Topics4 6

LEVEL 2
Reading
LOG
Teacher’s Guide
Topics 4–6
LEVEL 2
Reading
LOG
Teacher’s Guide
Topics 4–6
Brienne Barrows
Susan Ford-Bennett
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Level 2 Topics 4–6 accessing the links.
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Introduction ............................................................................................................................. iv
Reading Strategies ........................................................................................................ vii
Topic Structure ................................................................................................................ ix
Topic Features .................................................................................................................... x
Scope and Sequence ................................................................................................. xiii
Teaching Notes
Topic 4 What was there millions of years ago? ................................ T123
Frozen in Time .................................................................................................... T124
Our Changing Planet ..................................................................................... T146
Topic 5 Where is the lost treasure? ........................................................... T163
The Golden One ................................................................................................ T164
Pirates on the Sea ............................................................................................. T184
Topic 6 What did ancient cultures believe? ....................................... T201
Persephone ............................................................................................................ T202
Where Myths Were Made .......................................................................... T222
Glossary ................................................................................................................................... A1
iii
Introduction
Compass is a six-level English program for bilingual
primary schools. The Compass program includes five
interrelated modules for students.
Through its integrated English as a Foreign Language
and English Language Arts programs, Compass offers
a robust curriculum incorporating the rich authentic
content and scaffolded learning outcomes available
to English language learners in an immersive
English-speaking environment.
Compass topics are developed from big questions—
life’s essential questions—about students themselves,
about society and humankind, and about the natural
world. In each log, learners examine the same big
questions from different perspectives. These questions
arouse curiosity in the topics and encourage exploration,
personalization, explanation and elaboration.
Compass English Language Arts

Modules: Reading Log, Writing Log,
Phonics and Spelling Log
• All modules align to US Common Core Standards
• Early literacy support with the Reading Log and
Phonics and Spelling Log
• Comprehensive reading strategy development in the
Reading Log
• A scaffolded writing program in the Writing Log
Compass English as a Foreign Language

Modules: Language Log, Vocabulary and
Grammar Log
• Focus on communication
• Explicit vocabulary and grammar development
• Development of all four skills (reading, listening,
speaking, writing)
• Grammar, skills and assessments aligned to the
Common European Framework of Reference for
Languages (CEFR)
iv
The objective of reading instruction is to help learners the text type for each story or text in the topic.
become fluent, analytical readers. The Compass Every story and text has a Reading Strategy Focus and
Reading Log presents students with engaging original a Literary or Author Technique. Key Words provide
stories, extracts and adaptations—many contributed by students with support for unfamiliar vocabulary, so
award-winning children’s book authors—with vibrant, that they are equipped to understand each story or text.
eye-catching illustrations. Young readers will encounter Flashcards (Levels 1-3) help students learn and review
a broad range of fiction and nonfiction genres, such the Key Words. A Glossary at the end of the book gives
as short stories, fables, poems, graphic novels and the part of speech and the definition of each Key Word.
informative texts. After each story or text, two pages of Comprehension
The Compass Reading Log prepares students for literacy activities confirm students’ understanding of the story
through a hybrid approach that combines English or text. A Making Connections page at the end of each
Language Arts instruction with EFL support. Students topic helps students examine the Big Question.
will acquire a sequential, scaffolded set of reading
strategies based on the US Common Core Standards Comprehension Activities
for Reading: Literature and Reading: Informational Comprehension activities are based on the PIRLS
Text. The Compass Reading Log combines these (Progress in International Reading Literacy Study)
standards—geared toward native speakers of English— framework, which recommends four scaffolded
with extensive vocabulary and comprehension support processes of comprehension that guide learners from
for English language learners. All texts are graded by lower- to higher-order thinking by: understanding
the Lexile® Framework and the CEFR so that students explicitly-stated information, making straightforward
encounter authentic, but level-appropriate language. inferences, interpreting and integrating information
Students are guided to understand and apply these and examining and evaluating content, language and
reading strategies through dynamic and intuitive textual elements. Within this framework, students
age- and level-appropriate activities. also continue developing the Reading Strategy Focus
and Literary or Author Technique skills. An Active
Grade Lexile® Range CEFR
Reading activity (with Cutouts for selected stories
1 230L to 420L A1 in Levels 1 and 2) increases student interest and
2 450L to 570L A1+ engagement with the story or text, and the final
activity requires students to analyze the theme or
3 600L to 730L A2
Big Question and relate it to their own lives.
4 640L to 780L A2+
5 730L to 850L B1
Making Connections
After reading a fiction story, students complete the
6 860L to 920 L B1+
Connect to Me activity, which helps students examine
the theme of the story in a personalized way.
Reading Log After reading a nonfiction text, students complete the
Each level of the Compass Reading Log is divided Connect to… task, which integrates topic content with
into nine topics. The titles of the topics are in the other academic subject areas such as Science, History
form of Big Questions, which are shared across all or Social Studies.
components. Each topic contains two texts, a fiction
story and a nonfiction text, each with six lessons of Reading Log Audio
class material. Genre entries in the Topic Openers Each story or text is accompanied by full audio so that
(Levels 3-6) provide easy-to-understand descriptions of students can listen as they read.
v
Teaching Notes Reading Strategies
For each story or text in the Compass Reading Log, Literary / Author Techniques
there are two overview pages. A Lessons Preview chart The Compass Reading Log equips students to become
serves as a quick reference to identify the focus of each stronger readers through the development of reading
lesson and any required resources. There is also a strategies, and by building students’ awareness of literary
Summary of the story or text, a description of the and author techniques. These strategies and techniques,
Genre, a list of Key Words and their definitions and based on US Common Core Standards, give students
explanations of the Reading Strategy Focus and a repertoire of skills that can be applied across a range
Literary or Author Technique. of text genres to increase overall comprehension and
Each lesson features a lesson overview that outlines promote critical thinking.
the required resources and lesson focus, including The Reading Strategy Focus is the principal reading
descriptions of additional reading strategies. Each 50-60 strategy for a story or text. Activities at the beginning
minute lesson plan begins with a Lead in to the Lesson of the story or text and in the Comprehension sections
activity to engage learners, followed by easy-to-read, help to develop the Reading Strategy Focus. In addition
step-by-step instructions that guide students through to the Reading Strategy Focus, other reading strategies
the reading process, with comprehension and reading are developed in the Teaching Notes over the course
strategy development. Most lessons end with a Take of six lessons. Recycling and repetition of reading
the Lesson Further activity to personalize learning and strategies across different texts help students internalize
confirm students’ understanding. Each story or text these skills and become more proficient readers.
lesson set also offers a cross-curricular Connection task Each fiction text also highlights a Literary Technique,
to extend learning opportunities to other subject areas. such as Nemesis and Epiphany. Each nonfiction text
Throughout the Teaching Notes, level-appropriate highlights an Author Technique, which helps students
teacher language is suggested in green text (for fiction notice text features, such as photo captions, section
stories) or in orange (for nonfiction texts). In addition, headings and functional language, and extend their
Know Your Students entries provide insight into understanding beyond basic comprehension.
students’ abilities and offer suggestions for supporting
differentiated learning. Manage Your Class entries give Photocopiable Worksheets
teaching or class management tips related to lesson Each story or text lesson set contains two photocopiable
content. Answers for activities appear in the Teaching worksheets that reinforce and confirm understanding
Notes for each lesson. of Key Words and help students develop Reading
Strategies. Instructions and answers for Worksheet
activities are included in the Teaching Notes.
Audio Scripts
In Compass Reading Logs 3 and 4, each Comprehension
section contains an extra listening comprehension
activity. The audio scripts for these tracks are located at
the back of the teacher’s guides.
vi
Compass Reading Log 2 Topics 4–6 Identifying Character Traits
Reading Strategies The ability to identify character traits in a story is an
essential comprehension strategy. Effective readers
Cause and Effect
analyze information about a character—actions, words,
Cause and effect is one way ideas can relate to each
feelings and thoughts—in order to make inferences
other in a text. One action causes something else
about characters and determine the lessons that
to happen.
they learn.
Comparing and Contrasting
Identifying Point of View
When you compare something, you look for things that
The point of view is about who is telling the story. It
are the same. When you contrast something, you look
can affect how readers view events and other characters
for things that are different.
in the story. Being able to identify whether one of
Context Clues the characters or a narrator is telling the story gives
Context clues are clues about the meaning of a word readers insight into the story events and the characters’
or phrase. Readers can find context clues, such as thoughts, feelings and motivations.
synonyms and antonyms, before or after an unfamiliar
Identifying Pronoun Referents
word in a text. These clues can help readers understand
A referent is a word that is used in place of the name of
the meanings of new words.
a person, thing or idea that has already been mentioned
Determining the Meaning of Words in a story. Authors often use referents such as pronouns
When we try to understand new and unfamiliar words, and possessive adjectives to avoid needless repetition.
it’s useful to look at the words before and after them. The ability to identify referents in a story is an essential
The surrounding words give readers clues about how the reading comprehension skill.
new word is used.
Identifying Story Sequence
Dialogue The ability to identify the sequence of events in a story
When characters in a story speak, their words form is a critical comprehension strategy. It helps students
dialogue with other characters. Students can identify organize main ideas and supporting details of a story so
dialogue by looking for quotation marks. There are they are better able to understand the development of a
always two sets of quotation marks, one set before a story and its characters.
character speaks, and another set after he or she speaks.
Identifying Text Structure
Students can also find the verb say or says after the
Informational texts are usually organized with a
quotation marks.
predictable structure. The content follows a pattern in
Finding Information in Words and Images each section.
When we read a text, we look for words to help us
Inferences
understand it. Some texts also have illustrations such
Inferences are conclusions proficient readers make
as diagrams, maps, charts and photographs that help us
based on the interpretation of prior knowledge, evidence
visualize and better understand the key information.
in the text and pictures—information that is implied,
Formulating Questions not stated explicitly. Making inferences is a prerequisite
By formulating questions, students evaluate what they to higher-order thinking and 21st century skills, and is
understand from a text and determine areas that are still critical to story analysis.
unclear. This can help them identify information they
didn’t understand.
vii
Main Characters Compass Reading Log 2 Topics 4–6
Main characters are the people that the story is about. Literary and Author Techniques
Predicting Dialogue
When you make predictions, you make a guess before When characters in a story speak, their words form
you read. The title and pictures in a text can help you dialogue with other characters. Students can identify
predict what the text is about. After you read, ask: dialogue by looking for quotation marks. There are
Was my prediction correct? always two sets of quotation marks, one set before
a character speaks, and another set after he or she
Reader’s Theater
speaks. Students can also find the verb say or says after
In Reader’s Theater, students perform a story or
the quotation marks.
play. Acting it out requires students to reflect on the
relevance of the setting as well as the characters’ words Elements of Myths
and actions. In this way, students interact with the text Myths have characteristics that make them different
in a more personal and memorable way. from other stories. They were made up long ago. They
often include gods, powerful beings and magic. They
Retelling
explain something people observed in nature but did
When students retell a story, they explain what they
not understand.
read in their own words.
Timelines
Sequence
Timelines are diagrams that show particular events in
Sequence is the order of events in a text. Students
chronological order.
can use sequence words, such as First, Then, Next and
Finally to identify the order of events. Transition Words
Transition words link ideas in a text. The word and
Setting
shows a comparison, a similarity. The word but shows a
The setting of a story is where and when it takes place.
contrast, a difference.
Synonyms and Antonyms
Word Choice
A synonym has a similar meaning to another word. An
Word choice refers to the precise words an author uses.
antonym means the opposite of a word. Synonyms and
antonyms are useful when we want to find the meaning
of a word.
Using Text Features

Readers can use text features like headings and captions
to get more information from a text. Headings divide
the text into sections to make it easier for readers
to find information. Captions are words, phrases or
sentences placed with pictures in a text. They explain
what the pictures show.
viii
Topic Opener
Fiction Story
Nonfiction Text
Comprehension
Making Connections
ix
The Topic Opener visually
presents the Big Question
of the Topic.
Key Words help

students understand
the story or text.
Students listen Colorful pictures

while they read. help tell the story.
Students complete a
pre-reading activity based
on the Reading Strategy
Focus in Activity 1.
x
Students confirm A Reading Strategy
Students complete their understanding Focus activity helps
PIRLS-informed of the Literary or learners become more
Comprehension activities. Author Technique. proficient readers.
Students have fun

with a dynamic Active Students analyze
Reading activity. Some the story or text in a
activities incorporate personalized activity.
colorful Cutouts.
xi
Making Connections
activities help students
answer the Big Question.
Activities in the Connect to Me section

encourage students to reflect on how
the Big Question relates to them.
Connect to… activities approach

the Big Question through other
academic subject areas.
All the Key Words and their

definitions are in the Glossary.
Flashcards provide a visual reference

for learning and reviewing Key Words.
xii
Topic Story / Text Reading Strategies Key Words Connections
The Big Win / The Home • Moral of the Story disappointed, home run, Connect to
Run Trophy • Humor hurry up, notice, runner, Physical Education
by Suzanne Guerrero stretch, talented, trophy
Page 26
Pages 10-19
Pages 9-26
Be a Team Player • Questions about game, kick, player,
by Esther Mizrachi Details practice, soccer, sports,
• Glossary team
Pages 20-25
Theo and Gordon • Inferences apartment, broccoli, Connect to Health

by Deirdre Sullivan • Pronouns cabbage, carrot, city,
Page 44
fire escape, french fry
Pages 28-37
Pages 27-44
Healthy Snacks • Connecting to Real Life ant, crunch, dip,
by Barnaby Wright • Topic hard-boiled, iron, log
Pages 38-43
A Virus Story • Details in Words and breeze, cover, immune Connect to Science
by Julia McKie Pictures system, rough, sneeze,
Page 62
• Speech Bubbles stuffed, throat, virus
Pages 46-55
Pages 45-62
Why Should You Wash • Cause and Effect fingernail, germs, rinse,
Your Hands? • Author’s Purpose scrub, soap, spread,
by Patricia Hamill towel, warm
Pages 56-61
Frozen in Time • Main Characters breath, bucket, cave, Connect to Science

by Debbie Thomas • Dialogue caveman, forest, fridge,
Page 82
glove, kitchen
Pages 64-75
Pages 63-82 Our Changing Planet • Sequence coast, continent,

by Sterling Montgomery • Timelines crust, float, fossil,
jigsaw puzzle, plate,
Pages 76-81
supercontinent
The Golden One • Setting ceremony, crater, Connect to

by Julia McKie • Word Choice grumble, icy, jungle, Social Studies
slip, step, tumble
Pages 84-93 Page 100
Pages 83-100 Pirates on the Sea • Comparing and fleet, government,

by Abigail Kinem Contrasting leader, outlaw,
• Transition Words pirate, rule
Pages 94-99
xiii
Topic Story / Text Reading Strategies Key Words Connections
Persephone • Retelling chariot, necklace, peek, Connect to

by Mara Bergman • Elements of Myths prefer, season, Social Studies
seed, wilt
Where Myths • Context Clues deep, god, hole,

Pages 101-118 Were Made • Synonyms and mountain, myth, volcano
by Jennifer Li Antonyms
Pages 112-117
The Magic Book • Plot amazing, disappear, Connect to Science

by Tom Percival • Real or Magical Events make up, magic,
Page 138
make-believe, notebook,
Pages 120-131
shoelace, trunk
Pages 119-138
A Butterfly Life • Reading a Diagram adult, butterfly,
by Esther Mizrachi • Ordinal Numbers caterpillar, egg, leaf,
life cycle, pupa, stage
Pages 132-137
Explorer Sam • Rhythm in a Poem canoe, desert, dune, Connect to

by Jennifer Li • Rhyming Words oasis, paddle, rainforest, Social Studies
sand, savanna
The Most Beautiful • Text Features flow, layer, rainbow,

Places on Earth • Headings sea lion, waterfall,
by Esther Mizrachi whale
Pages 139-154
Pages 148-153
Lost City of Atlantis • How Characters React aquarium, broken, Connect to

by Suzanne Guerrero • Suspense button, earthquake, Social Studies
remote control, shark,
statue, submarine
Pages 155-172
An Awesome Staycation / • Comparing and binoculars, camp out,
Vacations around Contrasting Texts dig, feed, hike,
the World • Transition Words magnifying glass, recipe,
by Annie Jeffrey scrapbook
Pages 166-171
Glossary Pages 173-176
Cutouts Pages 177-184
xiv
To p ic 4
in Time
by Debbie Thomas
Our Changing
Planet
by Sterling
Montgomery
63
U4COrl2.indd 63 9/29/17 11:35

T 123
Key Words
breath
in Time
bucket
cave
caveman
forest
by Debbie Thomas
fridge
glove
kitchen
We moved house last December. It was the coldest winter for fifty
years, and our new garden was covered with snow.
1 Look at the picture.
Describe the two “Snowball fight!” Joe cried as we ran out toward a snowy mound.
characters, Joe and Ellie. When I tried to scoop a snowball, my gloves met ice.
What do you know about
them from the picture? “Joe!” I called. He came and stood beside me, and together we
2 Listen and follow. 9

brushed the snow from the ice.
I stopped. “That looks like a…“
64 Topic 4 Frozen in Time 65
U4COrl2.indd 64 9/29/17 11:35 U4COrl2.indd 65 9/29/17 11:35
Lessons Preview
Pages Lesson Focus Teaching Resources
1 64-73, 174 Key Words • Topic 4 Fiction Flashcards

Predicting • Topic 4 Fiction Worksheet page 132
• Pictures of prehistoric creatures: a Meganeura and a Pteranodon
2 64-73 Main Characters • Audio Track 9

Identifying Point of View • Topic 4 Fiction Flashcards
• Topic 4 Fiction Worksheet page 133
3 64-73 Main Characters • Audio Track 9

Identifying Character Traits • Topic 4 Fiction Worksheet page 133
4 64-73 Dialogue • Audio Track 9 • Construction paper

Art Connection • Topic 4 Fiction Worksheet page 133 • A stapler
5 64-75 Comprehension • Audio Track 9

Main Characters • Ice pop sticks
Fluency: Expression
Dialogue
6 64-73 , 82 Reader’s Theater • Story assignment note cards

Connect to Me
T 124 Topic 4
Summary
Key Words
Joe and Ellie just moved to a new house. It’s December and the weather is cold and snowy.
Joe and Ellie are playing in the snow when they discover a caveman frozen in ice, but he’s breath (n.) air that enters and exits
alive! They melt the ice with warm water and bring the caveman, named Ooj, into the the lungs
house. Ooj is surprised by many things in and around Joe and Ellie’s house, but he scares bucket (n.) a large container with an
their parents and they call the police. Sergeant Timms arrives and solves the mystery of open top for holding liquid
where Ooj came from. He tells the family about a caveman his grandfather saw in town cave (n.) a hollow space in
fifty years ago. He draws a picture of Oodge Cave on a wall in Joe and Ellie’s house. Ooj a rocky place
recognizes it as his home. Sergeant Timms and the family take Ooj to his cave. They give
caveman (n.) a prehistoric human
him food and crayons, and they take sandwiches to the cave on snowy days.
that lived in caves
Genre: Fiction forest (n.) an area with many trees
Fiction is a kind of story that has made-up people, places and events. “Frozen in Time” fridge (n.) a device for storing food
is about two kids who meet a caveman who lives near their town. so that it stays cool and fresh;
a refrigerator
Reading Strategy Focus
glove (n.) an item of clothing
Main Characters that protects the hand and covers
What is it? Main characters are the people that the story is about. each finger
What will students do? Students will identify and describe the main characters. kitchen (n.) a room where people
Why is it important? It is important for students to develop the ability to identify and prepare food
describe characters as it helps with reading comprehension.
How will students build on previous knowledge? In Compass Reading Log 1,
students learn to identify and describe story characters.
Literary Technique
Dialogue
What is it? When characters in a story speak, their words form dialogue with other
characters. Students can identify dialogue by looking for quotation marks. There are
always two sets of quotation marks, one set before a character speaks, and another set after
he or she speaks. Students can also find the verb say or says after the quotation marks.
What will students do? Students will identify the character who says different lines
and guess the meaning of the caveman’s dialogue from context.
Why is it important? A key way that authors show character traits and events in
the story is through the characters’ dialogue. It is necessary to understand character
dialogue for basic comprehension, but dialogue is also useful for making inferences
about what the characters think and feel.
Topic 4 T 125
Lesson 1
Teaching Resources Reading Strategy
Compass Reading Log 2 pages 64-73, 174 Predicting
Topic 4 Fiction Flashcards When you make predictions, you make a guess before you read. The title and pictures in a text
can help you predict what the text is about. After you read, ask: Was my prediction correct?
Topic 4 Fiction Worksheet page 132
Pictures of prehistoric creatures: a Meganeura and
a Pteranodon
Lead in to the Lesson (20 min.) Teach the Key Words (15 min.)
• Tell students they are going to listen to a description and • Use the flashcards to elicit or teach the Key Words.
draw a picture in their notebooks. Tell students to listen to As you teach a word, write it on the board.
the description first. Then you will read it aloud a second • Read the words aloud and have students repeat each
time for them to draw. word chorally.
• Say: Imagine you have a time machine. You can travel to the • Have students turn to the glossary for this topic on
past, a long time ago—millions of years ago! page 174. Hold up flashcards. Invite volunteers to read the
The time machine stops. There are big plants around you. You definitions aloud.
hear a sound. A giant insect flies by. It has four wings and a • Have students complete activity 1 in the worksheet.
long, thin body. Answers: 1. fridge 2. gloves 3. bucket 4. cave 5. forest 6. caveman
• Read the description again for students to listen and draw. 7. kitchen 8. breath
Have students compare their pictures with a classmate.
• Show the picture of the Meganeura. Say: This insect was a Reading Strategy (10 min.)
Meganeura. It lived 300 million years ago. Write 300 million • Have students look at the picture on pages 64 and 65.
years ago on the board. Ask: What’s the title of the story? (Frozen in Time.) Tell
• Tell students they are going to listen to a description of a students to describe the picture: There’s a boy and a girl.
different time. Again, remind them to listen the first time and They’re playing in the snow. They’re near their house. Ask:
not draw. Say: You are by the ocean. You see two large birds Have you ever seen snow? Ask: What’s the weather like?
in the sky. But they are not birds. They are Pteranodons, (Cold.) What season is it? (Winter.)
like flying dinosaurs. They have wide wings and a long, • Form pairs. Have them look at pages 64-73. Ask: What can
pointy mouth. you guess about the story? Tell students to make predictions
• Read the description again for students to listen and draw. about the story.
Have students compare their pictures with a classmate. • Invite volunteers to share their ideas with the class.
• Show the picture of the Pteranodon. Say: This animal was a
Pteranodon. It lived 85 million years ago. Write 85 million Take the Lesson Further (15 min.)
years ago on the board. • Have students work in pairs or small groups to complete
• Tell students they are going to visit the past one last time in activity 2 in the worksheet.
their time machines. Again, remind them to listen the first Answers:
time and not draw. Say: You are in the mountains. There is Horizontal: (from top to bottom) breath, gloves
snow. You see some fire. There are people around the fire. They Vertical: (from left to right) kitchen, cave, fridge
Diagonal: (from left to right) forest, caveman, bucket
are wearing strange clothes made from animal fur.
• Read the description again for students to listen and draw.
• Show the caveman flashcard. Say: These people are
human ancestors, or cavemen. They lived 1 million years ago.
Write 1 million years ago on the board.
Know Your Students

If possible, project the description as you read it for students
to listen and follow.
T 126 Topic 4
Lesson 2
Teaching Resources Reading Strategy Focus
Compass Reading Log 2 pages 64-73 Main Characters
Audio Track 9 Reading Strategy
Topic 4 Fiction Flashcards Identifying Point of View
Topic 4 Fiction Worksheet page 133 The point of view is about who is telling the story. It can affect how readers view events and
other characters in the story. Being able to identify whether one of the characters or a narrator
is telling the story gives readers insight into the story events and the characters’ thoughts,
feelings and motivations.
Lead in to the Lesson (10 min.) • Play the track from the beginning, pausing again at the
• Use the flashcards to review the Key Words. Show the bottom of page 65. Ask: What was different about that day?
pictures to elicit the words. Then show the words and read (It was very cold and snowy.) Ask: What did Ellie’s hand hit
them aloud for students to repeat chorally. under the snow? (Ice.)
• Read the definitions in random order for students to guess • Continue the track, pausing it at the bottom of page 66.
the Key Words. Ask: What do the kids find in the ice? (A caveman.) How do
they get him out of the ice? (They brush away the snow and
Reading Strategy Focus (5 min.) pour warm water on him.)
• Write characters on the board. Remind students that the • Continue the track. Pause it at the bottom of page 67.
characters are the people (or animals) in the story. The main Ask: How does Ellie describe her brother? (Brave, kind.)
characters are the people the story is about. How is he brave? (He says hello to the caveman. He doesn’t run.)
Ask: How is he kind? (He asks the caveman to come inside.)
1 Look at the picture. Describe the two characters, Joe Ask: What is the caveman’s name? (Ooj.)
and Ellie. What do you know about them from the
picture? (10 min.) Take the Lesson Further (10 min.)
• Have students work in pairs or small groups. Tell them to • Ask: Who are the main characters in the story? (Ellie,
look again at the picture on pages 64 and 65. Explain that Joe, Ooj.)
Joe is the boy and Ellie is the girl. Ask: What are the main • Have students work in pairs or individually to complete
characters doing? (Playing in the snow.) Ask: What are they activity 3 in the worksheet.
like? What can we guess about them? Have students discuss Answers: 1. E 2. J 3. O 4. J 5. J 6. O
the answers with their classmates.
• Invite volunteers to share their ideas with the class.
• Have students look again at the rest of the story.
Ask: Who are the other characters? (Joe and Ellie’s
mum and dad, a caveman, a police officer.)
2 Listen and follow. 9 (25 min.)
• Play track 9. Have students follow the story on pages 64-73.

Ask: What do we know about Joe and Ellie? (They’re brother
and sister. Joe is older.)
• Play the track again. Pause the track at the bottom of page 65.
Tell students to look at the first sentence. Have a volunteer
read it aloud. Ask: Who is “we”? (Joe and Ellie and their
family.) Ask: Who is telling the story, Joe or Ellie? (Ellie.) Help
students see that Ellie is narrating. Point out examples with
I and examples that mention Joe: “Joe!” I called. He came and
stood beside me.
Topic 4 T 127
Lesson 3
Topic 4 Fiction Worksheet page 133 Identifying Character Traits
The ability to identify character traits in a story is an essential comprehension strategy.
Effective readers analyze information about a character—actions, words, feelings and
thoughts—in order to make inferences about characters and determine the lessons
that they learn.
Lead in to the Lesson (5 min.) Reading Strategy Focus (10 min.)

• Give students one minute to look at pages 64-73. Then ask • Form pairs or small groups. Have them do activity 4 in
questions about the story: Who are the main characters? the worksheet.
(Joe, Ellie, Ooj.) What are they like? (Joe is brave and kind. Answers:
Ellie is also kind. Ooj is curious but strange.) What happens to Main Characters: Joe, Ellie, Ooj
Ooj? (He goes back to his cave.) Other Characters: Mum, Dad, Sergeant Timms
Read and Discuss the Story 9 (25 min.) Take the Lesson Further (20 min.)
• Write the questions on the board. Have students read them Reading Strategy
before reading the story. • Form pairs or small groups. Have them do activity 5 in
1 Where do Joe and Ellie find Ooj? the worksheet.
2 Does Ooj talk like a regular person? • Invite volunteers to share their ideas with the class.
3 How does Ooj feel when he sees the house? Answers: (Answers may vary.)
4 Why do you think Ooj jumps on the bear?
5 Where is Ooj when the parents discover him?
6 What do the parents do when they see Ooj?
• Play track 9. Have students follow the story to answer the
questions. Pause the track at the bottom of page 69.
• Form small groups. Tell students to discuss the answers.
Elicit the answers.
• Continue the track and finish the story. Ask: Who is Sergeant
Timms? (The police officer.) What does Sergeant Timms say
about his grandpa? (He told him about a man in a bearskin.)
What does the mother bring for Ooj? (Sandwiches.) What does
Sergeant Timms draw? (A cave.) Where is Ooj at the end of
the story? (Back home in his cave.)
Answers: 1. in their garden (yard) 2. no 3. in awe / surprised 4. Maybe bears
are dangerous to cavemen. 5. in Ellie’s bedroom 6. They call the police.
T 128 Topic 4
Lesson 4
Teaching Resources Literary Technique Art Connection Caveman Dictionary
Compass Reading Log 2 Dialogue Making a phrase book using Supplies
pages 64-73 dialogue from the story creates Construction paper
Audio Track 9 a multisensory connections with A stapler
the information. It also serves to
further engage students and to
make the text more memorable.
Lead in to the Lesson (15 min.)

• Read a sentence from the story aloud, for example: Since
my brother’s the bravest, he said, “Hello, I’m Joe.” Ask: What
page is it on? (Page 67.) What is happening at that part of the
story? (Joe is introducing himself to Ooj.)
• Form pairs. Tell them to choose sentences from the story
to read aloud. Their classmate should find the sentence in
the story and say what is happening. Monitor and help
as needed.
Read and Discuss the Story 9 (25 min.)
Literary Technique
• Write these lines of dialogue on the board:
1 “Snowball fight!”
2 “It’s alive.”
3 “Run!”
4 “Wrong house, young man.”
5 “Amazing.”
6 “I hadn’t thought about that.”
• Have students read the sentences. Explain that they are all
things the characters say. Point out the quotation marks.
Remind students that we know when characters are talking
when there are quotation marks.
• Play track 9 for students to follow the story on pages 64-73.
Tell them to listen and identify who says each of the lines on
the board.
• Form small groups. Have students discuss the answers before
checking answers as a class.
• Have students do activities 6 and 7 in the worksheet.
Answers: 1. Joe 2. Ellie 3. Ellie 4. Dad 5. Sergeant Timms 6. Mum
Activity 6: 1. d 2. c 3. a 4. e 5. b
Activity 7: Answers may vary.
Take the Lesson Further (20 min.)

Art Connection
• Form small groups. Give each student materials to make
a Caveman Dictionary booklet. Tell them to write Ooj’s
expressions on the pages. Then have them write what each
phrase means in regular English. Students can be creative
with the translations. Monitor and help as needed.
Topic 4 T 129
Lesson 5
Ice pop sticks (6 per student) Fluency: Expression
Literary Technique
Dialogue
Comprehension (60 min.) 5 Main Characters Match the main characters with
Lead in to the Lesson the descriptions.
Reading Strategy • Focus students’ attention on the list of characters.
Ask: Who is Joe? (The boy.) Who is Ellie? (The girl.)
• Form small groups. Tell students to choose a page from the
Who is Ooj? (The caveman.) Who is Sergeant Timms?
story. Have them read the page aloud. One student reads the
(The police officer.)
first word, then the next student reads the next word and so
• Have students match the characters with the descriptions.
on. Encourage them to try to sound like only one person is
Elicit the sentences.
reading the story.
• Invite one or two groups to read their pages aloud Answers: 1. c 2. a 3. d 4. b
to the class.
6 Active Reading Cut out the pictures on page 179.
1 Circle the correct answers. Glue each one to an ice pop stick. Use the cutouts to
act out your favorite part of the story.
• Have students read the questions and circle the correct
answers. Do the first one together. • Ask: What is your favorite part of the story? Invite volunteers
to answer.
Answers: 1. c 2. b 3. a
• Form groups of six. Have them glue the cutouts to the ice
2 Match the words with the pictures. pop sticks and act out a part of the story.
• Point out the words on the left and the pictures on the right. Manage Your Class
Tell students to match the words with the pictures and write If the class doesn’t divide evenly into groups of six, form
the correct letters in the boxes. some smaller groups. Students can have more than one role.
Answers: 1. b 2. d 3. e 4. c 5. a
7 Imagine you found a caveman in your backyard.

3 Color the things that surprise Ooj.
What do you want to show him? Draw three things
• Explain that Ooj is often surprised in the story. Ask: What you think will surprise him.
surprises him? Have students look back through the story to
• Describe the scenario and ask: What three things would you
see which of the objects surprise Ooj. Tell them to color
show the caveman? What will surprise him? Tell students to
the objects.
draw pictures of the things in the squares.
Answers: the light switch, the fridge, the cupboard door, the house • Have students share their pictures with a classmate.
A Read and circle. Why do you think these things
surprise Ooj?
• Ask: Why do these things surprise Ooj? Tell students to read
the sentences and choose the correct answer: c.
4 Dialogue Listen and follow again. Circle the

correct answers. 9
• Invite volunteers to read the questions aloud.

• Tell students to read the questions and circle the correct
answers. Encourage them to explain their answers.
Answers: 1. a (He says, “Hi Ooj.” ) 2. b (He says he thinks Ooj means he’s cold.)
3. c (Almost all of the words Ooj says end in “ooj.”) 4. b (Answers will vary.)
T 130 Topic 4
Lesson 6
Compass Reading Log 2 pages 64-73, 82 Reader’s Theater
Story assignment note cards (1 per group): Write story assignments on In Reader’s Theater, students perform a story or play. Acting it out
each note card: Pages 64-66 (Joe, Ellie, Ooj) / Pages 67-68 (Joe, Ellie, requires students to reflect on the relevance of the setting as well as the
Ooj) / Page 69 (Joe, Ellie, Ooj, Mum, Dad) / Pages 70-72 (Joe, Ellie, characters’ words and actions. In this way, students interact with the text
Ooj, Mum, Dad, Sergeant Timms) / Page 73 (Joe, Ellie, Ooj, Mum, Dad, in a more personal and memorable way.
Sergeant Simms). Make additional copies if needed.

• Form pairs or small groups. Ask: Which character from
the story are you like? How? Encourage students to discuss
the answer.
Reading Strategy (25 min.)

• Divide the class into groups and distribute the story
assignment note cards.
• Have groups practice acting out their section of the story.
Then have them act out their sections of the story for
the class.
Manage Your Class

Before class, plan group assignments. Remember to have a
backup plan in case a student is absent.
Connect to Me (25 min.)

1 Imagine you can spend a day with an animal or
caveman from millions of years ago. Write about your
day together in your notebook. Describe the animal
or caveman. What do you do?
• Have students work again in small groups. Read the
instructions aloud. Ask: Will you spend the day with a
caveman or with a prehistoric animal? Elicit some possible
animals, for example: a woolly mammoth.
• Have students plan a day with the animal or caveman.
Ask: What do you do in the morning? What do you do in the
afternoon? What do you do in the evening? Students can spend
time with the creature or observe it doing different things.
• Tell students to write their ideas in their notebooks.
A Draw a picture to illustrate your story.

• Have students draw a picture to illustrate part or all
of their story.
• Encourage students to share their pictures with other
classmates.
Topic 4 T 131
To p ic 4 Frozen in Time
1 Complete the sentences with the correct words.
breath bucket cave caveman forest fridge gloves kitchen
1 He put the sandwich in the to keep it cold.

2 Oh, no! I lost one of my .
3 Fill the with warm water.
4 The bear lives in a in the side of the mountain.
5 I love taking walks in the .
6 There was a in the history museum exhibit.
7 Where’s the phone? In the on the table.
8 It was so cold that I could see my .
2 Find and circle the words from activity 1.
G Y C C B K E W B F N N
W V J A F U C V R N E M
L F F V V I C E A H O Z
K A O E D E D K B C F P
I W Z R I D M T E X R M
T L Y V E P I A U T I S
C R V C C S J V N K D Q
H W B R E A T H Q E G R
E E V G L O V E S H E O
N J U V A X N W S L S C
T 132 Fiction Worksheet Compass 2 D.R. © Richmond Publishing, S.A. de C.V., 2018 Photocopiable
3 Write J (Joe), E (Ellie) or O (Ooj).
1 tells the story
2 wants to have a snowball fight
3 has a beard
4 is brave and kind
5 pours water on the ice
6 feels cold
4 Write the names of the characters. Complete the chart.
Main Characters Other Characters
5 Think and discuss. What are the characters like? Use the adjectives.
Find examples from the story.
afraid brave cold confused hungry kind surprised
6 Read the things Ooj says in the story. Match them with the events in the story.
1 “Ooj. Pooj.” a Ooj sees a stuffed bear in the bedroom.
2 “Frooj.” b Ooj sings and turns the lights on and off.
3 “Hooj.” c Ooj shuts the fridge.
4 “Booj!” d Ooj is surprised by the house.
5 “Wooj tooj!” e Ooj is angry at Dad.
7 Think and discuss. What do Ooj’s expressions mean?
Compass 2 D.R. © Richmond Publishing, S.A. de C.V., 2018 Photocopiable Fiction Worksheet T 133
Key Words
breath
in Time
bucket
cave
caveman
forest
by Debbie Thomas
fridge
glove
kitchen
1 Look at the picture.

Describe the two
characters, Joe and Ellie.
What do you know about
them from the picture?
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T 134
We moved house last December. It was the coldest winter for fifty
years, and our new garden was covered with snow.
“Snowball fight!” Joe cried as we ran out toward a snowy mound.
When I tried to scoop a snowball, my gloves met ice.
“Joe!” I called. He came and stood beside me, and together we
brushed the snow from the ice.
I stopped. “That looks like a…“
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T 135
We jumped back. I was right. It was a head, and it was covered in ice.
There was a hole round the mouth, and white puffs of breath came out.
“It’s alive,” I said softly.
“Ooj,” said the mouth.
Joe picked up a tree branch and scraped away more snow. A man lay
frozen in the ice.
“Warm water,” Joe said.
I ran inside, filled a bucket and ran back out. I gave the bucket to Joe,
and he poured it over the man. The man sat up.
“A caveman!” He had a brown beard and wore a furry dress and boots.
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T 136
Since my brother’s the bravest, he said, “Hello, I’m Joe.”
The man looked confused, but he said, “Ooj.”
“Hi Ooj. This is my little sister, Ellie.”
“Ooj pooj.” The voice was gruff.
I pulled at Joe’s arm. “Run!”

“No, Ellie, he’s freezing.” My brother’s the kindest, too. He took
Ooj’s hairy hand and said, “Come inside.”
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T 137
“Ooj,” said the caveman,
surprised by the house. “Pooj.”
Joe opened the back door, and
we entered the kitchen. Ooj stood
outside, shutting the door and then
opening it, ooj-poojing in awe.
“Door,” said Joe, as he opened
a cupboard. “Another door.”
Ooj came in to close and open

the cupboard door. Then he opened
the refrigerator door.
“Fridge,” I said.
He shut the door. “Frooj,” he
said, still cold from the snow.
“Nearly,” I said. “Fridge.”
“I think he means he’s cold,”
said Joe.
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T 138
I tried to be like Joe. “You can warm up in my bedroom, Ooj.”
As we tiptoed upstairs, we heard Mum and Dad unpacking
boxes in their bedroom.
The bed in my room had been made and my toys sat on top.
I pointed to the duvet and said, “You can wrap that round…”
“Hooj,” snarled Ooj. He grabbed my biggest teddy from the

bed. He threw it to the floor, after shaking it apart. He stood up
and jumped up and down on my bear.
Mum and Dad hurried in.
“What’s going on?" Dad was surprised by Ooj. “Wrong
house, young man. There’s no fancy dress party here.”
“He’s a real caveman,” said Joe. ”We defrosted him.”
“Booj!” Ooj growled at Dad.
“I’m calling the police,” Dad said.
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T 139
Twenty minutes later, we were sitting in the living room. Well, we sat
while Ooj stood near the door, flipping the light switch, his eyes wide.
“Amazing,” Sergeant Timms said. “I wonder if…”
“What?” Mum said.
“Wooj tooj!” sang the caveman as the light turned on and off.
“My grandpa was a policeman here fifty years ago, and he told
me about a man in bearskin who appeared in town during that terrible
winter, speaking a strange language. He was very hungry.”
“Ooh,” Mum said. “I hadn’t thought about that.” She went out.
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T 140
“Where did he come from?” Dad asked.
“No one knew,” said Sergeant Timms. “Until…” he
stopped. “Are you planning to repaint this room?”
“Yes.” Dad looked confused.
The sergeant turned to me. “Do you have any crayons?”
I went and got the pack Mum had bought to keep me busy
while she unpacked.
Dad watched as the policeman drew pictures on the wall.
“It’s OK,” Mum said, bringing in a plate of sandwiches.
Ooj ate every sandwich, then tried to eat the plate.
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T 141
“Mooj!” cried Ooj, pointing to himself, then the wall. The sergeant
had drawn trees around a rock with a hole at the bottom.
“Oodge Cave,” he said. “It’s named after the man my grandpa saw
disappear in there after the people in town had given him some food.”
“That was fifty years ago,” I said. “Ooj can’t be that man.”
Sergeant Timms smiled. “Just like I’m not my grandpa.”
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T 142
“You mean,” Joe asked, “a family could have lived inside for
dozens…hundreds…thousands of years?”
“Why not?” the sergeant said. “They could live off plants and
animals in the forest, except during a winter like this. Come on, let’s
take Ooj home.”
We gave Ooj some food and my crayons so that he and his family
could draw pictures on the cave walls. We walked him to the forest,
and we waved as he disappeared into the cave.
Every snowy morning, we left sandwiches at the entrance, and
every evening they’d gone, but we haven’t seen Ooj since.
I hope it snows again this winter.
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T 143
1 Circle the correct answers.
1 What do Joe and Ellie find in the snow?
a a snowman b a policeman c a caveman
2 Where does Ooj live?
a in a house b in a cave c in an igloo
3 What does Ellie give Ooj at the end of the story?
a food and crayons b a teddy bear c gloves
2 Match the words with the pictures.

c
1 bucket a b
2 cave
3 caveman
d e
4 fridge
5 gloves
3 Color the things that surprise Ooj.
A Read and circle. Why do you think these things surprise Ooj?
a Ooj’s cave has the same things.
b Ooj’s cave has different things.
c Ooj’s cave has none of these things.
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T 144
4 Dialogue Listen and follow again. Circle the correct answers. 9
1 What does Joe think “Ooj” means?

a the caveman’s name b where the caveman lives c thank you
2 What does Joe think “Frooj” means?
a fridge b cold c sorry
3 Which of these could be another word the caveman says?
a dog b drool c dooj
4 Why do you think the caveman says these words?
a He doesn’t like talking. b He has his own language. c He can’t hear.
5 Main Characters Match the main characters with the descriptions.

1 Joe a is afraid of the caveman at first.
2 Ellie b knows a lot about local history.
3 Ooj c is brave and kind to others.
4 Sergeant Timms d is curious about new things around him.
6 Active Reading Cut out the pictures on page 179. Glue each one to an
ice pop stick. Use the cutouts to act out your favorite part of the story.
7 Imagine you found a caveman in your backyard. What do you want to

show him? Draw three things you think will surprise him.
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T 145
Key Words
Our Changing Earth’s crust is moving all the time, and it is not all
Planet
one piece. The different pieces are called plates. They
coast
continent float on hot, liquid rock inside the Earth. (Lava from a
crust volcano is the same liquid rock.) The plates move very,
float
fossil by Sterling very slowly. Over hundreds of millions of years, continents
jigsaw puzzle Montgomery move closer or farther away. New continents form.
plate
supercontinent
How else do we
know the continents
are moving? We study
fossils, such as
dinosaur bones. There
are fossils of plants
and animals on the
east coast of South
America. Similar
fossils are on the west
Fossils of these small creatures, called
coast of Africa! trilobites, are on every continent!
1 Look at the
timeline on
pages 78 and
L ook at a map of Earth today. There are seven
continents. They are North America, South
America, Africa, Europe, Asia, Australia and
How did they get across the ocean? Actually, they
didn’t. Millions of years ago, all the continents were
79. Follow the
timeline with together. There was no ocean in the middle. Animals
Antarctica. But they weren’t in the same places
your finger
could walk from South America to Africa.
from the past millions of years ago. Look at the east coast of
to the present. Why? They were part of the same piece of land. This
South America on the map. Now, look at the
2 Listen and west coast of Africa. Can you see how they fit supercontinent‘s name is Pangaea. This is a Greek word.
follow. It means “whole Earth.”
together, like two pieces of a jigsaw puzzle?
10
76 Topic 4 Our Changing Planet 77
Lessons Preview
1 76-79, 174 Key Words • Topic 4 Nonfiction Flashcards

Predicting • Topic 4 Nonfiction Worksheet pages 154 and 155
• A map of the world
2 76-79 Sequence • Audio Track 10

Timelines
3 76-79 Finding Information in Words • Audio Track 10 • Construction paper in the colors
and Images • Note cards of the maps
Science Connection • A camera (optional)
4 76-79 Timelines • Audio Track 10

• Topic 4 Nonfiction Worksheet page 155
• Butcher paper

Sequence
Timelines
6 76-79, 82 Connect to Science • Audio Track 10

• Poster paper
• Sticky notes
T 146 Topic 4
Summary
Key Words
The first article, “Our Changing Planet,” is about how the Earth’s crust is moving all the
time, causing continents to move closer or farther away. Fossils show us that millions of coast (n.) the edge of a continent
years ago, all the continents were together. They formed a supercontinent called Pangaea. that touches an ocean
Pangaea existed around 250 million years ago. It began to separate 200 million years ago. continent (n.) a very large area
By 80 million years ago, there were seven continents, but they still weren’t where they are of land
today. Forty million years ago, India became part of Asia. Finally, around 35 million years crust (n.) the hard surface or exterior
ago, the continents reached their present positions, but they are still moving! of something
Genre: Informational Text float (v.) to have buoyancy, such as a

boat floating on water
An informational text gives information about the real world. “Our Changing Planet”
is about how the continents have moved and changed over millions of years. fossil (n.) the remains of a plant or
animal that lived in ancient times
Reading Strategy Focus jigsaw puzzle (n.) pieces with
Sequence unique shapes that fit together to
What is it? Sequence is the order of events in a text. Students can use sequence words, form a picture
such as First, Then, Next and Finally to identify the order of events. plate (n.) a flat piece of a
What will students do? Students will identify the sequence of information in the text hard material
and complete sentences with sequence words. supercontinent (n.) an extremely
Why is it important? The ability to sequence events in a text is a critical large area of land made of continents
comprehension strategy. It helps readers organize key details so they are better able to that are joined together
understand important events in a historical account.
How will students build on previous knowledge? In Compass Reading Log 1, students
learn to find sequence words and identify the sequence of events in familiar contexts.
Most Compass Reading Log 2 students will need teacher guidance to follow the sequence
of events in an academic text with unfamiliar concepts. Teachers can help students by:
• reminding them to look for sequence words
• helping them visualize information by adding it to a timeline
Author Technique
Timelines
What is it? Timelines are diagrams that show particular events in chronological order.
What will students do? Students will read and follow information in a timeline and
complete a timeline with information from one of the articles.
Why is it important? It is important for students to learn to organize information in a
logical way and to understand how information is presented visually in academic texts
and articles.
students learn to find information in pictures and diagrams. They do not find
information in timelines.
Most Compass Reading Log 2 students will need teacher guidance to find information in
the timeline. Teachers can help students by:
• having them identify the direction of time on the timeline
• asking questions to elicit information about the timeline
• helping them understand the context of the timeline in relation to familiar events
in history
Topic 4 T 147
Lesson 1
Topic 4 Nonfiction Flashcards When you make predictions, you make a guess before you read. The title and pictures in a text
Topic 4 Nonfiction Worksheet pages 154 and 155
A map of the world

• Show students the map of the world. Teach or elicit the
names of the continents. Ask: Where are we? Invite a
volunteer to show where you are on the map.
Teach Key Words (20 min.)

• Use the flashcards to elicit or teach the Key Words.
As you teach each word, write it on the board.
• Read the words aloud and have students repeat each
word chorally.
• Have students complete activity 1 in the worksheet.
Answers: 1. ocean 2. area 3. surface 4. boat 5. ancient 6. shapes
7. flat 8. land

• Point out the title and invite a volunteer to read it aloud.
Have students look at the picture on page 76. Ask: What do
you see? (A map of the world.) Point out details. Say: Look at
the continents. They’re all different colors.
• Elicit the names of the continents according to their colors
on the map, for example, ask: Which continent is orange?
(Africa.) Ask about the other continents.
• Point out the place markers on South America and Africa.
Then point out the arrows. Ask: What do you think the place
markers and the arrows mean? Accept all answers.
• Have students look at the pictures on pages 77-79. Point out
the timeline.
• Form pairs. Encourage students to make predictions about
the text.

• Review the Key Words by showing students the
flashcards to elicit the words.
• Have students complete activities 2 and 3 in the worksheet.
Answers:
Activity 2: 1. fossil 2. coast 3. jigsaw puzzle 4. float
T 148 Topic 4
Lesson 2
Compass Reading Log 2 pages 76-79 Sequence
Audio Track 10 Author Technique
Timelines
Lead in to the Lesson (10 min.) • Continue the track and pause it at the bottom of page 77.
• Elicit the names of the continents and write them on Ask: How do we know the continents are moving? What can
the board. we look at? (Fossils.) Point out that there are similar fossils in
• Draw the shape of a continent on the board or in the air. South America and in Africa. Say: These ancient plants and
Invite students to guess the continent. animals once lived together! Ask: What is Pangaea?
(A supercontinent that existed in the past.)
1 Look at the timeline on pages 78 and 79. • Continue the track and finish the text. Point out the trilobites
Follow the timeline with your finger from the past in the timeline and the trilobite fossils on page 77. Point out
to the present. (15 min.) the maps of the continents. Say: Look how the continents are
Reading Strategy Focus and Author Technique moving apart.
• Tell students to look at the timeline on pages 78 and 79. Take the Lesson Further (10 min.)
Ask: Where does the timeline begin? (On page 78, on the left.)
• Read the descriptions in the timeline aloud. Have students
Where does it end? (On page 79, on the right.) Which part of
act out being trilobites, reptiles, dinosaurs, mammoths and
the timeline shows the present (now)? (Page 79, on the right.)
early humans.
• Have students follow the timeline with their fingers from the
past on page 78 to the present on page 79. Ask: What do you
see on the timeline? (An insect, dinosaurs, a mammoth,
an early human , a girl.)
• Point out that these events happened over millions of years.
Know Your Students

To help students understand the long periods of time
represented in the timeline, point out other events students
may think are equally ancient. Ask: When was the airplane
invented? (Only 100 years ago.) When did people build the
pyramids in Egypt? (Only 4,500 years ago.) When did humans
start growing their own food? (Only 10,000 years ago.) When
did humans first use fire? (800,000 years ago.) Point out
where these events would be on the timeline.
• Play track 10. Have students follow the text on pages 76-79.
Have them raise their hands when they hear the name of
a continent.
• Play the audio again and pause the track after the first
paragraph. Ask: What do the arrows show? (They show that
the east coast of South America can fit together with the west
coast of Africa.)
• Tell students to imagine that the continents are like boats.
Say: The continents aren’t floating in the ocean. They’re part
of plates that float on liquid rock! Explain that rock can be a
liquid at very high temperatures, like lava in a volcano.
• Continue the track and pause it after the first paragraph on
page 77. Remind students that the crust is the rocky surface
of the earth. Ask: How long does it take for continents to move
across the planet? (Hundreds of millions of years.) Point out
that this is very slow; you can’t see them moving with
your eyes.
Topic 4 T 149
Lesson 3
Teaching Resources Reading Strategy Science Connection Pangaea Supplies
Compass Reading Log 2 Finding Information in Words Acting out the movement of the Note cards (1 per group):
pages 76-79 and Images continents helps students apply Write a continent name on each
Audio Track 10 When we read a text, we look for concepts in the text. It helps them note card. Write an additional
words to help us understand it. visualize information and serves note card for India.
Some texts also have illustrations to further engage students and Construction paper in the colors
such as diagrams, maps, charts make the text more memorable. of the maps (1 sheet per student):
and photographs that help us pink, orange, gold, yellow, green,
visualize and better understand blue, purple, gray
the key information.
A camera (optional)
Lead in to the Lesson (10 min.) Take the Lesson Further (20 min.)
• Write the following words on the board: continents, crust, Science Connection
plates, supercontinent. • Divide the class into eight groups. One group can be smaller;
• Form pairs or small groups. Have them explain what the text it will represent India as it joins Asia.
says about these words. • Distribute the note cards. Have students stand together in
Answers: The text talks about how the continents were in different places in their groups. Give students sheets of construction paper in
the past. The Earth’s crust is always moving. It’s not one piece. The pieces are the color that corresponds to their continent.
plates that float on liquid rock. The continents were together in the past. They
formed a supercontinent. • Have students write the name of their continent on their
sheets of paper. Invite groups to say the name of their
Read and Discuss the Text 10 (10 min.) continent.
• Play track 10. Have students follow the text on pages 76-79. • Have groups stand holding up their sheets of construction
• Form pairs. Tell students to use the pictures to retell the paper. Tell the groups to stand together to form Pangaea.
information in the text. Monitor and help as needed. Tell groups to separate slowly to recreate the maps on pages
78 and 79. Help as needed.
Reading Strategy 10 (20 min.)
Manage Your Class
• Have students look again at the maps on pages 78 and 79.
If possible, take a picture of students forming Pangaea and
• Elicit the names of the continents again according to their
as they form the maps on pages 78 and 79.
colors: pink (North America), orange (Europe), gold (Asia),
yellow (India), green (Australia), blue (South America), purple
(Africa), gray (Antarctica).
• Form pairs. Have them describe what they see in maps a, b, c
and d. Monitor and help as needed.
• Play track 10 from pages 78 and 79. Tell students to follow
the maps as they hear the text.
Answers: a. Pangaea breaks apart. There are two big continents. India isn’t
attached to Asia yet. b. The two continents start to break apart.
c. South America is farther from Africa. d. The continents move to where
they are today.
Know Your Students

Students will need guidance to identify parts of the text
that describe the map. For now, it is sufficient for them to
describe what they see, independent of the text. This allows
them to understand the concepts in the text.
T 150 Topic 4
Lesson 4
Topic 4 Nonfiction Worksheet page 155 Timelines
Butcher paper: Draw a dark, horizontal line across the length of the
butcher paper to form a timeline.
Lead in to the Lesson (20 min.) • Have students complete activity 4 in the worksheet.
• Tape the butcher paper to the floor or across the bottom of Point out that all the events on the timeline were happening
the board. Tell students they are going to practice putting as the continents were moving.
information on a timeline. • Form pairs. Have them do activity 5 in the worksheet.
• Brainstorm different holidays and events that happen Answers:
throughout the year. Write students’ suggestions on Activity 4: 1. d 2. a 3. c 4. e 5. b
Activity 5: The numbered arrows correspond to the sentences in activity 4:
the board. 1. Pangaea was Earth’s only continent. 2. Pangaea separated into two
• Form small groups and assign each group one holiday continents. 3. There were seven continents. 4. India became a part of Asia.
or event. 5. The continents were at their present places.
• Ask: Which event happens first in the year? Which event
Know Your Students
happens at the end of the year? Tell groups to stand in order
Students may have difficulty combining information from
from the beginning of the year to the end of the year. Monitor
the text with information from the timeline. This activity
and help as needed.
helps students notice how information about Pangaea fits on
• Monitor and check that the groups’ order is correct. Then ask
the timeline of life on Earth.
a student in the first group to draw a vertical line near the left
end of the timeline and write the name of the group’s event
or holiday. Take the Lesson Further (10 min.)
• Continue until all groups have added their events to the • Form pairs. Have them do activity 6 in the worksheet.
timeline. After that, have students draw pictures to decorate Monitor and help as needed.
their event on the timeline.
• Give students time to look at all the events on the timeline.
Read and Discuss the Text 10 (30 min.)
Reading Strategy Focus and Author Technique

• Play track 10 for students to follow the text in their books.
Have students underline number words that refer to years.
Elicit the words and write them on the board: 250 million
years ago, 200 million years ago, 80 million years ago,
40 million years ago and 35 million years ago.
Topic 4 T 151
Lesson 5
Timelines
Comprehension (60 min.) 6 Active Reading Scan the text. Find the date for
Lead in to the Lesson each event from activity 5. Complete the timeline
with the years.
• Read a description from the timeline on pages 78 and 79
aloud, for example: There were new reptiles and early • Form pairs or small groups. Tell them to look through the
dinosaurs. Have students say the correct time: 248 million text quickly to find the dates for the events. Have them
years ago. Do the same with other descriptions and times. complete the timeline with the correct dates. Monitor and
help as needed.
1 Listen and follow again. Answers: 200, 80, 40, 35
Circle the correct answers. 10
• Play track 10. Have students follow the text on pages 76-79. 7 Think and discuss. Does it surprise you that the
• Have students read the questions or statements and circle the continents move? Why or why not? Share your ideas.
correct answers. Do the first one together. • Form pairs or small groups. Ask the discussion questions.
Answers: 1. b 2. b 3. a 4. a Have students discuss their answers with their classmates.
2 Label the pictures.
• Have students write the words to label the pictures.
Answers: 1. continent 2. float 3. jigsaw puzzle 4. coast 5. fossil
3 Read and circle. How do we know about Pangaea?

• Have students read the sentences. Ask: How do we know
about Pangaea? Tell students more than one answer is
correct. Elicit the answers: b and c.
4 Timelines Answer the questions. Use the timeline

on pages 78 and 79.
• Form pairs. Tell them to read the questions and find the
answers in the timeline on pages 78 and 79. Monitor and help
as needed.
Answers: 1. trilobites 2. 65 million years ago 3. mammals
4. 1.8 million years ago
5 Sequence Number the events in the correct order.

• Tell students to read the sentences and number them in the
correct order.
• Invite volunteers to read the sentences in the correct order.
Students do not need to write anything on the lines yet.
Answers: 3, 1, 4, 2
A Complete the sentences with the correct

sequence words.
• Explain that we often use words to show the order of events
in a text. Review the meaning of the words in the box.
• Tell students to write the words on the lines. Point out that
Then and Next mean the same thing.
• Invite volunteers to read the completed sentences in the
correct order.
Answers: Then / Next, First, Finally, Then / Next
T 152 Topic 4
Lesson 6
Compass Reading Log 2 pages 76-79, 82 Formulating Questions
Audio Track 10 By formulating questions, students evaluate what they understand from
a text and determine areas that are still unclear. This can help them
Poster paper (1 sheet per group)
identify information they didn’t understand.
Sticky notes (1 per group): Write a fact about the movement of Earth’s
crust on each sticky note, for example: Mt. Everest is Earth’s highest
mountain. It formed when India pushed into Asia. / In the distant future,
the continents will form another supercontinent. / Pangaea stretched
from the North Pole to the South Pole. It probably had rainforests and
deserts. / The movement of Earth’s crust can form volcanoes. Some
volcanoes erupt at the bottom of the ocean. / The Earth’s crust is
10 kilometers thick under the oceans. It is 30 kilometers thick under
the continents.
Lead in to the Lesson (15 min.) Connect to Science (10 min.)

Reading Strategy 1 Cut out the continents on page 179. Mix them up.
• Write the following headings on the board: What I learned Put them together as a supercontinent like Pangaea.
and My Questions. Ask: What did you learn from the text? • Have students cut out the shapes of the continents on
Elicit students’ ideas and write them under the first heading page 179. Tell them to put the continents together to form a
on the board. supercontinent. Point out that in real life, the continents also
• Encourage students to formulate questions about the changed shape over millions of years.
text. They can ask about things they didn’t understand or
information related to the text. Take the Lesson Further (25 min.)
• Explain that asking questions helps us know what we • Form groups. Distribute the poster paper and the sticky
understand from a text and identify things we want to learn notes. Have students read the facts. Monitor and help with
more about. meaning if needed.
• Tell students to copy the fact on the poster paper and draw a
Know Your Students picture to illustrate it.
Some students may have questions that are answered in the • Invite groups to present their fact to the class.
text. The purpose of this activity is to encourage students
to evaluate their understanding in an honest way, without
feeling frustrated or embarrassed. Once they formulate
questions, it is easier to look for missing information in the
text and in other sources.
Encourage them to look for answers to their
classmates’ questions.
Topic 4 T 153
To p ic 4 Our Changing Planet
1 Complete the definitions with the correct words. Use the glossary on page 174.
ancient area boat flat land ocean shapes surface
1 coast – the edge of a continent that touches an

2 continent – a very large of land
3 crust – the hard or exterior of something
4 float – to have buoyancy, such as a floating on water
5 fossil – the remains of a plant or animal that lived in times
6 jigsaw puzzle – pieces with unique that fit together to form
a picture
7 plate – a piece of a hard material
8 supercontinent – an extremely large area of made of
continents that are joined together
2 Circle the correct word to complete the sentences.

1 Look! I found a continent / fossil at the beach.
2 The boat is sailing along the coast / plate.
3 Oh, no! I lost a piece of the continent / jigsaw puzzle.
4 The toy can float / plate in the swimming pool.
T 154 Nonfiction Worksheet Compass 2 D.R. © Richmond Publishing, S.A. de C.V., 2018 Photocopiable
3 Read and color. What continent do you live on?
Africa Antarctica Asia

Australia
North South
America America
4 Match the events with the times.
1 Pangaea was Earth’s only continent. a 200 million years ago
2 Pangaea separated into two continents. b 35 million years ago
3 There were seven continents. c 80 million years ago
4 India became a part of Asia. d 250 million years ago
5 The continents were at their present places. e 40 million years ago
5 Find the arrows on the timeline. Where were the continents at those times?
1 2 3 4 5
Million Million Million Million Million Million

290 Years Ago 248 Years Ago 206 Years Ago 144 Years Ago 65 Years Ago 1.8 Years Ago Today
Animals There were The age of the At the end of Mammals There were
such as new reptiles large dinosaurs this period, were the main early humans
trilobites were and early was beginning. most dinosaurs kind of animal and at the very
common. dinosaurs. died out. on Earth. end, people
like us!
6 Think and discuss. Describe the events on the timeline to a classmate.

Which time period is the most interesting?
Compass 2 D.R. © Richmond Publishing, S.A. de C.V., 2018 Photocopiable Nonfiction Worksheet T 155
Key Words
Our Changing
Planet
coast
continent
crust
float
fossil by Sterling
jigsaw puzzle Montgomery
plate
supercontinent
1 Look at the
timeline on
pages 78 and
L ook at a map of Earth today. There are seven
continents. They are North America, South
America, Africa, Europe, Asia, Australia and
79. Follow the
timeline with
Antarctica. But they weren’t in the same places
your finger
from the past millions of years ago. Look at the east coast of
to the present.
South America on the map. Now, look at the
2 Listen and west coast of Africa. Can you see how they fit
follow.
together, like two pieces of a jigsaw puzzle?
10
76 Topic 4
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T 156
Earth’s crust is moving all the time, and it is not all
one piece. The different pieces are called plates. They
float on hot, liquid rock inside the Earth. (Lava from a
volcano is the same liquid rock.) The plates move very,
very slowly. Over hundreds of millions of years, continents
move closer or farther away. New continents form.
How else do we
know the continents
are moving? We study
fossils, such as
dinosaur bones. There
are fossils of plants
and animals on the
east coast of South
America. Similar
fossils are on the west
Fossils of these small creatures, called
coast of Africa! trilobites, are on every continent!
How did they get across the ocean? Actually, they

didn’t. Millions of years ago, all the continents were
together. There was no ocean in the middle. Animals
could walk from South America to Africa.
Why? They were part of the same piece of land. This
supercontinent‘s name is Pangaea. This is a Greek word.
It means “whole Earth.”
Our Changing Planet 77
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T 157
Pangaea
Pangaea was Earth’s only continent a
250 million years ago. At that time,
there were many trilobites and similar
animals. When the continents started
to move apart, the trilobites were still
on them. That’s why fossils of these
animals are found all over the world!
Pangaea broke apart during the b

time of the dinosaurs. First, about 200
million years ago, it separated into two
continents. One had Europe, Asia and
North America. The other had Africa,
South America, Australia, Antarctica
and India. India was not connected to
Asia yet.
Million Milli
Million Million
Milli
290 Years Ago 248 Years Ago 206 Years Ago
Animals such There were new The age of the

as trilobites reptiles and large dinosaurs was
were common. early dinosaurs. beginning.
78 Topic 4
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T 158
c Next, these two continents broke
apart, piece by piece. By about 80
million years ago, there were seven
continents.
Then, about 40 million years ago,

India became part of Asia. And finally,
by about 35 million years ago, the
d continents were in the places where
they are today. But they are still moving.
As you read this, Australia is slowly
moving toward Asia. Australia moves
north about 7 centimeters each year.
That is half as fast as your hair grows!
Million Milli
Million Million
144 Years Ago 65 Years Ago 1.8 Years Ago Today
At the end of Mammals were the There were early
this period, most main kind of animal humans and at the very
dinosaurs died out. on Earth. end, people like us!
U4COrl2.indd 79 9/29/17 11:35

T 159
1 Listen and follow again. Circle the correct answers. 10
1 How many continents are there today?

a six b seven c eight
2 The east coast of South America fits into the west coast of…
a Australia. b Africa. c Asia.
3 Which animals were alive when Pangaea broke apart?
a dinosaurs b people c trilobites
4 Today, the continents…
a move very slowly. b don’t move. c move quickly.
coast continent float fossil jigsaw puzzle
1 2 3
4 5
3 Read and circle. How do we know about Pangaea?

a People were alive then and saw it. c Similar fossils are on different continents.
b The coasts of continents fit together. d The continents are all the same size.
80 Topic 4
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T 160
4 Timelines Answer the questions. Use the timeline on pages 78 and 79.
1 Which animals were on Earth first: dinosaurs or trilobites?
2 When did the dinosaurs die out? million years ago
3 What were the main kind of animal on Earth 4 million years ago?
4 When were the first early humans on Earth

million years ago
5 Sequence Number the events in the correct order.

, India became part of Asia.
, Pangaea broke into two parts.
, the continents moved to their present places.
, the two parts broke into seven continents and India.
A Complete the sentences with the correct sequence words.

Finally First Next Then
6 Active Reading Scan the text. Find the date for each event from activity 5.
Complete the timeline with the years.
million million million million

years ago years ago years ago years ago
Pangaea breaks The two parts India becomes The continents

into two parts. break into seven part of Asia. move to their
continents and India. present places.
7 Think and discuss. Does it surprise you that the continents move?
Why or why not? Share your ideas.
U4COrl2.indd 81 9/29/17 11:36

T 161
Connect to Me
1 Imagine you can spend a day with an animal or caveman from millions of
years ago. Write about your day together in your notebook. Describe the
animal or caveman. What do you do?
A Draw a picture to illustrate your story.
Connect to Science
1 Cut out the continents on page 179. Mix them up. Put them together as a
supercontinent like Pangaea.
82 Topic 4
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T 162
To p ic 5
by Julia McKie
Pirates on the Sea

by Abigail Kinem
Cheng I Sao
Sir Francis Drake
83
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T 163
Key Words
ceremony
crater
grumble
icy
jungle
slip
step
tumble
by Julia McKie
O liver opened his eyes and looked around the room.

He jumped out of bed. “Yikes!”
The tiles were icy cold. He ran to his suitcase and got a pair
1 Look at the picture on of socks. Then he went to the window and looked outside.
this page. Describe the
It’s so green, he thought. He was on vacation with his family
setting of the story.
Where is the boy? What in Colombia.
can you see through
The house was in the middle of a jungle. It was raining.
the window? What’s the
weather like outside? A blanket of fog covered the trees. Far away, he could see some
mountains. The morning air was cold. He put on a sweater and
went to look for his family.

84 Topic 5 The Golden One 85
Lessons Preview
1 84-91, 174 Key Words • Topic 5 Fiction Flashcards

Predicting • Topic 5 Fiction Worksheet page 172
• Rainforest sound effects (optional)
2 84-91 Setting • Audio Track 11

Identifying Character Traits • Topic 5 Fiction Flashcards
3 84-91 Setting • Audio Track 11

Identifying Story Sequence • Topic 5 Fiction Worksheet page 173
Determining the Meaning of Words
4 84-91 Dialogue • Audio Track 11


Setting
Word Choice
6 84-91, 100 Connect to Me • Shoe or cereal boxes • Artificial plants (optional)

Setting • Light and dark green tissue paper • Stones (optional)
Art Connection • Construction paper • Gold paint (optional)
• Modeling clay (optional)
T 164 Topic 5
Summary
Key Words
Oliver is on vacation in Colombia with his family. He wakes up on a chilly, foggy morning
and meets his brother Dylan and his sister Chloe at breakfast. Chloe is looking at a map of ceremony (n.) a formal event that is
Lake Guatavita, where they plan to go later that day. Dylan is reading a poem about part of a social or cultural custom
El Dorado. They talk about the legend of El Dorado, which Spanish conquistadors thought crater (n.) a hole in the earth, formed
was a city of gold, lost in the jungle. The siblings travel into the mountains with their by a volcanic eruption or a meteor
parents and a guide, where they climb steps to a place with a view of Lake Guatavita. The grumble (v.) to complain in a
guide tells them that El Dorado was a person, not a place. He was chosen to be the king of low voice
the Muisca people. Before he could be king, he participated in a ceremony where he was
icy (adj.) very cold
covered in honey and gold. Then he swam in the lake to wash off the gold. He also had to
throw gold jewelry into the lake. The guide adds that in another story, El Dorado hid his jungle (n.) a tropical forest
gold in a cave, but it was never found. On the way down the mountain, Oliver slips on slip (v.) to lose one’s balance
some wet steps and tumbles down a hillside into the jungle. He finds himself in front of step (n.) a flat surface, usually wood
a cave. or stone, in a staircase
Genre: Realistic Fiction tumble (v.) to fall with a
rolling motion
Realistic fiction has situations and characters that are like real life. In “The Golden One,”
a boy named Oliver goes on an adventure in the jungle.

Setting
What is it? The setting of a story is where and when it takes place.
What will students do? Students will identify the locations in the story according to
descriptions.
Why is it important? Setting provides context for the story. Context helps readers
understand what happens in the story because it provides background information.
students identify the setting of a story with regard to place. When learning about key
details, students answer questions about where the story happens.
In Compass Reading Log 2, students may need help with noticing the details describing
different settings. Teachers can help students learn about setting by asking where the
story takes place, and how students know. Students can be asked to identify which parts of
the text describe the setting. Teachers can also ask about which senses the author uses to
describe the setting.
Literary Technique
Word Choice
What is it? Word choice refers to the precise words an author uses.
What will students do? Students will replace the author’s words with simpler words,
and examine the difference between the words. Students will use context to understand
the meaning of specific words.
Why is it important? Using context to understand words is important for English
language learners because it is a skill they can generalize to comprehend the language
better. Precise word choice helps readers understand the author’s message better and
experience the story more vividly.
Topic 5 T 165
Lesson 1
Rainforest sound effects (optional)

• Show the jungle flashcard and the crater flashcard. Say
the words for students to repeat chorally. Read the definitions
aloud. Ask: Have you ever visited a jungle? Have you seen one
in a movie or on TV? What are they like? (A lot of trees, many
animals, sometimes hot, rainy, not a lot of people.) Where can
you see a crater? (On the moon, in a volcano.)
• Tell students they are going to listen to a description and
draw a picture in their notebooks. Tell them to listen to the
description first.
• Play the rainforest sound effects. Say: Imagine you are in a
jungle. The jungle is on a mountain. The weather is cloudy and
rainy. You see a big, green lake in a crater in the mountain.
• Read the description again for students to listen and draw.
Teach the Key Words (15 min.)

• Use the flashcards to elicit or teach the other Key Words.
As you teach a word, write it on the board.
word chorally.
• Have students turn to the glossary for this topic on page
174. Hold up flashcards and invite volunteers to read the
definitions aloud.
Answers: 1. event 2. hole 3. complain 4. cold 5. forest 6. balance
7. flat 8. fall

• Have students look at the story on pages 84-91. Ask: What’s
the title of the story? (“The Golden One”.)
• Form pairs. Have them look at pages 84-91. Ask: Who are the
people in the story? What are they doing in the pictures?
Tell students to make predictions about the story.

• Have students work in pairs or small groups to complete
activity 2 in the worksheet.
Answers: 1. grumble 2. step 3. slip 4. crater 5. jungle 6. ceremony
Secret message: Find the lost treasure!
T 166 Topic 5
Lesson 2
Compass Reading Log 2 pages 84-91 Setting
Topic 5 Fiction Flashcards Identifying Character Traits
The ability to identify character traits in a story is an essential comprehension strategy.
Effective readers analyze information about a character—actions, words, feelings and
thoughts—in order to make inferences about characters.
• Use the flashcards to review the Key Words. Show the • Form pairs. Ask: What is the legend of El Dorado, according
pictures to elicit the words. Then show the words and read to the guide? Have students answer with a classmate. Invite
them aloud for students to repeat chorally. volunteers to retell the legend. Ask: Why do you think Oliver
• Read the definitions in random order for students to guess looks down? (He is disappointed. He likes the idea of a lost
the Key Words. city of gold.)
• Continue the track and finish the story. Ask: What does
Reading Strategy Focus (5 min.) Oliver find? (A cave.) Where is it? (Down the hillside, in the
• Write Setting on the board. Tell students that setting is where jungle, not near the steps.) What are Chloe and Dylan doing?
and when a story takes place. (Looking for Oliver, calling his name.) Point out the picture in
the upper right-hand corner.
1 Look at the picture on this page. Describe
the setting of the story. Where is the boy? Take the Lesson Further (10 min.)
What can you see through the window? • Form small groups. Ask: What do you think is in the cave?
What’s the weather like outside? (5 min.) Would you go into the cave? Have students discuss their
• Have students look at the picture on pages 84 and 85. Ask: answers with their classmates.
What is the setting of the story? Where is the boy? (In a house, • Invite volunteers to share their ideas with the class.
by a window.) What can you see through the window? (Trees.) Accept all answers.
What’s the weather like outside? (Dark and rainy.) Encourage
students to guess what time it is. Accept all answers.
Ask: When does the story start? (In the morning.) Where
does the story take place? (In a jungle, in Colombia, at Lake
Guatavita.) Who are the main characters? (Oliver, Chloe,
Dylan.) Where do they go? (To the mountains, into the jungle,
to Lake Guatavita.) What do they learn about? (El Dorado)
What happens to Oliver? (He falls. He finds a cave.)
• Play the track again. Pause the track at the bottom of page 85.
Ask: How does Oliver feel when he wakes up? (He feels cold.)
What surprises him when he looks out the window? (It’s so
green.) What does he see outside? (Rain, jungle, fog.)
• Continue the track and pause it at the bottom of page 87.
Ask: What do we know about the characters? (Chloe is
Oliver’s sister. Dylan is Oliver’s brother. Chloe is always happy
in the morning. Dylan is always tired in the morning. Oliver
loves adventures.)
Ask: Where are the characters? (At Lake Guatavita, in the
jungle, on some steps) What surprises Oliver now? (He asks
why they have to climb up to see the lake.) Why do they have
to climb up to see the lake? (It’s in an old crater.)
Topic 5 T 167
Lesson 3
Audio Track 11 Reading Strategies
Topic 5 Fiction Worksheet page 173 Identifying Story Sequence
The ability to identify the sequence of events in a story is a critical comprehension strategy.
It helps students organize main ideas and supporting details of a story so they are better able
to understand the development of a story and its characters.
Determining the Meaning of Words
When we try to understand new and unfamiliar words, it’s useful to look at the words before
and after them. The surrounding words give readers clues about how the new word is used.

• Give students one minute to look at pages 84-91. Then ask
questions about the story: Who are the characters? Where
are they at the beginning of the story? Where are they in the
middle of the story? Where are they at the end of the story?
• Write the questions on the board. Have students read them

before reading the story.
1 Where did Oliver find socks?
2 What other clothing did Oliver put on? Why?
3 Where were Chloe and Dylan having breakfast?
4 What was Dylan reading?
5 Why did the guide say to be careful?
6 What did El Dorado throw in the lake?
• Play track 11. Have students follow along to find the answers
to the questions.
• Form small groups. Tell students to answer the questions.
Then elicit the answers.
• Continue the track and finish the story. Ask: Why were
Chloe and Dylan smiling? (They wanted to find the cave, too.)
What caused Oliver to fall? (He slipped on the wet steps.)
Answers: 1. in the suitcase 2. a sweater 3. in the kitchen 4. a poem about El
Dorado 5. because they could slip on the wet steps 6. gold jewelry

• Form pairs or small groups. Have them do activity 3 in
the worksheet. Have students read the story quickly to check.
Answers: 5, 4, 2, 1, 7, 3, 6

Reading Strategy
the worksheet. Explain that we can look at the words before
and after a new word to guess its meaning. We can also use
the pictures to help us.
Answers: 1. a 2. c
T 168 Topic 5
Lesson 4
Teaching Resources Reading Strategies
Compass Reading Log 2 pages 84-91 Dialogue
Audio Track 11 When characters in a story speak, their words form dialogue with other characters. Students
can identify dialogue by looking for quotation marks. There are always two sets of quotation
marks, one set before a character speaks, and another set after the character speaks. Students
can also find the verb say or says after the quotation marks.
The point of view is about who is telling the story. In “The Golden One,” a narrator tells the
story, but gives more information about Oliver’s point of view.
Lead in to the Lesson (10 min.) • Ask: Whose thoughts do we know? (Oliver’s.) Elicit examples:
• Write the following details from illustrations on the board: It’s so green (page 85), This is awesome! and Wow! … A lost city
1 blue and white socks of gold at the bottom of a lake in an old crater. Cool! (page 88),
2 red, white and green tiles They want to find the cave, too! and Where could it be?
3 a bowl of fruit (page 90), A cave! and Was this El Dorado’s cave? (page 91).
4 a tree in the fog
5 a brown hat
6 a lake • Form pairs. Tell students to imagine that one of the
7 a camera characters is telling the story. Have them tell the story from
8 a blue butterfly that character’s point of view, using I and we.
• Form pairs or small groups. Tell them to find and circle the • Invite volunteers to share their stories with the class.
items in the pictures on pages 84-91. Have a race to see who
can find all of the items first.
Reading Strategy
• Write these lines of dialogue on the board:
1 “Yikes!”
2 “Good morning!”
3 “Spooky!”
4 “Be careful.”
5 “Yes!”
• Have students read the lines of dialogue. Point out the
quotation marks. Remind students that we know when
characters are talking when there are quotation marks.
Ask: Who says each line? Who are they talking to? What are
they talking about?
• Form small groups. Have students discuss the answers.
Answers: 1. Oliver / to himself / because the tiles were cold 2. Chloe / to
Oliver / greeting 3. Chloe / to Dylan / the poem about El Dorado 4. the guide /
to the family / about the steps 5. Oliver, Chloe and Dylan / to the guide / about
hearing the story
• Play track 11 for students to read and follow the story.

Ask: Who is telling the story, a narrator or one of the
characters? (A narrator.) How do you know? (The narrator
doesn’t use “I” or “we.”) Point out how in “Frozen in Time” in
Topic 4, the narrator was a character, Ellie. She used I and we
as she told the story.
Topic 5 T 169
Lesson 5
Audio Track 11 Literary Technique
Word Choice
Comprehension (60 min.) 6 Active Reading Read the guide’s story of El Dorado
Lead in to the Lesson on page 89 again. What did the boy have to do?
Number the actions in the correct order.
• Form pairs or small groups. Tell them to retell the events
of the story. Students can use the pictures in the story • Have students draw a vertical line next to the guide’s story of
as a guide. the legend of El Dorado on page 89 so that it is easy for them
to find.
1 Listen and follow again. Circle Yes or No. 11 • Form pairs. Tell them to read the legend and number the
• Have students read the sentences and circle Yes or No. actions in the correct order.
Do the first one together. Answers: 2, 1, 4, 3
• Have students correct the sentences that are not true.
Answers: 1. No. He hears it from Dylan. 2. Yes 3. No. According to the
A Retell this part of the story in your own words.
guide, El Dorado was a person. 4. Yes 5. No. He finds the cave after he slips • Have students take turns retelling the legend of El Dorado.
and falls. • Invite a volunteer to retell the legend to the class.
2 Label the pictures. 7 Imagine the ending of the story. What does Oliver find
• Tell students to write the words under the correct pictures. in the cave? What does he do after that?
Answers: 1. slip 2. jungle 3. crater 4. icy 5. ceremony 6. step • Have students work in their pairs from activity 6. Ask: What
happens at the end of the story? (Oliver finds a cave in the
3 Circle the correct answers. jungle.) Ask: What do you think happens next? Encourage
• Have student read the questions and circle the students to imagine how the story ends.
correct answers. • Invite volunteers to share their ideas with the class.
Answers: 1. b 2. a
4 Setting Match the descriptions from the story with

the settings.
• Invite volunteers to read the sentences aloud. Tell students
to match the descriptions with the places in the story. Do the
first one together.
Answers: 1. b 2. c 3. a
5 Word Choice Read the sentences and the words in

parentheses. Underline the words and phrases with
the same meanings.
• Explain to students that the author uses words to form
pictures in our minds. Read the first sentence aloud.
Ask: How does the author say “very cold” in the sentence?
(Icy cold.) Do the same with the second sentence. Ask: How
does the author talk about the jungle? (It’s so green.) Continue
in the same way with the other sentences from the story.
Answers: 1. icy cold 2. It’s so green. 3. a blanket of fog 4. a twisty road
A Match the descriptions with the pictures.

• Have students write the numbers of the descriptions next to
the correct pictures.
Answers: 2, 4, 1, 3
T 170 Topic 5
Lesson 6
Teaching Resources Reading Strategy Focus Art Connection Diorama Supplies
Compass Reading Log 2 Setting Building a diorama of a setting Shoe or cereal boxes (1 per group)
pages 84-91, 100 from the story helps students Light and dark green tissue paper
visualize ideas and details and
Construction paper
creates a stronger connection with
the text content. It also serves to Modeling clay (optional)
further engage students and to Artificial plants (optional)
make the story more memorable. Stones (optional)
Gold paint (optional)

1 Imagine that you are looking for El Dorado’s cave of
gold in the jungle. Create a comic strip about your
treasure hunt.
• Form pairs. Read the instruction aloud. Point out the four
comic strip panels and the lines where students can write.
• Ask: What happened in your adventure? Did you find the
gold of El Dorado? Tell students to imagine four story events
to show in the panels, for example: We followed a path. / We
climbed over a mountain. / We found a dark cave. / There was
gold inside!
• Have students write their four story events and draw pictures
to illustrate them. Monitor and help as needed.
• Have students show their comics to other classmates.
Reading Strategy Focus (40 min.)

Art Connection
• Form small groups and distribute the diorama supplies.
Tell students they are going to recreate a setting from
“The Golden One.” As a class, brainstorm possible settings
from the story and write them on the board: Oliver’s
bedroom, the kitchen, the jungle path, the lake in the crater,
the cave.
• Tell the groups to choose a setting. Have students discuss
how they will make their setting and what they will include;
for example, they can include a tile floor if they make Oliver’s
bedroom or the steps if they make the jungle path. Make sure
they consider how to make the objects with the supplies that
they have.
• Encourage students to look at other classmates’ dioramas and
identify details from the story.
Know Your Students

Students will need guidance to use the materials and make a
diorama. The best support will be a model they can imitate.
Before the lesson, make an example diorama using the same
materials students will use. Draw windows in the box with a
view of the jungle. Twist and crumple tissue paper to make
vines and treetops. Use construction paper to make the
steps. Use green or blue construction paper to make Lake
Guatavita. Use black construction paper to make the mouth
of the cave. You can even add gold paint shining in the
mouth of the cave.
Topic 5 T 171
To p ic 5 The Golden One
balance cold complain event fall flat forest hole
1 ceremony – a formal that is part of a social or cultural

custom
2 crater – a in the earth, formed by a volcanic eruption
or a meteor
3 grumble – to in a low voice
4 icy – very
5 jungle – a tropical
6 slip – to lose one’s
7 step – a surface, usually wood or stone, in a staircase
8 tumble – to with a rolling motion
2 Complete the Key Words. What is the secret message?
1 g umb 4 c at
6 4 3 6 3 6
2 t p 5 ju g
5 3 2 4 3
3 p 6 c mo y
5 4 1 3 6 3 2
F d th o t t a u !
1 2 3 4 5 6 3 5 6 3
3 Number the story events in the correct order.
The guide tells the story of El Dorado.
Oliver and his family climb up steps.
Oliver, Chloe and Dylan talk at breakfast.
Oliver gets up and looks out the window.
Oliver finds a cave in the jungle.
Oliver and his family travel in a bus.
Oliver slips on the steps and falls.
4 Read the excerpts. Circle the correct definition of the underlined word.
1
“Wait!” said Chloe. “‘Valley of the shadow’ means someone dies,
doesn’t it?”
“Sometimes it does, in poems,” answered Dylan.
“Spooky!” said Chloe.
a scary and mysterious b cold and rainy c hungry and tired
2
Lost in thought, Oliver slipped on the wet steps. He tumbled
down the hillside and into the jungle. He could hear Chloe,
Dylan and his parents calling to him.
a icy cold lake b trees c a small mountain
Key Words
ceremony
crater
grumble
icy
jungle
slip
step
tumble
by Julia McKie
1 Look at the picture on

this page. Describe the
setting of the story.
Where is the boy? What
can you see through
the window? What’s the
weather like outside?
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T 174
O liver opened his eyes and looked around the room.
He jumped out of bed. “Yikes!”
The tiles were icy cold. He ran to his suitcase and got a pair
of socks. Then he went to the window and looked outside.
It’s so green, he thought. He was on vacation with his family
in Colombia.
The house was in the middle of a jungle. It was raining.
A blanket of fog covered the trees. Far away, he could see some
mountains. The morning air was cold. He put on a sweater and
went to look for his family.
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T 175
Oliver walked into the kitchen. His sister and
brother—Chloe and Dylan—were sitting at the table.
Dylan put his book of poems down, and Chloe looked
up from a map on the table.
Chloe smiled. “Good morning!” she said. She was
always happy in the morning.
“Morning,” Dylan grumbled. He was always tired in the morning.
“What are you two doing?” Oliver asked.
“I’m looking at a map of the Lake Guatavita Natural Reserve. Mom
said we’re going there today,” Chloe answered.
“And I’m reading a poem about El Dorado,” answered Dylan.
“What’s El Dorado?” Oliver asked.
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T 176
Chloe thought for a moment and began, “Well,
it means ‘golden one.’ When the Spanish conquistadors
came here, they heard stories about ‘El Dorado.’ And they
thought it was a city of gold, lost in the jungle.”
“Wow! That’s cool!” Oliver said. “Did they ever find the city?”
“No. But later they tried to empty Lake Guatavita because they
thought the city of gold was under it!” Chloe said.
“Edgar Allen Poe wrote a poem about El Dorado,” said Dylan,
starting to read aloud from his book. “Over the mountains of the
moon, down the valley of the shadow…”
“Wait!” said Chloe. “‘Valley of the shadow’ means someone dies,
doesn’t it?”
“Sometimes it does, in poems,” answered Dylan.
“Spooky!” said Chloe.
Oliver’s eyes grew wide. He loved adventures.
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T 177
The ride to Lake Guatavita was along a twisty
road through the mountains. When the driver
finally parked the bus, Oliver jumped out. There
were steps going up the hill into the jungle.
This is awesome! he thought.
They walked toward the steps. “Be
careful,” said the guide. “It’s easy to
slip on the steps when they’re wet.”
“Why do we have to climb
up to a lake?” Oliver asked.
“Because the lake is in
an old crater,” answered
Chloe.
Wow! thought Oliver.
A lost city of gold at the
bottom of a lake in an old
crater. Cool!
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T 178
“This is Lake Guatavita!” the guide said, pointing to the green
lake. “Do you want to hear the story about it?”
“Yes!” Oliver, Chloe and Dylan said at the same time.
“Many people have heard about the city of El Dorado,” said the
guide. “But actually, El Dorado was a person, not a place. A boy was
chosen to be the king of his people—the Muisca people. But before
he could be king, there was a ceremony. He had to cover himself in
honey and gold. Then he had to swim in the lake and wash off the
gold in the icy water. After that he had to throw some gold jewelry
into the lake. They called him El Dorado, the golden one.”
“So…there’s no lost city of gold?” Chloe asked.
“No, there isn’t,” answered the guide. “The conquistadors found
some gold in the lake, but that’s all.”
Oliver looked down at his muddy shoes.
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T 179
“However,” continued the guide, “there is another story. It says
there’s a cave somewhere near here, and El Dorado hid all his
gold there.”
“Did anyone ever find the cave?” asked Oliver.
“Some farmers found a golden statue in the area,” answered
the guide. “It showed the ceremony of El Dorado, so we know that
part of the story is true. But no one ever found the cave.”
Oliver looked at Chloe and Dylan. They were smiling.

They want to find the cave, too! he thought.
The guide looked at the sky. “I think it’s going to rain again.
We should walk down the mountain.”
They walked quickly down the wet steps. Oliver was thinking
about the cave. Where could it be?
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T 180
Lost in thought, Oliver slipped on the wet steps. He
tumbled down the hillside and into the jungle. He could
hear Chloe, Dylan and his parents calling to him.
When he finally stopped tumbling, he sat
for a moment and looked around. All he
saw were trees and more trees. He got up
slowly and started to walk to where the
steps were. But he couldn’t find them. He
looked around. Then he saw it.
A cave! he almost shouted.
He walked to it and carefully pulled
the jungle plants away from the
entrance.
Was this El Dorado’s cave?
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T 181
1 Listen and follow again. Circle Yes or No. 11
1 Oliver first hears the story about El Dorado from Chloe. Yes No
2 Oliver’s family has to climb up steps to see Lake Guatavita. Yes No
3 According to the guide, El Dorado was a city of gold. Yes No
4 Some farmers found a golden statue near the lake. Yes No
5 Oliver finds a cave while he is looking for El Dorado’s treasure. Yes No
ceremony crater icy jungle slip step
1 2 3
4 5 6

1 Why is Oliver happy when he hears about the cave?
a He wants to see the golden statue. b He wants to find lost treasure.
2 Why is Oliver excited when he sees the cave?
a It might be El Dorado’s treasure. b He wants to get out of the rain.
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T 182
4 Setting Match the descriptions from the story with the settings.
1 “A blanket of fog covered the trees.” a at the cave
2 “There were steps going up the hill into the jungle.” b at the house
3 “He walked to it and carefully pulled the jungle c on the path to the lake
plants away from the entrance.”
5 Word Choice Read the sentences and the words in parentheses. Underline the
words and phrases with the same meanings.
1 “The tiles were icy cold.” (very cold)
2 “It’s so green, he thought.” ( jungle)
3 “A blanket of fog covered the trees.” (thick, low clouds)
4 “The ride to Lake Guatavita was along a twisty road through the mountains.”
(the road was not straight)
A Match the descriptions with the pictures.

6 Active Reading Read the guide’s story of El Dorado on page 89 again.
What did the boy have to do? Number the actions in the correct order.
He swam in the lake.
He covered himself in honey and gold.
He threw some gold jewelry into the lake.
He washed the gold off in the icy water.
A Retell this part of the story in your own words.

7 Imagine the ending of the story. What does Oliver find in the cave?
What does he do after that?
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T 183
Key Words
Pirates on the Sea by Abigail Kinem
ARCTIC OCEAN
fleet
government
leader
outlaw
pirate
Asia
rule North Europe
America
ATLANTIC
OCEAN
Africa
Cheng I Sao South

PACIFIC America
OCEAN
Australia
INDIAN
OCEAN
Antarctica
One of the most famous pirates was Sir Francis Drake of England.
Sir Francis Drake He was a pirate in the mid-1500s. More than two hundred years later,
one of the greatest female pirates sailed the seas. She was Cheng I Sao
1 Look at the pictures on of China.
pages 94 and 95. Which
two pirates is this text
about? How are they
A pirate is a person who attacks and steals
from ships at sea. There are many made-
up stories about pirates. But some pirates really
Both Drake and Cheng were pirates, but they were different in
many ways. Drake sailed around the world, but Cheng sailed along the
similar? How are they
different? lived and stole treasure. A few of the pirates coast of China. Drake was part of the government, but Cheng was
from long ago were famous. We still remember an outlaw. Still, they were similar in at least one important way. They
their names and something about their lives. both stole a lot of treasure!
94 Topic 5 Pirates on the Sea 95
Lessons Preview

and 175 Predicting • Topic 5 Nonfiction Worksheet page 192
2 94-97 Comparing and Contrasting • Audio Track 12

• Topic 5 Nonfiction Flashcards
3 94-97 Comparing and Contrasting • Audio Track 12

• A picture of a black pirate flag with a skull and crossbones (optional)
4 94-97 Identifying Pronoun Referents • Audio Track 12

Comparing and Contrasting
Transition Words
6 94-97, 100 Art Connection • Audio Track 12

Connect to Social Studies • Construction paper
• Ice pop sticks
• Internet access or articles about famous people in history
T 184 Topic 5
Summary
Key Words
The text is about Sir Francis Drake and Cheng I Sao, famous pirates who lived long ago.
Sir Francis Drake was a pirate in the 1500s. He sailed around the world working for Queen fleet (n.) a group of ships
Elizabeth I of England. He stole maps and treasure from the Spanish and became very government (n.) a political
rich. Cheng I Sao lived in the 1700s. She was the leader of the Red Flag Fleet. Its 2,000 system that makes laws for a
ships sailed along the coast of China. Cheng was an outlaw, but she agreed to stop being a country or state
pirate if the Chinese government allowed her to keep her treasure. leader (n.) a person who guides,
directs or controls others
Genre: Informational Text
outlaw (n.) a criminal who is hiding
An informational text gives information about the real world. “Pirates on the Sea” is about
from authorities
two famous pirates, Sir Francis Drake and Cheng I Sao.
pirate (n.) a person who attacks or
Reading Strategy Focus steals from ships at sea
Comparing and Contrasting rule (n.) a statement that says what
What is it? When you compare something, you look for things that are the same. you must or must not do
When you contrast something, you look for things that are different.
What will students do? Students will compare and contrast the pirates in the text.
Why is it important? Comparing and contrasting helps students organize information,
which in turn helps them understand and retain new information.
students compare and contrast characters’ actions and feelings. The complexity level is
simpler than in this text.
Most Compass Reading Log 2 students will need teacher guidance to compare and
contrast the information about the pirates. Teachers can help students by:
• eliciting facts about each of the pirates
• asking what is similar or the same about the two pirates
• asking what is different about the two pirates
Author Technique
Transition Words
What is it? Transition words link ideas in a text. The word and shows a comparison, a
similarity. The word but shows a contrast, a difference.
What will students do? Students will find instances in the text of the transition words
and and but. They will study the examples to determine the relationship that the words
show. Students will write their own sentences linking ideas with and and but.
Why is it important? It is important for students to notice the relationship between
ideas in a text. One way they can identify the relationship between ideas is to notice
transition words, such as and and but in the text.
Topic 5 T 185
Lesson 1
Compass Reading Log 2 pages 94-97, 174 and 175 Predicting
Topic 5 Nonfiction Flashcards When you make predictions, you make a guess before you read. The title and pictures in a text
Topic 5 Nonfiction Worksheet page 192

• Show students the pirate flashcard. Write Pirates on the
board. Brainstorm words and phrases related to pirates, for
example: the ocean/sea, boats/ships, treasure, a black flag,
swords. Write the words and phrases around the word Pirates
on the board.

word chorally.
• Have students complete activities 1 and 2 in
the worksheet.
Answers:
Activity 1: 1. c 2. e 3. d 4. a 5. b 6. f
Activity 2: leader, outlaw, pirate

Have students look at the pictures on page 94. Ask: What do
you see? (A ship, a woman, a man; pirates.)
• Point out details. Say: Look at the ship. It’s from a long time
ago. Elicit the names of the pirates: Cheng I Sao, Sir Francis
Drake. Ask: Are they like the pirates in movies and on TV?
How are they different? Accept all answers.
• Form pairs. Have students look at the pictures in the text on
pages 94-97. Encourage students to make predictions about
the text.

• Review the Key Words by showing students the flashcards
to elicit the words.
Answers:
Horizontal: (from top to bottom) fleet, government
Vertical: (from left to right) outlaw, rule, pirate
Diagonal: leader
T 186 Topic 5
Lesson 2
Compass Reading Log 2 pages 94-97 Comparing and Contrasting
Audio Track 12
Topic 5 Nonfiction Flashcards
Lead in to the Lesson (10 min.) 2 Listen and follow. 12 (25 min.)
• Use the flashcards to review the Key Words. Show the • Play track 12. Have students follow the text on pages 94-97.
pictures to elicit the words. Then show the words and read Ask: Which pirate do you like more? Accept all answers.
them aloud for students to repeat chorally. • Divide the class into two groups. Assign one group Cheng I
• Read the definitions in random order for students to guess Sao. Assign the other group Sir Francis Drake.
the Key Words. • Play the track again. Have students raise their hands when
they hear the name of their group’s pirate.
1 Look at the pictures on pages 94 and 95. Which two • Play the track a third time. Tell students to underline facts
pirates is this text about? How are they similar? How about their group’s pirate.
are they different? (15 min.) • Write Cheng I Sao and Sir Francis Drake on the board. Invite
Reading Strategy Focus volunteers to write three facts about each pirate.
• Tell students to look at the pictures on pages 94 and 95. Ask: Answers: Answers will vary.
Which two pirates is the text about? What are their names?
(Cheng I Sao, Sir Francis Drake.) Ask: How are they similar? Manage Your Class
(They are both pirates. They both lived in the past.) How are Students do not need to list all the facts in the article.
they different? (Cheng I Sao was a woman. Sir Francis Drake They should list the facts they noticed and underlined. The
was a man. They were from different places.) purpose here is to have an initial view of who each pirate
• Tell students to look at the map on page 95. Ask: Which was, so that students can build on this information in
ship belongs to Cheng I Sao? Have students point to the ship later lessons.
on the left side of the map. Ask: Which ship belongs to Sir
Francis Drake? Have students point to the ship on the right Take the Lesson Further (10 min.)
side of the map. • Have students complete activity 4 in the worksheet.
• Say: Find the red dots on the coast of China. This is where
Answers:
Cheng I Sao sailed. Tell students to trace the red dots with Cheng I Sao: a female pirate, led 2,000 ships, died in 1844
their fingers. Sir Francis Drake: sailed around the world, stole Spanish gold, died in 1596
• Say: Find the green dots on the map. This is where Sir Francis
Drake sailed. Tell students to trace the green dots with
their fingers.
Topic 5 T 187
Lesson 3
Audio Track 12
A picture of a black pirate flag with a skull and crossbones (optional)
Lead in to the Lesson (10 min.) Reading Strategy Focus 12 (15 min.)
• Write the following pirate “facts” on the board before class. • Have students complete activity 5 in the worksheet.
Have students guess which sentences are true and which Encourage them to give other examples of how Drake and
are false. Cheng were the same and different, for example: Drake
1 All pirates had a black flag with a skull and bones on it. worked for the Queen of England. Cheng was an outlaw.
2 Pirate treasure was always gold and jewels. Answers: 1. 1500, two (different) 2. world, China (different)
3 Pirates followed a lot of rules. 3. treasure (same)
4 Pirates only lived on ships.
5 Most pirates didn’t bury their treasure. Take the Lesson Further (15 min.)
Answers: 1. False – This is one famous pirate flag, but many pirates had • Elicit the names of the pirates: Sir Francis Drake, Cheng I Sao.
different flags. 2. False – Pirate treasure was anything they stole, including • Form pairs. Tell them to write three sentences about one
food and clothing. 3. True – Each pirate ship had a list of rules. of the pirates. Two sentences should be true. One sentence
4. False – Pirates lived part of the time on land so they could repair their
ships. 5. True – Pirates usually used their treasure to buy things. should be false.
• Combine pairs to form groups. Have students read their
Know Your Students sentences to each other. Students should identify the false
Pirates are common in children’s books and movies. sentence. Monitor and help as needed.
Students may be familiar with the traditional pirate flag,
the “Jolly Roger.” It has a white skull and crossbones (bones
that cross over each other). Show a picture of the flag to help
students with the description. However, in real life, many
pirates did not use this flag.
• Pause the track at the bottom of page 94. Ask: Are all
stories about pirates true? (No.) Are all stories about pirates
made-up? (No.) Elicit the names of the pirates in this text:
Cheng I Sao and Sir Francis Drake.
• Continue the track. Pause it at the bottom of page 95.
Ask: When did Sir Francis Drake and Cheng I Sao live?
(Sir Francis Drake lived in the mid-1500s. Cheng I Sao lived
more than two hundred years later.)
Ask: Who did Sir Francis Drake work for? (Queen Elizabeth I
of England.) Who did he steal from? (Spanish ships.)
Ask: How did Cheng I Sao become a pirate? (Pirates captured
her. She agreed to marry the leader.) Point out that as long as
means he needed to give her half of the treasure and to make
her a pirate leader. Ask: How long was she a pirate leader?
(For ten years.) What did she do when she was thirty-five
years old? (She stopped being a pirate.) Did she still have a
lot of treasure? (Yes.)
T 188 Topic 5
Lesson 4
Compass Reading Log 2 pages 94-97 Identifying Pronoun Referents
Audio Track 12 A referent is a word that is used in place of the name of a person, thing or idea that has already
been mentioned in a story. Authors often use referents such as pronouns and possessive
adjectives to avoid needless repetition. The ability to identify referents in a story is an essential
reading comprehension skill.
Lead in to the Lesson (5 min.) • Read these sentences from the paragraph aloud sentence by
• Introduce yourself as one of the pirates, for students to guess sentence for students to follow in their books. Replace the
who you are. Say: I have traveled all over the world. I work for pronouns with the name Cheng:
the Queen of England. I steal Spanish gold! Elicit the name of Cheng I Sao lived about two hundred years after Drake.
the pirate: Sir Francis Drake. Pirates captured [Cheng] when [Cheng] was a young woman.
The leader of the pirates wanted [Cheng] to be his wife.
Cheng agreed—as long as he gave [Cheng] half of his treasure
and made [Cheng] a pirate leader, too.
• Form pairs. Tell students to use the pictures to retell the
information in the text. Monitor and help as needed. [Cheng] made rules that all the pirates had to follow.
• Tell students to look for the names that pronouns refer to as
they read.
• Play track 12. Have students to follow the text on pages 94-97.
Pause the track at the end of the first paragraph on page 95. Know Your Students
Write He on the board. Ask: Who is “he”? (Sir Francis Drake.) Students may have difficulty analyzing all possible referents
Write She on the board. Ask: Who is “she”? (Cheng I Sao.) at one time. For this reason, we have limited the focus in
Remind students that these are pronouns. Tell students they this activity.
need to understand who and what pronouns refer to when
they read. Take the Lesson Further 12 (15 min.)
• Continue the track and pause it at the bottom of page 95. • Form pairs. Play the rest of track 12. Tell students to
Tell students to find “they” in the first sentence. Ask: Who underline “they” and “them.” Ask: Who do the pronouns
does “they” refer to? (Drake and Cheng.) Have students find refer to, Cheng’s pirates or Drake and Cheng? Go example by
two other examples of “they” on the page. example and elicit the answers.
• Read these sentences from page 96 aloud: Drake followed
Answers: “It wanted them to stop.” (Cheng’s pirates), “Cheng said they would—
the Spanish to the Americas. He stole their maps, and he if they could keep their treasure. (Cheng’s pirates), “But they are famous
took their treasure. Tell students to find and underline the because they stole more treasure…” (Drake and Cheng)
sentences. Read them again if needed.
• Ask: Who is “he”? (Drake.) Ask: Who does “their” refer to?
(The Spanish.)
• Tell students to find other examples of he and him on
page 96.
• Continue the track and pause it after the first paragraph on
page 97. Tell students to underline she and her. Ask: Who
does this refer to? (Cheng.)
Topic 5 T 189
Lesson 5
Transition Words
Comprehension (60 min.) 6 Active Reading Read a sentence from the text.
Lead in to the Lesson A classmate guesses if it is about Sir Francis Drake
or Cheng I Sao. Take turns.
• Have students look again at the map on page 95.
Ask: What continents did Sir Francis Drake sail by? • Form pairs or small groups. Tell them to take turns reading
(Africa, Asia, Australia, North America, South America, sentences about the pirates aloud for their classmate(s) to
Europe.) guess the correct pirate. Monitor and help as needed.
1 Listen and follow again. Match the parts of the 7 Think and discuss. Which pirate would you prefer to
sentences. 12 sail with? Why?
• Play track 12 for students to listen and follow in their books. • Form pairs or small groups. Ask the discussion questions.
• Have students match the parts of the sentences. Do the first Have students discuss their answers with their classmates.
one together. • Invite volunteers to share their ideas with the class.
Answers: 1. d 2. a 3. b 4. f 5. c 6. e

• Have students write the words to complete the sentences.
Answers: 1. leader 2. rules 3. pirate 4. outlaw 5. fleet

• Have students read the questions and circle the
correct answers.
Answers: 1. b 2. a
4 Transition Words Complete the sentences with and

or but.
• Write and and but on the board. Elicit or explain that we use
and to combine similar ideas. We use but to show that ideas
are different.
• Form pairs. Tell them to complete the sentences with and or
but. Do the first one together.
Answers: 1. and 2. but 3. but 4. and
5 Comparing and Contrasting Complete the chart.

• Tell students to read the phrases in the box. Ask: Which
phrases describe Sir Francis Drake? Which phrases describe
Cheng I Sao? Which phrases describe both pirates? Have
students complete the chart.
Answers:
Sir Francis Drake: became a very famous pirate, sailed around the world,
stole from the Spanish
Cheng I Sao: led huge numbers of pirates, married a pirate, stopped
being a pirate
Both: gave treasure to the government, had a lot of treasure
T 190 Topic 5
Lesson 6
Teaching Resources Art Connection
Compass Reading Log 2 pages 94-97, 100 Making puppets to show the details from the text creates a multisensory
Audio Track 12 connection with the information. It also serves to further engage students
and to make the text more memorable.
Construction paper
Ice pop sticks (4 per student)
Internet access or articles about famous people in history (1 article per pair)
Lead in to the Lesson 12 (20 min.)
Art Connection
• Tell students they are going to make ice pop figures of
Sir Francis Drake and Cheng I Sao.
• Distribute the construction paper and ice pop sticks. Tell
students to draw pictures of the pirates. Encourage them to
look at the pictures in the text as a guide.
• Have students cut their pictures out and glue them to the
ice pop sticks.
• Play track 12. Tell students to listen and hold up the picture
of each pirate as they hear his or her name.
Connect to Social Studies (30 min.)

1 Choose a person from history. Research facts that
belong in the person’s biography. Complete the chart.
• Form pairs and distribute the research materials. Have
students choose a famous person in history. Tell them they
are going to find information to complete the chart about
their person.
• Go over the table and point out the type of information
students will need. Have students confirm their information
with you as they complete the chart.
Manage Your Class

Prepare a list of famous people students can research and,
if possible, articles they can use to find basic facts about the
people. Alternatively, have a list of websites with appropriate
articles for students to use.

• Invite volunteers to say who they researched and one fact
about the person.
Topic 5 T 191
To p ic 5 Pirates on the Sea
1 Match the words with the definitions. Use the glossary on pages 174 and 175.
1 fleet a a criminal who is hiding from authorities
2 government b a person who attacks or steals from ships at sea
3 leader c a group of ships
4 outlaw d a person who guides, directs or controls others
5 pirate e a political system that makes laws
6 rule f a statement that says what you must or must not do
2 Color the words that describe a person.
fleet government rule

leader outlaw pirate
O Y P H L O D T U J B P
U L T O I E H Q M O W I
T Z T O S Q A S E R J R
L M R C Y W G D N I Q A
A Z U G P J M T E W N T
W F L E E T E N E R L E
U M E P Q N V M A Z K G
G O V E R N M E N T O T
S F X C G E C K K V S R
E W D K M F M J X Y L C
4 Color the facts about Cheng I Sao red. Color the facts about Sir Francis
Drake green.
sailed around the world a female pirate led 2,000 ships
stole Spanish gold died in 1596 died in 1844
5 Complete the chart. Circle same or different.
1500 China treasure two world
1
When did the pirate live?
Sir Francis Drake in the mid- s

same
different
Cheng I Sao hundred years later
2
Where did the pirate travel?
Sir Francis Drake around the

same
different
Cheng I Sao along the coast of
3
What did the pirate have?
Sir Francis Drake

same
a lot of
different
Cheng I Sao
Key Words
Pirates on the Sea by Abigail Kinem
fleet
government
leader
outlaw
pirate
rule
Cheng I Sao
Sir Francis Drake
1 Look at the pictures on

pages 94 and 95. Which
two pirates is this text
about? How are they
A pirate is a person who attacks and steals
from ships at sea. There are many made-
up stories about pirates. But some pirates really
similar? How are they
different? lived and stole treasure. A few of the pirates
from long ago were famous. We still remember
their names and something about their lives.

94 Topic 5
U5COrl2.indd 94 9/29/17 11:40

T 194
ARCTIC OCEAN
Asia
North Europe
America
ATLANTIC
OCEAN
Africa
South
PACIFIC America
OCEAN
Australia
INDIAN
OCEAN
Antarctica
One of the most famous pirates was Sir Francis Drake of England.
He was a pirate in the mid-1500s. More than two hundred years later,
one of the greatest female pirates sailed the seas. She was Cheng I Sao
of China.
Both Drake and Cheng were pirates, but they were different in
many ways. Drake sailed around the world, but Cheng sailed along the
coast of China. Drake was part of the government, but Cheng was
an outlaw. Still, they were similar in at least one important way. They
both stole a lot of treasure!
Pirates on the Sea 95
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T 195
Sir Francis Drake
Sir Francis Drake was a pirate who worked for Queen

Elizabeth I of England. At that time in history, England and Spain
pain
were fighting. The queen sent Drake to steal from Spanish ships.
ps.
Drake followed the Spanish to the Americas. He stole their
ir
maps, and he took their treasure. One time, the treasure was too
oo
much to carry. Drake and his men left some of it behind. They
planned to come back later for the rest of the gold and silver.
Drake was very popular in England. The queen made him a knight.
knight.
It was a special honor. Drake became very rich. He bought a big house.
house.
But he did not stop sailing. When he was fifty-six years old, he gott
very sick. He died in 1596.
96 Topic 5
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T 196
Cheng I Sao
Cheng I Sao lived about two hundred years after Drake.

Pirates captured her when she was a young woman. The leader of
the pirates wanted her to be his wife. Cheng agreed—as long as he gave
her half of his treasure and made her a pirate leader, too. When he died,
Cheng became the leader of the Red Flag Fleet. It was very large. At one
time, there were 2,000 ships! Cheng led them for ten years. She made rules
that all the pirates had to follow.
The Chinese government did not like the pirates. It wanted them
to stop. Cheng said they would—if they could keep their treasure. The
government agreed. Cheng stopped being a pirate when she was thirty-five
years old. She died in 1844 at the age of sixty-nine.
These two pirates are very different. But they are famous because
they stole more treasure and were stronger than many other pirates of the
time. Sir Francis Drake traveled all the way around the world in his hunt for
treasure. Cheng I Sao led one of the largest groups of pirates in the world.
U5COrl2.indd 97 9/29/17 11:40

T 197
1 Listen and follow again. Match the parts of the sentences. 12
1 Sir Francis Drake and Cheng I Sao... a the world.

2 Drake sailed around... b the Spanish for the English.
3 Drake stole from... c the Red Flag Fleet.
4 Cheng married... d were famous pirates.
5 Cheng’s group of pirates was... e at age thirty-five.
6 Cheng stopped being a pirate... f the leader of the pirates.
fleet leader outlaw pirate rules
1 A person in charge of a group of people is the .

2 Laws and tell people how to behave.
3 A person who attacks and steals from ships is a .
4 If you are a criminal, you are an .
5 A large group of ships is called a .

1 Why do you think Queen Elizabeth I let Sir Francis Drake be a pirate?
a He was nicer to her than the other pirates.
b He gave her country a lot of the treasure he stole.
c She wanted to know what other parts of the world were like.
2 Why do you think the pirates obeyed Cheng I Sao?
a She was a strong leader with strict rules.
b The government told the pirates to obey her.
c They believed she had magical powers.
98 Topic 5
U5COrl2.indd 98 10/4/17 15:25

T 198
4 Transition Words Complete the sentences with and or but.
1 Drake took maps from the Spanish, he stole treasure from them.
2 Drake left some treasure behind, he wanted to go back for it later.
3 Cheng agreed to marry the pirate leader, she asked for half
his treasure.
4 There were a lot of pirates in the Red Flag Fleet, they had
2,000 ships.
5 Comparing and Contrasting Complete the chart.
became a very famous pirate gave treasure to the government

had a lot of treasure led huge numbers of pirates married a pirate
sailed around the world stole from the Spanish stopped being a pirate
Sir Francis Drake Both Cheng I Sao
6 Active Reading Read a sentence from the text. A classmate guesses if it is

about Sir Francis Drake or Cheng I Sao. Take turns.
7 Think and discuss. Which pirate would you prefer to sail with? Why?
U5COrl2.indd 99 9/29/17 11:40

T 199
Connect to Me
1 Imagine that you are looking for El Dorado’s cave of gold in the jungle.
Create a comic strip about your treasure hunt.
Connect to Social Studies

1 Choose a person from history. Research facts that belong in the person’s
biography. Complete the chart.
Name
Famous for
Birth and Death Dates
Events in His or Her Life 1

2
3
100 Topic 5
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T 200
To p ic 6
Retold by Mara Bergman
Where Myths
Were Made
by Jennifer Li
101
U6COrl2.indd 101 9/29/17 11:43

T 201
Key Words
chariot
necklace
peek
prefer
season
seed
wilt
loved to go to the countryside with her mother, Demeter,

goddess of the farms. Demeter took care of the grass and trees, leaves and flowers
and fruits and seeds. Demeter loved her work, but she loved her daughter more.
Demeter and Persephone did everything together.
1 Think of a movie you
have seen recently. Retell One day while they were in the fields, Hades saw them. He was the god of the
the story to a classmate. Underworld. Everything was dark and cold there. Hades was sad, and sometimes

he peeked over the wall of the Underworld. He liked to see the light and warm
world above.
102 Topic 6 Persephone 103
Lessons Preview
1 102-109, Key Words • Topic 6 Fiction Flashcards

175 Predicting • Topic 6 Fiction Worksheet page 210
2 102-109 Retelling • Audio Track 13

Main Characters • Topic 6 Fiction Flashcards
Elements of Myths • A map of the world (optional)
3 102-109 Identifying Story Sequence • Audio Track 13

Elements of Myths • Topic 6 Fiction Worksheet page 211
4 102-109 Retelling • Audio Track 13

Dialogue
Inferences

Retelling
Elements of Myths
6 102-109, Art Connection • Internet access or research materials • Yarn

118 Connect to Me about myths • Flower-shaped templates
Retelling • Construction paper
T 202 Topic 6
Summary
Key Words
The story is the retelling of an ancient Greek myth that attempts to explain the origin
of the seasons based on how people understood the world long, long ago. Persephone, chariot (n.) a two-wheeled
the main character, is in the fields with her mother, Demeter, the goddess of farms. They vehicle pulled by horses used in
work together to take care of growing plants and animals that people use for food. The ancient times
god Hades sees Persephone and decides to take her to the Underworld to be his queen. necklace (n.) a piece of jewelry worn
With Persephone missing, all the plants stop growing. Demeter asks Zeus, the king of around the neck
the gods, for help. He says that Persephone can come home as long as she does not eat peek (v.) to look at someone or
anything in the Underworld. Demeter sends Hermes, a messenger, to tell Persephone this something secretly
information, but when he arrives, it is too late. Persephone has eaten six pomegranate
prefer (v.) to like someone or
seeds. Because of this, she must stay with Hades in the Underworld for six months of the
something more than another
year. The other six months, she can return to her mother and help things grow.
person or thing
Genre: Myth season (n.) a three-month period
Myths are traditional stories set in the distant past. They can include gods or other of time that is usually marked by
supernatural characters. Myths often explain how parts of nature came to be. particular changes in the weather
“Persephone” is an ancient Greek myth. It tells where the seasons come from. seed (n.) a small object produced
by a plant from which a new plant
Reading Strategy Focus will grow
Retelling wilt (v.) to bend down like a plant as
What is it? When students retell a story, they explain what they read in their if from lack of water
own words.
What will students do? Students will use the pictures to help them retell the myth
of “Persephone.” They will also retell the story, changing some of the story events.
Why is it important? Retelling information from a text can help students understand
and recall information.
students use pictures to retell simple stories.
In Compass Reading Log 2, students may need help to understand and recall story events
in order to retell the story. Teachers can help students by having them describe the
pictures in each part of the story, and by having them sequence important story events.
Literary Technique
Elements of Myths
What is it? Myths have characteristics that make them different from other stories.
They were made up long ago. They often include gods, powerful beings and magic.
They explain something people observed in nature but did not understand.
What will students do? Students will discuss where and when the myth comes from.
They will identify story events that cannot happen in real life. They will identify what
the myth attempts to explain: the origin of the seasons.
Why is it important? Some of the oldest stories in the world are myths, and every
culture has myths. These stories tell about the values and beliefs people had in the
past, but they also show us what we have learned about life and the world around us in
modern times.
Topic 6 T 203
Lesson 1

• Show the seasons flashcard. Elicit and write the names of
the seasons on the board: spring, summer, fall, winter.
• Elicit the characteristic of each season. Ask: What is spring
like? (Warm, lots of flowers, plants grow, people plant seeds.)
Ask: What is summer like? (Hot, plants grow, fruits and
vegetables grow.) Ask: What is fall like? (Cool, leaves fall from
trees, plants stop growing, fruits and vegetables stop growing.)
Ask: What is winter like? (Cold, plants don’t grow.)
Teach the Key Words (15 min.)

• Use the flashcards to elicit or teach the other Key Words.
As you teach a word, write it on the board.
word chorally.
• Have students turn to the glossary for this topic on
page 175. Hold up flashcards. Invite volunteers to read the
definitions aloud.
Answers: 1. vehicle 2. neck 3. look 4. like 5. time 6. new 7. down

• Have students look at the story on pages 102-109.
Ask: What’s the title of the story? (Persephone.)
• Form pairs. Have them look at pages 102-109. Ask: Who are
the people in the story? What are they doing in the pictures?
Did the story take place in modern times? How do you know?
Tell students to make predictions about the story.

• Have students work in pairs or small groups to complete
activity 2 in the worksheet.
Answers:
Horizontal: (from top to bottom) prefer, wilt, season
Vertical: (from left to right) necklace, peek, chariot
Diagonal: seed
T 204 Topic 6
Lesson 2
Compass Reading Log 2 pages 102-109 Retelling
Topic 6 Fiction Flashcards Main Characters
A map of the world (optional) Main characters are the people that the story is about.
Literary Technique
Elements of Myths
Lead in to the Lesson (10 min.) Take the Lesson Further (20 min.)
• Use the flashcards to review the Key Words. Show the Literary Technique
pictures to elicit the words. Then show the words and read • Form small groups. Say: Myths are old stories. In the past,
them aloud for students to repeat chorally. people didn’t understand nature or science very well. They
• Read the definitions in random order for students to guess made up stories to explain things. Ask: What do you think
the Key Words. this myth explains? Have students discuss their answers with
their classmates.
1 Think of a movie you have seen recently. Retell the • Point out how everything is growing on pages 102 and 103.
story to a classmate. (15 min.)
Ask: What season is this like? (Spring, summer.) Ask: What
Reading Strategy Focus happens when Persephone is gone? (Things stop growing.)
• Retell the story of a familiar children’s movie to students. • Point out the picture on page 105. Say: Look. The leaves have
Encourage them to guess the name of the movie. fallen off the trees. The flowers wilted. Ask: What season is this
• Form pairs or small groups. Have students tell each other like? (Fall, winter.)
about a movie they have seen recently. Tell them to describe • Read the last paragraph on page 109 aloud. Explain that
the main events in the story of the movie. this myth is one way people in ancient times explained
• Invite some volunteers to retell the stories to the class. the seasons.
Know Your Students

Some students may list the movies they have seen lately or
say what their favorite movie is instead of retelling the story
of a movie they have seen. Monitor and ask questions to
elicit details about the events in the story.
Reading Strategy
• Tell students they are going to read an ancient Greek myth.
Point to Greece on a map. Say: Greece is still a country now,
but life was very different in the past. People believed myths
like this one.
• Ask: What characters do you see in the story? Who are they?
• Play the track again for students to find the information.
Form pairs for them to discuss the answers.
Answers: Persephone, Demeter – goddess of farming and Persephone’s
mother, Hades – god of the Underworld, Zeus – king of the gods,
Hermes – a fast messenger
Topic 6 T 205
Lesson 3
Compass Reading Log 2 pages 102-109 Identifying Story Sequence
Audio Track 13 The ability to identify the sequence of events in a story is a critical comprehension strategy.
It helps students organize main ideas and supporting details of a story so they are better able
to understand the development of a story and its characters.
Literary Technique
Elements of Myths

• Give students one minute to look at pages 102-109. Then ask
questions about the story: Who are the characters? Where
are they at the beginning of the story? Where are they in the
middle of the story? Where are they at the end of the story?
• Write the questions on the board before class. Have students

read them before reading the story.
1 Where does Hades live?
2 What is it like there?
3 What does Persephone make?
4 Where does Demeter find it?
5 Who does Demeter go to see?
6 What does Hermes do?
7 What does Persephone eat?
8 How long does Persephone stay with Hades every year?
• Play track 13. Have students follow the story on pages
102-109 to find the answers to the questions.
• Form small groups. Tell students to answer the questions.
Then elicit the answers.
Answers: 1. in the Underworld 2. dark and cold 3. a necklace 4. by a river
5. Zeus 6. He tells Persephone not to eat anything. 7. six pomegranate seeds
8. six months

the worksheet. Have students read the story quickly to check.
Answers: 5, 3, 6, 7, 2, 1, 8, 4

Literary Technique
• Ask: What kind of story is “Persephone”? (A myth.) Ask: What
is a myth? (A story from a long time ago.) Explain that myths
often have gods or powerful beings. They can do magical
things that cannot happen in real life.
the worksheet.
Answers: 1. b 2. b 3. a 4. a
T 206 Topic 6
Lesson 4
Audio Track 13 Reading Strategies
Dialogue
When characters in a story speak, their words form dialogue with other characters. Students
can identify dialogue by looking for quotation marks. There are always two sets of quotation
marks, one set before a character speaks, and another set after the character speaks. Students
can also find the verb say or says after the quotation marks.
Inferences
Inferences are conclusions proficient readers make based on the interpretation of prior
knowledge and evidence in the text and pictures of a story—information that is implied, not
stated explicitly. Making inferences is a prerequisite to higher-order thinking and 21st century
skills and critical to story analysis.
Lead in to the Lesson (10 min.) Reading Strategy 13 (20 min.)
• Write the following details from illustrations on the board: • Play track 13 for students to read and follow the story. Say:
1 a vegetable garden The people who made up this story were different from people
2 black horses who live today. Ask: What jobs did they have? Can you guess?
3 a flower necklace (Many people were farmers.) Ask: What did they believe?
4 wilted flowers (They believed that gods controlled the seasons and nature.)
5 a man with white hair • Tell students to think about the myth of “Persephone.” Ask:
6 grapes What can you guess about everyday life in ancient Greece?
7 a pomegranate (Farming was very important. The seasons were important
• Form pairs or small groups. Tell them to find and circle the because of farming.)
items in the pictures on pages 102-109. Have a race to see
who can find all of the items first. Take the Lesson Further (15 min.)
• Ask: What did you like about the story? What didn’t you like?
Reading Strategy What would you change?
• Write these lines of dialogue on the board: • Form pairs. Tell students to retell the story of “Persephone.”
1 “Hades took Persephone for his queen.” Tell them they can change any of the story events. Monitor
2 “I can’t live without Persephone!” and help as needed.
3 “Please eat, or you will die.” • Invite some volunteers to share their new stories with
4 “Stop! Do not eat them!” the class.
5 “I cannot change the rules of the gods…”
• Have students read the lines of dialogue. Point out the
quotation marks. Remind students that we know when
characters are talking when there are quotation marks.
• Play track 13 for students to read and follow the story.
Ask: Who says each line? Who are they talking to? What are
they talking about?
• Form small groups. Have students discuss the answers.
Answers: 1. the river / to Demeter / because she is looking for Persephone
2. Demeter / to Zeus / to ask for his help 3. Hades / to Persephone / She
is hungry, but she doesn’t want to accept food from Hades. 4. Hermes / to
Persephone / to stop her from eating 5. Zeus / to everyone / He’s making a
decision about Persephone.
Topic 6 T 207
Lesson 5
Audio Track 13 Literary Technique
Elements of Myths
Comprehension (60 min.) 5 Retelling Look at the pictures in the story. Retell the
Lead in to the Lesson story to a classmate in your own words.
• Retell the story to the class, but change some details, for • Form pairs. Have students use the pictures to retell the events
example: Persephone worked with her mother, Demeter, the of the story. Monitor and help as needed.
goddess of…flowers. Invite students to correct the details.
6 Active Reading Imagine you are a reporter. Interview
1 Match the names with the descriptions. one of the characters. Write three questions.
• Have students match the names of the characters with the • Tell students to imagine they are reporters for a newspaper
descriptions. Do the first one together. or TV station. Tell them to choose one of the characters from
the story to interview. They should write three questions to
Answers: 1. c 2. b 3. a 4. d
ask in the interview.
2 Circle the correct pictures. • Form pairs. Tell them to take turns acting out the interviews.
• Invite some volunteers to act out their interviews for the class.
• Tell students to read the words and circle the
correct pictures. 7 Think and discuss. Do you think Zeus’s solution
Answers: 1. b 2. b 3. a 4. b is fair? Why or why not?
• Remind students that Zeus is the king of the gods, so he
3 Listen and follow again.
makes decisions about the gods’ lives. Ask: What does Zeus
Color the correct answers. 13
decide in the story? (Persephone should stay with Hades for
• Have students read the questions and color the six months and with Demeter for six months.) Ask: Is that
correct answers. fair? Take a vote. Then invite volunteers to give reasons why
Answers: 1. It has fruits and vegetables from the farm. 2. He can give her the it is fair or unfair. Accept all answers.
message quickly. 3. She ate seeds in Hades’s home. 4. He cannot break the rules.
4 Elements of Myths Circle the scenes that could only

happen in a myth.
• Form small groups and tell them to describe what is
happening in each picture: a. Persephone is watering plants.
b. Demeter is planting seeds. c. Zeus is holding a lightning
bolt. d. Hermes is flying. e. Persephone is eating. f. Hades is
taking Persephone in his chariot. g. Hades is peeking out of the
Underworld. h. Demeter finds Persephone’s necklace. i. The
river is speaking.
• Ask: Which scenes could only happen in a myth?
Have students discuss the answers in their groups. Elicit the
answers from the class.
Answers: c, d, f, g, i
T 208 Topic 6
Lesson 6
Teaching Resources Reading Strategy Focus Art Connection Necklace Supplies
Compass Reading Log 2 Retelling Making Persephone’s necklace Construction paper
pages 102-109, 118 helps students visualize ideas Yarn
Internet access or research and details and creates a stronger
Flower-shaped templates: Using
materials about myths connection with the text content.
heavy paper, make a simple
It also serves to further engage
five-petal flower 5 cm in diameter.
students and to make the text
The flower shape should be
content more memorable.
symmetrical. Make at least one
per group.

Art Connection
• Divide the class into small groups and distribute the supplies.
Tell students they are going to make Persephone’s necklace.
• Tell them to use the flower-shaped templates to trace other
flower shapes on the construction paper. They can also cut
out small circles to glue in the center of their flowers.
• Have students lay half of their flowers on a desk and place the
yarn on top of them. Have them put glue on the flowers and
the yarn. Then have them place more flowers on top, making
a sandwich with the yarn between the flowers. Students can
decorate the flowers with markers.
• When the glue is dry, students can tie the ends of the yarn
together to make a necklace.

1 Research a myth from another culture. Write some
notes about it. Then retell the myth.
• Divide the class into small groups. Tell them to research a
myth from a different culture. Write possible myths on
the board.
• Ask: Who are the main characters in the myth? What events
happen in the story? What does the myth explain?
• Tell students to write the names of the characters on the first
two lines. Then tell them to list the main events in the story
and write what the myth explains.
Manage Your Class

Be prepared to suggest specific myths students can research.
If possible, make a list for them to choose from before they
start, for example: How the Kangaroo Got Its Tail
(an Aboriginal myth), The Trolls of Vik (an Icelandic myth),
Anansi and the Wisdom of the World (a West African myth).
A Think and discuss. What can you learn about ancient

beliefs from this myth? (10 min.)
• Have students discuss the question in their groups. Remind
them of the connection between farming and “Persephone.”
Topic 6 T 209
To p ic 6 Persephone
down like look neck new time vehicle
1 chariot – a two-wheeled pulled by horses used in

ancient times
2 necklace – a piece of jewelry worn around the
3 peek – to at someone or something secretly
4 prefer – to someone or something more than another
person or thing
5 season – a three-month period of that is usually marked
by particular changes in the weather
6 seed – a small object produced by a plant from which a
plant will grow
7 wilt – to bend like a plant as if from lack of water
Y B N S N E W K O C P X
P R E F E R M O D H D Q
I Q C L G E S N X A B Z
C P K F O B D A P R S M
J G L S P I L A E I C Y
A V A X O X F R E O S O
R L C T F X Y R K T W Y
J T E E W I L T Y H R W
X S E A S O N W K E U P
A L F A U Y K P F Q S U
3 Number the story events in the correct order.
The river tells Demeter about Persephone.
Hades took Persephone in his chariot.
Demeter asks Zeus for help.
Persephone eats six pomegranate seeds.
Persephone made a flower necklace.
Demeter and Persephone work together in the fields.
Hermes tells Persephone not to eat.
Persephone dropped her necklace by the river.
4 Circle the activities that can only happen in myths.

1 a People grow food on farms.
b Goddesses grow all the food.
2 a Horses can pull carts and chariots.
b Chariots can fly.
3 a Rivers can talk to people.
b People find things by rivers.
4 a One person controls the seasons.
b The movement of the Earth causes the seasons.
Key Words
chariot
necklace
peek
prefer
season
seed
wilt
1 Think of a movie you

have seen recently. Retell
the story to a classmate.
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T 212
loved to go to the countryside with her mother, Demeter,
goddess of the farms. Demeter took care of the grass and trees, leaves and flowers
and fruits and seeds. Demeter loved her work, but she loved her daughter more.
Demeter and Persephone did everything together.
One day while they were in the fields, Hades saw them. He was the god of the
Underworld. Everything was dark and cold there. Hades was sad, and sometimes
he peeked over the wall of the Underworld. He liked to see the light and warm
world above.
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T 213
Hades watched Persephone. She was a happy person. Persephone saw a
bird and followed it into a field. She picked some flowers and made them into a
necklace. Hades thought, I need something so happy and beautiful.
Then he had an idea: Why not take Persephone as his queen? She would bring light to
the Underworld. He would love her more than anything, and he would never be sad.
Hades jumped into his chariot and flew into the fields. With one arm, he
picked up Persephone. As the chariot and horses sped away, the necklace flew out
of Persephone’s hands.
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T 214
“Mother!” Persephone called. “Mother, help me!” But the horses were quick,
and Demeter was too far away to hear.
When the sun began to set, Demeter looked for Persephone. But Persephone
was gone. Demeter looked all through the night and all the next day. She became
very worried.
Days passed. Plants stopped growing. Flowers wilted. Demeter looked
everywhere. Still, there was no sign of Persephone.
As Demeter sat by a river, she saw her daughter’s necklace. “Hades took
Persephone for his queen,” said the water.
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T 215
Immediately, Demeter hurried to Mount Olympus to see Zeus. He was Persephone’s
father and the king of the gods. Demeter told him what Hades had done.
“I can’t live without Persephone!” she cried. “I can’t do my job. How will the
people live? How will they have enough food?”
“If Persephone doesn't eat anything while she is there,” said Zeus, “she can
come home to you. But if she has any food at all, she must stay with Hades in the
Underworld.”
Demeter immediately ran to find Hermes, the fastest of all the gods. He would
find Persephone and tell her not to eat anything.
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T 216
Hades was very happy Persephone was with him in the Underworld. His heart
was filled with light. But Persephone's heart became darker and colder. I will not
stay here, she told herself. I will be so sad that Hades will have to take me home.
Hades prepared a beautiful meal for Persephone. He served fruits and seeds,
vegetables and meats. But seeing the food only reminded Persephone of her
mother. This made her even sadder.
“Will you please eat something?” asked Hades. “I made all of this for you.
Please eat, or you will die.”
“I prefer to die. I don't want to live here with you!” cried Persephone.
Hades held out a slice of pomegranate.
Persephone was so hungry! She ate one, two, three of the sweet seeds. They were
so good that she put three more in her mouth. As she did, Hermes flew to her side.
Persephone 107
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T 217
“Stop!” cried Hermes. “Do not eat them!”
“But I did,” Persephone said. “They were only pomegranate seeds.”
“I came here to take you home,” said Hermes. “But I’m afraid the rules of the
gods say that if you eat anything in Hades’s house, you have to stay here.”
“No!” cried Persephone. “What did I do! I hate this place! Please take me home!”
Hearing this upset Hades. He loved Persephone and he wanted her to love
him, too. “Hermes,” he said, “what can we do?”
“I’ll talk to Zeus,” Hermes said, and away he flew. Hades and Persephone followed.
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T 218
Zeus was a fair king. “Persephone and Demeter are good people,” he said.
“And Hades didn't tell Persephone that she would have to stay if she ate food in the
Underworld. I cannot change the rules of the gods, but I have an idea.
“From now on, Persephone will stay in the Underworld with Hades for six
months of the year. That is one month for each pomegranate seed she ate. She will
be with her mother for the other six months.”
And that is the story of why we have seasons. When

Persephone is with Hades in the cold, dark Underworld, it is
fall and winter. And when she is with Demeter, it is spring and
summer, and their days are filled with warm light.
Persephone 109
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T 219
1 Match the names with the descriptions.
1 Zeus a god of the Underworld
2 Demeter b goddess of the farms
3 Hades c king of the gods
4 Hermes d the fastest of the gods
2 Circle the correct pictures.

1 seeds 2 wilted
a b a b
3 necklace 4 chariot
a b a b
3 Listen and follow again. Color the correct answers. 13
1 Why does Hades’s meal remind Persephone of her mother?
It has fruits and vegetables from the farm. Her mother is a good cook.
2 Why does Demeter send Hermes to find Persephone?
He can give her the message quickly. He is her best friend.
3 Why does Persephone have to stay in the Underworld part of the year?
She made Hades angry. She ate seeds in Hades’s home.
4 Why does Zeus say he cannot change the rules?
He doesn’t care about the rules. He cannot break the rules.
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T 220
4 Elements of Myths Circle the scenes that could only happen in a myth.
a b c
d e f
g h i
5 Retelling Look at the pictures in the story. Retell the story to a classmate in
your own words.
6 Active Reading Imagine you are a reporter. Interview one of the characters.
Write three questions.
7 Think and discuss. Do you think Zeus’s solution is fair? Why or why not?
Persephone 111
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T 221
Where Myths Mount Olympus, Greece
What is a myth?
Key Words
deep Were Made A myth is a traditional
story from long ago.
god by Jennifer Li Usually it is about
hole
gods and goddesses.
mountain
myth Myths often explain
volcano something in nature.
1 Read this sentence

from the text. What do
you think the peak of a
mountain is? Which words
J
give you clues? ust as we do today, people in ancient times
“Most of the gods lived
long ago wanted to explain the amazing Home of the Gods
at the peak, or very top,
of a tall mountain.” world around them. They saw tall mountains, The ancient Greeks told myths about many great gods
deep lakes and fiery volcanoes. They knew and goddesses. They believed that the gods ruled the sky,
people could not make or control them. But land and sea. The gods started wars and made peace. They
where did they come from? What were they gave gifts to people they liked. They punished people who
for? It had to be the work of the gods. made them angry. Most of the gods lived at the peak, or
Zeus, ruler very top, of a tall mountain. Its name was Mount Olympus.
of all the
Greek gods Today, we know these myths are only stories. But the
“home of the gods” is a real place. Mount Olympus is the
tallest mountain in Greece. It is almost 3,000 meters high.
When the sun sets on Mount Olympus, the light seems to
come from the top of the mountain. Maybe that is why
people thought the gods lived there.
Ancient Greek gods

112 Topic 6 Where Myths Were Made 113
Lessons Preview

Using Text Features • Topic 6 Nonfiction Worksheet page 230
Predicting • Pictures of lightning, a rainbow, a volcanic eruption, the Grand Canyon, Uluru
• A map of the world
2 112-115 Context Clues • Audio Track 14

Using Text Features • Topic 6 Nonfiction Flashcards
3 112-115 Identifying Text Structure • Audio Track 14 • Pictures of volcanic eruptions with lava,
• Topic 6 Nonfiction Worksheet page 231 clouds of ash and lightning
• Poster paper
4 112-115 Cause and Effect • Audio Track 14

Context Clues
6 118 Connect to Social Studies • Internet access or articles about Pele, a goddess in Hawaiian myths,
Social Studies and and pictures of Kilauea erupting
Art Connection • A map of the world
• Pictures of geographical sites for modern myths
• Poster paper
T 222 Topic 6
Summary
Key Words
Myths are traditional stories from long ago, often about gods and goddesses, and they
usually explain something in nature. The ancient Greeks believed gods and goddesses deep (adj.) far below the surface
lived at the peak of Mount Olympus, a real mountain in Greece. Other cultures also god (n.) a spirit or being with
had myths about real places. A Native American myth about two gods—Llao and great power
Skell—explained how Crater Lake was formed. Another myth from Tanzania explained hole (n.) an opening in a surface
why Mount Kilimanjaro has a tall peak and a short peak. People in ancient times saw
mountain (n.) a large area of land
mountains, lakes and volcanoes as part of a great story.
and rock that rises high above the
Genre: Informational Text land around it
An informational text gives information about the real world. “Where Myths Were Made” myth (n.) a story about gods and
is about real places that were in ancient myths. heroes that is used to explain
natural events
Reading Strategy Focus volcano (n.) a mountain that was
Context Clues formed by lava, often with a hole at
What is it? Context clues are clues about the meaning of a word or phrase. Readers can the top
find context clues, such as synonyms and antonyms, before or after an unfamiliar word
in a text. These clues can help readers understand the meanings of new words.
What will students do? Students will find unfamiliar words in the text and identify
context clues, such as synonyms and antonyms.
Why is it important? As language learners, students will often encounter unfamiliar
words. It is impractical to look up every unfamiliar word in a dictionary. Instead,
students can use clues from words before and after the unfamiliar word in order to
guess its meaning.
students learn to use context clues to understand the meanings of words. They do not
learn about synonyms or antonyms.
Most Compass Reading Log 2 students will need teacher guidance to find context clues
and understand the concepts of synonyms and antonyms. Teachers can help students by:
• encouraging them to look for clues in the words before and after unfamiliar words
• explaining what synonyms and antonyms are
Author Technique
What is it? A synonym has a similar meaning to another word. An antonym means
the opposite of a word. Synonyms and antonyms are useful when we want to find the
meaning of a word.
What will students do? Students will find context clues in the text and determine
whether they are synonyms or antonyms.
Why is it important? It is important for students to learn to deduce the meaning
of a word or phrase from context clues, but they need to understand that authors
sometimes use opposite words to show the meaning.
Topic 6 T 223
Lesson 1
Teaching Resources Reading Strategies
Compass Reading Log 2 pages 112-115, 175 Using Text Features
Topic 6 Nonfiction Flashcards Readers can use text features like headings and captions to get more information from a text.
Headings divide the text into sections to make it easier for readers to find information.
Captions are words, phrases or sentences placed with pictures in a text. They explain what the
Pictures of lightning, a rainbow, a volcanic pictures show.
eruption, the Grand Canyon, Uluru
Predicting
A map of the world When you make predictions, you make a guess before you read. The title and pictures in a text

• Ask students if they like science. Accept all answers. Explain
that in the past, people didn’t know a lot about science.
• Show the pictures. Encourage students to describe what they
see. Explain that now, with science, we know what causes
these things and what created these places. Say: When you
see these things, it’s amazing. But without science, people find
other ways to explain them. In the past, they created myths.
• Remind students of the myth about Persephone. Invite them
to say what they recall from the myth and what it explained:
the seasons.
• Tell students this text will be about some myths around the
world and how they explain some places.

word chorally.
• Have students complete activities 1 and 2 in
the worksheet.
Answers:
Activity 1: 1. below 2. power 3. opening 4. high 5. story 6. mountain
Reading Strategies (20 min.)

Have students look at the pictures on pages 112 and 113.
Ask: What do you see? (A mountain, the sky, trees, some
buildings; statues.) Point out captions. Ask: What is the name
of the mountain in the picture? Where is it? (Mount Olympus,
Greece.) Point out Greece on the map of the world.
• Have students look at the pictures on pages 114-115.
Ask: What do the pictures show? (Crater Lake, Mount
Kilimanjaro.) Invite volunteers to find the locations on
the map.
• Elicit the headings for each page: Home of the Gods, Battle of
the Gods, A Lesson from the Volcanoes. Explain that a battle
is a fight.
• Form pairs. Tell students to make predictions about the text.

• Review the Key Words by showing students the flashcards
to elicit the words.
T 224 Topic 6
Lesson 2
Compass Reading Log 2 pages 112-115 Context Clues
Topic 6 Nonfiction Flashcards Using Text Features
• Use the flashcards to review the Key Words. Show the Ask: What is the place? (Crater Lake.) Who had a myth about
pictures to elicit the words. Then show the words and read it? (Native Americans.) Who were Llao and Skell? (Gods.)
them aloud for students to repeat chorally. What did they do? (They threw rocks and fire at each other.)
• Read the definitions in random order for students to guess Who lost the fight? (Llao.) In the myth, what created the lake?
the Key Words. (The top of the mountain broke apart. Rain filled up the hole.)
In real life, what made the lake? (A volcano, rain.)
1 Read this sentence from the text. What do you • Continue the track and pause it at the bottom of page 115.
think the peak of a mountain is? Which words give Ask: What is the place? (Mount Kilimanjaro.) Who had a
you clues? (10 min.) myth about it? (People in Tanzania / Africa.) Who were Kibo
Reading Strategy Focus and Mawenzi? (Peaks of the mountain, brothers.) In the myth,
what changed the shape of the peak? (Kibo hit Mawenzi on
• Point out the excerpt in quotation marks. Tell students to
the head.) What changed the shape of the peak in real life?
read the excerpt silently and circle the word peak.
(Wind and water.)
• Invite a volunteer to read the sentence aloud. Write it on the
board and circle peak. Take the Lesson Further (10 min.)
• Ask: What do you think “peak” means? (The very top of a tall
mountain.) Point out that sometimes words have definitions
in the text. Invite a volunteer to underline the words on the Answers: 1. c 2. a 3. b
board that show the meaning of peak: or very top.
Reading Strategy
Have them raise their hands when they hear the heading of a
new section.
• Form pairs. Tell them to read the captions in the text and
point to the pictures.
• Play the track again and pause it at the bottom of page 113.
Ask: Why did people tell myths? (To explain something in
nature.) Who believed that gods were on Mount Olympus?
(Ancient Greeks.) Is Mount Olympus real? (Yes.) Do gods and
goddesses really live there? (No.)
Topic 6 T 225
Lesson 3
Compass Reading Log 2 pages 112-115 Identifying Text Structure
Audio Track 14 Informational texts are usually organized with a predictable structure.
The content follows a pattern in each section.
Pictures of volcanic eruptions with lava, clouds of ash and lightning
Poster paper (1 sheet per pair)

• Show students the pictures of the volcanoes. Point out the
lava, the clouds of ash and the lightning. Ask: Have you ever
seen a volcano erupt? Encourage students to say what they
know about the science of volcanoes. Explain that a long time
ago, people didn’t understand many things about science or
nature. For this reason, they imagined magical events, like
gods fighting.
Reading Strategy
• Play track 14. Have students follow the text on pages
112-115. Point out that each section of the text has the same
types of information: the culture, the name of the place and a
description of the myth.
• Pause the track after each section. Have students
complete activity 4 in the worksheet.
• Form pairs or small groups for students to compare their
answers.
• Play the track again for students to check.
Answers: Where, Home, Olympus, peak, Battle, Lake, hole, Volcanoes,
Mount, lazy

• Form pairs and distribute the poster paper. Tell students to
read the myth about Llao and Skell on page 114 again.
• Tell students to draw rain filling the crater at the top of
the volcano.
• Have students flip the paper over. Tell them to read the
myth about Mawenzi and Kibo again. Tell them to draw a
mountain with two peaks according to the text. One peak
should be tall and straight, and the other peak should be
short and crooked. Point out that the tall and straight peak,
Kibo, didn’t let his fire go out. Ask: What does a fire on a
volcano look like? Have students draw fire and smoke coming
from the tall and straight peak.
T 226 Topic 6
Lesson 4
Compass Reading Log 2 pages 112-115 Cause and Effect
Audio Track 14 Cause and effect is one way ideas can relate to each other in a text. One action causes
something else to happen; for example, rain can cause a lake to form in a crater.

• Describe one of the places in the text, for example: This is the
deepest lake in the United States. Elicit the name of the place:
Crater Lake. Give other descriptions of places in the text for
students to guess.
• Write the following questions on the board:

1
When did people create myths?
2
How high is the tallest mountain in Greece?
3
What did Llao and Skell stand on?
4
Where does the water in Crater Lake come from?
5
What lesson can we learn from the myth about
Mount Kilimanjaro?
• Play track 14. Have students follow on pages 112-115 to
answer the questions.
• Form pairs. Tell students to discuss the answers.
Encourage them to find words or phrases in the
text that show the answers.
Answers: 1. in ancient times / long ago 2. almost 3,000 meters 3. mountains
4. the rain 5. You shouldn’t be lazy.
• Write two headings on the board: The Myth and Real Causes.
• Play track 14 for students to follow the text in their books.
Pause the track at the bottom of page 113. Ask: What did the
ancient Greeks believe about Mount Olympus? (Gods and
goddesses lived at the top.) Write gods and goddesses under
The Myth.
• Ask: What did they see? What caused them to think this?
(When the sun sets, the light seems to come from the top of the
mountain.) Write the sun under Real Causes.
• Continue the track and pause it at the bottom of the page
114. Ask: What did the Native Americans believe about
Crater Lake? (Gods fought and created the lake.) Write gods
created the lake under The Myth.
• Ask: What really caused the top of the volcano to fall in?
(An eruption.) What caused the lake to form? (Rain.)
Write an eruption and rain under Real Causes.
Ask: What did the people in Tanzania believe about Mount
Kilimanjaro? (The peaks were brothers. One peak hit the other
peak.) Write peaks were brothers under The Myth. Ask: What
really changed the shape of the peak of Mount Kilimanjaro?
(Wind and water.) Write wind and water under Real Causes.

• Invite volunteers to retell each myth. Have the class vote on
their favorite myth from the text.
Topic 6 T 227
Lesson 5
Compass Reading Log 2 pages 112-117 Context Clues
Comprehension (60 min.) 5 Synonyms and Antonyms Find the words in the text.
Lead in to the Lesson Underline the context clues. Then complete the chart.
• Say a name from one of the myths, for example: Kibo. Ask: • Point out the words in the chart. Ask: What do these words
What myth is it from? (The myth about Mount Kilimanjaro.) mean? Tell students to find ancient on page 113. Ask: What
is the context clue? (Long ago.) Explain that long ago is a
1 Match the myths with the cultures. Write G (Greek), synonym of ancient. It has a similar meaning. Tell students to
NA (Native American) or A (African). write Synonym in the box for ancient.
• Form pairs. Have them read the sentences and identify the • Tell students to find crooked on page 115. Ask: What is the
correct culture. Tell them to write the letter G if the sentence context clue? (Straight.) Say: “Straight” is an antonym of
describes the Greek myth, NA if it describes the Native “crooked.” They are opposites. Tell students to write Antonym
American myth or A if it describes the African myth. Do the in the box for crooked.
first one together. • Have students work in pairs or small groups to complete the
chart. Monitor and help as needed.
Answers: 1. G 2. A 3. NA 4. NA 5. G 6. A
Answers:
2 Label the pictures. 1. long ago, Synonym 2. straight, Antonym 3. wars, Antonym
4. strong, Synonym
• Have students write the words to label the pictures.
Answers: 1. hole 2. god 3. mountain 4. volcano 6 Active Reading Draw a picture of one of the myths
from the text. Have a classmate guess the real place
3 Listen and follow again. Circle the correct connected to the myth.
answers. 14 • Form pairs or small groups. Tell them to draw a scene from
• Play track 14 for students to follow along with the text. one of the myths in their notebooks.
• Form pairs and tell them to circle the correct answer to • Have students share their pictures and guess the places in the
each question. scenes in their classmates’ drawings.
Answers: 1. a 2. c 3. b
7 Think and discuss. What stories do people tell about
4 Context Clues Find the words in the text. Underline places where you live?
words and phrases that help you understand their • Form small groups. Have students discuss the question with
meanings. their classmates.
• Point out the words in the box. Ask: What do these words • Invite volunteers to share their ideas with the class.
mean? Tell students to find eruption on page 114. Read aloud:
Gods didn’t throw rocks and fire to make it. But a volcano did!
After the eruption, the top of the volcano fell in. Ask: Which
words and phrases help you know what “eruption” means?
(Rocks, fire, volcano.)
• Find the other words together as a class.
Answers: eruption (page 114: rocks, fire, volcano), lazy (page 115: often let
his fire go out), punished (page 113: people who made them angry), tallest
(page 113: mountain)
A Complete the sentences with the correct words.

• Tell students to complete the sentences with the words in
the box.
Answers: 1. lazy 2. tallest 3. punished 4. eruption
T 228 Topic 6
Lesson 6
Teaching Resources Social Studies and Art Connection
Compass Reading Log 2 page 118 Making up a new myth about a mountain, lake or volcano helps students
Internet access or articles about Pele, a goddess in Hawaiian myths, recall the details and structure in the text. It also serves to further engage
and pictures of Kilauea erupting students and to make the text more memorable.
A map of the world

Pictures of geographical sites for modern myths
Poster paper (1 sheet per group)

• Show the pictures of Kilauea erupting. Encourage students to
describe the pictures and guess the location: Hawaii.
• Invite a volunteer to find Hawaii on a map of the world.
Explain that Hawaii is made up of many islands.
• Say: They were formed by volcanoes from under the ocean!
Connect to Social Studies (20 min.)

1 Research Pele, a goddess in Hawaiian myths.
Answer the questions.
• Form small groups and distribute the research materials.
Read the questions aloud.
• Tell students to find the information to answer the questions.
Have them mark Kilauea on the map on page 118.
Answers: 1. She lives in the volcano of Kilauea, a real place. (Kilauea is on the
southern side of the largest island, Hawaii.) 2. a volcano 3. There are many
eruptions.
Social Studies and Art Connection (35 min.)

• Show the pictures of the geographical sites and write the
names on the board.
• Form small groups and assign each group a geographical site.
Write: Where did it come from? on the board.
• Tell students to make up a myth with gods and goddesses to
explain the geographical site. Have them write the story on a
sheet of paper. Monitor and help as needed.
• Distribute the poster paper. Tell students to illustrate
their myths.
• Invite groups to present their myths to the class.
• Encourage students to investigate what created the place in
real life.
Know Your Students

Prepare a short list of geographical sites students could
use in their modern myths. Try to pick a mountain, lake
or volcano, or other physical feature, in your country.
If possible, bring pictures of each site.
Topic 6 T 229
To p ic 6 Where Myths Were Made
below high mountain opening power story
1 deep – far the surface

2 god – a spirit or being with great
3 hole – an in a surface
4 mountain – a large area of land and rock that rises
above the land around it
5 myth – a about gods and heroes that is used to explain
natural events
6 volcano – a that was formed by lava, often with a hole
at the top
2 Read and draw.

1 2
mountain volcano
3 Match the names with the places in the text.

1 Kibo and Mawenzi a Greece
2 Mount Olympus b Crater Lake
3 Llao and Skell c Mount Kilimanjaro
4 Complete the chart.
Battle hole Home Lake lazy Mount

Olympus peak Volcanoes Where
Title: Myths Were Made
Section 1
Heading: of the Gods
Culture: Greek
Place: Mount
Myth: Gods and goddesses lived at the of the mountain.

They controlled the sky, land and sea.
Section 2
Heading: of the Gods
Culture: Native American
Place: Crater
Myth: Llao and Skell stood on mountains. The top of Llao’s mountain fell apart.
It created a big .
Section 3
Heading: A Lesson from the
Culture: Tanzanian
Place: Kilimanjaro
Myth: Mawenzi was . He let his fire go out. Kibo became

angry and hit him on the head.
Where Myths
Key Words
deep Were Made
god by Jennifer Li
hole
mountain
myth
volcano
1 Read this sentence

from the text. What do
you think the peak of a
mountain is? Which words
J
give you clues? ust as we do today, people in ancient times
“Most of the gods lived
long ago wanted to explain the amazing
at the peak, or very top,
of a tall mountain.” world around them. They saw tall mountains,
deep lakes and fiery volcanoes. They knew
people could not make or control them. But

where did they come from? What were they
for? It had to be the work of the gods.
Zeus, ruler
of all the
Greek gods
Ancient Greek gods

112 Topic 6
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T 232
Mount Olympus, Greece
What is a myth?
A myth is a traditional
story from long ago.
Usually it is about
gods and goddesses.
Myths often explain
something in nature.
Home of the Gods

The ancient Greeks told myths about many great gods
and goddesses. They believed that the gods ruled the sky,
land and sea. The gods started wars and made peace. They
gave gifts to people they liked. They punished people who
made them angry. Most of the gods lived at the peak, or
very top, of a tall mountain. Its name was Mount Olympus.
Today, we know these myths are only stories. But the
“home of the gods” is a real place. Mount Olympus is the
tallest mountain in Greece. It is almost 3,000 meters high.
When the sun sets on Mount Olympus, the light seems to
come from the top of the mountain. Maybe that is why
people thought the gods lived there.
Where Myths Were Made 113
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T 233
Battle of the Gods
Other ancient cultures also told myths about real places.

One Native American myth told about a deep, wide lake. It formed
when two gods fought.
Llao was the god of the Below World. Skell was the god of the
Above World. The two gods stood on the mountains. They threw
rocks and fire at each other. Finally, the top of Llao’s mountain broke
apart under him. Llao fell back to the Below World. Only a bowl-
shaped hole was left. Rain filled it up, and soon there was a lake.
The lake is not just a myth. It is a real place called Crater Lake.
It is the deepest lake in the United States. Gods didn’t throw rocks
and fire to make it. But a volcano did! After the eruption, the top
of the volcano fell in. Then rain filled the hole. So ancient beliefs
weren’t far from the truth!
Crater Lake, Oregon, United States
114 Topic 6
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T 234
A Lesson from the Volcanoes
Ancient people in Africa used myths about real places to teach a

lesson. In Tanzania, the real mountain of Mount Kilimanjaro has two
peaks. One peak, Kibo, is tall and straight. The other peak,
Mawenzi, is short and crooked. Ancient people believed that the
peaks were brothers. They were strong and powerful, even though
they weren’t gods.
In the myth, Mawenzi was lazy and often let his fire go out.
Finally, Kibo became angry with Mawenzi and hit him on the head
for being so lazy! Today, we know that wind and water changed the
shape of the peak. But you can see why people believed the myth.
The mountain looks like something hit it!
In ancient times, people tried to understand their world, just like
we do today. But they did it in a different way. To ancient people, the
mountains, lakes and volcanoes were part of a great story. They told
this story to explain the amazing world around them.
Mount Kilimanjaro, Tanzania
U6COrl2.indd 115 9/29/17 11:43

T 235
1 Match the myths with the cultures. Write G (Greek), NA (Native American)
or A (African).
1 All the gods lived together on a tall mountain.
2 Two brothers got into a fight, and one hit the other on the head.
3 Gods threw rocks and fire.
4 There was an Above World and a Below World.
5 The gods were in charge of the sky, land and sea.
6 One brother let his fire go out.
god hole mountain volcano
1 2 3 4
3 Listen and follow again. Circle the correct answers. 14
1 Why did people believe Mount Olympus was the home of the gods?
a Light seemed to come b It was not real. c It was in the sky.
from the mountain.
2 Where did the water in Crater Lake come from?
a under the ground b the gods c rain
3 What lesson did ancient Africans teach with a myth about volcanoes?
a Volcanoes are big. b Don’t be lazy. c Gods can throw fire.
116 Topic 6
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T 236
4 Context Clues Find the words in the text. Underline words and phrases that
help you understand their meanings.
eruption lazy punished tallest
A Complete the sentences with the correct words.

1 You don’t want to do any work. That means you are .
2 The giraffe is the animal. It can reach the tops of high trees.
3 They the thief by putting him in prison.
4 In an , hot rocks and fire came out of a volcano.
5 Synonyms and Antonyms Find the words in the text. Underline the
context clues. Then complete the chart.
Word Context Clue Synonym or Antonym?

1 ancient
2 crooked
3 peace
4 powerful
6 Active Reading Draw a picture of one of the myths from the text. Have a
classmate guess the real place connected to the myth.
7 Think and discuss. What stories do people tell about places where you live?
U6COrl2.indd 117 9/29/17 11:43

T 237
Connect to Me
1 Research a myth from another culture. Write some notes about it.
Then retell the myth.
A Think and discuss. What can you learn about ancient beliefs from this myth?
Connect to Social Studies
1 Research Pele, a goddess in Hawaiian myths. Answer the questions.
1 Where does she live? Is it a real place? Find and mark it on the map.
2 What is her home: a cave, a lake, a mountain, a river or a volcano?
3 Why do you think people say a goddess lives there?
118 Topic 6
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T 238
Topic 1 broccoli (n.) a green vegetable
Fiction cabbage (n.) a round vegetable
disappointed (adj.) sad because you carrot (n.) an orange, yellow or purple
expect something that does not happen root vegetable
home run (n.) a hit in a baseball game city (n.) a big place where many people
that allows the batter to score a point live and work
hurry up (v.) to do things faster than usual fire escape (n.) a metal structure on a
notice (v.) to see something and building that allows people to exit the
understand its importance building safely in the event of a fire
runner (n.) a person who runs in a race french fry (n.) a long strip of potato
stretch (v.) to extend your muscles in cooked in hot oil
preparation for exercise Nonfiction
talented (adj.) having an exceptional ant (n.) a small insect that lives in a colony
natural ability crunch (n.) the noise or feeling of breaking
trophy (n.) an award for winning a a hard food with your teeth
competition; a metal statue or cup dip (v.) to place something into a liquid for
Nonfiction a short period of time
game (n.) a sports event where two teams hard-boiled (adj.) in the case of eggs,
play against each other thoroughly cooked in very hot water
kick (v.) to hit with the foot iron (n.) a type of metal and a nutrient
player (n.) a person who plays a game log (n.) the trunk of a tree that has fallen
or a sport or been cut down
practice (n.) the action of preparing to
Topic 3
play a sport
Fiction
soccer (n.) a game played by two teams
breeze (n.) a light wind
of eleven players using a round ball
cover (v.) to place something completely
sports (n.) games or activities where
over something else
people use their bodies in a physical
immune system (n.) natural mechanisms
way in order to win
that protect the body from germs
team (n.) a group of people who play a
rough (adj.) with a textured surface;
sport together
not smooth
Topic 2 sneeze (v.) to expel air suddenly from the
Fiction mouth and nose
apartment (n.) a home in a large building stuffed (adj.) blocked or congested
Glossary 173
GlossaryCOrl2.indd 173 9/29/17 12:05

A1
throat (n.) the back of the mouth crust (n.) the hard surface or exterior
virus (n.) a tiny organism that can invade of something
the body and cause an illness float (v.) to have buoyancy, such as a
Nonfiction boat floating on water
fingernail (n.) a hard covering that grows fossil (n.) the remains of a plant or animal
on the ends of the fingers that lived in ancient times
germs (n.) viruses or bacteria jigsaw puzzle (n.) pieces with unique
rinse (v.) to wash something with water shapes that fit together to form a picture
scrub (v.) to clean by rubbing plate (n.) a flat piece of a hard material
soap (n.) a substance that helps remove supercontinent (n.) an extremely large
dirt and germs area of land made of continents that are
spread (v.) to travel from person to person joined together
towel (n.) a piece of cloth for
Topic 5
absorbing liquid
Fiction
warm (adj.) having a pleasant feeling of
ceremony (n.) a formal event that is part
slight heat
of a social or cultural custom
Topic 4 crater (n.) a hole in the earth, formed by a
Fiction volcanic eruption or a meteor
breath (n.) air that enters and exits the lungs grumble (v.) to complain in a low voice
bucket (n.) a large container with an open icy (adj.) very cold
top for holding liquid jungle (n.) a tropical forest
cave (n.) a hollow space in a rocky place slip (v.) to lose one’s balance
caveman (n.) a prehistoric human that step (n.) a flat surface, usually wood or
lived in caves stone, in a staircase
forest (n.) an area with many trees tumble (v.) to fall with a rolling motion
fridge (n.) a device for storing food so that Nonfiction
it stays cool and fresh; a refrigerator fleet (n.) a group of ships
glove (n.) an item of clothing that protects government (n.) a political system that
the hand and covers each finger makes laws for a country or state
kitchen (n.) a room where people leader (n.) a person who guides, directs or
prepare food controls others
Nonfiction outlaw (n.) a criminal who is hiding
coast (n.) the edge of a continent that from authorities
touches an ocean pirate (n.) a person who attacks or steals
continent (n.) a very large area of land from ships at sea
174 Glossary

A2
rule (n.) a statement that says what you make-believe (adj.) imaginary or pretend
must or must not do make up (v.) to create a story that is not true
notebook (n.) a book with pages for
Topic 6
writing or drawing
Fiction
shoelace (n.) a string that holds a shoe
chariot (n.) a two-wheeled vehicle pulled
tightly on the foot
by horses used in ancient times
trunk (n.) the long flexible nose of
necklace (n.) a piece of jewelry worn
an elephant
around the neck
Nonfiction
peek (v.) to look at someone or
adult (adj.) fully grown or developed
something secretly
butterfly (n.) a long thin insect with large
prefer (v.) to like someone or something
colorful wings
more than another person or thing
caterpillar (n.) a long worm-like animal
season (n.) a three-month period of time
that will become a butterfly
that is usually marked by particular
egg (n.) a round or oval thing that will
changes in the weather
produce an insect, fish, reptile or bird
seed (n.) a small object produced by a
leaf (n.) a flat, green part of a plant
plant from which a new plant will grow
life cycle (n.) the stages in the life of a
wilt (v.) to bend down like a plant as if
creature, such as egg, caterpillar, adult
from lack of water
pupa (n.) a stage in an insect’s life when
Nonfiction
it transforms from a larva or caterpillar
deep (adj.) far below the surface
into an adult
god (n.) a spirit or being with great power
stage (n.) a step in a process
hole (n.) an opening in a surface
mountain (n.) a large area of land and rock Topic 8
that rises high above the land around it Fiction
myth (n.) a story about gods and heroes canoe (n.) a light, narrow boat
that is used to explain natural events desert (adj.) living in a desert or dry
volcano (n.) a mountain that was formed region where there is little rain
by lava, often with a hole at the top dune (n.) a hill of sand
oasis (n.) a small area with water and
Topic 7
plants surrounded by desert
Fiction
paddle (v./n.) to move forward by pushing
amazing (adj.) wonderful, surprising
the water with a flat wooden pole; a flat
disappear (v.) to stop being visible
wooden pole, or oar
magic (adj.) to use tricks or supernatural
forces to create things
Glossary 175
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A3
rainforest (n.) a forest in a rainy area; jungle statue (n.) the figure of a person or animal
sand (n.) tiny pieces of rock and dust made out of stone, metal or wood
savanna (n.) a large flat area of grass submarine (n.) a ship that can travel
with very few trees underwater
Nonfiction Nonfiction
flow (v.) the movement of water in a binoculars (n.) large glasses that make
particular direction distant things seem closer and larger
layer (n.) a horizontal section, often above camp out (v.) to sleep outdoors, often
or below other horizontal sections in a tent
rainbow (n.) a colored arc that sometimes dig (v.) to make a hole in the ground by
appears in the sky when the sun shines moving dirt or sand
through moisture or raindrops feed (v.) to give food to animals
sea lion (n.) a marine mammal that lives hike (v.) to walk a long distance
in coastal areas, with short, thick fur and for enjoyment
flippers for swimming magnifying glass (n.) a special glass
waterfall (n.) running water, usually in a with a handle that can be used to see
stream or river, that falls from a high place objects larger than they are
whale (n.) a very large marine mammal recipe (n.) a list of ingredients and
that lives in the ocean instructions for preparing food
scrapbook (n.) a large book with blank
Topic 9
pages to paste photos and decorations
Fiction
aquarium (n.) a glass container with water
where fish can live
broken (adj.) damaged; not functioning
button (n.) a small part of a machine
or device you can push to control
something
earthquake (n.) an event where the earth
shakes, often damaging buildings
remote control (n.) a device you can
hold or carry, used to control another
electronic device from a distance
shark (n.) a marine animal with a large
mouth and many teeth
176 Glossary

A4
• What’s my favorite sport?
• What do I need to eat?
• Why do I get sick?
• What was there millions of years ago?
• Where is the lost treasure?
• What did ancient cultures believe?
• What could I do when I was small?
• What are the most amazing places on Earth?
• Where do I want to travel?

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LEVEL 2

Illustrations: Carles Arbat Serarols pp. T194-T197;

Photographs: © Shutterstock.com: Chad Zuber p. T182

Images used under license from © Shutterstock.com

Reading Strategies ........................................................................................................ vii

Topic Structure ................................................................................................................ ix

Topic Features .................................................................................................................... x

Scope and Sequence ................................................................................................. xiii

Topic 4 What was there millions of years ago? ................................ T123

Frozen in Time .................................................................................................... T124

Our Changing Planet ..................................................................................... T146

Topic 5 Where is the lost treasure? ........................................................... T163

The Golden One ................................................................................................ T164

Pirates on the Sea ............................................................................................. T184

Topic 6 What did ancient cultures believe? ....................................... T201

Persephone ............................................................................................................ T202

Where Myths Were Made .......................................................................... T222

Compass English Language Arts

Compass English as a Foreign Language

Using Text Features

Key Words help

Students listen Colorful pictures

Students have fun

Activities in the Connect to Me section

Connect to… activities approach

All the Key Words and their

Flashcards provide a visual reference

Theo and Gordon • Inferences apartment, broccoli, Connect to Health

Frozen in Time • Main Characters breath, bucket, cave, Connect to Science

Pages 63-82 Our Changing Planet • Sequence coast, continent,

The Golden One • Setting ceremony, crater, Connect to

Pages 83-100 Pirates on the Sea • Comparing and fleet, government,

Persephone • Retelling chariot, necklace, peek, Connect to

Where Myths • Context Clues deep, god, hole,

The Magic Book • Plot amazing, disappear, Connect to Science

Explorer Sam • Rhythm in a Poem canoe, desert, dune, Connect to

The Most Beautiful • Text Features flow, layer, rainbow,

Lost City of Atlantis • How Characters React aquarium, broken, Connect to

Glossary Pages 173-176

Cutouts Pages 177-184

U4COrl2.indd 63 9/29/17 11:35

2 Listen and follow. 9

U4COrl2.indd 64 9/29/17 11:35 U4COrl2.indd 65 9/29/17 11:35

1 64-73, 174 Key Words • Topic 4 Fiction Flashcards

2 64-73 Main Characters • Audio Track 9

3 64-73 Main Characters • Audio Track 9

4 64-73 Dialogue • Audio Track 9 • Construction paper

5 64-75 Comprehension • Audio Track 9

6 64-73 , 82 Reader’s Theater • Story assignment note cards

Know Your Students

2 Listen and follow. 9 (25 min.)

• Play track 9. Have students follow the story on pages 64-73.

Lead in to the Lesson (5 min.) Reading Strategy Focus (10 min.)

Lead in to the Lesson (15 min.)

Read and Discuss the Story 9 (25 min.)

Take the Lesson Further (20 min.)

7 Imagine you found a caveman in your backyard.

4 Dialogue Listen and follow again. Circle the

• Invite volunteers to read the questions aloud.

Lead in to the Lesson (10 min.)

Reading Strategy (25 min.)

Manage Your Class

Connect to Me (25 min.)