proces
x UNIT 1
Eureka! I’ve Got It! UNIT 1
Review
and
Assess
Week 4 Week 5 Week 6
INVENTIONS NEW TECHNOLOGY
ESSENTIAL QUESTION ESSENTIAL QUESTION Reader’s Theater
How does technology lead to What are the positive and Focus on Vocabulary
creative ideas? negative effects of new
Fluency: Intonation, Phrasing,
technology?
Build Background Accuracy
Build Background Reading Digitally
Vocabulary
breakthrough, captivated, Vocabulary Notetaking
claimed, devices, access, advance, analysis, cite, Skimming and Scanning
enthusiastically, envisioned, counterpoint, data, drawbacks, Navigating Links
passionate, patents reasoning
Greek Roots Greek and Latin Prefixes Research and Inquiry
Beginning Research
Comprehension Comprehension Unit Projects
Strategy: Ask and Answer Strategy: Reread Presentation of Ideas
Questions Skill: Author’s Point of View
Skill: Text Structure: Sequence Genre: Persuasive Article
Genre: Biography Unit 1 Assessment
Phonics
Phonics Unit Assessment Book
r-Controlled Vowel /ûr/
r-controlled Vowels /är/, /âr/, pages 1–41
/ôr/ Fluency
Fluency Assessment
Phrasing
Fluency pages 242–251
Expression and Phrasing
Writing Writing Writing

Write to Sources: Informative Write to Sources: Opinion Share Your Writing
Trait: Organization Trait: Sentence Fluency Portfolio Choice
Grammar Grammar
Complex Sentences Run-On Sentences
Spelling Spelling
r-controlled Vowels r-Controlled Vowel /ûr/
Build Vocabulary Build Vocabulary
Writings Genre Writing: Informative Personal Narrative T350–T355

Proces
UNIT OVERVIEW xi
UNIT OPENER
Reading/Writing
Workshop
READING/ WRITING WORKSHOP, pp. 16– 17
The Big Idea Where can an idea begin?
COLLABORATE Talk About It Read the Poem: “Ideas”

Have students read the Big Idea aloud. Ask them Read aloud “Ideas.” Ask students questions to
to identify new ideas they have had. Students may explore the theme.
contribute ideas such as how to improve school •• According to the poem, how do we get an idea?
lunches, how to design their own games, or how
to perform certain tasks more quickly. Ask students
•• How is an idea like a seed?
to explain how they got these ideas. •• How might we create a poem?
Ask: What is the best way to come up with a Limerick Poetry With students, plot the rhyme
new idea? Have students discuss in partners or in scheme of “Ideas.” A letter stands for the sound at
groups, then share their ideas with the class. the end of each line. Then have students count the
number of beats in each line. Point out to students
Music Links Introduce a song at the start of the
that each stanza has the characteristics of a
unit. Go to www.connected. mcgraw-hill.com ,
limerick. Limericks have five lines with an aabba
Resources Media: Music to find audio recordings,
rhyme scheme. Lines 1, 2, and 5 have three beats;
song lyrics, and activities.
lines 3 and 4 have two beats.
Photo caption
xii UNIT 1
Eureka! I’ve Got It UNIT 1
RESEARCH AND INQUIRY WRITING

Weekly Projects Each week students will produce a Analytical Write to Sources As students read and reread each
Writing
project related to the Essential Question. They will then week for close reading of text, they take notes, cite
develop one of these projects more fully for the Week 6 text evidence to support their ideas and opinions,
Unit Project. Through their research, students will focus and write short analytical responses. After reading,
their attention on: students build writing fluency, analyze model
•• selecting a topic. responses, craft longer responses incorporating text
evidence, and focus on writing traits. Each week,
•• developing a research plan. students first write to one source and then write to
Shared Research Board You may wish to develop a two sources.
Shared Research Board. Students can post questions,
WEEKLY WRITING TRAITS
ideas, and information about the unit theme as well as
Week 1 Ideas, T28
primary and secondary sources, illustrations or photos,
Week 2 Voice, T92
or facts they gather as they do their research. They Week 3 Word Choice, T156
can also post notes with questions they have as they Week 4 Organization, T220
conduct their research. Week 5 Sentence Fluency, T284
Writing Process: Focus on

WEEKLY PROJECTS
Narrative Writing
Students work in pairs or small groups.
Over the course of the unit, students will develop
Week 1 Venn Diagram, T38
Week 2 Time Line, T102 one to two longer narrative texts. They will work
Week 3 Promotional Map, T166 through the various stages of the writing process,
Week 4 Shared Research Board, T230 allowing them time to continue revising their
Week 5 Persuasive Speech, T294 writing and conferencing with peers and teacher.
WEEK 6 UNIT PROJECT
Students work in small groups to complete and
present one of the following projects. GENRE WRITING: NARRATIVE TEXT
•• Newspaper Article Choose one or complete both 3-week writing
•• Television Segment process lessons over the course of the unit.
•• Slide Show or Pamphlet Autobiographical Sketch, T344–T349
•• Debate Week 1 Expert Model, Prewrite
•• Persuasive Presentation Week 2 Draft, Revise
Week 3 Proofread/Edit and Publish, Evaluate
Personal Narrative, T350–T355
Week 4 Expert Model, Prewrite
Week 5 Draft, Revise
Week 6 Proofread/Edit and Publish, Evaluate
COLLABORATE WRITER’S WORKSPACE

Go Post student questions and Go Ask students to work
Digital monitor student online Digital through their genre
discussions. Create a Shared writing using the online
Research Board. tools for support.
www.connected.mcgraw-hill.com www.connected.mcgraw-hill.com
UNIT 1 OPENER xiii

OV ERV I EW
Start Smart
The Start Smart lessons provide an

introduction to the key instructional
routines and procedures that you will
use throughout the year.
Use the first two weeks

of school to model with students
the key instructional routines
and procedures for
• Collaborative Conversations
• Vocabulary
• Accessing Complex Text
•C
lose Reading and Rereading
of Text
• Citing Text Evidence
• Decoding Multisyllabic Words
• Fluency
• Writing to Sources
• Integrating Knowledge and Ideas
• Research and Inquiry
During this time, use the Placement and

Diagnostic Assessments to determine
instructional and grouping needs for
your students.
S1
START SMART
Close Reading of Literature
Hungbu and Nolbu
Read Use Text Evidence to
• Identify key Ideas and details.
• Take notes and summarize.
• Use A C T prompts as needed.
Reread Use Text Evidence to
• Analyze the text, craft, and structure
Integrate Use Text Evidence to
nline
Smart 1–2 PDF O • Integrate knowledge and ideas
Start
• Make text-to-text connections
Close Reading of Informational Text

Trouble in the Oceans
Read Use Text Evidence to
• Identify key Ideas and details.
Reread Use Text Evidence to
• Analyze the text, craft, and structure
Integrate Use Text Evidence to Start Sma
rt 6–7 PD
F Online
• Integrate knowledge and ideas
• Make text-to-text connections
Placement and Diagnostic Assessment

Assessment
• Fluency Go
• Comprehension
• Phonics
Digital
• Vocabulary
• Spelling
• Writing
all materials provided online
Suggested Lesson Plan
• Introduce key instructional routines
• Establish classroom procedures
DAYS 1–2 DAYS 3–4
Collaborative Conversations Close Reading of Literature

Procedures for participating in Reread “Hungbu and Nolbu”
class discussions Use Text Evidence to Understand
•• Take Turns Talking •• Theme
•• Listen Carefully •• Genre
•• Add New Ideas •• Text Connections
Define/Example/Ask Routine Context Clues
Word Walls Thesaurus
Close Reading of Literature Phonics and Decoding

Read “Hungbu and Nolbu” Multisyllabic Word
Genre: Folktale
Start Smart 1–2, 3 Start Smart 1–2, 4, 5

PDF Online PDF Online
Administer Placement and Diagnostic Assessment
S3
START SMART
Go
Digital
all materials provided online
DAYS 5–6 DAYS 7–8 DAYS 9–10
Collaborative Conversations Close Reading of Independent Reading

Procedures for participating in Informational Text Independent Reading Routines
class discussions Reread “Trouble in the Oceans”
•• Prepare for Discussions Use Text Evidence to Understand Write to Sources
•• Ask and Answer Questions •• Author's Point of View •• Analyze the Prompt
•• Take on Discussion Roles •• Genre •• Analyze the Model
•• Be Open to All Ideas •• Text Connections •• Share the Prompt
•• Set Up Writer's Notebooks
Close Reading of Vocabulary
Informational Text Integrate Ideas
Dictionary and Glossary
Read “Trouble in the Oceans” Research and Inquiry
Morphology
Genre Persuasive Article Text Connections
Phonics and Decoding Inquiry Space
Syllable Types
Link to Spelling
Fluency
Fluency Routines
Start Smart 3, 6–7 Start Smart 4–8 Start Smart 6

PDF Online PDF Online PDF Online
Administer Placement and Diagnostic Assessment
START SMART S4
STAR T S MA RT
Introduce the Concept

E
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Build Background
M
N
10
Go
Mins
OBJECTIVES
ESSENTIAL QUESTION
What discoveries can people make when they cooperate with
Digital
Engage effectively
in a range of others?
collaborative
discussions (one-on-
Tell students that throughout the year you will introduce them to new
one, in groups, and weekly concepts that they will discuss and read about. Explain that the Author’s
Perspective
teacher-led) with weekly concept will be presented in the form of an Essential Question
diverse partners on
grade 5 topics and
at the beginning of each week. Each selection they read during the Use Graphic
texts, building on week will help them gain a deeper understanding of the weekly concept Organizer
others’ ideas and so they can answer the Essential Question.
expressing their own
clearly. Write the Essential Question on the board and read it aloud. Show
Come to discussions a picture from a textbook or magazine that shows people working
prepared, having together. Explain that when people cooperate, they work together
read or studied toward the same goal. Discuss the topic of discoveries. Focus on Collaborative
required material;
solutions, or answers to problems, that people discover working Conversations
explicitly draw on
Video
that preparation and together.
other information
known about the •• One person alone may not be able to solve a problem.
topic to explore
ideas under
•• When people cooperate and generously share their knowledge and
discussion. skills, they can discover new things about themselves and others.
•• Teamwork can lead to new discoveries and solutions to problems.
ACADEMIC
LANGUAGE
• cooperate, Talk About It
solutions
Explain that after students discuss the Essential Question, they will have
• Cognates: COLLABORATE
the chance to Talk About It. In these activities, they will use concept
cooperar, solucións
words—words related to the big idea of the selection—to discuss the
Essential Question in pairs or groups. They will use the Concept Web on
the Graphic Organizer 61 Online PDF to generate words and phrases
related to the Essential Question. This is an opportunity to introduce
students to academic language including domain-specific words or
words related to the essential question of the week.
Ask: What have you discovered by cooperating with someone
to solve a problem? How can working together help you discover
solutions to problems? Have students discuss in pairs or groups.
S5
START SMART
•• Distribute copies of the Graphic Organizer 61 Online PDF. Model Author Insights
using the Concept Web to generate words and phrases related to
Speaking and Listening
“
teamwork. Add students’ contributions.
Speaking and listening
Have partners continue the discussion by sharing what they have standards approach
COLLABORATE
learned about teamwork. They can complete the Concept Webs, learning language as a
generating additional related words and phrases. matter of craft, implying
that students need explicit
Collaborative Conversations instruction and guided
practice to learn how to
communicate effectively.
Share the Collaborative Conversations: Small Students are expected to
participate in collaborative
Group Video with students. Afterward, ask: What
discussions that enhance
did you notice about how the students in the video their comprehension and
interacted with each other? Discuss with students. improve their language
skills by talking more,
Distribute the Speaking and Listening Checklists from the
sharing more information
Teacher’s Resource Online PDF 97–98. Explain that there are with their peers, and
certain discussion guidelines students should follow to make sure
”
engaging in collaborative
they are being respectful and active participants and listeners. activities.
Take Turns Talking Remind students to take turns speaking. As — Dr. Vicki Gibson
they engage in partner, small-group, and whole-class discussions,
encourage them to follow these discussion rules. They should
•• wait for the speaker to finish before they speak. They should not
speak over others.
•• quietly raise their hand to let others know they would like to
speak.
•• ask others to tell their opinions so that all have a chance to
share.
Listen Carefully Remind students to listen carefully to speakers.
GRAPHIC ORGANIZER 61 Online PDF
They should
•• always look at the person who is speaking.
•• respect others by not interrupting them.
•• repeat key ideas expressed to check understanding.
Add New Ideas Encourage students to add new ideas to their
conversations. They should
•• stay on topic. Author’s
Perspective
•• connect their own ideas and draw conclusions based on
information and knowledge gained from the discussions.
•• look for ways to elaborate on the remarks of others.
Circulate and monitor students’ conversations. Ask students to
evaluate their discussions. Is their conversation staying on topic?
START SMART S6
STAR T S MA RT
Vocabulary
E
INIL SSO
M
10
N
Vocabulary Routine
Mins
Go
OBJECTIVES Each week you will introduce new words that will appear in many texts Digital
Acquire and use students read. Knowing these words will help them become better
accurately grade-
appropriate general readers. To introduce conversational and general academic Tier 2 and
academic and Tier 3 words, use the Define/Example/Ask routine. Describe the routine
domain-specific words to students.
and phrases, including
those that signal
contrast, addition, Define You will tell them the meaning of the word using student friendly “Hungbu and
and other logical language—words they already know. (Example: The word enormous Nolbu”
relationships (e.g.,
however, although, means “very big.”)
nevertheless, Example You will give them an example of how the word is used, using
similarly, moreover, in
addition). their own common experiences. (Example: Our school has an enormous
gym. It is bigger than any other room in the school.)
Ask You will ask them a question that helps them connect the word to
known words and use the word in conversation. (Example: What have
you seen that is enormous? What words mean the same, or nearly the
same, as enormous? What words mean the opposite of enormous?) You
will be able to observe whether students understand a word’s meaning.
Have students pronounce the words multiple times throughout the

instruction. Compare words that sound almost the same to help students
avoid confusion.When teaching carnivore, write the words carnivore and
carnival on the board, one above the other. Pronounce each slowly and
have students repeat. Then help students compare the spellings. Ask:
What is the same in both words? What is different?
Vocabulary Routine
Define: To adapt means to change.
Example: We had to adapt to our new class schedule when
reading class was moved to the afternoon.
Ask: What have you had to adapt to? What words mean the
same as adapt?
Define: To succeed means to achieve a goal.
Example: We all succeeded in passing this year’s spelling test.
Ask: What is the opposite of succeeding?
S7
START SMART
Author Insights
Academic Vocabulary
“ Vocabulary standards highlight

E
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Building Vocabulary teaching academic vocabulary

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to improve students’ ability to
ACT (Access Complex Text). Two
Word Walls Word walls are interactive tools for teaching vocabulary, types of academic vocabulary
spelling, and reading to students. Word walls can help students: have been described: general
•• learn about words and how they work. and domain-specific. General
academic vocabulary are
•• understand and use words in their reading, writing, and speaking. composed of words and phrases
•• recognize connections between words and identify common found in all academic texts,
such as analysis, attribute,
characteristics, such as words that are synonyms, words that have contrast, discussion, however,
prefixes or suffixes, and words that have Greek or Latin roots. and in particular. Domain-
•• expand their vocabularies and word usage. specific academic vocabulary

include specialized vocabulary
How to Set Up a Word Wall To set up word walls, use a bulletin board and are usually related to a
or chart or even the side of a file cabinet to set up a main word wall particular field of study such
as the word photosynthesis in
and/or two or three smaller word walls.
”
biology or democratic republic
•• Choose words from students’ reading, including reading vocabulary in social studies.
words, science and social studies words. – Dr. Donald Bear
•• Handwrite or type the word on a separate piece of paper and place it
on the word wall.
•• Introduce between ten or more new words each week. Try to include Routine
useful words that students might use in writing and speaking. Words
Periodic Vocabulary Review
can also be added to the wall as they are encountered. For example,
Repeated exposures are critical
add the Build Vocabulary words suggested with each main selection.
for learning new vocabulary. When
Often these words can be learned quickly because they are concrete, vocabulary words are introduced,
easy to picture, and/or synonyms for words students already know. students encounter the words in
•• Point out the new words, read them, and have students spell them. multiple contexts. The words are
always reviewed the next week in Build
•• As words become part of the student’s active vocabulary, move them Vocabulary. In addition, you should do
to a review board. Every few weeks, remove mastered words but a periodic review of vocabulary words
about twice per unit.
retain ones that still need to be practiced.
1. For a complete list of words
•• Provide enough practice so that words are read and spelled introduced in each week, see the
automatically. Make sure that word-wall words are always spelled Word Lists online PDF.
correctly in the student’s daily writing.
2. Have students choose five to ten
Special word walls with a particular focus are also useful. Words can be words and write sentences using the
grouped as high frequency words, synonyms and antonyms, science and words. Then have partners discuss
each other’s work.
social studies words, or words with Greek and Latin roots.
3. As needed, students can check
Use the word wall daily to practice words. Offer varied activities, such the meanings or pronunciations of
as identifying related words, playing the game “What word am I?” or words using the online Glossary.
generating semantic maps for domain-specific words.
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START SMART CLOSE READING Read
Shared Reading
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Reading Literature: “Hungbu and
Nolbu”
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Close Reading Introduce Close Reading Routine Digital
Routine Each week students will read a short work of literature or informational
Read text. First they will read it to understand what the text is about. Then
DOK 1–2
they will reread it to learn more about how the text works and the
• Identify key ideas and details. author’s decisions about craft and structure.
Distribute the folktale “Hungbu and Nolbu” on Start Smart 1–2 Online
PDFs. Read the story with students. Discuss the purpose and genre of the “Hungbu and
Nolbu”
Reread
selection, using these literature elements to analyze the text.
DOK 2–3
• Analyze craft and structure. Read
Integrate DOK 4 Connect to Concept: Cooperation Explain that “Hungbu and Nolbu” is
a story that teaches a lesson.
• Integrate knowledge and
ideas. Note Taking Read “Hungbu and Nolbu”” together. As you read, model
• Make text-to-text how to take notes. Say: I will look for clues about the theme or central
connections. idea of the story.
• Use the integrate lesson.
Paragraphs 1-3 Reread paragraphs 1-3 to students. Ask:What is the
biggest difference between the two brothers? One is rich but selfish, The
other is poor but generous.
OBJECTIVES Use the Access Complex Text to discuss the purpose and genre of the
Determine a theme text.
of a story, drama, or
poem from details in
the text; summarize
the text.
A C T Access Complex Text
By the end of
the year, read Purpose and Genre
and comprehend
literature, including
Explain that folktales are tales passed down from one generation
stories, dramas, to the next. Remind students that the purpose of this folktale is to
and poetry, in the teach a lesson.
grades 4–5 text
complexity band •• What happens when Hungbu helps the swallow? (The swallow
proficiently, with returns and drops a seed that Hungbu plants. The gourds that
scaffolding as needed come from the seed make Hungbu rich.)
at the high end of the
range. •• What does Hungbu do with his good fortune? (He shares it with
others.)
ACADEMIC •• Why does Nolbu deliberately hurt the swallow? Does his plan
LANGUAGE work? (He wants to be rich, too. His plan does not work because
complex text, genre the swallow drops a seed that is full of destruction.)
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ENGLISH LANGUAGE
A C T Access Complex Text LEARNERS
SCAFFOLD
Introduce Types of Complex Text
This year students will encounter complex texts in a variety of Beginning
genres that require them to read carefully and think deeply. Write Help students complete the
They will need to read paragraph by paragraph, determine the sentence frames.
meaning of unfamiliar words, and connect and make inferences Hungbu is .
about information and ideas. You may need to provide additional Nolbu is .
scaffolding to help students understand these complex texts.
Intermediate
Purpose The purpose of a text may be more complicated than
simply to inform, entertain, or persuade. Students will need to Describe Ask students to complete
the sentence frames. Encourage
determine where to focus their attention at any given time—on them to provide details.
the characters, the setting, or the plot. They will need to recognize
Hungbu sees a bird and .
that the author has a perspective and may be more sympathetic to Nolbu sees a bird and .
some characters than others.
Advanced/High
Genre Different genres incorporate literary elements and devices.
Readers need to attend to these in order to fully comprehend the Discuss Check for understanding.
Ask: What happened when each
text. Students need to understand the “rules” for fictional genres. brother planted the seed from the
For example, they should recognize that folktales have a message swallow?
and the characters’ actions lead to that message.
Organization Students need to understand how a text is organized
in order to find evidence within the text. In narratives, students
may find that stories do not follow a linear sequence. They may
include literary devices such as foreshadowing and flashbacks which
interrupt the sequence.
Connection of Ideas When reading complex fictional texts,
students need to make inferences and synthesize information
throughout the text. They must recognize that in fiction, the START SMART 1–2 Online PDF
characters’ actions may be implied rather than explicit.
Sentence Structure Complex sentence structures, such as dialogue
or formal and informal language, may be challenging for students
and require close reading.
Specific Vocabulary Fiction texts may include idiomatic language,
metaphors, similes, regionalisms, and concept words that may
require students to use a dictionary, context clues, or knowledge of
word parts.
Prior Knowledge Complex fiction texts may assume a level of
prior knowledge that students may not have. Students may need
additional cultural/historic background, as well as an understanding
of human emotions, to comprehend characters’ feelings and
actions.
START SMART S10

STAR T S MA RT CLOS E REA D I N G Reread
Comprehension
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Theme
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1 Explain Digital
Tell the students that as good readers read narrative texts, first they
focus on the key ideas and details and gain a basic understanding of
the characters, setting, and plot. When they reread the text, they go
beyond the character, setting, and plot to analyze the theme as well
as the craft and structure. Explain that focusing on these elements
Online PDF helps students read more closely and deepens their understanding of
the story.
OBJECTIVES Theme The theme is the overall idea, lesson, moral, or message an
“Hungbu and
Quote accurately author wants to tell readers through the story. Sometimes readers Nolbu”
from a text when
explaining what the will need to make inferences to determine the theme. To do this
text says explicitly they can use what the characters do and say, or what happens to
and when drawing the characters. The theme in a story is often closely related to how
inferences from the
text. characters respond to challenges and what they learn as a result.
Determine a theme Make Inferences As students determine the theme, they will need
of a story, drama, or to make inferences. To make an inference, they will use important
poem from details
details in the text to determine information that the author does not
in the text, including
how characters in directly state in the story.
a story or drama
respond to challenges
or how the speaker in
a poem reflects upon
2 Model Close Reading: Text Evidence
a topic; summarize Reread Reread paragraph 6. Tell students to focus on what happens
the text.
when Hungbu plants the seed the swallow dropped. Model how to do
a close reading of a literature text.
ACADEMIC
LANGUAGE Paraphrase Explain that during the year students may be asked
• theme to answer a question by paraphrasing part of the text. Explain that
• Cognates: tema paraphrasing means to restate text in your own words. It helps you
make sure you understand what you read. Model how to paraphrase
paragraph 6.
Think Aloud I might paraphrase like this: After Hungbu finds the
seed and plants it, five huge gourds grow. The gourds are full of
riches beyond Hungbu’s wildest imagination.
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3 Guided Practice of Close Reading Author Insights
Cite Text Evidence Tell students that citing text evidence is Close Reading Routine
“
using evidence or examples from the text to support answers and Close reading is the
inferences. Explain that as students answer questions, they will be instructional practice of
asked to directly quote the section of the text that they used to having students critically
examine a text, especially
answer the question or to make an inference. In a fiction text, they
through multiple readings.
might use a character’s words or actions or an author’s description The overarching goal of
as text evidence. Point out that students must do close reading to close reading is to cause
cite evidence directly from the text. students to engage in
”
critical thinking with
Theme Identify what happens to Nolbu in paragraph 10. Model how a text.
to cite text evidence to make an inference about the theme.
— Dr. Douglas Fisher
Think Aloud Nolbu plants the seed, but the gourds hold elements
of destruction. I can infer that the theme will have something to
do with greediness leading to failure. I can support this with text
evidence. When Nolbu opened the gourds, “they contained elements
of destruction, which ruined his business and left him penniless.”
Nolbu’s greed led to him losing everything he valued.
Reread Reread the final paragraph. Ask: What is the theme of this
story? Make an inference. Cite text evidence to support your inference.
(Answer: I can infer that the theme is: Combining talents can lead
to success. Evidence: The text says that Hungbu teaches Nolbu the
importance of kindness and generosity; Nolbu teaches Hungbu to
manage his riches. Working together, the brothers enjoyed success.)
Analytical Write About Reading: Summarize Have partners write a summary
Writing
of “Hungbu and Nolbu” and share these with the class. Remind
students that their summaries should only be a few sentences long.
Integrate
Compare Across Texts

When students compare across texts, they look for similarities
and differences in the way that themes, topics, and patterns of
events are treated. In Grade 5, students will compare stories in
the same genre, such as mysteries or adventure stories.
Have students compare the passage with another folktale that
has a similar theme. Have them summarize the plots of the
stories, then state the theme of each. Guide students to identify
similarities and differences in how the theme is expressed.
If possible, also have students view a multimedia presentation
of a similar folktale, such as an animated film, or read a graphic
novel of a folktale. Discuss how the visual and multimedia
elements contribute to the meaning and beauty of the tale in
these formats.
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RT CLOS E REA D I N G Reread
Genre: Literature
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Folktale
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1 Explain Digital
Share with students the following key characteristics of folktales.
•• Folktales are based on the traditions and beliefs of a people.
Some folktales exist in many versions, each version reflecting the
particular culture of the person retelling the tale.
•• Folktales are passed down from generation to generation.
Online PDF Students may find oral storytelling cues like many years ago or Hungbu and
Nolbu
once upon a time.
OBJECTIVES •• Folktales often use animal characters.
Quote accurately •• Folktales often teach a lesson.
from a text when
explaining what the •• Folktales often contain starkly contrasting characters, settings,
text says explicitly and events. One character may be extremely good, and another
and when drawing Genre
character may be extremely bad.
inferences from the
text. •• Many folktales share a common story structure. The plot often
Compare and begins with a poor but honest character struggling while a rich
contrast two or more but dishonest character is thriving. The plot often ends with the
characters, settings, good character being richly rewarded and the bad character
or events in a story being severely punished.
or drama, drawing
on specific details in
the text (e.g., how 2 Model Close Reading: Text Evidence
characters interact).
Explain that close reading involves reading and rereading carefully
Explain how a series and paying attention to the details. The purpose of close reading is
of chapters, scenes, not just to summarize or find the main idea. Close reading requires
or stanzas fits
together to provide
readers to analyze and evaluate what they read to make decisions
the overall structure about the genre and the story’s structure.
of a particular story,
drama, or poem.
Make Inferences Explain that authors do not always tell readers
everything that takes place in a story or text, so readers must put
together details to figure out what is happening. The reader has to
ACADEMIC make inferences about what is not stated using details as clues.
LANGUAGE Genre Reread the literature passage “Hungbu and Nolbu” on Start
genre, folktale, story
Smart 1–2 Online PDF. Have students identify two characteristics
structure
that show “Hungbu and Nolbu” is a folktale.
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Story Structure Reread paragraph 1. Have students think about Author Insights
how the author uses contrasting characters and events to structure
the story. Ask: How are Hungbu and Nolbu different? Model close Close Reading
“
reading and citing text evidence. Close reading is an
intensive analysis of a
Think Aloud To answer this question, I read closely, paying attention text in order to come to
to the details about each brother. Hungbu is kind but not wealthy. terms with what it says,
”
Nolbu is wealthy, but he is not kind. Here is the evidence that shows how it says it, and
me the differences between the brothers: “Hungbu was known for what it means.
his kindness, not for his success as a farmer. Nolbu was known for his — Dr. Douglas Fisher
wealth, not for his thoughtfulness.” This evidence shows ways that
the brothers are not alike.
3 Guided Practice of Close Reading

Reread Reread paragraphs 4 and 5 with students. Ask: What do
Hungbu’s actions tell you about his character? Make an inference.
(Answer: Hungbu is kind and always willing to help others. Evidence:
When he saw a hurt bird, “Hungbu brought the bird home, mended
its broken leg, and nursed it back to health.”)
Continue close reading of the story; help students analyze the genre
and story structure further. Guide students to read closely to make
inferences and comparisons about the characters and events using
text evidence. Discuss how the ending of this tale both follows the
common folktale structure and breaks from it.
Genre Chart
Tell students that throughout the year they will be learning more
about different story genres. Knowing the characteristics of a START SMART 3 Online PDF
genre will help them predict the kinds of information the author
will provide as they read. This year fifth graders will learn the
structural elements of fairy tales, folktales, fantasies, historical
fiction, tall tales, as well as realistic fiction.
Students will also compare and contrast the themes and topics
of stories in the same genre, such as mysteries and adventures.
Distribute the Genres chart on Start Smart 3 Online PDF. Review
names of fiction genres; help students list key characteristics for
each. Tell students that as they read new stories, they will be
recording examples of each genre type and adding to the list.
For more work with genres, use the online Genre Passage
Handbook.
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Vocabulary Strategy
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1 Explain Digital
Students can sometimes use the words surrounding a new, unfamiliar
word to figure out its meaning. This is a strategy to use when
reading alone, especially when a dictionary or glossary is not readily
available.
Online PDF 2 Model Hungbu and

Nolbu
Explain the following types of context clues:
OBJECTIVES
Use context (e.g., •• Definition The author provides a direct definition of an unfamiliar
cause/effect word, right in the sentence. The signal words is, are, means, and
relationships and
refers to are used.
comparisons in text)
as a clue to the •• Appositive or Restatement An appositive or restatement is a Thesaurus
meaning of a word or
word or phrase that defines or explains an unfamiliar word that
phrase.
comes before it. It is set off by commas and sometimes begins
Consult reference with the signal word or.
materials (e.g.,
dictionaries, glossaries, •• Synonym The author uses another word or phrase that is similar
thesauruses), both in meaning or can be compared to the unfamiliar word. The
print and digital, to
find the pronunciation signal words also, as, identical, like, likewise, resembling, same,
and determine or similarly, and too are used.
clarify the precise
meaning of key words •• Antonym The author uses another word or phrase that means
and phrases and to about the opposite of, or is in contrast to, an unfamiliar word. The
identify alternate word signal words but, however, in contrast, instead of, on the other
choices in all content
areas. hand, though, and unlike are used.
•• Example The author gives several words or ideas that are
examples of the unfamiliar word. The signal words for example,
for instance, including, like, and such as are used.
•• Sentence and Paragraph The author provides clues to the word’s
meaning in the surrounding words and sentences. Model how to
use paragraph clues to figure out the meaning of destruction in
the tenth paragraph on Start Smart 2 Online PDF.
3 Guided Practice
Provide sentences in the Example Sentences box. Have students find
context clues that help them figure out the meaning of the italicized
word.
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Context Clues
Example Sentences
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large, dinosaur are being moved to
1 Explain the museum.
Tell students the following: 3. The cougar, like other big cats, eats
mostly small animals.
•• A thesaurus is a print or digital reference that lists words and
4. Unlike most animals that hunt
their synonyms, or words of similar meaning and antonyms, or
during the day, nocturnal animals
words with opposite meanings. It can be in print or online. hunt only at night.
•• The word that you look up in a thesaurus is called the entry 5. We are reading about mammals,
word. Entry words are usually listed in alphabetical order. Some such as apes, cows, horses, and
thesauruses are organized by concept or category. whales.
•• Guide words show the first and last entries on each page. 6. The parrots had to adapt to their
changing environment. They moved
•• Some entries include a cross-reference that will guide you to to a deeper part of the forest,
other words with similar or opposite meanings. where trees were not being cut
down. They also began eating
•• Students can use synonyms and antonyms to make their writing different plants and insects.
more vivid and interesting.
•• A print or digital thesaurus can be particularly useful when
students are seeking to identify alternative word choices for
vocabulary specific to all content areas.
2 Model
Use Dictionary/Thesaurus on Start Smart 4 Online PDF to model
parts of a thesaurus. Focus on how to use a thesaurus, such as how
to look up the synonym for a word (perhaps a content-area word) START SMART 4 Online PDF
and use it to revise your writing. Point out how readers can also use
a thesaurus to expand their understanding of related words. Point
out how a thesaurus lists words with similar meanings. However,
the words in one entry represent shades of meaning. Display the
words depressed/sad, happy/ecstatic. Point out that depressed is
an extreme form of sad and ecstatic is an extreme form of happy.
When using a thesaurus, remind students to choose the word that
best represents the shade of meaning of the word they want to use.
3 Guided Practice
Have students use a grade-appropriate print or online thesaurus to
look up the word flourished. Have them list the related words and
discuss how the meanings differ. Then have students use the words in
sentences to show the shades of meaning.
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Phonics/Word Study
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OBJECTIVES 1 Explain Digital
Use combined Students will be reading many unfamiliar words this year. To
knowledge of
all letter-sound help them decode these words in context and use word parts to
correspondences, determine each word’s meaning, use a consistent Decoding Strategy
syllabication patterns, that will make reading unfamiliar multisyllabic words easier.
and morphology
(e.g., roots and
affixes) to read 2 Model Decoding
accurately unfamiliar
multisyllabic words Distribute copies of the Decoding Strategy Chart on Start Smart 5
in context and out of Online PDF. Then do the following:
context.
•• Write the word rebuilding on the board in a sentence. Do not
pronounce the word.
ACADEMIC
LANGUAGE •• Have students read aloud Step 1 of the Decoding Strategy: Look Decodable
• prefix, suffix, for word parts (prefixes) at the beginning of the word. Passages
multisyllabic
• Cognates: prefijo, Think Aloud Let’s look at this word. It is spelled r-e-b-u-i-l-d-i-n-g.
sufijo To help me read it, I will look for parts of the word that I know. At
the beginning of the word I see the prefix re-. A prefix is a word
part that always appears at the beginning of a word. It changes the
meaning of the word. The prefix re- means “again.” Let’s underline
the prefix re-. I have seen this prefix in words such as remake and
reheat.
•• Have students read aloud Step 2 of the Decoding Strategy: Look
for word parts (suffixes) at the end of the word.
Think Aloud Then I look at the end of the word. There are many
common word parts that appear at the end of a word. These are
called suffixes. A suffix can change the meaning of a word and often
its part of speech. It can change a noun, boat, into a verb, boating. I
see the common suffix -ing at the end of this word.
•• Have students read aloud Step 3 of the Decoding Strategy: In the
base word, look for familiar spelling patterns. Think about what
they know about syllables. Use the Decoding Multisyllable Words
Routine on page S18 as necessary.
Think Aloud All that’s left in this word are the letters b-u-i-l-d. These
letters form the word build. That’s a word I already know.
•• Have students read aloud Step 4 of the Decoding Strategy: Sound
out and blend together the word parts.
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Think Aloud Let’s put the word parts together: re-build-ing. Routine
•• Have students read aloud Step 5 of the Decoding Strategy: Say
Decoding Multisyllable Words
the word parts fast. Adjust your pronunciation as needed. Ask Use this routine to help students
yourself: “Is it a word I’ve heard before? Does it make sense in decode multisyllable words using
this sentence?” syllable patterns.
Think Aloud Now I will say the word parts quickly: rebuilding. That’s 1. Explain that every syllable has a
a word I have heard before. I know they were rebuilding the homes vowel sound. Introduce a syllable
pattern. Model decoding a
destroyed by the earthquake. Using the word parts, I can also figure
sample word with the pattern.
out what the word means. Since re- means “again,” I can figure out
2. Have students practice reading
that rebuilding means “building again.”
syllables and simple words with
the syllable pattern. Review
3 Guided Practice previously taught syllable types.
Students can use the decoding strategy to help them monitor 3. Write more syllables and words
containing the syllables on the
accuracy in their decoding as they read words with prefixes and
board. For example, can and
suffixes in context. Guide students in using the Decoding Strategy candle. Help students blend the
Chart on Start Smart 5 Online PDF to read these and other words: word parts and the whole words.
uncooked, rewinding, disappeared, preordered, undercooked. 4. Have students use Word Building
Cards to build words using the
new syllable type.
Word Building 5. Have students use the Decoding
Strategy Chart to decode longer,
Tell students that they will have an opportunity to work with
more complex multisyllabic
word parts to see how many words they can form. Display the words.
following Word-Building Cards: un, re, ed, ing, ful, chain, block,
Have students regularly practice
fill, call, color. decoding words in connected text
Ask students to do the following: using the decodable passages in
the online Teacher’s Resource
•• Read each syllable. Book.
•• Ask yourself: Does this syllable normally appear at the
beginning of a word, at the end, or somewhere in the
middle? START SMART 5 Online PDF
•• Then use the word parts to form words. Once you make a real
word—a word you have heard before—record it on your paper.
See how many words you can make.
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Introduce the Concept

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OBJECTIVES ESSENTIAL QUESTION Digital
Engage effectively What can you discover by observing nature?
in a range of
collaborative Write the Essential Question on the board and read it aloud. Show a
discussions (one-on- picture from a textbook or magazine that shows someone observing
one, in groups, and Author’s
teacher-led) with nature. Perspective
diverse partners on Tell students that observing is watching someone or something closely.
grade 5 topics and Use Graphic
texts, building on Discuss the topic of dead zones. Focus on the way that changes to an Organizer
others’ ideas and environment, or habitat, can make it impossible for plants and animals
expressing their own to live there.
clearly. Come to
discussions prepared, •• In the last forty years, scientists have been observing an increase in
having read or dead zones.
studied required
material; explicitly •• Dead zones are areas in the ocean or other bodies of water where Collaborative
draw on that there is little to no aquatic life. They are caused by pollution from Conversations
preparation and other Video
information known fertilizers, chemical plants, and other factories.
about the topic to •• By working together and closely observing nature, scientists are
explore ideas under
discussion. finding ways to solve problems facing our environment.
Engage effectively
in a range of
Talk About It
collaborative Tell students that after they discuss the Essential Question, they
discussions (one-on-
one, in groups, and
will have the chance to Talk About It. In these activities, they will
teacher-led) with use concept words, which are words related to the big idea of the
diverse partners on selection, to discuss the Essential Question in pairs or groups. They will
grade 5 topics and
texts, building on
use the Concept Web on the Graphic Organizer 61 Online PDF to
others’ ideas and generate words and phrases related to the Essential Question. This is
expressing their own an opportunity to introduce students to academic language including
clearly. Review the
key ideas expressed
domain-specific words or words related to the essential question of
and draw conclusions the week.
in light of information
and knowledge
Ask: What are some problems scientists have been observing in the
gained from the environment? What do they hope to discover by working together?
discussions. Have students discuss in pairs or groups.
•• Distribute copies of the Concept Web on Graphic Organizer 61
ACADEMIC Online PDF. Model using the Concept Web to generate words related
LANGUAGE
• observing, to discoveries in nature. Add student’s contributions.
environment
• Cognate: observando
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Have partners continue the discussion by sharing what they have Author Insights
learned about discoveries they can make in nature. They can complete
the Concept Webs, generating additional words and phrases. Collaborative Conversations
Collaborative Conversations “ While cooperative learning

and collaboration are not
new in schools, allowing
students to work together
and openly share
Have students continue to view and discuss the information is not a
Collaborative Conversations Videos on partner and familiar classroom habit.
The adjustments required
small group discussions and effective presentations
to implement speaking and
throughout the year. listening standards differ
Review the Speaking and Listening Checklists from the Teacher’s from traditional classroom
practice where students
Resource Online PDF 97–98. During discussions, students should
worked cooperatively on
follow guidelines to make sure they are prepared to participate. project-based learning
Prepare for Discussions Before they come to a discussion, students activities (Slavin, 1991a;
Slavin, 1991b; Stevens
should make sure they are prepared. They should
& Slavin, 1995). Today’s
•• read or study the material being discussed before discussion. speaking and listening
standards approach learning
•• use preparation and knowledge about the topic to explore language as a matter of
discussion ideas. craft, implying that students
Ask and Answer Questions As students engage in partner, small- need explicit instruction
and guided practice to
group, and whole-class discussions, encourage them to ask and learn how to communicate
”
answer questions. They should purposefully.
•• ask questions to clarify ideas or follow up on information. –Dr. Vicki Gibson
•• wait after asking a question to give others a chance to respond.
•• answer questions with complete ideas.
Take on Discussion Roles Encourage students to take on roles to
help keep the discussion on track. Assigned roles can include
GRAPHIC ORGANIZER 61 Online PDF
•• a questioner who asks questions that keep the discussion moving
and makes sure everyone gets a turn.
•• a recorder who takes notes on important ideas and reports to the
class.
Be Open to All Ideas Encourage students to share and listen openly
in their conversations. They should
•• understand that all ideas and questions should be heard. Author’s
Perspective
•• respect opinions of others.
•• not be afraid to offer opinions, even if they differ from others’.
•• explain their own ideas in light of the discussion.
Circulate and monitor students’ conversations. Ask students to
evaluate their conversations. Did they prepare for discussions? Were
they accepting of others’ ideas?
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START SMART CLOSE READING Read
Shared Reading
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Reading Informational Text:
“Trouble in the Oceans”
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Close Reading Distribute the expository text “Trouble in the Oceans” on Start Smart Digital
Routine 6–7 Online PDFs. Read the text with students. Discuss the organization
and sentence structure and use these elements to analyze the text.
Read DOK 1–2
• Identify key ideas and Read

details.
• Take notes and summarize. Connect to Concept: Cooperation Explain that “Trouble in the
“Trouble in the
• Use A C T prompts Oceans” is an informational text about threats to ocean life.
Oceans”
as needed. Note Taking Read “Trouble in the Oceans” together. As you read, model
how to take notes. Say: I will look for clues about what the title means
Reread DOK 2–3
and note any details that I find. I will also note any questions I have.
• Analyze craft and structure. Paragraphs 1-2 Reread paragraphs 1-2 to students. Ask: According to
the author, what is a dead zone like? The author says a dead zone is an
Integrate DOK 4 ocean area with very little oxygen that no longer supports aquatic life.
• Integrate knowledge and Use the Access Complex Text to analyze the text.
ideas and make text-text
connections.
• Use the Integrate lesson
A C T Access Complex Text

OBJECTIVES
Organization and Sentence Structure
By the end of
theyear, read Explain that identifying a text structure helps students know what
and comprehend to look for as they read. In “Trouble in the Oceans” the author gives
informational texts,
including history/
causes and effects to show the impact of pollution on our oceans.
social studies, •• In paragraph 1, what is the effect of lack of oxygen on the
science, and animals of the sea floor? (The animals either die or migrate.)
technical texts, at
the high end of the •• Reread the last sentence in the section “Nutrients Gone Awry.”
grades 4–5 text Ask: What is the effect of algae on aquatic life? (They suck up
complexity band
the oxygen, leaving little breathing room for other aquatic life.)
independently and
proficiently. Read aloud the second sentence in the section “A Slow Death?”
Restate the sentence as: Dead zones originate along the coasts of
ACADEMIC continents, but they are expanding further into our oceans.
LANGUAGE
• complex text,
Read sentences two and three in the section “Nutrients Gone Awry.”
organization, Point out that the word however signals a contrast. Ask:
sentence structure •• What two things are being contrasted? (the effects of fertilizers
on crops and the effect of fertilizers on oceans)
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ENGLISH LANGUAGE
A C T Access Complex Text LEARNERS
SCAFFOLD
This year students will encounter nonfiction complex texts that
require them to read carefully and think deeply about what they
Beginning
are reading. They will need to read paragraph by paragraph,
Write Help students complete the
determine the meaning of unfamiliar words, and connect and make
sentence frames.
inferences about information and ideas as they go. You may need
The author gives facts about .
to provide additional scaffolding to help students understand these
complex nonfiction texts. The author also gives facts
about .
Purpose In narrative nonfiction, students may be unsure whether
to focus on a real person’s feelings and actions or on factual Intermediate
information. This ACT helps clarify students’ focus. It can help Describe Ask students to complete
students explore and make inferences about the author’s purpose the sentence frames. Encourage
them to provide details.
in an informational text when it is not clearly stated.
Dead zones are caused by .
Genre Informational text, especially in science and social studies/ One way to stop the spread of dead
history, requires students to recognize text features, signal words, zones is .
and text structure. This ACT can help students recognize specific
features in informational texts and how to use them to better Advanced/High
comprehend. It can help them understand how to read complex Discuss Check for understanding.
Ask: What is the main problem
science and social studies texts.
that the author describes?
Organization When an informational text lacks signal words or
uses more than one text structure, students may need support in
determining the organization in order to find text evidence. This
ACT supports students by pointing out text structures and how they
are used to give information.
Connection of Ideas Informational text often includes several
important ideas and details. This ACT shows students how to link
specific information together to find the essential idea.
START SMART 6–7 Online PDF
Sentence Structure Nonfiction texts often include longer, denser
sentences. This ACT shows students how to break down individual
sentences into less complex understandable forms.
Specific Vocabulary Nonfiction texts may be filled with
sophisticated academic language and domain-specific words and
jargon that students do not know. There may not be adequate
context for them to infer the meaning. This ACT will support
students by showing them how to use other vocabulary strategies,
such as identifying word parts or using a dictionary.
Prior Knowledge Informational texts may contain domain-specific
information that students lack prior knowledge to comprehend.
This ACT provides background information that provides additional
support for domain-specific ideas and details.
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Comprehension
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Author’s Point of View

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1 Explain Digital
When good readers read informational texts, they go beyond the
facts and may be asked to make inferences to identify the author’s
point of view. Students may be asked to compare and contrast two
texts on the same topic or about the same event. These skills will
help them read closely and increase understanding.
Online PDF The author’s point of view is the author’s stand or position on a “Trouble in the
Oceans”
topic. In fifth grade, readers will analyze multiple accounts of the
OBJECTIVES same event or topic and describe the similarities and differences in
Analyze multiple the point of view they represent.
accounts of the same
event or topic, noting •• Readers can analyze details an author presents to determine the
important similarities author’s point of view. Are details positive or negative? Positive
and differences in the and negative words, such as wonderful or awful help readers
point of view they
represent. determine what the author thinks about the topic.
Explain how an •• As students read, they should evaluate how the author uses
author uses reasons reasons and evidence to support particular points in a text.
and evidence to
support particular Make Inferences When the author does not directly state a
points in a text, position, readers must use text clues to infer the author’s point of
identifying which view. The details an author includes and the words he or she uses
reasons and evidence
support which can help readers infer the point of view.
point(s). Compare Across Texts Good readers connect what they read in
Integrate information informational texts to related texts they have read. When reading
from several
informational text, students will compare and contrast the most
texts on the same
topic in order to important points in two texts related to the same topic.
write or speak
about the subject
knowledgeably.
2 Model Close Reading: Text Evidence
Reread Reread the section “Nutrients Gone Awry.” Tell students to
ACADEMIC focus on the author’s position.
LANGUAGE
Author’s Point of View Identify the author’s point of view about
• author’s point of
view, compare fertilizers in “Nutrients Gone Awry.” Then model using text evidence
• Cognate: comparar to show reasons and details the author uses to support a point.
Think Aloud The author’s use of the words “nutrient” and “awry”
tells me the author thinks fertilizers are useful, but also have a
damaging impact. To support this point of view, the author says
“Fertilizers contain essential nutrients for the growth of crops.
However, chemicals in fertilizers are harmful to our oceans.”
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3 Guided Practice of Close Reading Author Insights
Reread Reread the section “Saving Our Oceans” with students. Ask: Informational Text
“
What is the author’s point of view about saving our oceans? Cite Treat informational texts as
evidence to support your answer. (Answer: The author thinks that arguments and analyze the
it is possible to save our oceans and reduce dead zones. Evidence: nature and quality of the
author’s assertions, logical
“Reducing pollution from factories and using electric cars will also
reasoning, and/or evidence.
help, as will creating green spaces along waterways. The hope is that It helps to take notes or
one day, dead zones will disappear for good.”) make annotations along the
way. Focus your questions
Integrate on the interpretive problems
to be solved, on issues that
Text Connections require text information
to answer, and on
Explain that the topic of “Trouble in the Oceans” is the effect of
”
important issues in the
pollution on the ocean. Discuss another informational text about context of the text.
the environment you have read this week. Explain that you will — Dr. Timothy Shanahan
make inferences to compare and contrast information in the two
articles.
Think Aloud This week I read two informational texts about the Author Insights
same topic—problems facing the ocean. The first was about dead
Five Access Points
zones, and the second was about coral bleaching. I can infer the
for Comprehending
articles are alike because both are about ways that human actions Complex Texts
“
have impacted the ocean and aquatic life. I can make inferences The five access
about how they are different, too. Dead zones are caused by points build a bridge
pollution from fertilizers and factories. Coral bleaching is caused by between the reader
warmer ocean temperatures as a result of climate change. One main and the text and are
”
accomplished through
difference between the two articles was in the author’s point of view.
intentional instruction.
The author of “Trouble in the Oceans” thinks people can eliminate
dead zones. The author of the other article thinks it may be too late
to save many of our coral reefs. Purpose and Modeling
• Model what is difficult
Ask: How is “Trouble in the Oceans” similar to another text about
for students and ways to
environmental problems that you have read? How is it different? resolve problems
(Sample Answer: I read an expository text about climate change. It • Model note-taking
explained how some scientists think that human activity is a factor • Use think-alouds
in climate change and the effect this is having on our environment. Close and Scaffolded
“A 2007 world-wide environmental report stated that humans Reading Instruction
played a significant role in climate warming.” This is like “Trouble • Text-dependent
in the Oceans” because they both explain the negative impact that questions
human activity is having on the environment. The texts were different • Expose students to
because the climate change text explained the broad impact of content that stretches
their thinking and
many different kinds of human activities on our environment as a reading skills
whole, while “Trouble in the Oceans” focused more narrowly on
chemical pollution and our oceans.)
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Genre: Informational Text

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Persuasive Article
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1 Explain Digital
Genre Students will learn about informational genres, including
nonfiction narratives, such as biographies or autobiographies,
persuasive articles, and expository text. Informational text often
contains text features such as headings, boldface key words,
illustrations, photographs and captions, maps, charts, diagrams, and
Online PDF time lines. Discuss nonfiction genres using Start Smart 3 Online PDF. “Trouble in the
Oceans”
As students read informational text, they will learn to identify an
OBJECTIVES author’s purpose for writing and different kinds of text structures.
Quote accurately Author’s Purpose An author’s purpose is the most important reason
from a text when
explaining what the
why an author writes about a topic. For example, authors often write
text says explicitly to entertain readers, to provide readers with information, or, as in
and when drawing Genre
the case of this article, to persuade readers. Understanding why an
inferences from the
text.
author wrote a text will help readers understand the information and
form their own opinions about the topic.
Determine two or
more main ideas of a Text Structure Tell students that text structure is the organizational
text and explain how pattern a writer uses to present information in nonfiction. Identifying
they are supported
by key details; text structure can help them understand where, when, why, and how
summarize the key events occur. Students will learn to identify these text structures,
text. often found in history/science texts.
Compare and
contrast the
•• Sequence Ideas, events, or the steps in a process are presented in
overall structure chronological, or time order. Signal words such as first, next, then,
(e.g., chronology, after, and when help readers recognize this text structure.
comparison, cause/
effect, problem/
•• Cause and Effect The writer analyzes and explains why events
solution) of events, happen and tells what causes them to happen. Signal words such
ideas, concepts, or as because, therefore, so, due to, and as a result can all signal the
information in two or cause and effect text structure.
more texts.
•• Compare and Contrast The writer presents similarities or
differences of two or more people, places, objects, events, or
ACADEMIC
LANGUAGE
ideas. Signal words such as however, unlike, although, like,
•p
ersuasive, key
similarly, and on the other hand can help readers recognize the
details, text compare and contrast text structure.
structure •• Problem and Solution The writer presents a problem and then
• Cognate: detalles presents possible solutions. In this text structure, problems may be
stated as a question.
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2 Model Close Reading: Text Evidence Routine
Remind students that close reading is reading and rereading carefully Notetaking on Graphic
and paying attention to details. The purpose is to evaluate what they Organizers One clear, organized
way to take notes is on a graphic
read to identify main ideas and text structures. organizer. Taking notes on an
Tell students that citing text evidence is using evidence from the organizer will also help students
text to support answers. When answering questions, they will be determine important ideas or key
details or see how the author has
asked to point out exact text they used to answer the question or organized information using a
make an inference. Students must do close reading in order to cite text structure. Taking notes will
text evidence. also help them remember what
they read.
Author’s Purpose Reread the section “A Slow Death?” on Start
Smart 6 Online PDF. Ask: What is the main point the author makes 1. As students begin reading a new
kind of informational text, display
in this section? What is the author trying to persuade me to think? the appropriate organizer and
Model close reading and citing text evidence. discuss what kind of information
Think Aloud I will think about the details in this section to help me goes in each section.
identify the author’s main point, or opinion. The first sentence, “A 2. As students begin reading,
deadly problem has been attacking the world’s oceans for the last model how to take notes on the
organizer.
forty years” tells that dead zones are a problem for the world’s oceans.
The other details tell more about what dead zones are and how they 3. As students use their organizers,
give them feedback.
are spreading. From these details, I think the author’s main point is
this: Dead zones are a growing problem for the world’s oceans. 4. Model using an informational-
text graphic organizer at least
once a week until students are
3 Guided Practice of Close Reading comfortable using them.
Genre Reread the rest of the article with students. Have them
identify details that show the article is persuasive text.
Reread Paragraph 2: Ask: What is the author’s main point? Cite
text evidence to support your answer. (Answer: No body of water is
completely safe from dead zones. Evidence: Scientists have identified
START SMART 3 Online PDF
dead zones in about 150 locations, including the Baltic Sea, the
Mississippi River Delta, the Yangtze River, the Great Lakes, the
Chesapeake Bay, and other areas along the East Coast of the United
States.)
Text Structure Model how to identify causes and effects in
paragraph 1. Point out the cause-and-effect signal phrase as a result.
Have students reread the section “Wasting Away.” Ask: What is the
text structure here? What signal words give you a clue? (Answer:
“Wasting Away” has a cause-and-effect text structure. Evidence: The
signal word causes in “For example, flooding from hurricanes and
tsunamis causes water full of chemicals and other waste materials to
flow into our oceans.”)
Analytical Write About Reading: Summarize Model how to write a summary
Writing
of the beginning of the article. Then have students complete the
summary. Afterward, discuss whether the author succeeded in his or
her purpose for writing. Ask: How many students were persuaded to
agree with the author’s main points or opinions? START SMART S26
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Vocabulary Strategy
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1 Explain Digital
Tell students the following:
•• A dictionary, or glossary in a nonfiction book, lists words in
alphabetical order. Both may be found online and in print.
•• The entry words show the spelling and syllables.
Online PDF
•• The guide words show the first and last words on the page. Trouble in the
Words on the page appear alphabetically between guide words. Oceans
OBJECTIVES •• The pronunciation of each word is shown in parentheses.
Use common, grade-
appropriate Greek •• The part of speech is shown after the pronunciation.
and Latin affixes and
roots as clues to the
•• The word’s origin, such as the language it comes from, is shown.
meaning of a word •• Syllabication separates syllables by bullets and shows how many Dictionary
(e.g., photograph,
syllables a word has.
photosynthesis).
•• You use a dictionary or textbook glossary to look up an unfamiliar
Consult reference word. You can also use a dictionary to confirm a word’s meaning
materials (e.g., to make sure you are using it correctly.
dictionaries, glossaries,
thesauruses), both print 2 Model
and digital, to find
the pronunciation and Use the Dictionary entry on Start Smart 4 Online PDF to model
determine or clarify
the precise meaning
using a dictionary, including the pronunciation key. Explain how to
of key words and look up a word’s meaning and choose the right definition, making
phrases. sure it fits the context of the sentence. The first entry may not be the
one students are looking for. They should read all the entries to see
ACADEMIC which meaning makes sense in the sentence. Display: She will pitch
LANGUAGE the tent at the campsite before it gets dark.
prefix, suffix
Think Aloud I know that pitch can mean “throw a ball.” That doesn’t
make sense in this sentence. The word pitch must have more than
one meaning. When I look in a dictionary, I see that pitch also
means “set up firmly in the ground.” That meaning makes sense in
the sentence. A dictionary can confirm meanings of unfamiliar words.
3 Guided Practice
Point out the word mouth in sentence 5 of “Nutrients Gone Awry” on
Start Smart 6 Online PDF. Have partners find the relevant meaning
in a dictionary and decide which is correct.
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Routine
Unfamiliar Word Routine
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Suggest the following routine for when
students encounter an unfamiliar word.
1 Explain 1. First, look for familiar parts
within the word. Does the word
Greek and Latin Roots Explain that words in English come from contain a prefix, suffix, or root
many linguistic roots. Tell students that about 60 percent of English that you already know?
words come from the Greek and Latin languages. Words with Greek 2. Next, look at the surrounding
roots are common in science and social studies textbooks. Words sentences for context clues.
with Latin roots are common in literature. Are there other words nearby
that help explain or describe
•• A root word, such as jump, can stand alone as a word in English. the word or give examples?
A root, such as tele, is not a word in English. It must be combined
3. Finally, decide how important
with other words parts, such as prefixes, suffixes, and other the word is for understanding
roots, to form a word. the selection. If the word seems
important, use a dictionary.
•• Learning the meaning of common roots can help students gain
If it does not seem important,
access to many words. Knowing that tri means “three,” they can keep reading.
figure out the meanings of the words tricycle, triple, and triplet.
Caution students to be careful when
Affixes include prefixes and suffixes. A prefix is a word part that is using context clues. Often no helpful
added to the beginning of a word and changes its meaning. A suffix clues appear near a word. Sometimes,
the surrounding words may give
is a word part that is added to the end of a word, changing the
misleading clues.
root’s meaning, and often its part of speech.
•• Common prefixes include un-, re-, dis-, in-, non-, over-, mis-, sub-.
•• Students can use the meaning of the prefix to find the meaning
of the whole word. This is called the word-part clue strategy.
•• Common suffixes include -s, -es, -ed, -ing, -ly, -y, -able, and -ful.
Some common suffixes, such as -y and -able come from Latin.
2 Model
•• Write the following roots on the board: uni and bi. Pronounce
each root. Explain that uni means “one” and bi means “two.”
•• Point out that roots must be combined with other roots or word
parts to form a new word: unity and biannual.
3 Guided Practice
Display the words unicycle, bicycle, union, university, bicentennial,
bisect. Have students identify the root in each word and then use the
root’s meaning to define the whole word. Have partners generate a
list of Greek and Latin roots, their meanings, and example words.
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Phonics
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OBJECTIVES 1 Explain Digital
Use combined
Students will work with the six syllable types this year. Knowing these
knowledge of
all letter-sound syllable types will help them read long, unfamiliar words. Display the
correspondences, name of each syllable type and examples for students to record in
syllabication patterns,
their writer’s notebooks.
and morphology
(e.g., roots and 1 C
losed These syllables end in a consonant. The vowel sound
affixes) to read Decoding
is generally short. The vowel is enclosed (or closed in) by the
accurately unfamiliar
multisyllabic words consonants. (rab/bit, nap/kin)
in context and out of 2 O
pen These syllables end in a vowel. The vowel sound is generally
context.
long. The vowel is open and free to say its name. (ti/ger, pi/lot)
3 F
inal Stable Usually when le or ion appears at the end of a word
ACADEMIC
LANGUAGE and a consonant comes before it, the consonant + le or + ion form
syllables the final stable syllable. (ta/ble, lit/tle, ac/tion, ten/sion)
4 V
owel Team Many vowel sounds are spelled with vowel digraphs, or
teams, such as ai, ay, ee, ea, oa, ow, oo, oy, oi, ie, and ei. The vowel
teams must stay together and appear in the same syllable. (ex/
plain/ing, team/mate)
5 r -Controlled When a vowel is followed by the letter r, the vowel
and the r must appear in the same syllable. Therefore, they act as a
team that cannot be broken up. (tur/tle, mar/ket)
6 inal (Silent) e (VCe) When a word has a vowel + consonant + e
F
spelling pattern, the vowel and the final silent e must stay in the
same syllable. (com/pete, de/cide)
2 Model/Guided Practice
Write these syllables on the board: pub, ble, pro, cade, ver, mar,
ount, tle, vise, aim, cab, ite, co, ate, ple, ma, eed, irt, ran, mid, cle,
tion, ta, ide, den, gle, ore, oach, sion, ba, oon. Draw a Syllable Sort
Chart. Model how to sort each kind of syllable, writing it on the chart
under the correct heading. Help students sort the remaining syllables.
closed open final stable vowel r-controlled final e

team
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Decoding Words Author Insights
Review the Decoding Strategy Chart on Start Smart 5 Online PDF.
Phonics
“
Write these word lists on the board. Use the word lists to assess students’
Phonics involves knowing
decoding abilities. To practice reading words in context, write sentences which letters symbolize
using real words for the six syllable types from lists below. the sounds in a word and
using that knowledge to
sound out or decode words.
Phonics is also referred to
Word Lists
as the alphabetic principle.
List 1: (real) tab, peg, give, gob, hub, fuss, cell, puff, fizz, hog Phonics involves a reader
(nonsense) gat, ved, hib, lun, quat, lem, fid, sug using both auditory and
visual (or tactile) processes.
List 2: (real) clamp, wreck, chick, brisk, stomp, help, shrub, Students who are blind or
(nonsense) shuzz, chend, stiss, threg, phum, whep, flod, belp visually impaired can also
use phonics, but they learn
List 3: (real) space, preach, dries, boast, train, spray, knight,
how to associate phonemes
squeeze, ply, whole, huge (nonsense) sote, feam, boap, glay, with raised dots on a page
cright, deest, sny, flain, shabe, pabe (Braille) rather than printed
letters. Students who have
List 4: (real) flair, shook, scorch, term, vault, quirk, churn,
acquired strong phonics
barge, halt, broil (nonsense) boit, stoud, plar, loy, mern, noof, skills are more skillful and
gurst, torth, blirth, stook confident readers because
they can more effectively
List 5: (real) absent, bonus, reptile, exclaim, poodle, pumpkin,
”
figure out new or unfamiliar
mutate, compete, appoint, scribble, fiction, region words that they encounter.
(nonsense) rigfap, churnit, bapnate, deatloid, foutnay, moku
— Dr. Jan Hasbrouck
Link to Spelling
Dictation Dictate the following words for students to spell: smell, queen,
running, babies, pair, pear, trick, shrub, blaze, grain, cheat, flight,
throat, germ, fault, pork, point, mouth, bloom, problem, frozen, crisis,
deleted, stampede, complaining, unclear, formal, border, gentle, bridle,
puzzle, contraction. Provide context sentences for pear and pair.
•• Pronounce one word at a time. Have students clearly say the word.
Then repeat the word and use it in a sentence. Prompt students to
write one syllable at a time for multisyllabic words. After dictation is
completed, write the words on the board. Ask students to proofread
their spelling and correct any errors by writing the correct spelling
beside the incorrect spelling. Analyze each student’s spelling errors.
As they learn to spell words this year, they will use spelling patterns,
word families, syllable patterns, ending rules, and word parts to help
them.
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Reading Every Day

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Establish Yearly Goals Digital
Fluency involves three key aspect of reading: rate, accuracy, and
expression. Explain the following:
•• Rate Reading rate is important. We need to read at a pace
appropriate for the level of text difficulty. In Grade 5, the goal by the
end of the year is to read between 129–149 words correct per minute
Online PDF (WCPM). Test students on their rate throughout the year to meet this “Hungbu and
Nolbu”
goal. Rereading previously read passages and stories is one way they
OBJECTIVES
will increase their rate.
Read with sufficient
accuracy and •• Accuracy Correctly identifying words is key to skilled, fluent reading.
fluency to support The work that students do in phonics and word study will help them
comprehension.
Read on-level text read longer and harder words. The Syllable Speed Drill on Start Fluency
with purpose and Smart 8 Online PDF will help them become automatic at reading
understanding. words with complex spelling patterns or irregular spellings.
•• Expression Fluent readers read with proper phrasing and intonation,
Read with sufficient
accuracy and
or prosody. They read dialogue the way a character would say it,
fluency to support speeding up when the action gets exciting, and slowing down on
comprehension. Read difficult parts. The reader is decoding and comprehending the text at
on-level prose and
poetry orally with
the same time—the hallmark of a skilled, fluent reader.
accuracy, appropriate
rate, and expression Daily Fluency
on successive
readings. Students will practice fluency daily through echo reading (repeating
a sentence after you) and choral reading (reading along with you).
Read with sufficient Resources for daily practice include:
accuracy and
fluency to support
•• fluency Workstation Activity Cards
comprehension. Use •• comprehension/fluency passages in Your Turn Practice Book
context to confirm
or self-correct word •• weekly differentiated passages on Approaching and Beyond Level
recognition and Reproducibles
understanding,
rereading as •• Leveled Readers
necessary.
•• Reader’s Theater plays for each unit, available online.
Students will practice fluency daily when they work on their Small
ACADEMIC
Group Activity Cards and Reader’s Theater play.
LANGUAGE Display the first two paragraphs of Start Smart 1 Online PDF. Model
rate, accuracy,
reading the paragraph fluently. Then reread the passage a sentence at
expression
a time and have students echo read. Provide constructive feedback.
S31
START SMART
Routine
Fluency Practice
E
INIL SSO Each day students will practice fluency.
M
Independent Reading
N
20 1. Model reading the week’s fluency

Mins passage at the beginning of the
week.
Daily Sustained Silent Reading 2. Pair a more fluent reader with a
Students should read independently from text they self-select for slightly less fluent one.
information and for enjoyment. Independent reading is based on the 3. Provide text to partners. They should
principle that if students read more, their reading skills will improve and take turns reading the passage to
each other.
their enjoyment will increase. Students can read independently during
sustained silent reading time, as well as during Small Group when they 4. After each turn, encourage them
to discuss the speed with which
do reading activities using their Workstation Activity Cards. the reader read the passage, the
Sustained silent reading should last from 15 minutes to 30 minutes, phrasing, the expression. Partners
depending on the grade. During this time, students can read material should provide constructive
feedback. Have students repeat
that interests them at their own reading level. Set aside time each day. the reading several times.
Selecting a Book Some students may need to learn how to select a 5. At the week’s end, have partners
book. take turns doing a timed read for a
•• Make a suggestion based upon a student’s special interest. minute. One partner marks miscues
and the last word read. Then
•• If a student shows interest in an author, genre, or topic from the students can count miscues and
selections read that week, recommend a title from the online total number of words. Encourage
them to reread and
Unit Bibliography.
try for a better score.
•• Begin a book-sharing session in the classroom. Set aside a few
minutes each week for a class discussion on books that the students
have read.
Setting Up a Reading Log To help monitor students’ independent
reading, have them create a reading log, or response journal, where START SMART 8 Online PDF
they record reactions and feelings about what they are reading. As
you review the logs, you may want to write specific prompts to guide
students, such as, How does the story make you feel? What information
is new to you? What information is confusing? What new words did you
learn? Are you enjoying what you read? Why or why not?
Literature Circles When groups of students are reading the same
book, they can come together and discuss what they have read so far
in a Literature Circle. Reading might include leveled readers, classroom
library books, or books students choose themselves. Once groups are
formed and a book is chosen, students can work together to plan how
they will read the book: How long will it take? How many pages will be
read each day/week? Encourage everyone to participate. Assign roles
that rotate each week including facilitator, one who reads, and recorder
of comments. Literature circles should end with a few minutes for
students to record their thoughts in their reading logs.
START SMART S32

START SMART
Writing to Sources
E
INIL SSO
M
10
Mins N
Write About the Text Go
Analyze the Prompt Reread “Trouble in the Oceans” on Start Smart 6 Digital
Online PDF. Provide students with this prompt: Do you think the author
proves his point that people must act to stop the spread of dead zones
and protect ocean life?
Ask: What is the prompt asking? What reasons and evidence does the
author present to support his opinion that people must act to save the
Online PDF oceans? Let’s reread to see what kind of text evidence we can find. “Trouble in the
Analyze Text Evidence Reread the first paragraph of “Trouble in the Oceans”
OBJECTIVES Oceans.” Say: The first paragraph states the author’s opinion. Ask: What
Produce clear is the author’s opinion? (Dead zones pose a deadly threat to the world’s
and coherent
writing in which oceans.) What fact does the author provide in this paragraph? (Animals
the development living in dead zones cannot survive without oxygen and so must either
and organization Collaborative
migrate or die.) Read the third paragraph aloud. Ask: What reasons and Conversations
are appropriate to
task, purpose, and evidence are in this paragraph? (The author explains how fertilizers used Videos
audience. on farms lead to dead zones.)
Write routinely over Analyze the Model Point out to students that the author used the
extended time frames
following elements to structure his text.
(time for research,
reflection, and Opinion Statement An opinion statement lets the readers know what
revision) and shorter
the writer’s point of view is about a topic.
time frames ( a single
sitting or a day or Reasons and Evidence The author used reasons and evidence to
two) for a range of
support his opinion. He showed how dead zones and the use of fertilizer
discipline-specific
tasks, purposes, and are connected.
audiences.
Word Choice The author includes words such as algae and nutrients.
Share the Prompt Have students write a short response to the prompt:
ACADEMIC
LANGUAGE Do you think the author proves his point that people must act to stop the
• writing traits, spread of dead zones and protect ocean life?
ideas, details,
topic, rubric Set Up Writer’s Notebooks
• Cognate: detalles
Tell students they will be writing every day in writer’s notebooks. These
notebooks will be used for the following activities:
•• Students will be writing to a prompt every week. They will check
their writing during Independent Time and make any necessary
revisions.
•• Complete revision assignments based on writing needs.
•• Write their responses to reading to develop a deeper understanding.
S33
START SMART
Have students write their name on the front of their writer’s notebook. Author Insights
Remind them to write the date at the beginning of each new piece.
Writing About the Text
“
Have students turn to the back of their writer’s notebooks and write
Research shows that
these headings on separate pages: synonyms, antonyms, idioms, writing about a text is a
prefixes, suffixes, multiple-meaning words, related words, syllable particularly powerful way
types. Students will use these pages to record words they learn for each of improving student
heading. reading achievement
(Graham & Hebert,
2010); that meta-
analysis of 50 studies
showed that writing
ting
Wri cess
about text has a bigger
Pro
impact on reading
comprehension than
Focus on Genre Writing reading alone, reading
and rereading, or
Over the course of each unit students will develop one or two longer reading and discussing
pieces of writing related to a specific genre. the information.
Furthermore, this
•• narrative text analysis showed positive
•• informative text learning outcomes at
•• opinion text a variety of ages from
both summarization and
For these longer pieces students will work through all of the stages from more extensive
”
of the writing process: Prewrite, Draft, Revise, Proofread/Edit, and writing, including
analysis and synthesis.
Publish. They will also have the opportunity to present their writing.
— Dr. Timothy Shanahan
As they write, students will apply what they learned in their weekly
lessons on writing traits. Because good writers continually revise
their work, students will have opportunities to improve longer pieces
through revision. Students will regularly conference with peers and
the teacher to get feedback. Conferences involve three steps:
•• talking about the strengths of the writing
•• focusing on how the writer uses the targeted writing traits
•• making concrete suggestions for revisions
Emphasize the importance of revision. Guide students to reread and
revise their longer pieces, repeatedly, focusing on different writing
traits. They may revise their writing first to clarify the organization,
next to add details to support their ideas, then exercise word choice
by replacing vague words with specific words and incorporate
opinions through voice. They may revise again to improve sentence
fluency by using different types of sentences. They may reread a final
time to check for grammar, spelling, and correct any errors.
Students will use rubrics as they write and revise. Provide rubrics to
help them understand what they need to do to create a good piece.
START SMART S34

START SMART
Wrap Up the Week
Integrate Ideas
Go
Digital
OBJECTIVES
Conduct short RESEARCH AND INQUIRY
research projects that
use several sources Research to Build and Present Knowledge
to build knowledge
through investigation
COLLABORATE Students will work on a series of short and long research projects
of different aspects throughout the year that will build knowledge through investigation of
of a topic. different aspects of a topic. In Units 1, 5, and 6 students will work on
Collaborate
Engage effectively short Research and Inquiry projects. In Units 2, 3, and 4 students will
in a range of
work on three longer online Inquiry Space performance tasks.
collaborative
discussions (one-on- Explain that students will work in pairs or groups to complete a short
one, in groups, and
teacher-led) with
research project that explores what people can do to help keep oceans
diverse partners on clean. They will use their research to create an informational poster.
grade 5 topics and Discuss the following steps.
texts, building on
others’ ideas and
expressing their own 1 Share What You Know Have students review how oceans are
clearly. Review the becoming polluted in “Trouble in the Oceans.” Have them share
key ideas expressed
and draw conclusions
other ways that people pollute oceans that they have seen on the
in light of information news or read about, such as oil spills. As they brainstorm problems,
and knowledge have them create a problem and solution chart and add their ideas
gained from the
to the “problem” column.
discussions.
Integrate information
2 Find Resources Review how to locate and use reliable print and
from several online resources. Have students find information about each problem
texts on the same in their “problem” column and what people are doing to solve it.
topic in order to
write or speak 3 Guided Practice Review with students how to cite and record the
about the subject sources they use in their charts.
knowledgeably.
4 Create the Project: Problem and Solution Poster Have the students
use their research to create an interactive poster listing ocean
ACADEMIC problems and solutions. For example, students may want to create
LANGUAGE an illustrated flap showing the problem, which can be lifted to give
research, inquiry, facts and sources about the solution.
informational,
presentation
Present the Poster
Have students present their poster to another pair or group. Remind
them to speak clearly and at an understandable pace. Discuss whether
students should use formal or informal language. Have students use the
Presentation Checklist 1 Online PDF to evaluate their presentations.
S35
START SMART
Author Insights
TEXT CONNECTIONS Close Reading
COLLABORATE
Connect to the Essential Question
At the end of each week students will have the opportunity to gain a
“ Close reading is an
intensive analysis of a
text in order to come to
terms with what it says,
”
how it says it, and what
deeper understanding of the texts they have read by analyzing information it means.
while comparing different texts.
Cite Evidence Students will work together to review and discuss what
they have learned about the weekly concept by looking carefully at the
texts they have read. They will use their notes to record and compare
information about the essential question on Foldables®. Have groups
compare information about how people work together to solve problems
in both readings.
Model Comparing Information Both “Hungbu and Nolbu” and “Trouble in
the Oceans” mention farming. Both explain how people can work together
to solve problems. I will add this information under Alike. Under Different, I
will add that the folktale has made up events, but the events in “Trouble in
Three-Panel
the Oceans” are real.
Have students state what they have discovered on the third panel.
Present Information Ask groups to present their findings and compare
information on the charts that is similar and different.
Inquiry Space is an engaging digitally-delivered program that provides

students practice and instruction in integrating and applying reading,
writing, speaking, and listening skills to build and share knowledge
about a science or social studies topic. Inquiry Space will have students
produce three different forms of writing as part of their presentations.
Unit 2: Informative Performance Task
Unit 3: Opinion Performance Task
Unit 4: Narrative Performance Task
Each six-week project is made up of six levels that step out the
research, writing, and presenting process. Scaffolding of research skills
is provided in weekly lessons that correspond to each level. Further
support is provided by student-facing Resource Toolkit that includes
animations, videos, and slide presentations.
START SMART S36

ASSESSMENT
Placement and Diagnostic Assessment
Observe students throughout the Start Smart instruction as they
complete assignments, respond orally in class, and read aloud. Take
note of individual students’ skill needs.
Fluency Benchmark Assess each student’s fluency level. This test
will show which students are below grade level, on level, and above
grade level based on national fluency norms.
For students below level, use the Placement Decisions chart in the
Placement and Diagnostic Assessment to determine which tests
need to be administered to figure out each student’s specific skill
needs. The results of these tests will assist you in determining which
PDFs Online students need intervention and help you provide appropriate small
group lessons to fill in skill gaps and get all struggling readers on
level.
DIAGNOSTIC ASSESSMENT INCLUDES . . .

•• Foundational Skills Assessments
••Basic Assessments (determine lower-level skill deficiencies, when
applicable; include phonemic awareness, Sight Word Fluency/
high-frequency words, and alphabet recognition using Letter
Naming Fluency)
••Phonics Survey (determine decoding abilities and skill
deficiencies; developed by program author Jan Hasbrouck)
•• Fluency Passages (determine Oral Reading Fluency Rate,
Oral Reading Accuracy, and Prosody level; WCPM scores
correlated to national norms developed by program author
Jan Hasbrouck)
•• Leveled Passages (determine reading level and
comprehension abilities)
•• Vocabulary (determine speaking and reading vocabulary
proficiency)
•• Inventory of Developmental Spelling (determine encoding
abilities; developed by program author Donald Bear)
Go
Digital
S37
START SMART
Diagnose and Prescribe
Use the results of the Placement and Diagnostic Assessments to
provide appropriate Small Group instruction in Unit 1. Focus on
rebuilding lower-level skills needed to accelerate students’ progress.
TESTED Skills If … Then …

FLUENCY Students’ WCPM Assess comprehension abilities using the
Oral Reading Fluency scores are below the Leveled Passages and decoding abilities using
Passages 50th percentile . . . the Phonics Survey.
COMPREHENSION Students score below Consider students’ reading levels when providing
Leveled Passages 80% on the passages preteach and reteach lessons to support
... students while reading the Core selections.
PHONICS Students score below Assess basic skills, such as letter names and
Phonics Tasks 80% on a skill subset sounds, featured in tasks correlated to lower
that correlates to their grade levels to identify issues in phonics skills
grade level . . . development.
VOCABULARY Students’ results are Provide direct instruction in specific vocabulary

Verbal Language Scales below grade level . . . necessary for school success, and test fluency
and phonemic awareness ability to identify lack
of underlying skills.
SPELLING Students score below Provide practice in the spelling patterns in

Inventory of Developmental grade level . . . which students are struggling.
Spelling
WRITING Students score below Focus modeling and conferencing revision

Writing Prompt grade level . . . suggestions on those areas in which students
need more scaffolding and practice.
Response to Intervention
Use the appropriate sections of the Placement and Diagnostic
Assessment as well as students’ assessment results to designate
students requiring:
Intervention Online PDFs
WonderWorks Intervention Program
START SMART S38

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TEACHER’S EDITION

Cover and Title Pages: Nathan Love

Copyright © 2017 McGraw-Hill Education

All rights reserved. No part of this publication may be

Send all inquiries to:

Printed in the United States of America.

Common Core State Standards © Copyright 2010. National

“ I feel that my students are lucky to be exposed

“ Students are able to do more than we thought

want more. The conversations that are happening

Dr. Jana Echevarria Dr. Douglas Fisher Dr. David J. Francis

sixcentsphotography; (Walker-Dalhouse) Dan Johnson, Marquette University; (others) McGraw-Hill CEducation.

Kathy R. Bumgardner Jay McTighe Dr. Doris Walker-Dalhouse Dinah Zike

Dr. Vicki Gibson Dr. Jan Hasbrouck Margaret Kilgo

National Program Advisors

Maria Campanario Kellie Jones Matthew Walsh

Sharon Giless Aguina Michelle Martinez

Weekly Opener Video

Academic and domain-specific vocabulary

Teach and Model

Reading/Writing Workshop All building on the week’s Essential Question

Practice and Apply

Nonfiction Leveled Readers Fiction Leveled Readers Adaptive Learning

Writer’s Workspace Inquiry Space

Specific recommendations for every skill and standard.

Weekly, Unit, Benchmark Assessments Data Dashboard Proficiency Report

TEACHING WITH READING WONDERS vii

Reading/Writing Literature Close Reading Leveled Readers Teacher Editions

Classroom Library Your Turn Visual Vocabulary Leveled Workstation

Sound-Spelling High-Frequency Response Board Weekly Unit Benchmark

Additional Digital Resources

Plan Assess Professional My To Do List Words to Know

Teach Collaborate Additional Online Resources Read Play

Week 2 Trial and Error . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T66

Week 3 Seeing for Yourself. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T130

Week 4 Inventions .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T194

Week 5 New Technology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T258

Week 6 Review and Assess. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T322

EUREKA! I’VE GOT IT! ix

Week 1 Week 2 Week 3

Writing Writing Writing

Write to Sources: Narrative Write to Sources: Narrative Write to Sources: Informative

Writings Genre Writing: Narrative Autobiographical Sketch T344–T349

Writing Writing Writing

Writings Genre Writing: Informative Personal Narrative T350–T355

READING/ WRITING WORKSHOP, pp. 16– 17

The Big Idea Where can an idea begin?

COLLABORATE Talk About It Read the Poem: “Ideas”

RESEARCH AND INQUIRY WRITING

Writing Process: Focus on

COLLABORATE WRITER’S WORKSPACE

UNIT 1 OPENER xiii

The Start Smart lessons provide an

Use the first two weeks

During this time, use the Placement and

Close Reading of Informational Text

Placement and Diagnostic Assessment

DAYS 1–2 DAYS 3–4

Collaborative Conversations Close Reading of Literature

Close Reading of Literature Phonics and Decoding

Start Smart 1–2, 3 Start Smart 1–2, 4, 5

Administer Placement and Diagnostic Assessment

DAYS 5–6 DAYS 7–8 DAYS 9–10