Using Multiple Sources For Writing and Speaking: Lesson 20

LESSON Lesson 20
OVERVIEW Using Multiple Sources for Writing and Speaking
Standards Focus Learning

LearningProgression
Progression
Integrate information from several texts Grade 4 Grade 5 Grade 6
on the same topic in order to write or
speak about the subject knowledgeably. Students synthesize At Grade 5, the repetition Grade 6 uses the strong
RI.5.9 information from two of the Grade 4 standard base of the Grades 4 and 5
texts to write or speak emphasizes the importance standards to introduce the
Lesson Objectives about a subject of integrating information concept of analyzing the
knowledgeably. from multiple texts as way multiple texts work
Reading students work toward together.
• Combine information from several gaining an understanding
texts on the same topic. RI.5.9 of a subject.
• Use the integrated information to write
or speak about the topic. RI.5.9
Writing Lesson Text Selections

• Draw evidence from informational
texts to support analysis and reflection. Modeled and
Guided Instruction Guided Practice Independent Practice
W.5.9b
Modeled and Guided Instruction Guided Practice Independent Practice
Speaking and Listening

Genre: History Texts Genre: Science Texts Genre: History Article
Read Read Read
BE L L A N D T H E T E L E PHON E SATELLITE
Using Multiple Sources for Writing and Speaking Lesson 20
Genre: Science Article
WORDS TO KNOW
A Brief History Independent Practice
of the Internet
As you read, look Genre: Magazine Article
• Pose and respond to specific questions

by Melanie Cartwright inside, around, and
beyond this word to
1 On March 10, 1876, Alexander Graham Bell’s hard work paid off. by Roger Spandel
figure out what it
Thomas Watson, friend and fellow inventor, heard Bell speaking clearly from by Amanda Eggers
means. WORDS TO KNOW
the receiving end of the very first working telephone. 1 A satellite is a small body or object that revolves around a larger object in
• access As you read, look
1 The Internet is something we take for granted. For many
and contribute to discussions. SL.5.1c How Satellites Track Cell Phones

2 Bell was an inventor through and through. He had a deep fascination space. The Moon is Earth’s satellite, and all the planets are satellites of the Sun.
inside, around, and
with sound and wanted to invent a way to transmit it over long distances. Moons and planets are called natural satellites. people, surfing the net is as much a part of everyday life as
beyond these words
He started small. He developed techniques and devices to communicate with 2 Artificial satellites are human-made objects that revolve around larger, eating
to figure out breakfast
what or going shopping. But what is the Internet,
his mother and other members of the deaf community. He performed sound natural satellites. The first artificial satellite was Sputnik 1, a 185-pound exactly, and how long has it been around? The answers may
they mean.
experiments with whatever he could, from tuning forks to the family dog! capsule sent into orbit by the Soviet Union in 1957. Since that time, many by Jane Woo surprise you.
• media
2 During the 1960s, the United States military wanted a new
3 Eventually Bell figured out that electricity would be the key to transmitting satellites have been sent into space. Today there are hundreds of satellites
1 You might have seen television shows where the police located a missing
• virtual
Using Multiple Sources for Writing and Speakingby Lesson Laurie Shinbaum, Appleseeds
20
• Review the key ideas expressed and

sound but didn’t know enough about it. That didn’t stop him. In 1875, when circling Earth. They are used for research, weather study, navigation, and way to share information. They wanted a network that would
• network
person by locating his or her cell phone. Communication satellites make this keep working even if other systems failed. Computers had Genre: Magazine Article
he met Watson, a skilled electrical engineer, Bell asked for his help. That year communication. Among these is the largest—the International Space Station,
possible if the phone has a Global Positioning System (GPS) chip inside the been around for a number of years, but they were not linked
Bell wrote his first patent for technology to transmit voices over a wire line. where astronauts work and research in space.
phone. together in any way, so researchers began to try out different
One year later, he introduced the telephone to the United States. He patented 1 Do you like being poked?
2 Some 22,000 miles high above us, the United States operates twenty-four ways to get computers to “talk” to each other. In October 1969,
his “electronic speech machine” in 1876.
draw conclusions. SL.5.1d

communication satellites that orbit Earth. The satellites circle Earth every a system 2 Most people
called ARPANET wasdon’t—unless
launched. Onlyit’s onpeople
a few Facebook,
WORDS TO KNOW
Communication Satellites
twelve hours. They are positioned so that five satellites can be seen from any byhad
Laura toa popular
Modigliani,
access ARPANET Internet
Scholastic News
because site. Facebook
the network members
included only canAs you read, look
Did Gray or Bell Invent the Telephone? point on Earth at any time of the day.
1
poke a friend, which is a message that looselyinside, around, and
four universities.
If you’ve ever searched for information
This network would not have a big impact on
online,I’myou’ve probably come
by Tom Xiao 3 These satellites transmit radio signals down to Earth. Each satellite means, “Hey,
the lives of most people for many years.
still here!” beyond these words
measures the time it takes for a signal from a chip to reach the satellite (less across Wikipedia. The online encyclopedia was launched in January 2001.
1 Elisha Gray was a gifted electrical engineer. He was one of the most 3 3
Throughout Notnext
the thattwolong ago, Facebook
decades, did not exist. to figure out what
computer technology
by Dirk Costa than one-tenth of a second). Then it multiplies the time by how fast a radio Today, the site includes 3.5 million articles in English alone. Wikipedia isFacebook
the they mean.
important inventors of his time. In 1876, he was ready to patent an amazing became moreToday,
and more social networking
advanced. By thesites
1990slikethe Internet make
wave moves—some 186,000 miles (300,000 kilometers) a second. The result is biggest online encyclopedia. staying • reliable
device. He had invented one of the very first telephones, yet Gray is 1 How do communication satellites work? was no longer limitedin to touch easier
just a few than ever.
universities. It quickly
2 It’s easy to see why people like it. The site has detailed articles on just • trustworthy
Language
2 A cell phone uses cell towers to send and receive the signals.
distanceHowever,
between the
in GPS chip and the satellite. expanded4for useYou by businesses anda individuals, helped
unknown to most people today. Why? know what network is—a setbyof links or
4 to erect
To determine about any topic you can think of—from Iraq and the human eye to iCarly.
2 The telegraph, invented in the 1870s, allowed written messages to be rural areas and over the oceans, it is not possible cell phonean accurate location of a cell phone, the GPS must use at
towers. the inventionties
of the World Wide
between Web. Th
one place, e Worldor
person, Widething and another. What about
least 3 But even though it’s popular, does that mean you can trust it?
transmitted along a wire. It was popular, but many people wanted more. The solution is simple: use a satellite phone, which canthree
coversatellites. Four satellites make the data even more accurate. If all
vast distances. Web (www),social?
inventedSocial
in themeans
1990s, provides
having to a way
do for
with groups of people, or society.
©Curriculum Associates, LLC Copying is not permitted.

Inventors raced to develop a way to transmit a person’s voice along a Close Reader Habits 3 So how does it work? A satellite phone sends this sounds
a signal up tounbelievable, imagine this: GPS can pinpoint a location within
a satellite, and people to findSoinformation
a social network is a set For
on the Internet. of links among
the first time, people. Sometimes these
35 feet! A Group Effort
wire. By 1876, Elisha Gray had found a way. But on the very same day the signal is then sent down to a ground station. Th is station sends the call information sites
on theareWeb also
hadcalled “socialthat
an “address” media.”
made it easy
When you reread the 4 Wikipedia is not like other encyclopedias. The wiki in its name means
the patent office in Washington received word of his invention, they passages, underline
to the cell phone or landline. If someone wants to call a satellite phone, the to find. 5 Social networking sites like Facebook, Twitter, Ning, and MySpace
that anyone—even you—can write or change an entry. Because experts don’t
received a patent application for the same technology from someone details about both reverse works, too. The call from the landline or cell phone first 4 Today, the Internet
are websitescontains
that all kinds ofpeople
connect information,
on theusedInternet. Through them,
• Use Greek and Latin affixes and roots as

check it, the information may not always be correct.
else. That person’s name was Alexander Graham Bell. inventors, such as who goes to the ground station. Then it travels up to the satellite, and Close Reader Habits by ordinary people
peopleevery day. Email,
are able to meet,music, photos,
speak, andgames,
share information with each
5 Wikipedia can, however, be a helpful research tool—if you know how to
3 Bell was awarded the first U.S. patent for the telephone later that they were, the main thing then down to the satellite phone. videos—all are readily
other. available
These siteson our computers.
create Even
virtual communities for adults—and
What do satellites do? use it. “It’s been attacked because kids often go to Wikipedia and cite that as
year. While the patent office said they had received Bell’s application they did, and why they Close Reader Habits though we take sometimes teenagers.
it for granted, Today,
the Internet has we use the word virtual to mean
transformed
did it. Reread each text, and their only source,” says Tessa Jolls.something
She’s the president of thebut
that exists Center
not inforactual
Media form. For example, Facebook
first, the true inventor of the telephone has been debated since. the world.
underline details that How do satellites help us? Literacy in Malibu, California. creates a real community, but it is not a physical community like
clues to the meaning of a word. L.5.4b

tell what satellites do. Reread all three texts, and 6 Jolls says Wikipedia can be a your great starting
town. point for finding more reliable
circle information that sources of information. Wikipedia articles often have links to other sources.
352 Lesson 20 Using Multiple Sources for Writing and Speaking ©Curriculum Associates, LLC Copying is not permitted. 354 Lesson 20 Using Multiple Sources for Writing and Speaking ©Curriculum Associates, LLC Copying is not permitted. tells how satellites help 360 Lesson 20 Using Multiple Sources for Writing and Speaking
people.
What’s Reliable?
7 The trouble is that a lot of people think any site is completely trustworthy.
According to a recent Scholastic poll, 47 percent of kids ages 9 to 11 believe
• Acquire and use academic and domain- ©Curriculum Associates, LLC Copying is not permitted. Lesson 20 Using Multiple Sources for Writing and Speaking 355
the information they find online is always correct. Many kids don’t realize
that lots of sites362
are only trying
Lesson to sell
20 Using something
Multiple or contain
Sources for Writing only people’s
and Speaking ©Curriculum Associates, LLC Copying is not permitted.

opinions. In fact, many sites aren’t even written by experts.
8 The Internet is like a huge library. Type “Haiti” into Google or another
specific words and phrases. L.5.6

search engine, and you’ll get millions of results. The Wikipedia page often
pops up first, but that just means it’s popular, not that it’s the most reliable site.
Scroll down the results page and you’ll find a link to the CIA World Factbook.
That site is more trustworthy because it’s run by a U.S. government agency.
Also, look for websites that end in .edu or .gov. These sites are written by
experts and usually contain reliable information.
9 “You have to learn how to make judgments about the information,” says
Jolls. “Learn to be a questioner.”
Additional Practice: RI.5.1, RI.5.2, Lesson 20 Using Multiple Sources for Writing and Speaking 361
RI.5.3, RI.5.4, RI.5.5 Bell and the Telephone Satellite A Brief History
by Melanie Cartwright by Roger Spandel of the Internet
Academic Talk Genre: History Text Genre: Science Text by Amanda Eggers
Genre: History Article
See Glossary of Terms, pp. TR2–TR9 Did Gray or Bell Communication Satellites Get Wiki Wise
• integrate • source Invent the Telephone? by Dirk Costa by Laura Modigliani
• topic by Tom Xiao Genre: Science Text Genre: Magazine Article
Genre: History Text
How Satellites Staying in Touch—
Track Cell Phones All the Time
by Laurie Shinbaum
by Jane Woo
Genre: Magazine Article
350a Lesson 20 Using Multiple Sources for Writing and Speaking ©Curriculum Associates, LLC Copying is not permitted
Authorized for use by school personnel only. This resource expires on 6/30/2022.
Lesson 20 Overview
Lesson Pacing Guide

Whole Class Instruction 30–45 minutes per day
Day 1 Teacher-Toolbox.com Interactive Tutorial Ready Writing Connection
Check the Teacher Toolbox for Interactive Tutorials to During Ready Reading Days 1–5, use:
use with this lesson. Lesson 5 Writing to Inform: Book Chapter
Introduction pp. 350–351 • Think It Through

• Step 4 Organize Your Evidence
• Read U
sing Multiple Sources for Writing • Step 5 Draft
and Speaking 10 min
See Ready Writing TRB, p. 120a
• Think 10 min for complete lesson plan.
Graphic Organizer: Four-Column Chart
• Talk 5 min
Quick Write (TRB) 5 min
Day 2 Modeled and Guided Instruction pp. 352–353, 358

Small Group Differentiation
• Read B
ell and the Telephone and Did Gray or Bell Invent Teacher-Toolbox.com
the Telephone? 10 min
• Think 10 min
Graphic Organizer: Three-Column Chart Reteach
• Talk 5 min
Ready Reading Prerequisite Lesson
• Write Short Response 10 min
Grade 4
Day 3 Guided Practice pp. 354–357, 359 • Lesson 22 Interpreting Visual Information
• Lesson 24 Integrating Information from Two
• Read S
atellite, Communication Satellites, and Sources
How Satellites Track Cell Phones 20 min
• Think 10 min
• Talk 5 min Personalized Learning
• Write Short Response 10 min i-Ready.com
Day 4 Independent Practice pp. 360–367

• Read
A Brief History of the Internet, Get Wiki Wise, and
Independent
Staying in Touch—All the Time 20 min
i-Ready Close Reading Lessons
• Think 10 min • Grade 4 Integrating Information
• Write Extended Response 15 min from Two Sources
• Grade 5 Using Multiple Sources for
Day 5 Independent Practice pp. 360–367 Writing and Speaking
• Review Answer Analysis (TRB) 10 min
• Review Response Analysis (TRB) 10 min
• Assign and Discuss Learning Target 10 min
Language Handbook
Lesson 13 Combining Sentences, pp. 462–463
20 min (optional)
©Curriculum Associates, LLC Copying is not permitted Lesson 20 Using Multiple Sources for Writing and Speaking 350b
Lesson 20 Using Multiple Sources for Writing and Speaking Introduction RI.5.9 Integrate information from several texts on the same topic in order to write or
speak about the subject knowledgeably.
Introduction
Lesson 20
Using Multiple Sources
Get Started for Writing and Speaking
• Explain to students that in this lesson they will read Putting together information from several texts on one
Learning Target topic will make you knowledgeable about that topic.
science and history texts and explore how to
combine information from several sources in order
to speak or write about a topic.
Read When you read, you learn information about a topic, or what a
• Review the concept of combining things You
to all
get a
got directions You all got directions
text is about. You can integrate, or put together, information on a
You all got directions
more complete picture. For example, have students
to the mystery party? to the mystery party? topic from more than one source. As a result, you will be able to ...they don’t make sense....they don’t make sense.
to the and
speak mystery party?
write more knowledgeably about the topic. What does yours say? What does yours say? ..
think about a jigsaw puzzle. Yeah...but... Yeah...but...
Yeah...but...
Read this comic strip. Think about why the characters must put
• Guide them to understand that it’s not until they together information from multiple sources.
put all the pieces of a puzzle
Youtogether that
You all they
all got directions got directions
to the mystery party?to the mystery party? You all got directions ...they don’t make sense.
...they don’t make sense.
can see the whole picture. Explain: to the mystery party? Yeah...but... What does yours say?
What does yours say?
Yeah...but...
When you read about a subject—such as Yeah...but...
dogs—you learn information. One text might
describe different breeds of dog. Another
might give information about the types of
jobs certain dogs do. A third text might
explain ways that you can rescue a dog. After My text says My text says
My textsays
Mine says“Tenth” Mine says “Tenth” And mine says “April” And mine says “April”
reading all of these texts, you have a more on “First Street ”
and “Palace.”
on “First Street ”
and “Palace.”
on and
“First Street
“The ”
Pizza.” and “The Pizza.”
Mine says “Tenth”
and at “7 P.M.” and at “7 P.M.”
And mine says “
and “Palace.” and “The Pizza.” and at “7 P.M
complete understanding of the topic.
• Focus students’ attention on the Learning Target.
My text says
Read it aloud to set the purpose for My
the text says
lesson.
on “First Street ” on “First Street ” Mine says “Tenth” Mine says “Tenth” And mine says “April”
And mine says “April”
My text says
and “Palace.” and “Palace.” and “The Pizza.” and “The Pizza.” and at “7 P.M.” and
Mine “7 P.M“Tenth”
at says .” And min
• Display the Academic Talk words. Tell students to on “First Street ”
and “The Pizza.” and a
and “Palace.”
listen for these words and their meanings as you
work through the lesson together. Use the
Academic Talk Routine on pp. A48–A49.
350
English Language Learners 350 Lesson 20 Using Multiple Sources for Writing and Speaking ©Curriculum Associates, LLC Copying is not permitted.
Genre Focus
English Language Learners Genre Focus
Build Meaning Science Article
Read
Visual Aids Remind students that Explain that during Guided Practice,
• Read aloud the Read section as students follow integrate means “combine.” students will read three science articles
along. Restate to reinforce: • Display three different images of a about communication satellites.
To speak or write knowledgeably about a single topic, such as a park with trees, Science articles usually include
topic, it helps to integrate, or combine, a park with a bench, and a park with a objective writing, or writing that is free
the information from more than one source. playground. Label each image “Park.” from judgment or opinion. The topics
Gathering information from multiple sources • Have students label what they see in of science articles are often related to
gives you a more complete understanding of each picture. nature, space, and technology. Writers
the topic. use facts and evidence to inform or
• Write the following sentence frame
• Direct students’ attention to the comic strip. on the board: You can find , explain about these topics.
Challenge them to figure out the whole message , and at a park. Have Share examples of magazine or
by integrating the pieces of information each students choose words from the newspaper articles on science topics,
character gets. images to fill in the blanks. and encourage students to discuss
• Emphasize that students integrated science articles they have read.
information from multiple sources to
make one statement about parks.
350 Lesson 20 Using Multiple Sources for Writing and Speaking ©Curriculum Associates, LLC Copying is not permitted
Theme: Electronic Communication Lesson 20 Lesson 20
Think Consider what you’ve learned so far about putting together
information from different sources to get a complete picture of a topic.
In the comic strip, what information about the party does each character get? Think
Complete the chart to identify each piece of information.
• Have students read aloud the Think section.
Question Answers Explain that the chart will help them organize
First Message Second Message Third Message their thinking.
• Have partners complete the chart along with the
Where and when is
the mystery party? brief written response beneath it. Remind students
First Street, Palace Tenth, The Pizza April, at 7 P.M.
to use the information each character received to
solve the mystery of where and when the party
will take place.
On the lines below, describe everything you know about the party after
combining the information in the three messages. Use any details you can
• As students work, circulate and provide assistance
see in the comic strip as well as the information in your chart. as needed.
By combining the information in the messages, the three people can • Ask volunteers to share what they wrote for each
figure out they are invited to a mystery party that will take place on part of the activity.
April 10th at 7 P.M. at The Pizza Palace on First Street.
• Make certain students understand that each
message includes only part of the information
about the party. The three people must combine
Talk Share your chart and description with a partner.
the pieces of information in their messages to
• Did you include the same information about the second and third
figure out the invitation.
messages?
• How were your descriptions of the party similar and different? Talk
• What did this activity teach you about the importance of getting
information from more than one source? • Read aloud the Talk prompts.
• Have partners discuss the information they
Academic Talk included in their charts. Encourage students to
Use these words to talk about the text.
compare their descriptions of the party.
• integrate • topic • source
• Ask volunteers to share their ideas.
351 Quick Write Have students write a response
©Curriculum Associates, LLC Copying is not permitted. Lesson 20 Using Multiple Sources for Writing and Speaking 351
to the following prompt:
Think about a mystery story or movie
you’ve read or seen. Explain how putting
Monitor Understanding
together clues, or different pieces of
If… students struggle to integrate information from several sources, information, helped you or a character
then… provide an example from their everyday lives. Ask: solve the mystery.
• What information do you use when trying to decide which Ask students to share their responses.
movie to see? (friends’ opinions; movie descriptions; movie reviews)
• Why do you consider all of these before deciding? (Each source Monitor Understanding
only gives me partial information. Thinking about all of the
information together helps me decide whether I will like the movie.) Wrap Up
Have students provide additional examples, such as what they think
• Invite students to share what they’ve learned so
about before planning a party or choosing a recipe to cook.
far. Encourage them to use the Academic Talk
words in their explanations.
• Explain to students that when they read more than
one text about the same topic, they can combine
information from the texts for a more complete
understanding of the topic.
In the next section, we’ll read two history
texts about the invention of the telephone
and explore how using more than one source
gives us a better understanding of the topic.
©Curriculum Associates, LLC Copying is not permitted Lesson 20 Using Multiple Sources for Writing and Speaking 351
Modeled and Guided Instruction
Lesson 20 Using Multiple Sources for Writing and Speaking
Read Genre: History Texts
Get Started
BE L L A N D T H E T E L E PHON E by Melanie Cartwright
1 On March 10, 1876, Alexander Graham Bell’s hard work paid off.
Today you will read two history texts about the Thomas Watson, friend and fellow inventor, heard Bell speaking clearly from
the receiving end of the very first working telephone.
invention of the telephone. First, you’ll read to
2 Bell was an inventor through and through. He had a deep fascination
understand what the texts are about. Then you’ll with sound and wanted to invent a way to transmit it over long distances.
read to analyze and combine information from He started small. He developed techniques and devices to communicate with
both sources. his mother and other members of the deaf community. He performed sound
experiments with whatever he could, from tuning forks to the family dog!
3 Eventually Bell figured out that electricity would be the key to transmitting
Read sound but didn’t know enough about it. That didn’t stop him. In 1875, when
he met Watson, a skilled electrical engineer, Bell asked for his help. That year
• Read aloud the title of each passage and invite Bell wrote his first patent for technology to transmit voices over a wire line.
students to predict the topic. One year later, he introduced the telephone to the United States. He patented
his “electronic speech machine” in 1876.
• Have students read the texts independently. Tell
them to place a check mark above any confusing
words and phrases as they read. Remind students
Did Gray or Bell Invent the Telephone?
by Tom Xiao
to look inside, around, and beyond each unknown 1 Elisha Gray was a gifted electrical engineer. He was one of the most
word to help them figure out its meaning. Use the important inventors of his time. In 1876, he was ready to patent an amazing
Word Learning Routine on pp. A50–A51. device. He had invented one of the very first telephones, yet Gray is
unknown to most people today. Why?
• When students have finished reading, clarify the 2 The telegraph, invented in the 1870s, allowed written messages to be
meanings of words and phrases they still find transmitted along a wire. It was popular, but many people wanted more.
Inventors raced to develop a way to transmit a person’s voice along a Close Reader Habits
confusing. Then use the questions below to
wire. By 1876, Elisha Gray had found a way. But on the very same day When you reread the
check understanding. Encourage students to the patent office in Washington received word of his invention, they passages, underline
identify details in the text that support their answers. received a patent application for the same technology from someone details about both
else. That person’s name was Alexander Graham Bell. inventors, such as who
Who were Bell and Gray? (inventors who created they were, the main thing
3 Bell was awarded the first U.S. patent for the telephone later that
some of the first telephones) year. While the patent office said they had received Bell’s application they did, and why they
did it.
Why did Bell and Gray invent the telephone at first, the true inventor of the telephone has been debated since.
the same time? (The telegraph had been invented

352
to send written messages and many inventors were 352 Lesson 20 Using Multiple Sources for Writing and Speaking ©Curriculum Associates, LLC Copying is not permitted.
working to find a way to send voices over a wire.)

Why do most people credit Bell with inventing
English Language Learners Word Learning Strategy
the telephone? (The patent office said they
Develop Language Analyze Word Parts
received his application first.)
Concept Vocabulary To help students • Point out the word transmit in
English Language Learners comprehend these passages, make sure paragraph 2 of the first passage.
Word Learning Strategy they understand what patent means. Write the word on the board and
• Explain that patent can be both a break it apart into trans- and mit.
noun and a verb. Write the following • Explain that trans- is a prefix meaning
Explore “across, or through,” and mit is a Latin
sentence frames on the board:
• Read aloud the Explore question at the top of Bell got a for the telephone. root meaning “send.” Help students
p. 353 to set the purpose for the second read. Tell determine that in this sentence,
Gray tried to the
students they will need to take a closer look at transmit means “sending sound
telephone at the same time.
both sources to answer this question. through a wire.”
• Guide students to complete each
• Have students read aloud the Close Reader Habit • Follow the same procedure with the
sentence and identify the part of
on p. 352. word telegraph. Tele- means “far off ”
speech for each use of patent.
or “at a distance” and graph means
• Discuss the meaning of patent based “write.”
TIP Remind students to ask themselves the
on the information in each passage.
following question as they read: Who invented • Invite students to share examples of
Help students determine that it is
the telephone? They should think about how words containing trans-, tele-, mit,
“the right to build, use, or sell an
each source answers this question. and graph.
invention” (noun) or “to establish as
L.5.4b
one’s own” (verb).
Lesson 20
Explore How does integrating information from both passages help you
understand Alexander Graham Bell’s and Elisha Gray’s work?
Think
Think
Figure out the topic of
the texts. What does
1 Complete the chart below by using information from both passages.
each text add to your
• Read aloud the Think section. Explain to students
knowledge of it? that you will model how to find text evidence to fill
in part of the chart. Use the Think Aloud below to
Answers guide your modeling.
“Did Gray or Bell Invent • Revisit the Explore question. Guide students to
Questions “Bell and the Telephone” the Telephone?”
determine that they need to look for more details,
using the Close Reader Habit.
Who were Bell Gray was an electrical engineer
Bell was an inventor.
and inventor.
• Encourage students to work with a partner to
and Gray?
continue rereading the texts and complete the
chart. Remind them that the Buddy Tip will help
them integrate, or combine, the information in
What work did Bell patented his “electronic Gray invented one of the first
they do? speech machine” in 1876. telephones in 1876. the two texts.
• Ask volunteers to share their completed charts.
Gray wanted to find a way to
• Guide students to see that using two sources gives
Bell wanted to send sound over send a person’s voice over a them a more complete understanding of the
Why did they do it? distances. wire, improving on the concept history of the telephone because they learned that
of the telegraph.
Elisha Gray may have invented the telephone
before Alexander Graham Bell.
Talk
2 Compare the details you used to fill out the charts. Do the details Talk
you chose truly answer those questions? Are there more details you
should add? Revise your chart if you need to. • Read aloud the Talk prompt.
Write • Have partners respond to the prompt. Use the
HINT The prompt Talk Routine on pp. A52–A53.
3 Short Response Explain who Bell and Gray were, the main thing each shows a way to
man did, and why they did it. Use details from both passages in your organize your • Circulate to check that students are discussing
response. Use the space provided on page 358 to write your answer. response. and writing about the details in their charts. Point
353 out that they may want to add details based on
their discussions.
Write
Think Aloud
• The Explore question is asking March 10, 1876, Bell and his friend, • Ask a volunteer to read aloud the Write prompt.
me to figure out how integrating “a fellow inventor,” spoke to each • Invite a few students to tell what the prompt is
information from both passages other over “the very first working asking them to do.
helps me understand these telephone.” The first sentence in • Make sure students understand that they need to
scientists’ work. paragraph 2 confirms this. I’ll write respond to each part of the prompt, using details
• I need to find answers to the “Bell was an inventor” in the chart from both passages.
questions in the first column of the under “Bell and the Telephone.” • Have students turn to p. 358 to write their responses.
chart. I’ll start by rereading the first • Now I’ll keep reading to find • Use Review Responses on p. 358 to assess
paragraph of “Bell and the examples of Bell’s work that are students’ writing.
Telephone.” I learn that on provided in this passage.
Wrap Up
• Ask students to recall the Learning Target. Have
them explain how integrating information from
two sources helped them better understand
the topic.
Guided Practice
Read Genre: Science Texts
Guided Practice
Get Started SATELLITE by Roger Spandel

Today you will read three science texts about
1 A satellite is a small body or object that revolves around a larger object in
communication. First, you will read to
space. The Moon is Earth’s satellite, and all the planets are satellites of the Sun.
understand what the texts are about. Then you Moons and planets are called natural satellites.
will reread with a partner to combine 2 Artificial satellites are human-made objects that revolve around larger,
information from the sources. natural satellites. The first artificial satellite was Sputnik 1, a 185-pound
capsule sent into orbit by the Soviet Union in 1957. Since that time, many
satellites have been sent into space. Today there are hundreds of satellites
Read circling Earth. They are used for research, weather study, navigation, and
communication. Among these is the largest—the International Space Station,
• Read aloud the title of each text. Invite students to where astronauts work and research in space.
share whether they know the meaning of satellite
or have heard the word used in a certain way.
Communication Satellites
Students may suggest satellite dish or satellite radio
as familiar terms.
• Read to Understand Have students read the by Dirk Costa
texts independently. Tell them to place a check
1 How do communication satellites work?
mark above any confusing words and phrases as
2 A cell phone uses cell towers to send and receive signals. However, in
they read. Remind students to look inside, around, rural areas and over the oceans, it is not possible to erect cell phone towers.
and beyond each unknown word or phrase to help The solution is simple: use a satellite phone, which can cover vast distances.
them figure out its meaning. Use the Word 3 So how does it work? A satellite phone sends a signal up to a satellite, and
the signal is then sent down to a ground station. This station sends the call
Learning Routine on pp. A50–A51. to the cell phone or landline. If someone wants to call a satellite phone, the
• When students have finished reading, clarify the reverse works, too. The call from the landline or cell phone first
goes to the ground station. Then it travels up to the satellite, and Close Reader Habits
meanings of words and phrases they still find
then down to the satellite phone.
confusing. Then use the questions below to check What do satellites do?
Reread each text, and
understanding. Encourage students to identify underline details that
details in the text that support their answers. tell what satellites do.
What is the shared topic of all three passages?

354
354 Lesson 20 Using Multiple Sources for Writing and Speaking ©Curriculum Associates, LLC Copying is not permitted.
(satellites and their uses)
What is a satellite? (a small body or object that
revolves around a larger object in space) English Language Learners Word Learning Strategy
Build Meaning Analyze Word Parts
What is an artificial satellite? (a satellite made
by humans and sent into orbit in space) Visual Aids Display pictures of key • Point out the word revolves in
Why are communication satellites needed? (It terms from these passages, including paragraph 1 of “Satellite.” Write it on
is not possible to erect cell towers in rural areas or artificial satellite, cell tower, and rural. the board, and break it into its parts.
over oceans; They can help find missing persons As you display each image, have • Explain that re- is a prefix and ask if
using the GPS chip in the phone.) students describe what they notice. anyone knows its meaning. (“back” or
How is a GPS chip used to track a cell phone? • Encourage partners to draw and label “again”) Then explain that volv is a
(Satellites send radio signals that can be picked up a diagram or picture of what each Latin root that means “roll.” Ask
by a chip in a GPS on Earth. The satellite can passage describes. For example, to students to define revolve. (“to move
calculate the distance using a formula based on the represent “Satellite,” students might or turn around.”)
speed of a radio wave.) draw a smaller object revolving • Follow the same procedure for
around a larger object. Have them television in paragraph 1 of “How
English Language Learners write notes or short sentences Satellites Track Cell Phones.” Tele-
Word Learning Strategy explaining their pictures. means “far, over a distance,” and
• Invite partners to share their pictures vision comes from the Latin vid that
with the class. Encourage classmates means “see.”
to support one another by supplying L.5.4b
missing vocabulary or correcting any
misunderstanding about the content
of the passage.
Lesson 20
• Read to Analyze Read aloud the Close Reader

Habits on pp. 354 and 355 to set the purpose for
How Satellites Track Cell Phones

the second read. Then have students reread the
texts with a partner and discuss any questions they
by Jane Woo
might have.
1 You might have seen television shows where the police located a missing TIP If students have trouble deciding which
person by locating his or her cell phone. Communication satellites make this
possible if the phone has a Global Positioning System (GPS) chip inside the
details to underline and circle, suggest that
phone. they reword the questions in the Close Reader
2 Some 22,000 miles high above us, the United States operates twenty-four Habits. For example, What do satellites do?
communication satellites that orbit Earth. The satellites circle Earth every
might be reworded as How do satellites work?
twelve hours. They are positioned so that five satellites can be seen from any
point on Earth at any time of the day. The second question, How do satellites help us?
3 These satellites transmit radio signals down to Earth. Each satellite might be reworded as What do we use
measures the time it takes for a signal from a chip to reach the satellite (less satellites for?
than one-tenth of a second). Then it multiplies the time by how fast a radio
wave moves—some 186,000 miles (300,000 kilometers) a second. The result is
the distance between the GPS chip and the satellite.
4 To determine an accurate location of a cell phone, the GPS must use at
least three satellites. Four satellites make the data even more accurate. If all
this sounds unbelievable, imagine this: GPS can pinpoint a location within
35 feet!
Close Reader Habits

How do satellites help us?
Reread all three texts, and
circle information that
tells how satellites help
people.
355
If… students have difficulty combining information,
then… make a three-column chart, and write the title of each
passage in the columns. For each column, ask:
• What is this text about?
Jot notes in the appropriate column for each passage. Then ask:
• What does every passage tell about?
Guide students to identify that together, the passages inform them
about satellites and communication. Separately, each passage
explains what a satellite is or a specific way in which it communicates.
Guided Practice
Guided Practice
Think Use what you learned from reading the passages to answer the
following questions.
1 This question has two parts. Answer Part A. Then answer Part B.
Think Part A
Which idea is in both “Communication Satellites” and “How Satellites
• Have students work with a partner to complete Track Cell Phones”?
A Satellites orbit the Earth every 12 hours.
items 1–3. Draw attention to the boldface words in
B In rural areas, it is not always possible to build cell towers.
each item.
C Some cell phones have a Global Positioning System.
D Phones can use satellites to send and receive data.
TIP Make certain students understand that each
item names one or more specific passages. Part B
Students must look for evidence in those Choose one sentence from “Communication Satellites” and one
sentence from “How Satellites Track Cell Phones” that support the
passages only in order to find the correct answer. answer to Part A. Write each sentence in the appropriate “Supporting
Detail” box below.
Answer Analysis Supporting Detail from Supporting Detail from

“Communication Satellites” “How Satellites Track Cell Phones”
When students have finished, discuss correct and
incorrect responses.
1 Part A
The correct choice is D. Both passages explain
how cell phones can use satellites to relay data. Possible response: “A satellite Possible response: “To
phone sends a signal up to a determine an accurate location
• A and C show information only found in “How satellite, and the signal is then of a cell phone, the GPS must
Satellites Track Cell Phones.” sent down to a ground station.” use at least three satellites.”
• B shows information only found in

“Communication Satellites.”
Part B
See the answers on the student book page.
Discuss students’ responses to make sure they
understand which details came from each
passage. Remind students that this item 356
simulates drag-and-drop items they may see 356 Lesson 20 Using Multiple Sources for Writing and Speaking ©Curriculum Associates, LLC Copying is not permitted.
on computer-based assessments.
DOK 4
Monitor Understanding Monitor Understanding
If… students have difficulty finding supporting details for item 1,
Part B,
then… make sure they understand that the correct answer to Part A
is “Phones can use satellites to send and receive data.” Then have
students review the two selections to find a detail from each that is
about signals between satellites and phones on the ground.
Lesson 20
2 Based on information found in both “Satellite” and “Communication
Satellites,” which idea is true?
A The first satellite was put in orbit around Earth in 1957. 2 The correct choice is C. It is the only choice
B A cell phone relies on cell towers. Science texts often with information found in both texts.
cover topics that are
C There are special satellites that are used for communication.
very broad. Authors • A has information only found in “Satellite.”
D Satellite phones allow communication over long distances. can choose to focus
on one part of the
• B and D have information only found in
3 Satellites help us to communicate with each other. Choose one detail topic to make the text “Communication Satellites.”
from “Satellite” and one detail from “How Satellites Track Cell Phones” more useful to the
reader.
DOK 4
that best support this idea.
A “. . . object that revolves around a larger object. . . . “ (“Satellite”) 3 The correct choices are B and D. “Satellite”
B “. . . used for research, weather, study, navigation, and states that satellites are used for communication,
communication.” (“Satellite”)
among other things. The fact that satellites
C “. . . astronauts work and research in space.” (“Satellite”)
transmit radio signals to Earth supports the idea
D “. . . satellites transmit radio signals down to Earth.” (“How
Satellites Track Cell Phones”) that satellites help make communication possible.
E “. . . less than one-tenth of a second. . . .” (“How Satellites Track • A, C, E, and F do not support the idea that
Cell Phones”)
satellites make communication possible.
F “. . . GPS can pinpoint a location within 35 feet.” (“How Satellites
Track Cell Phones”) DOK 4
Integrating Standards
Talk
4 How do satellites help us? Consider the information you read in all three HINT Think about
sources. Use the chart on page 359 to organize information from each what satellites do, Talk
source to answer the question. then think about how
that can help us.
• Have partners discuss the prompt. Emphasize
Write that students should support their ideas with
5 Short Response Using information from all three sources, explain how text details.
satellites help us. Use the space provided on page 359 to write your
answer. • Circulate to clarify misunderstandings.
Write
• Ask a volunteer to read aloud the Write prompt.
• Invite students to tell what the prompt is asking
357 them to do. Make sure they understand that they
need to use all three sources.
• Call attention to the HINT.
Integrating Standards
• Have students turn to p. 359 to write their
Use the following questions to further students’ understanding responses.
of the texts. • Use Review Responses on p. 359 to assess
• How does the word pinpoint in paragraph 4 of “How Satellites students’ writing.
Track Cell Phones” help to explain the ability of satellites and GPS
chips to track a cell phone? (Pinpoint has two smaller words, pin and
point. The point of a pin is a very small area. GPS has the ability to find an Wrap Up
exact location if it uses at least three satellites. The author says “GPS can
• Ask students to recall the Learning Target. Have
pinpoint a location within 35 feet!” That’s very accurate from about
them explain how integrating information from
”22,000 miles high.”)
three sources helped them understand the topic.
DOK 2 RI.5.1, L.5.4b
• Explain the relationship between communication satellites and
cell phones. (People communicate by means of communication satellites
and satellite phones where cell phones don’t work, such as in rural areas
and over the oceans. Also, communication satellites help people locate a
cell phone if the phone has a GPS chip.)
DOK 3 RI.5.3

Write Use the space below to write your answer to the question on page 353.
Write BELL A N D T H E T ELEPHON E

• Remember to use the Response-Writing Routine
on pp. A54–A55. Did Gray or Bell Invent the Telephone?
Review Responses HINT The prompt
3 Short Response Explain who Bell and Gray were, the main thing
After students complete the writing activity, help each man did, and why they did it. Use details from both passages
shows a way to
organize your
them evaluate their responses. in your response. response.
3 Responses may vary but should show that Bell Sample response: Alexander Graham Bell and Elisha Gray were inventors. Both wanted
and Gray were inventors who separately
to invent a machine that would let people speak over distances along a wire. Bell
invented telephones in 1876 and applied for
patents on the same day. See the sample figured out that electricity was the key and asked an electrical engineer to help him.
response on the student book page. Both men eventually figured out how to send sound along a wire, and did so at about
DOK 4 the same time. In 1876, Bell got a patent for his “electronic speech machine.” On the
same day, Gray applied for a patent.
Check Your Writing

Did you read the prompt carefully?
Did you put the prompt in your own words?
Don’t forget to Did you use the best evidence from the text to support your ideas?
check your writing.
Are your ideas clearly organized?
Did you write in clear and complete sentences?
Did you check your spelling and punctuation?
358
Scaffolding Support for Reluctant Writers

If students are having a difficult time getting started, use the
strategies below. Work individually with struggling students,
or have students work with partners.
• Circle the verbs in the prompt that tell you what to do, such
as describe, explain, or compare.
• Underline words and phrases in the prompt that show what
information you need to provide in your response, such as
causes, reasons, or character traits.
• Talk about the details from the text that you will include in
your response.
• Explain aloud how you will respond to the prompt.
Guided Practice
Guided Practice
SATELLITE
Communication Satellites Talk
How Satellites Track Cell Phones 4 Students should use the chart to organize their
thoughts and evidence.
4 Use the chart below to organize your ideas.
Answers Write
“Communication “How Satellites
Question “Satellite” Satellites” Track Cell Phones” • Remember to use the Response-Writing Routine
on pp. A54–A55.
How do
satellites
Review Responses
help us? After students complete the writing activity, help
them evaluate their responses.
5 Responses may vary but should explain that
Write Use the space below to write your answer to the question on page 357. satellites help us do research, study weather, and
5 Short Response Using information from all three sources, explain how satellites help us. communicate over long distances. Responses
should include the ideas that satellites transmit
Sample response: Satellites help us because they are used for research, studying radio signals to Earth, making it possible to use
weather, and communicating with others over long distances. Where cell towers can’t cell phones in places where cell towers can’t be
be constructed, such as over oceans, a satellite phone sends a signal to a satellite. That
built and to locate a cell phone that has a Global
Positioning System. See the sample response on
signal is then sent down to ground, and the ground station sends the call to the cell
the student book page.
phone. Finally, because satellites transmit radio signals to Earth, they make it possible DOK 4
eas? to locate a cell phone on Earth using the Global Positioning System.
359
Teacher Notes
Independent Practice
Read Genre: History Article
WORDS TO KNOW
A Brief History
of the Internet
As you read, look
Get Started inside, around, and
beyond this word to
figure out what it
Today you are going to read a history article and means. by Amanda Eggers
two magazine articles and use what you have • access
1 The Internet is something we take for granted. For many
learned about integrating information from people, surfing the net is as much a part of everyday life as
multiple sources to better understand the topic. eating breakfast or going shopping. But what is the Internet,
exactly, and how long has it been around? The answers may
• Ask volunteers to explain why integrating surprise you.
information from multiple sources will help readers 2 During the 1960s, the United States military wanted a new
better understand a topic. Encourage students to way to share information. They wanted a network that would
keep working even if other systems failed. Computers had
use the Academic Talk words in their responses. been around for a number of years, but they were not linked
together in any way, so researchers began to try out different
English Language Learners ways to get computers to “talk” to each other. In October 1969,
a system called ARPANET was launched. Only a few people
Read had access to ARPANET because the network included only
four universities. This network would not have a big impact on
Begin by reading the first two articles. As you the lives of most people for many years.
3 Throughout the next two decades, computer technology
read independently, remember to think about became more and more advanced. By the 1990s the Internet
the information given in each text and how the was no longer limited to just a few universities. It quickly
texts work together to inform you about a topic. expanded for use by businesses and individuals, helped by
the invention of the World Wide Web. The World Wide
Then you will read a third article and use what
Web (www), invented in the 1990s, provides a way for

you have learned to think and write about all people to find information on the Internet. For the first time,
three texts. information on the Web had an “address” that made it easy
to find.
• Read aloud the titles of the first two articles and 4 Today, the Internet contains all kinds of information, used
then encourage students to preview the texts, by ordinary people every day. Email, music, photos, games,
thinking about how the titles can help them videos—all are readily available on our computers. Even
though we take it for granted, the Internet has transformed
anticipate what they will learn.
the world.
• Call attention to the Words to Know on p. 360
and p. 361. Remind students to use the Glossary of 360
Words to Know in the back of the Student Book if 360 Lesson 20 Using Multiple Sources for Writing and Speaking
they struggle to determine meaning from context,

or to confirm their understanding of the word. English Language Learners
• If students need support in reading the texts, Build Meaning
you may wish to use the Monitor Understanding
Prior Knowledge Prior to reading, have a discussion with
suggestions.
students about what they already know and understand
• Explain that students will complete the Think and about the Internet.
Write sections after they read a third article on the
• Draw a concept map on the board, and invite students to
same topic.
share the reasons why they use the Internet. Add their
Monitor Understanding reasons to the map.
• Dig deeper into each reason and have students share, for
example, how they go about searching for information.
Introduce terms such as reliable during this discussion.
• Tell students to refer to this map as they read the next three
articles. Encourage them to add terms to the map and make new
connections between ideas when they have finished reading.
Lesson 20
WORDS TO KNOW
by Laura Modigliani, Scholastic News As you read, look
inside, around, and
1 If you’ve ever searched for information online, you’ve probably come beyond these words
across Wikipedia. The online encyclopedia was launched in January 2001. to figure out what
Today, the site includes 3.5 million articles in English alone. Wikipedia is the they mean.
biggest online encyclopedia. • reliable
2 It’s easy to see why people like it. The site has detailed articles on just • trustworthy
about any topic you can think of—from Iraq and the human eye to iCarly.
3 But even though it’s popular, does that mean you can trust it?
A Group Effort
4 Wikipedia is not like other encyclopedias. The wiki in its name means
that anyone—even you—can write or change an entry. Because experts don’t
check it, the information may not always be correct.
5 Wikipedia can, however, be a helpful research tool—if you know how to
use it. “It’s been attacked because kids often go to Wikipedia and cite that as
their only source,” says Tessa Jolls. She’s the president of the Center for Media
Literacy in Malibu, California.
6 Jolls says Wikipedia can be a great starting point for finding more reliable
sources of information. Wikipedia articles often have links to other sources.
What’s Reliable?
7 The trouble is that a lot of people think any site is completely trustworthy.
According to a recent Scholastic poll, 47 percent of kids ages 9 to 11 believe
the information they find online is always correct. Many kids don’t realize
that lots of sites are only trying to sell something or contain only people’s
opinions. In fact, many sites aren’t even written by experts.

8 The Internet is like a huge library. Type “Haiti” into Google or another
search engine, and you’ll get millions of results. The Wikipedia page often
pops up first, but that just means it’s popular, not that it’s the most reliable site.
Scroll down the results page and you’ll find a link to the CIA World Factbook.
That site is more trustworthy because it’s run by a U.S. government agency.
Also, look for websites that end in .edu or .gov. These sites are written by
experts and usually contain reliable information.
9 “You have to learn how to make judgments about the information,” says
Jolls. “Learn to be a questioner.”
361
Lesson 20 Using Multiple Sources for Writing and Speaking 361
If… students struggle to read and understand the articles,
then… use these scaffolding suggestions:
Question the Text Preview the texts by Check Understanding Use the
asking the following questions: questions below to check understanding.
• Based on the titles and illustrations, Encourage students to cite details in the
what do you predict the articles will texts that support their answers.
be about? • Who wanted a way to share infor
• What questions do you have about mation in the 1960s? (the U.S. military)
the texts? • Why do people use the Internet
Vocabulary Support Define words that today? (to find information, exchange
may interfere with comprehension, such email, listen to music, share photos and
as launched, network, and impact. videos, or play games)
Read Aloud Read aloud the texts with • What makes Wikipedia a useful tool?
students. You could also have students (It’s the biggest online encyclopedia and
chorally read the texts in small groups. a good starting point for doing research
because it has links to reliable sources.)
WORDS TO KNOW
As you read, look
English Language Learners inside, around, and
beyond these words
to figure out what
Read they mean.
• media
Now you are going to read a magazine article • virtual by Laurie Shinbaum, Appleseeds
• network
about the Internet. As you read, think about
what you read in the first two articles and what
new information you discover in this article. 1 Do you like being poked?
After reading, you will combine the information 2 Most people don’t—unless it’s on Facebook,
from all three articles to think and write about a popular Internet site. Facebook members can
poke a friend, which is a message that loosely
the topic.
means, “Hey, I’m still here!”
• Read aloud the title of the article and then 3 Not that long ago, Facebook did not exist.
encourage students to preview the text. Today, social networking sites like Facebook make
staying in touch easier than ever.
• Call attention to the Words to Know in the upper
4 You know what a network is—a set of links or
left of p. 362. Remind students to use the Glossary ties between one place, person, or thing and another. What about
of Words to Know in the back of the Student Book social? Social means having to do with groups of people, or society.
So a social network is a set of links among people. Sometimes these
if they struggle to determine meaning from sites are also called “social media.”
context, or to confirm their understanding of 5 Social networking sites like Facebook, Twitter, Ning, and MySpace
the word. are websites that connect people on the Internet. Through them,
people are able to meet, speak, and share information with each
• If students need support in reading the passage, other. These sites create virtual communities for adults—and
you may wish to use the Monitor Understanding sometimes teenagers. Today, we use the word virtual to mean
suggestions. something that exists but not in actual form. For example, Facebook
creates a real community, but it is not a physical community like
• When students have finished, have them complete your town.
the Think and Write sections.
362
English Language Learners

Build Language
Concept Vocabulary Explain to students that the popularity
of the Internet has created a new vocabulary. Work together to
review and discuss some common terms.
• Ask whether students know what a bird’s tweet sounds like.
Note that the sound is short, and explain that we now use
tweet on the social networking site Twitter to mean “a very
short message.” Point out that tweet can be both a noun and a
verb. Demonstrate with a sentence for each: I posted a tweet
about my new hobby; I tweeted about my new hobby.
• Repeat with terms such as blog, network, and app.
Lesson 20
6 Facebook is one of the most popular social networking sites. Integrating Standards
It was created on a college campus in 2004. At first, it was open
only to college students. Now you can join Facebook if you are
After students have read the articles, use these
over 13. (Between 13 and 18, you must be a high school or
college student.) More than 500 million people around the world questions to discuss the articles with them.
have joined.
• Use context clues to explain the two meanings of
7 Twitter is another hugely successful network. On Twitter people
community as it is used in this sentence: “For
send short messages called “tweets” to and from cell phones and
computers. A tweet can be no longer than 140 characters. example, Facebook creates a real community, but
8 Schools use social networking, too. In some schools, teachers is it not a physical community like your town.”
use special online networks to communicate with their students.
(In the first example, community means “a group of
They can give quizzes, assign homework, and send reminders
about upcoming classwork. The social networks are improving people who have similar interests.” In the second
every day. Who knows what social networks will exist for you in example, community means “a group of people who
the future? You might even invent one of your own.
live in the same area.”)
DOK 2 RI.5.4
• Reread “Social Media Update” on p. 363.
Social Media Update
Explain why someone would choose one of the
Since this article was first published in 2011, the social media landscape has sites over the others. Use details in the
shifted. Some teens have found new virtual hangouts, including the following: descriptions to support your response.
Instagram Users post photos or short videos with captions, which their
followers may “like” or comment on. A single post can get hundreds of (Responses will vary but should provide specific
responses. reasons for using one of the sites. For example,
Snapchat This app lets friends exchange photos or videos, and then the post someone who is looking for comments on short
disappears. But anyone can take a screenshot, so it’s not really gone forever! videos would choose Instagram over Snapchat where
Tumblr On this site, users combine short messages with photos and videos to posts disappear, and someone who wants to send a
make super-short blogs.
photo or video with a message longer than a caption
Google+ Users can watch their circles of friends grow on this networking site.
A bonus is the chance to video-chat in Google Hangouts. would choose Tumblr over Instagram.)
Kik This app is like texting, but it allows users to socialize DOK 4 RI.5.1
as they send messages to each other. • What are the similarities and differences in the
ways the ideas are presented in “A Brief History
363 of the Internet” and “Staying In Touch—All the
©Curriculum Associates, LLC Copying is not permitted. Lesson 20 Using Multiple Sources for Writing and Speaking 363 Time”? How does the structure of each passage
help the author deliver her information?
(“A Brief History of the Internet” is organized using
Monitor Understanding mainly chronological order, which helps explain how
If… students struggle to read and understand the article, the Internet came to be a part of our daily lives. In
“Staying in Touch—All the Time,” the author uses
then… use these scaffolding suggestions:
mainly a compare–contrast structure, which helps
Question the Text Preview the text Check Understanding Use the reader understand the purpose of each social
by asking the following questions: the questions below to check networking site the author mentions.)
• What do you predict the article understanding. Encourage students DOK 3 RI.5.5
will be about? to cite details in the text that • How could you use information from all three
support their answers. articles to summarize the development of the
• What questions do you have
about the text? • Why do people belong to social Internet from the 1960s to today?
networks? (It keeps them in touch (To find information about the beginnings of the
Vocabulary Support Define
and lets them share experiences and Internet, “A Brief History of the Internet” is a good
words that may interfere with
interests with others.) source. It explains that the U.S. military wanted to link
comprehension, such as site,
community, and landscape. • What are some popular social computers in the 1960s and that the World Wide Web
networking sites? (Facebook, was started in the 1990s. “Get Wiki Wise” shows how
Read Aloud Read aloud the text much information is available and the fact that an
Instagram, Snapchat, MySpace,
with students. You could also have
Tumblr, Google+, Kik) online encyclopedia is a popular resource. “Staying in
students chorally read the text in a
Touch—All the Time” shows that the number of social
small group.
media sites is growing rapidly.)
DOK 2 RI.5.2
Independent Practice Think Use what you learned from reading the articles to answer the
following questions.
1 This question has two parts. First, answer Part A. Then answer Part B.
Think Part A
Which idea is found in both “A Brief History of the Internet” and
• Use the Monitor Understanding suggestions “Get Wiki Wise”?
A The Internet expanded quickly in the 1990s.
to support students in completing items 1–3.
B The Internet has information that people can find.
Monitor Understanding C Not all information on the Internet is accurate.
D It is important to use Internet sites written by experts.
Answer Analysis
Part B
When students have finished, discuss correct and Choose one sentence from “A Brief History of the Internet” and one
incorrect responses. sentence from “Get Wiki Wise” that support the answer to Part A. Write
each sentence in the appropriate “Supporting Details” box below.
1 Part A
The correct choice is B. Both articles show that Supporting Details from Supporting Details from
“A Brief History of the Internet” “Get Wiki Wise”
the Internet has a wealth of information on many
topics. Possible response: “The World Possible response: “The Internet
Wide Web (www), invented in is like a huge library.”
• A has information only in “A Brief History of the 1990s, provides a way for
people to find information on
the Internet.” the Internet.”
• C and D have information only in “Get Wiki Wise.”
Part B 2 Read the following sentence from “A Brief History of the Internet.”
See the answers on the student book page.
Even though we take it for granted, the Internet has transformed the
Discuss students’ responses to make sure they
world.
understand which details came from each
What does the root form mean in the word transformed?
passage. Remind students that this item
A rule
simulates drag-and-drop items they may
B know
see on computer-based assessments.
C shape
DOK 4 RI.5.9 D organize
2 The correct choice is C. The root form means
“shape.” Figuratively speaking, the Internet 364
changed the shape of the world. 364 Lesson 20 Using Multiple Sources for Writing and Speaking ©Curriculum Associates, LLC Copying is not permitted.
• A, B, and D do not support the meaning of the

root form.
DOK 2 L.5.4b Monitor Understanding
If… students struggle to complete the items,
then… you may wish to use one or more of the following
suggestions:
• Read the questions aloud and ask students to identify
any words or phrases they don’t understand.
• Discuss each item with students to make certain they
understand the expectation.
• Have students review the texts and write notes about the
important idea or ideas in each one.
• Have partners summarize the topics.
Lesson 20
3 This question has two parts. First, answer Part A. Then answer Part B.
Part A 3 Part A
How does the information in “A Brief History of the Internet” help the
reader understand the topic of “Staying in Touch—All the Time”?
The correct choice is A. Social networks rely on
A “A Brief History of the Internet” explains how computers were the ability of computers to communicate with
eventually taught to talk to each other, which is how the social each other. Therefore, by discussing how
networks discussed in “Staying in Touch—All the Time” work.
computers were taught to communicate with
B “A Brief History of the Internet” explains how the Internet got
started in the 1960s, and the Internet is a main topic discussed
each other, “A Brief History of the Internet”
in “Staying in Touch—All the Time.” provides the reader of “Staying in Touch—All the
C “A Brief History of the Internet” explains how videos and Time” a basis for understanding an important
images are sent using the Internet, and those are popular in
technology that make social networks possible.
social networking, which is the topic of “Staying in Touch—All
the Time.” • B is incorrect. The fact that the Internet got
D “A Brief History of the Internet” explains how each website has started in the 1960s is true, but the Internet in
an address that makes it easy to find, which also helps people
create a social network, as described in “Staying in Touch—All
general is not the topic of “Staying In Touch—
the Time.” All the Time.”
Part B
• C is incorrect. While it is true that videos and
Choose two pieces of evidence, one from each article, that support the images are popular forms of social media
answer to Part A. (referenced in the sidebar in “Staying in
A “Computers had been around for a number of years, but they
Touch—All the Time”), “A Brief History of the
were not linked together in any way, so researchers began to try
out different ways to get computers to ‘talk’ to each other.” Internet” does not explain how videos and
(“A Brief History of the Internet”) images can be sent over the Internet, just that
B “In October 1969, a system called ARPANET was launched.” it is possible.
(“A Brief History of the Internet”)
C “Email, music, photos, games, videos—all are readily available • D is incorrect. There is no evidence in either
on our computers.” (“A Brief History of the Internet”) passage to support the idea that it is easier to
D “Today, social networking sites like Facebook make staying in build a social network because things are easy
touch easier than ever.” (“Staying in Touch—All the Time”)
to find online.
E “You know what a network is—a set of links or ties between one
place, person, or thing and another.” (“Staying in Touch—All the Part B
Time”)
The correct choices are A and E. Each choice
F “Who knows what social networks will exist for you in the
future?” (“Staying in Touch—All the Time”) supports the idea that because the Internet
365 allows computers to “talk” to each other, people
©Curriculum Associates, LLC Copying is not permitted. Lesson 20 Using Multiple Sources for Writing and Speaking 365 can use the Internet to create social networks.
• B and C are unimportant details from the
article “A Brief History of the Internet.”
Theme Connection • D and F are unimportant details from the article
• Remind students that the theme of this lesson is “Staying in Touch —All the Time.”
Electronic Communication. DOK 4 RI.5.9
• Display a three-column chart. Label the columns with these Theme Connection
headings: Phones, Satellites, Internet.
• Ask students to recall facts and ideas they learned from each
passage about inventions that help people communicate over
large distances. List their responses in the appropriate column.
• Ask students to determine how all of the passages relate to the
theme of electronic communication.
Write
What is the Internet, and how do people use it to find information and
connect with each other? Reread all three articles. Underline key ideas about
Write the Internet. Then complete numbers 4 and 5.
4 Plan Your Response What important ideas did you learn from each
• Tell students that using what they read, they will plan article? How can you put together that information to explain what
the Internet is and how it can be used? Use a chart to organize your
and compose an extended response to the writing thoughts and evidence from the articles before you write.
prompt. Provide copies of the chart on p. TR11.
5 Write an Extended Response Explain what the Internet is and how
Monitor Understanding people use it to find information and connect with each other. Use
evidence from each article and your chart in your response.
Review Responses Responses will vary. A top-scoring response will integrate
After students have completed each part of the information about the Internet, Wikipedia, and social networks
writing activity, help them evaluate their responses. from each article. Students will clearly state where each piece of
4 Display the Sample Response for the planning information came from, and they will come to a clear conclusion
chart on the next page. Have students compare about what the Internet is and how it helps people find information
their chart with the sample. Are they missing any
and connect with each other.
information?
DOK 2 RI.5.9
5 Display or pass out copies of the reproducible
2-Point Writing Rubric on p. TR10. Have
students use the rubric to individually assess
their writing and revise as needed.
When students have finished their revisions,
evaluate their responses. Answers will vary but
should integrate information about the Internet,
Wikipedia, and social networks from the three
articles. Students should identify the sources
and explain how the Internet helps people
find information. 366
DOK 4 RI.5.9, W.5.9b 366 Lesson 20 Using Multiple Sources for Writing and Speaking ©Curriculum Associates, LLC Copying is not permitted.
If… students don’t understand the writing task,
then… read aloud the writing prompt. Use the following
questions to help students get started.
• What is the prompt asking you to write about?
• Do you need to reread the text to find
more information?
• How will you identify the information you need
to include?
• Have partners talk about how they will organize
their responses.
Lesson 20
Wrap Up
Learning Target
• Have each student respond in writing to the
Learning Target prompt.
• When students have finished, have them share
their responses. This may be done with a partner,
in small groups, or as a whole class.
Learning Target
In this lesson, you practiced integrating information from
several texts on the same topic. Explain how this skill will help
you when you have to do research on other topics.
Responses will vary, but students should identify ways that integrating
information from several texts on the same topic helped them develop
a deeper understanding of a topic in order to write or speak about it.
367
4 Sample Response 5 2-Point Writing Rubric
“A Brief “Get Wiki Wise” “Staying in Points Focus Evidence Organization

History. . .” Touch— . . .”
• 1960s: U.S. military • Wikipedia is biggest • Social networking 2 My answer does My answer is My ideas are clear
exactly what the supported with and in a logical
wanted to share online encyclopedia allows people to
prompt asked me plenty of details order.
information • Information may not meet, share
to do. from the text.
• 1990s: WWW be correct information
invented • Links to sources • Popular sites: 1 Some of my My answer is Some of my ideas
• Today many use Facebook, Twitter, answer does not missing some are unclear and
• Questioning Internet
Internet: email, music, MySpace relate to the important details out of order.
information
photos, games • New social media prompt. from the text.
added recently
0 My answer does My answer does My ideas are
not make sense. not have any unclear and not in
details from the any order.
text.

Using Multiple Sources For Writing and Speaking: Lesson 20

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Using Multiple Sources For Writing and Speaking: Lesson 20

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LESSON Lesson 20

OVERVIEW Using Multiple Sources for Writing and Speaking

Standards Focus Learning

Writing Lesson Text Selections

Speaking and Listening

• Pose and respond to specific questions

and contribute to discussions. SL.5.1c How Satellites Track Cell Phones

• Review the key ideas expressed and

draw conclusions. SL.5.1d

©Curriculum Associates, LLC Copying is not permitted.

• Use Greek and Latin affixes and roots as

clues to the meaning of a word. L.5.4b

©Curriculum Associates, LLC Copying is not permitted.

specific words and phrases. L.5.6

Lesson Pacing Guide

Introduction pp. 350–351 • Think It Through

Day 2 Modeled and Guided Instruction pp. 352–353, 358

Day 4 Independent Practice pp. 360–367

the same time? (The telegraph had been invented

working to find a way to send voices over a wire.)

Get Started SATELLITE by Roger Spandel

What is the shared topic of all three passages?

• Read to Analyze Read aloud the Close Reader

How Satellites Track Cell Phones

Close Reader Habits

Answer Analysis Supporting Detail from Supporting Detail from

• B shows information only found in

Modeled and Guided Instruction

Write BELL A N D T H E T ELEPHON E

same day, Gray applied for a patent.

Check Your Writing

Scaffolding Support for Reluctant Writers

©Curriculum Associates, LLC Copying is not permitted.

they struggle to determine meaning from context,

opinions. In fact, many sites aren’t even written by experts.

English Language Learners

• A, B, and D do not support the meaning of the

Review Responses Responses will vary. A top-scoring response will integrate

a deeper understanding of a topic in order to write or speak about it.

4 Sample Response 5 2-Point Writing Rubric

“A Brief “Get Wiki Wise” “Staying in Points Focus Evidence Organization

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